Ontario Teachers' Manuals: Household Management by Ontario Part 1

Ontario Teachers' Manuals: Household Management.

by Ministry of Education.

CHAPTER I

INTRODUCTION

Until a comparatively recent period, education was regarded mainly as a means of training the intellect, but this conception of education is now considered incomplete and inadequate. Our ideas of the purpose of schools are becoming broader, and we have decided that not only the mental nature, but all the child's activities and interests, should be given direction by means of the training given in our schools. We believe also that these activities and interests can be used to advantage in a.s.sisting the mental development.

Household Management aims to educate in this way, by directing the mind to ideas connected with the home and by training the muscles to perform household duties.

Though deemed essentially practical, this subject will, if rightly presented, give a mental training similar to other subjects of the Course of Study. It should do more. While a pupil is made familiar with the duties of home life and with the materials and appliances used in the home, she will be unavoidably led to think of the work of the larger world and to realize her relation to it. When such knowledge comes, and a girl begins to feel that some part of the world's work depends on her, true character-building will begin.

The purpose of this Manual is to a.s.sist teachers in presenting Household Management to public and separate school cla.s.ses in such a way as to attain these ends. It is hoped that it will be especially useful to those teachers whose training in the subject has been limited.

An attempt has been made to explain the work of Form III Senior, and of the Junior and Senior divisions of Form IV. The topics of Form II Junior are not discussed, as the work of this Form is intended to be taught as information lessons, for which general methods will suffice. In the other Forms mentioned, the topics of lessons are outlined in detail, but the method of presentation is not given except in typical cases. Both outline and method are intended to be merely suggestive and to leave opportunity for the teacher's originality.

In cases where topics seem incompletely outlined, it is due to the fact that they are treated in other school subjects or postponed until the pupils reach a more advanced stage of mental development.

The order of lessons is optional, also the amount of work each should include, unless this is specially stated.

Many lessons are suitable for rural schools, which have no equipment except what the ingenuity of the teacher may provide. In such schools, the teacher may perform the practical work, while the cla.s.s observes.

Throughout the lessons, there is the difficulty of presenting scientific facts to immature minds in a way that will be simple and clear. The use of technical language would often a.s.sist the expression, and this is apt to be unconsciously employed, but there is danger of such forms of speech not being intelligible to the pupils; the teacher should therefore choose her words carefully. Technical terms may be taught, but this is not advised in Junior cla.s.ses, unless really necessary. If the facts are intelligently related to the experiences of the pupils, that is all that is desired.

Temperatures, as indicated by Fahrenheit thermometers, have always been given, as this scale is best known in the home.

Since this Manual is designed for teachers, few recipes have been furnished. The books of reference which are appended will supply these and additional information on the subject.

CORRELATION WITH OTHER SCHOOL SUBJECTS

One of the benefits of placing Household Management in a Course of Study is that it relates the knowledge gained in school to the home life.

The Household Management teacher has great opportunity for this correlation. She should be more than a teacher of household duties. She should lead the pupils to see the importance and necessity of mastering the other school subjects. Wherever interest in these subjects has already been established, this interest will form a basis for development in many Household Management lessons.

Then, too, the teachers of other subjects should, as far as possible, work with the Household Management teacher in relating their instruction to the operations and requirements in the home. If the teachers co-operate in planning their lessons, the pupils will receive a deeper impression of the facts learned in each subject and will have an increased interest in the work, through seeing how one branch of knowledge is related to another.

The following will show how some of the subjects are related to the cla.s.s work of Household Management:

Arithmetic.--This subject is used in household accounts, in measurements, in the division of recipes, and in computing the cost of foods prepared for the table.

Reading.--The pupils should be asked to read aloud the recipes and their notes and should be required to do this distinctly and accurately.

Spelling, Writing, Language Work.--In writing recipes and notes, in stories of household topics, and in written answers, the teacher should insist on neat writing, correct spelling, and good English.

Geography.--The study of materials for food, clothing, and house furnis.h.i.+ngs brings before the mind our commercial relations with foreign countries and the occupations of their inhabitants. It also suggests consideration of climate and soils.

History.--The evolution of furniture and utensils, of methods of housekeeping, and of preparing and serving food, brings out historical facts.

Elementary Science.--Throughout the Course, this subject is the foundation of much of the instruction given, as it explains the principles underlying household industries. Soap-making, bread-making, preservation of food, and the processes of cooking and cleaning are examples of this.

Some knowledge of elementary science is also necessary to an understanding of the construction and practical working of the kitchen stove, the fireless cooker, the cream separator, and many household appliances. Its principles determine the methods of heating, lighting, and ventilating.

Physiology and Hygiene.--The study of food and the planning and preparation of meals should include a knowledge of the body and its requirements. The sanitary care of the house and its premises is directly related to hygiene.

Nature Study.--Animals and plants furnish us with most of our food, and familiarity with these is necessary to the housekeeper. A knowledge of the structure of animals is essential in studying the cuts of meat; the structure of plants and the functions of their different parts give a key to the value of vegetable food.

Physical Training.--The cla.s.s should be carefully trained throughout in correct muscular movements. The position of the body should be closely watched in working and in sitting, and the cla.s.ses should enter and leave the room in systematic order.

Manual Training.--The practical part of housekeeping demands constant use of the hands. The teacher should be watchful of awkward handling of materials and utensils and be careful to correct it. She should require deft, natural movements until they become habits.

Art.--Ideas of colour and design should be applied in choosing wall-papers, carpets, dishes, furniture, and clothing. The pupils might be asked to make original coloured designs for these household articles.

ROOMS

It is most desirable to have Household Management include all home operations and, to make this possible, more than one room should be provided. Many school boards, however, in introducing the work, find that one room is all that can be afforded. Where this is the case, it is necessary that this room be equipped as a kitchen, though it must be used for other purposes as well. It will serve also for table-setting and serving, for simple laundry work, for lessons in home-nursing, and for sewing.

[Ill.u.s.tration: A Household Management cla.s.s at work]

This kitchen should be large and airy, so that the cla.s.s can work comfortably and conveniently. A room having greater length than width admits of the best arrangement.

On account of the odours that arise from cooking and other domestic operations, the kitchen should be on the top floor and should have more adequate means of ventilation than ordinary cla.s.s-rooms. A north exposure makes it cooler in summer.

[Ill.u.s.tration: Opposite end of Household Management cla.s.s-room, showing the black-board and cla.s.s cupboard]

EQUIPMENT

In planning an equipment, one must be guided by the conditions to be met. It is difficult to be definite in details, but certain general principles should be observed.

The entire equipment should be suited to the needs of the pupils, and it should also be one which it is desirable and possible for them to have in their own homes.

[Ill.u.s.tration: A Household Management cla.s.s-room, showing tables, sinks, and stoves]

The walls and floor should be washable, and they, as well as the furniture, should have plain, smooth surfaces which do not catch dust and are easily cleaned.

The sinks, stoves, tables, and cupboards should be placed so as to save steps.

TABLES

Where economy is necessary, movable tables may be used, but the fixed ones are to be preferred. The latter may be placed in the form of a hollow square or an oval, with openings from opposite sides to give convenient access to a centre table, which can be used for supplies or as a dining table.

[Ill.u.s.tration: Section of a table designed for two pupils]