The star. (Cincinnati [Ohio]) 1874-1875, 1875-01-09
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How to Teach Political Economy
In the Lvceum institute.


Political Economy is one Of the most import
ant branches Of study, because il covers tho
most practical relations OF life. How to obtain
subsistence for the body and the means OF COM
fort for the household is the fist question that
concerns the mass Of men, and ought to be tho
first question with every young person. No ono
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 Icon
omy The ethical principle alluded to is tho
obligation of every ono to obtain the means
OF support by his own efforts. II 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 10
is, and not as it should DO. IL may be very
comfortable for those who get their support
and heap up fortunes out Of others to have
Economy divorced from Ethics: but the mass
Of mankind, being compelled to labor in tho
production of wealth, can not long etudy Politi-
cal Economy without finding mystery in tho
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 rightfully
gets SO much doing nothing except frolic life
away in luxury, while others, who may not be
to able either in body OF mind, get SO small
reward for nard toll all the day and incessant
rest for weary muscles and aching bones 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 Produc-
ton, Distribution, Consumption and Exchange
Of wealth. Labor, Land, Capital and Skill are
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 wealt ~ involves Commerce,
including barter and buying and selling by
means Of a medium called money, Transports
ton by land and sea, and raises all the ques-
tions concerning currency, values, &C.
What science, therefore, covers so many OF
the fundamental interests Of mankind as Poll
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
nls "a OH lodi, IN oh
city?
1t will be so considered in the Lyccum Insti-
tute; and also in the Lycoum University,
which will be the Institute extended to Gniver-
sal learning and perfected in the new methods.
What will be the method OF teaching this
science in the Lyceum Institute and Uniyer-
sity? II will be quite different from that
usually pursued. We find a 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-
fes5or 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 text
books
In colleges and universities, however, with
some pretensions, the professor gives lectures
on this science, though he fciowa the most ap-
proved textbook. The lecturer sometimes
canyasses the opinions Of the most distinguish
ed authors on each topic, but the utmost Of his
thought is to balance authorities and give the
class the doctrine as settled by the majority or
by the author who has obtained the most gene
raj approval and applause.
As usually taught, this science often amounts
to nothing Of any value 10 the student, white
In some cases time and money, though not al
together thrown away, are not made half az
productive in learning as they would be undek
better method.
Tho Lyceum method can be fully understood
by single illustration. suppose we are en-
tering upon the topic Of Labor rs an element OF
production. The Professor gives lecture
chiefly for the purpose of showing the class
how to investigate il for themselves. He then
assigns the leading authors tSthe members of
the class; to one, Adam Smiths Wealth Of
Nations, to another, Says Work, to another, Sis
mondi, to a fourth, Senator Tracey, to q hfth.
J. S. Mills Work, 10 sixth. Thornton on La
Dor, to a seventh, Carey, to the eighth, List, 10
| the ninth, the Work by Horace Greeley, ana
| so on through the whole class. Probably threo
days should be given TO preparation for the
recitation. Each one is required to condcnse
into rs brief compass as possible the moss
important views and facts given by his author,
and deliver his synopsis either orally or from
manuscript 20 the class. Three daye are given
TO the preparation, and the recitation occupies