5. Dust the wood-work, window-sills, ledges, etc.
6. Wash the duster and hang it up to dry.
MEASURES AND RECIPES
Another preliminary part of the work will be teaching the pupils to measure and follow a recipe.
MEASURES
The measures used in kitchen work are teaspoon, tablespoon, pint, quart, and gallon, of which a table should be developed as follows:
3 teaspoonfuls (tsp.) 1 tablespoonful (tbsp.) 16 tbsp. 1 cup 2 cups 1 pint (pt.) 2 pt. 1 quart (qt.) 4 qt. 1 gallon (gal.)
In connection with this table the following points should be brought out:
1. That all measurements are made level.
2. That in measuring liquids, the measure should be set on a level surface.
3. That to halve the contents of a spoon, the division should be made lengthwise.
4. That to quarter the contents of a spoon, the half should be divided crosswise.
5. That in measuring flour, it should not be shaken down to level it.
6. That in using one measure for both dry and liquid ingredients, the dry should be measured first.
7. That in measuring a cupful of dry ingredients, the cup should be filled by using a spoon or scoop.
[Illustration: (_a_) Dividing the contents of a spoon]
[Illustration: (_b_) Dividing a spoonful in halves]
[Illustration: (_c_) Filling a cup]
[Illustration: (_d_) Levelling a cupful]
TABLE OF EQUIVALENT MEASURES AND WEIGHTS
A table of equivalent measures and weights of some staple foods will also be useful and may be given to the class:
2 cups butter (packed solidly) 1 pound 2 c. granulated sugar 1 "
2 c. rice (about) 1 "
2 c. finely chopped meat 1 "
2 2/3 c. brown sugar 1 "
2 2/3 c. powdered sugar 1 "
2 2/3 c. oatmeal 1 "
2 2/3 c. cornmeal 1 "
4 c. white flour 1 "
PLAN OF LESSON ON MEASURING
TIME LIMIT
One and one-half hours to be divided approximately as follows--one-half hour for teaching the theory, one-half hour for the practical application of the theory, and one-half hour for housekeeping (washing of dishes, tables, sinks, etc., and putting the kitchen in order).
PREPARATION
1. Place a set of measures at hand.
2. Place a large bowl of flour on the teacher's table.
3. Place flour and sugar in the boxes of the supply drawers.
4. Place cans of cocoa and jugs of milk on the centre table.
DEVELOPMENT
1. Introduction.--What do we take for a guide when cooking? How can we be sure that we use the exact quantities the recipes require? Name some measures that you have learned in arithmetic. In this lesson we are going to learn the measures we require in cooking, also the proper ways of using them.
2. Names of measures.--Show and name the measures, beginning at the smallest: teaspoon, tablespoon, cup, pint, quart, gallon. As the measures are named, place them on the table in order of size.
3. Methods of using measures.--Ask two or three pupils, in turn, to measure a teaspoonful of flour from the bowl on the teacher's table.
They will not agree in their measurements, and the necessity for levelling will be shown. What can we use for levelling measures? How can we level liquids?
If we need less than a spoonful, how can we measure it? Which part of the spoon is deeper? How shall we divide the spoonful to make both halves equal? How must we divide a spoonful into quarters? Into eighths?
Examine and explain the divisions of the cup. To use one measure for both liquid and dry ingredients, which should be measured first? (As these points are obtained, they should be written on the black-board.)
4. Table of measures.--In the tables of measures which you have learned, you state the number of times one measure is contained in the next higher. We shall form a table of the measures learned to-day. By measuring flour from their boxes, let each pupil find how many teaspoonfuls fill a tablespoon. How many tablespoonfuls fill a cup, a half cup, a quarter of a cup. They will state the remainder of the table from memory. Write the table on the black-board and teach the abbreviations.
NOTE.--After the lesson on measuring is developed, the class should be given individual work which will put these ideas into practice.
A simple recipe may be dictated by the teacher, step by step. Cocoa makes a good recipe for this lesson, as it affords practice in measuring liquids as well as dry ingredients, both powdered and granular. If each girl makes half a cupful of cocoa, it will give practice in dividing the contents of a spoon.
PRACTICAL WORK TO APPLY MEASURING
Have each pupil make half a cupful of cocoa by carrying out each step as it is dictated by the teacher, as follows:
1. Numbers one put two cups of water in the tea kettle; numbers two light a fire and put the water to boil; numbers three get cocoa from the centre table; numbers four get milk.
2. Set out sugar boxes and open them.