our present day system of education, however, there is too much a disposition to make no such distinction.  The boy in the greater number of cases is the bread-winner, and has to rely on his own exertions, whether they be manual or mental.  The girl, on the other hand, looks forward to the destiny of housewife.  This aspect of the educational problem certainly deserves to have more attention paid to it than it has yet received.  Still a step in the light direction has been made by James Platt, the author of many valuable works on currency, finance, &c., who advocates that business habits and kindred matters should be taught to all youths.  Of course it is not intended that the sole object of education should be the principles of money making, but at the same time there is a considerable amount of truth in his contention.  But the chief purpose I have in view is to advocate a thorough and systematic teaching of Cookery to girls.  In the remaining part of this chapter, therefore, I shall endeavour to bring forward reasons in support of my proposition.

COOKERY INSTRUCTION IN ENGLAND, NEW SOUTH WALES, AND VICTORIA.

Under this heading I propose to describe briefly what is being done in connection with Cookery Instruction in the places mentioned.  Now the principal object I have in view is to further the teaching of Cookery to girls during school life.  It will, however, somewhat strengthen my advocacy if I refer to the beginning of this movement in England, for it undoubtedly had its origin in causes quite outside of any educational system.  There is no question but that the increased facilities for communication, resulting from the advent of steamships and railways, gave to travel an impetus it never before experienced.  And as a result thousands of people in the old country acquired a practical knowledge of Continental life, which would otherwise never have been theirs.  These travellers saw for themselves the perfection of Cookery in countries like France, and naturally their eyes were opened to the neglect which culinary matters received in their own land; at least, this seems to me a satisfactory explanation of what has occurred, and I put it forward, therefore, purely as a matter of personal opinion, and whether this is the right reason or not, it is quite certain that a desire for improvement in this direction is insensibly coming over our English people.

It would seem that Mr. Buckmaster gave a series of lectures in the Cookery School at the International Exhibition in 1873 and 1874.  As a considerable portion of space was devoted to food, it was rightly thought that some practical remark on the subject would prove of distinct advantage.  Just about this time, too, in 1874, a good start was made by the establishment of a National Training School for Cookery at South Kensington.  From its inception success seemed to smile upon it.  Its numbers began to increase, steadily at first, and afterwards by leaps and bounds.  It clearly filled a place that had been wanting; and moreover, the objects it had in view were identified with all that was praiseworthy.  It was proof positive of the long cherished opinion as to the neglect of Cookery in a girl’s education.