ONTARIO

TEACHERS' MANUALS

HOUSEHOLD SCIENCE

IN

RURAL SCHOOLS

AUTHORIZED BY THE MINISTER OF EDUCATION

TORONTO

WILLIAM BRIGGS

Copyright. Canada. 1918. by
The Minister of Education for Ontario

CONTENTS

PREFACE

Students of the physical welfare of children are rapidly coming to the conclusion that a warm mid-day meal greatly increases the efficiency of the pupil and determines to a large extent the results of the afternoon's study. There are other benefits to be derived from a school lunch well prepared under proper conditions. In many communities it has been the means of bringing about a healthy and satisfactory co-operation between the school and the home, of developing a higher social life in the neighbourhood, and of introducing into the school a Household Science course, which has proved as great a benefit to the farmer's wife as to his children.

This Manual deals entirely with conditions that exist in our rural schools and outlines only such plans and schemes as can be carried out, even in adverse circumstances, by alert trustees, sympathetic inspectors, and resourceful teachers.

Permission has been obtained from the Bureau of Education, Washington, U.S.A., to make use of a recently issued bulletin—"Three Courses in Home-making for Rural Schools", and of various bulletins issued by State Agricultural Colleges. The freest use has been made of this material, and the permission to do so is hereby gratefully acknowledged.

Only such theory as can be readily assimilated has been given; and the teacher is advised for further information and help to consult the Manuals issued by the Department of Education on Household Management and Sewing. Those who wish to become thoroughly competent and to earn the highest Departmental grants should attend the Summer Schools provided by the Department of Education. Under certain conditions the expenses of teachers attending these courses are paid by the Department.

Nothing has been included or recommended that cannot be accomplished in the average rural school; and trustees, teachers, and inspectors are urged to make a beginning by selecting the lessons that appeal to them as being most suitable to the districts in which their schools are situated.

By careful planning and a wise use of the time before and after school and during recess, the regular organization of the school need not be interfered with; and, in addition to the educational and social advantages to be derived from undertaking this work, much benefit will result from the increased interest taken in the school by the parents and the general public.

It is not essential that the lessons in this Manual should be taken exactly in the order given. Any other arrangement called for by the peculiar circumstances of the school is admissible.

The Inspector of Manual Training and Household Science is ready at all times to visit rural schools for the purpose of conferring with the Public School Inspectors, the trustees, and the teachers regarding the introduction of Household Science as a regular subject of the school curriculum.

THREE SHORT COURSES IN HOME-MAKING

INTRODUCTION

The three brief courses in home-making outlined in this Manual have been especially prepared for use in elementary rural schools. They are in no sense complete outlines of the subjects with which they deal; rather, they indicate a few of the important phases of food study, sewing, and the care of the home with which the pupil in the elementary school should become familiar. The underlying thought for each problem should be: "Will this help the pupils to live more useful lives, and will it lead to better conditions in their homes?"

The lessons are purposely made simple, and the plans are definitely outlined, so that even the inexperienced teacher may be able to achieve a certain measure of success. The experienced teacher will find in them suggestions that may be of value in the further development of the course.

The teacher who desires to use this course will necessarily have to adapt it to her own community, and it is hoped that she may be able to do this with but little alteration. While conditions of living and choice of foods differ in various parts of the Province, the general principles of nutrition, the rules of sanitation, and the methods of cooking and serving are much the same for all.

Owing to the difficulty of securing time on the programme for frequent lessons in home-making, each of the courses has been limited to twenty lessons. Some teachers may not be able to have a greater number of lessons during the school year, and they may find it well to carry the three courses through three successive years. In other schools, where more frequent lessons can be given, it may be well to offer all three courses during one year. The courses in cooking and the care of the home can be advantageously combined, as many of the problems in both are related. The lessons in sewing may be given on another day of the week, or it may be well to give them early in the year, to be followed, later, by the cooking lessons. Thus an opportunity will be furnished for the making of the cooking aprons and the hemming of the towels.

It is most desirable that periods of at least forty minutes should be provided for all the practical lessons. Longer periods will be necessary for some of them, such as the preparation and the serving of a meal. If no practical work is undertaken in the lesson, a forty-minute period is sufficient.

LIBRARY ON HOME ECONOMICS FOR THE RURAL SCHOOL

In addition to the text-books recommended as sources of special reference for the rural teacher, the following books, bearing on home economics or on methods of teaching, are suggested for the rural school library. These books have been chosen with the threefold purpose of providing references for the teachers, reading matter for the pupils, and a lending library for the parents.

TWENTY LESSONS IN THE CARE OF THE HOME

SUGGESTIONS TO THE TEACHER

The purpose of this course is to give the pupils instruction in various household tasks, in order that better living conditions may be secured in the homes. The beauty and sacredness of an ideal home life should receive emphasis, so that the pupils may be impressed with the importance of conscientious work in the performance of their daily household duties. They should have some insight into the sanitary, economic, and social problems that are involved in housekeeping, so that they may develop an increased appreciation of the importance of the home-maker's work.

The two most important things to be taught are "cleanliness and order". Too much emphasis cannot be placed on the value of fresh air and sunshine and the necessity for the free use of hot water and soap. The value of property should also be emphasized. Economy in the purchase and handling of house furnishings and equipment should be considered. Instruction should also be given in the care of foods and clothing and in the care and arrangement of furniture. Simple instruction in the care of babies should be given, since the older children are often responsible, to some extent, for the care of the younger members of their families.

In some of the lessons more subjects may be suggested than the teacher will have time to take up in a single period. In that case it will be well for her to choose the subject which seems most vital to the immediate needs of the community. In many cases she may be able to give an increased number of lessons. Practice and drill in all of the processes involved in housewifery are essential to successful training.

If a cupboard and a table have been arranged for the use of the cooking classes, most of the suggested work can be carried out with the school equipment. Where there is no equipment in the school and school conditions do not approximate home conditions, it may be possible to secure permission to give the lesson after school hours in the home of one of the pupils who lives nearby.

In each lesson the teacher, while giving the pupils helpful general information on the subject under discussion, should strive to impress on them the importance of doing some one simple thing well.

The rural teacher who is eager to make her school-room an attractive place may devote some time in these lessons to such problems as the hanging and the care of simple curtains, the care of indoor plants, the arrangement of pictures, the planning of storage arrangements for supplies and of cupboards for dishes, and the preparations for the serving of the school lunch.

In order to teach these lessons effectively, it is desirable to have the following simple equipment on hand. Additional special equipment may be borrowed from the homes.

EQUIPMENT

REFERENCE BOOKS