The star. (Cincinnati [Ohio]) 1874-1875, 1875-01-12
EDUCATIONAL
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How to Teach Political Economy:
In the Lyceum Institute.

| INCOuOuIy 10 ouo Vi viz ihVob luiIOIb~
ant branches of study, because it covers sh@
most practical relations Of life. How to obtain
subsistence for the body and the means Of COM
fort for the household is the first question that
| concerns the mass OF men. and ought to be tho
first question with every young person. No ons
ought to consider his father rich enough to-
raise him above the necessity Of applying tho
first efforts of his early manhood to the purpose
Of obtaining living.
In making this statement we have raised .
question in Morals as well as in Political Econ
omy. The ethical principle alluded to is the
obligation OF every one to obtain the means
OF support by his own Efforts 1t shows that
Political Economy can not be divorced from
Moral Science, though authors have generally
treated it as branch OF knowledge having ex-
elusive reference to the system OF things as it.
is, and not as it should be. 1t may be very
comfortable for those who get their support
and heap up fortunes out Of others TO havo
Economy divorced from Ethics: but the mass
of mankind. being compelled to labor in the
production of wealth, can not long study Politi-
cal Economy without finding mystery in the
fact that some get 500 per day for doing MOTH
ing, while others get but dollar, two dollars.
or three dollars per day by hard work; and
they will inevitably demand the how and the
wherefore Of this great difference They will
even demand to be informed by what principle
an able bodied and able minded man rlghtfully
gets SO much doing nothing except frolic life
away in luxury, while others, who may not be
to able either in,body or mind, get SO small D.
reward for hard toll all the day and incessant
rest for weary muscles and aching iones dur
| ing the whole night, leaving no time or means
for recreation and enjoyment
| Ethical questions, however, would be raise
incidentally in teaching Political Economy.
Primarily, this science treats Of the Produce
tion, Distribution, Consumption and Exchange
OF wealth. Labor, Land, Capital and Skill ar1
chiefly concerned in the production of wealth.
The Distribution Of wealth is into Wages.
Rents and Profits, while the support of the peo-
pie, the government, education, religion, luxu-
ry, &C., comprises the Consumption Of wealth.
The Exchange of wealthy involves Commerce,
including barter and buying and selling by
means OF medium called money, Transports,
tion. by land and sea, and raises all the ques-
tions concerning currency, values, &c.
What science, therefore, covers 80 many Of
the fundamental interests Of mankind as Poli-
tical Economy And when it is considered
that the people must be fed and clothed before
ANYTHING can be accomplished by education,
religion, art or general culture, why does not
Political Economy very properly claim tho
first and most searching attention Of the
schools and Of all educators in whatever capa-
city?
twill be SO considered in the Lyccum Insti-
tute; and also in the Lyceum University,
which will be the Institute extended to univer-
sal learning and perfected in the new methods.
What will be the method OF teaching this
science in the Lyceum Institute and Univer-
sity9 1t will be quite different from that
usually pursued. We find certain text book
with questions at the foot Of each page or in an
appendix, the answers to which are often me-
chanically learned, and mechanically used by
lazy or ignorant professors in conducting an
automatic recitation. An ingenious French
man or Yankee might make an automatic pro-
fessor and an automatic class, and by winding
them up like clock they would perform the
whole process Of recitation according to the
standard Of perfection erected by such tcxt-
books.
In colleges and universities, however, with
some pretensions, the professor gives lectures
on this science, though he follows the most ap-
proved textbook. The lecturer sometimes
canvasses the opinions of the most distinguish
cd authors on each topic, but the utmost Of his
thought is to balance authorities and give tho
class the doctrine as settled by the majority or
by the author who has obtained the most gene
ral approval and applause.
AS usually taught, this science often amounts
to nothing Of any value TO the student, while
III some cases time and money, though not al
together thrown away, are not made half as
productive in learning as they would lie under
better method.
The Lyceum method can be fully understood
by a single illustration. Suppose we arc en-
terng upon the topic Of Labor as an element OF
production. The Professor gives q lecture
chiefly for the purpose of showing the class
how to investigate it for themselves. He then
assigns the leading authors to the members Of
the class; to one, Adam Smiths Wealth Of
Nations, to a3other, Says w Work, to another, Sis
mondi, to fourth, Senator Tracey, to fifth,
j. $. Mills Work, to sixth, Thornton on La
bor, 10 II seventh, Carey, to the eighth, List to
the ninth, the Work by Horace Greeley, and
go on through the whole class. Probably three
days should be given TO preparation for the
| recitation. Each one is required to condens0
into as brief u compass as possible the most
important views and facts given by his author,
and deliver his synopsis either orally or from
manuscript to the class. Three days are given
to the preparation, and the recitation occupies
| half day: the same topic to be continued un-
! til thoroughly mastered by the class. Most Of
all, the students arc urged to have opinions OF
| their own.
So, also, when the subject Of Money and
Banking comes UP, it is investigated in the
same way. The authors are distributed to the
class, and all views that have been urged are
brought under considera tion. The professor
introduces il with lecture in which he ex-
plains the function Of money, the different
kinds OF money, such as metallic, mixed and
paper, the nature OF banking, the experience
of nations with the different currcncies, &c,
| thus enabling the students TO search tho au
| thors TO the best advantage. After three days
preparation, with several other studies ON
hand, and half days recitation, the class will
hnd all the TO. that hangs between the subject
and the vision of the people dispclled. and the
comfort of a lifetime OF intelligence on this
subject, so dark to nearly all the people, is Sc