6 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE. 
yolks should be very carefully put away in the jars provided for 
that purpose as they are to be used at the next laboratory period. 
Sunshine cake-—How does the sunshine cake differ from the sponge 
cake on the one hand and the angel cake on the other? Formulate 
the proportions for a small sunshine cake. Which would you use in 
this case, cream of tartar or lemon juice? 
Any of the students who wish may substitute sunshine cake for 
either the sponge or the angel cake. 
Baking the cake-—At what temperature did we find that eggs 
should be cooked? Since the typical sponge cake contains a very 
large proportion of egg, in what way would this determine the oven 
temperature? What is going to make your cake light? If the oven 
is too hot, what will happen to the top of your cake before it is fully 
raised? What will be the result in the cake? What temperature 
do you think would be most desirable for baking the above mixture ? 
Would you use different temperatures for the typical and the cheap 
sponge cake? Reason. 
The objections raised to the above method of teaching are three: 
1. Itissaid to beslow and wasteful of material. Experience shows, 
however, quickness in real progress. While so much ground may not 
be covered, general principles are acquired, applicable anywhere. 
The knowledge has become a part of the student; it sticks better. 
In most cases there is no more waste than in the imitative recipe 
method. Material is not expensive, and with proper oversight fail- 
ures are uncommon. ; 
2. It is said that recipes should be standardized by experts and 
given to others in definite forms. But recipes must be indefinite 
since (a) food materials vary, not being chemically definite sub- 
stances, and (6) the recipe itself varies with the result sought. It is 
far better to give the girl ability to utilize successfully whatever 
materials she may have available than to teach her to follow a small 
number of recipes. 
3. It is said that teaching by recipes is the best means we have of 
cultivating correct food standards in the students, but it is doubtful 
whether it is wise to insist absolutely on uniform standards for all. 
Recipes can not be used as exact guides as long as the composition of 
ingredients is variable, and people differ in their tastes. 
Correlation.—A good scheme for correlation used by a San Francisco 
school is as follows: Each teacher outlines her work in advance in 
general terms for each quarter, and more in detail for each month 
and week. ‘These outlines are discussed in faculty meetings, each 
teacher stating the point at which she would hke help from the others. 
As a result of these discussions other points of correlation are seen. 
The practical outcome of these discussions is seen by an examina- 
tion of the chart used by these teachers. ‘There are as many columns 
oft set cle DOR eae os 
Lal p F Tes won rte : 
rts 
7 Bee 
PP, en Ce ae ees, ne Pee a 
ee 
