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But how seldom it is that you find yourself among persons capable of discussing with knowledge any of the nicer problems of the kitchen. At my own table the other day a graduate of Cambridge actually asked my wife whether she put maraschino or curaçoa in the Hock cup. Yet in educational affairs this man passes for a rational and highly cultivated man. Colossal ignorance of this type is but too common. I have stayed—but never for more than one week-end—with families of the highest respectability to whom tarragon vinegar is unknown, and I once entertained a Judge of the High Court who did not know the difference between Nepaul and Cayenne pepper,—yet in his daily life he must have been called upon to decide differences of graver importance.

I wish I had the pen and the inspiration of one of the early prophets to rouse my countrymen to urge upon Education Committees, schools and universities their duty in dealing with this national ignorance. But one may at least make a practical suggestion. Why should not “What to do with the Cold Mutton” be read as a first reader in our elementary schools? It touches on no points of doctrine and teaches truths that both Anglican and Nonconformist could discuss pleasantly at a common board.