IT WAS NOT LIKE A SCHOOL-ROOM AT ALL

How does the Cooking Garden differ from other systems ?

It begins at the first cooking principles where the Kitchen Garden leaves off.

It is adapted to children as well as adults. It believes in many small centres rather than in large note-taking audiences. Its pupils work out with their own hands each lesson under intelligent guidance.

6 INTRODUCTION.

The cost of materials for each lesson is very small. It uses all parts of the stove during each lesson. It centres attention on one prin- cipal article of food till thoroughly understood at each lesson. It works from receipt charts or blackboards in sight of all the class.

It saves the time of the pupils by teacher's previous convenient arrano-ement of utensils and material. It finishes its instructions by training pupils to arrange bills of fare with the proper combinations.

Also to calculate time to cook and bring the dishes to a serving- point at the right moment during the meal.

Dedication 3

Introduction • • 5

Letter to Teachers - ^ ^

Utensils necessary for a Class 13

Introductory Letter to Pupils 1 5

LESSON FIRST—

Bill of Fare ^9

Utensils Required ^9

Material Required ^9

Expense of Material ^9

Order of Exercises 21

Letter of Information 23

Questions on the Lesson ^5

Receipts ^^

Milk Toast ■ 26

Welsh Rarebit 26

Queen Toast 20

Water Toast 26

Toast Crumbs 27

Recapitulation of the Lesson 27

Diagram for arrangement of Cooking-tables 29

LESSON SECOND—

Bill of Fare • 33

Utensils Required 33

Material Required 33

Expense of Material 33

Order of Exercises 35

Letter of Information 37

Questions on the Lesson 39

Receipts 4^

Mashed Potatoes 4i

Stewed Potatoes 4^

Fried Potatoes 4^

Stuffed Potatoes 4i

Riced Potatoes 4i

Recapitulation of the Lesson • • • • 42

Diagram for arrangement of Cooking-tables 44

8 CONTENTS.

LESSON THIRD— page

Bill of Fare 47

Utensils Required 47

Material Required 47

Expense of Material 47

Order of Exercises 49

Letter of Information 5 1

Questions on the Lesson 52

Receipts 54

Scrambled Eggs 54

Baked Omelet 54

Poached Eggs 54

Quaker Omelet 54

Plain Omelet 54

Recapitulation of the Lesson 55

Diagram for arrangement of Cooking-tables 57

LESSON FOURTH—

Bill of Fare 61

Utensils Required 61

Material Required 61

Expense of Material • • 61

Order of Exercises 63

Letter of Information 65

Questions on the Lesson ^"J

Receipts 7°

Roast Beef 70

Fried Steak 70

Mock Duck 70

Broiled Steak 70

Breaded Chops 7^

Recapitulation of the Lesson 71

Diagram for arrangement of Cooking-tables 74

LESSON FIFTH—

Bill of Fare 77

Utensils Required 77

Material Required 77

Expense of Material 77

Order of Exercises 79

Letter of Information 81

Questions on the Lesson 82

Receipts 83

Corned Beef Hash 83

CONTENTS. 9

Hash on Toast , 83

Warmed-over Meat . 83

Meat Escaloped 83

Recapitulation of the Lesson 83

Diagram for arrangement of Cooking-tables 86

LESSON SIXTH—

Bill of Fare 89

Utensils Required 89

Material Required 89

Expense of Material 90

Order of Exercises 91

Letter of Information 93

Questions on the Lesson 95

Receipts 97

French Rolls . 97

Powder Biscuit 97

Fried Dough 97

Cinnamon Bread 98

Recapitulation of the Lesson 98

Diagram for arrangement of Cooking-tables 100

LESSON SEVENTH—

Bill of Fare 103

Utensils Required 103

Material Required 103

Expense of Material 103

Order of Exercises 105

Letter of Information 107

Questions on the Lesson 108

Receipts 109

Minced Spinach 109

Cream Carrots 109

Fried Parsnips 109

Escaloped Tomatoes 109

Recapitulation of the Lesson 109

Diagram for arrangement of Cooking-tables 112

LESSON EIGHTH—

Bill of Fare 115

Material Required 115

Expense of Material 115

Utensils Required 116

Order of Exercises 117

10 CONTENTS.

Letter of Information 119

Questions on the Lesson 1 20

Receipts 122

Broiled Fish 122

Boiled Fish 122

Fried Fish 122

Baked Fish 122

Flaked Fish 122

Recapitulation of the Lesson 123

Diagram for arrangement of Cooking-tables 125

LESSON NINTH—

Bill of Fare 129

Utensils Required 1 29

Material Required 1 29

Expense of M aterial 1 29

Order of Exercises 131

Letter of Information 133

Questions on the Lesson 1 34

Receipts 1 36

Tomato Soup 1 36

Bean Soup 1 36

Potato Soup 1 36

Pea Soup 1 36

Recapitulation of the Lesson 137

Diagram for arrangement of Cooking-tables 139

LESSON TENTH—

Bill of Fare 143

Material Required 143

Expense of Material 143

Utensils Required 144

Order of Exercises 145

Letter of Information 147

Questions on the Lesson 147

Receipts 149

Bread Pudding 149

Rice Pudding 149

Baked Custard 149

Boiled Custard 149

Lemon Pudding 149

Corn-starch Blanc-mange 150

Recapitulation of the Lesson 150

Diagram for arrangement of Cooking-tables 153

'FO THE- 'FEACHER,

Dear Friend: —

This book Is for those who are anxious to teach simple cooking, in classes. The world is full of cook-books, with excellent receipts, easily adapted to this system. What I have tried to do, is to help you to a plan of work. The letters to scholars you can put into your own words, and give as your own, or you can say, " Miss Huntington's letter given In connection with this lesson is as follows." It was a pleasant thought that I might be able to teach many pupils, even at a distance. The lessons are planned for a class of twelve (12) to be really at work, and any number looking on. Lessons can be given in any room, and a wardrobe can be used to hold the utensils, the doors of which can be arranged to unhinge and lay on trestles, and used as work-tables ; while the stove can be set on castors, for convenience In moving It. But a kitchen garden room Is best, and to have the children march in and sit at kitchen garden tables. Then, if the same lesson Is given four (4) times, and the receipts changed to different girls, all the twelve (12) at work will have tried each of the four receipts, and all the class have the benefit of the others' practice.

I have uniform aprons for the scholars, and also for the young lady teachers. A reliable char-woman comes in at the close of each lesson to put things to rights. In evening classes, when girls are taught who are at work during the day, I have not thought it best to keep them a moment after the lesson to wash up the dishes and put each In its place.

If the lessons are too long they tire both teacher and pupils, and spoil the effect. So, I have a diagram of the room, and topics to work by, that all may be arranged when the lesson begins ; and the receipt charts should be on the wall, and the materials ready to start the lesson the moment the pupils march into the room. An hour and a half should be the outside limit of a lesson.

In the Order of Exercises you will see " Songs" are referred to. I

12 TO THE TEACHER.

have found songs with hints and rules in them very useful, in teach- ing children especially. As turning over leaves is inconvenient, I have had the cooking songs printed on large cards. The teacher's apparatus consists of the Teacher's Manual, the long cards, and the receipt charts. At the close of the lesson I have had the cooked dishes arranged on a tray and placed in front of the teacher for suggestions and comments from her, while the class marched in re- view past the table, after which the pupils were allowed to eat or carry home samples of the food ; this adds greatly to the enthusiasm of the lesson.

Then the dishes to be washed were carried to the sink, all the scholars marching together, as seen in the illustration at the close of this book, and the class dismissed. Each course of lessons must vary and be adapted to place and circumstances.

To some teachers, the rhyming songs may seem useless, if not foolish ; but I have found them valuable, even with girls twenty (20) years of age, in keeping the class in order, and their minds on the lesson, while waiting for a kettle to boil or a cake to bake. Ap- point a special one to take charge of the fire or dish in the mean- time, that nothing be spoiled.

I trust these lessons may encourage others to undertake to teach what is so important and so practical. And also that they may furnish innocent amusement for young persons during hours other- wise idle, when the great Tempter of souls is alert.

Yours in full sympathy,

E. Huntington.

iTENSILS IeCESSARY fOR iLASS OF fWELVE ffUPILS.