3. Cheese cream toast
4. Cheese omelet
5. Cheese salad
6. Welsh rarebit
7. Macaroni and cheese
8. Sandwiches.
VEGETABLES
1. Scalloped vegetable
2. Cream of vegetable soup (water in which vegetable is cooked should be kept for this)
3. Sauted vegetables
4. Salad.
CANNED FRUIT
1. Cup pudding or roly poly
2. Steamed or baked batter pudding
3. Pudding sauce (strain juice and thicken)
4. Trifle
5. Fruit salad
6. Gelatine mould.
BEVERAGES
After the moist heat methods of cooking are learned, a special lesson on beverages may be taken, if the teacher thinks it desirable. If the subject be not taken as a whole, each beverage may be taught incidentally, when a recipe requiring little time is useful. The following will suggest an outline of facts for a formal lesson:
MEANING OF BEVERAGES
A beverage is a liquid suitable for drinking. Water is the natural beverage; other beverages are water with ingredients added to supply food, flavour, stimulant, or colour. Since water is tasteless in itself and also an excellent solvent, it is especially useful in making beverages.
KINDS OF BEVERAGES
1. Refreshing.--Pure cold water, all cold fruit drinks
2. Stimulating.--All hot drinks, tea, coffee, beef-tea, alcoholic drinks
3. Nutritious.--Milk, cocoa, chocolate, oatmeal and barley water, tea and coffee with sugar and cream.
NOTE.--As tea, coffee, and cocoa are ordinary household beverages, they should be specially studied. Their sources and manufacture will have been learned in Form III Junior, but their use as beverages may now be discussed and practised. It is desirable that the pupils be led to reason out correct methods of cooking each.
TEA
1. Description.--The leaves contain, beside a stimulant and flavour, an undesirable substance known as tannin, which is injurious to the delicate lining of the stomach. If the tea be properly made, the tannin is not extracted.
2. Method of cooking.--Steep the tea from three to five minutes, then separate the leaves from the liquid (suggest ways of doing this).
Boiling is not a correct method to use for making tea, as it extracts the tannin and causes loss of flavour in the steam.
NOTE.--Because of the stimulant, young people should not drink tea or coffee.
COFFEE
1. Description.--The beans, or seeds, of coffee also contain tannin as well as a stimulant and flavour. This beverage is more expensive than tea, since a much larger amount must be used for one cup of liquid.
After the beans are broken by grinding, the air causes the flavour to deteriorate, so that the housekeeper should grind the beans as required, or buy in small quant.i.ties and keep in tightly covered cans.
2. Method of cooking.--Coffee may be cooked in different ways, according to the size of the pieces into which the roasted beans are broken. These pieces are much harder than the leaves of tea, hence coffee may be given a higher temperature and a longer time in cooking than tea. Small pieces of beans are apt to float in the liquid, making it cloudy; this may be overcome by the use of egg-white or by careful handling.
Coa.r.s.ely ground coffee must be boiled gently. Finely ground coffee may be boiled gently or steeped. Very finely ground, or powdered coffee should be steeped or filtered with boiling water.
COCOA
1. Description.--This contains a stimulant, but differs from tea and coffee in being nutritious. It makes a desirable drink for children.
2. Method of cooking.--Cocoa contains starch and should be simmered or gently boiled.
CHOCOLATE
This substance is the same as cocoa, except that it contains a much larger amount of fat.
TABLE SETTING
The serving of food is incidentally a necessary part of nearly every lesson in cookery, as the pupils usually eat what they prepare. In regular cla.s.s work the bare work table is used, and each pupil prepares a place for herself only. The dishes soiled during the lesson should be placed on the section covered with metal or gla.s.s at the back of the table, and the front, or wooden part, cleared to be used as a dining table. The teacher should insist on this part being clean and neatly arranged. The few dishes used should be the most suitable selected from the individual equipments, and they should be as carefully placed as for a meal. From the very first, the pupils should be trained to habits of neatness in setting the table, and in serving the food; and, what is most important, they should be trained to eat in a refined manner. Lack of time is sometimes given as an excuse for neglecting this training in the usual cookery lessons; but if the teacher insists upon neatness in work and good table manners, the pupils will soon learn to comply without loss of time.
Laying a table may be formally taught at any stage of the work of Form III, but it is most suitable after the cla.s.s is capable of preparing the food for a simple home meal. The topics of the lesson may be presented as follows:
PREPARATION