HOME ECONOMICS FOR SOUTHERN SCHOOLS. 5 



hand. Thus theory grows out of practice, and to make the cycle of 

 knowledge complete, it should be applied again in practice. 



The following lesson plan illustrates this method of teaching. 

 To formulate questions the teacher must have in mind a very definite 

 logical outline which the questions will develop, but in actual ques- 

 tioning she should follow the order of the students' own way of 

 thinking. ' 



OUTLINE FOR A LESSON ON SPONGE CAKE. 



(This lesson has been preceded by one on omelettes and souffles, and will be followed 

 by one o,n custards, or the use of eggs as a means of thickening.) 



What do you understand by the term sponge cake ? What types of 

 sponge cake have we ? What would you say were the characteristics 

 of this group of cakes ? What are the necessary constituents ? How 

 do they vary in the different types ? In what kind of sponge cakes 

 do you use cream of tartar ? In which do you use lemon juice ? Can 

 you see any reason for this difference ? Classify any recipes you may 

 have for this type of cake on the basis of the amounts of the different 

 constituents necessary for each egg. 



Sponge cake. — You will find that for each egg in the sponge cake 

 proper the general proportions of flour and sugar are the same, about 

 one-fourth cup of each and one teaspoonful of lemon juice to each 

 egg. Is any other liquid necessary ? Upon what will this depend % 

 What is the danger if too much is added ? What will be the result 

 if the amount is too little ? In what order would you mix the above 

 ingredients ? What must be your aim all the time ? The egg serves 

 what functions in this cake? If eggs were expensive what two 

 ingredients might you use in their place ? To what extent can this 

 substitution be made ? Calculate ihe amount of each you would add 

 as a substitute for one egg. 



Let each student make a typical sponge cake, or a cheap sponge 

 cake with one egg. Calculate the cost of each and compare the 

 results. Are we justified in paying extra amount for the typical 

 sponge cake ? Is the cheap sponge cake wholly representative of this 

 group ? 



Angel cake. — In what sense is an egg white equivalent to half an 

 egg? On this basis work out your proportions for the angel cake 

 from those used for the sponge cake. Could you make a cheap angel 

 cake? What would be the limit to the amount of substitution 

 possible here ? Why do we add cream of tartar to the angel cake 

 and lemon juice to the sponge cake ? 



Each student should make an angel cake, using the whites of two 

 eggs. Make this either into a typical or a cheap angel cake. The 



1 The students are expected to answer the questions from their own experience so far as possible. Where 

 their experience along any of these lines has been limited, it may be supplemented by reference to books 

 in the library. Recipe books are especially valuable in giving suggestions as to proportions, combinations, 

 etc. 



