orts combustion?

What is chemically pure water?

What causes the hardness of water?

What is gluten?

What is dextrine?

Where is it found?

In what way does dextrine differ from starch?

What is decomposition?

* * * * *

SCHEDULE OF LESSONS FOR PUBLIC SCHOOL CLASSES.

LESSON.

I. Information regarding the conduct of classes. Practice in
measuring. Practice in lighting gas-burners and oven. Practice in
lighting and regulating a range.

II. Fruit--Applesauce. Coddled apples. Stewed prunes.

III. Starch--Boiled rice. Potatoes, boiled and mashed.

IV. Starch--Thickening liquids with flour.

V. Starch--Practice in No. 4.

VI. Vegetables--Onions, cabbage, parsnips, etc.

VII. Eggs--Boiled eggs. Poached eggs. Toast.

VIII. Eggs and milk--Boiled and baked custard.

IX. Flour mixtures--Popovers, griddle cake.

X. Flour mixtures--Milk biscuits. Corn bread. Apple pudding.

XI. Bread--Making sponge, kneading, and setting to rise.

XII. Bread--Moulding and baking.

XIII. Fish--Boiled and baked fish. Creamed fish and sauce.

XIV. Review of theory and recipes.

XV. Meat--Roasting meat. Soup stock.

XVI. Meat--Stewed meat.

XVII. Meat--Cold meat and broiling.

XVIII. Salads.

XIX. Beans.

XX. Plain puddings.

NOTE.--After this each teacher must arrange lessons according
to circumstances, age of pupils, etc., alternating cooking with
lessons in care of kitchen and utensils, and lectures on sanitary
matters, laundry work, setting table, and serving.

* * * * *

APPENDIX.

Outlines Nos. I and II, for class work, are contributed by Prof.
Kinne, of Teachers' College, Columbia University, N.Y. City.

OUTLINE I.

The following outline is offered as a tentative plan of work, for an
average class of girls, in the highest grades of the Public school.
The exact order of lessons depends in a measure on the skill and
interest of the pupils, and the special dishes selected to illustrate
a principle, upon the circumstances of the pupils, and upon the season
of the year.

It should be noted that beginning with the third lesson, there are
four lessons on the cooking of carbohydrates; then four on the cooking
of nitrogenous foods; next the batters, combining the two, and
introducing the use of fat, and so on. It is the purpose of this
arrangement to enforce the effects produced by heat on the food
principles, singly and in combinat