The Wheeling daily register. [volume] (Wheeling, W. Va.) 1864-1878, 1875-04-26
HON. CARL SCHURZ.
a Discourse OH Educational Prob
Iems"-A Notable Orator on a Noble
Theme,

urday night, with an intelligent audience,
to listen toa lecture delivered by the
Hon. Carl Schurz, statesman of great
learning great ability and unsullied
character. Shortly after eight o'clock
the distin ushed gentleman was intro
duced to the audience by a. W. Camp
bell, Esq, of the Mtclagsaeer, and he
immediately commenced his lecture.
Mr.. Schurz said in no country had the
subject of education been so much con-
sidered as in this, and nowhere should 1t
he more understood He pointed to pop
Mar education Us specific for evils, and
when we we're Distracted by the low
cunning of some, we say only popular
.6ucati0n furnishes Il remedy. But few
have anv opinion how this shall be done.
Education should not only teach US what
we should know, but how to learn, to
live and enjoy. Our grandparents learn
ed reading, writing and arithmetic, yet
were wiser in their generations, and got
aIonr well. But our circumstances re-
ouirr more knowledge. The scientific
and other development being tremendous
hod excited new methods OF thought.
The business of life was race Of compe-
tition and he only nj this day could sue
coed who knows more and very huch
more than our grandpa rents. Ana
vet our time for learning is no more than
;bnirs We think that we should give to
the Young brain rs great quantity oil
specific knowledge rs 1t can receive
without injury. But thespeaker thought
it would be the better plan to treat them
TO facilitate subsequent education, ana
how TO net When the teacher was away.
Mr.. Schurz then gave his own experience
with regard to his education, and he
questioned whether the time given to
those studies. the result of which has been
apparently thrown away, was wasted.
He considered they had not been. lie
learned then how to learn other things.
The mental training was the advantage
nuincd. and more than the items of spe-
cifc knowledge originally picked up.
Training Of the mind should be the first
element of early intellectual education.
This education should commence before
the teacher takes the child
in hand. John Stuart Mill
was taught Greek by his lathcr at three
years ofage. audit i, not moreditficult for
II child to learn Greek from his father
than for German child to learn English
from his plavmatcs. His only little
daughter spoke three languages when
three wears cid, aud twas not too soon to
learn them if they were taught naturally.
Children should be taught 10 see, under
stand and describe correctly, and this
was the first objective point in education.
Many grown persons appear to have
DETECTIVES sight when they have only
defective perception. 1t is not the eyes,
but the quality of the mental perception
behind those eyes. This deficiency also
arplies in hearing, and again to the un-
Outstanding. There Is no more prolific
source of errors than the careless habit OF
not seeing things MS they are, of obtain
inc indefinite impressions. Nothing Will
so surely lead to success in life rs Il just
appreciation of facts. This habit can be
attained. 1t can be practiccd upon the
simplest object The attention has sim
ply to be devoted to the separate objects
and parts, and then questions should be
ordered. In the kindergarten this
method of studying objects is practiccd
with Great success. The child is stimu.
l,trd and desired to learn. and when
adults are educating the little ones they
aye also educating themselves. Now, the
teachers business Is to put the child IN
posscssiun of knowledge which will enable
him 10 learn other things not learned in
school. The literal repetition Of the
answers laid down in our text books,
seem to have been gotten up to create
stupidity. 1t pracliced the memory at
the expense of the understanding. The
pupil, besides, remembered nothing
after he leaves school, because he has
learned by note. What is learned in
school need not be much, but it should
be what will enable Us TO learn outside.
Pupils should not be required to give
the languagcot the text book.
but they should be compelled to give
them in their own language. This would
exercise their minds and tit them for
.uh-cuurpt self-cducatiOu in the practi-
cal business Of life. This did not require
educators of extra intelligence. But the
real officially is when parents consider
their children well treated, il well fed and
clothed. and when the teachers, if wo-
men. teach only till they get married,
and If men till they can get something
better to do. II lraching be well done it
should be Il profession, it should bc life
calling and should be paid accordingly.
With REGARD To female education, We are
told that glrls should b" educated that
they may work their way through life
alone. and again, that Il woman to be
good should not know too much.
The latter he did not agree with. No man
or woman could know too much. No syS-
tom of education, however, should be
such Is to stimulate women towork their
way through the world alone. He want
ed Il woman to be married, and yet he
wanted her to be able TO be above the
necessity of depending entirely upon
for subsistence. He did not
want To- educate women only for house
hold drudccry. The wife or mother is
the being. before all others who holds the
leading strings Of society in her hand.
She has her highest duties to perform.
and therefore our girls should learn how
tn establish and organize family home
In this country the practice of married
couples, living in boarding houses and
hotels makes family life lose it, privacy.
il mutual care, dependence and duty.
Many Of the trouble, and disgrace, Of
married life spring from this This life
is rescricd 10 in a InaiOr,ty OF cases be-
cause the Young women can't keep house.
To keep "a family home require, culture
Of tcmpcrand trimming ofmjnd and heart.
which inspires children with mental and
moral training. which make husbands
happy. The wife and mother are the
naiura, queens OF the household. This
position requires thought and Judgment
Eduration should iup.unt il the minds
OF girls notion, OF economy and order
Our girls should also bc taught the art Of
pleasing And this Is not produced by
nirI ui;,l.iur l,r~r.. q ,calin.G for hnirrpI