THE CHEMISTRY OF COOKERY. 215 



the seed, which he then moves into it, and, when the growth is com- 

 pleted, he moves the result, and thereby makes his harvest. 



The same may be said of every other operation. Man alters the 

 position of physical things in such wise that the forces of Nature shall 

 operate upon them and produce the changes or other results that he 

 requires. 



My reasons for this introductory digression will be easily under- 

 stood, as this view of the doings of man and the doings of Nature 

 displays fundamentally the business of human education, so far as the 

 physical proceedings and physical welfare of mankind are concerned. 



It clearly points out two well-marked natural divisions of such 

 education : education or training in the movements to be made, and 

 education in a knowledge of the consequences of such movements 

 i. e., in a knowledge of the forces of Nature which actually do the 

 work when man has suitably arranged the materials. 



The education ordinarily given to apprentices in the workshop, or 

 the field, or the studio or, as relating to my present subject, the 

 kitchen is the first of these ; the second, and equally necessary, being 

 simply and purely the teaching of physical science as applied to the 

 arts. 



I can not proceed any further without a protest against a very gen- 

 eral (so far as this country is concerned) misuse of a now very popu- 

 lar term a misuse that is rather surprising, seeing that it is accepted 

 by scholars who have devoted the best of their intellectual efforts to 

 the study of words. I refer to the word technical as applied in the 

 designation " technical education." 



So long as our workshops are separated from our science-schools 

 and colleges, it is most desirable, in order to avoid continual circumlo- 

 cution, to have terms that shall properly distinguish between the work 

 of the two, and admit of definite and consistent use. The two words 

 are ready at hand, and, although of Greek origin, have become by 

 analogous usage plain, simple English. I mean the words technical 

 and technological. 



The Greek noun techne signifies an art, trade, or profession, and 

 our established usage of this root is in accordance with this significa- 

 tion. Therefore " technical education " is a suitable and proper des- 

 ignation of the training which is given to apprentices, etc., in the 

 strictly technical details of their trades, arts, or professions. When 

 we require a name for the science or the philosophy of anything, we 

 obtain it by using the Greek root logos, and appending it in English 

 form to the Greek name of the general subject, as geology, the science 

 of the earth ; anthropology, the science of man ; biology, the science 

 of life, etc. 



Why not, then, follow this general usage, and adopt " technology " 

 as the science of trades, arts, or professions, and thereby obtain con- 

 sistent and convenient terms to designate the two divisions of educa- 



