SELECTION OF FOODS FOR THE SICK.—Methods of preparation of food for the sick differ somewhat from methods of preparation of food for those in health. The chief difference is in theselectionof the foods to be prepared. In severe illness the physician prescribes definitely the diet of the patient. In the absence of a trained nurse, it is the home-keeper's work to follow the physician's directions and to prepare such foods as can readily be digested.
Often the home-keeper not only prepares, but selects the foods for the indisposed members of the household. In any case of feeding the sick, the following suggestions should be kept in mind:
(a) Choose easily digested foods and prepare them in such a way that they will be easily digested. Liquid or easily liquefied foods are digested with the least effort, hence the use of milk, broths, soups, and gruels in sick-room diet. Such semisolid foods as eggs (uncooked or soft cooked), cereals, softened toast, etc., are also easily digested. Avoid foods that are digested with difficulty, as pastry, fried foods, "rich" sauces, pork, veal, lobster, and baked beans.
(b) Give special attention to the selection of foods that appeal to the appetite. When foods are served, even though they are selected according to the physician's directions, likes and dislikes of the patient should be observed. If food suitable for the patient is distasteful to him, substitutions should be made or distasteful foods should be disguised. Eggs, for example, are most valuable foods for the sick. If disliked by the patient they may be slipped into such foods as cocoa or gruels. Appeal to the appetite can be made by changing the methods of preparing foods. The selection and preparation of food for the sick call for ingenuity and resourcefulness on the part of the homekeeper.
(c) Prepare less food for the sick than for those in health. Sometimes a lessened quantity of easily digested food is all that is needed to effect recovery from an indisposed condition. Some energy is needed to carry on the involuntary activities of the body, such as the beating of the heart, and the movements of the lungs (seeTable of Energy Requirements). For the very sick patient, food served in small quantities, but served often, is necessary.
SELECTION OF FOODS FOR THE CONVALESCENT.—In recovery from severe illness, there is often the problem of building up an emaciated body. Knowledge of the proper quantity and the kind of food aids greatly in solving this problem.
The basic principles of the selection of foodto increase weightwere discussed previously (seeDaily Carbohydrate and Fat Requirement). The use of concentrated foods,i.e.those whose fuel value is high, such as eggs, cream or top milk, and butter, is usually advisable. These foods can be added to foods of less fuel value such as vegetables. A generous use of whole milk is also effective in gaining weight. This can be used to advantage not only at meal times but between meals and at bed time. Milk is one of the few foods which can be used effectively between meals. Because it is bland in flavor, it does not "spoil the appetite" for the following meal. Bread and other grain foods and starch-rich vegetables are useful foods for gaining weight.
Many of the suggestions for the selection of foods for the sick apply to the selection of foods for the convalescent.
PREPARATION OF SPECIAL FOODS FOR THE SICK AND FOR THE CONVALESCENT.—(1)Milk.—Milk is one of the most important foods for an invalid because it is a liquid containing valuable nutrients. It is used in a partially predigested condition in Junket "Custard", peptonized milk, and malted milk. Buttermilk, kumiss, and matzoon are often agreeable and beneficial to the sick; by some, they are more easily digested than whole milk. Frozen desserts made of milk or cream are popular foods for the sick.
(2)Eggs.—Since eggs are both high in nutrients and easily digested, they serve as a most important article of diet for the sick. The variety of ways in which eggs can be cooked and served also adds to their value as a sick-room food. Eggs combined with milk (egg-nog, custards), with cereals (rice pudding, gruels), and with toast make suitable foods for the sick and convalescent. The principles used in the preparation of custards (see Lesson LI) should be applied in combining eggs with hot liquids.
(3)Gruels.—The principle of preparing breakfast cereals may be applied to the preparation of gruels. In the making of gruels less cereal and more liquid are used,i.e.mix 1 tablespoonful of cereal with 1 cupful of liquid. The finished product is strained. A gruel may be prepared by diluting a cooked cereal and straining. Gruels should be of the consistency of cream soups. Corn-meal, oatmeal, barley, rice, flour— especially graham, whole wheat, and gluten—arrowroot, and crushed crackers—especially graham and oatmeal—are suitable cereals for gruels. Water or a combination of water and milk is used for the liquid. When both water and milk are used, the method of cooking Rice Pudding should be followed.
The seasoning and flavoring of gruels are most important. Distaste for gruels is often due to improper seasoning. "High" seasoning is not desirable for the sick or convalescent. Usually a patient does not care for highly seasoned food. But some seasoning is necessary to make a tasty gruel. Gruels may be flavored with whole spices, meat extract, fruits, such as raisins, cranberries, etc., and lemon peel. The flavor of whole spices and fruits is extracted by cooking them with the gruel. If nutmeg is used, it is grated over the surface of the cooked food. The identity of this spice can thus be recognized. Sugar is used sparingly for the sick.
(4)Broth and Meat.—Although there is little nourishment contained in meat broths (seeProtein in Meat), beef tea is often used as food for the sick, especially when liquid diet is necessary. It is appetizing and tasty.
To makebeef tea, soak chopped meat in water for at least one hour. (Use 1 pint of water to 1 pound of lean beef.) Then cook the mixtureslightly, over hot water (until it becomes reddish brown in color), and stir constantly. Strain through acoarsestrainer, season, and serve at once.
Sometimes thejuice of beefwithout any dilution with water is served to the sick. The meat is cut into pieces and heated slightly; then by means of a lemon "squeezer" or a meat press the juice is extracted.
Meats such as chicken (white meat preferably), lamb, broiled or roasted beef, can be used for convalescents. Scraped meat,i.e.meat from which the tough tissue is removed (see Experiment 50), can often be given to an invalid when solid meats are denied. The scraped meat contains more nutriment than beef juice (seeProtein in Meat). It should be made into balls and pan-broiled (seePan-broiling).
PREPARING THE TRAY.—Attractive serving of foods may make a stronger appeal to the appetite than choice selection or skilful preparation of foods. It should be remembered that the foods are to be carried from the kitchen to the sick room. For this reason, it is well to place foods, especially liquids, in deep dishes suitable for transit. All hot foods should be placed in covered dishes, that they may be hot when the bedside is reached.
For serving sick-room foods, the daintiest china available should be used. The tray should be spread with a clean napkin or doily. In the case of a contagious disease, a paper napkin or doily may be used. It should be destroyed at once after using.
A bedside stand which supports the tray without any effort of the patient is a comfort.
For contagious diseases, burn any remaining bits of food and sterilize the dishes,—cover with cold water, heat, and boil.
Keeping in mind that the requisite for food for the sick is ease of digestion, make a list of liquid, semisolid, and solid foods suitable for the sick room.
Explain why it is that liquid foods are invariably prescribed for the sick.
Give a variety of ways of cooking and serving eggs for the sick.
Keeping in mind the suggestions given in the chapter onMenu-makingand in the present chapter, write several menus for an indisposed or convalescent patient.
Plan [Footnote 135: See Footnote 72.] menus for the sick and for the convalescent. Prepare the foods and arrange them on trays.
Cream of Potato SoupCroutonsBaked Custard
See Lesson XIV for suggestions regarding the preparation of the lesson.
HOME PROJECTS [Footnote 136: See Lesson IX.]
SUGGESTIONS FOR HOME WORK.—Can fruit or vegetables, or make marmalades, jellies, etc. If possible, select the fruits or vegetables at market.
SUGGESTED AIMS: (1) To compare home-canned and factory-canned products. Determine the difference in cost per pint or quart. Compare the difference in flavor and appearance.
(2) To compare the yield of fruit made into jam or conserve and jelly. Note the weight of the fruit, sugar, and other ingredients before preserving. How many glasses of jam or conserve does each five pounds of material yield? State the advantages of preparing jelly from fruit and of preparing jam or conserve.
1 quart (1 pound) cranberries 2 cupfuls water 2 cupfuls sugar Salt
Pick over and wash the cranberries. Cook them in water until they are soft and the skins are broken. Remove from the fire; strain if desired, add the sugar and salt, and stir until dissolved. Set aside to cool.
1 quart (1 pound) cranberries 1 cupful water 2 cupfuls sugar Salt
Prepare and cook the cranberries in water, as for Cranberry Sauce. Press through a strainer, add the sugar and salt, and mix well. Without further cooking pour the mixture into molds which have been rinsed in cold water. Set aside to cool and stiffen.
Give a practical method of washing cranberries. How does Cranberry Sauce differ from Cranberry Jelly? If you desired to makeclearCranberry Jelly what change would you make in the method given above?
2 cupfuls soft bread crumbs 1/4 teaspoonful baking soda 2 teaspoonfuls baking powder 1/8 teaspoonful cloves 1/2 teaspoonful cinnamon 1/4 teaspoonful salt 1/2 cupful suet 1/2 cupful molasses 1 egg 3/4 cupful milk 1/2 cupful currants 1/2 cupful raisins
To prevent suet from sticking while being chopped, sprinkle it with a little flour. Use a meat grinder, or a chopping bowl and knife, to chop the suet. Beat the eggs lightly and add the milk to them. The currants and raisins should be cleaned as directed previously, and sprinkled with flour. Mix the ingredients in the order given. Steam in an oiled pudding mold for at least 2 hours. Serve with Hard Sauce I or II, Yellow Sauce, or Vanilla Sauce.
2 cupfuls flour 1 pound seeded raisins 1 cupful potatoes 1 cupful carrots 1 cupful sugar 1 teaspoonful salt 1 teaspoonful baking soda 1 tablespoonful cold water 1 cupful suet 2 oranges—juice and grated rind 1 lemon—juice and grated rind
Mix the flour and raisins. Put the potatoes, carrots, and suet through a food chopper. Mix the baking soda and water. Combine these three mixtures. Then add the remaining ingredients. Turn into a greased mold and steam three hours. Serve hot with Lemon Sauce or with Hard or Yellow Sauce.
3/4 cupful brown sugar 1/3 cupful butter 2 tablespoonfuls cream or milk 1 teaspoonful vanillaor1 teaspoonful lemon juice and 1/2 teaspoonful vanilla
Cream the butter, add the sugar gradually, and mix thoroughly. Add the cream or milk gradually. Add the flavoring. Chill; serve over hot puddings.
2 eggs 1/2 cupful powdered sugar 1 tablespoonful milk or cream 1/2 teaspoonful vanilla Salt
Separate the eggs; beat the whites until they are stiff and dry. Add the yolks and continue beating until the mixture is very light. Then add the powdered sugar and beat again. Continue beating and add the milk or cream gradually; finally add the vanilla and salt. Serve at once over hot puddings.
1 quart (1 pound) cranberries 2 1/2 cupfuls sugar 4 cupfuls water Juice 1 large lemon Salt
Cook the cranberries and water slowly, until soft. Force through a sieve, and add the sugar, lemon juice, and salt. When cool, freeze (seePreparing and Packing the FreezerandFreezing).
Serve with roast chicken or turkey, or as a dessert.
What are the leavening materials used in Plum Pudding? Explain their action.
Why are raisins and currants sprinkled with flour before adding to the pudding?
How should pudding molds be prepared for pour batters (seeGeneral Suggestions for Steamed Quick-bread Mixtures)? If it is desired to use left-over steamed pudding, how should it be reheated?
What is the price per pound of suet? How much by weight is required to make one half cupful?
See Figure 63 and tabulate the percentage composition of beef suet and butter. Which contains the more fat?
How many persons does the Plum Pudding recipe serve?
How many persons does the Cranberry Frappe recipe serve?
THE USE OF CANDY IN DIET.—Candy is an energy-giving food, but, unfortunately perhaps, it is not (at all times) a most desirable energy- giving food. Sugar exists in candy in concentrated form. As stated previously, such sugar is irritating to the organs of digestion. Sugar is contained in large quantity in some fruits, especially in dried fruits, figs, dates, prunes, etc. These fruits are a much better source of sweets for children than is candy, because they do not contain as much sugar, and have, in addition, valuable food materials in the form of ash. (See Figures 92 and 94. Note the large quantity of carbohydrates and ash in raisins. Also note the large quantity of carbohydrates—which are in the form of sugar—in stick candy.)
Candy should never be used to excess or at the wrong time. A little eaten at the end of a meal is not harmful to the normal person. At that time the sugar is diluted because it is mixed with other foods. When diluted it does not irritate the digestive tract to the extent that it would if eaten between meals with no other foods. It is well to drink a generous quantity of water when eating candy or other sweets. Since molasses, honey, and maple sirup are not so concentrated as is sugar (see Figure 94), they are desirable sweets for children,—provided they are used moderately, at the right time, and are mixed with other foods.
[Illustration: FIGURE 94—THE COMPOSITION OF SUGAR AND SIMILAR FOODS(Revised edition)]
Chop equal parts of figs, dates, or raisins, and nuts together. Knead on a board dredged with confectioner's sugar, until well blended. Roll to 1/3 inch thickness, cut into cubes or rounds, and dip each piece in confectioner's sugar. Store in tin boxes.
Coverpruneswith cold water, and let them soak for 30 minutes. Then heat and cook at boiling temperature for 15 minutes. Now drain off the water and place prunes in the top part of a double boiler and cook over boiling water for 45 minutes. Or put the prunes in a tightly covered pan and place in the fireless cooker for several hours. Cool and remove the stones and fill the open space with a nut or a mixture of chopped dates or raisins, figs, and nuts. Press the prunes into symmetrical shape, then roll them in fine granulated sugar. (The Parisian Sweet mixture may be used for stuffing prunes.) Prunes may also be stuffed with marshmallows. One half of a marshmallow should be inserted in each cooked and seeded prune.
Datesstuffed with chopped nuts, peanut butter, or candied ginger are tasty sweets. They may be rolled in granulated sugar after stuffing.
1 egg 1 cupful sugar 1 teaspoonful vanilla 1 cupful flour 2 teaspoonfuls baking powder 1/4 teaspoonful salt 3/4 cupful dates, seeded and cut into pieces 1 cupful nuts, chopped 1/2 cupful milk
Mix as Date Pudding. Turn into an oblong or square pan about 9 by 9 inches. Bake at 350 degrees F., for from 30 to 40 minutes. When sufficiently baked, remove from the pan and place on a cake cooler for a few minutes. Then cut the cake into halves, and cut each half into narrow strips about 1 inch wide and 4 1/2 inches long. Roll each strip in powdered sugar. Store in a tightly covered tin box. These cakes have a finer flavor after they have been stored for a few days.
Raisins may be substituted for dates.
1 cupful molasses 1/4 teaspoonful baking soda 1 cupful corn sirup or sugar 1/2 teaspoonful salt
Mix the molasses and sirup or sugar and cook them to the crack stage. Then add the soda and salt and pour the mixture over popped corn,—about six quarts. Stir the corn while pouring the sirup. Let the sweetened corn stand a few minutes. Then dip the hands into cold water, shake off the water, and with the two hands press some corn into a ball. Repeat until all the corn is shaped into balls.
Explain why Parisian Sweets and Stuffed Fruits are a more desirable sweet food than candy.
When is the best time to eat candy? Explain your answer.
Why are mints served at the close, rather than at the beginning of a meal?
Why is it advisable to drink a generous quantity of water when eating candy or sweets?
Compare the recipes for Date Pudding and Date Bars. Account for the greater quantity of flour, sugar, and milk in Date Bars.
Why is it necessary to dip the hands in cold water before shaping Pop-cornBalls?
SUGAR AND GLUCOSE.—Granulated sugar and glucose differ in taste and composition. Granulated sugar is crystalline in structure, while commercial glucose exists in the form of a heavy sirup,i.e.is non-crystalline in form.
In many candies, a creamy consistency is desired. This is not possible, if all the sugar of the candy exists in coarse crystalline form. Hence in the making of candy from granulated sugar, it is desirable to add glucose or sirup to granulated sugar or to change some of the crystallized sugar to a sugar which crystallizes with difficulty,i.e.invert sugar. This can be accomplished by boiling granulated sugar with acid.
Recent experimentation [Footnote 137: See Journal of Home Economics, February, 1919 (Vol. XI), p. 65, "Factors Influencing the Amount of Invert Sugar in Fondant," by Daniels and Cook.] with sugars, however, shows that the quantity of acid required varies with the degree of hardness or the alkalinity of the water,—the more alkaline the water, the greater the quantity of acid needed. This experimental work also shows that unless soft water is used in boiling sugar to which acid is added, more constant and satisfactory results may be secured by adding glucose rather than acid to sugar.
COOKING SIRUPS.—Sugar and water are boiled to different degrees of temperature for making different kinds of candy. The thicker the sirup, the higher the temperature. Tests for sirups of different consistencies are:
(a) Thread,—when dropped from a spoon, the sirup forms a thread about two inches long (230 degrees F.). [Footnote 138: These temperatures apply to sirups made from cane sugar. The addition of glucose to cane sugar lowers the temperatures of the sirups at the various stages. See Note to the Teacher, Lesson CXVI, regarding the use of the Fahrenheit scale of temperature.]
(b) Soft ball,—when dropped into cold water, the sirup forms a soft ball if rolled between the fingers (236 degrees F.).
(c) Hard ball,—when dropped into cold water, the sirup forms a firm ball (252 degrees F.).
(d) Crack,—when dropped into cold water, the sirup becomes brittle (270 degrees F.).
(e) Hard crack,—when dropped into cold water, the sirup becomes very hard and brittle (293 degrees F.).
(f) Caramel,—when sugar (without addition of water) liquefies when hot and becomes very hard and brittle when cold (310 degrees F.).
2 cupfuls sugar 1/2 cupful water or milk 1/2 cupful corn sirup 2 ounces chocolate 2 tablespoonfuls butter 1 teaspoonful vanilla 1/4 teaspoonful salt
Mix the sugar with the liquid. Add the chocolate and sirup. Boilgentlyto a "soft ball" stage. Just before removing from the fire, add the butter. Cool, then beat the mixture until it thickens. Add the vanilla and salt and pour into a buttered pan. Cut into squares; when cool the fudge is ready for serving.
The butter may be omitted.
2 cupfuls light brown sugar 1/2 cupful milk 1/8 teaspoonful cream of tartar 2 tablespoonfuls butter or substitute 1/2 pound nuts 1/8 teaspoonful salt
Mix the sugar with the milk. Add the cream of tartar, and boil gently to a "soft ball" stage. Just before removing from the fire, add the butter and salt. Cool and beat until the mixture thickens. Add nuts that have been cut into pieces; pour into a buttered pan; cut into squares. When cool, the Panocha is ready for serving.
Sour milk or cream may be substituted for sweet milk and cream of tartar.When sour cream is used, omit the butter or substitute.
1/2 cupful water 3 cupfuls light brown sugar Juice of 1 lemonor1/4 cupful vinegar 2 to 4 tablespoonfuls butter
Mix the sugar and liquids thoroughly. Boil gently to the "crack" stage. Add the butter. Pour into buttered pans. When almost cool, cut into squares with a chopping knife. Break into pieces when cold.
The butter may be omitted. If this is done, add 1/8 teaspoonful of salt.
1 cupful sirup 2 cupfuls sugar 1 tablespoonful butter 1/8 teaspoonful salt 1 tablespoonful water 1 tablespoonful vinegar 1 tablespoonful ground cinnamonor2 drops of oil of cinnamon
Put all the ingredients except oil of cinnamon into a saucepan and boil to the crack stage. If oil of cinnamon is used for flavoring, add it to the mixture after cooking. Pour into a greased pan. When cool enough to handle, take a small portion and shape it into a ball. If the candy becomes too stiff to shape, it may be placed in an oven until it is soft enough to handle.
Oil of cinnamon produces a more pleasing flavor than ground cinnamon. However, the former is expensive. If it is added, the use of a medicine dropper prevents its waste.
What ingredient does corn sirup contain that would make it effective in preparing creamy candy?
Explain the use of corn sirup, cream of tartar, sour milk, and vinegar in these candies. In Fudge, why is the butter added just before removing the candy from the fire (seeFrying and Digestion)?
Why are not the nuts cooked in the Panocha mixture?
Why is butter or substitute omitted in Panocha if sour cream is substituted for sweet milk?
If a thermometer is used for testing sirups, what precaution should be taken against breaking?
FromU. S. Department of Agriculture, Bulletin No. 28, tabulate the percentage composition of granulated (see Figure 94), powdered, brown, and maple sugars. What is the price per pound of each?
How many cupfuls in a pound of brown sugar?
Considering the percentage of carbohydrates, and the price per pound of granulated and brown sugar, which is the cheaper?
Tabulate the percentage composition of honey, of molasses, and of maple sirup.
How much fudge, by weight, does 1 pound of sugar make?
What is the cost per pound of homemade fudge?
In using this text, the teacher may follow theorderofpresentinga lesson which she considers most satisfactory. She may prefer to preface processes of cooking with a discussion of foods and reasons for the steps involved in the processes, or she may consider it advisable to have the pupils do the cooking and discuss foods and methods later. In case both the so-called "theory" and practical work are undertaken in the same lesson, the time required to cook the food often determines the order of the lesson. In either case, this text may be used to advantage.
Although recipes in definitely stated form appear in the book, the teacher need not refer to them in class, or place them upon the board previous to the lesson. She may prefer to lead the pupils to develop a recipe. The latter method is valuable in training pupils to know the proper quantity of food materials to combine for practicalrecipe making, and to know how tosubstituteone food material for another.
Therelationof one recipe to another is shown in this text and should be constantly emphasized. The pupils should be made to understand that there are a few basic recipes from which many may be developed.
Much attention should be given to thecostof foods. At frequent intervals, pupils should be required to compute the cost of particular dishes or of entire meals. Thebuyingof foods by the pupils is most valuable. In table service lessons, it is advisable to have the pupils not only plan and cook foods but, when possible, buy them.
In teachingtable service lessons, the greatest care should be taken to adapt the lessons to the standard of living of the pupils. In communities where the equipment for serving foods is most meagre, a special effort should be made to make the best use of such dishes and furnishings as are found in the homes of the pupils. Serving meals in a more pleasing way with more adequate (but not elaborate) equipment should also be taught. Methods of serving without a maid meet best the needs of most pupils of the public schools.
The cooking of foods by each pupil infamily quantityrather than in individual amount is valuable. To do this some practical way of disposing of the cooked products must be arranged. The lunch rooms of the school may serve as the means of disposal. In case the pupils of a school cook for the lunch room, the greatest care needs to be exercised by the teacher to place the responsibility of preparing a salable product upon the pupil. Too much assistance on the part of the teacher in directing the pupils' work and in deciding when a food is sufficiently cooked or baked, may interfere in developing initiative in pupils,—one of the aims to be accomplished in education. The plan of having each pupil prepare a food for the first time in individual quantity and then later in family quantity for the lunch room has proved satisfactory in some cases.
This text furnishes material for ayear'swork, if five lessons per week (at least ninety minutes in length) are given; or fortwo years'work, if the curriculum provides for but two or three lessons per week. If it is necessary to arrange a shorter course, certain lessons may be omitted or assigned for home work, or lessons may be combined.
If the teacher wishes tocorrelatefood study with some other subject such as general science, or physiology, chemistry, or physics, the time may be extended, or the order of work may be changed to fit the particular requirements. Because many of the lessons of the first eight divisions treat of the uses of the foods in the body, they are especially good for correlation with physiology. The remaining lessons, many of which emphasize food composition, may be correlated to advantage with chemistry.
If for any reason an entire semester's work is to be devoted to table service, including the planning, buying, cooking, and serving of foods and determining the cost and computing the calorific value of the foods, the material found inRelated Work—the lessons placed at the end of each division—will be found adequate for such a course.
Bevier and Van Meter: Selection and Preparation of Food.Brechner: Household Physics.Brownlee and Others: Chemistry of Common Things.Buchanan: Household Bacteriology.Child Health Organization of America: Pamphlets.Cooley and Others: Teaching Home Economics.Conn: Bacteria, Yeasts, and Molds in the Home.Department of Household Science, University of Illinois: Principles of Jelly-Making (Bulletin).Farmer: Food and Cookery for the Sick and the Convalescent.Farmer: The Boston Cooking School Cook Book.Hill: Cooking for Two.Hill: The Up-To-Date Waitress.Holt: The Care and Feeding of Children.Holt and Sedgwick: The Human Mechanism.Holt and Shaw: Save the Babies, Pamphlet.Kansas Agricultural College: Table Etiquette and Table Service (Bulletin).Lincoln and Barrows: Home Science Cook Book.Lusk: Elements of the Science of Nutrition.Lusk: Fundamental Basis of Nutrition.McCollum: The American Home Diet.Mitchell: Fireless Cook Book.Pattee: Practical Dietetics.Richards, Ellen H.: The Cost of Food.Rose: Feeding the Family.Rose: Laboratory Handbook for Dietetics.Sherman: Chemistry of Food and Nutrition, Second Edition.Sherman: Food Products.Styles: Human Physiology.Taber: The Business of the Household.U. S. Department of Agriculture: Bulletins.Van Rensselaer and Others: A Manual of Home-Making.Vulte: Household Chemistry.Vulte and Vanderbilt: Food Industries.
End of Project Gutenberg's School and Home Cooking, by Carlotta C. Greer