M ID.Z&Tz- 
 
 UNITED STATES DEPARTMENT OF AGRICULTURE, 
 
 O T* A T 1 -C O r>T7>T ATTAXTC OUD^rTPP 
 
 STATES RELATIONS SERVICE. 
 A. C. TRUE, Director. 
 
 HOW TEACHERS IN RURAL ELEMENTARY SCHOOLS MAY 
 USE FARMERS' BULLETIN 771, HOME-MADE FIRELESS 
 COOKERS AND THEIR USE. 
 
 Relation to the course of study. — The bulletin is useful in the cook- 
 ing classes and provides use fid correlations for other school subjects. 
 
 Topics for study. — Three topics for study with the related practice 
 are suggested: (1) The principles of the fireless cooker, pages 3-4; 
 how to make a fireless cooker, pages 4-8. (2) How to use the fire- 
 less cooker, pages 9-10. (3) Recipes for use with the fireless cooker, 
 pages 11-16. 
 
 Study questions. — Topic 1 : What is the principle of the fireless 
 cooker \ What is the source of the heat used ? What crude methods 
 have formerly been used to apply this principle \ What are the three 
 chief advantages of the fireless cooker? What other advantages? 
 What are the materials essential for the making of a satisfactory 
 cooker \ What different materials may be used for the outer con- 
 tainer ? What is the most essential requirement as to this outer con- 
 tainer? How much space will be required? What are the essen- 
 tials of the inner container and the cooking utensils? What ma- 
 terials are best ? Why should tinned iron not be used ? What sources 
 of extra heat may be used? What danger may this involve? What 
 different packing material may be used ? What very cheap material 
 is good? How pack the insulating space? If extra heat is to 
 be used, how avoid danger of fire ? What is best material ? What 
 cheaper ? How insulate the top ? 
 
 Topic 2: The fireless cooker is best suited to what foods? How 
 much baking may be done ? What kinds of cooking can not be done ? 
 Under what conditions may different foods be cooked at the same 
 time? How large a container should be used in each case? How 
 shall foods be prepared for the cooker? How long cooked before 
 being put in the fireless cooker ? How long shall they remain in 
 the fireless cooker ? 
 
 Topic 3: Discuss the recipes which may have local application. 
 Which recipes permit the long-time or overnight cooking? Which 
 
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UNIVERSITY OF FLORIDA 
 
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 are adapted only to short-time use of the cooker? How are soup 
 stocks prepared? How are soups made? How cook breakfast 
 cereals? Fresh vegetables? Meat and vegetable combinations? 
 Dried fruits? Puddings and steamed bread? 
 
 Illustrative material. — A well-constructed homemade tireless cooker 
 
 l should be examined by the pupils before they attempt to make or use 
 
 one. Plans and pictures of various types may be collected. Kecipe 
 
 books and instructions furnished by manufacturers will be helpful. 
 
 Make a chart containing a list of cautions. 
 
 Practical exercises. — This subject is of little value except as it is 
 applied to real practice, which should include both home and school 
 work. Fireless cookers may be made by pupils either at school or 
 at home. The cooking of a school lunch may be greatly simplified 
 by the use of the fireless cooker. (See F. B. 712.) Soups and other 
 warm dishes prepared early in the day will be ready for the lunch. 
 The cooking class should become skilled in using this method of 
 cooking. Arrange that each pupil shall practice at home the lessons 
 learned at school, thus spreading the use of this article. 
 
 Correlations. — In manual training classes make a fireless cooker. 
 Have the plans drawn in class. In language classes write descrip- 
 tions of the making and using of the cooker. 
 
 In the physiology class discuss the relative food values of some 
 cheaper foods which are rendered available by the cooker. 
 
 In this class or in elementary science show the close connection 
 between this topic and that of refrigeration. Pupils should under- 
 stand that insulation by means of nonconductors is the same in each 
 case. Since both must be used in the summer season it may be wise 
 to lay emphasis on this application also. Some families may profit- 
 * ably construct homemade refrigerators. Show the application of 
 the same principle to the ice house and to the thermos bottle. 
 
 The re6ipes, cost of material, saving in fuel, etc., will provide 
 interesting problems in arithmetic. 
 
 F. E. Heald, 
 Specialist in Agricultural Education. 
 
 Approved : 
 
 C. H. Lane, 
 
 Chief Specialist in Agricultural Education. 
 
 March 31, 1917. 
 
 WASHINGTON : GOVERNMENT PRINTING OFFICE : 1917