Ontario Teachers' Manuals: Household Management Part 19

CHAPTER VI

FORM IV: JUNIOR GRADE

THE KITCHEN

At the beginning of the year's work in Form IV, several lessons should be spent in reviewing the methods of cooking and cleaning taught in the previous year. This may be done by reviewing former recipes and by using new ones which require a knowledge of these methods. As the pupils work, they should be closely observed, and, without the teacher giving undue a.s.sistance, their weak points should be carefully strengthened. The length of time spent on the review will vary according to the ability of the cla.s.s. This can be plainly judged by their habits of work. The new recipes given them should be such as they are likely to use at home, so as to encourage home practice. These recipes will also enlarge their collection in their special recipe books. Some of the following may be useful: creamed potatoes, potato omelet, stuffed potatoes, stuffed onions, corn oysters, baked tomatoes, spaghetti with tomato sauce, macaroni and cheese, scalloped apples, plain rice pudding, ginger pudding, sago pudding, tapioca cream.

THE KITCHEN FIRE

Up to this time the pupils have been allowed to manage their individual table stoves or a gas range. They should now be taught to understand and to use an ordinary coal or wood range. Two lessons will be necessary for this purpose. After each lesson has been taught, the remainder of the period should be spent in some kind of practical work which can be accomplished in the time. Some cookery which requires only a few minutes may be reviewed, such as tea, cocoa, coffee, toast, bacon, apple sauce; drawers and cupboards may be cleaned; silver and steel may be polished; designs for wall-paper, dishes, curtains, and dress materials may be drawn; household accounts may be computed; sewing may be finished.

LESSON I

REQUIREMENTS OF A KITCHEN FIRE

In introducing a lesson on the kitchen fire, ask the pupils to imagine that they have built a new house, which the workmen have just vacated.

Before they can move in it must be cleaned. What kind of water is best for cleaning? Hot water. What is necessary to provide hot water? A fire.

Find out from the pupils and then write on the black-board what is necessary for a fire. What is the first requisite? Something to burn.

What do we call such a substance? _Fuel._ Where shall we put the fuel?

In a _stove_. Why is a stove necessary? To confine the fire.

Using a candle as fuel and a lamp chimney as a stove, light the candle and place it in the chimney. It burns only a short time and then dies out. Why? Because the oxygen of the air in the chimney is all exhausted.

Then what is another requisite for a fire? _Oxygen._

Imagine the room to be a stove and the chairs, books, tables, etc., to be fuel. The air in the room also contains much oxygen, so that in this room we have three requisites for a fire. It is very fortunate for us that something else is needed. We shall try to find out what it is.

Watch while I hold these strips of paper over this lighted gas stove high enough to be out of reach of the flame. What happened to them? They burst into a flame. What did the paper that I held receive that it did not get when it was lying on the table? Heat. We shall try a match in the same way, also some thin shavings. They also burn when they receive heat from the fire. Then what is another requisite for a fire? _Heat._ Name all of the requisites for a kitchen fire. _Fuel_, _stove_, _oxygen_, and _heat_.

NOTE.--Just here it is a good thing to impress the care that is necessary in regard to gasolene, coal-oil, benzine, etc., or any substance that burns at a low temperature.

Bring out the fact very clearly that it is the heat that makes fuel burn, that a flame is not necessary.

HEAT

Experiments to show on what the amount of heat required depends:

1. Heat together two strips of paper of the same size but of different thicknesses and observe which burns first.

2. Heat together a strip of very thin paper and a match which is much thicker than the paper, and observe which burns first.

3. Rub a match vigorously on some surface and observe the result.

Conclusions.--1. The amount of heat required to make fuel burn depends on:

(1) The thickness of the fuel.

(2) The substance composing the fuel.

2. Some substances burn at a very low temperature.

NOTE.--This will explain the order of laying the fuel for a fire and the use of a match in lighting it.

OXYGEN

Experiments to show the means of obtaining oxygen:

1. Light a candle, set the lamp chimney over it and observe the result.

2. Raise the chimney by supporting it on two small pieces of wood. Note the result.

3. Cover the raised chimney with a piece of cardboard. Note the result.

[Ill.u.s.tration: Experiments to show the necessity for oxygen]

Conclusions.--1. A fresh supply of oxygen is constantly required.

2. Two openings are required to ensure a constant supply of oxygen, one below the fuel and one above it.

3. Oxygen is obtained from the surrounding air.

4. The pa.s.sage of air through these openings creates a draught.

It will be necessary next to lead the cla.s.s to see that the supply of oxygen can be controlled:

1. By the relation of the openings:

(1) Openings directly opposite each other cause a rapid circulation of air or a "direct draught".

(2) Indirect openings cause a slower circulation of air or an "indirect draught".

2. By a cross current of air which tends to check the draught.

FUELS

A discussion of the fuels may next be taken. With pupils of Form IV it will not be wise to go into too many details regarding these. Besides the cla.s.sification of the commonest ones, they may be compared from the standpoints of cost, and of the time and labour required in their use.

Cla.s.ses of Fuels:

Liquid--coal-oil, gasolene, alcohol

Solid--coal (c.o.ke), wood (charcoal)

Gaseous--natural gas, coal gas.