DOMESTIC SCIENCE.

Questions.

1. (a) What importance would you attach to a lesson or lessons whose chief purpose is that of teaching young girls the best way to take care of their clothing? (b) How, in your judgment, must such lessons be taught, i. e., how much time would you give to reading about or discussing such matters and how much to actual practice?

2. (a) Discuss the importance of the problem of taking care of the home. (b) How may seventh and eighth grade girls be given help in this field of the home-making work? Mention a few definite things that you would try to do. 3. How could the work in Domestic Science be a means of improving the children's school lunches?

4. (a) Discuss how you would teach Domestic Science without any equipment. (b) What means would you use in enlisting the co-operation of the mothers in the work of the child at school?

5. What points would you emphasize in a bread making lesson?

6. Under what circumstances should the seventh and eighth grade children be taught to can vegetables?

7. Give detailed directions for the washing of dishes and the care of dish towels. 8. (a) Describe the making of a sewing apron. Give the stitches used and tell why they are especially suited to that particular article.

(b) What garments should children of seventh and eighth grades be able to make?

Answers.

1. (a) A most important subject. The "Care of Clothing" is a subject that can not be discussed as a lesson by itself except as a means of summarizing previous lessons.

(b) The subject should be discussed each time a garment is finished. The pressing, the folding, the cleansing and the use of each garment are topics that should be emphasized in connection with each garment as it is finished. It is impossible to state how the time should be divided between reading or discussion and practice work as that would depend on the garment being finished. In making an undergarment discussion of the proper means of cleansing and reasons for each process would occupy sometime while the actual pressing would be of minor importance. Such subjects should be correlated with physiology, laundry work, home project work, etc.

2. (a) The whole end and aim of a Domestic Science course is to train the girl along the line of "Taking Care of the Home." This term may include problems connected with food, shelter and clothing. If Domestic Science is properly taught it should be of the greatest importance.

(b) Seventh and eighth grade girls should be given the fundamentals underlying the selection, preparation and use of food, the selection, construction and care of clothing and some phases of household management as they come up in connection with the other work. The object of the work in the grades should be: (1) to cultivate skill in manipulation, with science enough to make the girl an intelligent worker, and (2) to arouse interest enough in the work to make the girl continue her practice work at home.

3. Through the study of Foods the child should be made to understand what foods are good to use in a school lunch. Where laboratory practice work is given a dish could be prepared and served at noon, thus furnishing

one warm food for the meal. Setting the table and table manners could be taught in connection with the eating of the school lunch.

4. (a) Domestic Science should be taught by what is known as the "Home Method." The work is outlined and discussed in the school room and the practice work is done at home. If the work is such that it can be brought to the school for inspection then a comparison should be made of the results. Sometimes sewing lessons can be arranged by having the child bring equipment and materials from home but this is usually unsatisfactory. (b) 1. Make the work practical enough so that the mothers will have no reason for criticizing.

2. Give the child work that may be discussed at home, i. e., ask the girl to bring from home the mothers' recipe for making some dish.

3. Invite the mothers to visit the Domestic Science classes.

4. Know the women in the community and obtain their viewpoint and suggestions in regard to the work.

5. Never find fault or criticize the mother's method for doing work.

5. Points to be emphasized:

1. Kinds of ingredients to use. Why?

2. Methods of putting these ingredients together with reasons.

3. Method of kneading bread with object for using process.

4. Temperatures for rising; effect on yeast plant, etc.

5. Reason for baking. Methods of baking -results.

6. Points on score card emphasized.

6. In rural districts where large numbers of vegetables are grown it would be a good plan to teach the child how to can these vegetables in order to save them. In the city the canning of vegetables should never play an important part in the course.

7. Washing dishes.

1. "Collect each kind and put it by itself; scrape bits of food from dishes before washing and wipe greasy dishes with soft paper. 2. Have a pan of very hot soapy water; wash cleanest dishes first, as glass, silver, china, tin, etc.

3. Rinse in clean hot water. Dry on clean dry towels or place dishes after rinsing in a drying rack, pour clean hot water over them and let them stand until dry.

4. When dishes are all washed, get clean water and scrub board and table, using scrubbing brush and cleansing powder. Scrub with grain of the wood.

5. Wash off the suds; rinse and wring cloth and wipe the board as dry as possible.

6. Wash dish towels and dish cloth in hot, soapy water; rinse in hot water and hang straight or even in the sun to dry.

7. Empty teakettle, clean stove and brush floor around stove and table."

8. "Students' Manual in Household Arts," Metcalf Materials. White cross barred dimity three-quarters yard, white cotton thread No. 90, D. M. C. cotton embroidery floss.

Making apron. Tear off a strip three inches wide along on selvage. This is for the belt.

Make a one-eighth-inch hem along each lengthwise edge. Make a one-inch hem across the bottom. These hems are all turned toward the same side.

To make the pocket, turn up the end with the inch hem nine inches. Overhand together the two small hems on the sides of the pockets, being sure that the overhanding is on the inside of the pocket. The small hems on the upper part of the apron will be turned onto the right side of the apron. The large

pocket may be divided into sections and chain stitching with D. M. C. cotton used to mark the divisions.

The gathers should be made one-quarter inches from the unfinished edge of the apron. Adjust gathers on band according to person wearing apron.

Sew on band with combination stich and hem down across gathers. Overhand the ends of the band together.

(b) It would depend upon what preparation they had had before. Where the work is not commenced until the seventh grade and only one or two periods a week devoted to the subject the children could make: sewing apron, cooking outfit, drawers, princess slip, night-gown and skirt.

AGRICULTURE, COMMON SCHOOL AND

Group III.

1. Shorthorn, or Durham, and the Hereford. The Shorthorn is usually red, but may be white. Colling Brothers of England are the founders of this breed. The Shorthorn has refined bones, early maturing qualities and are good size.

Herefords are an English breed. They have white face and red bodies. They are good rus'lers. They are quite large, having good quality of meat and thick rounds. They frequently weigh 2,000 to 2,300 pounds.

2. First I would try to give or have a man to give a lecture on the importance of good breeding of cattle. Then I would have the boys to report numbers of cattle and breeds found in school district.

3. To ship no diseased animals; burn all diseased bodies; have sanitation conditions and vaccination for well hogs.

Group IV.

1. Feed bran and shorts for a dry mash; equal parts of corn, wheat and oats for scratch feed; give beef scrap or sour milk; because this ration will produce eggs. It has all the elements for egg.

2. One poor way is to set a hen in a dry nest where all the laying hens may lay with her. Best way is to set a hen in a coop to herself. The nest should be on the soil in order that eggs may get moisture. Other hens should be kept from the setting hen.

3. Egg grading has reference to the size and shape of egg. For weight and shape for the various breeds, see any poultry book Testing may be done with a candle in a box to reveal whether the egg is fresh and fertile. Also see text for structure of box for candling.

Group V.

1. Butter is made from the butter fat, which should be separated from the fresh milk before it cools. This butter fat is kept at a certain temperature so certain bacteria can work. At the proper stage churning takes place, which unites all globules of butter fat and then it is butter.

2. A true dairy cow has a spare, angular form. Neck is long and thin, the shoulder is sharp and the hip joints are prominent. Ribs are long, giving a large lung capacity. Udder is large and extends high between hind legs.

3. The dairy industry in Indiana is twice as great now as it was ten years ago. More dairymen are in the north.

Group VI.

1. Because the vitality of seeds vary from two to seven years. It means much to have perfect stand.

2. Required temperature, moisture, good soil, somewhat porous, so air may get to seeds, and pure seed.

3 Purpose of a hot bed is to supply the essentials of germination, especially the temperature, and the value is to have early plants for garden and market.

2. These faces are usually filed at right angles to the sides of the saw.

3. The ends of the teeth would be square with the side of the saw if it were not for the "set." Some rip-saws are filed different.

In the cross-cut saw all these "teeth angles" are either "acute" or "obtuse", depending upon which side of the blade is thought of.

the

5. (a) It is one piece of steel like a letter "L", with a "blade" and "tongue" which form a right angle. The blade is 2 inches by 24 inches; the tongue 12 inches by 16 inches. At the outer ends the thickness is % inch increasing to about 3/16 inch where angle is formed. Each members is marked off in whole inches and the smaller divisions of the inch. On one side of the blade is a board measure table and on the tongue is a brace measure table. It is used more by builders and carpenters than cabinet makers. However, in squaring up large work in the shops, that is being assembled it is used.

(b) The try-square usually has a malleable beam, often wood, and a steel blade, both of which are usually less than the size of the corresponding parts of the framing square. The blade only is divided into inches and the fractions of an inch. Thus it can be used in measuring, in addition to its primary use of determining whether two adjoining surfaces of a piece of stock (wood) are square with each other.

(c) Yes, both.

6. (a) By only one side being exposed to the air and shrinking. On account of a board coming farthest from the center of the log. The annual layers are at nearly right angle with the side of the board which causes the board to shrink in thickness and very little in width. Lumber shrinks parallel with the annual layers.

(b) Place it so that the air can get equally to both sides until thoroughly seasoned. Boards should be piled with the side which grew nearest the center of the tree uppermost. By coating with shellac or oil, thus closing the pores to moisture.

7. (a) Stain the desired color so as to show the grain of the wood, fill, give two coats of shellac and pummy stone if dull finish is desired.

(b) Three coats of best paint.

g.

Answers.

1. B (flat), c, d, e (flat), f, g, a, b (flat).

2. G, a, b (flat), c, d, e (flat), f (sharp),

3. C, c (sharp) d, d (sharp (e), f, f (sharp) g, g (sharp) a, a (sharp) b, c.

4. Ascending-do, di, re, ri, mi, fa, fi, sol, si, la, li, ti, do.

Descending-do, ti, te, la, li, sol, se, fa, mi, me, re, rah, do.

5. The numerator of each fraction tells the number of pulses to each measure, the denominator tells the value of each pulse.

6. Key of C, do is on 1st leger line below, mi is on 1st line, sol is on 2d line.

Key of G, do is on 2d line, mi is on 3d line, sol is on 4th line.

Key of F, do is on 1st space, mi is on 2d space, sol is' on 3d space.

7. Key of C, sol is on 4th space, fi is on 4th line (f is sharped), sol is on 4th space. Key of G, sol is on third line, fi is on 2d space (c is sharped), sol is on third line. 8. Select simple music where the rhythm Give the pitch of first tone or very strong. Let children study establish key feeling. child to phrase silently, ask individual Do indising. Help when they need it. vidual work.

9. (1) Create atmosphere; (2) sing song as a whole with or without accompaniment; (3) sing phrase at a time, children repeating; (4) song not learned until each child can sing it alone.

10. Soft singing will cure most vocal defects. Use the head tone, clear and fluty. 11. America:

My country 'tis of thee,
Sweet land of liberty,

Of thee I sing.

Land where my fathers died,
Land of the pilgrim's pride,
From every mountain side

Let freedom ring.

My native country, thee,
Land of the noble free,

Thy name I love;

I love thy rocks and rills,
Thy woods and templed hills;
My heart with rapture thrills
Like that above.

Let music swell the breeze
And ring from all the trees
Sweet freedom's song;
Let mortal tongues awake,
Let all that breathe partake,
Let rocks their silence break,
The sound prolong.

Our Father's God, to Thee,
Author of liberty,

To Thee we sing.

Long may our land be bright With freedom's holy light, Protect us by Thy might, Gerat God, our King.

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