The star. (Cincinnati [Ohio]) 1874-1875, 1875-01-20
EDUCATIONAL.
Advertisement No. a.
How to Teach Political Economy
In the Lyceum Institute.

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 10 be ths
first question with every young person. No ono
ought to consider his father rich enough to
raise him above the necessity Of APPLYING the
first efforts of his early mannood to the purpose
Of obtaining living.
In making this statement we have raisetbs
question in Morals as well as in Political Econ
omy The ethical principle alluded to is tho
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 10
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 have
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 tho
fact that some get 500 per day for doing noth-
ing, while others get but a 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 DO
to able either in body or mind, get 80 small a
reward for hard toll all the day and incessant
rest for weary muscles and aching bones dur
ing the whole night, leaving no time OF means
for recreation and enjoyment.
Ethical questions, however, would be raise
incidentally in teaching Political Economy.
Primarily, this science treats of the Preduc-
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, transporta-
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 Poli-
tical Economy And when it is considered
that the people must be fed and clothed before
anything can be accomplished by educati0ns
religion, art or general culture, why does NOT
Political Economy very properly claim the
first and most searching attention Of the
schools and Of all educators in whatever capa-
city9 -,
1t will be so considered in the Lyceum 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 bc the method Of teaching this
science in the Lyceum Institute and Univer--
sityp 1t 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-
fessor and an automatic class, and by winding
them up like clock they would perform the
whole process Of recitation according to- tho
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 follows the most ap-
proved textbook. The lecturer sometimes
canvasses the opinions Of the most distin guish-
ell authors on each topic, but the utmost Of his
thought is to balance authorities and give tho
class the doctrine as settled by the ma, ,ority or
by the author who has obtained the most gone-
raj approval and applause.
AS usually taught, this science often amounts
to nothing Of any value to the student. while
IN some cases time and money, though not al
together thrown away, are not made half AZ
productive in learning as they would be under
better method.
The Lyceum method can be fully understood
by single illustration. Suppose We are en-
tering upon the topic Of Labor as an element Of
production. The Professor gives 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 another, Says Work, toanother, Sis
mondi, to fourth, Senator Tracey, to fifth,
j. S. Mills Work, to q sixth, Thornton on La
Dor, to a seventh, Carey, to the eighth, List, to
the ninth, the Work by Horace Greeley, and
SO on through the whole class. Probably threS
days should be given to preparation for tha
recitation. Each one is required to cOndensa
into as brief 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 are urged To have opinions d
| their own.
! So, also, when the subject Of Money and
Banking comes up, it is investigated in thy
same way. The authors ai'e distributed to the
class, and all views that have been urged are
brought under considera tion. The professor
introduces it with a lecture. in which he ex-
plains the function Of money, the dirercnt
kinds Of money, such as metallic, mixed and
paper, the nature of banking, the experience
of nations with the different currencies, &c,
thus enabling the students to search the an
thors to the best advantage. After three days
preparation, with several other studies Ga
hand, and half days recitation, the class wiii
find all the fog that hangs between the subject
and the vision Of the people dispelled, and the
comfort OF lifetime OF intelligence on this
subject, SO dark to nearly all the people, is Sc
cured. :'