Chapter V: FORM III: SENIOR GRADE (Continued)

COOKERY

LESSON I

After a number of practice lessons have developed in the pupils a certain ability and self-confidence in working, formal cookery may be introduced, and the following ideas should be brought out:

1. The meaning of cooking:

Cooking is the application of sufficient heat
to make a change in the food.

2. Reasons for cooking food:

(1) To make some food digestible.

(2) To change flavours and make some food more
appetizing.

(3) To preserve food.

(4) To kill harmful germs in food.

3. Kinds of heat used:

(1) Dry heat--heat, only, is conveyed to the
food.

(2) Moist heat--heat and moisture are conveyed
to the food.

4. Different ways of applying _dry heat_:

Toasting, broiling, pan-broiling, sautéing,
frying, baking.

5. Different ways of applying _moist heat_:

Boiling, simmering, steaming, steeping.

NOTE.--If the class cannot name these methods,
the teacher may name and write them with only a
word of comment regarding each, or they may not
be given until the methods are studied.

As the moist heat methods are simpler and better known, they should be studied first. The class should be led to see that some liquid must be used to supply the moisture and should account for the common use of water for this purpose. Experiments should then be performed in heating water, and its appearance and temperature should be noted.

NOTE.--A preliminary lesson on the use of the
thermometer may be necessary to show how to
read it, and to develop the idea that it is an
instrument for measuring heat. This may be
taught in the regular class work, previous to
the Household Management lesson.

LESSON ON THE THERMOMETER

1. Development of the idea of "measuring":

What would you use to measure the length of the table? A foot measure. What to measure the water in a tub? A pint, quart, or gallon measure. What to measure the amount of gas burned? A gas-meter.

2. Development of the name "thermometer":

What do we call the instrument

For measuring gas? A gas-meter

For measuring electricity? An electrometer

For measuring speed of a motor? A speedometer
(speed-meter)

For measuring the distance a bicycle travels? A
cyclometer (cycle-meter).

In each case what does "meter" mean? It means an instrument for measuring. What name may I give to an instrument for measuring heat? You may call it a heat-meter.

Tell the pupils that, in science, many Greek words are used, and that you will put a Greek word in place of the English word "heat", namely "thermos", as in thermos bottle. What will the name become? Thermosmeter, or _thermometer_.

3. Practice in using thermometers:

The unit of measurement (_degree_) should be given, and the scale taught from the black-board. Thermometers may then be given to the class to examine and use.

Saucepans having white inner surfaces are best to use for the experiments, as changes made by the heat are more plainly seen.

_Observations of water under heat:_

(1) At a temperature of about 100 degrees, very
small bubbles form at the bottom and sides of
the dish and rise slowly to the surface of the
water. These bubbles are a film of water
containing the air that was in solution, which,
when expanded, rises to the top of the water.

(2) At a temperature of about 180 degrees, a
few larger bubbles form at the bottom of the
dish and rise slowly to the surface of the
water, making a slight movement in it. In these
bubbles air is replaced by steam which is
formed from the water by the heat.

(3) At a temperature of 212 degrees, a great
number of large bubbles form and rise quickly
to the surface, making much movement in the
water. The water is then said to boil.

(4) The water will take no higher temperature
than 212 degrees.

(5) After water once boils, it requires little
heat to keep it at this point, therefore the
heat may be reduced.

(6) An increase of heat increases the number,
size, and rate of the bubbles and the volume of
steam, but makes the liquid no hotter.

_Application of these observations:_

(1) If food be cooked in a liquid at its
greatest heat, where many bubbles are making
much movement in it, the process is called
_boiling_.

(2) If cooked in a liquid heated to 180-200,
where there is scarcely any movement in the
liquid, the process is called _simmering_.

(3) If cooked in the steam rising from a
boiling liquid, the process is called
_steaming_.

(4) If boiling liquid be poured over food and
no further heat applied, the process is called
_steeping_.

LESSONS II, III, IV, ETC.

Practice should then be given in each of the moist heat methods of cooking. The common foods, such as vegetables, fruit, eggs, and milk should be used for this purpose.

After the class has carried out a method for the first time, they should be led to consider the order of work required for it. The necessary steps should be arranged to form a set of rules for reference. The effects of the method in each case should also be noted.

When the moist heat methods are well known, the dry heat methods should be taught and practised. The outlines on pages 73-81 will suggest the development under each method.

PLAN OF LESSON ON BOILING CARROTS

AIM

To apply the principles of boiling, as taught in a previous lesson, to the cooking of food.

TIME LIMIT

One and one-half hours to be used approximately as follows: twenty-five minutes for preparation for practical work and the first part of the practical work, twenty-five minutes for the development of ideas of boiling as a method of cooking, fifteen minutes for the serving of food, twenty-five minutes for housekeeping.

PREPARATION FOR PRACTICAL WORK

1. Review.--Question the pupils as follows: What kind of heat is used in cooking food by boiling? At what temperature is the food cooked by this method? Name the kinds of boiling. How much hotter is rapid boiling? How is water made to boil rapidly? When is rapid boiling useful?

2. Discussion of recipe.--Have the recipe written on the black-board and read by one of the pupils, while the others follow the reading carefully.

(1) Have the class decide:
(_a_) When the fires should be lighted
(_b_) The dishes required for the work
(_c_) The kind of boiling to use.

(2) Demonstrate the scrubbing, scraping, and
dicing of a carrot, also the draining of a food
cooked in liquid.

(3) State the quantity of ingredients each will
use.

(4) Caution the pupils as to accuracy, neatness,
and quietness while working.

PRACTICAL WORK

Have each pupil prepare the food according to the recipe and put it on to cook within a certain time. While the class works, carefully observe each pupil and give individual help to those who require it.

DEVELOPMENT OF THE IDEAS OF BOILING AS A METHOD OF COOKING

This will be done while the carrots are cooking. The ideas brought out from review and the class work, by questioning, will be those which are given on boiling under the methods of cooking.

1. Definition of boiling

2. Kinds of boiling

3. Uses of rapid boiling

4. Rules for boiling

5. Effects of boiling.

As these ideas are obtained from the class, they should be written by the teacher on the black-board and by the pupils in their note-books.

SERVING

The pupils will drain, season, and serve the food. Each girl will set one place on the wooden part of the table and serve herself. While the food is being eaten, the table manners of each girl should be observed, and, if necessary, corrected in a tactful manner.

HOUSEKEEPING

The work of putting the kitchen in order may be done in groups of twos or fours.

RECIPE: BOILED CARROTS

Carrots
Boiling water
Salt and pepper
Butter.

1. Scrub, scrape, and rinse the carrots.

2. Cut them into pieces by dicing them.

3. Put the pieces in a saucepan, set over the fire, and pour in boiling water until the food is covered.

4. Cook the carrots until the pieces are soft at the centre when pierced with a fork.

5. Drain off the liquid, then season the food with salt, pepper, and butter.

6. Serve in a hot vegetable dish.

PLAN OF LESSON ON SIMMERING: APPLES