Mr. Japanese teacher, please restrain yourself!

After the military training ended, the satisfaction of the freshmen at New Star Arts College skyrocketed.

The military training at New Star Arts College not only brought the school considerable fame but also numerous other benefits.

For instance, it accelerated the process of students getting to know each other and deepened their sense of collective honor.

After all, they had all carried guns together, even if they were just laser guns.

Collaborating to fight enemies is the fastest way to build friendships and strengthen unity.

After the military training, it was just the weekend, giving them two days off.

Many local students, who got along well with their new classmates, didn't even bother to go home.

They stayed at school to play basketball or video games, having a great time.

Although the fact that the school had no girls was now widely known, it wasn't that big of an issue.

If the goal isn't dating, playing with the same gender is just as fun, if not more.

Plus, with no girls around, there's no worry about being accused of taking candid photos while playing games.

Nor is there a concern about being accused of stalking someone just because you happen to be walking in the same direction.

If they wanted to see girls, they could just hang out by the school gate to watch the long-legged art students across the street or go to the food street to see the future young nurses.

This was enough to keep the students happy and relaxed.

Because of this, Howard's mindset started to change a bit.

Sure, attending an all-boys school might not be so bad after all!

...

"Why does today's braised chicken at the cafeteria taste a bit heavy on soy sauce?"

"Yeah, I noticed that too! It definitely doesn't taste as good as it did a few days ago."

"Let's eat out this afternoon. I heard there's a place on the food street with really good grilled meat rice!"

"Alright, let's go! We'll play some games back at the dorm after."

In the New Star Arts College cafeteria, Howard and his friends, who hadn't gone home, were having lunch but weren't very satisfied.

At the beginning of the school term, they thought the cafeteria food was pretty good.

But after just a few days, the quality seemed to drop.

The aroma wasn't as enticing as before, and there was a faint fishy smell, indicating that the ingredients weren't handled as meticulously.

They didn't think too much about it and just assumed the cafeteria started slacking off after the first week.

If the cafeteria chefs heard this, they would surely protest, insisting that they hadn't slacked off.

After all, it had only been a few days since the start of the term.

If they were going to slack off, they'd at least wait a month!

The real reason Howard and his friends thought the food quality had declined was because the culinary prowess effect from the college's top chefs was slowly kicking in.

This effect wasn't applied all at once when the students enrolled, which would have been too obvious.

Instead, it was spread out over ten days, gradually increasing each day.

This way, the students wouldn't notice any sudden changes and would subconsciously adapt to the subtle improvements.

Now, the effect had started to show.

Howard and his friends' sense of taste and smell had become more acute.

At the same time, their initial indifference toward cooking had turned into a mild curiosity.

Howard was now quite eager for the culinary classes starting the next day.

He wondered what level of skill the culinary teachers at the school had.

However, he didn't have high expectations, thinking that the teachers were likely on par with the cafeteria chefs.

He figured that if he could master fried rice and home-cooked dishes in three years, that would be pretty good.

But soon, Howard would realize just how wrong he was...

...

After the military training ended, Chase convened a meeting with the thirty-six culinary teachers to discuss teaching plans.

These masters were all carefully selected from parallel worlds by the system and had extensive experience in mentoring students.

Before the school term started, they had already prepared their three-year teaching plans.

However, Chase was not satisfied with them.

For example, Chef Xavier's teaching plan stated that the first year would focus on teaching students the basics.

This included practicing knife skills, understanding various ingredients, learning how to handle different ingredients, and mastering the use and combination of various seasonings.

The second year would then introduce students to cooking at the stove, starting with home-cooked dishes.

Chef Xavier's plan was not unique; the other masters' plans were quite similar.

The first year was all about building a solid foundation, with no actual cooking involved.

In the traditional Chinese culinary world, this approach was quite normal.

How could someone cook without mastering knife skills first?

However, the times have changed!

As the principal, Chase pointed out the flaws in these teaching plans.

Chase wasn't a culinary expert, but he understood today's young people and society.

Today's society is impatient and fast-paced.

In the era of these masters, it was normal for apprentices to spend three to five years just cutting vegetables before starting to cook.

Spending ten years on basic skills before formally learning to cook was common.

The masters had already considered the three-year duration of the college program, which was why they reduced the foundational training to one year.

Otherwise, it would have been even longer.

Their thinking wasn't wrong.

The better the foundation, the further one could go in the culinary world.

But Chase was sure that the students wouldn't accept this teaching method.

In this impatient era, if efforts don't yield immediate feedback, many students would lose motivation and become resistant to learning culinary skills.

Therefore, the teaching plans had to be changed.

Chase looked at the masters and said, "Teachers, the students can't spend an entire year just on the basics!"

"The times have changed!"

"Fundamentals and practical training should go hand in hand!"

"To put it simply, we should teach them dish by dish."

"For example, the first dish could be scrambled eggs with tomatoes."

"On the first day, you can explain how to handle the ingredients."

"The second day could be focused on knife skills."

"The third day can cover the flexible use of seasonings."

"And on the fourth and fifth days, there should be practical sessions where students attempt to make the dish themselves, taste it, and gain a sense of accomplishment..."

"Each year, students should learn to cook at least one or two impressive dishes that they can boast about."

"Of course, the first year should focus on simpler dishes."

"More challenging dishes can be taught in the later years..."

"Only by allowing students to feel their progress continuously and gain a sense of achievement can we keep them genuinely interested in culinary arts."

Chase spoke earnestly.

He had done thorough research on this.

As the principal, he couldn't just collect tuition fees and leave it at that.

Even though this was a vocational college, they couldn't just let students slack off and not care.

As a school, it was their responsibility to guide students' interests in learning.

On one hand, it was their duty.

On the other hand, if the students graduated with real skills, they would become the school's credentials.

This would enhance the school's reputation and attractiveness.

...

The masters pondered Chase's words.

The principal made some valid points.

The current society is indeed impatient.

If they followed the original teaching plans, many students would likely skip classes.

However, if they adopted Chase's proposed teaching plan, students would see progress in every class.

They would feel that they had learned something new!

Every week, they would feel satisfied after mastering a new dish.

Comparing the two, the teaching plan proposed by the principal was undoubtedly superior.

Although it might result in students having less solid basic skills, it was up to the masters to address this challenge.

How to ensure students have a strong foundation while teaching them culinary skills was their responsibility.

"Principal, your insights are commendable..."

"I will immediately revise my teaching plan..."

"Thank you, Principal, for the reminder. If my original plan had disappointed the students, I would have only one way to atone..."

The masters were quick to agree.

They didn't reject Chase's suggestions despite his youth or their own high qualifications.

The Japanese cuisine teachers even performed a formal bow, startling Chase.

What era were these Japanese cuisine teachers from in their parallel world?

They even mentioned ritual suicide to apologize!

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