The Jennings daily record., 1902-12-20
Advantages Of Cooking
Classes in Public Schools
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In a paper read at Farmers Insti-
tute at Rockford, Illinois, Miss Sarah
Hcstetter said:
The practical demonstration OF
theory must prove it's soundness and
l am going to give in detail little
that is being done in 4 cooking school.
1t is scientifically established that the
body requires a certain amount OF pro-
ted, nitrogenous food in a day, three
ounces; twelve ounces of sugar and
starch, three and one-half ounces of
tat, one ounce Of mineral and about
four pints of water; this is an average
amount for person engaged in mod
crate labor. OF course, we cannot
weigh and measure every proportion,
but the aim is to give 2 good. whole
some lunch suited to the needs and
appetite Of the average boy and girl.
The cooking classes prepare the
food and each girl takes her turn once
a week in serving. There are gener-
ally three courses, always soup of
some kind, and just here is lesson in
learning to like soup and good vari
ETY. to be cooked; sandwiches of fruit,
nuts, cheese, etc, follow the soup
course, generally a light dessert fin.
ishes the meal.
Cocoa, if desired and occasionally
meat course for variety and desired
nrOtai6 nf
pensive and the milk is in the cream,
soups and cocoa.
The charge for the lunch is ten
cents and during the cold weather the
average number of pupils taking
lunch has been sixty. The depart
ment supports itself. If those who
bring cold dinner wish it, there is
soup for two cents, chocolate three
cents. served by a girl in her neat cap
and apron. The proof of the pudding
is in the eating" and the girls watch
the plates to see how their cooking
has been appreciated.
Then the important feature of doing
something for some one else and of
making a dish large enough for a
meal, the dignity and usefulness is
worth while, and the object and aim
of all training is development, and
self-control comes with doing and the
acceptance OF responsibility.
The girls learn lessons in economy
and the proper use of plain food mate
rials; prices are estimated and food
values counted. To be sure, there are
many objections to serving these
lunches by the classes, principally be-
cause it takes 81 much time. 1t sure
ly does take time and is hard work
for the teacher, but it is also an edu-
Gator from several standpoints.
There is no successful labor that
does not involve sacrifice. and little
by little with unlimited patience must
these problems be solved. Begin with
the girls we must, for women are con-
servative and old experienced cooks
are slow to accept innovations of all
kinds. Our agricultural schools are
training young men for farmers, but
where are the young women who are
willing and capable Of being farmers
wives? Not as many girls take the
training as boys. There is a lack of
respect and appreciation of the dig
nifty and science in domestic affairs
among women themselves, and girls
by long habit are educated to feel that
there is more respect shown for
clerk, dressmaker, or school teacher
than for a girl in the kitchen. | must
admit that there is, and just here
women are to blame for the condition
of domestic service. They must honor
and appreciate the home science if
they expect girls to do it. The cooking
and sewing in schools may not wholly
solve the problem of domestic service,
but it is step in the right direction,
and we need the cooperation of every
woman and man.
The girls like the work in school
and it is a rest and change from other
class work. Even the dullest girl
takes pleasure in her cooking and
sewing; just the other day girl said
to me, q like the shirt waist | made
better than ally ever wore" She en-
joyed the satisfaction Of having made
it herself, drafting the pattern and
all. Often l hear, Il tried the recipe
at home aud everyone liked it." These
are only few OF the thiE.-s that give
the teacher courage to 60 On.