The sun. [volume] (New York [N.Y.]) 1833-1916, 1876-11-12
HlrE THE RicA> DErERIoRtrEDg
Prof Roycc'- Lecture On - Race Education or
Hereditary Culture" Ln-t Evening.

Prof Roycc'- Lecture On 4" Race Education or
Hereditary Culture" Ln-t Evening.
small audience assembled in CHECKER
ing Hall last evening TO listen TO the nrst of two
lectures. delivered by Prof. :. Royce. on Race
Education. or Hereditary Culture" Prof. Royce
was introduced "a gentleman OF rare ability
who b d devoted tho best energies Of his he to
the cause Of education. lie began by say
Ing that polished praise or philosophy
would not pay eliher our private or
public debts or make market In
the world for the products of the earth, and
that his intention was to lead in IN I lath of
thought which leals directly to natural as well
as individual prosperity aud well being. The
trouble with the present theories of education
lies In educating the individual merely the re-
suit s diversity OF enect ami sect triani,m. To
take broader basis OF education, tho rapid
deterioration OF the rice must be taken into
account. IL ~, A-syria, Greece, aud Rome
have in turn passed away, and show signally the
fitd tendency Of tine race To deterorate.
Nothing can arrest II but education. ana no sys-
TEN that leaves this factor out of the problem
can elevate the coming race. The nitssvs show
u"ietlurati1n IN tne prevalent pauyerIsm aud
drunkenness and crime.
lie speaker then showed the inability Of the
Urc-rnt systems to cone win the problem.
They are partial md theoretical. while the true
education must be pr ctica ana cOmprehen-
sive. true culture stops NOT wIth the cultiSa-
ton Of the memory, or Win the knowledge u
books. OF with the brain merrlf; Il enters mo
the blood pr acticay. kpOwledg is a,stmiluted
10 the mind a, food tu the phy-ic 4 frame. he
child must be put to work early, for II cOmpro-
hends only what II cfn achieve. In opposition
TO TINS Is the present Inter ~ system, whica
wastes its own energy 10 effort The intended
effects are lost. At tue hest tue individuh only
is prOhted, aud the race cannot connt on the
pr due ION OF inventors, -, ttencn. and sage-.
National infant schools, the spes ker believed,
should be e-tabli -hed, and over them MOI rs
should preside ms cad Of unseXiug them elves
IN the manuf ictorie-. Out VI tuIs pIuJcc. would
grow a reform In tho heart OF the present par
tial systems Of lie rning. and the rae education
" una ue consistent ana comprehensive. and be
productive ot MA iOnai results. Hygiene, gy IL
nastics, the statics ana uInamicS OF human
cultivation of these looks to the future Of man.
onlv looks to the past. me klndrrVtrten aud
OBJECT me mods. the spe krr thought, steps ia
the rlght direction.
The methods OF the present nre much the
me ~ tnO-e VI the remote past, he said, and
tne lecture ended with NnlImiuOus quota ions
from old philosophers who were dissatisfied
with scholastic teaching. From Plato and Arls-
totle hud he Roman sdses to Guethe anu ant,
the cmptine,s ami winuiness II mere book
learning aud schools WIS telt ana expressed AL
through their Writings. Practical working
knowledge IL what Is needed. One-h III Of I. .
people are out uf wpIk to-day because the her
half can glyo them nothing ~ exchange Tor
their LABOR. Tine only ana "A better system of
national culture can releVe the SOLDERING masses