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Cooking for Independence Canadian high schools should do far more to teach young people how to feed themselves properly once they leave home. Many schools already run science labs and even the odd budgeting lesson, so why not add a solid course in everyday cooking and nutrition? A teenager who can balance a chemical equation should also be able to plan a week of healthy meals and cook them on a modest budget. The reasoning is straightforward: today's graduates move into their first apartments with little idea of how to shop, cook, or eat well, so they lean on costly takeout and packaged meals, and to protect both their health and their wallets, high school students need to learn to cook.

I raised this with a school principal, and she said it would smack of coddling: "Our job is to prepare students for university and demanding careers, not to run a glorified home-economics class." But shouldn't every capable adult be able to put a decent meal on the table without reaching for the phone, and what is so coddling about looking after your own health?

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1The author believes that
Alearning to cook deserves a place in the classroom.
Bcooking is a hobby for only a few students.
Cthe school board would welcome a real-world unit.
Dschools should prepare students only for demanding careers.
2According to the author, young graduates today often
Aplan a week of healthy meals on a budget.
Brely on costly takeout and packaged meals.
Crefuse to move into their first apartments.
Dcook real meals from scratch at home.
3The person who called the idea coddling was the
Aauthor.
Bauthor's partner.
CFood Studies teacher.
Dschool principal.
4The school principal assumes that teaching cooking would
Asave students money and keep them healthy.
Bamount to a glorified home-economics class.
Cprepare students for university and demanding careers.
Dupdate a curriculum written before rising prices.
5The Food Studies teacher suggests the author should
Atake the idea to the council that decides what is taught.
Blet the school board settle the matter.
Crun the real-world unit with the students himself.
Draise it with the principal once more.
6When the author asks whether the unit would take time from real subjects, the author is
Asiding with the school principal.
Bworried the unit will fail the school board.
Chanding students a skill for life.
Dplaying devil's advocate to test the idea.
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