, 1874-11-18
Opening Of the 7. II. @. 4.
and Star Courses.
Eloquent Lecture by Carl schurx On
Educational Problems.
What he Finds Wrong in the Edu-
cation Of Girls.
Prof. Swing Speaks at Mccormick
Hall on the True Citizen.
a New Patriotism for Chicago.


A New Patriotism for Chicago.
CARL suHURz.
LfoTuR1 III THH r. N. Q. 1. COURSE on "xpuoA"
TloNAI PRoDLEAH."
Tho Hon. Carl Hohurz lectured, under thu
auspices of tho Young Nous Christian Aasocia-
t,on' no1oro very large audience in tho f1rat
congregational Church, corner Of Ann md
Washington etrsets, last evening, Oh "Educa-
tional Problems" The speaker did not con-
menco until o'clock, tho interval being pleas
anty employed by the church organist, who
played somo very beautiful selections. Tho
lecturer "aa introduced by d.. Hyde, OF the
<. III. y. a., Who made 4 brief apology for not
meeting tho audience In Farne,i Haii, al 1t Was
not ready yet. Adelaide Phlllips would aing
thore next Wook.
sENAToE aouuRz,
On coming forward, was received With loud
cheers. He hoped tho audience vero not traiuod
In tho belof that public lecturors uerc amusing,
He would not indulge In rhetoric. but would
speak In plain torme. In no country vas educo.
tfon 10 much discussed ~ in the United statos.
They looked upon education. for example, as
purifier Of public morals. 4 batter general edu-
cation was always pointed to as tho romedy for
evory moral Ill. When tho question, howeyer.
aroso as to what MAS
TILE DEaT fonN OF POPULAR EDUCATION.
how fen we're prepared with any practical idea
on the subject Education should not only bs
so directed aa to store up specific things In their
minds, but also 10 ~ to enable them to work, aud
live, and boar themselves 10 the world. Thoir an-
cestora had been. perhaps, we'll enough edu-
Gated for their day. but what suited them did not
suit Us, sud consequently the education Of
modern times should bo equal to tho
necessities Of the generation. Tho man
Of to-day had to know very much
moro than bis greas~graudfather knew. aud yot
the timo for learning appeared to DO Is brief ~
| In old tines.
How, then, wss tho time at the disposal Of tho
now generation to ho bost ompIoyed7 OF courno
! specific things hnd to be learned but thoy should
| be nbla to say how they we're to go ahead with
their learning after they Ind lalt the school or
tho University. The young mind should 1ecalYe
fire and impulae from early training.
| IN HIS Own E1fEMENC1
| Of bis education In Germany, he had to BaY that
| he acquired much knowledge which had sinco
boon lost. but he did not therefore, consider that
his timo Was thrown away. He had learned the dis
| cipline Of mind which Wsa carried into tue busy
| walks Of everyday lifo. He did not wish to DO
understood - holding that specific points wero
! of no use. They we're. Tint WAS not to be de-
| MED but there WAS no doubt that tue pupil
always learned much more outtlde Of tho SCHOOL
house than within It. Then thero ca.ne up the
question Of
/ TRAINING CHILDREN TOO YOUNG.
The question WAS always asked, How are yon
going to teach mere haby2" It hAd bean re-
lated Of John Stuart Mill that hia father had
mato him learn Greek at q vary early age, and
people hold that it young Mil had not becn
gifted with An extraordinarily strong mind be
would hnye been rendered Al idiot BY his early
education. It was jus. ~ rational to hold thht
the hyoin Of an American baby who could apeak
German would bs destroyed. The child WAS apt
to lcarQ from the vary earliest dawn Of its rea-
aon and could be gradually brought along wlth-
out et,ain or excitemeut to learn more and mora.
more deyaioped than III others. This could bo
| seou py The excellence In detail Of Home. Oua
person could look upon tros and not bo able 70
describe it, bocauso ho ras unacqusntcd With
tr%nsd, rasy could tel ali about it. i lady could
would be able not nlone to toll what she wore,
but also. b? singular, process Of TIC the
GS ssa... might Eas es:t B. :s'' = the TO
ILaughtcr1 It nas = pity that 10 much
natural intelligence could not bo devoted to bet-
ter uses. Fathers aud mothers should cultivate
] tue poSCeptlYeh618o OF tuel1 cnluleus AAo5 ot4os
Answor their childish questions in regard to O. ~
proper objects that present thomsel!ea. ZIP
method Of education was mutually baneheiai.
Fathers, mothors, h1othc1s, aud atstora, In thus
training tha infant, aiao traiued theE OWL
Having taken tho infant ont Of tho Azss
atage, ...
was next approached. How WAS the m scn9ol euu-
cation to bo ratioually carried on Ine 1ecsasex
| anid that thera rere some customs in the schools
which sero inimfcal to Intelligence: Aattooomy'
mental philosophy, and other text books o. POL
dsroua nsnes, we're placed r. Tue & napbo bo re- reoad
lis lesson most literally correct, never wang my
language Of bis own, ras considered . tno 1ess 81
scholar. No system could DO boiler oeY1seu t 70
foster snd cultivate human sHpa,tt paSaGt wbat eost
a. = question a t a. to What . cloud was- ope boy,
on tho dsy OF examination might ~ ~, %
ae!e to tel tell +,,tbaok !. 'I1" hnother boy might
not not remambes ] b Z word Of tho ts1t. but could ten
@ tI,e vsnorous nature Of . cloud. Ask these tTo.
a lew dayu further, tho sanlo Questions, and -
would DO found that he dance dun
ffinmehtori, while tho unspocltie BOY, although
( snmewhat awkward At drst, might dcYelop into =
yory brilliant man. This Iemanded MIN o. an
n ono Of to9 s so f1 of sarong
hat i,a lad tcally forgotten who hia Own father
@ sas laaghtsrl aud hs SIRE In wrath, sect him n
+, to = monss.e'fbi 11a,ma ib.t va uacful.
r The lecturer then proceeded to deal NTH other
hrapchos Of specific education.
oNE r1cgLiA1 LINE .1S or Epg9ATdoS o.
!, ~ ccneEal % possible. Fortunately for the
masses Of tho ninoteenth century, popular books
!. % ,ssra go common that all could 10 supplied Ct
= Nttle cost aud tho grand opportunity SHOULD
not be egloc.ca BY the rising generation. suea
D kuoaloogo might be useful nhen the boy might