EXPERIMENTAL COOKING ’

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ornamented smaller rods; extensive ornamentation a sign ofcheapness.

Special types of construction, as folding beds, disappearing beds,couch beds, davenport beds, table beds, etc., to be discussed as in-terest of class may warrant; comfort, stability, convenience, sani-tary and other advantages and disadvantages.

Special framework, which can be attached to sick-bed for ele-vating head with ease to any desired angle. Careful study of costin all materials and patterns.

EXPERIMENTAL COOKING IN THE HIGH SCHOOL.BY GRACE HOOD,

School of Education, University of Chicago.The amount and nature of experimental cooking in the high

school would depend primarily on the type of school and theamount of science which the students have as a background.For the average high school girl experiments having a clear-

ly defined practical application would undoubtedly meet the needsof the student better than those of a chemical nature. As a mat-ter of illustration, the housewife is certainly more interested inthe practical results from using various brands of baking powderunder similar conditions than in knowing the number of cubiccentimeters of gas given off by one teaspoonful of each. Sheis more interested in knowing the results of using various pro-portions of fat, sugar, liquid, flour, and the like in a mixture thanin a chemical test showing the presence of each.

Physical changes that can be seen by the naked eye, or by useof a microscope, are more apparent to the high school student thanchemical changes. However, a group of students who have chem-istry as a background would undoubtedly be interested to knowthat the comparative smoothness of one candy mixture wasbrought about by a chemical change which did not occur in an-other, and similarly with other chemical changes produced in cook-ing, but these are often beyond the understanding of the averagegirl of high school age.The amount of experimental work would depend on the length

of the course and the object of the course, and also on the socialneed of the student group. The main object is the preparation offoods for the table, how much does your group need to know inregard to the technique of cooking and serving, food values; costof food, food production and manufacture, and of the underlyingprinciples involved in the preparation of food?