Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1874-12-10
Miseellaneons. q
EDUCATIONAL PROBLEMS.-
Report Of Lecture By Hon. Carl sehurz, .,
BROOKLYN, n Y

Mr.. Schnrz expressed. In the first in
stance. a hope that his auditors had not
been accustomed tn look upon public lee
lures as a species Of light anu .cment He
did not propose. lac said, To indulge IN any
wltticisrns 10 make them laugh, but on the
contrary to speak seriously OF serious
things. In quiet Conversational language.
eadaafi8Sahn fn6'Te ' frequently '. dI.cT..cS ID
than in the United States. and there
was certainly no country in which il
should be more thoroughly understood
On abstract questions of education most
people were agreed, but when the question
was asked as TO what particular point edu.
cation should be directed to, and by what
particular methods is should be carried
out then the general agreement ceased,
aud II turned out that many had formed no
opinion on the subject at all. In the dis
cusson OF the question. iie W shed 10 con-
lne himself TO few points, but ncvcrthe-
less ne would have 10 say MANY things
that were not new. but which would bear
repetition and enforcement In the outset
he wished 10 state that in his Opinion IL
was question of the utmost considera-
ton thar education should be SO directed
as TO teach not only the specific thfngs
which we ought 10 know, but how to work
and how TO live, and how to enjoy. They
49, fttItlg tpih tutli ANCESTORS
learned very little-some elementary
branches, such as reading and writing
and yet got along very we'll in the world.
lhat was very true. But on the other
hand. when the conclusion was dra wn that
In this century We could be equally wise
with the same learning. then ii was emi-
nchtiy false. The circumstances which
surrounded men to-day were very different
from those which surrounded their great
grandparents, and were now 80 immense
and had such an influence Oh the actiyi-
ties OF the world that no standard ef COM
parison could be Instituted. Ii was I'M
questlOnably necessary tor men TO know
nowadays much more than their great
grandparents who moy, d in a smi ar
sphere. That being so, they had to learn
much more in the same short space and
so much the more important was it that
their time should be well employed. They
were a,,t to think that it was important to
mpart as great quantity of specific
knowledge AS could be held without injury
to the person receiving it. That. in his
opinion. was not the main point. but. on
the contrary. the main purpose should be
TO kindle an anxiety and desire to learn,
and train the young mind in those meth
DDS that would assert themselves in subse
quent self-education. In respect to this
personal experiences. In his younger days
he had gone through the higher courses
OF study. great many OF these things
he had succeeded in storing up in his
mind, but much OF what he then learned
was soon forgotten. and 3nnuH~~of the
things which he did not forget he had
since discovered to be of no practical use
The question naturally aIose, was the time
occupied in those studies thrown away!
10 t.x. 4 8. a
the knowledge. which resulted from these
studies, he received such training as led to
a desire for further study and education,
then the time was both usefully and profit
ably spent. and that Il aiming OF discipline
was more valuable than the specific items
Of knowledge which he might have ac-
quired. They should not. however. un-
derstand him AS saving that specific knowl-
edge was of no value at all, but that the
training AID discipline of the mind ought
to be the first aim of intellectual education.
When it was stated that John Stuart Mill
at the age of three years had been taught
Greek. there was disposition to marvel
at the intellectual calibre of his mind
That his mind should he of unusually
strong calibre there was every reason to
assume. but there was scarcely SO much
ground for wonder that he should have &C
Quired some knowledge of Greek at that
age. 1t was NOT, in fact. one whit more
difficult than for a German child to learn
English sounds, or for an American chiId
to learn the sounds of foreign languages.
He had himself known a little girl Of
American parentage who had learned Ger
man in the family and English from her
pIaymates. While yet q child she WAS
taken to the lake of Geneva. where she NC
quired q knowledge Of French, and she
spoke all three in her childlike way with
mt the slightest confusion OF utterance,
SD;;s.-|isyed GA. that she could have added
Tripe witnout any oiW-
/, Hides peril biz instance with
in Flour sup per SSt; Ss cOa7 50 "'siys to in
Xxx " 7.O0as. ~ Sco0t
cen Xxx" :. s.00a8Ov Clap0oards spruce
eft Choice 9.0Oall. 90 ex.
a.. Tongue per ID. .l5 Spruce MOL
us Buckw heat Flour "a Zine Clear
,sa. per III. .06 % ex.
~, Graham Flour 05 Lath Spruce
nat | Dat Meal 6alU Pine
and | Rice "a 10 Cement per cask
= Cracked Wheat -0s Lime
are pop Corn .lOj Brick per m. ts.a
the Potatoes per bu. 60 Ducks per lb .
= "sweei 80 ID -4a5l Raisins Sc lb. .
lan | Onions bu.- A2OO Prunes " 's
,ue Reels &c tomatoes 3 Id. Cans
Turuips as "a .GVl Tamarinds per H..
us Salt :" bu. 70as0l Partridges, 'i
the Honey, per lb .25a.3ol