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 followig 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 soufflés, and will be followed 
by one on 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 the 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 
eg? 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 
egos. Make this either into a typical or a cheap angel cake. The 
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, 
ete. 
