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Contents
Preface x
Editorial Advisory Board in Electromagnetics xx
Notation Table xxi

Chapter 1 MATLAB, Vectors, and Phasors 3

1.1 Understanding Vectors Using MATLAB 4
1.2 Coordinate Systems 17
1.3 Integral Relations for Vectors 29
1.4 Differential Relations for Vectors 37
1.5 Phasors 52
1.6 Conclusion 56
1.7 Problems 56

Chapter 2 Electrostatic Fields 61

2.1 Coulomb’s Law 61
2.2 Electric Field 67
2.3 Superposition Principles 69
2.4 Gauss’s Law 77
2.5 Potential Energy and Electric Potential 85
2.6 Numerical Integration 100
2.7 Dielectric Materials 109
2.8 Capacitance 114
2.9 Conclusion 118
2.10 Problems 119

Chapter 3 Magnetostatic Fields 123

3.1 Electrical Currents 123
3.2 Fundamentals of Magnetic Fields 128
3.3 Magnetic Vector Potential and the Biot-Savart Law 138
3.4 Magnetic Forces 146
3.5 Magnetic Materials 157
3.6 Magnetic Circuits 162

vii
viii Contents

3.7 Inductance 166

3.8 Conclusion 171
3.9 Problems 172

Chapter 4 Boundary Value Problems Using MATLAB 177

4.1 Boundary Conditions for Electric and Magnetic Fields 178
4.2 Poisson’s and Laplace’s Equations 186
4.3 Analytical Solution in One Dimension—Direct Integration
Method 191
4.4 Numerical Solution of a One-Dimensional Equation—Finite
Difference Method 201
4.5 Analytical Solution of a Two-Dimensional Equation—
Separation of variables 211
4.6 Finite Difference Method Using MATLAB 220
4.7 Finite Element Method Using MATLAB 226
4.8 Method of Moments Using MATLAB 241
4.9 Conclusion 251
4.10 Problems 252

Chapter 5 Time-Varying Electromagnetic Fields 257

5.1 Faraday’s Law of Induction 257
5.2 Equation of Continuity 270
5.3 Displacement Current 274
5.4 Maxwell’s Equations 280
5.5 Poynting’s Theorem 285
5.6 Time-Harmonic Electromagnetic Fields 290
5.7 Conclusion 293
5.8 Problems 294
Chapter 6 Electromagnetic Wave Propagation 297
6.1 Wave Equation 297
6.2 One-Dimensional Wave Equation 302
6.3 Time-Harmonic Plane Waves 318
6.4 Plane Wave Propagation in a Dielectric Medium 325
6.5 Reflection and Transmission of an Electromagnetic Wave 335
6.6 Conclusion 349
6.7 Problems 349

Chapter 7 Transmission Lines 353

7.1 Equivalent Electrical Circuits 354
7.2 Transmission Line Equations 357
Contents ix

7.3 Sinusoidal Waves 362

7.4 Terminations 367
7.5 Impedance and Matching of a Transmission Line 373
7.6 Smith Chart 381
7.7 Transient Effects and the Bounce Diagram 390
7.8 Pulse Propagation 397
7.9 Lossy Transmission Lines 402
7.10 Dispersion and Group Velocity 406
7.11 Conclusion 414
7.12 Problems 414

Chapter 8 Radiation of Electromagnetic Waves 419

8.1 Radiation Fundamentals 419
8.2 Infinitesimal Electric Dipole Antenna 427
8.3 Finite Electric Dipole Antenna 434
8.4 Loop Antennas 440
8.5 Antenna Parameters 443
8.6 Antenna Arrays 455
8.7 Conclusion 466
8.8 Problems 467

Appendix A Mathematical Formulas 469

Appendix B Material Parameters 474

Appendix C Mathematical Foundation of the Finite

Element Method 477

Appendix D Transmission Line Parameters of Two Parallel Wires 483

Appendix E Plasma Evolution Adjacent to a Metallic Surface 487

Appendix F Bibliography 490

Appendix G Selected Answers 493

Appendix H Greek Alphabet 523

Index 524
 Preface

Overview
Professors ask, “Why another textbook (edition)?” while students ask, “Why do I
need to study electromagnetics?” The concise answers are that today’s instructor
needs more flexible options in topic selection, and students will better understand
a difficult subject in their world of microelectronics and wireless if offered the
opportunity to apply their considerable computer skills to problems and applica-
tions. We see many good textbooks but none with the built-in flexibility for
instructors and computer-augmented orientation that we have found successful
with our own students.
Virtually every four-year electrical and computer engineering program
requires a course in electromagnetic fields and waves encompassing Maxwell’s
equations. Understanding and appreciating the laws of Nature that govern the
speed of even the smallest computer chip or largest power line is fundamental for
every electrical and computer engineer. Practicing engineers review these princi-
ples constantly, many regretting either their inattention as undergrads or the con-
densed, rushed nature of the single course. What used to be two or more terms of
required study has been whittled down to one very intense term, with variations of
emphasis and order. Recently, there has been a resurgence of the two-term course,
or at least an elective second term, that is gathering momentum as a desirable,
career-enhancing option in a wireless world. Students today have grown up with
computers; they employ sophisticated simulation and calculation programs quite
literally as child’s play. When one considers the difficult challenges of this field of
study, the variation among schools and individual instructors in course structure
and emphasis, and the diverse backgrounds and abilities of students, you have the
reason for another textbook in electromagnetics: learning by doing on the com-
puter, using the premier software tool available in electrical engineering educa-
tion today: MATLAB.

x
Preface xi

Textbook and Supplements on CD

Actually, this is much more than a mere textbook. The book itself offers a structural frame-
work of principles, key equations, illustrations, and problems. With that crucial supporting
structure, each instructor, student, or reader can turn to the supplemental files provided with
this book or available online to customize and decorate each topic room. The entire learning
package is “organic” as we the authors, contributing EM instructors, and SciTech Publish-
ing strive to bring you an array of supporting material through the CD, the Internet, and files
stored on your computer. It is very important, therefore, that you register your book and
bookmark the URL that will always be available as a starting and reference point for ever-
changing supplementary materials: www.scitechpub.com/lonngren2e.htm.

Approach Using MATLAB®1

Our underlying philosophy is that you can learn and apply this subject’s difficult principles
much more easily, and possibly even enjoyably, using MATLAB. Numerical computations
are readily solved using MATLAB. Also, abstract theory of unobservable waves can be
strikingly visualized using MATLAB. Perhaps you are either familiar with MATLAB
through personal use or through a previous course and can immediately apply it to your
study of electromagnetics. However, if you are unfamiliar with MATLAB, you can learn to
use it on your own very quickly. A MATLAB Tutorial is supplied on the book’s enclosed
student CD. The extensive Lesson 0 is all you really need to establish a solid starting point
and build on it. If you do not have the CD or a computer handy, Chapter One provides a
brief overview of MATLAB operations and a review of vector analysis. For more informa-
tion and instruction on using MATLAB, SciTech Publishing provides a list of MATLAB
books and CDs in Appendix F, available at special discount prices to registered users of this
book. If your book came without the CD (a used book purchase, perhaps), or even if you
want to be sure of obtaining the latest files, you can purchase an electronic license for a
year’s access to all files at the URL shown above.
Within the book, MATLAB is used numerous ways. You will always be able to see
where MATLAB is either applied or has the potential to be applied by the universal icon
furnished by MATLAB’s parent company MathWorks. Each time this icon appears, you
will know that either MATLAB’s M-files of program code are supplied on your student CD
or else your instructor or TA has them, most typically on Problem solutions. Use and distri-
bution of these solution M-files are at the discretion of individual instructors and are not,
therefore, furnished to students. Non-student readers can contact the publisher for selected
solutions and M-files if registered.

1
MATLAB is a registered trademark of The MathWorks, Inc. For MATLAB product information and cool user code contri-
butions, go to www.mathworks.com, write The MathWorks, Inc., 3 Apple Hill Dr., Natick, MA 01760-2098 or call (508)
647-7101.
xii Preface

• Examples – Worked-out examples run throughout the text to show how a proof can
be derived or a problem solved in steps. Each is clearly marked with a heading and
also appears in a tinted blue box. When the MATLAB icon appears, it means the
worked solution also has an equivalent M-file. Here is how Example sections
appear:

EXAMPLE 7.3

The voltage wave that propagates along a transmission line is detected at the
indicated points. From this data, write an expression for the wave. Note that
there is a propagation of the sinusoidal signal to increasing values of the
coordinate z.

• Figures – Numerous figures within the text were generated using MATLAB.
Not only can you obtain and manipulate the program code with its correspond-
ing M-file, but you can also view this figure in full color from the CD. Here is
how a MATLAB-generated figure will appear:
+j1 FIGURE 7–9
A Smith chart created
+j0.5 +j2
with MATLAB.

To generator
+j5

0.2 0.5 1 2
0

–j5
To load

–j2
–j0.5

–j1
Preface xiii

• Problems – Each chapter contains numerous problems of varying complexity.

Problem numbers correspond to the text sections so you can review any problems
that prove difficult to handle at first pass. When an icon appears, you will know this
problem can be solved using your MATLAB skills. Discuss with your instructor if
the M-files will be made available for checking your work. Answers to selected
problems are provided in Appendix G
7.6.1

7.6.2
RL

7.6.3
Zc1 Zc2

• Animations – It is possible to portray electromagnetic principles in animation, also

sometimes called “movies.” Authors, instructors, and even students have contrib-
uted a number of such animations showing principles at work. However, the real
fun may be in manipulating the variables to produce different results. Thus the M-
ANIMATIONS
files become a starting point for that and also an instructive demo for leading you to
your own creations. Animations at the time of this book’s printing are indicated by
a “flying disk” in the margin, close to the most pertinent text discussion of the
underlying principle. You can create and submit animations to the publisher for
posting and credit to you, using the submission form on the website. Also, check
back for new animations.

Student CD
The Student CD enclosed with your textbook is a powerful resource. Not only does it con-
tain files that are immediately and directly related to your course study, but it also offers a
wealth of supplementary and advanced material for a 2nd term of study or your personal
explorations. By registering your book, any new material produced for future CDs will be
offered to you as web downloads. Here is what the Student CD contains:

MATLAB Tutorial
Readers will come to this book with widely varying exposures to MATLAB. A self-paced
tutorial has been included on the CD. Divided into lessons, MATLAB operations and tools
are introduced within the context of Electromagnetics extensive notation, subject areas,
examples, and problems. That is, the MATLAB tutorial gets you started with basics first and
xiv Preface

then develops text topics incrementally. You will eventually learn to perform relatively com-
plex operations, problem-solving, and visualizations. Your instructor may later choose to
assign projects involving multi-step problem-solving in MATLAB. Independent readers
seeking these Projects should contact SciTech after registering the book. Also, an array of
helpful books and tutorials about MATLAB for engineers is kept up to date on the SciTech
website, always at discount prices.

Optional Topics
Some schools require a second term of Electromagnetics and most at least offer a second
term as an elective Advanced Electromagnetics course. Most of today’s textbooks contain
somewhat more material than can be covered in one term but not enough material for a full
and flexible second term. Therefore, a second textbook is often required for the follow-up
course, one that is costly, probably does not match the notation of the first textbook, and
may even contradict the first book in places because of the difference in notation. These
inconveniences are overcome with the CD’s extended topics. Optional Topics are provided
in PDF files that match the two-color design of the text, integrate MATLAB throughout,
and contain the same array of problems. The book and CD, therefore, satisfy the needs of
most two-term courses and many elective second-term courses. Additional optional topics
are being added continually, as they are suggested and contributed by instructors with
course-specific needs, such as biomedical engineering, wireless communications, materials
science, military applications, and so forth. Contact SciTech Publishing if you wish to sug-
gest or contribute a new topic.

Applications
While brief references are made throughout the text to real-world applications of electro-
magnetic principles, we have chosen not to interrupt text flow with lengthy application
discussions. Instead, applications are done proper justice in three–five page descriptions
with graphics, in most cases, on the CD in PDF format. These applications point the way
toward the utility of later courses in Microwave and RF, Wireless Communications,
Antennas, High-speed Electronics, and many other career and research interests. They
answer the age-old student question: “Why do I have to know this stuff?” Instructors,
their TAs, and students are encouraged to submit additional applications for inclusion in
the web-based Shareware Community.

M-Files
The Student CD contains M-files for selected examples, figures, and animations. Any addi-
tional MATLAB items will usually be accompanied by M-files, so check the website and
register your book for notifications of new items. New submissions and suggested improve-
ments to existing M code will always be gratefully received and acknowledged.
Preface xv

Note to Students: Equation Importance and Notational

Schemes May Vary
You will encounter scads of equations in your study of electromagnetics. They are not all of
equal importance. We have tried to make them clear by setting off most of them from the
text and numbering them for reference. Note that we have taken the additional step of draw-
ing a box around the most important equations, so look for those when you review.
“Mathematical notation” is how physical quantities, unit dimensions, and concepts are
put into mathematical expression. While some notation is simple and common to the physi-
cal sciences, others can be arbitrary and a matter of choice to the author. The only firm rule
is that the author, or other user of notation (such as an instructor writing on the board, in
PowerPoint, or on a test), be clear about what the symbols represent and be consistent in
their usage. Students may sometimes be unduly concerned about their textbook’s notation if
it is different from a previous text or what their instructor uses. Adapting to varying nota-
tional schemes is simply part of the learning process that “comes with the territory” in phys-
ics and engineering. In choosing the notation for this text we called upon our Editorial
Advisory Board to determine preferences and precedents in the most widely referenced
electromagnetics books. Our notational scheme is shown on page xix, and we define our
symbols when first used in the text. We are acutely aware of the confusion and worry that
poor notation causes students. However, be forewarned that your instructor or TA may
choose to use their own notational schemes. There is no ‘right” or “wrong” method. If you
find any apparent inconsistencies or absence of clear definition within the textbook, please
report them to us.

Instructor Resources
Apart from the text and Student CD, numerous resources are available to instructors. Our
Shareware Community of invited contributions is intended to grow the nature and number
of teaching and evaluation tools. Instructors using this book as the required text are entitled
to the following materials:

• Solutions to all chapter exercises: step-by-step Word files and MATLAB M-files
for MATLAB-solvable problems designed by the MATLAB icon

• Exam Sets comprised of three exams in each set, including answers and solutions.
Additional exams are solicited to add to the Shareware database

• PowerPoint Slides of all figures in the text, organized by chapter, including the full
color version of MATLAB-generated figures. Additional supplementary figures
may be added over time as part of the Shareware Program.

• Projects – the “starter set” of complex, multi-step problems involving use of MAT-
LAB, including recommended student evaluation scoring sheets that break down the
xvi Preface

credit to be given for every step and aspect. Projects are an exciting component that
makes excellent use of MATLAB skills to test full understanding and application of
principles. They are a prime element of the SciTech Shareware Program.

Shareware in Electromagnetics (SWEM) Program

As the name implies, Shareware in electromagnetics has been set up by SciTech Publishing
as a means for instructors, teaching assistants, and even students to share their ideas and
methods for learning, appreciating, and applying electromagnetic principles. Some items are
accessible only by our textbook adopters and buyers (exam sets and their solutions, for
example), while others are set up to be shared publicly, the only stipulation being registra-
tion and a contribution, however modest, to SWEM. Think of it as a neighborhood block
party for the electromagnetics teaching and learning community. Bring your “covered dish,
salad, or dessert” and share in the overall goodies, fun, and collegiality. For major SWEM
items such as Projects, Applications, and Optional Topics, custom submission forms have
been created on the website for ease of a contribution. For general ideas and items, such as a
cool web link or figures, a generic form may be used. In any case, one can simply submit an
email to [email protected]. Acknowledgements will always be given for submis-
sions unless anonymity is requested. See the available shareware and submission forms
under “Instructors” at www.scitechpub.com/lonngren2e.htm.
We recognize that there are several different approaches to teaching electromagnetics in
the usual engineering curriculum. We have tried to make our Second Edition adaptable to
every approach. Every course will quickly review mathematical techniques and background
material from previous math and physics courses. After that, curriculum sequences move
down different paths.
Historical Approach – One traditional sequence is to follow a historical approach,
where topics are covered in a sequence similar to the historical development of the subject
matter, paralleling the experiments that revealed electromagnetic phenomena from ancient
times. Thus, the usual course starts with electrostatics, then covers magnetostatics, intro-
duces Maxwell’s equations, wave phenomena, and follows up with applications such as
transmission lines, waveguides, antennas, etc. This has probably been the most common
curriculum sequence used until recently, and our book maintains this traditional approach.
Maxwell’s Equations Approach – Another approach is to present Maxwell’s equations
early, develop wave phenomenon from them and then cover electrostatics, magnetostatics, and
applications. A common variation on this with physics departments is to show how Maxwell’s
equations follow from relativity. This approach tends to require more mathematical sophisti-
cation from students, but it is popular with some instructors because of its independence from
experimentally derived laws.
Transmission Lines Approach – Because of the perceived higher level of mathematics
associated with electromagnetics, an increasing number of instructors today prefer to build
upon the subject matter with which the student is already familiar. Thus, they prefer to
introduce transmission lines early as a logical extension of the circuit theory that students
Preface xvii

have studied prior to arriving in their electromagnetics courses. This approach has several
advantages, beyond the obvious one of using familiar circuit analogies to help the student
develop their physical insight. Using transmission lines, students are exposed to applica-
tions of the electromagnetics theory early in the class, providing them with a rationale for
the need of this subject matter. Secondly, transmission lines naturally incorporate many of
the concepts that students sometimes find difficult to visualize when talking about fields and
waves, such as time delay, dispersion, attenuation, etc.
Students should appreciate that there is no one best way to learn (or teach) this mate-
rial. Each of these approaches is equally valid, and chances are that the student can learn
this material, whatever the approach, if a sustained effort is made. To support both the
student and the instructor in this educational effort, we have tried to make this text flexi-
ble enough to be used with a variety of curriculum sequences with varying degrees of
emphasis. For instance, we made Chapter 7 on transmission lines, independent of other
chapters, so those instructors wishing to cover this material first can do so, with a mini-
mum of backtracking required. On the other hand, the instructor and student can start at
the beginning of the text and work forward through the chapter material in a more con-
ventional sequencing of chapters. Additionally, instructors can choose to skip more
advanced sections of the chapters, so they can cover more topics at the expense of depth
of topic coverage. Thus, this text can be used for a one or two quarter format, or in a one
or two semester format, especially when supplemented by the topics on the accompany-
ing CD. Following are some suggestions for course syllabi, depending on what the
instructor wishes to emphasize and how much time he or she has available.

• A traditional one-quarter course primarily emphasizing static fields could be cov-

ered using the first five chapters.

• A traditional one-semester course with reduced emphasis on static fields, but includ-
ing transmission line applications would include Chapters 1, 2, 3, and portions of
Chapters 4 and 5 (Sections 4-1 through 4-6 and Sections 5-1 through 5-5), followed
by Chapter 6 and portions of Chapter 7 (Sections 7-1 through 7-8).

• A one-semester “transmission lines first” approach, consisting of Chapter 1, fol-

lowed by Chapter 7 (Sections 7-1 through 7-8), then Chapters 2 and 3, followed by
portions of Chapter 4 (Sections 4-1 through 4-6), Chapter 5 (Sections 5-1 through
5-5) and Chapter 6.

A second semester course can be developed from the remainder of the text, as well as
selected supplemental topics from the student CD. For instance, a second semester course
emphasizing EM waves and their applications would consist of a review of the material previ-
ously covered in Chapters 4–7, and additional selections from Chapter 4 (Sections 4-6
through 4-8), as well as Chapter 8, and CD selections on transmission lines, waveguides
and antennas. The Instructor’s Resource CD offers additional suggestions, and students and
instructors should check the appropriate sections of the website for updates.
xviii Preface

Of course, these are just suggestions; the actual course content will reflect the interests
of the instructors and the programs for which they are preparing their students . It is for this
reason that we have tried to enhance the flexibility of this text with supplemental material
covering a variety of electromagnetic topics. Your suggestions and contributions of addi-
tional topics are invited and welcomed. Let us know your thoughts.

Acknowledgments
We are extremely proud of this new edition and the improvements made to virtually every
aspect of the book, its supplements, and the web support. In very large part these upgrades
are due to our adopting professors, their students, and the editorial advisory board members
who volunteered to assist. All share our passion for electromagnetics. Adopters who taught
from the first edition and passed along many helpful corrections and suggestions were:

Jonathon Wu – Windsor University

David Heckmann – University of North Dakota
Perry Wheless, Jr. – University of Alabama
Fran Harackiewicz – Southern Illinois University at Carbondale

Advisors who have given conceptual suggestions, read chapters closely, and critiqued the
supplements in detail are:

Sven Bilén – Pennsylvania State University

Don Dudley – University of Arizona
Chuck Bunting – Oklahoma State University
Jim West – Oklahoma State University
Kent Chamberlin – University of New Hampshire
Christos Christodoulou – University of New Mexico
Larry Cohen – Naval Research Laboratory
Atef Elsherbeni – The University of Mississippi
Cindy Furse – University of Utah
Mike Havrilla – Air Force Institute of Technology
Anthony Martin – Clemson University
Wilson Pearson – Clemson University

The publication of an undergraduate textbook represents a close collaboration among

authors, technical advisors, and the publisher’s staff. We consider ourselves extremely for-
tunate to be working with a highly personal, committed, and passionate publisher like
SciTech Publishing. President and editor Dudley Kay has believed in our approach and the
book’s potential for wide acceptance through two editions. Susan Manning is our produc-
tion director, and we have learned to appreciate her with awe and astonishment for all the
Preface xix

bits and pieces of a textbook that must be managed. Production Assistant Robert Lawless,
an engineering graduate student at North Carolina State University, provided incredible
support, understanding, and suggestions for reader clarity. Bob Doran’s unfailing good
humor and optimism is just what every author wants in a sales director.
Special thanks to Michael Georgiev, Sava Savov’s graduate student, for his early work
on the illustrations program, its technical accuracy, and checks on its conversion to two-
color renderings. Graphic designer Kathy Gagne’s cover art, chapter openings, web pages,
and advertising pages are all a remarkably cohesive effort that helps support our vision bril-
liantly. Dr. Bob Roth and daughter Anne Roth have extended Kathy’s design to beautifully
matching student support and instructor feedback web pages.
The authors would like to acknowledge Professor Louis A. Frank, Dr. John B. Sigwarth,
and NASA for permission to use the picture on the cover of this book, Professor Er-Wei Bai
for discussions concerning MATLAB, and Professor Jon Kuhl for his support of this project.

Errors and Suggestions

Our publisher assures us that the perfect book has yet to be written. We can reasonably
expect some errors, but we need not tolerate them. We also strive for increased clarity on a
challenging subject. We invite instructors, students, and individual readers to contribute to
the errata list and recommendations via the feedback forms on the website. SciTech will
maintain a continually updated errata sheet and corrected page PDFs on the website, and
the corrections and approved suggestions will be incorporated into each new printing of the
book. We vow to make this project “organic” in the sense that it will be continually grow-
ing, shedding dead and damaged leaves, and becoming continuously richer and more palat-
able. If we are successful and realize our goal, every reader and user of the book and its
supplements will have a hand in its evolving refinements. We accept all responsibility for
any errors and shortcomings and invite direct comments at any time.

Karl E. Lonngren
University of Iowa
Iowa City, IA
[email protected]

Sava V. Savov
Technical University of Varna
Varna, Bulgaria
[email protected]

Randy Jost
Utah State University
Logan, UT
[email protected]
 Editorial Advisory Board
in Electromagnetics

Dr. Randy Jost–Chair Dr. Thomas Xinzhang Wu

Space Dynamics Lab and School of Electrical Engineering
ECE Department Utah State University and Computer Science University
Dr. Jon Bagby of Central Florida
Department of Electrical Engineering Dr. Cynthia Furse
Florida Atlantic University ECE Department University of Utah
Dr. Sven G. Bilen Dr. Hugh Griffiths
Penn State University Principal, Defence College
University Park, PA of Management & Technology
Dr. Chuck Bunting Cranfield University Defence Academy
ECE Department Oklahoma State University of the United Kingdom
Mr. Kernan Chaisson Dr. William Jemison
Electronic Warfare Consultant ECE Department Lafayette College
Rockville, MD Mr. Jay Kralovec
Dr. Kent Chamberlin Harris Corporation Melbourne, FL
ECE Department University Mr. David Lynch, Jr.
of New Hampshire DL Sciences, Inc.
Dr. Christos Christodoulou Dr. Anthony Martin
ECE Department University ECE Department Clemson University
of New Mexico Dr. Wilson Pearson
Mr. Larry Cohen ECE Department Clemson University
Naval Research Lab Washington, D.C. Mr. Robert C. Tauber
Dr. Atef Elsherbeni SAIC–Las Vegas EW University–Edwards
ECE Department University of Mississippi AFB

xx
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Jelly Roll Pan or Baking Sheet ...

with low sides (½″).

Choose the size pan that the recipe states

When baking bar cookies, bread, pies, or fine
cakes.
Measure with care to get just the right size,
It makes quite a diff’rence ... you’ll soon realize!
 Individual Custard
Muffin Pan ... deep or Casserole or Baking
Cups ... set in shallow
shallow cups. Dish ... with cover.
pan to bake.

Round Pudding Mold

Fluted Pudding Mold ...
Roasting Pan ... with ... for brown bread, plum
for steamed puddings,
rack. puddings, and other
etc.
steamed puddings.
 This page gives the
meaning of terms in
this book!

SUGAR
It’s here just to help SALT
you to be a Prize
Fine white granulated Cook! Cooking salt in cloth
sugar, unless otherwise sacks. It is cheaper and
specified in recipe. stronger than table salt.

GOLD
MEDAL
FLOUR
Gold Medal
“Kitchen-
CHOCOLATE EGGS
tested”
Unsweetened Enriched Flour—the Large fresh eggs
baking chocolate. country’s most popular (2 oz.) or
If sweet chocolate brand of all-purpose equivalent
or bits or pieces flour. Recipes in this amounts from
are required, book have been smaller eggs.
recipe will so perfected for Gold Medal
state. only.

MOLASSES
MILK BUTTERMILK and Dark molasses. If
SOUR MILK black New
Fresh, sweet milk,
Orleans molasses
unless otherwise
is specified, ask
 indicated. May be used grocer for “black
interchangeably. Too old strap.”
milk has disagreeable
flavor!

WHEATIE
S
The
crispy,
SPICES and whole-
FLAVORINGS wheat ROLLED OATS
flakes
High quality nationally Either quick-
always, for flavor cooking or regular
known as the “Breakfast
and dependability. of Champions.” (uncooked).

BAKING
POWDER
MOIST
Any of the
SHREDDED
well-
COCONUT
known
Shredded nationally COFFEE
coconut that’s distribute
moist ... either d brands The beverage—
from a can or a of baking not uncooked
package ... or powder ground coffee.
shredded from a give good results with
fresh coconut. the recipes in this book.

SHORTENING
Any fresh, mild-flavored
solid fat ... animal or
vegetable, such as those
at right. Butter is indicated in certain recipes for flavor.
HOW TO PREPARE some special
ingredients the quick, easy way!

Remove melted
Place it on waxed Place it in a small bowl set
chocolate from bowl or
paper set in bowl or in a wire strainer over
paper with rubber
over boiling water. boiling water.
scraper.

PREPARING NUTS
Some foods look and taste their best if the nuts in them are in big
chunks. In others, the nuts should be in smaller pieces. The recipes
tell you just how.
Broken Nuts: It’s quick Cut-Up Nuts: Cut with Coarsely Chopped
and easy to break nuts scissors (works better Nuts: Chop with long,
with fingers into about than knife) into about ¼- straight knife. Hold point
⅓-inch chunks. inch pieces. against cutting board,
chop crisply through
spread out nuts—
TOAST NUTS: to be sure they will taste fresh. Heat swinging handle around
through in moderate oven. in quarter circle.

Finely Chopped Blanched Nuts: Sliced or Slivered

Nuts: Chop same Drop shelled nuts Nuts: First blanch
as for Coarsely into boiling water. ... then cut with very
Chopped, but into Let stand 2 to 5 sharp knife while
finer pieces. minutes (until skins nuts are moist and
are loosened). Pour warm.
off hot water, add
some cold. Pinch
each nut between
thumb and finger to
push off skins, and
lay nuts on plate or
paper toweling to
dry.

Ground Nuts: Use fine knife of food

grinder for finely ground ... coarse knife for
coarsely ground. Nuts should be dry.
PREPARING DRIED FRUITS

Seeded raisins are the

Seedless raisins are Plump seedless raisins by
large variety from which
the small variety, both washing and spreading
seeds have been
dark and light ... dried them out in a flat pan.
removed. The
from seedless grapes. Cover. Heat slowly in mod.
sweetness released
Cut them to get the full oven (350°) until they puff
when they were slit open
sweetness and flavor. up and wrinkles come out.
makes them sticky.

Cut up dates and other Snip through long To tint shredded

sticky fruits with wet shreds of coconut with coconut: Soak it in milk
scissors. Dip scissors in scissors to shorten or water (¼ cup for ½
water occasionally. them. The shorter cup coconut) with a few
shreds blend into drops of food coloring
doughs more evenly. added. Drain, dry on
absorbent paper.
To cut citron or candied orange or
lemon peel, first slice it thinly—then cut
slices into ½″ or ¼″ squares.

E Q U I VA L E N T W E I G H T S A N D M E A S U R E S

NUTS IN SHELL SHELLED NUTS

1 lb. = 1 cup nut 1 lb. = 3½ cups nut
ALMONDS
meats meats
1 lb. = 2¼ cups nut 1 lb. = 4 cups nut
PECANS
meats meats
1 lb. = 2 cups nut 1 lb. = 3 cups nut
PEANUTS
meats meats
1 lb. = 2 cups nut 1 lb. = 4 cups nut
WALNUTS
meats meats

= = = =

1 CUP coarsely
finely
WHOLE chopped
broken cut-up chopped
SHELLED minus 1
⅞ CUP
NUTS tbsp.

FINELY
WHOLE PITTED CUT-UP
CUT

1 lb. = 2¼
DATES 2 cups 1¾ cups 1½ cups
cups

PRUNES 1 lb. = 2⅓ 3½ cups 3 cups 2⅞ cups

 cups (cooked) (cooked) (cooked)

1 lb. = 2¾
FIGS —— 2⅔ cups 2½ cups
cups

15-oz. pkg. =
RAISINS —— 2¾ cups 2½ cups
2¾ cups
Some of the sweetest memories of Home are bound up
with Mother’s Cooky Jar. Long after the spicy fragrance of
her ginger cookies baking has faded into the years ... the
thought of that ample cooky jar on the shelf will bring back
vividly the old-time peace ... and comfort ... and security of
Home. Every Home should have a cooky jar!

Hidden Treasures for the

Toddlers
Monkey-Faced Cookies 19
Sugar Cookies 30
Molasses Crinkles 25
Peanut Butter Cookies 40
Brown Sugar Drops 16
Old-Time Cinnamon Jumbles 20
Washboards 25
“Tea-Off” with Cookies (for tea)
Stone Jar Molasses
34
Cookies
31 and
Butter Cookies
43
Lemon Sugar Cookies 30
Chocolate Pinwheels 30
Petticoat Tails 24
New Northland Cookies 23
Dainty Tea Brownies 26
Thumbprint Cookies 41
English Tea Cakes 41
Lemon Snowdrops 41
3-in-1 Jumbles 20
Macaroons 21

For Hungry Home-Comers

Hermits 17
Gingies 34
Busy-Day Nut Drops 16
Snickerdoodles 25
Chocolate Cream Drops 18
Oatmeal Drop Cookies 19
Spiced Prune Drops 17
Wheaties Drop Cookies 17

Lunch Box Surprises (taste-

thrillers all!)
Salted Peanut Cookies 16
Brownies 26
Monkey-Faced Cookies 19
Applesauce Cookies 17
Fig Bars 32
Plantation Fruit Bars 26
Tutti-Frutti Surprises 27
Glazed Orange Jumbles 20
Prune-Orange Bars 29

Put a “Lift” in Simple Desserts

Brazil or Pecan Jumbles 20
Coconut Cream Drops 18
Chocolate Refrigerator
22
Cookies
Orange-Almond Refrigerator
22
Cookies
Butterscotch Cookies with
18
Burnt Butter Icing
Date-Apricot Bars 29

Picnic Stars (under any skies)

Chocolate Cream Drops 18
Oatmeal Refrigerator Cookies 24
Coconut-Lemon Bars 28
Frosted Gingies 34
Fruit-and-Nut Drops 18
Filled Cookies 32
Peanut Macaroons 21
Say “MERRY CHRISTMAS” with
Cookies
Holiday Fruit Cookies 16
Berliner Kranser 42
Poinsettias 32
Zucker Hütchen (“Little Sugar
38
Hats”)
Scotch Shortbread 39
Hazelnut Bars 29
Mandel Kager (“Almond
42
Cookies”)
Lebkuchen 38
Nurnberger 38
Merry Christmas Cookies
37
(Dark and Light)
Spritz 43
Jelly-Meringue-Filbert Bars 28
Almond Wreaths 43
Finska Kakor (“Finnish Cakes”) 39
Sandbakelser (“Sand Tarts”) 39
Almond Crescents 41

Quick Cure for Homesickness

(send plenty to divvy up)
Date-and-Nut Squares 27
Hermits 17
Chocolate Chip Cookies 20
Filled Cookies 32
Date-Apricot Bars 29
Chocolate-Frosted Brownies 26
Ginger Creams 19
His Mother’s Oatmeal Cookies 33
 Fun for the Youngsters (“tricks
or treats” for Hallowe’en)
Animal Cookies 37
Wheaties-Coconut Macaroons 21
Cookies with Faces 31
Decorated Party Cookies
31
(place cards, etc.)
Jewelled Cookies 27
Chocolate Cream Drops 18
Chocolate Pinwheels 30
Gingerbread Boys 34

Bedtime Snacks (for light

refreshment)
Brown Sugar Drops 16
Sugar Jumbles 20
Coffee-and-Spice Drops 17
Ginger Refrigerator Cookies 23
Gold Cookies 25
Honey Peanut Butter Cookies 40
Coconut Jumbles 20
Mincemeat Cookies 17
Date-Oatmeal Cookies 40
 Beau-Catchers (and Husband-
Keepers)
Date-and-Nut Squares 27
Ginger Creams 19
Chocolate-Frosted Brownies 26
His Mother’s Oatmeal Cookies 33
Nut Sugar Cookies 30
Date-Nut Refrigerator Cookies 22
Matrimonial Cake (Date Bars) 29
Chocolate Chip Cookies 20
Toffee-Nut Bars 28

Say It with Cookies (for

birthdays, sick friends, etc.)