The least alteration in the natural constitution of things would
insure the extinction of animal and vegetable life.
31
482 The Boston Cook Book,
RECAPITULATION.
The Plant takes in, water,
by its roots ; carbonic acid, by
its leaves; nitrogen, in the form
of ammonia and nitric acid;
minerals, in the form of phos-
phoric acid, lime, common and
other salts, from the soil.
The Animal takes in, water^
starch, fat, gluten, and mineral
matters, in the form of vege-
table and animal food, into its
stomach; and oxygen into its
lungs.
The Soil takes in, urea and
other animal excretions, dead
animals and plants.
The Plant produces, oxygen^
from its leaves ; sugar ^ starch,
gluten, and mineral matters, in
its sap and solid substances.
The Animal produces, car-
honic acid and luater, which are
exhaled from the skin and
lungs ; urea, phosphates, and
other salts, in the excretions;
the fat in the bod}^, which is
in time breathed away in the
form of carbonic acid; water
and perfect muscle, hone, hlood,
and tissues, to build and repair
the body.
The Soil produces, carbon in
the form of wood and coal, and
in spring water; ammonia, ni-
tric acid, and other nitrogenous
compounds ; phosphoric acid,
lime, common salt, and other
mineral matters.
So the movement is circular; the beginning is the end. A
marvellous commerce appears; soil, plant, and animal commin-
gling; the elements of each being at different times the elements
of all, and their interchange perpetual.
The Boston Cook Booh 4^3
SUGGESTIONS TO TEACHERS.
The Course of Instruction at the Boston Cooking School,
which is inserted on page 495, may be helpful to those interested
in establishing Schools of Cookery.
Beginning with the care of a fire and the simple dishes in
daily use, the course includes illustrations of every principle
involved in cookery. Special attention is given to breadj soups,
entrees, meats, healthful puddings, desserts, and dishes for the
invalid.
The course is so arranged that each lesson offers a bill of fare
for breakfast, lunch, or dinner. The number of dishes prepared
at each lesson should be determined by the age and ability of
the pupils, and the character of the instruction desired. In
some classes it is desirable to have the dishes which are prepared
served at the close of the lesson ; thus an opportunity is given to
instruct in laying the table and serving the food.
With beginners or very young pupils, it is better to teach only
two or three dishes at a lesson. Taking the first lesson in the
first course for an example, a practice lesson may be conducted
after the following plan. Explain first the construction of the
stove and the making and care of a fire. When convenient,
each pupil should take the entire care of a fire for one lesson.
Let the pupils become familiar with the kitchen utensils, their
names, and uses. The receipts should be read, and copied, if
no text-book be used, and a portion of the work assigned each
pupil. After the receipts are given, one pupil should prepare
the yeast, another mix the bread, another pare and put the po-
tatoes to soak, and another cut the bread for croutons, and wipe
and trim the chops. The tables should be so arranged that
pupils may watch what others are doing while busy about their
own work.
Page 288
Presented as published in 1884. Historical recipes may not meet modern food-safety standards. Cook from the modern interpretation, not the original instructions.
AI-modernized reading of the original text
The least alteration in the natural constitution of things would insure the extinction of animal and vegetable life.
482 The Boston Cook Book,
RECAPITULATION.
The Plant takes in, water, by its roots ; carbonic acid, by its leaves; nitrogen, in the form of ammonia and nitric acid; minerals, in the form of phosphoric acid, lime, common and other salts, from the soil.
The Animal takes in, water, starch, fat, gluten, and mineral matters, in the form of vegetable and animal food, into its stomach; and oxygen into its lungs.
The Soil takes in, urea and other animal excretions, dead animals and plants.
The Plant produces, oxygen, from its leaves ; sugar, starch, gluten, and mineral matters, in its sap and solid substances.
The Animal produces, carhonic acid and luater, which are exhaled from the skin and lungs ; urea, phosphates, and other salts, in the excretions; the fat in the body, which is in time breathed away in the form of carbonic acid; water and perfect muscle, bone, hlood, and tissues, to build and repair the body.
The Soil produces, carbon in the form of wood and coal, and in spring water; ammonia, nitric acid, and other nitrogenous compounds ; phosphoric acid, lime, common salt, and other mineral matters.
So the movement is circular; the beginning is the end. A marvellous commerce appears; soil, plant, and animal commingling; the elements of each being at different times the elements of all, and their interchange perpetual.
The Boston Cook Booh 4^3
SUGGESTIONS TO TEACHERS.
The Course of Instruction at the Boston Cooking School, which is inserted on page 495, may be helpful to those interested in establishing Schools of Cookery.
Beginning with the care of a fire and the simple dishes in daily use, the course includes illustrations of every principle involved in cookery. Special attention is given to breadj soups, entrees, meats, healthful puddings, desserts, and dishes for the invalid.
The course is so arranged that each lesson offers a bill of fare for breakfast, lunch, or dinner. The number of dishes prepared at each lesson should be determined by the age and ability of the pupils, and the character of the instruction desired. In some classes it is desirable to have the dishes which are prepared served at the close of the lesson ; thus an opportunity is given to instruct in laying the table and serving the food.
With beginners or very young pupils, it is better to teach only two or three dishes at a lesson. Taking the first lesson in the first course for an example, a practice lesson may be conducted after the following plan. Explain first the construction of the stove and the making and care of a fire. When convenient, each pupil should take the entire care of a fire for one lesson. Let the pupils become familiar with the kitchen utensils, their names, and uses. The receipts should be read, and copied, if no text-book be used, and a portion of the work assigned each pupil. After the receipts are given, one pupil should prepare the yeast, another mix the bread, another pare and put the potatoes to soak, and another cut the bread for croutons, and wipe and trim the chops. The tables should be so arranged that pupils may watch what others are doing while busy about their own work.