1. finance
2. personal finance
3. saving

THE
USE
HOW
TO
O
SAVE
ANT
EDWIN
KUKD"-
A.
M-i/
LS
INI
CH'
OF
'VIDI'
GELES
^^
z/
THE
HOW
USE
TO
OF
SAVE
MONEY
AND
HOW
TO
SPEND
By
EDWIN
KIRKPATRICK
A.
of
Author
flwdamemtals
child
op
Thk
in
CHILDHOOD
Edited
of
psychology
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Etc.
Making,
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2
PRnrsssoR
study.
Individual
AND
by
YOUTH
M.
Education,
V.
SERIES
O'SHEA
Univbksitt
op
INDIANAPOLIS
THE
BOBBS-MERRILL
PUBLISHERS
COMPANY
Wisconsin
Copyright
The
1915
Company
Bobbs-Merrill
PBESa
OF
BRAUNWORTH
BOOKBINDERS
BROOKLYN,
k
AND
CO.
PRINTtRa
N.
Y.
HGr
KCp3
INTRODUCTION
EDITOR'S
Parents
have
the financial
probably
of
of
the
of
imperative
of
and
for
the child
the
that
to
financial
give
them
on
restraint,
or
it.
to
the
be
or
have
events
of
value
least of
In many
for
that
the
to
tellige
in-
some
dealing
the
ing
earn-
city
well
large.
Probably
do
in the
homes,
not
of
and
money
and
anything they
of
the
press
imof
need
economy,
the
the
nary
ordi-
experiences which
reasonable
maintenance
is not
right understanding
a
small
the
increasingconstantly, the
notion
velopme
de-
become
in
in relation
in
life
children
the
at
be
followed
great majority of city children
of
the
of money.
operations
course
problem
with
should
there
youth
Present-day family
adapted
The
the
welfare, alike of the family and
the
and
has
than
stress
country
our
systematically
spending
and
in
has
life which
family
his money.
in
there
life,until to-day it has
urban
plan
and
their children; and
acute
community,
the
with
child
less trouble
or
greater strain
more
grown
more
aspect of
no
cause
problem
has
trainingof
been
the
been
had
always
number
in
pending
ex-
seems
children
easilygain
want
that
the
or
household
is
quired
recan
editor's
be
secured
of
them.
into
the
with
latter
which
to
home
the
children
tend
on
them
as
look
"mean"
effort
easily
take
responsible
way
created
necessity of
It
the
working
one
every
a
Then
debt
different
children
to
lived
secure
around
until
in
one
of
the
one
or
no
their
when
they
close
the
one
can
not
who
one
who
has
is disposed
only
for
are
in
obligations
realize
not
the
day, however,
who
parent
when
money
they gained experience which
put
tions.
incurring obliga-
the
and
not
the
earlier
to
has
children
can
about
an
resources
effort
his
talking about
had
as
When
and
brow,
money,
them
is at
little
the
meeting
cautious
being
was
for
household,
the
by
his
of
Further,
purposes.
money
simply
producer
a
results
the
father
one
view
of
come
when
the
controls
When
as
of
sweat
expend
necessary
when
self
point
the
by the
to
no
one's
not
the
makes
he
duce
pro-
readily granted they
who
one
"stingy."
or
forth
earned
the
on
When
not
are
not
earn
producer.
a
as
money
to
and
spend
household
the
regard him
to
household,
for
to
tend
do
usually do
of
bills.
the
impression
requests
ordinarily
workers
the
pay
who
Those
exerting themselves
are
of
it.
city children
the
with
member
household
the
In
contact
the
for
by telephoning
funds
the
introduction
they
heard
ing
contract-
not
to
was
pay
enabled
for
them
it.
to
INTRODUCTION
EDITORS
dollar
interpret a
learned
they
is
Here
forty-five
has
the
of
family
a
children
kind
he
home
and
has
his
of
limit
of
demands
until
has
It
office."
that
the
to
is in
what
delivered.
or
they
deeply impressed
necessary
of
on
have
them.
late, however,
the
to
up
the
years
Until
recently
he
in his household.
wife
his
and
practically anything
bill to
involved
telephoning
attractive
bills
matter
they
consequence
of
work
an
for
for
the
and
constantly increased,
custom
order
trouble
hard
wife
growing
business
telephone
nineteen,
from
them.
the
He
habits.
his
with
now
reasonable
a
make
their
have
meet
any
been
a
it made
earn
not
can
chief
they wish
have
children
his
and
As
them
with
But
capacity.
to
wished
them
save
man
oldest
the
to
children.
A
thrifty
willingly paid
has
children
order
provided
discussed
never
they
to
has
he
now
In
parents
some
acquired
children,
is,
money.
their
with
and
work
four
and
happy
every
of
has
eight.
youngest
confidence
age
hard
by
competence
of
typical case.
that
work;
value
the
less
of
years
actual
experiences
or
more
a
the
had
has
financial
regarding
of
terms
appreciate
to
writer
The
in
for
That
be
have
in
to
the
to
feel
securing
in
it, or
has
father
to
what
waiting
one
some
talk
"to
come
expended
The
sent
had
has
not
to
been
has
found
his
children
it
EDITOR
about
their
able
is
that
what
they
are
within
in
of
this
to
funds
his
that
all
with
which
the
work,
he
presence.
its
to
thing
any-
forth
hence-
good
a
deal
adjusting
penses
ex-
the
at
all
not
or
to
discuss
be
so
time
same
appear
to
there
feels
earns
to
possession.
be
keenly
those
him
other
the
bition
am-
concerned
households
are
not
appreciative
any
very
ing
expend-
in which
seems
Again,
in
their
home
a
members
produces
at
into
finds
the
in
difficultyof getting
freedom
any
come
especially
from
are
the
feel
one
who
while
can
with
never
saving.
one
burden
he
do
that
be
of
no
expenditures
homes,
children
may
infrequently
of
what
they
of
types
oppressed
so
that
mainly
should
sonable
unrea-
coming
to
is inevitable
question
sections, in which
what
his
the
is
their
keep
to
he
He
show
they
equipped
there
other
are
beginning
Not
quite
are
that
view.
resources.
There
money
they
poorly
It
over
of
point
be
to
appear
; and
or
household
disturbance
rural
very
not
receive
bounds.
proper
his
and
they
themselves
does
that
demands
for
for
feel
to
their
he
take
to
now
in
see
but
them
beginning
gratitude
INTRODUCTION
expenses,
induce
to
S
the
who
in
trials
of
consume
to
be
of
his
subject
sharing
labors,
in
their
editor's
is still another
There
and
money
such
In
made
are
young
home
a
of
real
or
wastefulness
of
use
There
and
so
and
saving
teacher
that
and
they
should
much
and
kept
in
a
what
for
as,
be
make
given
the
actual
discussion
of
amount
be
use
the
out
of
family
he
funds?
Should
character
and
day
the
a
to
do
the
in
by day,
of
and
money
in
should
quired
re-
there
sources
understand
the
secure
they
be
wage-earner
to
expenses
to
"business"
the
consumers
the
the
should
made
early
which
they
of
penses.
ex-
young
Should
household
be
in
parent
How
:
should
to
the
with
can
the
intelligent
an
purchases?
order
children
amount
training
How
lead
the
in
or
to
trivial
both
which
money
income,
the home?
best
has
in
same
largely spent
are
and
excess
the
at
illustration
things they desire,
to
be
manner
children
the
buy
and
earn
or
things
regard
in
use.
more
that
eliminate
to
consider
must
can
efficient
trying
questions
many
are
the
in
realize
inhibited
energies
secure
secure
tolerated; but
so
their
that
money
mere
made
not
are
be
not
can
to
to
the
in its proper
money
made
are
to
get experience
by employing
They
requires
training
some
in which
home
it
what
children
the
worth.
they
time
of
given
are
of
type
aware
beneficial
less
introduction
of
aware
of
family
the
compare
the
hold
house-
outgo
EDITOR
with
income?
they
are
should
given
If
children
will this lead
Does
relations
to
what
be
time
thought
children
required
reinforce
children
money?
a
can
the
the
training
knowledge
Should
domestic-science
pay
for
Will
earn
of
children
their
the
for
work
keeping
if
for
to
secure
Should
of
How
they
developing
much
too
should
early
and
the
in
school
home
and
what
extend
in
proper
giving
use
manual-training
of
they
former
the
taking
the
earn
overemphasize
to
?
the
of
a
as
funds
the
money
of
value
departments
this
natural
of
in
each
and
of
the
sum
intimate
money,
work
ance?
allow-
to
than
to
be
has
desirability
in details
saving
How
ways?
and
be
the
he
one
no
possible
rather
power,
about
it
pend
ex-
this
that
parents
latter
a
may
expect
necessity of saving?
with
impressed
productive
Is
the
and
the
to
desires?
children
and
more
child
to
think
to
heaven,
between
he
with
from
to
as
check,
should
definite
a
come
them
it preserve
each
go
they
he
and
exactly
given
bills
Should
which
desires,
are
will
checks?
amount
his
the
see
paid by
are
the
expenditures
month,
supplied
them?
write
to
his
right, and
they
certain
a
in
or
are
If
children
according
week
they actually
presented?
be
limited
INTRODUCTION
Should
the
child
S
high
can
schools
sell their
regular
accounts
of
or
ceive
re-
ucts?
prodof
editor's
expenditures help
receipts and
the
of
need
of
introduction
relation
make
to
income
of
always preserving
to
scious
con-
and
outgo,
the
between
balance
proper
a
child
a
them?
It is the
in
and
of
others
many
and
young
has
he
present
volume.
answered
his
with
results
a
this
book
could
and
would
have
means
and
in
when
they
of
methods
teacher
or
us
reading
in
the
the
who
regard
to
be
school
has
ing.
trainhimself
regard
majority
of
the
observed
of
to
young
money
expenditure
people
only incidental
^-
the
generation
what
its
in
we
see
training
matters.
Wisconsin.
in
pleasure and
oncoming
comprehension
received
the
practical principles
generally
the
ences
experi-
considered
receive
the
the
have
and
not
problems
in
these
a
the
and
young,
^-
Madison.
of
adults
instruction
habits
have
portance
im-
been
long
of
who
If
it.
could
better
a
better
have
equal
training
were
fail to
hardly
herein
home
has
number
large
special study of the
presented
about
and
questions
questionnaires relating to their
parent
profit from
than
character
cuss
dis-
to
specialinvestigations for
A
of different
made
above
financial
the
made
money
Any
the
Kirkpatrick
of
student
of Money
Use
similar
Professor
careful
The
practical way
concrete
a
of
purpose
O'^"^^'
PREFACE
work
This
of
classes
asked
that
led
so
doing,
Part
will
attention
more
rapidly
of
rules
be
involved
the
wish
varying
younger
of
the
in
set
in
made
to
those
generation
for
of
the
for
the
but
instead
that
plans
with
this
are
of
now
munity.
com-
formulate
to
so
that
financial
in
made
life
ure
pleas-
hoped
proper
dealing
who
is
and
forth
small
a
question,
all cases,
That
conditions.
assistance
some
are
been
of
especially
the
home
has
dren.
Chil-
taken
has
It
to
importance,
the
of
prepare
intended
given
in
he
teachers.
followed
be
intelligently
under
be
attempt
to
principles
for
and
subject-matter
author
being
classes
Training
that
The
I
children
No
fixed
in
growing
training
of
II
Part
study
the
in
request
subject.
and
parents
a
for
writer
the
ago
an
ous
vari-
these
to
years
Financial
shown
the
on
in
to
few
and
citizen
useful
be
paper
The
topic
interest
paper
volume
a
prepare
his
The
A
tion
observa-
experience,
parent,
a
to
persons.
to
for
chose
as
is intended
and
educator,
of
outcome
investigation
and
was
is the
the
may
individuals
work
be
may
helping
to
to-day
is
author.
E.
A.
K.
fit
the
CONTENTS
CHAPTER
PAGE
Part
I
Importance
Home
I"
Training
Training
Financial
of
1
...
Need
studying
of
importance
of
Use
real
of
of
of
II
earning
financial
giving
Dex-elopment
Ideas
of
nificance
sig-
broader
spending
and
The
"
"
The
"
The
"
life
children
to
life
in
Growing
"
present-day
evident
money
of
problem
in
money
less
money
place
the
lem
prob-
training.
Money
of
9
...
ideas
Early
than
of
III
often
money
of
training
given
as
Financial
by
as
of
cost
in
Joys
incidental
Knowledge
"
training
training
affairs
financial
"
nite
defi-
No
"
Various
"
18
Moral
"
of
means
of
money
Children
of
parents
a
means
a
intentional
and
IV
training
the
training
Idea
"
Training
affairs
family
rather
lacking.
often
Ownership
Concrete
"
appreciated
Financial
Much
of
monej'
value
general
Usual
The
of
dental
inci-
lessons.
Sorrows
and
32
....
The
of
Examples
V
wishes
child's
sliould
pleasing
be
respected
painful
and
"
money
periences.
ex-
Money
Spending
36
of
Knowledge
earning
Freedom
"
spending
spending
in
of
Amount
"
Usual
ways
spending
of
spending
"
Methods
delayed
"
of
that
should
money
and
Immediate
"
precedes
be
of
ited
lim-
spending
Spending
and
"
will
training.
VI
Money
Getting
by
Irregular
Gifts
46
...
Most
children
"
"
Gifts
Tips
versus
receive
not
suited
definite
money
to
as
American
payments.
a
gift
regularly
ir-
dren
chil-
Con/t"ufd
CONTENTS"
PAGE
CHAPTER
VII
52
Allowances
Regular
allowances
Fixed
homes
most
yill
be
not
should
like
"
"
allowance
allowances.
Parents
earning
72
"
of
not
Various
means
business
child's
for
responsible
lihood
live-
a
of
disadvantages
and
experience
business
early
nomic
eco-
home.
....
Advantages
"
"
Children
know
Children
"
for
of
outside
Farming
"
should
be
work
of
Pay
"
price
to
working
in
Work
"
fair
not
Supervision
"
of
trades
dealings
Freedom
earning
only
A
"
Children
"
"
work
Dealings
Business
examples
Typical
"
money.
78
Money
Saving
Most
parents
saving
encourage
saving slowly learned
Typical examples.
"
An
money
earn
and
Street
XI
to
piece
or
Adolescence
of
sensitiveness
"
Typical
"
ance
allow-
60
service
X
wage
paid
everything
for
Salary
"
of
debt
children
be
paid
"
purpose
in
Money
Earning
Children
IX
and
a
children
Adolescent
"
payment
should
given
and
Amount
"
important
Regular
not
"
Responsibilities
Financial
this
What
means
"
of
of
Modes
saving
86
Children
.
.
and
Ownership
paying
Typical
responsibilities
Assuming
of punishment.
view
A
broader
and
Punishment
"
gent
Intelli-
"
"
"
sibility
respon-
Justice
examples
"
"
XII
for
Paying
for
"
Examples
Other
necessities
Helping
"
after
Children's
necessities
Suggestions.
"
Not
and
plan
budgets
good
a
plan
in
training
Preliminary
children"
young
buying
"
99
Clothes
Buying
is
the
"
incidentals
started
Clothing
"
Luxuries
"
"
CONTENTS"
Co"/tHMrrf
PACK
CHAPTER
XVIII
Incidental
School
IN
Free
might
171
may
of
becoming
greater
its
Each
"
supplies
financial
"
school
in
training
for
training
in
tions
instituFinanciering
school
organizations
"
of
Accounts
"
for
financial
Opportunities
"
waste
encourage
responsible
be
Illustrations
affairs
ing
Train-
Affairs
supplies
school
Financial
Intentional
and
"
Suggestions.
XIX
Home
Community
and
Life
Financial
in
Training
183
Personal
by
be
may
studied
considered
study
Samples
the
community
XX
Indianapolis
How
Uncle
Girls
Financial
Corn
Extract
"
of
agent
written
from
state
clubs
state
as
"
problems
of
from
study.
His
Boys
Texas
and
corn
of
Cooperative
sippi
Missis-
clubs
by
letter
gained
club
Extract
written
Virginia
"
state
letter
of
agent
"
corn
by
"
clubs
ally
mor-
from
from
West
boys
Alabama
letter
Profits
"
help
state
Extract
of
social
and
written
of
by
financial
of
Extract
"
from
agent
boys'
theory
clubs
agent
"
kind
letter
written
succeeded
of
of
also
business
financial
boys'
Extract
agent
the
good
of
Tennessee
by
of
of
191
a
from
letter
"
by
give
How
"
ets
budg-
should
Giving
Is
Relation
"
"
Training
clubs
progress
of
course
Sam
training
well
"
business
Family
Investments
"
tion
Instruc-
"
Apply
"
affairs
The
"
the
stories
child's
the
to
enough
not
and
precepts
methods
be
experience
state
written
Why
the
Sample
"
ports
re-
Management
is
work
good
"
as
"
keting
Mar-
ment
Achieve-
clubs.
Appendix
203
Bibliography
217
Index
223
THE
USE
OF
MONEY
PART
HOME
I
TRAINING
THE
MONEY
OF
USE
I
CHAPTER
IMPORTANCE
FilMANClAL
OF
Need
if
Studying
of
asked,
suddenly
have
as
children?"
many
All
lessons
with
parents,
finance
in
regard
to
in
person
of
of
and
A
ten
the
how
moment's
your
the
give
same
give
incidentally
definite
give
questioned,
instruction
Much
has
has
that
need
of
that
need
financial
reflection
at
each
tells
1
usually
is
probably
training
age
may
one
that
not
the
of
best
many
to
ated
oper-
done
studied
say
refer
being
really been
seriously
ever
would
perhaps
or
financially, but
children
educates
few
money-saving
school.
by the
do
arithmetic
of
system
some
however,
if thus
about
something
would
a
giving
you
parents
If
"None."
say,
are
you
money.
teacher,
The
and
training
did
training
probably
would
people
Most
"
financial
"What
financial
answer.
Problem.
the
"What
asked,
own
child?"
a
cA 5^
3
7
2
TRAINING
that
one
lem
prob-
children
be
met.
adults
USE
THE
2
do
how
know
not
it
in
they
investing in
that
workers
Charity
little satisfaction.
bring
are
schemes
nothing.
yield little or
and
ing
people spend-
see
we
vest
in-
safely or
it
by the fear of losing what
still others
promise much
wisely and
money
keep
to
that
ways
tortured
are
have, while
with
especially impressed
are
people to spend wisely the little
in
whose
One
family was
woman
inabilityof poor
the
they get.
money
a
how
successfully. Every day
money
Others
their
spend
to
know
still fewer
that
MONEY
OF
for
given her
situation
Rich
and
sons
In
had
have
paid
a
spend
it
high price for
planned
financial
spending wisely
Growing
Day
daughters
Life.
The
"
in life
their
as
for
has
a
the
give
us
If
carefully
number
the
greatly
be
in
Money
steadily growing
any
"
kind
is increasin
tance
impor-
Money
progresses.
food,
of
creased
in-
Present-
training
financial
necessities
have
of these
given,
who
spending
and
knowledge.
of
money
people
many
doubtless
would
civilization
It may
ilar
sim-
a
foolish
more
even
training were
need
procure
clothing.
in
wisely and
Importance
Money
quickly
fathers
the
spend
often
general it is only the common
much
experience in saving
who
money,
was
picture taken.
by their
accumulated
ways.
a
in
another
lobster, and
canned
had
that
spent all of the dollar
starving condition
fuel
scenery
may
and
or
etc.
which
money,
those
from
gift
and
Great
Since
time
would
our
work,
that
for
life who
the
before
of
Use
he
the
Money
cities and
to
one
can
has
not
In
homes
many
necessities
and
paid
to
know
much
see
and
for
by
observe
that
sugar,
poor.
life
the
at
are
financial
our
worth
training
child
enters
upon
the
can
learn
extent
some
the
less
luxuries
check.
the
in rural
and
prices paid
cost
districts
and
most
ordered
Children
light,etc.,
be
may
serious
work
have
and
money.
"
In
dren,
chil-
wealthy
formerly.
than
used
money
are
in
while
Children.
to
well-to-do
groceries
pared
pre-
ence?
only by costly experi-
Evident
Less
it
status,
training
some
it not
Is
present
himself
consider
had
and
culture
our
such
especially of
classes,
the
harm
how
and
where
life, where
of
and
problems.
financial
consider
given,
no
be collected
lest taxes
amusement,
our
seem
solving
\
rich
the
help
ligently.
intel-
vote
can
expended unwisely, perhaps
opportunitiesfor social
largely dependent on
our
to
is needed
care
that
affairs
financial
of
the money
unfairly and
in ways
a
of
business
something
know
is
citizen
Every
by
or
providing pubhc protection
pubHc conveniences, and only those who
in the
partner
it.
have
who
taxation
gathered by
be
must
of
expenditure
the
only by
obtained
be
can
"
MONEY.
OF
USE
THE
4
of
the
other
by telephone
nity
opportu-
no
often
scarcely
Car
fares,
IMPORTANCE
pictures and
moving
for which
If
the
that
it is obtained
that
it is earned
they realize
can
be.
the
children
By
children
children
it
in
life
of
its
plays
it
idea
the
desire; but
for such
get
can
cost
and
Real
not
of
Place
may
remind
only
in
the
of
of
exchanging
desire.
financial
of
the
and
of
problem
part
perience
ex-
cial
finan-
giving the opportunities
the
experience at
of
Money
to
point
that
it will
object of
chief
right
way.
in
effort
It is
for
This, however,
training is
said
Dollar."
no
so
It is perhaps
"
further
are
it has
buy.
Life.
out
who
"Almighty
them
what
and
Americans,
to
of
of
right
necessary
money
means
money
persons
observation
The
of
other
idea
true
a
use.
observation
deal
it is the
that
only through
in the
and
The
and
complete ignorance
great
a
training is largely one
time
do
it others
with
little about
say
in almost
are
Neither
labor.
purchased
are
realize
not
usually limited
is
parents
about
talking
give
of
than
part it plays in their lives.
the
to
as
Some
do
They
amount
things
not
and
the
that
comes
money
little further
goes
sort
some
things
used.
money
where
bank.
the
at
by
if certain
that
actually see
often
knowledge
all the
about
are
anything about
they know
from
sweets
children
many
5
TRAINING
OF
the
to
be
However,
value
only
is
shipers
worwe
in itself but
a
convenient
sort
some
value
why
important.
of
tbe
faction
satistion
ques-
It is not
6
THE
merely
of
in terms
problems
effort
shall
satisfy.
enough
forth
If
but
often
are
there
is
be
lost, yet
we
most
a
to
of
anticipationand
kinds
what
and
are
which
for
That
Spending.
not
more
than
truth
you
you
be
"
as
and
save
wish
to
The
ignored.
moral
Owners
money
hoard
we
thought
the
of
our
of
its
lest it
worry
If
specialwish
realization.
of
that
spend
The
anticipate
we
ideals.
and
desires
our
tells what
you
Earning
and
be.
Significance
Broader
The
widely
as
our
or
enjoy the pleasure
we
that
put
spent by others.
satisfactions, however,
of
realize differ
and
also
wc
tained
quickly ob-
gratifying a
enough
get
little time
If
be
shall
can
If
are
deal
what
we
we
spend
we
good
a
view
have
we
involve
have
pleasure in
it may
soon
They
desires.
may
of
as
as
we
perhaps
with
save
few
a
transient.
some
possession and
mental
funda-
desire
what
it satisfactions
get
more
little effort
forth
effort
we
as
money
and
gratification.If
for
fast
forth
put
much
too
things
life shall be, determine
our
put
we
arithmetic.
satisfy only
to
energy
as
what
to
we
of
value
the
deeper and
are
of
rules
than
as
computing
unit of value.
a
Financial
choice
of
matter
a
MONEY,
OF
USE
of
significance of
of
property
money
can
generally
are
responsibleand appreciativeof property rights
those
to
who
social
own
workers
no
property.
It is
that, among
the
a
familiar
very
poor,
IMPORTANCE
increased
useful
eflfort to
things
moral
OF
earn
are
the
among
how
to
In
the
equivalent for
an
The
merely
not
the
and
spending
with
the
future
of
spends
of moral
make
of
use
Most
giving
of
the
and
of
his
by
of
the
In
well.
narrow
life's
face
to
His
problems.
society
to
training
are
fort
directing ef-
in
in which
ways
earning
face
comes
usefulness
proper
satisfaction,
of
practical,social, philosophica
child
important
for
this medium
training in
training as
in the choice
he
gets and
money.
Problem
we
given them
thus
of
Giving
in
lessons
home
probal)lybetter
that
financial
little
shall
money
actually earning and
all real
on
of
importance
the
school.
or
Training.
Financial
the
emphasize
formal
regarding
of
lessness
care-
most
spent is al-
decline.
kind
some
but
word,
money
most
that
in
rich,
without
receiving financial training
it is
the
gained and
of financial
greatly increased
When
of
indications
get money
into
moral
success
and
to
effort
one
of
meaning
The
best
it.
they begin
transforming
and
purchase of
dren,
problem, then, of the financial trainingof chilas
is
to
attempts
are
7
the
case
is
money
equally clear evidence
crimes
and
money
improvement.
as
TRAINING
it is not
subject
On
or
be
spending
to
no
the
money
training. Talking
dren's
chilbe
must
ferred
in-
be
contrary,
formal
given.
"
ing
teach-
Experience
is the
basis
the
child
to
THE
8
about
him
will
money
to
that
he
problem
USE
of
his
picture
him
actual
clearly
financial
opportunities
money.
educate
understand
can
OF
training
for
educative
MONEY
only
as
far
as
experiences
in
is
it
and
those
imagination.
largely
one
experiences
helps
The
of
ing
givwith
II
CHAPTER
Ideas
Early
sees
some
hands
it
months
called
whenever
he
this
in
the
which
the
take
or
of
five
as
money
is
purposes
of
years
likely
experiences
sees,
for
various
penny
and
told
for
may
He
plaything.
no
be
almost
longer
It is
buy
an
is
be
to
He
he
object
9
that
piece
has
of
the
than
other
what
the
sees
money
is
given
Such
epoch-making
a
earlier,
by
candy.
regards
play.
sometimes
for
ject
ob-
an
motor
Perhaps
an
something
also
developed
some
money
tion
apprecia-
no
and
is told.
and
when
several
for
merely
useful
being
he
pocketbook.
a
sensory
or
age,
things.
to
out
interested
are
his
coin
for
two
It is
money.
ency
tend-
especially
there
development
people
a
persistently
one
any
of
given
life.
about
gives opportunity
idea
child
of
value
four
play
and
other
that
At
vigorously
saw
stage
of
of
two
out
given
time,
some
child
One
bright.
stretch
be
he
of
imitative
to
If
some.
it for
with
plays
him
child
a
the
money
impel
for
MONEY
OF
When
"
receiving
ask
is
At
Money.
curiosity
and
often
of
one
and
IDEAS
OF
DEVELOPMENT
one
money
magic
a
perience
ex-
an
in
his
as
power
a
10
USE
JHE
of
transformable
being
and
this
the
opens
MONEY
OF
into
else
anything
all kinds
to
way
almost
of
of
play
the
imagination.
first there
At
different
is
articles
however,
he
candy
other
or
develops,
changed,
that
value
comparative
that
a
than
learns
to
ideas
nickels, nickels
often
that
certain
has
idea
and
a
that
a
a
while
then
numbers
use
of
measure
things.
"I love
While
used
these
you
be
more
to
chase
pur-
thing
every-
time
the
child
The
may
candy
some
a
hundred
than
he
may
That
ten.
but
largest number,
a
perhaps
or
children
"bushels"
indefinite
of
"a
or
the
also
money
value
hundred"
of
dollar.
a
count
also
large piece
a
automobile,
can
He
that
long
a
of
value
may
later
million, is his big number.
amount
some
may
what
an
the
and
the
With
most
a
etc.
money
money
for
But
of
is
him
to
enough
more
this he
sees
dimes,
things" for
child
buys
gradually learns
or
hundred
be
thousand,
may
other
a
and
the
Presently,
comparative
and
price.
horse
before
the
of
or
From
dollar, will buy.
a
a
lot of
Long
know
as
buy
penny.
of
amount
dime
or
count
not
indefinite
buy
to
"a
for
definite
a
such
expect
has
things and
is very
money,
he
a
the
coins.
nickel
to
as
pennies and
finds
of
will
penny
things
he
exact
a
idea
of the different
notices
as
clear
no
unit
instead
comparative
He
as
a
immaterial
hundred
of
of
ideas
lars."
dol-
measure
"dollars."
of
large
12
USE
THE
the
In
values
of
on
was
proudly
I
took
almost
was
gleefullyto
He
treasure.
at
five
out
brother
this
at
father
my
This
exchange.
to
coins
exchanged dull-looking
"It
had
given
It had
when
a
me
been
I called
'penny,'as
and
as
her
show
a
she
what
penny
before
saw
reached
I had.
with
which
me
I
gave
bright
the
bank
my
me.
him
I
ones.
but
money
lost
I had
I
that
by
ever
grandmother
my
present.
a
shelf, and
I climbed
upon
extracting the
and
ran
as
the
on
turned
out
of
door
the
had
turned
my
mother
the
door
of
come
tearing after
mother
my
and
gold piece
I then
I reached
as
I
store
the
it.
street
Just
grocery
only
the
down
around.
me,
reaching
was
joy
bright ones."
for
bank
my
back
mother's
my
in
placed
chair, thus
and
five-dollar
a
offered
last time
birthday and
third
my
was
he
find that
I
as
pocket and
in his
him
the
was
him
his
showed
and
just
show
bargain
for
father
with
which
shining pennies
greatly disappointed
my
and
myself
to
put his hand
dull-lookingcoin
to
went
was
mental
my
spend
to
beside
my
once
quickly jumped
old
birthday that
fiftycents
me
to.
ran
my
the
tioned
men-
numbers
regarding
fourth
my
gave
wanted
I
children
small
of
thought
never
adults
:
"It
and
have
to
appear
MONEY
following the
instances
two
condition
OF
she
commanded
a
near-by
me
to
immediately replied it was
I was
going to buy a stick
DEVELOPMENT
of
It is needless
candy.
from
but
me,
In
I got my
of
states
children
early experiences
read
the
how
he
financial
operations
that
should
as
a
of
to
secure
would
of
only
cost
Even
them.
that
he
was
that
he
did
with
for
him.
a
was
did
likely to
not
want
lie
would
for
brought
often
not
come
a
did
something
want
just then, it
make
use,
home
to
want
thought of,
he
he
understood
he
distant
to
he
no
did
in developing
not
not
wanted
two
intellectually
in the
little
had
effort
care
wish
to
get
although he would
future
weight
money
times
some-
After
but
specificobject.
him
by experience that
things that he
was
as
wanted
object he
the
and
he
that
old
years
nickel
after
well
as
particularly for
care
something
because
possible future
save
it
a
not
of
idea
generalized
four
dime,
a
the
ciated.
Appre-
surprisinglyslow
was
When
immediately.
of
some
satisfying future
did
boy
there
unless
early
arranged
Value
General
is sometimes
One
and
boy
of
Appendix,
in the
by experience
Than
means
present desires
the
in
little
the
them,
to
mean
Ewald
his
into
appreciation
money
completely
The
same."
insight
of
away
life.
Rather
Concrete
"
of
learn
of
larger lessons
the
sympathetically shared
showing
money
with
taken
was
of
and
quotation from
he
it
say
want
13
IDEAS
candy just
what
money
to
this
with
contrast
mental
OF
still much
had
he
ously
previ-
less inclined
THE
14
make
to
effort
an
future
need
This
in
individuals.
and
than
to
for
little inclined
With
looms
they
wants.
be
may
time
some
the
for
present
greater
take
to
that
emergency.
an
future
needs
themselves
which
desires
influence,
in
this
do
to
or
they expect
chances,
as
with
ing
determin-
future
or
but
there
doubtless
are
instinct
with
compared
shall
needs
respect, just
strength of the gambling
in the
also
are
"rainy day"
a
with
more
earn
always denying
that
poses
pur-
in order
of
for
of
are,
They
idea
something
differences
native
saved
prepared
has
whether
the
even
enjoy themselves.
to
Experience
have
to
present desires
striving to accumulate
and
persons
immediate
are
paratively
com-
persists all through
little effort
persons
attach
to
possible
to
forth
large. They
that
children,
chieflyfor present
something
other
indefinite
an
felt at the time.
Such
money
inhibit
to
have
may
use
put
enough
they
in
needs, often
likely to
course,
for
he
that
one
importance
future
some
MONEY
get money
natural
little
life
to
for
than
tendency,
probable
OF
USE
there
as
or
are
ency
tend-
the
figuring on
certainties.
Sometimes
in
developed
to
think
simply
and
of
as
effort
a
of the value
the idea
a
it
means
are
narrow
as
way,
so
that
being valuable
of
of money
the
in
gratifying desire.
directed
toward
adult
is
comes
itself and
All
getting and
fully
not
thought
saving
DEVELOPMENT
much
as
shall be
of it
OF
15
IDEAS
without planningwhat
possible,
purchasedwith it. Such persons strive and
as
scrimp for this great satisfierof desires,and yet
deny themselves the satisfaction of desire which it
press
can
bring. The acts and words of adults often imvaluable
children with this idea of money
as
small children
in itself to such an extent that even
all they get.
save
Idea
of Cost
of
Money
Often
Lacking. The
is likely
to develop
"
of money
before there is any idea of
to a considerable extent
its cost. At about four years of age many
children
child's idea of the
use
where
swers
things"come from." The aninquiring
to this questionregardingmoney
give only
obtained.
a
slightidea of how money is ordinarily
More definite ideas are gained from seeingmoney
paid for work, or hearingof money being received
by members of the family. As long as the child is
for his own
he can
not reallyapuse
given money
preciate
its cost.
Only by experiencein actually
earningmoney can he realize the effort that must be
expended.
of value."
Money is often defined as "a measure
are
This definition can
of
use
and
cost
not
have
In fact adults of fair
money
is not
which
facilitatesthe
be understood
1)ccn
until the ideas
pretty well developed.
fail to
intelligence
value itself but
a
exchange
realize that
measure
of values.
of value
Money
THE
16
represents
labor
much
so
possiblesatisfaction
to
in
form
making
and
they
words,
A
of
amount
too
For
this idea
of
Sioux
In
and
six
per
cent,
in
those
and
the
of
as
of money
pupils
from
gave
answers
vague
of
out
with-
get something
for
ing.
noth-
this
is
possible makes
actuallyto get
should
a
large
its value,
the
from
cial
finan-
a
and
begin early
firmly and clearly to
as
two
the
is
lish
estab-
of effort
product
thousand
and
as
third
to
the
third
grade described
as
gold,
more
exchange
such
all evil"
were
or
or
as,
less
measure
eighth grades
About
money?"
hundred
seven
answers.
intelligible
appearance,
of
obtained
other
ninety-six
half
Over
chieflyits
paper,
eighth grade nearly three-fourths
medium
vise
de-
to
satisfaction.
described,
root
so
City, Iowa,
the
trying
important that
children
asked, "What
were
that
values,
making
be
ficult
dif-
so
believe
are
giving
it is
reasons
be conducted
means
is
In
that
without
idea
much
dupes.
training
should
to
so
it stands.
adventurers
money
easy
these
people
may
and
many
is
for which
lurking belief
for expert
it easy
a
of
trying
are
that
money
value
creating the
This
government
a
which
by
performed
maintain
and
money
means
MONEY
of desires.
large proportion
a
their
OF
USE
of
in
the
dren
chil-
use
as
value.
"Useful," "Round,"
given.
rial
mate-
etc., while
clearly,its
of
of
A
few
"The
a
DEVELOPMENT
That
of them
many
the 7'aluc of money
statements
would
"Buy
as
the
be done
my
and
cuffs and
OF
had
no
very
is indicated
by
17
IDEAS
definite idea of
the fact that such
followingwere
with
five
given as
dollars. "Buy
to
me
a
cow,"
a
cousin,mother, father and brother
what
a
ent
pres-
necktie,collar,
shoes, stockings,
nice silk flagfor the school,""Buy two
some
sheep,a hog and an Indian pony."
fifteen per cent, of
According to their statements
the Sioux City children knew enough about money
it before they were
three years old, half
to want
of them before they were
fore
five,and nine-tenths bethey w^ere ten.
CHAPTER
THE
of
inquiries
affairs
have
effects
in
plans
of
needed.
to
effects
to
will
the
left
cational
edudren
chil-
which
do
however,
and
children
by
children
permit
they
a
spend
to
,
young
man
allowance.
I
Everything
was
was
in
way
saving
not
of
Many,
money.
encourage
training
the
infrequently
not
the
by
ceived
con-
with
children,
thought
no
Only
broadly
of
the
foolishly.
money
A
spend
number
large
with
produced
and
something
is
matter
impulse,
or
get
followed
kind
of
to
transactions.
the
them
financial
in
thought
their
to
proportion
large
a
incidental
with
dealing
whole
The
chance
that
financial
of
giving
training
own
only
students
university
systematically
have
purpose
fact
given
children
on
few
their
the
Answers
"
and
regarding
CHILDREN
OF
Incidental.
Training
the
indicate
parents
TRAINING
normal-school
by
given
a
FINANCIAL
USUAL
Much
III
not
"As
says,
earned
thought
a
child
little
very
furnished
me,
for
necessary
18
I
and
spent
but
us
had
in
to
my
have
regular
no
very
little.
family
money
it
of
20
USE
JHE
In
in many
this, as
in the mind
OF
MONEY
instances, the chief
of the parent
is that
thought
must
money
be
not
spent fooHshly.
"I
received
they
I
it to
gave
asked
for
earned
I
that
I
and
I did
not
idea
the
following
of
case
made
:
spend
did
doing
some
unpleasant job.
to
spend
it
unselfishly though
as
Parents.
by
regular
a
I wished.
Usually
I
was
not
I put
"
apparently
in
the
allowance
occasionally by running
money
it
foolishly."
training, as
have
not
my
still
parents
encouraged,
moral
I
something
or
money
or
spend
spending
My
Given
is
giving
"I
in
my
household
by doing
needed.
benevolence
spend
eighteen
to
it for books
Often
Training
Sometimes
but
twelve
often
more
to
freedom
usually spent
it that
Moral
with
From
more
really wanted
to
saw
given
was
and
money
allowed
'spending money'
I
but
asking,
not
was
pleased.
my
duties.
I
Sometimes
parents.
my
without
me
it.
I
as
money
from
money
errands
encouraged
forbidden
it in the
to
day-school
Sun-
collection."
Moral
training
else receives
nothing
at
in
home
finance
attention
not
was
it.
I
taught, however,
was
never
In
the
I had
When
I spent
permitted
following
to
case
:
to
go
"My
extensive.
very
money
was
is often
be
none
taught
when
financial
ing
train-
When
I had
I did
without.
strictlyhonest
and
in debt."
the
mother
apparently
had
FINANCIAL
an
educative
to
have
and
successful:
regularly
asked
I
that
This
treasurer.
gave
pay
idea
how
a
certain
percentage
In
bank
the
I
I
time
control
of
six
did
I
earn
my
on
However,
and
encouraged
was
it at
the
anything I
to
pay
the age
in
for
for it,and
to
matters.
for the first two
years
to
age
was
given
I had
time
my
have
sion
occa-
children
given
in
me
times
SomeI
this, sometimes
Still I earned
that
nor
incurred
sister.
and
save
eighteen
of
plete
com-
bought
I
sent
was
more
no
I had
to
sufficient
money
thought little of the price.
of twelve
financial
once.
posely
pur-
the
often
was
brother
as
Whenever
might spend
store
not
incidentals,
money
older
later
expenses
I did
farm,
a
ing
choos-
money,
parents
all other
for
deposit
"From
My
a
little
regular allowance
no
met
but
perhaps
to
amount:
cial
finan-
year."
was
preparatory
money.
much
parents
I
had
I lived
spend
do.
town
I
and
me
As
me.
fixed
a
any
for
to
by
of
twelve
to
clothes
by
values
learning
own
my
to
given experience in handling
and
she
immediately
each
child
Later
had
I
to
mother
valuable
income
the
began
as
determined
my
appears
my
act
spent.
and
case
to
most
my
money
following
first
it.
and
this
of
plan
I
board
my
account
her
I needed
as
Before
much
started
and
earnings
my
I consider
experience.
21
"When
for money
her
insisted
in view
purpose
been
I
teach
TRAINING
I'rom
experience
money,
no
and
regular
22
THE
allowance.
settled
USE
However,
according
the
at
of
books
to
dollars
ten
and
school
need.
my
month.
I did
not
Knowledge
Training.
that
child
training in
some
"My
lessons
for
home,
our
association.
on
But
me.
mother,
who
spent
never
the
lesson.
It
one.
of
never
moment,
a.
was
of
what
most
that
also
waiting
for
the
building
needed,
denied
she
on
a
who
in not
was
rather
who
greatest
my
set
my
self
her-
want,
I received
I
of
example
women
that
amount
impression
an
she
which
buying something
but
the
consciously
un-
paying
definite
a
cheap articles,but
her
a
were
in
money
early made
example
from
in such
received
parents
through
anything,
lot oi
are
inevitably gains
foolishly, who
money
of
parents
were
putting
bought only
Another
buying
of
pleasures that
wasted
never
was
Means
income
money
putting
value
it
remainder
a
the
it he
My
regular intervals
at
away
my
matters.
home.
and
The
notices
handling
in the
as
limited
a
money
in
buy
schoolgirllikes,
a
where
of
the
ance
allow-
an
to
was
Affairs
home
a
the
This
high
extremes."
Family
meeting the problem
way
given
was
things as
to
go
of
In
"
I entered
supplies first,then
might be spent for such
provided
I
and
nished
being fur-
money
When
fourteen
a
clothes
own
my
myself, the
of
age
MONEY
I chose
for
expenses
school
OF
good
one
acquired the habit
the
week
impulse
or
so.
of
By
the
that
FINANCIAL
I
time
am
it
whether
desire
whether
was
merely
the
all sides
I
that
for bread.
go
I
I wished.
as
which
brothers.
that
to
to
almost
I
rarely
making
sure
should
which
the
in
our
money
home
intervals
spent
amounts
sister and
my
experience which
two
been
has
I have
poverty.
I do
stinginess. Yet
on
my
I purchase
did
small
very
through
I
thing.
carefully at all points and
economize
I verge
waiting.
spend
wise
rare
the
consequently
always with
came
me
and
only in
then
Often
or
sidering
carefully con-
secrets
the
at
financial
The
learned
Only
and
useful
most
do
to
me
to
no
affairs
divided
were
after
only
were
thing,
conditions
permitted
was
it for necessities.
candy
the
question and
the
There
trusted
parents
of
financial
concerning
in
asking for the nickel
not
was
is lost
then
and
the
reallywant
understanding
for money,
23
passing fancy.
a
thing
and
"Knowing
asked
I
sure
have
to
TRAINING
find
not
gret
re-
it."
Poverty alone
In
homes,
some
is not
plentiful, the
of
financial
the
hearing
financial
"My
their
the
parents
structo
pretty good in-
especially where
children
affairs
a
have
full
parents, when
show
money
knowledge
of
the
family, and
through
talk
and
seeing what
they do
is obtained.
training of the greatest value
articles, would
of
evidently be
may
they had
them
bargain they got.
to
us
They
been
Iniying certain
children
would
and
tell
speak
us
why
it
profitableto buy
was
They
taught
and
stock
good
article and
one
what
us
MONEY
OF
USE
THE
24
the
were
certain
why
another.
not
characteristics
of
farm
did
stock
the
on
pay."
not
Another
"At
should
I
age
of
afTairs
I
why
early
an
financial
the
know
to
:
says
the
could
contrast
home,
horses, cattle, sheep, etc., with
of
If
etc.
deal
a
and
I
look
into
my
fancy.
so
calf.
It
then
money.
"At
to
action
trans-
a
effects
or
told
to
me
I
to
I had
in its stead
think
part kept
that
me
bit of
from
have
to
a
it to
pig
manipulated
I had
the
a
cow
affluence
lacked
not
pig,
suit
into
anything
have
diplomacy
going
had
have
that
boy's standpoint, future
I
an
manage
I
three
then
followed
"
given
was
I turned
than
Since
the
not
may
experience
years
In
Training.
thirteen
and
seems
assured.
I
over
taught
not
or
be
to
talked
thus
was
homes,
were
was
con,
of
may
successfullythat
a
their
kind
I
others
some
own
important
way,
Within
From
comfortable
a
whether
Means
a
view:
business
since.
and
discover
very
by the
runt
more
some
pro
father, who
in
the
pig
as
case
the
end
of
I
while."
worth
following
that
both
things and
Ownership
of
not
usually present.
was
was
act
did
trade
or
the matter,
made,
who
community
the
my
owned
who
those
soon
earnings.
to
save
I
home.
began
see
permitted
was
on
my
cityto
my
and
was
pin
ther's
famake
TRAINING
FINANCIAL
be
kept
there
themselves,
have
might
for
their
This
own.
rich
feel
me
in
of
they
ownership
work
and
could
made
made
ested
inter-
me
fellow
better
a
call
only
not
it made
matters,
better
something
all around."
me
Another
horse
similar
(colt),
the stock
I learned
this
In
cultivate.
cultivating and
something
think
was
*T
the
to
as
given
was
sheep, calves, pigs,
to
in
and
follows:
case
some
plots of ground
I
of
sense
do
property
some
farm
the
on
by letting them
in money
doing
remain
should
who
boys
Many
money.
25
also
small
raising and
of
value
the
best
financial
a
boy
of
selling
the
marketing
a
crops
etc.
money,
I
training
ever
received."
In
another
affairs
money
of
having
No
Definite
child
that
I had
in the
form
secured
of
home
as
a
full
in
lil)erty
encouraged
to
To
the
jobs
same
the
the
"As
:
money
neighbors
a
it into
had
be
to
done
family disciplinewithout
large
expenditure
put
for
work
nite
defi-
A
"
the
by
These
part of
remuneration.
sellingpapers.
jobs, carrying coal, sweeping,
odd
etc.
any
from
Affairs.
Money
of
experience
following case
Any
regular allowance.
no
was
in
idea
no
the
by
gained
in
is indicated
whitewashing,
at
income
Training
I had
with
ten
transformed
was
regular
a
policy
a
case
of
extent
my
things
I
was
I
money.
useful.
given
My
was
toys
26
THE
OF
USE
usually represented the
Money
being
was
for
own
my
from
Moving
and
all the
children
In
much.
money
has
had
never
remember
The
money
From
same.
that
their
bor
la-
given
of
make
should
have
it,the
for
sums
ing.
spendI do
saving.
known
making
If my
it.
trained
was
special allowance.
any
after
me
child
getting money
for
money
getting
ever
was
in
first I
the
of having
more
teaching the
usually small
given
was
I should
right I
it.
of
age
meant
thinks
experience
for the money,
not
use
the
at
and
prize
through
of
spent than
spend it : "My
I
went
earn
to
me
circumstances
the parent
well
always the
ask
to
country
contribute
to
instances
money
to
was
in poor
ture
expendi-
Some
Having
taught
w^eeks.
family exchequer."
many
how
several
get, the
to
the
city to
being
the
the
to
not
the
twelve
to
hard
of
carefully safeguarded.
very
cheap candy,
spend
savings
and
scarce
MONEY.
parents
what
required was
sum
it
judged
given
me."
Sometimes,
plan
is started
ages
of
six
obtaining
After
made
not
I
to
prove
I wanted
but
and
money
give me
to
be
use
the
very
my
ask
for
years
old
allowance
case,
usual
it
method
This
week.
just the
of
I needed
arrangements
each
the
method
as
satisfactoryfor,
the old
definite
a
"Between
to:
years
to
was
an
following
adhered
not
twelve
twelve
was
to
in
as
besides
same.
it.
were
did
this,
The
28
allowance.
from
in
these
plans
and
latter, both
think
earn
certain
amount
In
the
there
was
"When
six,
when
I entered
books
quite
at
hour
or
who
back
and
use
had
but
at
to
I
older,
the
time, though
for
several
allowance
now
or
of age,
years
I
week.
also
for
by caring
and
me
being
by addressing envelopes
forth
some
for
grew
each
time
buy
or
fourteen
me
ply
sim-
pennies given
When
in business
with
five and
of
to
sometimes,
school
time
so,
was
satisfied
that
I also
given
from
money
brother
high
allowance
an
an
me
a
the ages
I wished
time.
certain
at
earned
when
money
I suppose
good
to
training:
regular allowance,
any
little errands
doing
make
to
experience
financial
between
or
have
for
thing.
had
planning
ciate
appre-
helped me
good
very
young,
not
asked
I
the
desire
to
me
to
advantage."
obtained
I did
for
helped
the
following exceedingly varied
very
little
beginning
have
to
all expenses
pay
the greatest
After
and
I still
made.
amount
This
money,
larger
they spent it; the
began
School.
of
value
I
teaching
at
made.
were
received
how
and
fruit
time; the first,
who
methods.
good
Normal
attend
it to
report
freedom
were
wages
the
a
to
the
at
me
others
had
dollars
ten
satisfied
in
counting
summer,
with
from
they
MONEY
about
trees,
comparison
amounts
OF
first
The
cherry
Both
to
USE
THE
dren
chilfor
a
by taking library
people.
which
it would
was
be
I
was
given
quite in-
FINANCIAL
sufficient
I
how
for
my
years.
I
older
cent
had
gift of
about
to
that
I
and
sodas.
flowers
doubt
When
I
was
during
I
very
each
time.
a
church
often
unlike
and
five-
all other
that
old
years
I
when
a
and
couple
dren,
chil-
candy,
I had
Sunday,
a
for
reason
for
too
buy
little
quite a
unusual
penny
on
I
when
twenty-five-cent one
not
fourteen
was
craze
in the
so
of
cream
ice-
hothouse
purpose.
balls
at
many
in the
fond
earned
so
three
one,
the
books.
more
I made
I remember
return
that
was
for
some
was
many
very
necessities
not
I
to
or
the
to
savings-bank system
occasional
urday
Sat-
Every
book, and
so
of
number
a
returned
one
each
an
or
for that
"Marbles,
back
them
be
to
route
I collected
Wednesdays
by buying
spent
flowers
would
then.
it
kind.
thirteen
winter
old
l)irthdayor
a
for
wear
years
school,
with
having
for
customers
to
hbrary
a
had
for
grammar
amounted
had
on
school
a
stamps,
work
twenty-five cents
to
through
after
ten
cents
twenty
account
a
two
in the
was
brother
brought
I received
"We
of
regular
library,and
from
the
up
I remember
expenses.
which
sometimes
from
29
first money
about
was
and
books
my
I took
anything.
which
incidental
my
earned
TRAINING
of
the first week
one
a
last
and
jump
period
in my
nickel
went
were
ropes
life,and
in
this
grades of grammar
taking
of that
children
month.
on
May
Many
most
alI do
way.
school
parties
of their
THE
30
mothers
hats
of
which
and
were
a
few
ten
cents
or
one
cent
always
purchases
from
developed
my
it.
one
of
small
a
we
of
sisters
lady
in
her
it
chance
been
given
"Between
of
and
mother
and
how
to
each
gave
full
myself)
We
year.
expense.
own
my
I believe, has
had
and
still
From
this
ordering
I learned
that
is
much
to
keep
perience
ex-
and
economy
unable
to
not
was
her
because
with
she
limited
a
the
in her
show
to
is effect.
which
save
refuse
interestingquestion
an
and
cause
parents
The
way
of
getting along
believed
payment
spending money."
in
which
young
one
the
following presents
to
did
do
limits
I know
as
of
money
older
grew
two
and
certain
The
I
brothers
make
to
child, which,
appreciation
meals
discretion
time
a
my
time
encouraged
girls (my
us
within
fixings
I, by lending them
receivingat
been
Also, when
the
with
than
charge of the table bills for
plan
Many
tities
quan-
interest.
as
have
use
and
buy
to
all the
them
party.
older
crowns^
paper
I used
so
investments
years
so,
them
make
May
a
making
who
make
to
tissue-paperand
remember
MONEY
baskets,
May
accompanied
"I
OF
busy
too
were
soldier
USE
allowance
to
nature
financial
had
Is
ing
train-
no
allowance,
because
it
use
abilityshould
the
or
they
wisely?
have
anyway.
the
getting
ages
money
of
was
six
and
twelve
by asking
my
my
usual
parents
it, also
for
I
enough
nearly
not
used
folks
my
of
keeping
I
it.
I
never
I
have
I
We
of
it
this
instances
but
to
it
the
training
be
to
seems
would
matter
would
is
by
a
gained
incidentally
inevitable
parents,
disappear.
and
if
more
many
it
than
believe,
asked
have
I
held
with-
they
why
my
money.
own
much
how
cent."
that
of
that
have
matter
training.
part
know
I
my
No
save
that
seem
earn
financial
the
on
really
out
it, but
more
when
used
for
Never
work.
examples
these
receiving
planning
little
to
seem
from
see
ways
of
can't
purpose,
money.
any
I
Now
the
rather
had
I
save
can
find
pay
deal
in
I
course,
great
for
eighteen
and
little
a
allowance
could
me.
Of
a
just
an
never
time.
thought.
me
pay
me
from
it
I
interested
me
given
parents
for
to
twelve
receive
as
worth,
really
was
the
and
things
of
ages
of
most
same
little
do
to
the
between
the
did
31
TRAINING
FINANCIAL
the
there
A
are
large
with
thought
defects
part
only
In
parents.
often
many
many
advantageous
were
in
given
financial
a
IV
CHAPTER
FINANCIAL
Child's
The
Adults
child
a
of
adults
how
by
a
give
child
the
be
may
worth
child
the
for
that
for
it does
immediate
ones,
not
for
care
learned
have
Parents
not
usually
temporary
but
they
in
to
get
so
pay
pleasures
know
32
that
than
much
The
faction
satisfor
it
older.
when
well
time,
life.
spends
he
their
by
the
spent
memory,
so
to
temporary,
adult
when
as
nickel
only
those
as
at
is
in
able
be
money
will
he
something
mistaken
later
wisely
The
from
wants
gives
better
money.
A
he
and
know
much
so
often
it
spent
again
never
may
his
what
then,
bill
spend
are
pleasure
more
five-dollar
they
of
use
themselves,
to
that
differ
just
what
deciding
satisfaction.
most
get
to
though
even
should
latter
the
Respected."
pleasure
assume
he
Be
in
most
however,
that
will
what
the
they
desires,
child's
Should
difficulty
give
frequently
than
a
find
will
money
but
Wishes
often
SORROWS
AND
JOYS
experience
own
spend
to
as
for
there
more
are
money
manent
per-
excep-
FINANCIAL
tions to this rule.
they
and
for
money
of
A
and
will tend
earliest
visiting
cousin
who
alone
so
out
each
our
catastrophe he
It
be
as
know
do
gave
us
would
the
that
When
money.
my
was
and
set
do, but
storekeeper
uncle
my
silver
to
immediately
We
children
find
to
gave
bill in halves
the
cut
were
I
When
age.
and
most
aunt
uncle
My
same
half.
have
and
give half of it
to
the
when
heard
took
the
of
that
of
torn
mended."
is less
should
of money
came
uncle
time.
me
scissors
disappointed
bill to
to
told
buy candy
take
the
at
about
was
could
wouldn't
ical
typ-
given below
money
An
old.
years
bill and
the
to
were
the
experience with
I took
we
The
money.
standpoint.
home
my
dollar
a
disagreeable
of the value
view
asked
were
reminiscences
these
truer
a
four
about
was
me
give
child's
the
"My
I
to
ences
experi-
own
students
normal
experiences with
quotations from
mate
underesti-
disappointment.
of
useful
not
exchanging
often
child's
the
periences
ex-
may
in
earliest, pleasantest, most
their
most
from
of
harm
number
also
of children
adult
matter
child
the
They
pleasure and
large
give
to
for
satisfaction.
or
the
about
standards
value
the
33
their
forget that
to
feelings
the
SORROWS
directingthe spending
In
Hkely
are
ahi'aysbe
AND
JOYS
surprising that
this than
the
that
meaning
of
an
children
adult
"half
of
should
a
age
expect them
dollar
bill."
34
of
"One
the
twelve
was
allowed
day
my
brand
and
of
to
alone
go
The
and
off
disagreeable
the
spend
was
rather
eight
best
for
than
on
I
clothes.
thing that could
happen
children
Some
are
they spend their
might have
it instead
plans
were
The
to
give
of
it
been
a
I had
which
knowing
that
clothes
on
money
I
buy
some
reluctantly,and
money
disagreeable
the most
happy
had
if she
and
on
been
her
proud
clothing.
for
money
This
plan
led to
while
when
her
for
other
with.
following suggests
children
obliged
was
me."
to
having it forced
interfered
the
was
very
own
money
mother,
insisted
the
that
I
bank
and
old
sweets,
time
this
clothing for myself.
some
spend
with
than
when
when
dime
a
years
to
one
for himself
important
was
of
me
parted
at the
thought
me
for
filling,
about
was
to
this
money."
remember
can
contents
in
succeeded
one
I
stores
girl.
this
to
only time
seemed
big
a
rich
as
made
all alone
cars
having experiencesmore
"The
it
about
going
one
with
out
just beginning business
man
young
shopping trip was
I
of
never
I felt almost
bill,and
pleasantestexperiences with
my
is not
to
started
I
novelty
I had
I
city to shop, but
the
to
when
was
this time
to
consented.
getting on
A
Up
two-dollar
Croesus.
as
old.
mother
new
MONEY
pleasantestexperiences
years
been
OF
USE
JHE
good
that
time
at
the
effort
Christmas
of
parents
might
in
CHAPTER
V
SPENDING
of
Knowledge
Earning.
first
"
learns
it but
spend
spend
to
of
the
for
the
of
stimulus
give
the
that
of
of
its
it before
the
cost
A
use.
after
only
of
and
of
given
a
idea
of
the
idea
of
is
the
of
any
parents
be
to
ideas
definite
it
what
is
about
should
increasingly
and
deal
care
children
can
may
there
that
first
The
he
money
of
out
child
a
child
great
a
developed
training
of
definite
any
money.
money
get
learn
it is
has
correct
that
satisfaction
Indeed
financial
uses
of
forming
earn
them
idea
of
That
money
must
and
years
money
to
the
the
most
money.
use
He
than
without
cost
spending
usually
get
amount
is
best
of
how
to
of
buy
it.
with
In
order
buying
be
gain
to
the
money
must
uses.
money
how
in
its
later
gained
in
is
Precedes
Spending
in
It
MONEY
child
and
done
full
must
in
by
appreciation
seeing
others
himself
or
36
buy.
he
will
use
experience
considerable
have
to
Some
not
buying
notice
and
understand
37
MONEY
SPENDING
made
significanceof purchases
the
by
others.
in
Freedom
the
that
of
of
One
mother
to
to
spend
right
to
brother
or
was
pile of
his
from
money
I
his
was
evil
to
to
be
did
the
increase
about
So
my
she
money
never
As
for
mine
than
I used
stock.
do
not
the
My
stop here.
greater
no
bought,
with
share
it would
reason.
ily.
fam-
sion
permisI
what
to
were
they had
it without
not
much
so
of the
and
liked
miserly and
learn
careless
very
what
money
posed
sup-
allowed
were
with
away
have
the
almost
would
mama
was
But
folks.
time
were
we
members
spend
to
I would
in secret, when
from
me
we
mine
was
do
course,
"My
money:
where
of
it
the
getting permission
birthdays
refuse, I used
but
money
and
only times
thought it
I
and, of
home
tion
prohibi-
Motherhood
with
bank
a
without
for
and
as
to
child.
the
brother
my
had
each
we
money
Christmas
So
to
money
keep it. The
to
of
use
for
experience
her
as
and
always
seem
absolute
gives in American
gave
time
foolish
training value
woman
following
child
parents
many
supervision and
preventing
little
very
necessary
the
that
see
not
ate
expenditure accomplish the immedi-
unwise
result
is
It
"
wisely, as
money
Continual
think.
has
should
parent
his
spends
Spending.
to
take
mother
found
out
doing."
It is evident
that restriction
as
to
spending money,
38
THE
if
will
here
her
money
to
as
spend
it
make
we
Of
wish
their
it is
but
in
all
spects,
re-
evil effects, such
as
mother
who
is troubled
says:
"He
has
(fiftycents)
foolishlyor
spent
little
a
which
I
candy,
on
occasionally."
who
allowed
are
dishonest
and
means
desires
taken
if there
occur
spend
to
if their
is not
care
likelyto
more
as
ceed
ex-
by parents,
is
freedom
no
spending.
Some
time
himself
and
the
to
choosing.
It may
advise
child
the
of
thinks
be
best.
one
the
most
a
child
that
he
can
be
No
who
become,
by
can
him
be
their
experts
to
vantages
adthe
as
he
if he makes
for the
of
in wise
tle,"
whis-
purchase
a
satisfaction
is
financieringthat
of
amount
own
choose
to
such
deal
times
at
much
too
good
so
relative
good thing
a
talking and
vising
ad-
effective.
begin spending
companions,
the
between
contrast
obtain.
to
entirely free
a
for
practise in
purchases, yet
even
brings
decide
have
must
explain
left
and
good thing for the parent
a
impressive lesson
Children
their
and
the
by others
soon
this
be
choose
must
choice, "pays
because
and
do
It will
unwise
very
child
different
should
child
a
be
to
become
may
supervision in
month
every
children
course
they
One
boy's dishonesty
permit
not
MONEY
surely have
mentioned.
about
will
almost
OF
by close
accompanied
not
are
USE
money
for
experience
and
in
that
buying
candy
that
of
article.
MONEY
SPENDING
get the
They
quality,for
best
the
all the
cheap candy,
in the
Sometimes
spend
of
neighborhool
only is
Not
this
them.
They
to
as
money
only form
in
for
wholly
idea
new
of
Methods
of
will
in
the
uses
spending
that
that
to
he
make
Yet
money.
the
wishes
wise
child
choices.
an
gets
teaching
child's
the
that
a
favors
possible ways
allowance
a
variety
in
that
see
a
is
so
tention
at-
of
eral
lib-
easily purchase everything
can
leaves
to
his
money.
considerable
various
the
to
He
weeks.
a
the
have
to
liberal allowance
A
pains
quite
purchasing
is valuable
buying
take
is called
A
"
of money.
this, if parents
for
for
row
nar-
very
spending
possibilitiesof
the
Spending.
experience
child
of
been
while, then
a
him
last
health
spending
a
gets it for candy
experience of saving
that
of
habit
has
who
he
as
the
It is sometimes
buying.
child
a
soon
plaything
the
sweets.
training
they get it,but they get
as
experience
revelation
financial
was
from
spend
for
most
al-
It
children.
good
cream,
ice-
be
largely for
not
ing
sell-
perhaps
Chicago
week
a
it is poor
but
not
fast
as
money
cents
sometimes
children,
the
in
children
poor
twenty-five
to
ten
of
that
their
school, may
a
wholly supported by school
found
of
little store
and
cookies
gum,
not
nearly
most
A
kind.
some
if
sweetness,
money.
school
a
of
sweets
of
amount
the
of
children
for
money
largest
39
him
with
In
Chicago
strong
no
it
was
stimulus
found
that,
THE
40
asked
when
four
times
ways
of
sometimes
would
unfulfilled
satisfy.
all,both
Affairs
the
children
their wants
rich
the
means
continual
is
of
satisfying
at
the
is,however,
if
child's
In
other
case
to
for
that
a
In
get.
can
of
to
not
the
the
financial
best
the
the
family
of
of
case
lest
exceeds
child
the
essary,
nec-
excess
A
desires.
money
of
strict
has,
training.
or
or
factory
satisthe
extravagantly.
money
middle-class
of
or
likely to be effective
spend
properly conducting
is
reaches
of
amount
the
is
exercised
be
least, reasonable
of
children
desired
be
In
to
wants
members
companions
the
needs
care
absolutelynecessary
This
has
trying
far in
too
are
the
limitation
and
arranging
possibilityof satisfying them.
possibleor,
happiest
always
he
no
the
the
is
children, especiallyif they associate
often
of
it
that
therefore
than
money
of the well-to-do,
and
satisfied
He
is to
is
It
"
shows
hoping
arranged
so
more
of poor
is
children.
old.
be
want
inite
def-
who
progressive
discontent"
and
should
named
all wants
misery.
he
lars,
dol-
Limited.
Be
experience
and
thousand
rich
the
have
to
all
"divine
shall
case
with
that
that
young
did
as
a
children
Should
and
wants
A
it
boredom
active
most
spend
poor
Money
bliss, but
deadly
child
many
thought
be
means
as
spending
of
MONEY
OF
they would
how
Amount
and
USE
families
income
nearly always
and
a
the
problem
expenditure
difficult
one.
If
SPENDING
the
is
child's
MONEY
associates
likelyto
want
spend
do
to
because
The
children
his
each
spend
is
success
to
a
their
parents' association
is
of
the
to
resist such
children
This
if he
refusing
situation
Taking
she
stealing
getting
from
that
gets
and
there
is
question the
a
dren
chil-
ency
tend-
the
on
no
part
single parent
feels
spend
that
sometimes
and
freely as
as
impossible
the parent is
This
money.
produces
leads
to
children
Such
to
take
actions.
wrong
practise may,
others
or
to
other
parents,
is
that
is
that
money
vince
con-
ant
unpleas-
an
think
to
justifiedin
secretly,especiallyfrom
all, wrong
ated
humili-
greatly
money
the
at
it
belongs
lead
however,
immoral
to
ways
of
One
of
money.
Immediate
most
travagant
ex-
other
especially great
not
can
Many
parents.
the
expenditure
youth
person
common.
at
the
often
Where
It is sometimes
money
slightly,if
penditure,
ex-
money
for
it is difficult for
The
age.
do.
more
he
more
the
munity
com-
a
how
he
tendency.
the young
the
have
of
excess
and
a
or
companions
to
; thus
difficultybecomes
high-school
very
money
discuss
to
usually to
tells of
parents.
in
extravagant
more
argument
new
with
use
tendency
child
let him
to
parents
own
the
each
extravagantly
money
so.
is apt to be toward
41
and
important
concerning
the
Delayed
financial
Spending.
lessons
advantages
of
to
be
the
"
learned
immediate
is
42
spending
there
is
adults
THE
USE
of money
as
enough
is wanted
feel
date
for
of
unless
should
and
they have
under
he
the
favorable
as
times
that
should
should
If such
is not
it is
is not
what
are
so
a
saving do, under
spending
by
money
people,each
has
Spending.
for
experiences
given
wait
and
deal
of
child
may
better
who
"
are
the
him
things
experiences in
isfaction.
sat-
of
Accounts
free to
One
spend
to
as
the
spends chiefly
ribbons, another
pet extravagance.
pose
pur-
clude
con-
if
variety according
college ices.
The
faction.
satis-
teach
to
parent
be
parents
conditions, give him
children.
for
a
the
It will
great
the
pictures, another
the
vantages
ad-
tant
impor-
The
a
to
good
a
case,
of
children
show
candy, another
for
long
the
possible.
as
the child's actual
of
individualityof
for
the
natural
Ways
they choose
give
device
that
parents'
more
such
saves
too
really true.
managed
Usual
child
a
have
not
the
experience.
they have
though
Al-
while.
accept
conditions
thing purchased
that
worth
tant
dis-
some
really appreciate
that
see
while
get what
to
until
buy something
to
Most
money,
wait
to
sometimes
not
saving
therefore
first few
than
will
they do
yet
save
getting something
children
view,
to
strongly the impulse
rather
now,
it until
saving
with
larger need.
it is well
that
children
most
compared
satisfy some
to
assume
MONEY
OF
As
for
moving
with
Very
few
older
plan
44
THE
in
act
there
of
follow.
to
the
want
they should
what
better
watch
to
one
but
way
is
Not
do.
to
shall
or
no
only
better
small
spend
a
limited
by
consequences.
go
back
the
to
be
he
done
realized
things and
in certain
which
a
many
because
for
some
the
child
he
realize
himself
can
the
not
what
parent
know
desires
must
the
are
shall
of
two
find
their
few
be
that
future
acts
to
power
for
decide
results
want
one,
what
ever.
for-
gone
who
buy
not
thereafter
was
clearly his
so
and
this could
it
There
to
gone,
and
that
who
wanted
was
found
to
abide
half
a
candy
to
such
giving
and
two
deciding
means
No
freely and
children
way
ing
will-
allowing them
inevitable
the
only enough
can
lines
some
needed.
candy
he
respects shall be.
for
In
of
spent money
money
in
boy
When
similar
have
without
for
money
after
store,
he
a
spending
penny
accepted
when
In
A
back.
get his penny
than
of
amount
bright
a
the
choose
to
most
found
be
children
to
up
tell them
persistencyof
and
training is
acting that
training
gave
better
the
to
choice
that
best,.but
them.
over
opportunities can
the
choose
hand
at
It is in this field of choice
and
course
children
the
they need
persistin
to
what
behave
one
do
tion
in addi-
and
sufficient that
to
intelligently
able
there
when
course
It is not
highest
be
needed
are
practisein choosing
be
must
action
shall
Both
situations.
new
MONEY
OF
USE
in
termine
de-
satisfied.
the
child
his acts, but
in
field
this
he
of
expenditure
from
then
buys
he
days,
of
buying
learns
the
small
up
and
more
learn
just
will
money
something
giving
greater
can
45
MONEY
SPENDING
candy
that
great
what
bring
gives
truth
for
as
the
to
may
a
frains
re-
week,
many
advantages
pleasures
one
and
he
for
pleasure
temporary
permanent
If
about.
day
every
choice
each
be
that
secured.
a
VI
CHAPTER
MONEY
GETTING
ularly.
fact
the
by
money
the
and
teens
of
some
had
knew
knew
my
the
any
my
to
it and
same
was
my
what
I
things
that
until
received
they
in
were
were
of
were
chances
In
age.
to
earning,
If
allowance.
for
people
them
there
outside
of
use
of
they
cases
Irreg^
if
possible
of
true
people's
it
spent
ble
reasona-
I had
pleasures.
but
and
ways
al-
they
I
and
when,
and
beyond
were
and
money
for
needed
I
within
those
means."
"Every
to
The
it.
free
pretty
until
Gift
a
young
many
gifts
regular
a
asked
I
I got
a
irregular
following
never
as
majority
a
gifts by
anything
of
sometimes
the
supplement
"I
that
GIFTS
Money
made
Inquiries
"
reveal
their
Receive
Children
Most
IRREGULAR
BY
my
birthday
and
age
gifts
life
"
the
longer
use
I
I had
always
at
Christmas,
to
really
or
about
value
put
spending
I
if
46
I've
me
the
in
according
any
now
earned
I
also
bank,
saved
never
haven't
but
money
it
that
I've
but
save.
of
given
money
any
idea
always
it
yet
in
as
think
myself."
MONEY
gifts of
The
child
the
learned
how
or
money
to
expect
birthdays from
know
not
much,
more
a
relatives
and
when
would
ceive
re-
sometimes
less certain
he
amount
sometimes
and
pended
de-
visitors.
he
though
or
47
children
these
relatives
parents,
did
GIFTS
which
on
money
from
were
Usually
IRREGULAR
BY
on
from
tain
cer-
visitors.
One
friends
from
came
the
the
he
who
would
be
In
he
for
that
say
when
money
they
that
the parents
spent and
it
gave
with
was
always
a
us
gave
how
much
including that
child
the
wanted
he
where
cases
dime,
no
asked
Some
it.
asked
only
if
how
the
of
ents
par-
report
others
was
money
they approved
tematic
sys-
his
nearly always given it, while
were
nected
con-
came."
followed
policy was
I
There
reckon
bank,
large proportion of
a
fear
I
me.
who
us
I would
in my
days before
many
visited
and
elderly visitor
any
might give
leaving and
on
money
of
from
gifts coming
elderlypeople
she
or
minister
dime
all the
appearance
money
certain
a
"Nearly
says:
the
be
to
posed
pro-
expenditure.
In
homes
followed
where
the children
rendered
though
this
in
to
a
very
rather
often
tip than
of
a
receive
money
relatives, friends
few
such
Usually payment
a
planlessprocedure
just reward
is
or
this
homes
more
in
the
for the service
for
is
ice
serv-
strangers,
is not
lowed.
al-
nature
of
rendered.
THE
48
will
Suited
Not
Tips
readily be
be
of
argued
receiving
kind
and
to
other
of
dealing with
rather
business
goods
a
kindly treated
by
In
the
this country
ground
place
but
all.
fair and
On
give and
a
deals
the
other
One
his
to
fers
of-
man
other
the
deal
gives
liberality.
and
a
the
of
the
at
favor
and
high-minded Arab,
a
degrading.
seem
may
but
as
independent
honest
much
large proportion of people take
understanding
The
To
friendshipshould
in business
definite
to
that
him.
in
vors
personal fa-
the other
done
friends
bargain between
and
business
good
what
strict business
according
pays
polite
this method
countries
freely
feel that he has
time
been
a
make
may
same
or
method
believe
of
personal basis.
a
It
tips.
a
who
with
oriental
service
in return
presents
Each
on
less
un-
appreciative of
the basis
on
ways
children
will be satisfied with
many
or
receive
make
and
the
grown,
that such
in accordance
is done
are
general, those
children
than
principles.In
that
to
people
In
they
reason
tends
money
of
It
"
ing
obtain-
of
idea
true
class
some
Children.
method
a
no
the
with
tipping system
the
such
children
to
given them.
is
that
they will get it when
they belong
may
MONEY
American
to
seen
gives
money
in which
OF
USE
to
that
there
prices and
American
payment,
have
not
the
large
should
a
wants
same
any
as
fixed
be
a
price
no
others
gifts
ceive.
re-
hand, he is perfectlywilling
receive social favors
and
would
to
strenuously
IRREGULAR
BY
MONEY
objectto making bargainsas
should
children
at
On
transactions.
the oriental
the
given
independent
for
them
try,
coun-
receive
time
some
such
strict business
other hand, if
we
believe in
dren
prepare the chilporters,waiters, etc., the method of
or
practise,
to become
irregulargiving is the
Gifts
the
desired in this
men
will prepare
trainingas
if
that
clear
seem
of the
is typical
American
favors to be
to
rendered.
for kindness
It would
49
GIFTS
wish
practise.
Payments.
to
one
Definite
Versus
to
"
is
There
perience
good ground for claimingthat the child's earlyexin gettingmoney
should be by gift. This
be justified
by the consideration that in early
may
he
childhood
kinds
from
receives
his parents,and
this should be the
questionsthat
case
as
of
protection
and
care
that
unfitting
it is not
regardsmoney.
arise here,
are:
"How
is to be obtained
he learn that money
should he begin to be
"When
"How
be
kept
long should
indefinite?"
the amount
There
all
The
chief
early should
fort?"
only by efing?"
self-support-
he is to receive
is little questionthat
and have a chance
given money
before they begin to earn
to learn its use
it,and it
of
that the amount
also be well, just at first,
may
given them should be indefinite. It is only
money
of
after a child has learned something of the uses
of calculating
and has gained some
money
power
children
should
be
/
THE
50
that
limited
a
fixed
and
MONEY
OF
USE
has
amount
ing
train-
definite
a
value.
should
old
How
method
of
children
abandon
many
find
from
buying
school.
Some
think
of
that
much
course
have
they
is desired.
When
he
has
much
he
will have
It may
paid
basis
of
be
little
the
on
to
asked, and
please to give
made
to
the
that
of
work
idea
being kind.
age
know
to
is of
amount
ceived
re-
all
purchase
case,
child
a
tainly
cer-
wisdom
or
estimating
how
spend.
of
to
him.
very
of
of
means
no
to
the
This
satisfaction
money
children
young
service
reciprocalkindness,
whenever
is
is the
any
that
basis
strongly.
too
the
sufficient
be
such
or
claimed
when
ited
lim-
first,lest the
have.
to
to
go
as
they reach
as
case
with
plan
not
since
be
the
likelyto
at
their
they
money
develop
going
are
is not
can
before
of
some
of
some
increasing desire
an
often
more
that
plan
children
many
adolescence
how
to
developed
be
later,
fifteen, while
idea
the
tinue
con-
even
or
spending freely should
It appears
of
that
parents
and
age
allowance
should
in amount
idea
learn
may
limited
a
of
are
irregular
the
Some
fourteen
it at
children
that
before
be
is abandoned?
giving
it until
child
the
rendered
receive
In
child
the
not
but
the
to
whatever
do
on
favors
older
homes
some
successfully.
is
should
In
this
such
always subordinate
Experiences
of
sons
per-
plan
stances
into
being paid what
CHAPTER
VII
ALLOWANCES
REGULAR
Fixed
Homes.
in
frequently
in
the
allowance.
an
they
by
that
Commission,
fourteen
of
their
When
are
on
the
case.
but
at
same
the
business
in
in
Labor
children
tween
be-
regular
a
given
are
basis,
a
time
essential
is
Child
the
received
for
payment
Sometimes
the
half
sixteen
and
amounts
cases
about
earn
incidentally,
States
allowances
rare
a
only
such
tion
por-
earnings.
regular
usually
United
and
own
usually
the
had
(pennies)
money
found
was
of
children
poor
given
It
way.
made
study
the
also
are
unsystematic
an
of
than
cent,
per
school
private
given
homes
thirty-five
a
Many
and
money
in
Most
probably
well-to-do
Chicago
children
wealthy
in
Children
are
and
rich
In
ones.
poor
Given
allowances
Regular
"
more
a
Not
Allowances
the
but
this
irregular
regular
allowance
child
free
whenever
he
for
reason
partially ignored.
52
is
is
them.
wants
having
The
always
not
ask
to
child
a
is
done
work
is
gifts
given
for
In
regular
knows
ditional
adsuch
lowance
althat
ALLOWANCES
REGULAR
he
is to
no
reason
have
for
shall be
what
least
at
close
certain
a
Such
more
than
with
that
week.
every
of the
their
this
was
not
have
may
children, especiallyboys,
were
the
In
a
many
child
can
is
on
true
which
expected
were
to
to
have
definite
by having
and
money
one-half
given
of the
only
way
amount
of
question of
that
indicates
the
in which
This
rural
allowance
is
munities
com-
than
conditions,
an
pend
de-
to
money
both
modern
as
money
money.
in
casionally
oc-
many
own
extent
cities,under
the
so
The
money
regular allowance.
a
greater
formerly; hence
given
were
their
earn
however,
much
a
them
probably
homes,
a
dren
chil-
City
than
Not
older
they
Sioux
been
week.
every
younger,
the
lowance
regular al-
a
more
tained.
ob-
with
reallya regular allowance.
remaining one-third
but
of
is
of
be
may
gave
in not
there
choice
rather
that
parents
Probably
cases
money
of the
Nearly two-thirds
stated
careful
procedure belongs
irregulargift plan
but
amount
and
planning
bought, since
53
is
respondingly
cor-
important.
Amount
"
In
giving
that
wealth
It is
not
a
Purpose
child
is very
amount
so
and
be
he
even
more
allowance
an
important.
He
feel
too
does
of other
of Allov^^ance
not
Important.
the
should
keenly
question
of
have
enough
the
greater
children.
more
than
important
is needed
that
for
the
his
allowance
present
shall
happi-
54
or
ness,
perhaps
unsuited
for
to
him
Not
only does
he
is limited
supply
forms
future
to his
be able
MONEY.
the child
large that
so
OF
USE
THE
to
station.
his money
In
and
to
amount
money
also
he
the child
and
in which
he
his
especiallythe
he
liberal that
so
nor
even
to
earning increase.
for
save
and
money
things than
given
as
If he
to
use
be
unless
child
than
one
what
is to
buy
he
should
has,
do
with
indulge
to
make
to
be
it,
his
it too
It should
his
creased
be in-
opportunities
who
pleasures
he
not
to
him
place
is inclined
other
be
safely
may
who
for
to
spends
money
in the
latter
greater.
of the
amount
it
what
of
age
should
gets it,although the need
to
to
that
spend cautiously and
immediate
he
as
seems
The
A
larger allowance
a
fast
case
to
of the
large.
too
older
grows
in view
is better
It
with, than
he
as
the
permit
to
deciding the
consider
know
most
possible.
in
that
allowance
not
as
is
companions
The
freely.
start
wants
the
does
much
so
appetite very
small
and
latter.
what
should
get the
to
as
the
pleasure and
the
so
say
probable
lives
of
may
we
that
misses
best
given, one
be
well
It is not
learn
fail to
the
summarizing
luxury
wants.
disciplineof planning purchases
for
of
buy everything that he
then
but
habits
the
small
of
largely for
should
allowance
child
is
expected
articles
course
his
own
and
have
vary
to
pay
more
pleasure.
in proportion
buy with
incidental
than
The
if he
it.
penses
ex-
is
question
REGULAR
whether
of
he
is
saving
also be considered.
chiefly for
be
partly for
his
what
he
ought
companions
humiliated
but
needs
still less should
he
which
to
a
which
he
for
make
earn
sensitive
of
Some
get
never
have
much
themselves
is to
a
wish
Regular
amount
over
a
spending,
been
to
he
poor
the
of
parents
realize
people, at
how
Payment
of
an
and
in
way
provide
how
the
cially
so-
period
others
do.
doing
as
feeling of
The
feriori
in-
showy
part of
the
some
travagance
exmen
youth, is perhaps due
impulse
desire
others
with
Debt.
allowance
with
thing
any-
subconscious
their
panions
com-
keenly they feel
from
on
much
his
is any
himself
abilityand
impress
what
excess
should
subconscious
their
to
in
of
in
there
young
them
ence
refer-
spending, and
in
originated in youth.
in
who
If
Few
prevents
that
the
show.
most
not
be too
not
given money
money
are
consider
in those
economy
early adolescence, and
that
as
be
luxuries.
extra
and
lowance
al-
the
feelings with
should
He
eyes
by compulsory
can
only
spend, as suggested by
to
own
fixing
must
one
also his
purchase.
in his
In
"
in his teens
child
only his actual
or
pleasures.
own
a
should
obligations,and
other
or
allowance
purchase gifts
to
or
Sensitiveness.
of
to
general,his
should
not
or
money
any
necessities
Adolescent
his
In
church, school
meet
55
ALLOWANCES
be
"
spend
to
that
Not
fixed
convince
to
as
it
fact.
only sliould
but
also
the
56
THE
of
time
be
It is also
be
well
chance
invest
to
a
be
of
means
thing
should
and
be
best
in
unwise
much
or
be
and
helped
at
The
working
allowance
family.
his
refuse
inclined
When
in debt
going
He
to
if
allowed
way
to
out
loan
discount
money
the
he
is
always
not
strict
not
earn
to
future
borrowed
advice
but
money
instructive
experience
be
It may
sary
neces-
children
some
and
ble
trou-
usually
helped by
to
it,
tion
prohibi-
gets in
should
be
himself.
the
stances,
circum-
incurring an
child
a
may
money
good
difficultyin paying
training than
once.
be
of
experience
by opportunities
usually
to
are
out
sometimes
should
of
of
for
has
he
a
special
yet it is probably
preaching.
account
on
that
right
general
under
except
valuable
more
all
providing
in
is not
debt
debt, together with
give
may
ticle
ar-
an
valuable
be
a
it later.
encouraged,
it.
buy
to
or
may
is
is
there
where
in debt,
go
not,
prohibit
to
to
should
practise
same
buy something
paying
Although going
the
cases
later, it
child
or
in other
debt
personal indulgence
and
not
advance.
in
in
advantage
to
or
should
child
the
allowance
In
good
to
obtained
adult
sure
for
children.
really needed
not
his
by adults,
for
either
general,
debts
incurred
MONEY
discourage going
to
beneficial
can
In
draw
to
Usually
not
OF
pa3rment.
permitted
ways.
USE
to
who
stop their
outside
of
the
ALLOWANCES
REGULAR
An
is
allowance
shall
be
from
child
have
certain
these
may
is well
From
This
which
be
should
and
a
performs
do
other
proportioned
he
in
freely given
preventing
are
be
be
on
a
is
this condition.
to
managed
in
be
a
of
Whenever
on
a
the
as
ance
allowother
Anof
is that
given
of
and
just
is the
as
better
sirable
de-
is not
parents
and
basis, and
best
a
lowance
al-
an
clothing,
household
relations
ular
reg-
into
the
practically. It
one
a
done.
strictlybusiness
allowance
supposed
of
This
in
life
allowance
is
to
duties
regular
and
family.
the
value
receives
work
it
perform.
to
child
the
but
social
matter
food
financial
all the
shall
the
given
duties
of
the
The
theoretically and
that
children
is
certain
members
both
general
an
of
Some
room,
amount
to
of
service.
as
his
the
free
shall
child
the
consistent
five years
part
a
tasks
that
to
really makes
view
just
he
view
better
gift and
has
one
an
desirable
and
of
something
of
certain
day.
every
performs
idea
be
or
clothes
own
of
and
To
wage.
four
other
An-
"
giving
that
probably
perform
each
This
the
is preparatory
point
one
payment.
should
of
is also
allowance
plan
age
his
if there
family.
free
is
Wage.
a
with
It
to
concern
Be
requiring
the
tasks
general, in
a
of
that
performed.
every
Not
connected
often
matter
the
Should
Allowance
57
a
of
ways
financial
tions
rela-
basis
they
business
really businesslike
manner,
58
JHE
that
the
child
and
In
USE
what
the
one
homes
many
child
If
This
tends
fails to
to
failure
the
the
matter
social
one
be
a
rewards
a
it is
do.
social
the
his
ice.
serv-
large
as
increase
to
for
on
have
their
own
for
and
to
work
say
the
to
put
not
all
to
ceive
re-
who
one
time
being, to
expect
the
In
general, however,
or
do
much
there
is any
done
and
work
and
The
should
receive.
regular
proportioned
family belong
use.
ceases,
that
basis,
possible,however,
their
feel
is
the
withheld.
business
a
The
best
task
regular
parents,
basis.
All
not
children
young
It is
others
probably
allowance
withheld
of the group
that
for
ducted
con-
possible to find
properly
or
matter
his work
member
be
not
some
the amount
group.
do
not
the
put
something
does
is
prices paid
perform
is, by
to
on
usual
business
is increased.
especiallywhen
to
how
receive,
allowance
regular
just
justifyan
to
should
child
a
MONEY
it would
work
the other
as
the
are
enough regular
as
learn
may
OF
make
to
relation
the
tween
be-
allowance
-received.
Typical
in
given
to
a
small
since
spend
their
Allowances.
which
child
the
few
under
ten
years
young
children
In
sums.
the
range
can
the
is from
case
cases
ported
re-
allowance
regular weekly
a
of age,
(under twenty-five cents).
large
teens
In
"
is
it is
This
ally
usu-
is fitting,
intelligently
not
of
children
twenty-five
cents
in
CHAPTER
VIII
EARNING
Children
earn
at
Like
least
in
earn
in
useful
"to
education,"
in
earned
and
fourteen
earned
"to
be
found
seventy-one
per
in
five-tenths
a
eight-tenths
a
on
get
an
trict
dis-
poor
of
the
boys
cent,
of
the
girls
section
wealthy
of
cent,
per
spend
cent,
more
per
in
of
spend
rich," "to
that
per
one-half
while
and
the
out,
the
either
help parents,"
and
"to
"to
it
get
the
of
cent,
and
boys
the
girls
money.
In
begin
save,"
money,
eighteen
all
"to
to
order
in
reasons
spend,"
Chicago
to
independent,"
Palmer
children,
desired
wanted
cent,
to
ninety-seven
hundred
chief
be
in
City
per
The
"to
Miss
fifty-nine
and
Sioux
one
"to
were:
ways,"
luxuries,"
only
it.
earning
importance
In
desire
The
"
universal
twenty-seven
while
money
without
the
Money.
almost
be
to
America.
of
cent,
per
Earn
to
seems
money
MONEY
the
money
this
of
method
child
that
gives
he
plan early
follow
some
earning
an
equivalent
receives.
and
other
carry
Not
it out
plan until
60
logically
money,
in
work
many
ried
car-
for
parents
strictly. They
the
child
is ten
EARNING
twelve
or
work
old,
years
is worth,
introduce
In
the
until
money
tasks
or
in
pay
supplement
or
allowance.
an
MONEY
most
61
his
what
learns
by
which
its uses,
he
then
will
best
probably
plan gradually, by giving
he
his
earning by giftsor
it is
cases
of
excess
the
child
him
form
per-
have
learn
to
what
money
costs.
After
he
child
should
kind
brings
child
is
a
learned
has
learn
given
a
tendency
is
overpayment
and
is
ready
work
A
he
Fair
service
lead
him
Price
put
on
of effort
that
little effort.
so
it is with
When
developing
little
a
is able
culate
cal-
to
of
ideas
exact
more
will
money
money,
he
business
Be
the
high
too
gives
required
him
earning
a
Should
engender dissatisfaction
It also
is
rendered, he should
be
paid
for whatever
basis
With
he
a
a
should
false
starts
idea
freely
child.
the
amount
Further, it
that
money
adults, "Easy
and
for himself.
out
of
paid
this will
his services
on
he
It is
be
not
does, because
value
when
Children."
satisfydesires.
spend
to
the
to
him
Paid
child
prices for what
to
and
a
does.
quite important
excessive
When
money.
for what
form
to
possible
as
in
permissible.
time, effort and
nearly
desires
efforts
own
of
the
effort of each
much
first lessons
satisfyhis
to
his
just how
effort
costs
money
amount
learning the
buy, by
as
later
that
come,
courages
en-
lids cost
easy
go;"
62
THE
Children
One
of
USE
Not
the
for
OE
Be
to
work
is that
they
for
be
paid
This
be
guarded
should
be
are
case,
should
for
expect
Everything.
everything
that
have
to
be
performed
to
do
many
that
be
paid
for in
The
child
home
the
of
kinds
pay.
things in
It
carefully.
to
for
that
they do.
certain
only
would
as
idea
get the
may
"
dren
paying chil-
with
against very
understood
work, especiallysuch
any
Paid
difficulties associated
they should
should
MONEY
out
with-
recompense.
In
doing errands
child
shall
work
done
for
always expect
not
is such
as
is
going
receive
is
length
to
required, it is quite
definite
lesson
children
from
the
lesson
to
store
special trip
a
for
proper
the
other
an-
which
of
him
the
not
some
to
cept
ac-
if offered.
pay
A
for
do
errand) the child should
If, however,
pay.
the
at
that
general, if
neighbor would
one
another
on
In
pay.
(e. g., getting something
he
It is well
neighbors
of
taking
in which
ways
this
sometimes
may
kind
an
to
entirely selfish view
they get
is
be needed
An
money.
represented
in the
vent
preas
effective
following
quotation :
"WHAT
"One
he
BRADLEY
morning
put
on
when
OWED
Bradley
his mother's
came
plate a
down
to
fast
break-
little piece of pa-
EARNING
neatly folded.
per
His
mother
63
opened
it, but this is what
hardly believe
"Mother
MONEY
it.
She
could
had
ten:
writ-
Bradley
Bradley:
owes
For
running
For
being
For
taking music
$0.25
errands
10
good
IS
lessons
Extras
.05
..
Total
"His
when
mother
lunch
smiled, but did
time
plate with
danced
when
he
there
she
came
not
been
bill
and
fairly
eyes
his business
but
little bill,which
ley's
Brad-
on
thought
quickly rewarded,
another
was
the
Bradley's
the money
saw
anything, and
say
placed
cents.
fifty-five
abilityhad
money
$0.55
with
read
the
like
this:
"Bradley
mother
owes
For
being
For
nursing
him
through
scarlet
his
00
clothes, shoes, gloves and
For
all his meals
"Tears
into
came
around
the
that
his
and
owes
Bradley's
mother's
playthings
his beautiful
Bradley
cents
fifty-five
ness
ill-
long
fever
For
Total
with
$0.00
good
with
arms
:
.00
room
.00
mother...
$0.00
eyes,
neck,
and
put his
in hers, and
he
put his
little hand
said, 'Take
the
THE
64
money
all'back, mama,
things
for
paid.
and
is
child
the
in
This
for
for
motive
should
not,
however,
money
he
In
it.
partialpay
the
this
the
he
as
that
and
failure
a
be
is forced
to
be
and
the
basis
required
the
ent.
par-
to
plete
com-
partial
means
settlement
it
work
begun
a
more
duty brings
to
full pay,
to
make
may
in
of
ishes
fin-
he
failure
delay
it.
for
work
unless
best
seem
contracts
pay
parent
If
should
receive
may
may
of
be
laborers
piece of
a
properly
discipline,insistingthat
finished
If he
begins
case
no
rnay
the pay
usually be paid
pay
means
all free
he
training children.
work
very
a
of
child
a
rule, be paid for doing
a
forms
child, or
of
no
many
and
as
may
such
or
work
pay,
do
for which
tasks
work.
the
not
he
it and
In
and
you
general,
do
to
in
child
a
should
In
"
piece of
a
doing
When,
finish
love
me
condition
is the
paid
he
let
not
or
equally important
is
work
and
Working.
free to do
be
is
MONEY
nothing.'"*
Freedom
should
OF
USE
with
matter
should
be
forfeiture
of
reward.
of
Which
depends
in part
followed
the
by
child.
In
"Reprinted
from
Copyright
these
on
the
any
ways
is best
the methods
parent
case,
and
of
if the
1911.
of
peculiarities
parent
of
cases
disciplineusually
the
on
by the kind permission
Story-Sermons,
Children's
in individual
follows
Revell
Fleming
by Hugh
a
T.
Kerr,
con-
pany
ComD.
D.
sistent
later
or
is inconsistent,
parent
continues
It is necessary
for
what
money
hard
be
may
With
effective
be
that
it is
motive
justly
months
stimulus
unless
it has
only when
they
are
Some
future.
is
without
are
to
definite
as
it
be
may
nearly
definite
a
so
thing
to
be
rarely a strong
are,
the
in this
adults
who
will work
never
to
provide for
perhaps
children, however,
plans
time
prominent by
by their parents'attitude,
but
if
anything.
not
children
and
hungry
form
per-
but
big thing
some
Many
improvident
some
do
some
made
been
the
savings
hence
years
suggestions of others.
respect, like
of
idea
to
something
at
to
to
of
idea
choose
"job,"
a
wants
adding
The
or
for
desire
a
pleasure to
wants
choose
to
the
as
purchased.
obtained
the
who
he
will
usually this is
but
motive,
a
of
idea
his
anxious
very
develop
he
not
child
A
get him
to
the
some
sufficient
to
buy before
nothing specialthat
is
there
shall
will
will be
much
child
a
time.
the
at
very
treated
being
that
work
in any
engage
is not
he
and
feels
expected.
he
as
feel that
to
just.
be lost if the
child
the
that
so
sooner
and
being proper
as
educationallywill
of value
Everything
or
child
the
to
itself
usuallycommend
it will
course
65
MONEY
EARNING
to
always saving,
are
how
pressed
im-
hoardings
their
be spent.
Salary
or
being paid
Piece
for
Work.
separate
"
Sometimes
"jobs"
a
child
instead
may
be
of
paid
66
a
USE
THE
fixed
This
habits
of
under
the
gives
In
stimulus
be too
and
both
well
also
and
time
taken
One
that
shall
is
the
child
by
proper
the
habit
of
doing
case
of
difficultyin the
when
he
use
is
such
his
difficulty gave
for
financiallyand
both
piece
be
other
the
in
child
the
will
work
of
one
to
be
fixed
This
form
led to
In
times.
difficultyis greater.
to
power
in
parent
bicycle and
give him
turn
to
something
in
interesting results.
a
be done.
can
at
stop playing
to
regular tasks, but
of
case
occasional
with
it should
already interested
experiment
paying
a
management
special jobs
must
It is
should
and
done,
for
the time
at
be
was
is well
a
perience
ex-
money.
care
case
one
It is
some
experience at
the
it is hard
may
child
earning
one
factory
unsatis-
have
to
at
faithfullyemployed.
the work
a
do
may
is often
difficulties connected
the
is that
do
work
specialpay,
employer.
child
of
count.
can
for
work
his
a
have
In
the
time
of
tasks
An
for
methods
that
child
the
This
and
child
in both
work.
the
and
the
It also
special need.
which
effort
spasmodic
that the child
much
he
certain
performing
mere
some
on
thing, however,
good
that
of
to
little at another.
too
to
of
specialpiecesof
of
case
for
advantage of leading to regular
instead
work
may
time
the
has
MONEY
week
steady income
a
the
there
each
amount
tasks.
OF
The
task
the
else.
this
overcoming
A
boy of
in order
to
training
in
the
seven
help
him
working
USE
THE
68
he
as
the child
hand
other
standard
of
It is much
be
be
expected
stimulated
In
achievement.
it is better
the work
about
should
should
and
can
MONEY
OF
to
but that he is doing it rapidly and
do
difficult
the
will not
be shown
do
well
done
prominent
the
be
not
work
poor
of his
one
interest
no
and
This
by ordinary workers
who
only
it is
better
a
naturally has
should
motive
to
pay
for work,
reason
whenever
motive,
though
possible. The
as
but
effort.
child
this
for pay
not
successful
even
profitable. The
is less
work
spirithave
is done
work
pleasure gained by
spiritmay
same
it is hard,
for
well
child
things.
highest artistic
The
for
high
things, but they delight in showing that they
in easy
can
of
Boys
experience.
or
age
a
it is easy.
be told that
stimulatingto
more
well
the
to
that
say
as
attain
to
talking
not
do
to
quality
joy
a
be
kept
be received
but
only
possibleto bring
in
as
should
added
an
about
this
condition.
Adolescence
fact that
children
unobservant
most
Earning.
parent is
are
this time.
life
leave
the
The
changes
whole
at
a
well-known
about
teens.
The
of this truth
which
much
fail
attitude
realize
well
as
toward
More
fifteen than
but
emphasized,
to
in mind
undergoes change.
school
aware
so
thoughtful parents
even
It is
"
change greatly in the
study has
child
modern
of
and
how
as
at
body
any
at
phase
every
children
found
pro-
wish
other
to
age.
EARNING
One
of
the
earn
money.
is
chief
for
reasons
The
the
The
is
bringing about
are
of
and
satisfied
fancy
inserts
as-
be
to
social
present
similar
a
may
independence
longer
no
wholly supported by others,
they
helpless protected
instinct
boy
69
this is that
of
period
passed and
itself.
MONEY
ditions
con-
of mind
state
in
girls.
tribes there
In many
of
changes
mark
the
dress
this country
from
the
as
Earning
shall
not
be
money
that
but
he
desires.
has
has
should
should
demand
to
the
self financially
the
for
clearly
has
of
additional
Economic
for
rarely if
defined
that has
Being paid
not
for
be
an
a
given
of
money
If
for
this
a
child
money
time
he
opportunities.
commercial
act
to
individual
working
at
and
own,
earned
never
Service
ever
is
It
himself
peculiarly his
as
experience
have
youth
entirely self-supporting,
something
who
before, but
that
certainlybe given it,and
now
to
In
independent.
shall be
more
person
had
not
Pay
manhood.
to
desirable
was
regards
now
The
adolescence,
adequate appreciation of its value.
no
should
he
his
gratify
do
must
what
spend
he
and
hood.
significantsign of adult-
most
financiallysomewhat
necessary
of
childhood
self-respectseems
now
period
ceremonies
begin providing for one's
to
is taken
he
the
at
change
elaborate
are
Only.
pay
for
value
self-denial
"
Children
doing
thing
some-
kiufi.
of
some
or
endurance,
70
such
effective stimulus
an
child
the
give
that
true
a
be
even
may
receivingfavors
social
friends
of
form
a
it
action
in
gives
not
affairs.
It
ideas
wrong
citizen and
a
natural
seem
realityif
an
(e. g.,
in form,
not
natural
The
graft)
brave
or
for
worth
financial
is not
approval, and
is often
Payment
financial
becomes
are
times
pulled,is some-
reward
for
.
being good
but
he
that
of
that
immoral
make
official,
or
tooth
the will,but it does
to
idea
claimed
later,when
may
bribes
MONEY
or
talking,
having a
not
as
OF
USE
,THE
the
good opinion
to
more
remuneration
a
child than
speaking piecesis analogous
of
his
money.
to
the pay
speakersand actors receive,and hence has some
but payment for being good can
rarely
justification,
if ever
be justified.
Work
of Home.
It is good experiOutside
ence
that
"
for
outside
in his teens,
child,especially
a
of
in often
children
engage
It is
advantage
an
child who
in
if not
money
valuable
all the
of
and
earning
will be of great value
means
the
to
parents.
A
ingenuity
developing initiative
exercises
it is
experiences.
of earning
him
his
in after
life.
preventingthe evils
child labor should not forgetthe valuable experience
In many
that is gained in earning money.
city
Those
of
needs
findingways
that
give
find work
enterprisesthat
suppliedor suggested by
are
money
Commercial
the home.
to
homes
who
this
can
are
not
in
interested
be
given in
/
the
family and
some
EARNING
form
of
for
be
to
a
the
better
the
time
if
and
for
and
for
and
for
healthful
possible.
many
them.
to
he
is
has
left
hours'
few
the
money
of
conditions
them
not
work
earned
to
longer
day
than
for
would
for
studying
would
too
or
time
make
would
continue
educates
hard
children
a
be
to
regular
and
too
study
as
way
sufficient
Many
not
of
as
at
develops
recreation.
a
a
Work
work
is
well
as
such
in
vided
pro-
exploitation
the
Work,
conducted
be
to
This
teens.
for
compensation
just
a
specialized
be
be
providing
the
early
plea
a
experience
for
study
into
should
valuable
child,
their
in
have
probably
manufacturers.
by
times
a
children
play,
will
work
construed
children
and
time
part
71
MONEY
a
be
of
part
it
sible
pos-
under
othex*wise
IX
CHAPTER
BUSINESS
Street
OF
DEALINGS
Trades.
^The
by
children
long
has
blacking
cities,
but
taken
the
they
still
sell, but
of
in
Where
crude
Taking
he
a
for
a
firms
often
children
various
selling
of
specialty
make
for
hustling
and
pers.
pa-
collects
in
accounts
at
way.
form
prominent
keep
chief
delivering
route
to
ducted
con-
now
The
in
in
paper
has
subscriptions
for
agent
has
week
is
change
in
largely
is
agency.
newsboy
making
children
Newspapers
business
the
adult
the
boy
a
every
a
of
Boot-
now
trade.
street
central
some
and
pay
the
for
have
parlors
ried
car-
great.
business
a
much
activity
customers
that
of
place
business
least
been
astonishingly
boot-blacking
by
his
is
business
of
variety
"
on
CHILDREN
offer,
small
securing
of
instead
desire,
as
a
n
acting
is
articles
business
child
of
and
papers
child
that
agents.
some
money,
reward
some
for
as
such
a
firms
These
article
selling.
In
This
value
of
kind
the
to
Farming.
making
the
because
merit, but
child.
articles
the
instances
many
wish
customers
districts
farmers
allow
boy
a
it is sold, then
to
call
take
they
This
themselves.
is
In
cases
feed
it out
of
to
the
justly entitled
In such
this,
as
to
instances
the
a
child
the
calf
than
perhaps
pig
child.
a
and
easy
fort,
ef-
without
and
all the
use
definite business
the
which
and
definite account
of dishonest
ordinary
too
more
a
by
or
money
practisedon
bin
not
Some
the
acquire stock
is made
arrangement
do
example
worse
cases
cultura
agri-
calf his until
a
all of
an
of
way
parents
or
or
father's
it brings. In other
money
hog
is
father
child
a
a
is
dishonesty, because
the
be
them
giving
business
Hberal, allowing
able
question-
conducted.
to
some
double-dealing that
other
of
raising and
stock
through
this business
allow
the
help
common
a
operations. Unfortunately
always
their
on
to
is often
business
rural
is
money
sold
not
are
children.
In
"
73
DEALINGS
BUSINESS
child
is
for
it.
feed
to
be
may
kept, and
best
gets older, is decidedly the
plan.
In
methods
are
other
raising vegetables or
similar
to
those
practised. Recently
and
well, have
also commercial
encouraged
These,
involved
the
in the
in
variety of
stock
raising
national
and
state
bodies
and
schools
farming
South
a
crops
and
ventures
West,
ernments
govas
dren.
by chil-
usually take
74
THE
the
form
for
girls.
Not
of
only
USE
they purchase
the
children
the
seed
crop
and
and
receipts. This
keep
business
a
training which
Various
children
fruits
flowers
besides
money,
and
both
business
experience.
city lot,
flowers
in
that
she
fruit
and
Part
make
and
a
country
fairs and
for
of
deal
good
gaining
on
a
small
nearly
two
dred
hun-
girl raised,
sold
II.
raising vegetables,
prizes at
One
in
city
often
winning
general
special agricultural
as
engage
the
expenditures
excellent
an
further
In
frequently
and
of all
account
well
"
but
work,
fertilizer,market
is described
Means.
clubs
tomato
the
on
carry
gives them
as
and
boys
and
complete
training
MONEY
for
clubs
corn
do
OF
dollars.
Picking
are
of
means
by rural
making
children
easily get
can
of
making
deal
common
by those
the
money
cases
and
ways
was
of
Besides
making
money
there
them
the parents have
With
to
a
has
rearing of rabbits,
the
sale.
of the children.
method
practicable. This
pets for
others, varying according
a
and
practised a great
once
less
now
sell is
to
to
they
Buying traps
game
given place to
other
living where
country.
that
by boys, but is
in many
birds
into
sellingthem
frequently resorted
money
and
and
flowers
getting furs and
and
guns
of
wild
the
these
are
more
hundreds
localityand
genuity
in-
large proportion of
littleto do.
76
THE
of
the
home
USE
should
if
but the child may
luxuries
own
and
Advantages
and
financial
There
the
good
also
the
to
know
how
business
advice
being
tricks
or
eager
to
is
and
as
first
remember
brother
fall
apples and
passing. The
money
The
when
and
My
was
I
practises
know
The
and
how,
on
where
but
the
should
and, by
sional
occa-
from
the child
guard against
to
tion
tempta-
money.
only
of
Earning
Money.
experiences of earning
was
the
honest
dis-
any
his part.
Typical Examples
the
make
too
in others
dishonest
carried
being
so
practiseson
of
not
always
mercial
com-
and
early
too
suggestion,prevent
and
cheated
is
obtained
are
The
of kindness, faith
is very
in
dealt
stimulating
deal.
great
a
developed
expense
child
and
self
for him-
gettingmoney.
dren
disadvantages in having chil-
be
resort
ness
Busi-
Early
of
method
any
parent, therefore, should
things
direct
fellowship. There
to
clothing.
in business
most
in business
strongly, at the
when
the
however,
spiritmay
of
ents,
par-
for his
provide
to
for articles of
Engaging
"
child
engaged
and
early learn
Disadvantages
training of
are,
possiblebe provided by
sometimes
Experience.
gives
MONEY
OF,
I
picked
of
uppermost
a
few
our
of
years
baskets
of
I
age.
early
penniesto people
pleasure rather
in
which
money
four
several
up
for
sold them
thought
about
was
"One
"
than
ing
earn-
minds."
instance
followingis an interesting
of
encour-
BUSINESS
to
agement
school
earn
few
school
to
was
share
during
given
with
I had
sold
killed
and
feed
cloth
profit
this
be
time
about
to
and
from
increased
and
three
made
I
made
learned
greatly
labor."
had
dollars.
use
dozen
a
large
enough
had
the
roosters
what
out
it
I
began
With
dollars.
of
cents
a
cost
twenty-
my
six
were
weeks
twenty-five
the
class
aprons.
about
his
three
Then
sold
pil
pu-
increase
increased
that
with
each
my
were
taking
and
I
these
experience
I
and
bought
I
later
Sunday-
In
they
After
found
I
I
them.
set
and
them.
them
in
pupils
When
pullets
sold
cents
buy
and
the
could
apiece.
cents
four
to
he
The
chickens.
the
Sunday-
a
tendent
superin-
pupils,
much
year.
money
seven
the
how
see
one
my
dollars
among
twenty-five
eggs
five
to
by
Sunday-school
our
ago
divided
try
given
was
twenty-five
be
to
17
:
years
gave
to
that
money
superintendent
"A
I
DEALINGS
little
to
the
With
could
spare
CHAPTER
X
SAVING
Most
Parents
Encourage
chapter
In
be
is
This
at
the
all
require
or
for
money
this
affects
that
may
danger
unseen
an
those
or
is known,
make
value
of
it
or
much
of
superstition
arouse
results
the
so
money
may
saving.
78
the
other.
anything
either
saving
and
fear.
fear
of
to
tion
ac-
as
way
a
of
use.
understood
indefinite,
impel
erally
gen-
future
same
more
unknown
impressive,
hoarded
the
any
training
little
in
time.
do
ways,
but
may
the
who
indefinite
less
emphasized
children
rites
various
or
more
a
Sometimes
as
in
that
more
than
financial
for
money
parents
parents
cific
spe-
not
future
a
children
children
encourage,
at
that
their
exceptions
their
give
to
in
have
to
ceding
pre-
for
saving,
way
ideal
financial
few
very
order
a
"
money
consider
desired
any
develop
to
try
With
in
used
saving
we
in
but
specific object,
may
this
In
Saving.
considered
we
purposes.
a
MONEY
than
ligious
re-
Just
one
ceremony
unknown
sacrifice
in
Intelligent Saving
of
real
the
of
than
for
money
waiting
future,
developed
has
buying
he have
can
give
can
money
of
this
as
a
now
or
Miss
children, found
poorer
children
saved
clothing
buy
oi
children
the
or
rich
of
use
of
in the
anything
to
buy
is
the
probable
experiences
need
saved
having
not
vantages
ad-
future
fore
be-
needed
are
strong
as
very
a
a
ulus
stim-
is to be
the money
future.
in her
Pahncr,
for
appreciation of
object for which
in the
the
while
unable
of
real
a
probable future
definite
Only
future.
such
many
tue,
vir-
a
advantage
hand
on
saving for possibleand
Often
needs.
child
a
the
worth
more
because
article
desired
of
idea
experience of being
the
Only
to
saving is
of
money
in the
want
may
rather
so,
intelligentappreciationof the
an
desirabilityof having
that he
preciati
ap-
an
developing.
an
and
now,
edge
knowl-
and
saving
in
slow
very
buy something
to
A
"
desirability of doing
the
child
a
used
for
reasons
however,
are,
much
Learned.
Slowly
superstitiousfeeling that
a
after
79
MONEY
SAVING
study
the
that
for
of
savings
of
cago
Chi-
great majority of the
definite
some
Christmas
more
the
end,
presents,
often
saved
such
while
for
some
as
the
definit
in-
future.
The
following
without
means
gaining
:
illustrates
any
real
how
children
appreciationof
may
what
save
it
THE
80
"I received
I did
but
had
not
give
"I
remember
didn't
have
when
she
to
came
when
is learned
and
parents
in
lessons
saving
Having
debt.
when
the
The
there
one
money
who
as
for
may
an
that
will be
hand
who
as
is the
has
he
can
be
called
may
still better
it is to
to
do
to
of
ahead
give
buy
bargain, while
a
so
but must
pay,
being
can
at
pleasures already past.
well
the lesson
This
contrast
money
not
gets it
do
to
a
be
appreciated earlier.
opportunity and
is in debt
fast
how
know
one
is
time.
be said that
who
on
money
because
utilityand
save,
therefore
not, may
or
;
good
a
children
Having
yet it may
it,
useful
prove
that thrift is
appreciated some
be admitted, and
for
of
ground
it
I needed
may
idea
prominent.
the
on
justified
in
the
ing
overhear-
safe."
a
this the money
they appreciate it
whether
plan
in
up
me
books, that
it whenever
use
I
stand
under-
wanted
later, while
bank
my
but
me,
couldn't
if she
me
and
money
happens
is made
thing
would
that
for
and
it to
time
locked
that
always
he
young
bank
time
give
some
as
quite
in the
I could
cases
I knew
or
was
the
at
of
were
In such
and
was
that
me
if it
even
bank
I
didn't
It
it.
of mine,
the time, for I
at
put money
discussion
a
them
uncle
an
more."
appreciate it
why
MONEY
gifts from
in the
any
grandmother
to
for
care
me
OF
as
money
put them
to
never
USE
perhaps
The
use
with
child's
contrasting cases
his
terest,
intention
at-
of
adults
who
^vho
actual
own
order
such
the
it to
of debt.
be
ahead
nothing
loan
spends
his
do
fast
as
money
the
than
not
him
that
saving
the
gets it is
he
who
out
since
pay,
as
one
desires
he
by gifts to get
hand
on
money
debt
is in
whenever
is,he is likelyto conclude
son
les-
proper
or
If he
wants,
helped by gifts more
has
always
ahead.
money
The
saving is
of
encouragement
to
in
however,
say
this
to
anything
in childhood
man
or
effect
described
this and
the
on
This
is often
more
or
less
the
of
youth
the
may
case
such
cause
where
compulsory
or
cases
a
least
it is
change
full control
habit
the
at
ucationa
the ed-
Sometimes
takes
the
the
to
is often
This
saves.
saving.
In
more.
whereby
finances,
own
who
money
important
most
is saved, but
money
their
while,
worth
great help
a
yet the
one
habit
nothing
conditions,
perhaps
do
to
point that although
woman,
fact that
the
as
the
essary
scarcely nec-
parents
is sometimes
young
the
is not
It is
direction.
emphasize
induce
to
common
so
it is
self-supportingpeople that
among
his
the
give
may
or
who
thing
In
he
one
young
companions.
what
keeping
saved
his
a
and
duty
of
those
will be
helped by
to
not
buy
has
and
influence
those
instances
who
one
and
hand
on
money
stronger
a
experiences
that
ought
; but
in debt
go
have
and
save
81
MONEY
SAVING
to
saving
in
of
disappear.
has
been
artificially
duced.
pro-
82
Another
USE
OF
effect
is the
formation
saving based
use
observation
on
resulting. This
benefits
the
are
money
MONEY
THE
and
of
of how
the
best to
in financial
important aims
most
of
experience
the idea
and
of
ideal
an
training.
Modes
which
bank
to
a
the
child
he
puts
be
in
way
by putting it in
is
small
a
make
Many
later.
school
for them.
keep
to
some
in
to
money
the
bank
is
money
Relatives
usually
courage
en-
saving, frequently by giving
of
with, adding
start
it
by making
that
given
a
certain
a
what
to
condition
on
shall
amount
saved.
in
a
or
property,
boat
it in
bank, invest
or
for
carrying
be
the
the
ages
toy bank
it to
"Nearly
at
home
the
of
older
an
of
and
money
that
when
an
ment
invest-
business
and
saving:
and
was
I saved
twelve
given
it became
at
A
person.
trates
following illus-
The
of
six
book
of
kind
in bonds
as
bought partly as
modes
stamp
all the
such
some
great deal of the money
putting money
form
pleasure.
usual
more
"Between
on
of
source
a
some
advice
the
bicyclemay
a
partly as
with
of
instead
Occasionally children,
a
common
savings bank
a
all forms
which
most
A
few
stamp-saving system.
put
cooperative bank, and others merely give it
the
parent
a
The
"
money
save
be put in
to
it in
Saving.
children
of
use
of
me.
a
I used
filled I transferred
school."
I earned
or
had
given
to
84
USE
THE
was
money
A.
my
C. bank.
Then,
sure.
am
childish
my
B.
the
out
Sunday
not
was
few
having
which
to
I
depositing proudly
as
stood
all alone
up
of
number
fall.'
they
as
When
before
pennies I
was
Attractive
well
illustrated
Youths
are
happy
influenced
more
large glass
a
and
and
very
portant."
im-
competition
children.
This
by having their
advantages that have
from
others
week
every
old into
small
saving.
always surprised to find how
saved
birthday and
is
by the above.
called to the
and
around
class, dropping the
years
with
the
pennies, hear
a
devices, ceremonies
usually effective
are
in
marched
had
feel very
bank, I certainlydid
each
penny
little
the
it for
forward
my
we
I
ing
shak-
count
I looked
I
old
delighted in
mamma
singing, 'Dropping, dropping,
them
five years
over
days
Sunday-school,
at
MONEY
joy in putting pennies into
and
money
was
basket
I
every
Something
me.
OF
They
much
will amount
a
in
to
to
come
a
selves
them-
nearly
are
small
year
tion
atten-
amount
in ten
or
years.
"I
it very
find
put it in the bank
my
pennies
and
then
well
for
money
I
a
in
hard
at
a
put this
save
little box
sum
open
on
the box
I tried
time
I
ing
keep-
until I got five dollars,
in the
later
a
unless
now
money
For
once.
time, but
I'd break
to
bank.
when
and
That
I wanted
take
out
worked
extra
what
I
SAVING
needed.
Now
buy
to
also
pay
my
in
dollar
the
younger
six
at
which
was
small
different
of
month.
a
them
one
shoes
I
for
tried
was
and
Sometimes
nothing
unexpectedly."
ran
I
usually
this
to
small
over
pleased
me
more
put
unusual
I
in
forget
save
to
when
hiding
I'd
to
rather
amount
then
ance
allow-
my
mother
my
money
small
article,
manage
One
save
a
and
I
supposed
am
any
me.
to
putting
pocketbooks
places.
first
send
I
and
now
home
I
by
At
but
month,
bank
in
way
and
85
allowance
my
fares.
car
every
a
of
out
gloves
my
MONEY
them
where
than
at
was
least
all
in
one
ing
find-
XI
CHAPTER
This
What
off
tumbler
a
about
scolding
homes
In
or
have
they
expect
that
damages
about
being
careful.
asks,
"How
much
and
gets
of
their
as
or
reached
so
before
learned
to
stage
early
is
age
of
and
to
dren
chilsible
respon-
caused
course
to
erty
propfor
pay
all
or
earlier.
even
financial
home
Whether
should
training
by
but
some,
child
the
children
in
developed
questioned
responsibility
apart
in
other
should
tainly
cer-
have
financially responsible.
Financial
Training
of
years
be
may
leaving
be
held
are
a
produce.
eight
advanced
In
Where
have
of
done
slap,
a
money.
may
be
it cost?"
did
and
matter
a
responsibility
an
the
own
they
This
such
shall
receive
they
ten
What
a
throws
boy
a
they
damage
any
it, or
window.
knocks
girl
homes
money
for
be
bank
little
breaks
and
the
CHILDREN
"
many
child
his
to
table
caution
a
the
goes
at
the
it?
A
Means.
through
stone
OF
RESPONSIBILITIES
FINANCIAL
from
can
not
forms
other
responsibility begins
86
be
of
when
veloped
de-
properly
responsibility.
a
child
is
re-
RESi'jNSIBILITIES
FINANCIAL
quired
their
to
It is
pick
to
to
have
to
given when
from
experiences
him
teach
that
his
but
him,
not
object. Such
table
bring inevi-
acts
own
is
prevented
not
hot
a
lowed
al-
It
mistreats.
but
touching
as
is not
"""^
will hurt
that
doing something
removed.
toy that the child
Wi^^ii
is cautioned
child
return
to
has
he
he
that
anything
a
a
replaced and
not
seriously,such
too
that
when
extent
some
destroyed is
has
and
plajiihings
own
places things
proper
given
his
up
87
results.
Financial
allowed
when
It is
spend
to
he
do
must
and
money
what
had
a
was
warned
and
so
that
without
belongs
not
He
it cost
leave
and
to
other
or
broken
purchased
a
to
was
him
people
found
For
article
of
eight who
boy
a
regular
a
allowance
in the
rim
rain
warped
was
boy paid
The
careful
more
things
tion
destruc-
or
A
afterward.
child's
The
appreciatethat things
and
money
instance, if
belonging
or
that
the loss
repair it.
cost
again
cial
by previous finan-
and
to
is first
get money.
to
"
something
new
and
Responsibility.
replaced if destroyed.
lost
wishes
bicycle out
the
dollars
experiences enable
belonging
and
own
complaint and
Ownership
own
him.
did it,however,
two
child
child has
to
his
to
for
experienced
has
bicycle of
sun.
the
a
in order
something
definitely
prepared
more
of
he
as
money
training in which
cost
felt when
is
responsibility
given
to
money
should
some
him
for
be
one
has
and
has
getting
Op
USE
THE
88
MONEY
another, he is quite ready then
make
good
been
who
have
been
known
toy
or
damage
any
very
with
inter'"ering
posiible for
he
adult
an
had
never
suffered
loss
It is not
for
done.
that
the
until he
the
is
child
of
to
know
should
in all
child should
the
If
girl is helping her mother
drops
for
saying
the dish.
of
any
that she
It is
article
purposes.
that he has
more
may
and
one
no
should
probably
well
injured when
If
a
business
child
to
and
of
the
child
should
damage
that
develop
should
do
pay
thing
some-
As
he
mates
esti-
full amount.
and
dentally
acci-
good ground
the whole
charge
idea
however,
dishes
is
has
the
exact
the
it there
other.
an-
he
destroyed.
wipe
to
little
those
pay
not
has
necessary,
cases
breaks
a
or
has
It is not
be made.
im-
owner
an
figuresmore
that
a
been
is to
he
about
more
child
a
responsible and
replace property
to
do
from
refrain
difficult for
acts
own
to
getting a
that
responsibilities
has
amount
thing
have
more
first that
at
property
It is almost
himself; hence
exact
first
still
his
Boys
to
own,
others.
and
through
caused.
careful, after
their
of
necessary
The
comes
of
rights and
respect for property
pay
destructive
those
understand
to
has
has
very
should
that he
see
he
garden plot of
a
child
that
become
to
to
half
cost
of
the cost
mate
handling it for legitimeddles
touch
properly be charged.
and
with
something
damage results,
RESPONSIBILITIES
FINANCIAL
Punishment
Paying.
and
If property
"
and
for
receive
of
punishment
Where
a
damage
to
making
this
be
would
only damaged
not
tried
clear
for
some
If
one.
for
he
other
that
double
be
the
loss he
when
cases
paying
toward
act
he
has
to
pay
feels that
he
and
is
likelyto
by
even
charges only
that
in
the
sympathetically
or
a
making
only doing what, in the
is
has
intentionally
unkind
an
child
between
made
by accident
feels
child
one
In such
way.
calmly and
degree of carelessness, and
the
general
thing is arbitrary. On
whole
the loss caused
sum,
has
punishment
if the parent
hand,
discusses
in that
is scolded
child
a
receiving a
consider
but
the
unintentionally damaged
property
is
where
atoning for
and
in
not
only possibleexception
cases
should
tifiabl
jus-
this natural
than
The
in
one
distinction
property
should
property
injure some
to
loss.
the
good
be
financiallyresponsible
he
punishment
be
course
sometimes
may
is held
child
property
other
any
to
a
further
is intentionally
of
should
injured full damage
paid
89
some
able
reason-
good
of
nature
the
things,
justicedemands.
Justice.
"
his
a
sometimes
boy
to
cost
a
he
is
generously.
unpack
for
quarter
had
important
shall feel that
the child
and
It is
some
doing
quarter
it.
and
above
being
A
all
dealt
with
merchant
the
boy broke
father
paid
justly
employed
lamps, agreeing
The
that
things
to
a
the
pay
lamp
boy
him
that
noth-
THE
90
ing because
the
he
had
father
The
probably
reasoned
been
him.
lamp
make
of the
the
unpacking
was
lamps,
and
another
horse, left it for
The
horse
strain
became
the
half
the
claimed
he
had
He
he
had
of
leaving
further
fact
that
father
showed
this
probably
that
he
was
only
another
after
it felt the
ran
some
away,
much
about
impatience
to
the
what
the
condition, and
at
equal
un-
with
the
facts
ger
danthe
whom
he
It is true
that
near
horse.
tened.
fas-
protest yet
extenuating
boy stood
a
ing
break-
boy
the
charged
the
tionally
inten-
shaft
one
when
that
the
hitching up
responsible for
in
am
loss."
the
expressly told
contributed
not
and
of
not
were
3''ou
it without
horse
look
thought would
the
a
breaking
his side the
on
been
not
the
with
not
was
with
the effort of
out
of twelve, in
father
paid
fully
*T
:
are
frightened and
He
that
since
started
The
cost.
did.
iwrse
that
shafts.
able
be
to
in this way
you
moment
a
he should
case
right before
will share
boy
any
strictly
just,but
grounds
for which
a
case,
cause
be-
liberal settlement
and
lamp
loss.
much
without
any
was
reasoned
responsiblewe
In
be
his
more
a
accident
an
work
to
he
that
boy
to
the cost
out
intended
might have
He
all that
of
that
unjustly treated
been
enough
the
deciding not
him
incorrectly. In
sure
convince
to
had
he
MONEY
caused
performed
reward.
have
OF
had
boy
felt that
boy
The
USE
the
time
and
feeling of the boy
being justlytreated.
If
this
had
them
clothing
of the
in
or
appreciation of
is the
just claims
Typical
"As
a
I
for
always
not
I
however,
I
various
the
dish
receive
to
a
by
run
had
to
to
valuable
Occasionally,
library books
for
pay
was
obliged
not
was
scolding.
practicallynever
ing
break-
that
dish
not
was
article
a
on
ways
responsible for
If I broke
or
of
destruction
the
below.
held
time, if I let several
over
contributing
of
scolding but
a
made
was
with
goods.
If the
it.
deal
not
was
I received
valuable
I did
child
few
illustrated
are
damaging
or
pay
a
meeting
varying effects of these
the
children,
A
"
parents
and
property,
their
of
means
a
as
Examples.
in which
ways
but
one,
and
as
pleasure of others.
the
to
on
merely
desires
own
ing
train-
financial
not
money,
gratifying one's
of
of
own
members
for other
treat
highest result
The
their
of
some
for
unusual
is not
buying
getting some
family.
means
in
pride
take
to
MONEY
responsibility.It
financial
new
OF
USE
THE
92
for
date
the
kept
turning.
re-
for broken
pay
goods."
*T
father
very
or
had
never
and
for
pay
anything
badly.
I do
punishing
me
that
that
not
I had
Instead, he made
many
children
if I didn't
of his
remember
when
never
like them
I broke, and
I needed
usually replaced anything
anything.
me
to
feel sorry
me
had
and
such
take
wanted
or
scolding
ever
destroyed
my
injured
or
by telling
nice
good
things
care
of
RESPONSIBILITIES
FINANCIAL
I had
what
knew
he
most
I
he would
would
cases
had
be
broken
I did
punished by going
mend
without
not
to
in
book
a
tear
As
badly.
place of
latter and
and
the
ticle
ar-
not
was
having
I know
that
made
I did
leaves, as
more
any
when
I remember
it.
In
manner
in the
the
whom
careful.
feel
me
miss
not
leaves
torn
careful
me
made
generally put
was
and
sorrowful
own
anything
destroyed
to
articles to those
thankful
very
father's
my
something
give the
93
not
like the task."
"When
when
one
I
was
I broke
about
I hated
it,and
I would
Finally,however,
know
that
However,
from
my
"One
to
go
and
it
heart
and
day, a
with
out
may
go
you
go.
I
my
and
out
dress.
I
scold
ago,
Just when
we
to
ber
remem-
who
about
me
mend
stitch
ran
were
little ripped place in
my
out
lifted
enjoying
said, 'You
dress
time
a
before
nine.'
saves
without
having
dress
my
anxious
were
your
in
I
it."
very
Mother
games.
but
quite severely.
me
I became
playmates,
forgot, and
not
forgot all about
soon
a
I could.
great load. was
a
play, but
Remember
mother
as
I do
speak
to
over
years
long
no
breaking anything
used
was
tell my
to
as
badly
when
happened
tell her.
for
by playing
However,
that
few
it
much
sometimes
when
themselves
the
I would
feel very
to
put it off
mother
my
carelessness
If
very
being spanked
ever
I used
anything.
around
was
child
a
mending
time
merry
caught
on
a
nail
hem
ripped
was
and
nine
and
cents
I
this
day
that
I could
It
my
of
mend
to
I realized
parents did
"My
I broke
no
it is not
believe
not
breaks
one
anything
As
carelessness.
I
things when
"When
I
months.
two
Without
if I
even
only
have
not
for
dress
play was
"If
I
on
I
the
broke
to
whether
for
was
a
or
person
purpose
idea
on
was,
purpose,
rule I did
a
child."
not
and
still
and
that
break
destroyed, such
was
a
when
punishing me
a
usually given
was
paid
was
property
any
in
father's
My
anything.
is,that
value
a
told
was
I could
when
even
I
on
value."
some
folks
that
lesson
a
dress, but
my
money
many
learned
it,but
dress.
another
buying
have
for
money
more
no
toward
I should
doubt
had
have
me
gave
to
disappointed for
much
was
mother
forward
fifty-
least
at
me
A
nine.'
saves
Saturday
always looked
I
saved
was
in time
self,
my-
sewing
a
me
go
noon
after-
of the
rest
saved
dress
my
handed
have
Every
day.
that
the
take
stitch
would
in time
stitch
mend
to
mother
My
said, *A
and
basket
ten
it.
do
stop playing and
to
have
it would
I knew
to
I had
off.
whole
the
happening
was
I would
I knew
home.
what
I knew
before
and
MONEY
OF
USE
JHE
94
very
dows,
win-
as
whipping, while
my
damages."
destroyed anything
outside
or
of
my
if
accidentally,
required by
my
parents
that
family,
own
it
to
longed
be-
was
pay
of any
for
it
FINANCIAL
of my
out
RESPONSIBILITIES
own
In
money.
I
anything by accident,
it but
had
in
to
I did
case
I broke
for them
but
badly
or,
if it
much
that
of
the
a
and
do
in
of
the
to
course
the first
to
next,
at
I
and
to
.
told
when
whatever
for
he
thing
anyI
would
when
thing
anyus
seemed
broke
we
report
decided
tended
at-
tell
always
to
was
than
broke
w^e
This
did
we
I broke
which
he
so
so
terrible
if
and
once
all, and
us
sorrow
so
occurrence.
school
us
pay
feel
to
always paid
matter.
thing
do
the
more
private
a
him
about
of
It seemed
in school
to
made
never
seriously were
principalalways
to
the
was
great horror
and
report
anything
for
pay
punished
was
always pretended
own.
to
matter
I
to
good dish, really did
a
a
my
broke
I
what
was
When
then.
I
mother
my
I felt most
anything
obliged
not
purpose
dishes
I had
times
ever
on
if I broke
for it too."
pay
"When
The
it
home
own
my
was
95
to
him,
in payment
on
for the loss."
"I
do
of
remember
not
destroying
ever
anything except lamp chimneys
breakable
When
articles
I broke
a
so
while
my
a
I
hands
little
of
any
good
as
washing
was
before
more
I
was
these
scolding,but
severe
much
very
before
I knew
careful
it did
it.
and
were
small
old.
years
I
usually
not
to
seem
usually
Once
it did
I
ceived
re-
do
broken
they slipped out
I think
though.
other
sixteen
articles
the dishes
them
and
ing
break-
or
make
remember
of
me
THE
96
breaking
dish
a
fearing
and,
barrel.
USE
It
OF
that
mother
my
finallyfound
was
was
hid
I
scolding,
a
MONEY
the
and
fond
very
in the
dish
mother
of
ash
was
very
angry."
"When
I
pleasure in watching
He
weeds
my
explained
did.
to
few
A
I
supposed
succeeded
in
few
and
home
done.
then
told
didn't
I had
belong
for this.
time
radish
that
I
to
go
I think
I
to
was
the
no
I knew
also
be
would
a
So
he
can
certainlywill
buy
decided
sider
con-
on
for
anything
to
hard
what
this
forget it. Later,
and
most
fore
there-
told
I had
was
me.
persons
grandfather
seeds
plan
a
say
tell her
more
I wouldn't
than
realize how
never
from
money
strangers
My
and
punished
of
well.
neighbor's and
be
punishment
severe
I had
things that
could
that
package of radish
a
one
I
a
neighbor's
touch
me
took
minute
a
all my
given
and
what
I would
knew
never
them
for
knew
afraid
more
me
gave
he
I then
up.
to
work
to
a
full of
garden
I set
never
he
that
would
knew
I
unless
told
punishment.
a
and
children
small
a
the
in
playing
was
pulled up
and
me
but
knew
I think
I
'weed'
the
I had
so
seeds
he
later
grandfather
my
been
to
time
this
that
grandfather had
My
to
harm
weeds.
at
that
me
radishes.
the
day
one
pulling all of them
looked
He
great
his garden.
noticed
showed
I took
weed
me
were
old
grandfather
days
neighbor's yard and
what
five years
about
was
me
done.
for
whenever
me.
I
RESPONSIBILITIES
FINANCIAL
did
a
thing, I
wrong
for my
"When
I
in
and
to
had
something
over
for
the
only
of
also
of
broke
of
own
window,
didn't
we
Maybe
to
get
in
a
we
A
there
walk
to
View
are
ways
of
parents
who
many
to
make
the
child
of
who
do
not
scold
with
or
pain, while
careful
not
for
any
at
of
it out
our
time, and
that
work
street
to
to
the
do.
store
this
and
broken
punishment."
Punishment.
scold
punish
or
Evidently
"
training children
but
fact that
who
to
be
to
the
injury
sorrow
to
sequences
con-
Those
him.
show
ful.
care-
chiefly
aim
by making
painful
those
something
or
extra
had
but
accidentally
we
pay
up
we
punish
the
by paying
be
shade
or
careful
more
carelessness
the child
gives others
of
rowed
bor-
we
by giving
or
to
If
right
Broader
drawer
a
time
us,
some
terrible
a
and
destroyed them
or
to
had
duplicate of what
Those
ishment
pun-
sisters. We
and
sometimes
to
given
were
always thought
we
a
personal belongings,
lamp globe
a
provided
we
lost
home.
our
made
had
we
playthingsand
taught
were
were
we
money,
if
own
closet
belonged
We
everything
this sort
of
more
If at any
in.
playthings and
our
a
in the
the owner,
that
article.
my
toys and
settle with
to
way,
was
brothers
my
them
keep
another's
one
we
did
so
specialplace
a
cabinet
a
I had
small
was
toys marked
had
that this
same
anything else."
than
each
realized
parents
in the
punished
was
97
press
im-
property
require that
the
USE
THE
98
be
shall
loss
made
fundamental
the
and
bear
of
natural
purpose
a
change
Spencer's
preferable
Modern
consequences.
when
in
they
theory
to
artificial
far
calling
They
do
not
ones.
in
produce
accords
a
way
losophy
phi-
own
and
causes
that
ground
by
natural
Parents
reveals
the
sults
re-
possible,
as
their
truth
This
of
inevitable
children
and
taking
merely
conduct.
with
him
to
deeds.
science
are
reveal
as
own
training
own
educators
should
deal
easily
life.
and
his
home
have
should,
of
their
to
bringing
acts
person
however,
contrary
effects
each
MONEY
are
that
consequences
not,
can
good
truth
that
the
OF
ishments
pun-
attention
serve
pain
with
punishments,
to
real
their
and
cause
Herbert
as
being
THE
100
when
the
few
social and
the
as
their
conventions
MONEY
OF
instincts
sex
who
people
young
to
USE
and
anxious
not
are
develop,there
desirous
The
companions.
of
dressing
starting children
on
the
plan
of
is that
use
up
their
money
they may
it and
they get
as
things that
This
is
situation
a
he
should
from
in
suffer
bad
of
out
better
be
himself.
avoided
of
the
meet
to
of
earn
it will
it before
meet
form
extra
perhaps
money,
he
has
results
when
such
danger
while
case,
a
the
thought
more
man.
plan
be
may
and
out
largely
results
illustrated
are
second
pendence
inde-
started
by startingthe plan gradually. The
on
may
self-respectand
after
this
He
resulting
later to the young
his
be
sooner
self-control;yet help
some
to
However,
following
larger
shift for himself.
in the
difficulty,
the
hastily entering
fast
as
the
inconvenience
lack
or
less harmful
than
for
the
given the child than
It will be
for
should
child
a
begins to
of
opportunity
an
nearly
must
one
every
that
and
judgment
getting
of
that
some
in
danger
purchased only occasionally.
it is well
is of age
well
as
buying everything
enough
save
be
must
later and
or
not
conform
to
serious
most
are
shows
one
self-control
by
the
were
used.
"When
if he
would
week,
and
own
I
was
thirteen
give
I said
stockings and
me
that
hair
an
years
old I asked
of
allowance
if he
would
ribbons.
my
fifty cents
I would
One
father
of my
buy
a
my
friends
BUYING
did
that, and
for
a
I wanted
for
time
fresh
supply
when
my
wish
it
of
each
money
that
they all
not
for
I had
week
the
consequently
it rather
for
how
such
of
and
to
and
to
let my
for
I had
But
I
wanted
now
do
an
with
I
was
a
but
I
old
my
parents
"When
father
lasted
I know
back
go
those,
money
I wished.
with
pairs of
whole
weeks'
ance
allow-
I resolved
I
don't
remember
I
think
not
of
be
to
just
than
more
then
twenty-five cents
clothing wholly."
high school
in
Up
I had
My
to
this time
always asked
thought I'd rather
as
of
want
ready long before
my
allowance.
for
pair into the rag-bag,
two
was
senior
for
bons
pretty rib-
buying four
allowance
buy
very
different
was
triflingarticles, and
this
long
year,
suffer
last old
they
as
money
my
I did
not
was
looked
soon
I loved
it
bit for
a
carelessness,
my
spend
remember
the
to
to
spent
most
ribbons,
hurt, spending
careful
more
to
I do
throwing
on
did
I
time, and
they
However,
stockings,
but
a
mostly
ornaments.
them
I
for
me
same
own,
my
What
was
and
those
darn
to
the
at
began
saved
bothered
properly,owing
indeed.
shabby
each
out
wore
darned
were
what
a
but
me,
I
out
not
had
just
contract,
had
well
went
given
wear
a
and
And
emergencies.
to
such
week
had
I
articles
two
made
never
All
too.
that
happened
these
101
try it
to
stockings began
I had
my
CLOTHES
have
father
a
I asked
my
whenever
him
certain
agreed,
for
it.
amount
with
the
THE
102
condition
I
that
besides
this; that
of
end
the
often
and
father
my
I
asked
my
mother
I pay
fares
car
my
little money
each
month.
that
of
asking
time,
causes
for
me
plan makes
Preliminary
should
have
of
money
supply
of
time
some
had
He
should
and
and
as
in
also
learned
to
too, he
have
well
as
from
time
allowance
the
his
learned
gone
their
colors
It is sometimes
a
child
No
"
clothing.
own
limited
choose
to
he
a
must
things
for
save
get them.
good
should
styles and
clothing,such
have
and
save
method,
other
Buying.
though
even
to
a
to
training in using
have
value,
articles
years,
much
in order
school, but
at
preliminary training, be given
any
permanent
of which
out
getting it
of purchasing
responsibility
the
all. Now
at
the
to
independent."
more
Training
should, without
He
and
until
I learned
lunches
I think
money
some
me
calculating, but
feel
of
out
in debt, I manage
money
less
at
allowance
for
and
running
properly, for
trouble
no
larger
of
instead
now,
a
time, however,
had
a
For
lend
to
money
pleasure.
always
was
a
soon
gives me
other
no
it
manage
month
and
for
spend
to
After
for
him
the
better
manage
ask
is, to
seem
month.
the next
MONEY
OF
to
was
I couldn't
time
to
USE
of
to
shopping
deal
about
the
durability.
been
begin
of
cost
For
allowed
articles
his parents
with
rious
va-
several
choice
some
purchased.
with
shoes, allowing the
one
child
article
to
of
have
BUYING
This
pleasures.
deal
good
be done
may
by
may
avoiding wetting and
to
children
with
between
economize
learn
to
of
their
shoes,
them
having
for
use
thus
care
proper
103
allowance
this
twelve, who
and
nine
from
left
anything
CLOTHES
a
such
repaired
as
the
at
right time.
It will
of
be
to
previous
the
he
what
he
and
from
parents
rather
for
in
than
each
should
in
the
cheapest, this doctrine
growing
admit
of
children
clothing before
The
it is
experience
gives a training
for
who
are
his
he
affairs
The
"
help
some
clothing during the
for
buying
thing
one
fully discussed.
be
best
the
may
inculcated,
be
in
the
If
than
rather
likelyto outgrow
buying
in advance
pleasures and
of
but
case
of
the
best
out.
worn
of
social
desire
modifications
some
As
Started.
and
buying
parent
him.
and
Is
reasons
believes
idea
year.
Plan
the
should
dress
purchasing
another
an
during
some
allowed
usually need
The
years.
kept
opportunities for earning
more
the
will
person
him
give
be
unless
After
young
first few
should
will need
Helping
has
perhaps also help the parent
and
expenses
will be greater,
increase
will
This
much
his
gets older
he
ginning
be-
youth
clothing purchased for him
year.
how
the
to
clothing if
own
will need
decide
to
his
buy
of all the
account
advantage
great
of
one's
that
clothing
own
ing
gained by spend-
saving for what
may
be
de-
THE
104
sired
in the
USE
future.
from
transition
for
the
has
he
he
child
that
to
the
provide
and
like
does
but
this
for
out
The
which
for
child
the
assured
or
best
youth,
for
who
Financial
by
reasonable
than
many
instances
and
not
the
before
in
ing
spend-
he
starts
the
only
as
than
child
in
aging
man-
another
child
years
older.
if failure
adult
an
vious
pre-
disposition.
dozen
a
the
varies
regards
successful
plan
in financial
success
take
clothing
stabilityas
it may
to
own
more
is half
the
child
his natural
is certain
is better
affairs
as
failure.
be
clothing besides
as
a
clothing
by complete
articles of
ribbons,
be
may
begin
to
for
regards
as
family
same
result.
few
portant
im-
financiering
needs
all his
individual,
allowance
It is not
In
velopmen
de-
most
regarding
youth
that
The
the
all
that
sure
need.
of
one
be
buy things
can
successful
it is best
twelve
of
an
a
is
for
out
first of
life and
final lesson
the
which
at
age
training but
to
must
chased
pur-
himself.
greatly with
in the
he
really
not
responsibility of buying
One
to
hood,
child-
and
look
only
he
tendency
It is the
of money
of
before
preparations
life.
has
things
of
provided
are
he
step in the
condition
stage in which
money
of
adult
considerable
protected
necessary
enough
would
a
all necessities
the
extras,
MONEY
It is
the
in which
OF
well
to
begin
shoes, such
profitsby
the
as
with
a
gloves
experience
he
which
several
has
With
the
once
I saved
much
of
the
things
taught
I
I
because
I
enjoyed saving
myself
my
of
the
Nearly
and
so
were
of
this
doing
more
It also
why
reason
buying
plan
times
some-
thought
Another
parents
my
muff.
I
and
dresses
money.
and
money
I, myself, thought
think
own
my
of money.
because
was
with
vided
I di-
envelopes.
gloves
and
I
wrote,
'Save.'
a
my
helping
was
I
always enjoyed
I
bought
the value
me
buy
to
ribbons.
hair
my
very
enough
I earned.
these
buy
for
allowance
several
bought
to
help
and
between
long enough
I saved
always
I
I saved
money
and
which
upon
unequally
money
trates
illus-
what
*Spend,' 'Birthdays,' 'Christmas,'
my
following
small
a
envelopes
for
necessities.
put this with
I
small
me
things
children
buying
given
and
years
four
had
in
successful
father
"My
The
prepare
may
of
number
the
responsible.
parents
be
to
is
she
or
how
them
and
allowance
the
increase
105
CLOTHES
BUYING
for
things
pleased
having
to
four
envelopes."
"Before
I
own
money,
my
a
week
had
shoes
At
doing
buy
to
and
times
if I wished
fourteen
was
earning
various
all my
them
to
from
kinds
of
one
buy
extra
the
different
dresses,
trimmings
from
great
a
to
the
two
This
work.
accessories, such
stockings,
I had
I earned
as
dollars
money
ribbons,
pins, ties,
for
way
of
deal
tan
etc.
my
clothes
my
mother
106
THE
USE
I seldom
clothes
I
Although
planned.
OF
MONEY
paid
selected
for
them,
of
many
it took
as
own
my
much
too
time."
Children's
given
for
of
social
Budgets.
the
budget
differences
positions of
to
conditions
modify
No
"
rule
can
given
age
and
in
general
of
a
child
in
neighborhoods
families.
of
a
It may
be
in your
neighborhood
:
CLOTHING
clothing
Outside
Suits
and
dresses
Underclothing
Hats
shoes
and
Adornments
(ribbons, ties, etc.)
Athletic
and
outing necessities
Cleaning, pressing and
OTHER
AND
NECESSITIES
Car
laundry
INCIDENTALS
fare
Lunches
School
Postage
society
or
and
expenses
stationery
Benevolences
Gifts
Vacation
expenses
LUXURIES
Entertainments
Sports
Sweets
Losses
and
breakage
cause
bethe
ever,
well, how-
following general schedule
the
be
to
fit
CHAPTER
XIII
KEEPING
Why
Them?
Keep
even
more
of
in
penmanship,
transactions
by
is
admittedly
in
being
able
for
various
the
future.
a
he
to
made
much
the
route
a"n
tell
much
how
allowed
to
bargain
with
week
for
account,
and
thing
very
108
certain
been
it
with
it.
to
was
spent
in
brother
my
age
small
to
is
jyisely
more
necessarily
new
that
advantage
considered
I
is
money
has
of
him
of
There
of
use
plan
me.
This
ing
Keep-
record.
money
always
a
ing
train-
gives
importance
greatest
help
have
myself.
a
the
a
to
means
a
arithmetic.
years
I
and
it
be
may
only
not
on
and
twelve
was
be
a
a
The
route
paper
honor
foolish.
to
I
them
recording
purposes
"When
had
in
hesitancy
and
emphasizes
putting
and
incidentally
spelling
also
is
often
is
adults
It
but
training
accounts
to
children.
to
accounts
often
experience
so
financial
Keeping
"
enlightening
an
ACCOUNTS
great
Finally
receive
so
portion
meant
me
a
and
of
ing
keepinter-
KEEPING
I
esting.
week
and
save
also
found
which
I tried
for
money
route
in
the
If I did
not
I have
could
date
(1)
the
week
are
came
that
dislike
for
keep
to
one
beneficial."
very
things in
receiving
my
keeping
me
essential
of
spent
great
a
induce
they
The
"
of
since
had
I will admit
Essentials.
are
end
often
the
account,
an
I
of
I could
way
keep
Ever
arrears.
the end
at
only
time,
the
at
nothing
although
The
be
short
a
account
and
accounts
now,
it to
candy and
much
very
paper
for
109
evenly
out
came
little money.
a
out
usually
ACCOUNTS
an
count
ac-
expending
or
for which
it is received
(2) the purpose
The
(3) the amount.
spent and
receiptsshould
money,
kept
the
on
separate
a
simplest
from
page
form
of
balancing, is
sometimes
well
be
may
At
each
should
the child
next
balance
discovered
balancing
be
amount
and
money
be indicated
may
when
week
with
expenditures and
If these
omitted.
payment
the
two
and
of
the
sums
Of
are
course,
a
the
is necessary.
week
they
of
not
cash
same
cash
should
to
is true
hand
from
or
best.
on
be
cash
receives
be
sions
omis-
on
equal something
child
with
forgotten.
are
thought
the present
if the
In
It is
that
so
owing
receipts should
loan, that
receipts and
if it is
balancing, the
previous
the
every
before
the
down
set
week,
all that
be
expenditures.
keeping, this,
account
occasional
to
the
or
hand
the
compared
on
hand.
has
been
in
money
recorded
if he
The
with
borrows
110
THE
while
money,
be
a
of
should
he
may
make
illustrate
the
accounts
that
expenditures.
will
following
boy
MONEY
OF
loans
any
placed with
The
by
USE
fourteen
kept
:
RECEIVED
April 13"
Due"
Cash
From
April 15
"
E.
Car
April 17
"
Cash
"
Share
19
hand
A.
K
$0.50
1.80
60
Fishing rod, sold
April 16"
April
on
tickets, sold
E.
from
of
10
A.
50
K
10
eggs
April 2("-Allowance
2.00
$5.60
SPENT
$0.50
April 14"
Car
April \4
Lunch
03
Ball
10
Lunch
14
"
April IS"
IS
April
April 16
16
April
April 17
"
"
Fishing
45
tackle
"
Lunch
03
"
Lunch
05
Candy
OS
Lunch
04
April 17"
18"
April
tickets
$1.39
20
April
"
April 20"
Cash
Due
on
from
51
hand
E.
A.
3.30
K
$5.20
In
this
from
instead
E.
case
A.
of
the
boy
received
K., but usually kept
having
it all in money.
a
weekly
of
some
In
allowance
it
as
credit,
balancing
up
KEEPING
it
was
if the
see
down
discover
to
the
After
he
a
simple
of
the
a
the
various
amount
to
the
him
nickels.
in
the
whether
it be
of
more
the
money
to
how
besides
has
other
find out
much
his fixed
It is not,
accounts
by saving
child
and
he
cover
dis-
during
or
wise.
other-
find how
to
This
of
the
should
most
or
and
will
tend
pennies
him
with
over
future
be
that
of
of
out
it,
by buying
for the
sources
the
much
has
gone
ice-cream
as
matter
the
close
less of others.
of
how
should
account
he
gaincrl
has
receiptof
earned
from
be
by
other
lyzed
ana-
work
sources
allowance.
of course,
should
for
several
side
such
but
to
and
surprised
get the
to
as
things
some
If the
so
be
quarter
prominent
most
should
grouped,
careful
the
in bookkeeping
the
months.
more
talking
money
be
few
a
a
"lost."
At
necessary
luxury
little
In
items
purposes,
of
question kept
using
and
a
account
during
will often
items
make
and
child
of
account,
beginning.
the
is spent
head
the
elaborate
a
sion
omis-
any
instruction
similar
or
small
candy
to
same
much
The
much
for
the
failed, the boy put
some
more
oftener
or
for
year
a
will do
year
how
had
keep
may
one
and
over
has
was
make
recollect
to
lacking under
child
much
would
mistake
any
amount
a
hand
on
effort
an
111
figure how
to
cash
balance; if not, and
or
time
each
necessary
due, then
ACCOUNTS
be
necessary
confined
to
that
those
the
who
keeping
have
of
an
112
THE
allowance;
the
of the way
in which
When
of
the
child
gives
is
given
how
he
count
a
the
desires
mother
an
account
to
learn
as
he
for
her
let him
keep
helping
to
are
until
or
be
A
delayed
failure
is
frequently.
often
as
is
in
on
one
the
hate
longer
to
keeping
them.
case,
little she
most
keep
keeping
accounts
It should
unpleasant feeling.
do
of
There
why
not
failure
is
of money
that
they get
and
occurs
older
ple
peo-
dren
chil-
balance,
is borne
responsible
some
therefore, in encouraging children
records
cases,
accounts
and
is held
accounts
may
and
how
him
why
reason
sense
soon
as
this.
than
If accounts
the
If
just beginning
old.
years
can
record.
In
words.
is the chief
the
and
a
showing
twelve
serves
ob-
he
as
Then
asked
who
week
each
disagreeable, especiallyif it
This
often
so
much
dislike
often
so
for
ten
are
is
write
not
four
or
begin keeping
may
he
progress
soon
numbers.
hard
how^ever, children
not
do
account,
spell the
they
when
figures and
his
As
counts
ac-
the parent
mental
she
so
child
and
make
can
pennies
definite
do
to
write
to
three
disappears.
more
a
the
to
attention
of
of
number
his store
keeps
of
child
A
Accounts.
begin keeping
may
amount
matter.
certain
a
child
a
his money.
Personal
greatly according
and
the
to
which
vary
may
receives
Begin
to
helpful regardless
will be
the child
How
at
age
MONEY
OF
experience
and
The
"
USE
that
cation,
justifito
keep
they spend
KEEPING
without
them
asking
they have
become
have
been
taught
may
take
pride
having
ACCOUNTS
used
to
in
using the
same
money
and
the
Considerable
With
"
method
the
well
may
These
received
cash
little
and
be
in
with
of
baker's
items
be
who
had
in the
ment
state-
with
it.
obtained
by
For
ample,
ex-
just baked
in
its cost
out
of
ture,
expendi-
affairs.
household
bread
of
a
balance
may
bread, figured
sonal
per-
statements
include
should
training
of
preliminary and
out
the
girl of eleven,
first batch
and
keeping
should
returned
financial
with
keep them, they
practisein making
girls in connection
a
and
accounts
balance.
errands.
of
After
account.
keeping
men
there
supplementary
shopping
the
business
Accounts.
accounts
her
balance
how
the accounts
Other
to
113
following
parison
com:
way
BREAD
2 teaspoons
salt and
Yi
cup
molasses
M
cup
sugar
Yi sievef
3
ul
at
3 sievefuls
1 yeast
at
60c
per
5c
per
pound
flour
graham
milk
cups
6c
at
of
cake
2c
$0.01
02
gallon
01
3c per
at
02
pound
04
quart
per
flour
at
cottolenc, estimated
1 teaspoon
at
per
3c
per
18
pound
cake
02
$0.30
Tliis
half
dozen
bakery.
bread
recipe made
at
six
pounds
biscuits, which
This
shows
home,
not
that
would
of
the
work
one
seventy-five
cost
forty-five cents
counting
and
bread
and
arc
saved
cost
of
and
cents
one-
at
by making
baking.
a
THE
114
Some
take
children
the
as
"At
white
paper.
twelve
and
and
kept
lined
in the
for
this and
back
the
amount
about
old
some
ten
out
Out
that
of
no
about
and
spent
sometimes
more
expense
about
house
next
times
several
week-end.
the
I
where
always
are
pages
Too
and
self
my-
best
careful
I
choose
that
I had
kept
my
I would
wonder
money
forget
where
the
lars."
dol-
hundred
lowance
al-
an
of
account
it
received, although
make
lars
dol-
carefully
and
one
stance,
in-
For
I would
fourteen
small.
I
then
amuse
hundred
one
very
and
very
often
I liked
to
order.
I had
was
thirteen
what
I used
less than
or
difficult to
books.
plain
was
spent it for
catalogue
a
I
blank.
although
all I
at
imaginary
an
spend.
was
pay
diary
old
years
pretend
order
I
what
I would
"When
some
of
dresses, hats, etc., that
fill the
the
my
her
of
keeping."
by making
to
of
account
"When
me
I
I
cents
out
cousin's
for
one.
the
when
ways
al-
universal
of
account
dishes
gave
others
valuable
a
summer
wash
or
is
my
accounts,
is almost
by myself
into
go
she
of
record
made
one
to
dust
keep
to
Then
used
I
week,
A
illustrate,while
experience
little books
in
a
the
first I used
spent
keeping
to
bore, but there
a
that
testimony
MONEY
naturally
following reports
find them
door
OF
USE
balance
to
put
the
was
with
down
amount
CHAPTER
FINANCIAL
COMMUNISM
Practicability
Home.
In
"
one
financiering
worst
or
Dangers.
of
consists
equality
to
are
one
equal,
spent
be
or
is
to
as
else
that
being
In
satisfactory.
is
likely
and
more
both
than
the
to
be
the
all
first
the
transferred
share,
116
on
be
fails
and
that
to
concealed
the
the
tacit
one
either
belongs
their
needs
and
ever
how-
both,
both,
plan
will
not
ing
understand-
definite
is
in
absolute
an
fully
into
or
the
family
everything
belongs
for
used
of
one
often
be
that
other
method
the
wife,
must
comparison,
proper
when
must
feel
it
by
or
possible.
and
differences
mined
deter-
as
this
make
even
both
from
and
family
which
the
common
go
the
methods
husband
much
of
in
a
needed,
may
plan,
Unless
as
best
succeed
all
or
love.
on
only
To
practise.
is carried
This
"
adults
of
Spirit
is
is
spirit
the
the
earnings
The
of
one
all
more
council.
family
by
or
HOME
there
whatever
purchased
by
of
which
THE
on
homes
into
is
IN
Dependent
many
pocketbook
which
XIV
likely
with
or
standing
underto
take
without
FINANCIAL
the
and
the
destroyed, and
desires
do
other
the
spend
to
Even
similar
which
that
to
unnoticed
the desire
one's
own
the
to
each
is
and
each
is
the
money
In
unity, it is
small
some
truly give
gratify
bills
remainder
wife
It may
to
of
the
other
from
divided
as
there
not
that
is
entirely
to
or
is
some
nothing peculiarly
use
very
some
cial
is, in general, finan-
pleasant for
In
one
fund,
common
equally between
as
each
saw
at
least
to
band
hus-
then
can
spend
or
desires.
the
belong
to
They
presents
individual
personal
be,
situation
a
other
income
each
work
is
more
personally.
was
for
seemed
still found
paid
were
the
there
wife
their
other
gradually arise,
something
where
portion
and
ceal
con-
impossible.
homes
many
the
as
serly.
mi-
equally pleased, no
if it does
there
to
seems
free
as
may
pleasure of
this is
own
love
is spent,
above
special object. Where
one's
where
Even
become
they may
and
devote
to
scarcely feels
save
case,
either.
often
she
or
come
be-
described
by
if he
one,
spend freely the supply may
if both
money
for
matter
careful
right
all differences
the
denies
one
it
in the second
use
If
spends freely the equality is
more
If both
so.
117
other.
the
little extra,
a
short, and
to
of
complete approval
himself
to
COMMUNISM
to
money
home
then
husband
fit.
more
This
all
the
and
plan
satisfactorily.
would
say,
that
if there
were
118
THE
and
perfect unity
fully and
were
would
be
are
be
case
one
of
a
for
constituted
husband
and
lives.
Again,
their
it not
such
be
be too
themselves
for the
and
have
each
definitelyfixed
Partial
close
unit.
each
shall
rather
In
family
council
or
shall have
for
other
to
live his
other
a
certain
to
personal
to
plan
the
caring
even
life
own
"
an
In
probably
ideal
financial
where
be made
It may
amounts
uses.
also
be
for
The
is
rangement
ar-
there
followed, the
plans
may
less
This
be
may
funds
use.
home
a
will
or
more
being
personal
or
have
individual
certain
much
as
for his own,
Better.
same
both
not
interestingto
the
also
of all its members.
one
Will
have
Financially this
practicable.
than
Would
more
so?
all
true
desirable.
ways
for
amount
the
be true
whether
be
as
wish
and
is
not
questioned
interest?
approximation
an
children
family
do
Communism
as
good
of
in many
use
would
remain
if each, while
other
common
are
be
of the other
the
that
for
this
would
sinking of individualityto
others
welfare
purely personal
would
would
fusion
still desires
more,
mean
where
it may
a
one
other, there
there
mated,
useful, happier and
more
and
great
complete
a
for
and
theoreticallythis
even
the
of
theoretically,still,as
and
wife
interests
of
money
thousand
a
the
those
admitted
were
in
MONEY
that
so
completely
this
people
OF
love,
desire
no
If
use.
as
USE
the
chief
for
the
agreed
that
giving presents
parents
will
FINANCIAL
naturally have
but
whole
for
of
are
of
use,
end,
of money
use
do
has
That
the
which
all the income
be
produces
in
the
of
the
Common
important
home
and
public-spiritedcitizens
who
of town,
as
state
nation
or
their
own
into
selfishness.
individual
Interests.
"
financially,to
be
to
training of
the
their
It
atmosphere
the
to
it should
taught.
moral
as
money
of
consider
well
a
thus
idea
truth
is preparatory
as
member
for which
delightful social and
a
it for
unit
belongs and
an
of
other
Money
chief
that
way
family
use
some
the
a
cils
coun-
Children
the
developed
family is the
expended, is
such
for
where
been
of
Advantages
for
or
clamor
to
they often
as
in
favor
likelyto
family, than
in these
importance.
primary
common
the
interests
the
more
some
conducted
be
may
119
influence
greater
feel that
are
treated
the
they
all shall
COMMUNISM
interests
private
own
welfare.
This
ideal
omitting
to
individual
the
have
developed, however,
teach
the
equally important
of
chances
the
for
money
an
tic idea
to
family
be
earn
personal
than
payment
use
is less
without
truths
outsiders
learned.
If
children
the
easily be given.
from
comes
opposed
to
done
of
some
the
of
outside
for work
of
responsibilities. In
with
money
training may
allowance
and
rights
principles may
this financial
fund,
be
financial
dealing
these
may
the
home
If their
family
the comtnunisin the home.
THE
120
Affairs
Money
This
in
suggests
in
mind
with
a
and
of
difference
that
the
to
in
permissible
he
contribute
as
and
looseness
of
family
in
above
home
or
all
in
the
for not
no
each
is trying
carrying
the
cial
finan-
a
be
quite
There
type.
the
careful
between
not
family
to
be
strictly
taken
financial
out
be
come
be-
outside.
those
should
of
and, in
in financial
relation
of
with
plan
in
as
of the latter type,
none
very
a
family
of
second
home
a
as
possible to
success
financial
sion
suppres-
himself
as
the
dren,
chil-
the
first type would
dealing
statement
having
are
of
looseness
A
of the
of
a
just
for
excuse
the
much
where
work
one,
for
any
family
not
interests
prevent
home
in
selfish and
The
of
the
the
will
can
injury, providing
honest
will make
the
to
of
In the
happiness.
home
a
the
arate
sep-
home
a
interests
plan
not
success
In
and
dren.
chil-
nected
intimately con-
the
to
as
as
of the
without
the home
heart.
at
would
be great
members
spiritof
own
has
much
as
that
plan
are
but
others
each
life and
matters
family
a
of
training
interests
financial
member
get
family
of
"
continually have
must
adopted.
his
the
same
other,
may
of
where
to
is
seeking
the
each
affairs
The
those
home
financial
Affairs.
prevails, especially among
each
whole,
the
them.
individualism
of
one
other
plan
Other
to
that
their
deal
financial
point
a
MONEY
Related
money
from
great
OF
planning
The
a
USE
such
as
an
training
a
plan
when
in
FINANCIAL
has
one
of
been
the
are
and
outside
successful
moral
their
in
the
This
for
own
is
the
possible
personal
and
a
only
and
in
of
gratifications.
of
others
for
social
and
tions
transac-
be
follows,
best
derstood
un-
therefore,
is
use
way
them
financial
children
cial
finan-
one
all
spirit
life
the
merely
children
an
social
perhaps
proper
pleasures
of
Indeed,
It
when
exercise
training
may
training
developing
needs
life
transactions.
financial
of
means
is
properly
nature
and
Directing
involved
real
life
transactions
phases
living.
are
such
all
whole
enjoyable
and
that
children
problems
its
family.
the
their
directing
121
financial
of
upon
of
of
The
part
a
influence
affairs
of
adopted.
home
important
in
COMMUNISM
of
one
in
the
home.
both
money
and
the
for
their
CHAPTER
INSTITUTIONS
Means
of
Many
service
they
the
to
of
thrift
adults
self-indulgence
it
found
in
along
that
line
with
efifort
are
hard
Not
to
to
only
provide
in
to
social
most
well
training
than
in
the
of
while
in
because
teach
to
of
Yet
that
work
closely
lines.
other
in
the
of
to
money.
and
expended
case
how
habits
settlements
worth
better
them
overcome
use
nient
conve-
a
difficult
very
wasteful
still
are
greater
them
get
is
it
improvement
financial
much
find
and
is
and
teaching
by
which
in
with
and
best
the
community
them
saving
and
the
workers.
render
can
by providing
They
wisely.
they
of
people
working
means
that
social
by
dren
chil-
of
training
abundance
in
eties,
Soci-
Various
by
financial
the
find
them
are
buy
for
supplied
SAVINGS
Provided
Saving
Reasons
are
CHILDREN'S
FOR
of
"
XV
adults
Time
dren
chil-
giving
results
sociated
as-
are
so
habits
whose
change.
have
social
opportunity,
saving
and
settlements
done
encouragement
spending,
125
but
a
and
various
good
deal
tion
instruc-
philan-
126
THE
and
thropic
workers
week's
a
a
and
be
obtained
of
Until
debt
sharks
and
banks
clothing,
or
one
any
desired
but
for
can
only
earner
wage
considerable
a
the
at
of
the
been
have
saving
nor
It
government.
loan
instalment
the
on
and
nished
fur-
pawnbrokers,
of
expense
those
the
such
plan
with
little
charitable
single penny
sums.
favors
that
stamp
he
Teachers
post-ofifice.
the
can
the
there
is
organizations
A
savings system.
them
saving while
small
extent
and
when
he
become
there
government
small
receive
to
offering facilities for
government
an
other
opened
are
deposit of
England
or
been
banks
many
temporary
to
opportunity
country
goods
has
post-office
of
specific
ever,
slightfinancial training. Recently, how-
savings and
worth
this
sellers of
and
or
be
may
therefore, that
flourished
schools
presents
by saving
in
neither
strange,
stamp
dress, winter
a
for this form
is not
In
for
money
poorly paid
or
recently
the
provided
time.
by
a
the
by
conveniences
money
coat,
a
save
may
things that
in
by going
the
others
as
hundred
have
organizations have
vacation, Christmas
of
length
MONEY
tory
department-store employees, fac-
such
purposes,
OF
business
which
by
means
USE
a
need
conduct
to
child
a
furnishes
to
a
buy
may
shilling's
depositor
only
for
need
no
has
positor
de-
small
in
the
encourage
the
tunity.
oppor-
CHILDREN'S
Work
this
of
schools
in
there
is need
furnish
to
instruction
only
in
reached.
had
In
1913
five
deposited
In
schools.
school
children
society
In
in
visits
In
in part
a
the
The
others
the
few
Methods
forms
of
the
are
often
see
does
the
of
r.oth
that
so
usually one
the
saving
have
amount,
to
the
the
counts,
ac-
society
of
most
as
the
local
soon
or
the
to,
ment
depart-
surface
and
school
covered
the
by
and
purpose
they
children
two
on
banks
The
The
"
carried
same
as
dollar.
younger
increased
Used.
saving system
stamp
arranged
appeals
ings.
sav-
is attended
matter
money
deposits
by
and
Most
individual
system
of
thorities
au-
for the
keeping
agent
schools
school
much
do
some
school.
banking system,
of
an
saving
the
and
the
where
cases
caring
teachers
places the
high
Two
principal
are
of
least, by pupils in the commercial
at
of
schools
the
is
children
through
with
in
teachers
towns,
million
a
now
population
facilities for
receiving the savings
bank
work.
dollars
cases
while
the
million
cooperating
the
some
of
work
is
with
or
of
given
are
bank
or
quarter
and
is
cities and
large proportion
a
This
of the school
the
saving
matters.
hundred
two
a
for
In
"
for
places
most
facilities
fraction
small
a
in
financial
perhaps
Saving.
Promoting
both
regarding
done
being
but
Schools
country
127
SAVINGS
take
charge
reach
stamp
because
a
tain
cer-
saving
they
by stamps
can
how
savings
their
stamps
possessionof
the
is
adults
of
that
ing
growing. To older children buybabyish, while an account
seem
are
may
and
book
gives
also
keeping
accounts.
also
so
not
that
system
"The
circular
also
the
to
savings system
above
a
large
of the
"The
describes
Bank
the
and
of
in November,
of
large
amount
that
the
of
some
ninety-eightpupils
on
of
the
school
deposit is
well
this conclusive
being done?
boys and
ness.
busi-
money,
saving for
Is not
is
iarity
familand
sums
of
and
particularly
this system
dollars.
of
duced
intro-
was
banks
thousand,
the
good
good
a
pupils some
practisesof
Three
number
the value
give
plan
thousand
ten
evidence
by Superintendent
develop thrift, frugality
to
is
following,
The
"
present availingthemselves
at
are
loss
:
develop the habit
purpose.
of
methods
saving system.
Savings
saving
the
encourage
rather
well
actual
the
It is not
definite
Michigan,
is to
self-denial, and
but
out
to
latter system
proper
Lansing public schools
Its aim
with
Place.
School
of
system
1908.
The
stamp
sent
working
into the
to
in the
in One
a
is
pride.
similar
Disappointment through
Lansing,
Cummings,
book
training in
some
likelyas
from
quoted
bank
a
of
matter
a
it Works
How
MONEY
OF
USE
THE
128
girlsare
Certainly
learning
of the penny.
system
a
in itself is
desire
to
start
a
simple.
savings
Each
account
pressing
pupil ex-
is fur-
CHILDREN'S
nished
the
by
for
ruled
school
teacher
of
each
the
with
'bank
as
money
thus
received
him
in the
any
pupil aggregate
out
the
at
from
and
bank,
entitlinghim
the
to
bank,
the
to
a
deposit
The
above
a
the
the
a
Be
bank
receives
in
taken
book.
for
appears
the
upon
pupil
the
each
first
sequent
sub-
dollar.
one
rules
certain
bank's
the
for
For
credit
pupil,
the
by
and
deposits it
Observed.
saving system
saving
is not
of
wise
question
greater
he
credit
slipis
the
slipto
a
account
and
tions,
regula-
pupil'scard,
system."
To
from
of
This
regular
of which
copy
Cautions
idea
dollar's
plan, subject to
constitutes
results
particularschool's
he
where
deposit receives
that
of
principalchecks
the
issues
over
deposits
dollar
bank
The
deposited by
one
one
saving department.
credited
deposit.
the
When
rectly
dithe
by
set
once
and
building
the
pupil
is turned
teacher
depository bank.
dollar
one
the
at
of such
the
by
day
pupil is
the
the amount
principal of
the
card,
of
the
by
the
upon
day,' and
with
manila
small
a
made
are
teacher
his card
129
thirty-eightweeks
the
upon
to
with
Deposits
year.
school
SAVINGS
importance.
the
get
school
in
only thing
spending
The
To
"
is of
so-called
to
the
the
of
will
persistwith
few. except miserly persons,
the
advantages
of
them
through
.such
getting
a
saving
great
arc
deal
mere
emphasize;
equal
habit
best
or
even
saving
unless
impressed
of
on
satisfaction
130
from
the
to
THE
USE
money
that
often
to
as
at
is the
of
wealth.
It may
and
fice
sacri-
on
the
or
city
for
wise
to
ideals
habits
and
be
of
keeping
in
his
definite
furnish
tellingor
most
for
than
things
the
most
Children
money.
writing
the
money
long
This
there
as
is the
an
son
rea-
is shown
then
in
it dies
out
of
is
in
any
given
money
that
has
and
the
better
steadily develop
financial
money
with
only
likely to continue
spent in talking to
Also
will
save
in
show
a
is abandoned.
attention
will
spending
it.
is
led
objectionable
making
two,
spending
interest
dren
chil-
cases,
interest
or
year
hand,
children
got the
a
some
as
dren
chil-
some
themselves
cities,great
other
the
saved
well
in
chief
the
other
puts
as
adults
infrequently the plan
not
hoard
become
competition.
individual
to
and
with
has, in
concern
some
savings system
ways
also
that
in many
why,
may
time
This
frequently popular only
are
novelty
been
and
rivalry between
Institutions
town
competing
savings.
disadvantage
a
as
saving
in
of
amount
stealing.
If,
required
saving is emphasized
consists
to
and
but
nothing
interest
a
has
MONEY
save.
Where
is
OF
affairs.
More
time
children
about
good
in
for
them
urging
which
natural
may
account
they had
to
child
a
motive
often
be
of
how
saved.
is
for
ested
inter-
they
THE
132
tinued
to
sure
were
them.
chief
In
done
the
USE
that
the
Rivalry
money
prominent
experience
the
named
little
schools
that
feature
one
was
by
Seventeen
year.
a
the
valuable
to
one
majority
as
the
saving.
to
cities
most
MONEY
than
more
was
incentive
by
for
deposit
OF
was
to
was
in
reported
suggest
being
saved.
all
promotion
as
having
of
ways
This
of
been
spending
should
saving.
be
a
CHAPTER
SCHOOL
ARITHMETIC
Aims
Two
in the
aims
teaching
and
ciphnary,
arithmetic
FINANCIAL
of
Arithmetical
the
"
dis-
or
people
in
favor
it is of
believe
prominent
common
with
regarded
ing.
Train-
scientific
the
practical. By
they
TRAINING
varyingly
arithmetic,
been
because
in
been
have
the
has
country,
AND
Deficiencies
and
"
XVI
this
practicalvalue,
especially to boys.
Until
recently, however,
and
the
and
scholastic
by
the
be
of
were
the
basis
of
l^est form
influenced
should
sorts
idea
have
that
of
by
mental
the
discipline.
demand
practical value,
subjects
and
introduced
of
of
long
and
thorough
to
exercises
into
the
careful
133
that
the
training
Yet
that
extent
with
text-books
and
by
they
arithmetic
connected
drill
by
science
exact
an
as
books
text-
dominated
been
arithmetic
pedagogic theory
in it is the
were
teachers
many
of
writers
most
teachers.
all
ness
busimade
Long
JHE
134
hours
banking,
and
of
good
not
Text-book
clerks
and
some
into
cases
both
schools
improved
terms
The
of
of
are
high
schools
other
or
spite of
that
common
ness
busi-
these
forts,
ef-
graduates
most
practically
not
are
made
were
technicalities.
banking
In
forms
the
examples
in school.
on
ters
mat-
clearly and
more
less illustrative
and
grade
continued
these
introduction
imaginary
an
complaints
of
sions
commis-
or
men
from
seen
never
bonds
teachers
school.
carried
was
the
by
practicaland
In
had
mission
com-
practical calculations.
in
illustratingthem
more
fresh
partial
in
insurance,
Still business
by explaining
business
of
heard
or
makers
somewhat
of
examples
stocks, bonds,
school.
that
complain
were
working
check
a
outside
to
MONEY
taxation, by pupils who
cashed
note,
OF
in
spent
were
payments,
a
USE
trained.
Academic
this
unfortunate
first is that
condition
the
text-book
makers
academic.
In
for
Prominent.
Idea
arithmetic
teaching,
and
most
as
of
exact
classifications
was
increased
by
papers.
with
a
view
and
the
in
educators,
processes.
showing
set
were
the
The
efforts
continued
had
science
Examples
to
of
spite
standards
for
reasons
mentioned.
be
may
teachers
cases
an
Two
"
great
for
and
This
in
to
clearly the
be
respect
the
ditional
tra-
tendency
grading
selected
of
and
amination
ex-
ranged
ar-
different
SCHOOL
of
types
ARITHMETIC
and
examples
followed
for
that
each
this
was
this
out
when
thoroughness
examinations.
knew
that
problems
get the
the
correctly
prescribed by
the
However
as
impossible
for
to
the
interest, or
which
it is
This
point
that
it is the
the
of
or
to
view
the
may
for
that
able
un-
part of
cian
mathemati-
as
of
embodying
the
debt
defended
are
by
on
reasons.
the
important
means
upon
ciple
prin-
of
logical statement
It
importance
mathematical
the
particular problems
the
a
the nature
principles that
of
often
on
much
be
forms
the
were
as
to
out
important thing.
attach
as
to
as
case.
problem
is the
to
computed,
involved
than
him
strange,
every
is
they
child
so
much
the
terest
indid
write
to
to
attitude
is not
general principlewhich
of
tried
this academic
This
rule
tried
made
often
to
classifythe
to
was
according
was
educators
naturally regards
rate
it
and
Each
right
teacher, if she
work,
all concerned.
a
loss.
also
He
of
particular
problems
the
apply
explain
the
hard
change
and
only by
subjected
no
the
pupil
a
as
answer.
and
example
to
of
spectably
re-
evidence
were
felt
children
his business
of
pupils
experienced profitor
required
feature
show
she
subject-matter
who
care
could
her
The
in the
not
idea
soned
rea-
his books
felt that
teacher
be
must
maker
make
to
the
that
text-book
necessary
and
rule
exact
The
type.
scientific
carrying
the
135
of
ground
rather
which
THE
136
they
the
OF
studied.
being
are
makes
USE
arithmetic
MONEY
it is this attitude
Yet
teaching
academic
that
rather
than
practical.
The
Business
is not
concerned
Attitude.
but
with
particular problem
the
cents
of
be
to
the
transaction
the
are
the
received
all, are
principlesand
the
which
or
paid
and
the
correct
and
dollars
means
The
out.
to
answer
exact
nature
volved
inparticularamounts
notes
most
carefully,while
things he
of
principlesapplied,if thought
mathematical
at
of business
man
mathematical
with
logical statements,
The
"
only
important end,
the
to
means
a
rect
cor-
answer.
The
natural
of
that
much
the
correct
business
the
to
attitude
of
He
analogous
is inclined
to
scholarly teacher,
a
to
think,
that
the
portant
obtained, is the im-
how
matter
no
is
child
the
man.
disgust
answer,
of
thing.
As
long
in the
Some
the
school
means
child
The
correct
the
teacher
in the
him
and
and
of
view
by experience
result is
found
of
with
business
of
in
blunder
be
must
importance
is
standpoint
prominent
arithmetic, pupils will get good
must
scholarlypoint
the
academic
of
teaching
in
marks
as
the
the
harmonizing
natural
of
attitude
man.
allow
to
the
results, but
that
practical affairs.
by adhering
she
best
the
to
child
belief
convince
must
way
certain
his
to
get
the
mathematical
SCHOOL
principlesand
in
certain
a
also
perhaps
If
way.
she
by arranging the work
and
likelythat there is something
the
rules
of
Business
Lacking.
usually fails
arithmetic
practicalis closelyrelated
is that
child
the
in business
real
knowledge
that
that
he
has
he
has
Mr.
owes
a
for
B
the
to
not
play it
and
without
a
has
real
be
per
taking
so
to
is not
should
one
perform
an
eration
op-
perform,
to
and
soon,
save
now,
to
how
that
you
pains
It
the
it is
to
have
in
much
two
dred
hun-
of
goods
gives
only
a
little
a
that
goods
in real
quite inferior
play
?
suppose
consigned
much
him
thousand
cent.
transaction
can
you
It
no
or
he
fiftycents' worth
imagination
who
may
hunting, for
that
it make
John, but he knows
and
a
his
merchant
chum
little
performing
sellingone
of three
commission
exercise
has
in which
to
make
to
requirements.
does
forty-sixdollars
at
he
attempted
for
motive
no
difference
A
which
never
meeting school
of
What
Mr.
of
The
"
involved
expectation of performing
no
with
first.
the
to
processes
exactly how
has
he
taught
perfectly natural
learn
to
that
that
been
experience, or
or
It is
be eager
not
has
transactions
interested.
either
wrong,
Facts
effort
the
why
reason
then
teaching.
her
Knowledge
second
of
arrangements
it is
or
him
convince
not
can
rules
advantages of such
the
137
ARITHMETIC
he
his
to
play
killed
taking
the
aim
fair
afAs
money.
imaginary
is
lion
lion
as
is
in
necessary
Acting
give
of
but
any
the
the
or
transactions
in
persons
that
knows
Attempts
follows, from
as
Evans'
Mr.
and
dollars.
sixty
one-half
The
of
actually
such
cerned.
con-
ple
exam-
an
five
taxation
there
is
hundred
and
is two
assessed
is the
What
cent.
per
thousand
rate
is
problems.
is three
tax
for
self
pupil him-
the
In
the
not
solving it, as
are
"
nature
learning
popular arithmetic,
a
give reality to
to
attempt
an
he
does
does
for
which
Improvement.
at
mission.
com-
motive
same
in
real
that
and
particular problem,
general principles involved
given by
the
real
the
But
solving.
children
younger
the
solving
is
of
idea
better
he
of
amount
transactions, however,
much
a
problems
the
give
business
out
MONEY
the
calculating
pupil
a
OF
USE
JHE
138
value
of his
property?
Since, however,
of
is
this
of
one
applicationsof percentage,
anything
that
what
In
six
the
the
another,
problems
are
with
a
Mr.
pupils
valuation
Three
three
do
to
of
Mr.
regarding
of
related
these
in
feel
are
such
the
a
of
desire
any
property
beet
field is
growing
problems
of
has
which
is
there
Evans'
of
list of
other
Evans,
will
diagram
no
a
no
to
ability
probknow
really is.
given
and
beets
low.
fol-
independent problems
a
way
that
the
answer
and
to
THE
140
would
be
much
best
do, the financial
to
than
more
asked
were
received
studied
the
prices
if
study
of
that
the
thought
actual
of
been
business
Interest
problems
some
time
in
that
the
life
are
future.
The
for
desires
most
rected
cor-
the
cality.
lo-
prices
tions
transac-
ever,
Nearly all, how-
fundamental
in
like
they
tions
operato
came
to
means
work
to
obtain
results
that
and
to
will
satisfy.
with
arouse
to
can
be
desires
calculations
financial
finding
take
at
problems
The
the
be
than
meet
may
now.
to
to
more
solve
must
idea, then, is
arithmetical
connected
he
those
means
a
order
do
must
solved
have
is
In
"
He
really wishes
knowledge
Since
financial
child
the
work
it will be.
arithmetical
real
Needed.
are
really wants
arithmetical
all
noticed
when
Solutions
solve
he
and
problems.
in
that
drill
to
in that
had
arithmetic.
value
genuinely practical
he
about
anything
in their
reasonable
students
the
few
a
attention
problems
not
were
only
gave
in concrete
they
of
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who
training they
arithmetic,
teacher
a
mentioned
learned
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be
students
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study
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the
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ARITHMETIC
SCHOOL
is
close
relation
children
and
a
of
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easier
arithmetical
get
cents
in
mean
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way
child
not
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only
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but
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basis
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good
a
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in
concerned
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for
such
the
children
In
for
the
"
lunch-room
The
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imaginary
class
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and
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attempted
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measures
follows.
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copied
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children, yet the
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from
cost
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problems
has
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so
really
of
heard
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processes
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It is very
training.
if he
dollars
or
the
and
child
a
calculations
experiences
many
financial
their
to
arithmetical
the
between
141
of
total
the
ing
prices besucceeded.
all put
down
mistakes
answer
were
was,
in
USE
THE
142
In the
same
recipe: one
class,cocoa
and
one-half
OF
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made
according
tablespoons of
cocoa,
to
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SCHOOL
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two
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of
parts
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two
sugar,
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succeeded
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results
for
items.
pound,
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follows
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water,
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correctly.
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to
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the
formula,
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no
all
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sugar.
best
:
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$1.72
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Made
no
used
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tablespoons equal
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boiling
problem and labeling them
ranged from sixty-threecents
the
answers
paper
of
cups
dollars
in
143
milk, all multipliedby thirty-four for
of
cups
ARITHMETIC
34
.05 lb.
recipe. Cost?
times
milk
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of
cup
were
a
recipe for tapioca
tapioca,
of
two
sugar,
similar,
mistakes
cocoa
of
cups
cream,
milk,
two
cocoa
oz.
fourth
one-
one-third
eggs,
multiplied by twenty-four,
no
indicate
two
agreeing
that
the
in all the
concrete
cup
results
the
items.
facts
arc
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not
closely associated
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fourth
to
seen
of
the
in
for
eight
children
the
The
previous cooking
cooking
of
by
the
to
pupils
actual
into
select
unit
of
number
cost.
children
the
in arithmetic
these
culating
cal-
with
get the
to
is
had
significant
two
calculating while
in
to
make
think
them
significantfor cooking
cup,
pound, significant for
unit
the
this
of
work
sufficient
been
translating the
purposes,
is
significant
i. e., the
other
the
experience
not
is the
experience
in book
had
one-
In
combined
once
experience
facts, but
recipe
purposes.
cooking,
multiplied one
and
prepared
the
(a pound)
at
in
significantthing
their
in calculating.
larger recipe. This
the
cooking
cents
cups,
and
used
symbols
following
for
is necessary
and
MONEY
tapioca multiplied by twenty-four
cost,
thing
the
six cups
mean
all that
with
example,
cup
OF
USE
THE
144
culating
cal-
purposes.
Most
the
of
children
evidently
clearness
of
language
used
in
the
in
also
children
had
noticed
process
neither
that
each
thinking
equivalents
processes
These
were
of
are
this character,
could
have
whether
of
reasonable.
teacher
is
has
expected
the
symbol
few
were
if the
avoided
been
not
the
answers
It is evident
failed
to
to
rors
er-
decimal
in
except
or
sufficient
with
calculating. There
points.
they obtained
not
concrete
arithmetical
that
made
mistakes
the
fore
there-
teach
teach, but
the
it is
ARITHMETIC
SCHOOL
that
equally evident
their
to
to
in
of
such
life.
a
have
or
other
the
other.
In
the
school
done
work
arts
otherwise
been
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of
cost
the
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either
of whom
the
solved
in
complete failures
time,
both
esses
proc-
phase and
one
described
work
have
to
same
teach
in
occurring
problems
often
the
at
emphasizing
ing
cook-
practicalpurposes
processes
where
is needed
calculating and
the
serve
teacher
selves
them-
the
above
practical
arithmetic
the
would
the
class,
probably
have
numerous.
sewing class the
garments
samples
after
both
one
were
more
In
are
the
third
of
teachers, both
two
they confine
as
possibilities
are,
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together,
was
to
as
teach
a
processes
way
The
teacher
one
long
specialwork
the two
connect
as
145
of
they had
their
hour's
simple problems.
$0.30
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work.
effort, needed
calculated
children
The
made.
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in
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the
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MONEY
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USE
THE
146
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regular
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them
well
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children
with
the
in
in
academic
more
his younger
as
of
idea
training
mathematics
of
have
of
followers
less blind
or
exercisingtheir
of
thought
well
so
science
them
no
MONEY.
nor
the
exact
realitymade
rules, with
OF
before,
as
Teachers
sister.
in
USE
JHE
148
ment
judg-
own
solving problems.
SUGGESTIONS
Courses
of
"projects"
the
on
in manual
study
than
balance
step
from
the
for
reasons
of
instead
children
the
studied
the
same
begin
learn
end
with
they
on
in
or
The
learn
the
plan it is difficult
of
to
the
showing
usual
ends
various
systematic
get
could
times,
be
gained
as
construction, then,
the
at
by
a
given
process
can
to
certain
in
be
get
having
solutions
principle involved
common
how
how
shown
one
to
could
either
may
where
then
knowledge
while
process
too
were
the
one
may
letters of
learning arithmetical
plan of
incidental
or
to
at
where
words,
it is hard
worked
binations,
com-
composed.
are
Both
number
question is much
reading,
processes
by
as
processes
high school, arithmetic
language,
or
be
were
paper.
science.
grammar,
words,
project
the
or
a
as
regarding
letters, then
which
In
systematically
or
problem
they would
easily
problems
this plan
tables
a
similar
are
concrete
If
in
numbers
eighth grade
that
There
incidentally learn
the
more
process
as
or
would
more
by passing step by
way.
learn
not
calculation
mental
Later, in the
-be
would
make
to
cares
by solving
abstract
an
whenever
easy
perform
child
difficult processes.
it in
studying
and
large for
the
incidental
the
and
learning produced
more
exercises, but
separate
interest
learning arithmetic
the
followed
of
being replaced by
are
the
something
ease
to
easy
that
ground
training in making
training
were
of
arithmetic,
edge.
practical knowlmany
problems
needed
in the
times, calling attention
several
used
for
problems
other
and
solutions.
CHAPTER
XVII
ARITHMETIC
Practical
WITH
Vital
and
MOTIVE
A
Arithmetic.
derived
from
great
as
are
other
any
the
claimed
with
value
for
The
A
benefits
work
problems
like
those
decreased
the
subject
the
practical
Only
by
and
somewhat
the
few,
value
to
to
and
other
value
in
can
full
hand,
of
them
discouragement.
real
life
increasing
having
has
ably
probof
value
much
very
the
child
is
of
the
ture
na-
On
the
pnjduced.
be
is
cial
finan-
with
appreciation
training
149
work
which
arithmetic
financial
tained
ob-
of
disciplinary
arithmetical
a
school
each
many.
problems
interested
in
without
the
taught
practical by
the
associating
other
and
ideas
the
well
be
may
majority
great
the
to
more
the
make
attempt
many
but
for
when
in
pupils
confused
various
claimed
arithmetic
of
study
present-day
that
thinking
few
science
a
the
be
to
exact
old-time
thoroughness.
only
All
allow
of
the
these
got
will
as
from
science.
science
disciplinary
arithmetic
derived
those
as
abstract
educational
of
study
benefits
The
"
imperfect
and
sonally
per-
in-
150
THE
USE
without
exact
OF
If the
processes.
child
training in the home,
school,
in arithmetic.
build
to
The
this
on
has
arithmetic
financial
training.
had
and
of
after
laid
school, however,
needs
but
work
This
it must
with
is
real
entering
for
work
only
not
continue
life and
done
being
now
metical
arith-
cial
good finan-
been
foundation
associate
has
before
foundation
good
a
knowledge
good
pretty
a
MONEY
to
with
in many
ways.
Some
of
these
indirect
more
arithmetic
uses
and
artificial.
in real life
are
sooner
in which
had
should
have
possible.
allowing
as
To
for
the
to
what
various
cupations
oc-
large
a
determine
and
attention
out
of
amount
and
difference
it
plot of
involved
of
a
involved
his
that
that
to
size of
each
good
deal
a
teacher
one
ground
own
was
piece of ground
desired
was
the
that
tween
be-
vitallyinterested
are
pupils lay
The
paths
The
"
work
children
limited
was
such
chiefly in
deciding
or
profitablein
Plots.
her
gardening.
be used
of
significance.
value
costs,
arithmetical
forcibly brought
for
of
uses
most
financial
others
transactions.
ordinary
she
all the
ultimate
least
or
Garden
Planning
when
of
are
is most
and
in affairs
of
determining
or
procedure
Not
and
regarding pounds, bushels, gallons,
miles, etc.,
comparing
natural
financial,but
are
later
or
Computation
acres,
direct and
are
could
each
cultivate
one
as
plot after
of
careful
vigor and
unusual
with
intensity,persistency and
greater
the
of
that
meant
have
as
in
just
After
how
prices
for
giving him
of
ideas
to
systematic
Garden
by
the
State
by
one
the
the
can
of
the
teacher
ket
waste-basthese
all
going
to
can,
we
new
to
put
at
a
garden, planning
ing
order-
will be needed,
fertilizer and
and
of
transactions, in
arithmetical
not
processes,
financial
child's
and
be
an
ciation
asso-
in
training by
abilityin practical
developed
in
years
arithmetic.
formal
school
for
business
"
The
following
is
a
cash
gardening operations carried
eighth grade of
Normal
in
plot give knowledge
each
that
Accounts.
of
are
appreciationof
an
calculation
of
"We
of seed
necessary
adds
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change
the
paper,
any
work
other
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of seed
kind
cost
and
of his
in the
laid out
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witii the
a
are
necessary
computing
than
thrown
was
with
problems
said.
he
of each
much
on
piece of ground
a
grounds
the
the
something.
big
garden,"
was
all there
was
problems
it
then
it and
and
in
they put the work
arithmetic
marked
cause
ability
or
success
the
replied that
he
attitude
asked
When
others.
One
problems.
the
at
difficult
these
at
all worked
little interest
shown
worked
in arithmetic
of
interest
hitherto
had
boy who
151
MOTIVE
children
The
computing.
and
measuring
A
WITH
ARITHMETIC
the
training scho(jl
Hyannis, Massachusetts,
pupils.
at
as
count
acon
the
kept
USE
THE
152
EIGHTH
MONEY
OF
ACCOUNT
CASH
GARDEN,
GRADE
Dr.
1913
19"
Sept.
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Mr.
Beans,
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1913
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25
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balance
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Practical
children
Hkely
are
to
practicaltraining, is
of
to
a
teacher
fumigate
eighth grade
connection
Needed.
Judgment
had
with
yet when
of
a
without
be
shown
by
nature
a
the
he
told
good
study, who
His
already worked
in
which
them
helpless
deal
of
following experience
greenhouse.
work
How
"
was
pupils of
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the
problems
some
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prepar-
had
amount
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mate-
ARITHMETIC
rial
required
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were
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they
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solve
with
and
done
work,
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materials
motive
must
for
appear
arithmetical
be very
good
practicaltraining
shortest
11).=2
20
lb
cups
cups
as
in
way?
$0.02
cups
as
work
SAUCE
Ib.=4
gaging
en-
it.
in the
WHITE
$0.08 qt.=4
Vi teaspoon,
Total
in
if
cost
a
or
necessary
arithmetical
to
seems
is necessary
what
1 cup,
be
the
thing
some-
for
calculations
it result
HEAVY
Milk,
enough
must
cooking
does
but
in the
figure the
following example
in connection
are
accomplishing
to
means
necessary
to
in
"
individually
examples
There
task.
in the
In
furnish
to
to
It is not
cost.
doing
are
themselves
be secured
to
are
children
calculations
various
"
least
work
to
practical arts
other
the
value
results
best
the
and
where
actual
school
the
the
would
realized
greenhouse
cooking, sewing
work
a
feet
problem.
In
to
cubic
in which
them
153
MOTIVE
much
how
greenhouse
standing, only half
first
A
hundred
each
to
the
fumigate
to
WITH
02062
00090
00002
$0.04154
THE
154
Is
USE
it necessary
of
amount
take
time
the
that
they
would
divide
by
The
or
material
hand,
may
make
The
of
for
supplied
the
largely
get the
a
sidewalk,
best
dress,
a
without
a
for
of
in
the
a
cost
small
so
On
the
the
volves
inother
whole
the
meal
for
menu
the
way
that
the
keeping
the
pense
ex-
a
gives
finance
the
very
and
in
best
metical
arith-
girls and
way,
or
for
the
training by planning
hammock,
formal
a
which
answer,
cost,
themselves
of
cost
are
such
similar
ding
pud-
practical financial
or
amount,
In
work
in
least
at
certain
a
doing
each,
of
the
fractions.
week,
a
practical training
are
for
able.
Desir-
Not
amounts
of persons,
number
lunches
be
of
processes.
who
is
little
little for
cares
group
within
sort
time
girls to plan
may
for
cost
computing
for
a
merous
nu-
cost
little dab
with
school
best
of
a
long operations
certain
a
and
training.
pupil
the
the
total
the
Only
making
usually gives
arithmetical
that
of
perhaps
that
avoid
the
Practise
for
hanger
coat
and
process
practise?
feel
children
\
practise
a
for
man
?
Figuring
"
the
by figuring
small
practical
practical man
a
the
not
then, if he wished
twelve
of
cost
any
Do
so?
fractions
girls and
Exact
Would
not
twelve
for
do
the
calculating only
small
and
used?
to
are
Again,
calculate
to
salt
MONEY
OF
bookcase,
exceeding
boys
school
how
fence
a
a
to
or
certain
THE
156
USE
CREAM
SPANISH
1
tablespoon
3
cups
3
eggs
Yi
granulated
gelatine
$0,025
06
milk
06
cup
1
MONEY
OF
0127
sugar
0104
vanilla
teaspoon
J4 teaspoon
0005
salt
$0.1686
CHEESE
WAFERS
$0,025
cheese
Yi, pound
03
Crackers
$0,055
DRESSED
LETTUCE
$0.08
1 head
lettuce
French
Dressing
"
01
Seasonings
2
tablespoons
0014
4
tablespoons olive oil
vinegar
0388
$0.1302
MASHED
8
potatoes
2
tablespoons
Yi
cup
POTATO
$0.18
0206
butter
,
milk
01
005
Seasonings
$0.1156
WHITE
1 cup
SAUCE
$0.02
milk
2
tablespoons
flour
.0008
2
tablespoons
butter
.0206
Seasonings
.005
$0.0464
WITH
ARITHMETIC
-
4
1
157
MOTIVE
CAKE
SPONGE
$0.10
eggs
1 cup
Yi
A
0255
sugar
0025
flour
potato
cup
baking
teaspoon
01
powder
047
Frosting
$0,185
Yi
1
water
cup
cup
Yi
FROSTING
MOUNTAIN
WHITE
$0.0255
sugar
0125
(white)
egg
005
vanilla
Yi teaspoons
$0,043
COFFEE
1
cup
1
egg
02
Yi, lb. lump
Yi Pt.
$0.08
coflFee
sugar
@
cream
01
.08 lb
@
11
.08
$0.19
13, 1913
NOVEMBER
LUNCHEON.
$1.57
Total
Menu
Potato
$0.20
soup
02
Croutons
Lamb
Cost
chops
Mashed
Creamed
(kidney),
@
.30 lb
11
potatoes
carrots
41
(white
sauce)
05
Bread
05
Butter, J4 lb. ("^ .33 lb
08
Dressed
11
Cheese
Spanish
lettuce
wafers
04
cream
21
158
USE
THE
MONEY
OF
14
cake
Sponge
105
Coffee
for
Frosting
143
cake
$1,573
This
lunch
The
cost
in detail
served
was
of each
to
six persons
article in the
separate cards
on
card.
The
forms
to
Slight
errors,
pupils
be
and
the
apparently
another
on
instructed
work
in
totals
the
probably
were
used
and
recorded
was
menu
the
to
as
neatly done.
was
copying,
ever,
how-
were,
made.
Such
problems, involving
used,
proportion
do
answer,
the
the
and
business
mathematical
plan
of
skilled
the
keeping
for
in
judgment
School
Repairs
authorities
and
and
repair, it will
and
In
and
a
complete
having the children, under
furniture
finance
in
them
workmen
in
teachers, make
apparatus
be
In
truths.
a
correct
develop economic
them
connection
and
possible to
groups,
to
and
plies.
Sup-
abandon
policy of providing buildings, furniture
and
tually
ac-
calculations.
school
When
financial
responsibilityfor
pupils solving
Responsibility
"
feel
they
as
appreciation
with
give valuable
must
materials
of
cost
and
the
tus
appara-
repair, for
the
a
guidance
good
deal
keep everything
bring children,
face
the
actual
where
eighth-grade
problems
children
of
in
vidually
indi-
figuring.
school
of
were
of
ARITHMETIC
lunch
serving
in
part
WITH
for
making
the
and
mistakes
in
making
closely. This
it not
have
thrown
have
given
that
is found
have
been
a
view
at
that
them
there
the
in
real
to
life?
and
them
they
with
the
thus
efficient work
to
prices of
would
practise,to
Should
costs
compare
no
were
it all pretty
some
stimulus
same
thing
every-
first; but
at
the
The
that
sure
responsibility on
fixing future
to
make
counts
ac-
preparing
materials.
possible, after
the
asked
to
and
in
as
perhaps well
been
have
well
took
the
up
change, supervised
was
they
making
of
served
properly
was
159
children
cost
in order
teacher, however,
in
as
the
MOTIVE
the
and
change
figuring
of
rest
of the lunch-room,
lunch
A
also
not
receipts,with
articles
served
lunch?
When
in
the
has
a
certain
furniture
and
in
making
that
comes
things of
making
school
time
children
commercial
value
apportionment
and
to
for
apparatus
improvements
engaged
are
and
and
be used
that
financial
training involved
commercial
real
students
bookkeeping
may
in
in such
keep
building,
to
and
with
will be
get the
but
processes,
books
connection
in supplying
repairs,it
possible not only for pupilsdoing the work
each
carry
the
the
on
school
finances.
Expert
To
be
on
Training
in All
entirely successful
with
the
idea,
Lines
such
so
common
work
Not
Needed.
must
in many
not
be
"
ried
car-
schools,
THE
160
each
that
pupil
thing and
A
knows
grocer
with
of
and
the
own
know
the
something
of
the
of
keeping
he
cooking
in
of
other
to
will enable
hand
the
has
connected
part, but
a
make
be
not
the
a
board
cup-
know
and
practicablecupboard,
a
in
report of
a
keeper
of
materials
books
do
to
in
experts
they should
but
way
processes,
records
need
room
plan
to
but
the
similar
it is to
bookkeeping,
one
keeping,
book-
plumbing,
a
for
or
in school.
dry goods and
In
specialbusiness
the
every
community
business.
in which
jobs
of
only of the goods and
whose
enough
that
his
methods
various
cooking
of
of
something
pupil should
pupils
in
baking, carpentering and
transactions
materials
much
so
their counterpart
specialknowledge
has
each
found
have
to
just
equal efficiency.Instead,
conditions-
of
he
attain
be allowed
should
MONEY
learn
must
all must
actual
the
OF
USE
used
his work
properly.
Make-Believe
devices
have
been
arithmetical
make
used
with
money,
ing, banking,
of
play
devices
as
much
or
may
etc.
Many
interested
them
This
to
success
tions
transac-
sellingwith
and
involve
small
With
because
some
children
they
are
adult
activities
interest
is not,
playing at
actually doing things.
Various
imaginary bookkeep-'
on
quite well
in
business
buying
of
"
less
or
and
as
carrying
make-believe.
work
more
processes
real to children, such
imitation
Business.
Real
and
sort
such
often
as
in
how-
ARITHMETIC
often
ever,
enough
strong
with
working
rather,
WITH
in other
as
form
of
parts
done,
MOTIVE
make
to
and
care
A
161
them
persist in
would
They
exactness.
imaginative play, go through the
doing things but
of
instead
all the
imagine
difficult
troubling themselves
to
do
so
tractive
at-
them.
With
older
children
They
for
long
very
for
value
of
better
them,
the
forms
for
schoolroom
and
the
is
This
of
one
not
have
arithmetical
the children
the
such
who
carrying
use
of their
The
on
make
of
children
or
They
business
serve
real.
tions
calculamake.
must
giving realityto
good
a
are
just such
banker
or
interest
the
that
brought into the
are
ways
and
calculations.
preparation
for
however,
may,
responsibilityin
know
will not
that
make
those
any
figures.
If, however,
believe
best
personal
making
are
them
problems
calculations
receipts,etc.,
business.
a
the
transactions
business
processes
into
enables
of
conditions
for
thing
learning some-
business, which
clerk, bookkeeper
arithmetical
going
the
the
bills,notes,
as
of
is in
chief
values
chief
the
work,
The
arithmetic.
cases
material
of
one
in such
in business
In other
Real
and
satisfied
not
are
transactions.
sham
picture
to
given
as
with
is not
make-believe
realities and
crave
children
younger
the
the
pupil has interspersedwith
problems and
real business
problems
make-
of other
USE
THE
162
people
individual
and
in
which
results
or
to
some
real, and
pupil
the
interest
will
in
obtained
In
occupations
figuring
the
and
expenses
the
practicalproblems
dresses
taking
them,
and
them
least
the
is of
as
buy
nearly the
one
some
his
practical
make
study
a
black,
boot-
or
also
best
material
will
of
whole
it is claimed
to
and
required
they
solve
to
try
it pay
time
the
account
of
probable income,
or
"Does
:
to
this type and
cial
finan-
results
milkman
profits. They
length of time
school
one
work
into
of
actual
or
get if
same
solve
to
those
such
ready-made
the
children
the
the
out
cial
finan-
in the
arise
rectly
di-
so
would
business
trying
as
not
broader
a
to
member,
a
do
he
of
Some
school
one
are
his school.
and
and
is
that
get
that
importance
he
that
problems
by studying the
problems.
such
which
will
he
"
community
the
of
the
Problems.
School
of
are
training than
himself
of
of
problems
problems
and
him
only
affairs
are
felt in
be
school
school
arithmetical
worked
he
the
the
concern
and
MONEY
OF
to
last?"
buy
make
make
In
at
the
arithmetic
the
results
are
good.
Trained
Pupils
School
of
School
good
at
the
who
deal
Do
Fitchburg,
eighth
are
of
to
grade
Business.
"
In
the
Massachusetts,
of
the
taking the commercial
practicaleconomic
the
Practical
course
mal
Nordren
chilArts
get
a
training by assist-
USE
THE
164
Estimating
the
pupils of
the
The
practicalarts
following
men
young
of
taking
the
teachers, and
the
because
with
work
of this kind
in
formulating
then
in order
have
the
of
estimates
of
accounts
total.
get the
to
time
PROBLEMS
and
ON
The
and
(A)
Top
(B)
Two
(C)
Back,
All
(D)
Oak
these
pieces
Three
is
Problem.
per
X
24%".
are
%"
M.
total
be
must
be
well
later
with
cost,
solved
also
to
actual
NORMAL
24^"
x
the
following pieces :
16".
thick.
23j^"
board
will
What
of
part
a
23^"xl6".
shelves, each
$66.00
full benefit
have
FOR
of
consists
each
sides, each
231^"
the
OFFICE
cabinet
bottom,
in
required.
CABINET
SCHOOL
Statements.
that
in
thing
some-
part
should
It would
material
PAPER
for
mean
get the
compared
cost
by
course
a
principalproblem
problems
The
formulated
all had
To
do.
they
problems
have
in
eighth grade
the
the children
subordinate
the
The
deal.
they
of work
that
the
problems
practical arts
pupils
which
the
problems
the
school.
the
jobs
"
taking
are
of
by pupilsof
solved
practicalarts
who
get many
the various
Done.
Being
Work
school
same
some
are
MONEY
of
Cost
course
from
arithmetic
OF
be
x
16"
J^".
x
feet.
the
cost
for
the
lumber
in
this
cabinet?
do
and
Statements.
A
the
work,
machine
sandpaper
it.
journeyman
and
carpenter
V/2 hours
to
takes
put
the
2^
case
hours
to
together
$.40
an
It takes
labor
this cabinet
on
at
(K)
1 pt. of
(L)
1 qt. of
Problem.
"
shellac
@
$2.40
@
$3.00
varnish
will
What
$.20
stain @
with
(J) 1 lb. of filler
the
be
lb.
a
gal.
a
gal.
a
material
of
cost
to
finish
this
:
It takes
Statements.
A
(M)
the
of
cost
hour?
Statements.
cabinet
the
will be
What
Problem.
165
MOTIVE
A
WITH
ARITHMETIC
"
painter V/2 hours
journeyman
stain
fill,
to
rub
and
cabinet.
(N)
y2 hr.
(O)
1 hr. to
put
put
$.40
@
an
rub
and
on
two
on
will
What
Problem.
cabinet
to
be
the
varnish.
of
coats
shellac.
of
coat
one
of
cost
in
labor
finishing
the
?
hour
Statements.
(P)
2 young
The
work
men
and
to
How
Problem.
this
construct
of
of
the
work
long
will
cabinet?
12
it take
to
eighth-grade
1 young
long
How
167xl6=23.5x24.7S=22.594=Bd.
144
is equal
journeyman
one
to
finish
ft. of
the
work
of
1
to
boys.
and
man
boy
it?
lumber.
144
22.594X66=:$1.4912
for
cost
exact
lumber.
1000
cost, allowing
1.4912x6/5=$1.79=probable
and
lb. of
extra
for
ing
buy-
waste.
4X$.40=$1.60,
1
1/5
filler
cost
of
constructing.
$0.20
1 pt. of
shellac
.30
1 qt. of
varnish
75
$1.25=cost
for
finishing material.
THE
166
USE
MONEY
OF
Statement.
It takes
a
carpenter
It takes
a
young
It takes
a
boy
The
young
The
boy
They
48
hours
do
48-^-7=66/7
1 hr.
7/48 in
1 hr.
1/48.
together
do
can
work.
his
J/^in
do
can
his work.
do
to
do
to
his work.
do
8 hours
man
man
can
4 hrs. to
hrs.=time
for
young
and
man
boy
to
struct
con-
cabinet.
It takes
a
It takes
a
young
It takes
a
boy
The
young
The
boy
They
painter 3 hrs.
1/6 in 1 hr.
do
together 7/36
do
work.
do
1/36 in 1 hr.
do
can
work.
work.
do
to
can
man
can
36-^7=5
hrs.
do
hrs. to
6
man
36
to
1/7 hrs.
in
for
time
1 hr.
and
man
young
boy
to
finish
work.
CONCRETE
from
Extends
the
Normal
Highland
School
and
the
WALK
the
Avenue
to
Edgerly
School.
connecting
subway
EXCAVATION
1.
All
excavations
2.
All
excavations
plus the
the
space
on
carried
are
carried
are
side
each
to
of
a
to
the
depth of 18".
width
the
drive
which
of
is
the
drive
occupied by
forms.
3.
The
the
building of the
necessitates
forms
6"
excavatng
yond
be-
edges of the walk.
LABOR
1.
On
20
excavate
2.
are
as
All
each
of
account
cu.
paid $2.00
and
ground
yd. of dirt
excavating
foreman,
the
and
per
receives
per
in
8-hour
fillingis done
8-hour
this
five
men
can
day.
by these laborers, who
day, except
$2.50.
case,
one
man,
who
acts
ARITHMETIC
3.
Base
4.
Laborers
WITH
of
is made
cinders
fill in
will
and
base
MOTIVE
A
cobbles.
fast
as
167
in
depth.
excavate
the
It is 13"
they
as
ground.
5.
Two
walk
carpenters
8-hour
per
build
can
day.
They
paid $3.50
each
are
ft. of
linear
100
for
forms
per
the
day.
Questions
1.
will
What
yd. of ground
2.
to
What
base
13"
forms
in
the
depth
of
18"?
the
cost
of
be
labor
for
cost
filling 435
in
labor
435
excavating
in
sq.
yd. of
sq.
depth?
will
be
the
sides
both
on
a
will
What
3.
be
of
for
cost
257
labor
walks?
ft. of
linear
wooden
building
in
Statement
The
consists
The
the
layer above
of
1
surface
upper
sand
1 part
is 1"
and
3
cement,
part
called
base,
in
of
consists
and
depth
5
and
sand
parts
is 4"
grout,
in
depth, and
parts
cobbles.
1 part
cement,
granite chips.
1 part
LABOR
Five
they
mix
20
excavate
fill 50
and
of
laborers
these
men,
yd. of
cu.
yds. of
sq.
a
fill 10
and
Five
ground.
surface
wearing
is
mason,
yd. of grout
cu.
paid $4.80
per
per
as
laborers
8-hour
8-hour
day.
quickly
can
day.
as
mix
One
Problems
1.
sq.
sq.
What
will
be
the
yd. of grout,
4"
in
2.
be
the
will
What
yd. of wearing
435X/^=no.
217.5
cu.
labor
in
mixing
and
filling435
for labor
in
mixing
and
filling435
for
depth?
cost
surface, 1"
cu.
yd. -f-20
$10.50X19^6=$!
$10.50X1
of
cost
cu.
in
depth?
yd.
of da.
yd.=10^=no.
14.1875=cxact
l=$115.50=probable
cost.
cost.
168
THE
435x13/36=157
157 1/12
OF
USE
l/12=ino.
yd.
cu.
yd.=:7 41/48=:no.
yd.-f-20 cu.
cu.
MONEY
$10.50X7 41/48=$82.46875=exact
$10.50x8=$84.00=probable
514
linear ft. of
514
linear
forms
be
to
made.
cost.
4"
$2.00
4.8^=days
to
lay grout
1
$4.80
8.7
to
lay top
no.
days
"
$12.80
=days
13.5^=total
$12.80xl3.Si^=$173.2666=:exact
5
Boys
cost.
1
and
man
day=$3.40.
^
$172.80+$3.40=$176.20=probable
13
men
Extra
cost.
days=$166.40.
Yi day
man
and
5 regular
Yi day=7.40.
men
$166.40 plus 7.40=$173.80=probable
Community
which
that
the
has
of
interestingchildren
home
and
or
and
making
may
keep
be
some
the
is
less
farm
under
School.
A
"
in the
financial
the
of the home
performed by
the
is
and
affairs
lettingthem
In rural
the
supervision of
and
business
children
under
come
be-
boys
communities
and
accounts
of
records
responsible for keeping
crop
plan
likelyto be extended
community
calculations.
the
accounts
In cities
may
begun and
cost
in
Accounting
been
more
home
surface
13.5 days=$172.80.
men
5
of da.
cost
$7.00x5.5=$38.50=probable
yd. of grout
cost.
ft.=5.14=no.
$7.00x5.14=:$35.98=exact
cu.
da.
cost.
ft.-f-lOO linear
435xl/9=48i^=no.
of
girlsthe
the teacher.
calculations
the
direc-
ARITHMETIC
of
tion
teacher, of
the
keep
of
some
the
In
teacher.
accounts
in
etc.,
for
not
MOTIVE
169
in anything
bringing
planning
the
next
practicalvalue
training
than
pupils run
a
children
may
with
help
school
another
In
accounts
the
They
also
town
take
budgets, figuring, assessments,
Nothing
year.
be
can
arithmetical, financial
in
the
all of
children.
the
the
all the
town
one
kept by
communities
public accounts
pupils.
the
are
part
course
city
all of the
or
kept by
are
and
rural
both
In
A
essentiallyprivate.
is
that
WITH
such
work
this.
as
cooperative store
of
and
In
social
the
Gary
school
where
more
supplies
purchased.
are
Superintendent Edgerly,
sent
statement
of
financial
what
training
February,
Item
school
1.
Fitchburg,
to
his
out
done
be
may
schools,
to
arithmetical
with
the
that
city of
this
department
2.
Salaries
Item
3.
Transportation
Item
4.
Free
Item
5.
Incidentals
the entire
these
sura
lustrat
il-
real
work.
will
Fitchburg
year
in
of Teachers
Salaries
Item
case
gives
associate
amounts
Day
Schools
of
will be
:
and
$104,000.00
Scliool
F-vcninR
of
Text-Books
sums
appropriate
follows
as
Superintendent
In
lowing
fol-
in the
1913.
It is expected
for the
of
Teachers
2,580.00
1,720.00
Pupils
and
6,100.00
Supplies
9,300.00
shall
be
appropriated,
appropriated
for item
what
1?
per
cent,
of
THE
170
USE
What
per
cent,
for
item
2?
What
per
cent,
for
item
3?
What
per
cent,
for
item
4?
What
per
cent,
for
item
There
Thirteen
pupil?
entire
course.
school
the
for
this
of
time
each
be
much
how
year,
the
and
the
the
attend
should
pupils
each
for
city expend
year
ated
appropri-
is
that
amount
each
completing
appropriated
same
will
for
these
amount
the
for
appropriated
be
allowed
of
one
hundred
three
thousand
will
time
each
should
pupil
four
much
is the
case
entire
each
How
years
In
5?
schools
the
pupils.
thirty-one
and
all
in
are
MONEY
OF
the
tion
educa-
pupil?
Name
Pupil
of
Name
of
School
Grade
Date
SUGGESTIONS
The
following
What
to
How
in
work
knowledge
real
a
Will
children
better
considered
financial
a
the
case
practical
it be
difficult,to
be
may
well,
use
a
of
to
when
be
if they
used
difficult
problem
viduals
indi-
by
of
training
to
be
interested
dren
chil-
is helping
is not?
what
and
in
interested
be
shall
the
work
correct?
working
in
even
unsuccessful?
are
keep
up
their
and
courage
problems?
involves
the
affairs
only
results
the
problems
means
in
interest
that
schools
your
financial
not
continue
vitally important
What
of
children
the
may
in
arithmetic
feel responsible
would
in
be
children.
school
If
well
may
interested
clubs
and
but
questions
a
numbers
simpler problem
are
to
not
process
teach
such
that
yet
as
to
learned,
make
process?
it
172
JHE
she
went
life which
"In
not
the
I class
and
Of
and
four
thereby spending
times
a
much
as
as
was
greater part of my
small
country
to
given
was
needed
term,
it.
and
into
our
cost
of
books
Our
thus
minds
them
were
to
us.
the
marking
to
us
to
were
I
years.
bit of blank
space
to
good
realize
as
be
a
on
was
paper
how
member
re-
this
ful
waste-
They
were.
used
they needed,
spent four
or
five
We
books
in
cautioned
were
or
small
the
teacher,
the
value
of
town.
disfigured,the
gained
in
books, pencils,paper,
to
in
the
soiling them;
quantitieswhen
pencil generally was
the
books
schooling was
where
town
furnished
were
and
necessary."
"The
etc.,
books
away
paper
causing
or
ber,
remem-
throw
people
much
as
many
much
began
some
five times
can
to
children, I considered
I
day
extravagant
or
a
I
that
'Never
seeing how
each
away
is
like most
foolish, but after
thrown
there
while
course,
told
saying,
my
somewhat
tear
or
for
used
in
training."
since
mark
remained
instances
learned
Ever
creased,
in-
expenses
always
the
I
to
be
teacher
paper
has
I've been
must
town
financial
me
not
paper.
one
it.'
This
of money.
told
waste
piece of
the
as
primary grades
been
valuable
MONEY
it among
given
the value
to
that
say
have
I've
OF
did the taxes.
and
me
know
to
on
so
with
USE
some
these
to
last
extent,
materials
Still,I noticed
paper
often
us
gard
re-
per
pawe
one
instilled
and
the
that
the
needlessly
SCHOOL
and
wasted
At
made.
of
this
Even
for
the
the
Each
the
School
Supplies.
It
"
words
and
definite
the
of
permanently
Indeed
be
it may
results
l)le,however,
at
l)Oth
allowed
the
to
of
for
by
Its
times
some-
teacher's
a
supplies,yet without
is not
of
cost
on
claimed
the
that
children
and
get
social.
for
any
giving
real
do
themselves
not
It would
good
If
of
free
financial
each
be
cial
finan-
possi-
supplies
training
school
supplies each
year,
with
saved
from
this
money
free
furnishing
advantages
time
much
to
wastefulness.
things of value
excellent
be
likelyto
were
the
sum
buying pictures,library books, play apparatus
other
an
to
teaching
get the
privilege of using
for
to
life and
although
produced
is unfavorable
same
individual
so
every
began
school
personal experience
training, because
and
I
was
to
effective.
supplies
feel the
it
that
be
her
pupils
New
obliged
Responsible
Be
regard
figuring and
part
school
with
acts
dle
mid-
the
to
used."
we
may
could
was
country
evident
lasting effects
I
Then
my
Might
is
that
together with
use,
paper.
articles
very
in Tuxedo,
time
a
to
was
realized
saving
school
to
advantages of
of
cost
I
never
September
short
so
piece of
and
pencil
from
age,
173
real
the
I went
buy all the books
know
twelve
November,
York.
I
pencils lost, and
greatly until about
be
AFFAIRS
cliance
to
for
the
the
school, there
teacher
and
would
pupils
to
or
be
do
174
USE
THE
financiering. Accounts
real
and
supplies received
school
and
could
figure
articles
used
The
for
how
allowance
could
and
do
at
the
and
possible financial
testimonies
"In
first and
teacher
for
the
to
think,
mind
seeing how
Further
money
success
"All
of
far
I could
best
in
on,
for
was
every
use
the
choosing
value
helps in
one
can
be
through
could
I had
I could
a
sick
in
it
work
tion:
connec-
bought
were
limited
This, I
spend.
train
to
go
for
and
that
used
we
my
experience
money
buy
lowing
fol-
The
child
taught
in
bring
rience
expethat
me
by giving
of
sum.
to
This
classmates.
that
financial
we
the
my
best
Christmas,
helped
higher grades,
for
cases,
this
in
Each
else, and
which
money
getting the
grades, every
make
thing
mize
econo-
some
training.
interest
money.
flowers
of
time
we
beginning
a
in the
one
to
themselves, thus
celebration.
which
amount
was
a
some
work
same
second
planned
present
one
as
the
could, in
the
of
are
the
used
amounts
include
might
industrial
and
of
cost
how
plan
the
by
they saved.
children
the
buy the materials
money
also
school
the
and
all
children
The
pupil.
amount
of
kept
term,
perhaps the
and
to
repairs,and
saving
each
spend what
to
be
during each
the
out
individually. They
and
could
used
perhaps by
then
various
my
MONEY
OF
a
if
little
attained."
our
high-school life
our
class
had,
SCHOOL
but
financially
with
money
plays,
had
over
and
lunch
a
we
the
financial
value
worked
for
year
make
our
brains
our
\Ye
and
money
that
to
own
what
ing
earnthing
some-
were
quiring
ac-
ing
learn-
were
end.
We
hard
a
affairs.
presents
to
One
the money
fund
again
Money
tried
we
were
it is
thing
the
hired
could
and
I entered
all
from
great
team
a
beg.
class
a
brought
the
of
sum
and
We
school
rubbers
certainly found
people
from
At
times
them
our
I obtained
out
their money.
how
this
was
hard
My
our
class
and
with
dollars.
l)y being appointed class collector
association.
Our
increased
we
collected
to
the
treasury.
four
sold
until
in
a
a
twice
or
not
junkman
sixty cents
high
once
greatly interested
we
added
the
have
in
training
charity, but
or
us
obtained
we
junkman
get
little
collected
was
we
day
to
I had
grades
grade did
teacher
I
papers,
Besides
good.
more
also, and
lower
way.
seventh
our
old
gave
get."
"In
a
and
sold
We
games.
scheme.
far
us
of
ways
learning its
to
do
abilityto
plan
We
collected
school
make
to
was
unconsciously acquiring
were
that would
the
We
money-making
a
money
baseball
fairs.
at
That
Washington.
to
go
at
counter
many
to
to
lemonade
suppers
175
object in view.
one
which
and
popcorn
AFFAIRS
Then
all the
papers
news-
the
to
same
hoard.
When
further
ing
train-
for
the
letic
ath-
great trial and
it is to
part
some
greatest training
was
176
THE
senior
in the
made
hundred
one
I had
for
tickets
athletics.
with
Then
and
space
the
collecting of
discussed
such
of
a
of
definite
publish such
binding and
of
for
little
many
the
put it
to
there
a
the
was
of
class
book
just how
the
on
class-day
up
class
our
editors
advertising
for
year
idea
book,
a
and
getting out
in order
member
a
of
sale
ing
topics deal-
general clearing
a
cil,
coun-
the
by
dues, expenditures for
and
as
the
many
senior
and
Junior
from
held
cost
copy,
had
we
school
charged
be
to
class
the
as
joiced
re-
lectures, games
we
I obtained
to
money
paper
price per
Lastly,
costs
of
that
the
of
meetings
demonstrations
bills.
member
a
and
paper."
our
the
amount
basis.
paying
on
at
money,
the
paper,
as
hear
to
year
dances
our
entertainments,
our
school
our
the
handling
the
held
we
dollars
high school,
"In
of
of
end
MONEY
OF
when
year
the
at
USE
mittee,
com-
much
it
graving,
printing,en-
things
increase
the
expense."
our
senior
the
charge
"During
was
of
the
or
under
the
time.
other
lectures
The
the
at
Opportunities
Greater.
given
that
school
for
"
there
It
of
in
Tickets
school
for
is
are
evident
real financial
sold
room
large part
a
suppliesto
all entertainments
for
sold
Financial
supply
for
charge
were
many
book
student
a
student
students.
the
year
by students."
Training
from
the
ing
Becom-
examples
opportunitiesin
training and
for
good
every
prac-
AFFAIRS
SCHOOL
tise in arithmetical
where
the
these
of
of
increase
to
societies
the
same
to
give
time
to
the
action
With
extent.
on
in the
the
part
be
many
will
financial
effective
succeed
of
taking advantage
limited
a
schools, there
and
live teachers
at
been
practical work
cooperative social
problems
working
specificsignificanceto
have
opportunities
present
of
are
Teachers
children.
in
processes
amounts
177
last in
at
the
school
of
and
classes,
for
ways
training and
making
metic
arith-
practical.
The
of
the
School,
"In
the
the
how
to
garden
of
some
the
arises
garden
sales
to
the
School,
and
"In
these
every
fined
attention
cent
per
is called
comparable
arc
the
not
to
the
paid
how
vegetables from
the sale of
middleman
of
pay
if not
and
week
interest
a
paid
until
the
to
the
dues
fact
they
that
charges
certain
time.
local
of
time
on
are
Normal
the
as
or
members
at
they learn
receipts,and
and
directly,such
the
weeks,
two
one
to
account
an
question of the advantage
the
consumer
club
the
In
same.
keep
in which
themselves,
of expense
items
enter
the children
work
garden and
balance
taxes
Normal
Hyannis
describes
Massachusetts,
with
the
the
:
ways
to
of
school
training
Principal Currier
from
following statement,
keeper.
store-
five cents
they
paid.
are
Their
possibly this
on
taxes
when
is
178
THE
"For
there.
have
cent,
of
Some
and
so
of
study
"On
a
study
into
children
the
in
earned
manual
tried
to
a
their
tain
cer-
work
than
more
of
treasury
We
I find
or
of
a
club
the
ers
oth-
larger
tie this up
started
the
to
the
while
in the
children
at the
relative.
them
helped
of
number
they
and
subject
has
a
other
some
account,
such
that
which
of cash
A
tion
sugges-
few
keep
before
begun
their
school, yet the school
to
little better
a
and
bookkeeping.
"When
the
the local
saving
of
etc.,
money,
effort
an
Four
account.
eighth
and
bank
postal savings
ninth
made
of
grades
established
was
the subject of
post-office,
children, and
an
earned
money
others.
parent
a
neater
the
paid
accounts
discussion
at
the
in
boys
taxes.
bank
sort
past the
their
the
inquiry
of
MONEY
put into the club treasury
of
than
amounts
OF
years
room
per
have
few
a
training
USE
bank
a
discussed
was
induce
to
account,
with
them
the
children
of
are
pledged to
this
start
to
the
start
year's
such
an
account."
From
comes
in
Louisville, Kentucky, in reply to questions,
the
following
one
school.
"Children
from
being
school
home.
no
are
encouraged
Since
place
of
account
for
is forbidden
we
it at
have
to
not
the
bring
a
financial
proper
lunch-room,
ing
train-
lunches
there
present, bringing pennies
in the
primary grades.
to
THE
180
ther
the
cards
that
doctrine
daughter
or
OF
of
unit
parent
work
to
and
have
and
time, and
continuation
real
financial
and
accounting
problems
of
In Los
bequeathing
for
the
the
with
commercial
stamp
savings
munity
com-
sance."
nui-
a
dental
inciIn
others.
In
whole
or
are
good
done
with
of
methods
them.
son
a
giving
schools, there
and
preach
robbing the
chance
the
figuring
the
students
Fitch-
keep
the
schools.
in the
Angeles all the financial affairs of the high-
community
school
is
given
train
not
training than
associated
burg high school
accounts
We
directly correlatingthe work
for
chances
save
is
schools, either half
trade
all vocational
in
does
and
financial
direct
credit
industry.'
better
a
of
who
citizen
good
a
and
for 'home
a
schools
Some
members
only attend
the
to
such
purposes,
by forming
profits,if
a
as
a
the
class
they raise
are
any,
go
and
pupils,
school
field,
athletic
an
or
selling stock.
into
the
not
athletic
for
money
and
company
the
faculty. They
printing press
stock
there
the
of
finances
of
hands
the
of
affairs, but
other
in
are
supervised by
and
MONEY
aid in this effort, one
to
the school
on
USE
general
The
school
fund.
in
Financiering
as
the
All
"
In
such
"George Junior Republic"
training is,
inevitable.
Institutions.
in
the
members
nature
of
must
work
the
for
the
an
stituti
in-
cial
finan-
institution,
money
to
SCHOOL
for
pay
their
of
interestingto
the
their
of
early residents
the
"Republic"
the
become
of
that
they
a
this, would
be
extended
but
not
so
be
doubt
unbusines.slike
often
*.\
be
school,
stituti
in-
the
such
as
plan might
where
the
a
part of
the
day
the
at
Organizations.
officers
many
large
way.
Not
only do
result, but
proper
There
"
mistakes
a
izations
organ-
in
money
business
a
very
satisfac
dis-
and
splendid
.societies and,
mates
in-
tions.
institu-
of student
of
amount
officers of such
teach
to
tunity
oppora
methods,
less
is
missed.*
Roof!
account
of
tliat is awake
institution
found
of
and
effectivelyto those
all members,
extent,
food
own
tions,
institu-
sometimes
to
reform
selves
them-
unpopular
so
feature
asylums
School
a
yet
other
that
handle
used
were
and
of
no
many
allowed
were
financial
orphan
to
Accounts
who
utterly impossible. The
spend only
can
few
self-governing
be
adults.
are
although
earning their
this
clothing. Without
the
are
came
established, nearly all be-
was
began
soon
they
for
charity workers,
public expense
a
motives
"Republic"
out
other
or
affairs
own
fact that
self-supporting. The
to
The
when
the
getting all they could
when
wish.
them
note
181
buy clothing
to
or
influence
will
as
same
to
and
management
proper
of
board
they need
things that
It is
AFFAIRS
in
The
School
the
to
Riven stiiflcnts in one
of tlie matter
will
importance
25-.13.
for January,
1911, pp.
instruction
the
Review
USE
JHE
182
MONEY,
OF
SUGGESTIONS
The
following
in
anything
of
school
there
other
Would
questions
of
supervision
any
in
organizations
it
be
"George
Junior
Republic"
children
in
grades,
defaced
books
or
the
furniture
to
in
as
well
or
prison
as
broken
in
or
the
apparatus?
Is
and
be?
reformatory?
high
care
class
feature
economic
the
a
there
the
done?
be
athletic,
Should
schools?
in
could
of
accounts
use
children
more
there
Is
considering:
interest
What
your
feasible
the
to
property?
town
or
school
home
your
worth
are
school,
Why?
of
the
Should
pay
for
CHAPTER
HOME
XIX
COMMUNITY
AND
LIFE
FINANCIAL
IN
TRAINING
Personal
Experience
of
Not
form
children
Enough.
training. Only by earning
a
appreciate the
one
can
of
measure
In
the
is
narrow.
of
experience
and
have
few
of
to
had
the
know
is to
be
led
maxims,
are
used
of
in
a
only
in the
responsibleadult
a
the
experience
by Precepts
as
with
more
or
older
ones
"A
saved
penny
bookkeeping,
and
less effect
for
183
ways
only
order
society of
which
of
a
must
others.
Stories.
a
he
"
penny
upon
law
Various
earned,"
younger
gain something
commercial
the
In
buy.
meml)er
is
perience
ex-
had
few
money
it will
as
such
have
spend
that
money
such
while
study
things
profitby
Instruction
to
money
faction.
possible satis-
children
money
cial
finan-
money
children, however,
occasion
of
spending
of
periences
ex-
for
significanceof
Most
place
basis
and
forth, and
of
earning
become
to
real
put
case
many
the
he
effort
real
the
The
"
and
from
cconom-
dren,
chilthe
httle effect
the
be
may
of
case
smaller
experiences of
The
money.
impressed
of
stories
should
in which
business
excellent
and
Methods
to
are
Thayer's
results.
good
with
true
as
the ways
but
successfullyconducted,
is
many
in
only regarding
be told not
Children
derive
used
be
thus
may
and
the
ing
spend-
little older
a
Smiles
be
may
of
finance, such
of
men
of Samuel
of Success,
Ethics
also
of
thrift
children
With
in the books
found
of
advantages
lives
the
effects
greater
earning and
in
children
them.
on
people.
young
interestingstories
vivid
other
and
much
children
produced by
in character, has
abstract
of children
the hves
on
MONEY
OF
teaching, when
Such
ics.
In
USE
THE
184
impressive
may
moral
lessons.
Apply Business
"
Children
Get
and
Money
orally
ways
of
getting
much
money
recall
for
They
what
then
may
financial
I Do
With
and
spending
estimate
nearly
as
be told
state
something
and
budget
situation.
of
for
nation
children
They
twenty-five or
they
as
may
make
and
of
firms
out
be
then
own
a
it.
and
budgets
asked
age
figure what
fifty cents
how
can
year,
how
of their
should
best
may
most
spent
of
the
They
during the
had
press
ex-
may
to
as
money.
things they have
town,
a
It, and
I
How
on
papers
writing their ideas
expenditure. They
of needed
out
write
they have
officials of
make
to
to
asked
What
in
or
asked
also be
be
may
Affairs.
Child's
the
week
an
to
and
lowance
alwill
HOME
amount
make
by
They
the total
differ
in
one
There
others
so
these
for
banks
in their
of
cooperative
associations
in
some
be
spend
be
things.
for
reasons
specialoccasions
be
keeping
that
saved
future.
and
in
and
money
up
for
may
that
toy banks,
ing,
sav-
and
a
for
The
making
they
as
ognized
rec-
different
see
for the
banks
teresti
in-
some
satisfaction
also
such
under
it should
emergencies
community,
general
more
this connection
modes
various
or
In
for
figure to
items
all will agree
matters
much
savings.
loan
will
should
money
discuss
allow
used
has
monthly
or
it is best to
but
prefer
contingenciesand
the
should
expects
same
the
get
can
persons
costly things. Nearly
should
tage
advan-
he
may
another,
temporarily,
their
The
whether
to
as
or
some
least
of
that
pupil
should
and
by all, but
Probably all the children
for
each
weekly
a
right.
greatly.
while
way,
at
best
which
for
on
out
used
way
that
one
how
budgets
until
for extras,
discussions
in
These
other
comes
be
may
will
money
girl.
a
estimates
allowance
headings
each
girls should
the
to
spent
everything
make
may
that
be
each
of
boys and
money.
basis, with
see
by
with
account
spend
to
could
185
LIFE
budgets showing
separate
boy and
a
The
year.
money
compared
taken
a
out
of
amount
be
in
to
then
COMMUNITY
AND
tion
porknown
un-
pupils
a
get
bud-
nent
permadiscuss
may
be
savings
(called building and
places).
186
They
that
be
USE
JHE
accounts
and
they have
made
how
better
keep
with
such
By
out.
the
to
them
compare
for
plan
to
MONEY
also be shown
should
able
OF
their
the
sonal
per-
budgets
practise they will
management
of
their
It
is
affairs.
Family
Budgets
good thing
various
have
to
family
Be
May
children
Studied.
make
out
such
expenses,
estimates
actual
by inquiriesand
They
cost.
time
buy the
to
or
be
made
by
the
and
of
consider
and
bought
like this may
dollars
few
has
a
How
and
the
it is
ing
cloth-
counting
Studies
bread
Also
and
cake
made
etc.
Considered.
Be
A
of
perhaps
excess
of
the
been
received
that
much
some
if any,
laid up
do
dred
hun-
two
amount
with
the
of
sary
neces-
shall be
or
and
it?
least
a
After
conclusion
it at
"
in the
man
income
he
may
periodicals bought
bakery,
shall
much,
how
the
including benevolences
What
probably be reached
insurance
in
his expenses,
suggestions have
of
be considered.
an
year
pleasures.
saved.
at
of
wearing qualitiesof
of
year,
Should
neighborhood
for
the
by
up
of
them,
clothing.
cost
check
whether
articles
make
relative
relative
Investments
Problems
the
and
ready-made
the
or
copy
home
at
and
required
home-made
goods
then
computation
profitableto buy ready-made
more
be
also
may
of
light, fuel,
rent,
as
a
estimate
an
telephone service, food, clothing,etc.,
their
"
will
should
put into life
invested
in
some
THE
188
lems
that
solved
come
with
financial
several
of
have
The
should
of
idea
solved
be
in the
of
course
such
solve
"A
rent, $1.00 for
for
week
small
fuel
his
mother
"Make
out
at
;
celery; 1 doz.
of
pt. oysters
to
save
a
sult
con-
;
goods, using
$0.25 ; %
sugar,
lb. tea
14 pk. string beans
(creamery);
lb. butter
1
eggs;
during
1 lb. breakfast
V/z lbs. pork chops;
^
a
list."
$0.30 ; granulated
1 lb. crackers
$0.60 ;
Make
pupil should
The
following order
the
prices:
lbs. coffee
; 2
stalks
bill for
market
prevailing
bacon
a
his
making
before
able
for
week
order
to
be
should
She
a
expenses.
afford
clothing.
for
out
industries,
$1.50
pays
could
four.
of
week
each
amount
wife
his
family
a
He
day.
per
home
the
the
about
$1.00 for incidental
and
groceries which
list of
the
$1.75
earns
man
of
and
following:
the
as
for seventh-
Indianapolis schools.
the
learning
problems
problems
worked
intelligently
of
study
raphy,
geog-
industries.
industries
the
very
children, after
The
at
been
with
financial
of the
are
thorough study
a
findingthe problems
has
community
industries
the
in those
eighth-grade pupils in
sufficiently
a
in connection
some
be
community
a
give
make
industries
figure on
to
will
should
on
In
Where
training.
other
then
that
this
the children
few
very
them
business.
in the
are
MONEY
carrying
industries
varied
broad
in
up
they
as
OF
USE
; 3
1
lb.
peaches."
"A
to
of
know
the
cost
sugar,
100
cu.
"Find
the
cost
recipes
similar
and
candy
per
of
Peanut
Find
can.
ft. of
compare
:
canned
having
housekeeper
15
and
gas
candy
the
it if
made
cost
Brittle"
with
of
bushel
a
a
bushel
Mason
1 pt. of
of
jars
according
the
peaches
usual
peaches, 9 lbs.
were
to
wants
the
used."
following
selling price of
shelled roasted
peanuts
;
HOME
2 lbs. of
AND
granulated
over
pan
color.
Then
out
a
on
fire until
stir in
quickly
buttered
Candy
of
Yi teaspoon
cream
the
last
ingredients
out
on
two
buttered
a
"Read
"Louise
week
five cents
this
plan
for
that
time?"
a
house
of
who
man
for
repairs, $25
his
on
a
"George
city, and
profit on
"If
sold
total
the
the
labor, what
for
"What
is the
sells all at
four
"If
the
for
5 cents
for
much
and
did
for
She
tinued
con-
she
save
bought
rent
$50
were
How
much
did
by
age
; the
insurance, $7.50, and
cost
the
he
terest
in-
save
lot for $1,200. He
sidewalk
for
improvements
the
lot.
What
$1,900.
Two
a
his
was
was
the
by
after
years
of
cent,
per
is 150,000 loaves
flour, $750
for
cost
of
cents
to
of
money.
place
corner
bakery
a
baker's
should
sold
pour
months
years
month
a
the
year
a
average
price of
what
be
of
is the
Then
investment?"
output
$3,600 is spent
$18
lot
a
and
street
the
$25
of
purchased
taxed
Estimate
pull it."
ten
How
year.
per
of molasses;
brittle.
spending
on
cost
lasses
thinly. Mo-
out
home?"
own
for
was
he
buying
$180
Adams
$300
assessed
the
year;
his
at
her
taxes
mixture
hour."
account
of
the
successive
two
W.
paying
The
money
by owning
year
been
until
ing
fry-
light brown
a
1 cup
it is cool,
for
K.
clean
piece of butter.
eight years.
had
$3000.
spread
189
a
pour
sugar;
after
savings
a
and
$0.02. Boil
per
turns
peanuts
small
meter
$0.10
started
and
it may
;
at
each
during
"A
tartar
slowly in
sugar
light brown
electric
bill at
the
the
plate, and
your
calculate
saving
of
LIFE
it melts
that
so
pan
3 cups
"
Stir the
sugar.
slow
a
COMMUNITY
of
week
for
loaf?"
per
profit on
and
$400
material, and
production
cent,
per
each
loaf, if he
loaf?"
a
flour
a
other
a
advances
loaf
of
correspond
bread
with
from
$5.50
which
this rise
to
$7.50
a
rel
bar-
previously sold
in the
for
price of the
flour?"
"If
13
oz.
food
a
of
quart
of
sirloin
value, what
milk
which
steak, worth
is milk
worth
contains
$0.24
?"
a
as
much
lb., is sold
nutriment
according
xs
to
and
80
for
to
feed
cow
a
cow
215
days
well
it
will
the
it for
$1.75
at
year
cost
feed
to
feed
to
or
gether
to-
cow
cheaper
year,
of
rest
a
what
it be
Will
the
the
feed
prices,
?
days)
it for
pasture
to
market
ground
oats
should
hay
throughout
ration
this
city
96
officers.
$2.75
per
flour
total
certain
a
What
there
day
327
were
salary
weekly
the
was
there
of
the
cluding
in-
firemen,
at
average
an
patients
of
pounds
wheat
buck-
$0.05 straight?"
it at
buying
The
hospital.
the
at
$93,594.57.
were
year
6
bu}ang
by
3,520
were
for
expenses
gained
$0.25 instead
for
1910
is
cent,
per
"In
on
day?"
a
"What
What
the
was
per
expense?"
capita
"From
$5,860;
paid
first
on
consecutive
ten
books
is the
What
loaned
were
169, 212,
days:
summer
141, 71.
127, 269,
of
amount
to
poll tax."
Include
number
of
valuation
Find
$500.
exemption,
instalment.
$2.17;
Rate,
1910:
mortgage
following
"The
for
receipt
tax
property,
on
(365
of
bushels
?"
"In
be
clover
present
year
this
and
of
the
a
on
month
of
At
10.5
and
corn
ton
one
days.
the
of
bushels
"10.5
MONEY
OF
USE
JHE
190
110,
library
the
at
187, 126, 140,
daily circulation
average
in
the
?"
summer
"The
average
Conductor,
$3.90;
$2.50.
man,
Chicago,
"Find
to
the
is his
of
cost
has
stock
he
at
should
annual
$4.40;
miles, is
each
:
brake-
the
making
in
follows
as
$2.80;
baggageman,
of
earnings
100
per
trip
to
miles."
Jones
Railway
"If
the
Indianapolis
"Mr.
trainmen,
engineer,
Find
184
of
pay
sending
at
$0.45
$34,200
How
114.
receive
income
620
invest.
to
He
shares
semi-annual
therefrom?"
of
from
goods
falo
Buf-
pounds."
100
per
many
a
pounds
invests
did
dividend
he
this
in
Belt
buy?"
of
6%,
what
HOW
UNCLE
CHAPTER
XX
IS
HIS
SAM
GIVING
FINANCIAL
Corn
Training.
Good
a
Doctor
"
Seaman
Kind
A,
agricultural conditions
the
boys and
effective
financial
fully we
plays
in
in life, and
boys' and
so
girls'clubs
In
the
human
of
ultimate
and
of
of
transmuting
in the
makes
is
a
production
the
and
of
on
this
money
being done
of
direction
Progress.
of
source
is used
of
the
to
of
wealth
in any
and
is
man
satisfy huwealth
into
buys satisfaction.
wealth
"
wealth
measuring
enlightening
191
carried
is
Social
form
one
for effort
possible all
means
most
nation.
and
all wealth
the
that
part
the
the
through
started
what
under
prove
im-
to
demonstrate
the
to
South
being
To
analysis the chief
Money
It pays
is
Financial
effort, and
desire.
that
describe
must
agricultural department
Relation
he
again
tried
Knapp
doing
country.
refer
must
GIRLS
Financial
of
in the
training
this
in
anywhere
In
girls.
AND
TRAINING
Give
Clubs
BOYS
other.
an-
crease
In-
community
refining in-
which
fluences
This
a
liberal
education
not
people
fertility.This
soil
labor
makes
makes
in turn
South
find how
to
schools, decided
the
agriculture.
Agriculture
This
the
who
bodies
boys' clubs,
to
improve
shall see,
started
the
clubs
and
of
"I
member
do
in
as
in the
improve
to
Morally,
Knapp,
help
The
"
but,
community,
only
not
as
we
they also produce important changes in the
this is, of
The
clearly
are
State
of
by offering prizes.
Boys
Doctor
farming
advancement.
to
fective
ef-
of
means
farms
helped
also
Help
by
boys themselves, and
further
Department
the
to
improving
demonstration
have
Clubs
Boys'
given
only permanently
and
agriculture by cooperating
How
be
agents
possible. Railway companies
as
commercial
and
best
doing, largely by
for
arrange
communities
many
of the
sent
steps toward
Board
been
have
the
take
to
could
aid
that
was
means
agents
possible
more
which
Board,
Education
General
the
and
of life.
refinements
to
more
maintain
to
higher civilization,better training and
The
tile
fer-
for education.
expenditure
only
the
enables
efficient,but
increase
possiblea
A
of life.
conditions
the
better
soil makes
MONEY
OF
USE
THE
192
indicated
questions.
Agent J.
not
of
R.
of
know
the
These
corn
moral
by
effects
of
corn
following
the
extracts
to
means
a
course,
are
from
a
swers
an-
letter
Fewell, Tennessee:
any
club
boy who
work
is
in
or
has
Tennessee
been
who
a
UNCLE
SA:M
committed
has
giving
training
offense
any
against
193
laws
the
of
the
state.
"The
think
of
boys
have
think
about
sit
to
club
com
and
and
the
a
boy
and
"Not
a
in this condition
club
long
has
those
read
every
what
and
the
had
bulletins, and
was
"Last
corn
he
letters
he
began
spring
I
invited
that
building, so
While
the
pcrliaps others
the
were
a
we
was
through
tell his
and
;
them
we
him
sent
and
grandmother
questioned
him
about
well
as
I,
as
details.'
the
to
boys
take
to
organize
a
into
come
up
the
tion.
organiza-
making
his
intnuluc-
the
window
fence, smoking.
near
never
read
or
you
community
could
club
right down
sat
the
all of
teacher
tory speech I lf)oked
boy sitting on
with
and
corn
I had
study
when
understood
I visited
his
siasm.
great enthu-
boy.
to
to
I
read.
familiar
more
clul).
but
he
chief.
mis-
it with
in my
him,
and
word
get into
said, 'This
voluntarily
and
Of
interesting than
and
me
force
to
bulletins
about
the
sit down
smoke.
or
to
to
but
Kingston, Tennessee,
miracle
a
country
hours
leisure
apt
into
at
was
is
more
enters
to
came
had
always
I
ago
worked
him
seen
is
work
often
he
gentleman
work
in
do
to
fence, whistle, whittle
The
studies
often
to
incentive, nothing
no
nothing
boy something
Too
do.
to
ambition,
no
the
gives
something
on
course
work
that
I
and
saw
thought
I would
go
a
that
out
194
and
them
give
his
approached
cigarette and
found
and
the
like to
get along.
have
and
us
and
that
the
that
I heard
to
club
in his
school
By
that
the
from
club.
club
away
and
but
agents
of
I
he
can't
they would
had
rupted
intertrouble
ill will
no
glad
him
have
to
boy reluctantly
the
teacher
last time
only
in
sented,
con-
proposed
The
not
was
if
that
some
leading
was
pose
pur-
my
teacher
president.
boy he
this
and
me
that
the
be
The
as
work,
told
boy had
him
him
this
time
would
he
encourage
elect
with
teachers
land
that
I
rocks
on
them
and
the
that
that
enter
and
the
down
replied, 'Well,
he
away
teacher, but
and
against him,
some
explained
and
me
me
stated
former
a
return
on
arrested.'
me
with
sent
I
work,
join, but
back
came
ever
After
the
finally when
bothering anybody,
club
They
threw
cried, *Go
he
land.'
corn
boy he
behind
and
ain't
I
school
the
would
crouched
hand,
alone,
the
attend
to
hiding, and
ran,
was
in each
me
ain't
he
him
rock
let
I
I
MONEY
OF
personal invitation
a
As
meeting.
a
USE
THE
ful
success-
of
some
his
studies."
Other
moral
the
as
to
of
them
been
state
knew
arrested
membership.
as
to
the
effects
of
a
while
The
moral
these
of
boys'
a
the
club
clubs
club
following
effects
of
who
the
had
one
ever
subsequently
or
are
Not
work.
member
member
questioned
were
some
club
of
the
work.
to
ions
opin-
196
and
business
against
business
from
prejudices of
of
creating
written
letter
has
had
a
desire
for
an
work
boys
a
corn
farmers
fortunate
more
spiritof
a
by
for
desire
state
ance
toler-
of
agent
kept
in school
made
found
by
attention
training.
the
of
corn
farm
life and
West
"The
with
club
once
Extract
and
boys.
club
of
The
been
several
are
fact
dignity
increased
by
grades
pupils.
cent,
per
work
has
rected
di-
bers
ex-mem-
and
M.
lege
Col-
institutions.
educational
the
the
lege
agriculturalcol-
and
letter written
from
Virginia
has
of
twelve
attending the A.
other
creased
in-
County
by other
The
others.
pride
labor
Comanche
made
industrial
club
1912
In
and
present there
At
Texas
speak
They
to
corn
members
the
especially
general average
members
than
among
naturally increases
schoolroom.
the
the
club
club
that
higher grades
of
of
data
accurate
create
agriculture. Any
as
Superintendentof
School
to
education, and
education
an
boy's efficiencyin
County
tendency
lines, such
along industrial
He
The
:
"The
the
college;
to
go
brotherly love."
Extract
the
is
to
last year.
those
or
and
boys
M.
the
men
careers,
and
Texas
down
breaking
is
MONEY
of
fifty-two in A. and
had
club
OF
inspirethousands
will
we
USE
THE
that
they
and
respect of
were
by this work."
state
agent
from
:
work
in West
Virginia has
certainly
SAM
UNCLE
beneficial
proved
GIVING
meeting the other
five
boys (some
what
city boys)
and
the
the
The
boy had
time, other
city boys
this
in
men
on
increase
to
their
members
of
Clubs
the
is to
great
be
Previous
to
children
had
their
own.
gives
are
strange
had
ten
most
working
power,
of
of
one
club
of
class
a
fied
intensi-
have
learned
how
come
be-
to
tive
produc-
more
clubs
have
of
of
and
to
club
children.
of
the
of
that
power
effort, it is
such
consists
of
primary
it
not
ership,
own-
little am])ition.
the
so
property
girls,without
shown
been
few
or
the
chief
the
the
very
stimuli
eighteen, and
of
money
ownership
corn
One
homes
any
boys and
a
"
these
the
potent
rural
and
and
corn
character
They
establishment
had
ever
of
that
the
work.
of
in
previously
mcmlxirship
mind
state."
our
found
Since
that
from
Succeeded.
their
the
that
was
language
consequently
effects
the
why
reasons
the town
society,thus being potent factors
citizenshipin
Why
were
his
I believe
will have
their
some
tempting habits
very
to.
a
seventy-
occupy
development
efficient,and
more
better
who
in
by triumph
how
the
derived
is the
state
farms
our
of
be
to
and
learning bad
subject
are
of
between
to
At
boys.
opinion
something
other
great benefits
work
boys
unanimous
than
many
the
197
group
the difference
was
country
that
a
country
were
boy.
loafing and
of
day I asked
country
all the
morals
the
to
TRAINING
boys
The
tween
be-
condition
THE
198
of
joining
from
for
this
at
was
instructions
keep
they
education
still is to
or
of
by badges
and
possible
and
crops
the
progressed
for the
trip to Washington
a
sire
de-
extent,
some
market
has
work
The
is made
farm,
to
vate,
culti-
to
product.
success
the
land
further
for
replaced by scholarships
been
have
how
As
accounts.
large prizes of cash
few
sell the
can
first,and
to
as
pieceof
a
by prizes,while
stimulated
by
they have
is that
which
MONEY
OF
USE
for
achievement
the
many.
Gained.
Profits
at
the
profitsare
now
needed
cases
are
A
FEW
large,as
:
THE
PRIZE
value
awards
of
and
the
from
in
These
to
extras
sale
of
the
in many
ures
fig-
some
CLUBS.
ordinary
from
seed
was
prizes of
CANNING
addition
the
from
seen
GIRLS'
product,
prize
natural
the
will be
WINNERS,
profits include
market
but
proving effective.
follow
OF
The
fair
beginning,
very
that
artificial
The
"
county
at
fancy
prices.
In
1912
there
were
in these
clubs
ninety thousand
UNCLE
SAM
TRAINING
GIVING
twenty-three thousand
boys and
farmers
of
the
SAMPLE
much
were
acre
per
girls,and
above
their
ductions
pro-
of the adult
those
neighborhood.
REPORTS
CORN
BOYS'
OF
CLUBS
Yield
Average
Number
State.
199
Number
Reporting,
bu.
or
100
Vield
of
Acre
per
in
State
Boys.
more.
per
Acre
1913.
755
64
57.92
17
760
18
45
19
246
5
46.25
15
3000
90
52
16
Alabama
Arkansas
....
Florida
Georgia
Management
Clubs
a
Is
pretty
Good.
broad
for
motive
directed
how
so
as
with
the
how
to
by
grow
and
work.
of
a
very
(1)
effort
things
some
be
may
ing
learn-
(3)
;
money
of life may
be
and
of
is
this
The
success.
advice
crops
on
the
The
instructions
standard
products,
important business
a
are
club,
corn
strengthened by
second
condition
leaflets
instructive
market
and
in
membership
and
of
means
control, which
independent
motive,
supervision and
the
the most
means
this money.
prizes,honors
secured
It involves
desirable
of the
first conditions
furnish
of
produce
to
Corn
training
effort; (2) learning how
Ownership
the
training.
of
Theory
as
financial
Real
"
life
most
obtained
Well
as
which
successfully and
part of
the
regarding
true
to
is
tell
by
directors
the
duction
pro-
label, emphasize
principlenow
rccog-
200
THE
by all persons
nized
distant
and
The
the
clubs, but
joining
the
club
esthetic
in
modem
in
bringing
to
of
knowledge
broadened
ideas
Marketing.
properly certified,and
where
known
un-
young
results
also
greatly
be spent.
is
is
used
described
in
ing
given by furnish-
only by
those
who
conditions.
honesty
people keep
and
increased
only
but
market
required
and
young
only
it may
to
schools
not
money,
be
useful
given
other
assistance
labels, to
Truthfulness
brands
how
to
further
fulfilled the
the
to
Those
given.
previously
were
them
make
How
"
standard
have
of
to
as
is
encouragement
many
how
and
that
of
given directly
things
many
agriculturaland
to
with
training, that
is not
money,
of
business
customers.
financial
life
The
do
indirectlyit
learn
them.
go
circulars
of
spend
to
corn
to
MONEY
firms who
and
form
how
people to
OF
personally unknown
third
teaching
by
USE
developed by
are
definite
records
that
been
done
are
labels
by granting awards,
this has
ing
hav-
according
or
to
directions.
Cooperative
still
Work.
broadening
more
and
schools
thrift.
The
efifective
for
small
are
a
work
is made
by cooperating
commercial
tions,
organiza-
for
the
promotion
of
clubs
were
extended
so
societies
original corn
there
now
suited
and
The
"
agricultural societies,
with
that
Club
variety
of
city yards and
products clubs, some
for
girlsas
well
as
UNCLE
SAM
The
boys.
North
is also
work
well
as
GIVING
in the
as
being made
now
one
year,
and
of
for
order
in
stock
fertilitymay
be
Clubs.
Badges
broadened
that
It is well
of
this line
best
of
effort, except
have
as
accurate
the
affairs.
is
states
of mind
accurate
no
give good
of
measure,
but
along
other
no
achievements
remembered
in
some
moral
we
in
as
be
that
lines, especially
action
produce
Much
achievement
contests
will
some
can
athletics, do
may
results, but
we
In
desirable.
are
ther
fur-
some
working
line.
or
cial
finan-
than
not
that
for
is outlined
record
higher forms
the
there
also
heart
before
in
of
Clubs."
other
of
perhaps
a
superfinancial
hands,
necessary
financial
It must
being
now
achievements
while,
measure
make
to
attempt
in
be
a
Is
head,
methods
in the
are
kind
financial
rotation
increasing soil
various
of
will be
the
we
as
than
"Achievement
worth
are
experimenting
sure
are
more
crop
or
recognize that
to
achievements
as
extra
of
improvement
mean
health.
be
into
work
given for
be
to
are
of
of
The
"
by the establishment
lines
value
means
a
the
taught.
Achievement
still further
covering
the
in
on
Arrangements
contests
as
201
carried
being
South.
that
raising
TRAINING
where
and
acts
of
what
edly
undoubtneed
parts may
to
changed.
All
the
forms
common
in connection
with
of
financial
morality
may
training, and
be
taught
when
wc
202
USE
OF
knowledge
of
JHE
have
fuller
a
in
relation
even
the
in
connection
health
with
happiness
cooperation
of
the
the
world.
of
forms
highest
and
financial
to
community,
in
morality
the
social
lems
probbe
may
be
may
nation
all
the
ive
effect-
produce
of
that
developed
maintain
to
and
affairs
state,
it
effort
laborers,
economic
the
and
health
affairs
altruistic
of
MONEY.
members
and
even
APPENDIX*
little
My
to
By
is
that
really
him
bent
with
his
miracle,
head
head
if miracles
bent
I
stand
his
but
I
hear
over-
window
my
than
way
and
usual
and
between
deeply
which
be,
slow
slower
goes
more
at
struction
in-
biscuits.
some
there
in
street
he
only
;
buy
with
accident,
an
Then
the
cross
and
call
instruction.
see
with
baker's
Petrine
by
cent
a
fools
divine
a
given
the
to
go
which
this
and
is
boy
his
small
shoulders.
He
stands
there
is
and
tke
door,
And
my
and
bag,
I, who,
thief
in
and
time,
his
be
over
for
a
hand,
young
small
opens
with
returns
his
praised,
all
run
all
chocolates
and
created
presently
with
Heaven
my
lifts
where
window,
lollipops
things
he
eating
baker's
of
other
disappears
paper
the
heap
Then
delight.
great
outside
confused
a
sugar-sticks
boy's
a
long
a
might.
have
the
myself
house
l)ecn
and
give
orders.
little
My
*From
My
Teixcira
of
the
boy
Little
dc
enters
Boy,
Mattos).
publishers,
the
by
kitchen.
Carl
Here
Messrs.
205
Ewald
reprinted
Charles
(translated
with
the
Scribncr's
by
ander
Alex-
kind
Sons.
mission
per-
"Put
biscuits
the
and
at
the
table
to
his mother.
for
face
looking
up
but
to
says
sits down
and
me
he
He
nothing.
edge of
the
on
chair.
He
been
have
"You
comes
and
at
cuits
buy bis-
can
she, without
says
silently
goes
that you
now
long,
is very
quietlyin
comes
he
and
her
at
work.
her
His
a
Petrine,"
looks
Then
floor.
the
Petrine.
says
and
moment
a
quite a big boy
"You're
from
at
MONEY
table,"
the
on
still for
stands
He
OF
USE
THE
206
to
up
I
I
against
baker's?"
sittingand
am
perceive what
can
the
at
way,
where
me,
himself
presses
him, but
the
over
I do
me.
is
going
ing,
readlook
not
inside
on
him.
did
"What
buy
you
the baker's?"
at
"Lollipops."
I
"Well,
never
!
fun !
What
Who
lollipopsthis morning.
this
Why,
you
gave
had
you
the
some
money
time?"
"Petrine."
is
"Really ! Well, Petrine
you.
on
Do
you
lovely ball
the
remember
certainly very
she
fond
of
you
gave
birthday?"
your
"Father,
Petrine
told
me
to
buy
a
cent's
worth
of
biscuits."
"Oh,
dear!"
It is very
quiet in
the
room.
My
little
boy
cries
APPENDIX
I look
bitterlyand
his hair
the
"Now
a
they're
and
you
looks
He
thousand
"If
at
and
speaks
had
"Is
I shake
"That
People
so
are
angry
s
and
world.
Most
much
for
cuits
bis-
no
and
it is not
they
can
You
have
want.
open
and
could
you
and
wide
very
him.
hear
he
"There
to
of
drudge
So
and
I
half
the
either
to
all
it is
no
lot
awful
things
day long
wonder
of
lolli-
and
make
get
stand
under-
can
get biscuits
can
easy
Pctrine's.
money
an
Tiiat
boy.
was
them.
buy such
same
is overcast
little
their
it from
the
at
face
my
other
toys and
so
But,
my
us,
The
take
you
clothes
a
word.
a
delight.
to
use
you
tight,says
"Then
hardly
can
head
money.
people
as
her
biscuits."
the
terribly fond
when
And
I
mother.
to
that, for
poi
she
gave
cent
a
me
say.
eyes
with
my
is
so
things with
when
writing-table."
I cry
belongs
cent
fetch
His
mother's
there?"
again.
cent," I
.
on
moment,
speaking
and
softly that
cent
She
lollipops. What
on
despair,holds
a
,"
so
and,
you
it
wants
cooking.
Mother
gave
spend
in
me
we
.
a
find any.
the way
over
her
won't
Petrine
She
badly.
kitchen-table
go
"Father
is
for
things without
only
stroking
me,
?"
to do
we
rush
course,
for biscuits.
cent
are
Petrine
the
on
look, she
to
goes
fooled
have
biscuits, of
thinks
anxiously before
while.
you
those
207
in the
money.
to
earn
that
as
they
USE
THE
208
when
get angry
Petrine
only for lollipops. Now
whole
the
spend
and
dinner
And
of
out
and
.
.
.
she
has
that
you
know
pay
for
to
saved
certainly have
buy
to
He
keeps
I shake
We
bowed
down
and
give
him
aged
man-
in hand.
can't
he
take
cent?"
a
my
:
purse
"There's
say.
down.
not
a
with
We
are
very
and
sorrow
and
sit down
We
be
one
hidden
cent
get up
gloomy.
look
at
each
We
other
in
away
a
drawer
I say.
We
pull out thirtydrawers
We
the
drawers.
fly to
Hurrah
got
you
We
we
must
she
hand
room,
legs, for
his
again.
might
somewhere,"
only
She
perplexity.
"There
on
girlwhom
Olsen's.
the
.
and
up
about
them.
little
shoes
spent the last this morning,"
walk
in great
a
wages.
ball."
yourself," I
walk
and
are
for
cooking
and
cleverly before
down
head
my
"Look
I
.
has
Madam
haven't
.
and
gets her
she
to
face.
my
"Father
in it.
she
falling over
on
from
his eyes
and
up
that
very
that
you
w^alk
We
to
has
.
buy clothes
has
at
.
rooms
before
up
she
she
.
day cleaning
washing
it is
Especially when
it.
take
you
MONEY
OF
fling papers
floor:
the
find
!
a
What
cent
....
in
and
disorder,
do
we
through
rummage
care?
gledy,
higgledy-pigIf
only, if
APPENDIX
We
both,
would
through
.
.
.
eyes
I
now,"
table.
I
see.
And
the
stairs
it
he
he
him
From
ful,
beauti-
a
laugh
we
can
back
run
quickly
put them
that
so
this way
go
she
up
on
doesn't
anybody."
before
and
I have
call to him
done
ing.
speak-
:
that
found
we
that
his
the
black
The
red
with
committed
he
for
window,
my
And
earnestly.
answers,
has
cheeks
of
of
night talking
my
about
difficult matter
little
and
money
I le must
.
.
.
has
forgiveness
back,
He
eyes.
the
at
has
it.
understood
soul
nor
in his cap.
and
boy
and
baker's.
in his
remorse
too
which
I sit until
seems
to
late
us
the
of all.
boy
the
the
glad
He
money,
laugh
come
and
little
I
to
him
see
sting of
the
not
cockade
our
I
and
across
first crime.
mother
For
happiness
like drumsticks
pace,
money.
"You
splendid thing
a
laughs
legs go
money.
we
I say.
And
most
and
call Petrine,
tell
after
run
"Yes,"
at
gleam
the biscuits, and
won't
is down
cent?"
of
shall
we
"Wasn't
same
found
Then
door.
my
the
his
though
as
have
whisper.
stairs, with
I
cent,
tears.
our
the kitchen
He
a
we
.
Our
through
.
at
it
cent.
"Hurry
.
last, grasp
at
fight for
large
209
must
glamour
earn
much
learn
of
to
money
money
know
and
and
the
power
the
joy
.spendmuch
of
THE
210
Yet
a
there
people,yesterday, who
of
him
MONEY
OF
two
were
rob
to
man
USE
four
dollars
and
killed
thirty-seven
cents.
.
.
been
It has
little
has
leave
He
of
to
income-tax,
dispose of
receives
this
sits apart
for
shall
sum
of the
out
it entirelyat his
and
while
a
he
be
cent.
paid
ponders
to
and
he
pleasure.
own
with
my
one
treasury
announcement
Sunday?"
"Every
that
morning,
of
income
weekly
a
that
privy council
in the
have
Sunday
free
and
decreed
shall
boy
Every
him,
.
composure
it.
on
asks.
"Every Sunday."
"All
the time
till the
"All
the
till the
In
the
to
time
stay with
his
allow
holidays
calculations
holidays."
summer
is to
holidays, he
summer
pleased to
was
holidays?"
summer
time:
beyond
the
mer
sum-
of
lies, for the
them
he
house
limits
the
try,
coun-
The
be born.
to
consequently,
are,
of
in whose
godmother,
himself
to
go
his
ment,
mo-
his Nirvana.
And
employ
we
further
That
almanac,
our
that
say,
if
will be fifteen
We
arrange
and
in each
we
calculate, with
everything
Sundays
a
to
ours
happiness.
true
is to
of
horizon
this restricted
goes
before
drawer
compartment
with
we
as
the
aid of
the
heretofore, there
summer
fifteen
put
the
one
holidays.
compartments
cent.
Thus
THE
212
sit
We
I say,
USE
if you
had
had
there
ring around
it.
I
if the
And
cent.
We
is
I look
at
with
is
There
no
of
window
cent
matter
to
bit
price
make
the
top in the
boy, despondently.
on
said.
We
sit
from
?
us
Anyway,
You
Sunday.
be
Give
see,
me
your
check."
your
Crestfallen
time
long
a
which
of the week,
not
do
to
can
we
is
it.
We
take
go
a
love
And
really in keeping
shopkeeper
look
we
let one's
easily forget
the
to
next
still a
seductively.
more
a
and
the
at
the
see
shop.
course
so
sell it for
to
chocolate.
on
home.
daily, for it does
might
that
more
the
shop.
toy-
taken
greatly mis-
the
at
little
my
green
know."
you
look
says
window,
the
During
whip,
top before
go
dining-room
willing
a
surprise:
there's
pensively,we
be
and
does
your
handkerchief:
I should
a
in the
reallya splendid top.
the
you've spent
way,
It is
him
buy
the
haps
per-
I know
red, with
:
way
"Yes, but what
can't
it.
the
over
shop's shut,"
"The
a
of
out
over
not
was
you've got
go
always
just
would
top, you
a
lovely top
a
yesterday.
toyman
shop-window.
We
thoughts. Then
own
pleasure
It is
it
saw
bought
more
place where
that
our
pensively:
have
One
MONEY;
little,
steeped in
a
"Now,
we
OF
the
in and
with
solemn
the top
at
cold.
grow
top shines
make
our
oath
sure
means.
to
keep
APPENDIX
the
for
top
should
o'clock
and
And
hands.
When
the
remarkable
There
turn
the
nasty
manner
is
of
the
to
But
too.
by
has
the
fact that
the
upper
a
do
Sunday
and
cent
the
after
early
you
buy
can
where
no-
I say.
"You
day
Sun-
Next
and
will have
your
Saturday:
as
the next
that, you
is
classes
to-morrow.
and
same
skipping-
a
five cents.
for less than
your
have
difficult matter.
is
as
ping-ro
skip-
a
to
wants
simplest thing in the world,"
must
cents
who
this
is discussed
spend
not
the
used
sort
be obtained
"It's the
you
something
cent,
little boy, therefore,
my
business
The
next
courtyard
inquiries establish
Careful
must
in the
boy
a
skipping-rope
rope
of the
comes
happens.
and
five
appears
it dis-
tops have.
which
On
sleep with
morning,
after
trace,
trembling
day and
Wednesday
on
a
it all
spot before
with
treasure
boys
for it.
sums
the
on
if
even
higher
are
with
play
we
without
a
we
acquire our
night, until,
it at
morning,
much
morning,
Sunday
nine
Sunday
bid him
and
come
On
till
us
213
the
next.
saved
your
skipping-rope
at
once."
"In
five
He
says
think
skipping-rope then?"
shall I get my
"When
my
day, he
Sundays
but
nothing,
idea
very
now."
from
I
can
see
brilliant.
In
derives, from
sources
that
the
unknown
does
he
of
course
to
mc,
not
the
an
THE
214
with
acquaintance
serves
to
up
words
USE
me
"It
Til
of
claws
do
thirteen
He
to
us
of
ing
follow-
to
go
our
five
cents
me
the
ping-rop
skip-
for
the
."
back.
cents
.
in the
red
he
is
face
for
ripe
.
and
falling
business,
it, for
do
And
either.
good
to
boy,"
my
I say.
you're
have
you
only
know."
one
just see,"
we
for
very
any
you
collapseslike
And
he
:
sort
you
as
five cents
forty
you
me,
position
a
me
perceive that
that
cents,
"Let
which
in the
morning
lend
usurers
do
in
even
give
I
wouldn't
not
will
you
quite confused.
don't
lend
close
stands
"I
circumstances
Sunday
must
you
skipping-rope,
the
financial
on
If
into
MONEY
:
"Father,
He
OF
last
whose
is gone.
hope
I say.
drawer
and
at
stare
it
long
and
deeply.
"We
might
perhaps
give
you
five
cents
your
cent
and
the
four
interrupts me
purse,
of the
."
cents
him
loud
a
five cents
.
shout.
and
take
I take
out
cent
out
one
won't
the
next
be
and
pleasant
the
next
and
Of
the
thoughtless youth
course,
the
instalments
I
Sunday,"
next
the
say,
."
next.
.
But
have
drawer:
"That
"and
give
with
I
that
way,
I should
then
.
He
my
And
now.
next
it this
manage
.
is gone.
of
his debt
are
paid
off
APPENDIX
with
the
drawer
instead
The
of
thing
all
I should
that
of
which
Next
due,
little
my
"Is
"I
should
"Is
that
that
time,
and
the
"I
in
will
you
will
cent
should
at
the
into
my
simply
an
cent
; and
the
because
memory,
before
the
its purchase.
is not
thing
quite
instalment
falls
gloomy:
very
I ask.
stick
a
get
have
be
is
of
chocolate,"
he
me.
can
in
one
paid
your
much
so
looks
like
You
his
fourth
matter?"
looking
all ?
the
face
much
the
underwent
when
the
so
without
says,
he
boy's
anything
how
sees
It
have
Sunday, already
pleasant and,
so
self
spot him-
its way
well.
goes
is still fresh
pangs
finds
and
the
on
and
opened
skipping-rope
the
always
his.
first time,
amusing
is
is removed
requisite cent
pocket
is
He
great ceremony.
when
215
for
a
fortnight. By
the
skipping-rope
again."
own
like to
have
the
of
stick
olate
choc-
now."
Of
but
I can't
it with
has
in
over
up
own
the
mouth.
in
full of
it.
eyes
And,
to.
dejected
Later
am
help
our
gone
a
I
course,
the
What's
and
that
sincerest
We
is gone.
gone
know
we
compassion,
Sunday
exactly
morning,
where
we
saw
it
part
mood.
the
drawer
day, however,
with
I sit down
raised
I
find
eyebrows
quietly and
standing
him
and
wait.
a
pursed-
And
I do
216
THE
have
not
wait
to
as
OF
USE
long before
is
economist
an
MONEY
I learn
that
velopmen
de-
his
taking quite its
normal
course.
"Father,
into
here
this
then
don't
We
I
it and
took
."
won't
you
mind
talk
that,
as
.
have
The
that, father.
about
it, and
of
matter
a
reckless
for
cent
your
the
do
we
And,
it.
enter
we
course,
which
cent,
He
with
the
upon
in
a
Where
there.
that.
most
we
do
us
of
cents.
the
vice
five
They
are
summer
without
a
long Sundays
of
from?
come
so
drab
those
the
over
profoundly
And
of
take
to
cent.
a
They
gone.
were
We
have
ourselves.
morning
one
path
the least chance
know
But, during
which
enough
just before
falls and
they
spent them
is
blow
should
We
which
the
without
row
is clever
he
lies
pursues
scruple, until the
every
then
Sunday,
next
very
holidays.
come
..."
peculations.
furthest
and
and
from
now
Sunday."
"I
the
cent
place
.
"Why,
other
Sunday's
the
chocolate-stick
the
bought
moved
we
suppose
about
simple
must
hope
good, when,
and
so
make
trust
after
our
of
drawer
empty
that
and
needs
days
poverty,
and
we
talk
sit
long
painful phenomenon,
easy
to
the best
that
our
trip,we
and
understand
of.
experience will
start
a
new
set
USE
220
OF
Mrs.
Oberhaltzer,
S.
MONEY
L.
Savings
School
"
United
States
Bulletin
Savings
School
W.
Oulton,
"
Congress
Education,
of
Education,
on
Banks.
No.
1914,
Banks.
tional
Internavol.
1884,
London,
46.
ii,
623-628.
pp.
Gertrude
Palmer,
Earnings,
"
of
School
Children.
and
Spendings
June,
Commons,
The
ings
Sav-
1903.
Samuel
Smiles,
Thrift.
"
Thayer
Thiry,
and
Ethics
J.
Schools
Walter,
the
of
404.
Addresses
Banks.
Savings
"
Proceedings
1893,
p.
H.
p.
Success.
of
"
1875,
May,
tion,
Associa-
Education
National
286.
p.
John
T.
Thrift
"
1881,
London,
Lessons.
240.
Sara
Wiltse,
E.
Learning
"
Place
of
the
Story
in
Early
to.
Education,
Use
Money,
pp.
93-98.
The
INDEX
108-115
ACCOUNTS:
170;
;
52-59
regular,
53-55
not
;
APPENDIX.
203.
174;
and
pose,
pur-
typical, 58, 59.
11.
TRAINING:
133-148;
Zl, 47, 84, 91, 105.
BIRTHDAYS,
BOOKKEEPING,
163,
BRADLEY:
what
BUDGETS,
106,
BUSINESS:
of
62-64.
185,
186.
72-77;
children,
arithmetic,
and
in
methods
160-162;
in, 102, 103.
training
:
178.
owed,
he
make-believe,
136-141
affairs,
child's
;
and
184.
39, 60.
CHICAGO,
70.
LABOR.
38.
CHOOSING,
34, 35, Zl, 43. 46, 79, 91,
CHRISTMAS,
CLOTHES:
buying
CLUBS:
192-202;
201,
achievement.
in
COMMUNITY:
accounting
187-190;
COOPERATIVE
finances,
home
training,
CLUB
tomato,
74;
boys',
192-202;
202.
COMMUNISM:
financial
105, 174.
99-107.
children.
by
74.
corn,
mrtic,
32-35.
RESPECTED,
BE
TO
WISHES
CURRIER,
;
119,
67, 82.
66,
BICYCLE,
CUMMINGS.
amount
57, 58;
wage,
a
105,
104,
217.
BIBLIOGRAPHY,
CHILD'S
101,
149-169.
motive,
a
be
68, 69.
earning,
52, 53
FINANCIAL
AND
with
; and
100,
39,
not
MOTHERHOOD,
ARITHMETIC
55
common,
should
;
AMERICAN
CHILD
22,
19, 20,
ALLOWANCE:
168-
181.
sensitiveness,
:
community,
201, 202.
CLUBS,
ADOLESCENCE
134-136.
151, 152, 186;
garden,
organizations,
school
ACHIEVEMENT
BUYING
ARITHMETIC,
OF
IDEAS
ACADEMIC
in
116-121.
school,
183-190;
168-170;
business
191.
welfare.
WORK,
128.
177.
223
200, 201.
and
and
school
home
in
arith-
224
INDEX
DEBT.
55, 56. 80. 81.
DEVELOPMENT
OF
EARNING
IDEAS
OF
MONEY,
9-17.
edge
60-71. 105; significance of, 6-8; knowlspending earlier
than, 36; typical examples,
MONEY:
of
76, n.
EDGERLY.
169.
EWALD,
203.
FAMILY.
FARMING.
AND
USE
OF
MONEY,
22-24, 27, 28.
IZ.
FEWELL
192
FINANCIAL
COMMUNISM.
RESPONSIBILITY,
FINANCIAL
FINANCIAL
116-121.
86-98.
86. 91, 92. 119, 120, 139, 149, 173,
187, 199; importance
of. 1-8; problem
of, 7, 8; should
begin early, 16; usual. 18-31 ; family affairs as means
of,
22-24; ownership
and, 24, 25; and
133-148;
arithmetic,
incidental
and
intentional, 171-182 ; opportunity
greater,
life
and
176-180; home
in, 183-190; Uncle
community
TRAINING:
Sam
191-202.
and.
FITCHBURG,
162, 169. 180.
PROBLEMS.
IN
WORKING,
FORMULATING
FREEDOM
GARDEN
150.
GENERAL
GIFTS,
64, 65.
150, 177.
ACCOUNTS,
GARDENING,
GEORGE
146-148.
EDUCATION
192.
BOARD.
JUNIOR
REPUBLIC,
46, 49, 59, 80.
180, 181.
HABIT.
43, 66.
HIGH-SCHOOL
HYANNIS,
IDEAS
AGE,
177.
OF
13-15
FOR
186.
140.
82.
INVESTMENTS,
13-15
; and
42. 118.
INSTITUTIONS
INTEREST,
; concrete,
188.
INDIVIDUALITY,
INSURANCE,
of, 9-17;
development
MONEY:
generalized,
INDIANAPOLIS.
INVEST.
\
41.
186.
SAVING,
125-132.
cost
early, 9-13;
of, 15-17.
INDEX
225
financial, 32-35.
JOYS:
JUSTICE,
89.
KNAPP,
192.
56.
LOAN,
LOS
ANGELES.
LOUISVILLE,
180.
178.
MAKE-BELIEVE
REAL
AND
MARKETING,
179.
MILLS.
MONEY:
BUSINESS.
160-162.
200.
importance
in
4, 5
children,
to
not
present-day life, 2-4; use
real
in
5
moral
life,
4,
place
;
;
of ideas
of, 6; development
of, 9-17;
like to earn,
by irregular gifts, 46-51 ; children
related
to other
things, 120.
it
MORALS
BOYS'
AND
of
MONEY:
6; training in
use
20-22.
money,
179.
OGDEN.
OWNERSHIP.
OVERPAYMENT,
PALMER,
PAY
OF
significanc
getting
60, 61 ;
192-197.
CLUBS.
SIGNIFICANCE
MORAL
dent
evi-
for
:
24, 25, 87, 88.
61.
60, 79.
what, 62, 69, 70.
PAYMENT.
49. 55.
PRACTISE.
154.
PRACTICAL
TRAINING,
89, 97.
PUNISHMENT,
152.
75. 102. 104; financial, of children, 86155-158; for school
91, 92; for luncheon,
RESPONSIBILITY:
assuming,
repairs, 158, 159.
98;
SALARY
OR
SAVING:
PIECE
78-85,
WORK,
129-131;
65-67.
parents
encourage,
78;
intelligent,
125-1.?2.
for,
of, 82-85; institutions
SCHOOL:
banks. 29, 82, 127.
127; saving
banking,
162.
finances, 159; problems.
savings, 127.
SCHOOLS:
supplies in, 171-176; promote
79-82;
SIOUX
SMILES,
CITY,
modes
16. 17.
SAMUEL,
184.
128;
226
INDEX
FOR
SOCIETIES
SORROWS
126.
32-35.
financial,
:
125,
SAVING,
98.
SPENCER,
SPENDING
36-45,
MONEY:
of,
knowledge
6-8;
37-39
;
and
delayed,
39,
42;
41,
40
;
40,
amount,
42,
usual,
43;
significance
36;
earning,
precedes
of,
methods
broader
130;
129,
and
41
freedom
;
in,
immediate
will
training,
43-45.
107,
SUGGESTIONS,
148,
SUNDAY-SCHOOL,
THRIFT,
UNCLE
WILL
WORK:
80,
184.
48.
SAM
TRAINING,
191-202.
TRAINING.
FINANCIAL
AND
43.
CHILDREN,
67,
of,
supervision
cost
YOUNG
182.
184.
THAYER,
TIPS,
170,
84.
of,
164.
99.
68;
outside
of
home,
70,
71;
mating
esti-
Childhood
The
deficiencies,
nerves
and
considered
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reason
the
In matters
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found
of fears
in which
ways
discussion
concrete
of
University, Worcester,
Mass.; author
Educational
Etc.
Adolescence,
Problems,
SELF-HELP
parents and
do things for themselves, written
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student
Montessori,
Practical
aid
By
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Author
DOROTHY
Montessori
resents
Mother,
English.Compositionof
the
young
in
labor
and
privilege ; (2)how
and
of Psj'chology
author
Fitchburg,
Mass.;
The
THE
and
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Individual
the
dealing
also the technique
practical methods
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author
money
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Child-Study,
be
General
of The
State
of Fundamentals
in the
BACKWARD
witli
By
Dean
Etc.
repre-
expended.
E. A. KIRKPATRICK
of Department
A volume
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MONEY
train
Child-Study,
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appreciate (1)what
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Froebel, Pestalozzi,
OF
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a
USE
By
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CANFIELD
THE
How
teachers
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Normal
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Etc.
Making,
CHILD
of backwardness
causes
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determining when
of treating him.
ARTHUR
dren
chilamong
child is ward,
back-
a
HOLMES
Faculty,
Pennsylvania
Conservation
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State
College;
Child, Etc.
Volume
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SpecialIntroduction
Table
of Contents,
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Lists of Books
O'Shea,
Analytical
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Each,
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12mo,
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Bobbs-Merrill
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