Figure 31 shows the back of the cabinet, with the three-flame-burner stove-oven, the one-flame-burner stove, and other utensils in place. The folding table, previously described, rests on the top of the cabinet. Figure 32 shows the back of the cabinet with the stove and oven removed. The method of storing utensils and the construction of the cabinet are clearly shown.

Figure 33 shows the three-flame-burner oil-stove with the shelf underneath containing three kettles and the one-flame-burner oil-stove.

Another type of equipment is shown in Figure 34. Each end of the top of this cabinet drops down when the cupboard doors are closed, space being thus economized. The top of the table may be covered with oil-cloth or zinc carefully tacked down on the edges.

The directions for making this cabinet are as follows:

MATERIALS REQUIRED

STOCK BILL

TOOLS

DIRECTIONS FOR MAKING

I Cutting and Squaring Stock—

Cut the stock only as needed, in the following order, and square up according to the directions previously given.

II Assembling—

  Frame:

  Bottom:

  Ends:

  Shelves:

  Top:

  Casing:

  Doors:

  Drop Door:

  Swing Tops:

  Putting Zinc on the Top:

  Drawer:

The racks for covers and pie tins shown in the drawings are made from two pieces, 13-16" × 2" × 4", one piece 13-16" × 2" × 10½" for the bottom, and two pieces of lath 12" long for the sides. These racks may be placed on the doors as shown, or may be changed to suit the equipment.

III Finishing—

Before putting on the enamel, apply a coat of ordinary white-lead paint and allow it to dry thoroughly. If desired, the outside of the cabinet may be finished in white enamel, though this is somewhat more expensive than the paint or stain recommended above.

All the Household Science Cabinets shown have a two-fold purpose. In the first place, they furnish storage space for the utensils and working space for the pupils. In the second place, they offer a most interesting manual training project for a boys' club. The members can make any one of them, thus correlating their practical wood-work and the domestic science of the girls and, in this way, exhibiting the co-operative spirit of the home and the school.

3. In some cases it may be possible to use the school stove for cooking purposes. Some schools use natural gas for heating and, where this is the case, provision for cooking may readily be made. Other schools situated on a hydro-electric line, may, as has been done in one case, use electricity as a source of heat. At present, however, the majority of schools may find it best to use one of the many oil-stoves now on the market. One-, two-, or three-flame-burner stoves may be obtained for general use. The two-, or three-flame-burner stoves are recommended, as they are less likely to be overturned. The one-flame-burner stove, however, is often useful as an additional provision. A good grade of oil should be used, and the stove should be kept scrupulously clean, constant attention being paid to the condition of the wick. Any oil spilt on the stove when it is being filled should be carefully wiped off before lighting. If attention is paid to these details, the stove will burn without any perceptible odour.

4. The number of the utensils and the amount of equipment depend upon the community and the number of pupils to be considered. By careful planning few utensils are needed. They should be as good as the people of the neighbourhood can afford and, in general, should be of the same character as those used in the homes of the district. All the table-cloths, towels, dish-cloths, etc., required should be hemmed by the pupils. Articles for storing supplies may be bought or donated. Glass canisters with close lids are best, but as substitutes, fruit jars, jelly glasses, or tin cans will serve the purpose. It is an easy matter to secure an empty lard-bucket or a syrup-can for flour or meal, empty coffee-cans for sugar or starch, etc., and baking-powder or cocoa-tins for spices. Each should be plainly labelled.

Several typical lists of equipment in Household Science are given here. These may be modified to suit particular circumstances. Considerable expense may be saved if the pupils bring their own individual equipment—soup-bowl, cup and saucer, plate, spoon, knife, fork, and paper napkins. This plan is not advised unless it is absolutely necessary, but, if followed, an effort should be made to have the articles as uniform as possible.

The following equipment is that contained in the cabinet illustrated on page 152 and is sufficient for giving organized instruction to six pupils. If a noon lunch is provided, additional individual equipment will be required.

The equipment included in the Cabinet and Cupboard shown in Figure 27, page 154, is as follows:

In the equipment for twelve pupils, three one-burner oil-stoves at $6.50 each might be used in place of the second large stove. In this case extra provision must be made for storing the stoves when not in use, as the cabinet shown does not provide space for more than one large stove. Care should be taken in using the one-burner stove to avoid upsetting it while it is in use. The equipment given above is generous, and reductions may be made if necessary. In any case it is not advisable that the whole equipment should be purchased at once; only sufficient to make a beginning should be secured, and further utensils may be added as the necessity for their use arises.

If a hot dish is served at the noon lunch, as is most desirable, the following will be needed in addition, in order to serve twenty-four pupils:

HECTOGRAPH

The hectograph is a device for making copies of written work. Teachers whose schools have limited black-board space will find it of great service. Recipes and other rules for work may be copied and distributed to the pupils, and thus kept in a permanent form. Many other uses in connection with the general work of the school will suggest themselves.

The following are the directions for making:

Soak 1½ ounces of white glue in three ounces of water until it is well softened. Cook in a double boiler until the whole mass is smooth. Remove from the fire and add six ounces of glycerine. Mix well, re-heat, skim, and pour into a shallow pan or on a slate. Prick the bubbles as soon as they show. Allow the mixture to stand for twenty-four hours, and it is then ready for use.

Write the material to be copied, in hectograph ink, on a sheet of the same size as that on which the copy is to be made. Write clearly and space carefully. Wipe the hectograph with a damp cloth. Lay a sheet of unglazed paper on the hectograph, rub it carefully, and take off at once. This removes any drops of water, but leaves the surface moist. Lay the written side of the sheet on the hectograph and rub it carefully over its whole surface with a soft cloth, so that every particle of the writing comes in contact with the surface of the hectograph. Leave it there for four or five minutes. Lift one corner and peel off carefully. Lay a plain sheet on the hectograph and rub as before. Take off as before. If the copy is not clear, leave the next sheet on a little longer. When sufficient copies have been made, wash the hectograph with a wet cloth before putting it away. Keep in a cool, dry place.