Name: Cookery book and general axioms for plain cookery
Author: E. Briggs

22101419407 Med K8756 Digitized by the Internet Archive in 2016 https://archive.org/details/b28098547 grfjool jsoarti for Eontion. COOKERY BOOK AND GENERAL ASIOMS FOR Plain Cookery. FORMULATED BY MISS BRIGGS. Ciias. Straker and Sons, Printers to tlie Board, Bishopsgate Avenue, E.C. 8. B. 2315-14—15,000—31.12,90. 7 S/C?S’/-6 4 * * WELLCOME INSTITUTE LIBRARY Coll. welMOmec Call No. &T r ' a PEEFACE. A LTHOUGH COOKEKY, as a subject, bas made much, progress during tbe last decade, it is still, unfortunately, often placed on a different platform from almost any other subject; consequently the old mistaken ideas are yet extant, e.g ., persons who think the exact measurements and fit of their garments indispensable, look upon cookery as a matter of instinct only, exact weights and measurements as superfluous, and old broken stoves, with a scarcity of utensils, a necessity ! The same class of people would most strenuously object to a house designed and built without proper regard to exactitude in measurements, &c., and to the furniture made without pro- per or with broken tools ! Again, it is urged that the cookery curriculum should comprise little else but stews and potato cooking; but would this be teaching the subject of cookery? It is forgotten that the more a cook knows intelligently , the more thrifty and economical she can be (on the principle that the more a teacher knows of her subject the better she can simplify it) ; and that ignorance is the soul of waste, both as to time and material, would scarcely be disputed in any other branch. On the other hand, it is sometimes objected that the School Board course is too circumscribed, and not suggestive enough. These objections, it is hoped, are met in the present syllabus. The first course has been made as elementary and economical as possible, consistent with the necessity of making it sufficiently comprehensive and general. Various suggestive footnotes have been appended to many of the receipts to prevent a too narrow interpretation. Dishes slightly in advance of these are given for those pupils who are fortunate enough to remain at school, and go through a second course of cookery lessons. Nov., 1890. E. Briggs. CONTENTS :o: Flan of Teaching . . , . ; Syllabus to First Course .... Syllabus to Second Course Introduction to General Axioms for Plain General Axioms for Plain Cookery . . Notes on Boiling Potatoes . . Notes on Roasting Meat .... Index to Receipts ..... Index to Axioms . . 0 . . PAOJt 5 7 . . 57 Cookery 08 . . 90 . 107 . . 108. . . 11C? . . 114 1 to Scfjool 9Soato for Eontton. SCHOOL MANAGEMENT DEPARTMENT. INSTRUCTION IN COOKERY. THE PLAN OF TEACHING. 1. Each lesson opens with questions based on the “Axioms for Plain Cookery,” page 99 (which embrace the points or prin- ciples requiring special emphasis), given in the previous lesson. 2. The demonstration of the day’s lesson then follows for 1 hour, during which there is no dictation , so that the whole attention of the girls is given to the teacher, thus enabling her to give the reasons and explanations in a more connected form. This plan also affords more scope for the exercise of the teacher’s intelligence, and hence that of her pupils, which was interfered with by the more mechanical method of merely dictating receipts while preparing the dishes.

AI-modernized reading of the original text

22101419407 Med K8756 Digitized by the Internet Archive in 2016 https://archive.org/details/b28098547 School Board for London COOKERY BOOK AND GENERAL AXIOMS FOR Plain Cookery. FORMULATED BY MISS BRIGGS. Chas. Straker and Sons, Printers to the Board, Bishopsgate Avenue, E.C. 8. B. 2315-14—15,000—31.12,90. 7 S/C?S’/-6 4 * * WELLCOME INSTITUTE LIBRARY Coll. Wellcome Call No. &T r ' a PEEFACE. Although cookery, as a subject, has made much, progress during the last decade, it is still, unfortunately, often placed on a different platform from almost any other subject; consequently the old mistaken ideas are yet extant, e.g ., persons who think the exact measurements and fit of their garments indispensable, look upon cookery as a matter of instinct only, exact weights and measurements as superfluous, and old broken stoves, with a scarcity of utensils, a necessity ! The same class of people would most strenuously object to a house designed and built without proper regard to exactitude in measurements, &c., and to the furniture made without proper or with broken tools ! Again, it is urged that the cookery curriculum should comprise little else but stews and potato cooking; but would this be teaching the subject of cookery? It is forgotten that the more a cook knows intelligently, the more thrifty and economical she can be (on the principle that the more a teacher knows of her subject the better she can simplify it) ; and that ignorance is the soul of waste, both as to time and material, would scarcely be disputed in any other branch. On the other hand, it is sometimes objected that the School Board course is too circumscribed, and not suggestive enough. These objections, it is hoped, are met in the present syllabus. The first course has been made as elementary and economical as possible, consistent with the necessity of making it sufficiently comprehensive and general. Various suggestive footnotes have been appended to many of the receipts to prevent a too narrow interpretation. Dishes slightly in advance of these are given for those pupils who are fortunate enough to remain at school, and go through a second course of cookery lessons. Nov., 1890. E. Briggs. CONTENTS :o: Plan of Teaching . . , . ; Syllabus to First Course .... Syllabus to Second Course Introduction to General Axioms for Plain General Axioms for Plain Cookery . . Notes on Boiling Potatoes . . Notes on Roasting Meat .... Index to Receipts ..... Index to Axioms . . 0 . . PAGE . . 57 Cookery 08 . . 90 . 107 . . 108. . . 11C? . . 114 to School Board for London SCHOOL MANAGEMENT DEPARTMENT. INSTRUCTION IN COOKERY. THE PLAN OF TEACHING. 1. Each lesson opens with questions based on the “Axioms for Plain Cookery,” page 99 (which embrace the points or principles requiring special emphasis), given in the previous lesson. 2. The demonstration of the day’s lesson then follows for 1 hour, during which there is no dictation , so that the whole attention of the girls is given to the teacher, thus enabling her to give the reasons and explanations in a more connected form. This plan also affords more scope for the exercise of the teacher’s intelligence, and hence that of her pupils, which was interfered with by the more mechanical method of merely dictating receipts while preparing the dishes.