The second of the plans referred to is a modification of what is known
as the "Crete" plan of Household Science, so called from the name of the
place in Nebraska, U.S.A., where it was first put into operation. By
this plan, definite instruction is given in the home kitchens of certain
women in the district, under the supervision of the educational
authorities. It was adopted, at first, in connection with the high
schools of the small towns in that State but, with certain
modifications, it is suitable to our rural school conditions.
In every community there are women who are known to be skilful in
certain lines of cookery, and the plan makes use of such women for
giving the required instruction. They become actually a part of the
staff of the school, giving instruction in Household Science, and using
the resources of their households as an integral part of the school
equipment.
In order to put this plan into operation, a meeting of women interested
in the school should be called and if, after the plan has been laid
before them and fully discussed, enough women are willing to open their
homes and act as instructors, then it is safe to proceed. The subjects
should be divided, and a scheme somewhat as follows may be arranged:
Mrs. A. bread and biscuits
Mrs. B. pies and cakes
Mrs. C. canning and preserving
Mrs. D. gems and corn bread
Mrs. E. desserts and salads
Mrs. F. cookies and doughnuts
Mrs. G. vegetables.
Six has been found a convenient number for a class, though ten is
better, if the homes can accommodate that number. Half-past three is a
good time for the classes to meet, as they then may be concluded by five
o'clock, thus leaving the housewife free to prepare her evening meal.
The day of the week should be chosen to suit the convenience of the
instructor. The classes may meet once a week.
Arriving at the home of the instructor at half-past three, the pupils
are seated in the most convenient room, and the lesson is given. During
this talk the pupils are given not only the recipe, but details as to
materials, the preparation thereof, the degree of heat required, the
common causes of failure and, in fact, everything that in the mind of a
practical cook would be helpful to the class. Notes are taken, and
afterwards properly written out and examined by the teacher of the
school.
The instructors prepare the food for cooking, and sometimes, as in the
case of rolls and so on, they cook the food in the presence of the
pupils. When white bread is to be baked, the pupils are asked to call, a
few minutes after school, at the home of the instructor, to watch the
first step--setting the sponge--and again the next morning before school
to see the next step--mixing the bread--and again, about half-past
eleven or twelve, to see the bread ready for the oven and, finally, on
the way back to school, to see the result--a fine loaf of well-cooked
bread. The pupils try the recipe carefully in their own homes, not
varying its terms until they are able to make the dish successfully.
When they can do this, they are free to experiment with modifications,
and there should be no objection to receiving help from any source; in
fact, it is a good thing for the daughter to get her mother to criticize
her and offer suggestions in the many little details familiar to every
housekeeper, but which cannot always be given by an instructor in one
lesson.
By this method the pupils learn in their own homes and handle real
cooking utensils on a real stove heated by the usual fire of that home.
If it is a good thing--and no one doubts it--to learn Household Science
in a school where everything that invention and skill can provide for
the pupils is readily at hand, is it not worth while to enter the field
of actual life and, with cruder implements, win a fair degree of
success?
At the end of five or six months, after the pupils have had an
opportunity to become skilful in making some of the dishes which have
been taught, it may be well to have an exhibition of their work. Each
pupil may, on Saturday afternoon, bring one or more of the dishes she
has learned to prepare to the school-house, where they may be arranged
on tables for the inspection of the judges. The dishes exhibited should
be certified to as being the work of the pupil with no help or
suggestion from anybody. Of course, work of this kind cannot be
undertaken by the "suit case" teacher. The teacher who packs her bag on
Friday at noon, carries it to school with her, and rushes to catch a
train or car at four o'clock, not returning to the district until Monday
morning, has no time for this kind of service.
Occasionally the entire class may meet with their instructors in the
school-room. An oil-stove and the necessary equipment may be obtained,
and a demonstration may be given by one of the instructors. By this
means much valuable instruction will be given that is not included in
the regular course. At this time also many things may be discussed that
pertain to the growth of the movement and the general well-being of the
pupils.
The plan is flexible and may be modified easily to suit different
localities. It calls for no outlay on the part of the school trustees;
nor are the instructors necessarily put to any expense, as the articles
prepared in giving the lessons may be used in their own homes.
By the adoption of one of the plans outlined, or such modifications of
them as the peculiar requirements of the district may demand, every
rural school may do something, not only toward giving a real knowledge
of some phases of Household Science, but also toward developing the
community spirit and arousing an interest in the school, which will
benefit all concerned.