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The object of this lesson was to start the boys in the proper way by giving them a man's point of view and having them see at close range a man's interest in such matters. The lesson on "fricasseeing" was followed the next day by "making the gravy," "boiling the rice," "setting the table," and "serving the fowl," all resulting in a social function with the men present who had contributed their services in interesting the boys in camp cookery.

This course also aimed to train boys to prepare simple wholesome food for themselves, whether camping or assisting in the home; to behave in gentlemanly ways in and out of the home, with special emphasis on table etiquette and other social graces; to have appreciation for worthy home membership by giving them opportunities to create things for and in the home; and to appreciate how much time, thought, and energy the mother expends in the preparation of the daily meals and other routine household processes so that the members of the home may be kept in comfort and happiness.

The boys were always interested in the practical application of the scientific principles related to foods, sanitation, simple identification tests of textile fabrics, and other household matters. Their range of scientific observation took them from the simple steam pressure test, that caused the dancing of the teakettle lid, to the more complicated causes for fat decomposition, such as high temperatures, sunlight, and bacterial action.

In planning the camp-cookery lessons the following points were considered: How to prepare wholesome foods easily, whether at home or in camp; how to prepare canned foods attractively; how to prepare enough food for two meals, using left overs for supper or the next day; and how to prepare dishes ranging from those for the picnic supper to those for a two weeks' camping trip.

The class was taught the scientific principles underlying the preparation of the following foods and as far as possible these principles were correlated with those taught the boys in their general science course.

The foods were (1) cocoa and toast; (2) tuna fish sandwiches; (3) scalloped tomatoes; (4) chicken fricassee; (5) boiled rice; (6) emergency biscuits; (7) muffins; (8) vegetable soups and chowders; (9) macaroni and cheese; (10) wheatena and prunes; (11) fried potatoes combined with eggs; (12) gingerbread; (13) corn fritters-apple sauce; (14) bacon and cheese sandwiches; (15) chocolate bread pudding; (16) cod fish cakes-tomato sauce; (17) cuts of meats; (18) meat balls; (19) broiling meats; (20) tamale pie; (21) meat soup in fireless cooker; (22) rice pudding; (23) cottage pudding-lemon sauce; (24) French toast; and (25) chocolate pudding.

Also the following topics were studied: (1) Care and construction of plumbing; (2) care of gas range-economical use of gas; (3) weighing and measuring 100-calorie portions of common foods; (4) calculating

number of calories in recipes; (5) figuring costs of recipes; (6) marketing; (7) choice of camping equipment; (8) what to do if lost in the woods; (9) care of camp ground; (10) how to keep butter without ice when camping; (11) prevention of forest fires; and (12) what foods and other materials are needed on a 3-day hike where nothing can be bought.

Some results noted at the close of the first term's experiment were the ability of the class (1) to prepare and serve with considerable success to the faculty men who were interested in the boys' campcookery project a luncheon consisting of vegetable chowder, fruit salad with cottage cheese, emergency biscuits, hot gingerbread with whipped cream, and coffee; (2) to perform successfully in their homes, practices taught them in the foods laboratory; and (3) to handle skillfully such electric household appliances as the clothes washer, wringer, vacuum cleaner, and dishwasher.

There was a marked desire on the part of the boys to do a piece of work well. Scraping and stacking the dishes after a meal in preparation for the prosaic work of dishwashing, cleaning, and putting the cupboards and ice box in order, sweeping the kitchen floor, rinsing and hanging up the dish towels, brushing and blackening the stoves, and other homely tasks were eagerly performed by the class members with a thoroughness deserving high commendation.

"Camp cooking" is a term used to appeal to the boys' interest but the educational effect such a course has upon the boys is similar to that of any other subject which gives them an opportunity to "create something." In the fall of 1927 one of the high-school boys of Middletown, N. Y., suggested a course in camp cookery. This aroused the interest of many other high-school boys, but owing to their class schedules only seven were able to enroll in the newly created course. The class met for two double and one single period a week for one term. Although none of the work was done out of doors over an actual camp fire, such foods were prepared in the school laboratory as are suitable to camp fare, including eggs, fried and scrambled, meats broiled, hot breads, soups, cereals, beverages, and simple desserts. The interest of the class in this work carried over into the home, for the boys tried out their skill in the art of cookery for their own families.

The Southeastern High School of Detroit, Mich., offers to boys and girls, respectively, "Camp craft for boys" and "Outdoor craft for girls." The first course emphasizes such topics as camp habits, activities, equipment, fires, stories, games, contests, laundering, first aid, edible and inedible wild plants, hikes, and cooking in the open. Talks are given by sportsmen who know the out of doors. A time allotment of two 90-minute periods per week for one semester and two credits are assigned to the course.

Contoocook, N. H., requires a course in camp cookery of seventhgrade boys. These boys are taught how to prepare different dishes

from one basic recipe and by various methods: how to select foods in season and with regard to the age and occupation of those to be served; and how to select a balanced diet.

Once a week the last 45-minute period of the school day in the junior high school of Nashua, N. H., is used for a boys' class in camp cookery. As soon as the class was announced, 40 boys asked to be enrolled. Since this was a new undertaking and the teacher desired to develop a course with the boys' help, the principal of the school selected those pupils who were directly connected with camp life. The course, as outlined, aims to give each boy a knowledge of how to select and pre

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MAKING MUFFINS, JUNIOR HIGH SCHOOL BOYS, LONG BEACH, CALIF.

pare foods suitable for himself and his companions, and although the lessons are given in the cooking laboratory, they are directly linked with camp life and only such utensils are used in the preparation of the dishes as the boys are likely to have in camp. It is the policy in this course to teach a new lesson every other week and on alternate weeks to review, without recipes or directions, the previous lesson. Every four or five weeks the boys voluntarily give "after school time" making possible the preparation and serving of a meal.

Among the other junior high schools offering camp cookery to boys are: Forest Park, of Springfield, Mass.; Northeast, of Reading, Pa.; Franklin, of Long Beach, and Washington, of Fresno, Calif.; Aaron

Gove, of Denver, Colo.; Swan, of Medford, and North, of Waltham, Mass.; and the junior high at Stoneham, Me.

Food Selection and Preparation for Senior High School Boys

Boys of the Northern High School, of Detroit, Mich., in the fall of 1924 asked for a foods course. The request was granted by the school authorities and 20 boys from grades 11 and 12 enrolled in the specially arranged course called "Dietetics." The class met each school day for two hours for a term of 10 weeks. Five hours' credit was granted for the work. The class's scholastic record was average, its interests.

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JUNIOR HIGH SCHOOL BOYS, STONEHAM, ME.

were those common to boys, and its attitude proved very responsive and cooperative.

When the work was first planned the thought common among the instructors was that "camp cookery" would meet the boys' approval, but the boys desired to do all the things that the girls did in their foods. classes, and they were positive that their results would be just as successful. Hence the boys attempted many problems of unusual nature. They canned and preserved fresh fruits; made bread, candy, pies; cooked stews, vegetables, meats; and did other difficult tasks. A survey of the class showed that many of the boys selected the course because they wanted to do the things they had seen their mothers do at home. Others were called to do such work at home, often at the noon hour, since their mothers were employed. Others had become interested through their courses in chemistry, and one boy was the

son of a former home economics teacher. This boy was an especially active member of the class and often planned menus for his church club and supervised the preparation of the foods.

One incorrigible and truant class member had his interest in the work so aroused that he became devoted to the subject and through this interest was better able to adjust himself to the group in school and at home. The interest of the boys in this work became a permanent one, for often different members visit the foods laboratory to offer suggestions and advice about everyday personal living matters.

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MAKING JELLY, NORTHERN HIGH SCHOOL BOYS, DETROIT, MICH.

During the course visitors to the class found boys and girls working together in the laboratory. The girls were making bread and were reporting at any convenient time "to start their sponge." The visitors were much impressed with the serious, cooperative air which pervaded the entire room. It is the feeling of the instructional staff that this work in home economics for boys is a practicable and worthy offering.

The course in Northern High School is organized into units of 1 to 10 weeks in length. These units include: (1) Nutrition as it is related to the health and happiness of the boy; (2) preparation and serving of food; (3) cost of food; (4) social significance of the home and family; (5) diet for abnormal conditions; (6) children's diet; and (7) community health. The subject matter of this course is presented

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