hi 
 
 (<0^ 
 
 i:j" / /v_. / 
 
 Conference of Committee 
 
 ON 
 
 Thrift Education 
 
 Proceedings from Stenographic Reports of 
 
 Meeting at Atlantic City, March 1, 1921 
 
 Edited by Arthur H. Chamberlain 
 
 Chairman of Committee on Thrift 
 
 Education N. E. A. and 
 
 National Council 
 
 Education 
 
 /'■I v^ 
 
Cornell University 
 Library 
 
 The original of tiiis bool< is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924081089140 
 
CHAIRMAN'S INTRODUCTORY NOTE 
 
 THE Committee on Thrift Education of the National Education Asso- 
 ciation and National Council of Education has been studying the thrift 
 problem since the formation of the committee in 1915. There has, 
 since July, 191S, been no meeting of the Council of Education, at which a 
 program has not been presented or a report of progress made. These reports 
 and the papers, addresses and discussions given at the various meetings 
 have been published in the National Education Association proceedings. In 
 addition, the results of several of the more important meetings have appeared 
 in pamphlet form. This has been made possible through the generosity and 
 much appreciated cooperation of the American Society for Thrift, of which 
 S. W. Straus is president and H. R. Daniel is secretary. Numerous 
 papers and reports have appeared from time to time in the columns of the 
 Thrift Magazine. 
 
 Departing somewhat from the general established order, the 1920 summer 
 meeting and the 1921 February meeting took the form of conferences or round 
 tables. These open forums have not precluded the studied paper or address. 
 Especially valuable have they proved, however, in providing a place for the 
 discussion of specific problems connected with thrift and conservation. Ques- 
 tions are asked and answered. Those who have introduced any phase of 
 thrift education in the programs of their schools or who have made any 
 application of thrift through the course of study or school activities, find an 
 eager audience at these round tables. The round table or open forum is the 
 best kind of clearing house. 
 
 This bulletin sets forth the proceedings of the Conference on Thrift Edu- 
 cation held at Atlantic City, March 1, 1921. Some of the addresses or discus- 
 sions were prepared. In other instances they are edited from stenographic 
 reports. The present bulletin is published through the cooperation of the 
 American Society for Thrift. 
 
 Never was the need for thrift, practically applied, so great as at the 
 present time. In city and country, among rich and poor alike, employers and 
 employed, there is the most appalling carelessness and waste. The lessons 
 of the war period seem to have been forgotten. To save and conserve is 
 too often looked upon as indicating a miserly tendency; to be free and open 
 handed, and wasteful even, indicate to the unthinking a large hearted benefi- 
 cence. The one who in every way strives to eliminate waste is at foundation 
 a good citizen. Thrift is a fundamental in citizenship. 
 
 The committee pleads for introduction into the course of study of the 
 elementary school, the junior high school, the school of secondary grade, of 
 the elements of such thrift instruction as shall, through their application and 
 practice, produce thrift habits — habits that will last through life. And the 
 form of this thrift instruction: save the pennies and later the dimes and 
 
dollars? yes; earn and invest? yes. But the money side directly constitutes » 
 one phase only, (although a most important phase to be sure), of thrift. 
 There must of course be attention to proper earning and saving and investing; 
 and by all means to proper spending. Teach how wasted time may be used 
 for profit and pleasure; how energy now dissipated may be applied to personal 
 and community profit; how observing the common laws of health and hygiene, 
 and mental and moral cleanliness, mean strong bodies and healthy minds; 
 how human conservation results in a race physically fit; and how conserva- 
 tion of natural resources so commonly wasted, — water and timber and fuel 
 and all the rest, — how to save these instead of wasting them. This is the 
 field of thrift instruction. 
 
 This bulletin is handed to you with the compliments of the Committee 
 on Thrift Education and the American Society for Thrift. We shall be glad 
 to learn whether you find it useful and shall welcome suggestions. Informa- 
 tion as to instruction in thrift in your school will be gladly welcome. 
 
 ARTHUR H. CHAMBERLAIN, Chairman. 
 
 [2] 
 
Conference of Committee on 
 Thrift Education 
 
 Proceedings from stenographic reports of meeting at Atlantic City, 
 March 1st, 1921. Edited by Arthur H. Chamberlain, Chairman of 
 Committee on Thrift Education, National Education Association 
 and National Council of Education. 
 
 Contents 
 
 Page 
 
 The Work df the Committee. Arthur H. Chamberlain r - 2 
 
 Constructive Thrift and Its Place in Humanity's Problems. 
 
 S. W . Straus --------- 3 
 
 Thrift — Civics. Ada Van Stone Harris 7 
 
 What Thrift Teachincs Develop IN THE' Child. C. H. Dempsey il 
 
 The Business of Living. Florence Barnard - - - - 14 
 
 .School Thrift Organizations. Justin F. Kimball - - - ]? 
 
 [3] 
 
CONSTRUCTIVE THRIFT AND ITS PLACE 
 IN HUMANITY'S PROBLEMS 
 
 S. W. Straus, President American Society for Thrift 
 
 IT is indeed a great pleasure for me to appear again before this body of 
 educators, for, as I look back over the past five years, I recall that the 
 many occasions on which we have met together for the discussion of plans 
 for developing thrift educational work in America have proved sources of 
 great happiness and inspiration to me. 
 
 Many of you who are here today were present when the first definite 
 steps were taken toward the introduction of thrift teaching in the public: 
 schools. This was in 1915 when the International Congress for Thrift was 
 held in Festival Hall, Panama-Pacific Exposition Grounds, San Francisco. It 
 was then a committee was appointed to enlist the co-operation and support 
 of the National Education Association in this good work. 
 
 At that time I gave voice to my conviction that history was being made 
 that day and that the meeting marked a new milestone in our national prog- 
 ress. Today I am as firmly of the conviction as I was then, that the begin- 
 ning made that day, will, in the fulfillment of time, prove to be a potent 
 factor in human welfare. To my mind the progress which has been made in 
 the cause of thrift education since then has been most satisfactory. We have 
 not moved rapidly, but we have proceeded steadily for we have been mindful 
 of the fact that we were blazing a new trail in educational endeavor and that 
 in a matter of such vast importance it were better to move slowly and cor- 
 rectly than to proceed too hurriedly along lines that might prove to be false 
 and incorrect. 
 
 Although convinced from the beginning that the educational equipment 
 of the child could be made more complete by the addition of thrift to the 
 curriculum, we have been aware of the countless dangers that might arise 
 from the encouragement of unsound and illogical doctrines of thrift. 
 
 The March of Events 
 
 What momentous events mankind has beheld since our Committee took 
 up this work five years ago! What tremendous emphasis these events have 
 given to the need for broad, constructive, upbuilding thrift by all men in all 
 the countries of the world! History, with strong unerring hand, has written 
 an indelible testimonial of mankind's universal need of thrift. 
 
 And so our Committee and those associated with us in this good work 
 may feel that our labors and our experiences and the lessons that we have 
 learned from the epochal events of the last half-decade have all served to 
 impress upon us humanity's profound need of intelligent thrift education. 
 
 Tod^y, we look out upon a different world from that which met our view 
 five years ago. Mighty nations have fallen and new ones have been created. 
 The map of the European continent has been redrawn. The sword of oppres- 
 sive militarism has been broken forever, let us hope. A new order of hfe 
 has been established. But it comes to us with many strange, unfamiHar and 
 perplexing aspects. 
 
 Dangers from Social Unrest 
 
 The most profound problems which humanity today is facing are those 
 that spring from social unrest; and what the world most needs today is not 
 only economic stabilization, but social stabilization. There is a human impulse 
 as immutable as the law of gravity which has ever driven mankind forward 
 
 [4] 
 
toward better and higher standards o£ living. Humanity today is groping 
 toward those better standards. To some extent it is groping in the dark. 
 But the grave unrest that is felt around the world is a manifestation of these 
 natural and laudable impulses. Some of these manifestations are malignant 
 and dangerous. Bolshevism has submerged Russia with its foul practices and 
 unspeakable teachings. Its poison is spreading throughout the world and 
 even in our own land so far away from the vortex of these sinister influ- 
 ences, we are confronted with dangerous forces that cannot be overlooked. 
 
 But I want to say, with all the emphasis at my command, that eventual 
 and permanent good will come from all the discontent and social unrest that 
 exists today around the world, for these grave problems of humanity will 
 never be solved until they are settled on the side of eternal right, truth and 
 justice to all. This has ever been the rule of human progress. Out of the 
 great crises and conflict of ideals, right has always prevailed, because right 
 _and all things that are right endure, while all things that are evil must of 
 their very nature come to an end. 
 
 I hold the belief that human discontent within itself is not a vice. But 
 its impelling influences must be directed along channels that are constructive 
 rather than destructive. Ambition is the outgrowth of discontent, and educa- 
 tion is but the expression of man's unwillingness to remain in the bondage 
 of ignorance and illiteracy. Success is discontent expressed in terms of accom- 
 plishment. 
 
 In the' solution of these great problems there are duties which devolve 
 both on society and on the individual. First of all, society must give to the 
 individual the right to live a clean, wholesome life and advance in the world; 
 the individual must be willing to take advantage of these opportunities with 
 fill the power that lies within him. 
 
 I know of no better way by which these guiding and stabilizing influ- 
 ences can be put into operation, than through an application of the principles 
 of thrift; and I know of no way by which all humanity can gain a complete 
 understanding of the principles of thrift save through the processes of 
 education. 
 
 The Stabilizing Influences of Thrift 
 
 We have only to review the events of the past few months to become 
 convinced of the stabilizing influences of thrift. For example, in connection 
 with one of the gravest labor upheavals since the armistice, led by leaders of 
 the utmost radicalism, the statement was made that not a single man who 
 owned his own home was to be found among those who joined the ranks of 
 the strikers. Bear in mind I am not attempting here to discuss any phase of 
 the labor situation, except as it is affected by the stabilizing influences of 
 thrift. What I have in mind is that the thrifty man is constructive in all his 
 tendencies and activities. Thrift is a character tonic. Thrift brings content- 
 ment of mind and upbuilding, while thriftlessness not only causes extravagance 
 and idleness, but it leads at time to lawlessness and vice. 
 
 Since the organization of the Committee on Thrift Education five years 
 ago, we have been working continually with these two thoughts in mind: 
 first, that humanity's gravest problems must be solved through thrift; second, 
 that humanity's correct conception of thrift, to a very great extent, must come 
 through the medium of the schools. Here can be given in correct manner 
 the all important lessons of self-reliance and self-building. 
 
 [S] 
 
Heretofore, those who have practiced thrift have done so very largely 
 as a result of inherited instincts. You who are engaged in educational work 
 know how some children manifest a natural disposition to be thrifty while 
 others show inherent characteristics of thriftlessness. But humanity's needs 
 demand that a practical understanding of the principles of thrift must be 
 universal, not accidental. 
 
 Priority of Thrift Education Conunittee 
 
 To the end. that those benefits shall be extended to an ever widening 
 circle of contact and that their upbuilding influences shall be bestowed upon 
 posterity, the educational forces of this day have a most imperative duty to 
 perform. Our Committee, by reason of priority, has taken the leadership in 
 this work and because of this we must continue these labors with redoubled 
 efforts. With all the force and power at our command we must insist not 
 only on the teaching of thrift in the schools, but we must insist that these 
 teachings shall constitute correct principles of thrift. We must ever bear in 
 mind that humanity has progressed from its crude primordial state because 
 certain individuals of strong will and clear vision insisted on providing for 
 the future. Our great cities throbbing with industry, our tremendous manu- 
 facturing plants, our railroads, our steamship lines and all the marvelous 
 physical equipment which mankind has wrought from the forests and fields 
 and the treasures of the earth are the products of thrift, and pay glorious 
 tribute to the importance of the thrift 'principle in the scheme of civilization. 
 
 Now, if we go down to the very root of these accomplishments we find 
 that they have been brought about through the slow and steady processes 
 of individual saving. Is it not of supreme importance then that these practices 
 be developed along the most intelligent lines possible and by the greatest 
 number of individuals? 
 
 It is the glorious opportunity as well as the solemn duty of our thrift 
 committee and the good friends of the National Council of Education and 
 the National Education Association to share in the great work of bringing 
 about these things. We cannot get away from the fact that the world of 
 tomorrow is sitting in the school room of today. Manhood's deeds are 
 mostly childhood's ideals and ambitions grown up. If humanity is to have 
 the material, physical, mental and moral values that come from thrift, the 
 foundation must be laid in the school room. 
 
 And what is the thrift that must be taught? 
 
 Unfortunately there has been a grave general misunderstanding of the 
 true meaning of thrift. It has been looked upon and even encouraged as 
 being a mere function of hoarding money. Now, the careful saving of money 
 is one of the manifestations of the thrift principle. Money saving is one of 
 the good children of the thrift family, but there are many other children in 
 the family equally as good. 
 
 It is to be remembered in this connection that one of the most practical 
 values of true thrift lies in the fact that it gives to the individual the sense 
 of correct money valuation. Money is a mere symbol of wealth, and its true 
 worth is only to be measured by the power it contributes as a constructive 
 force in human welfare. Its correct value can be judged only by these 
 standards. The possession of money, gained through thrift and rightful 
 industry, gives the poise necessary to human happiness and success, but the 
 
 [6] 
 
gaining of money merely for the sake of possession, without thought of the 
 good and rightful uses to which it can be applied, is not within the meaning 
 of true thrift. 
 
 Thrift: The Elimination of Waste 
 
 The most concise and comprehensive passible definition of true thrift 
 may be stated in two words: Eliminate Waste. That always has been the 
 basis of all true thrift practice and must be the basis of all correct thrift 
 education. Eliminate waste! The mind can travel very far before it reaches 
 the end of the possibilities for human betterment, both economic and social, 
 which spring from the consistent practice of this simple rule. If we eliminate 
 waste of time and energy we shall have labor and capital sitting down at the 
 same table, and, in recognition' of their complete mutual interdependence, 
 discussing methods of harmonious industrial betterment. If we eliminate the 
 waste of human material we shall have the most humane and practical basis 
 for our philanthropies and charities. Eliminate the waste that springs from 
 false pride and habits of extravagance and we shall have an end to much of 
 the vice: that now rules the world. Eliminate the waste of ignorance of 
 common business understanding and we shall have an end of the pitiful losses 
 of those who are the victims of fraudulent investment. Eliminate the waste 
 of false and unwholesome standards of living and we shall have the con- 
 structive benefits that come from well-regulated habits and clean morals. 
 
 One of the chief beneficial functions of thrift is that it imparts the power 
 of decision through which the individual is able to hold true to the course he 
 knows to be for his best interests. Another truth which must be made a 
 fundamental of education is that the man or woman who cannot save money 
 under adverse circumstances will never save under advantageous ones. The 
 experiences, of countless persons have been that it is just as difficult to save 
 money from a large income as it is from a small one. Many a man who began 
 to save in the midst of great hardships has been surprised at the rapidity 
 with which good fortune began to smile upon him. 
 
 True thrift is always constructive from the standpoint alike of the indi- 
 vidual and of society. It is not narrow in its conception or miserly in its 
 manifestations for, just as thriftlessness leads to vice, so miserliness often 
 leads to dishonesty. 
 
 In laying the foundation of thrift education it must be borne in mind 
 also that the individual owes unselfish duties to his fellowmen. One must, 
 through prudent and well-advised channels, do his share in eliminating the 
 waste which sometimes comes, as is the case in America today, from unem- 
 ployment, closed factories and slackened business. 
 
 We must never be unmindful of the sacred duties of good citizenship, 
 and, as far as our means permit, we must practice the greater thrift of giving 
 encouragement to the fine and ennobling arts and the handicraft of the skilled 
 artisan. Paintings, literature, music, superior types of mechanical construc- 
 tion, landscape gardening, fine roadways, beautiful buildings and great cities — 
 all have their rightful place in the scheme of human progress. It is within 
 the meaning of the greater thrift that those who can within their means give 
 rightful encouragement to these things should do so. It is the broad, general 
 understanding of all these truths that humanity must learn as a fundamental 
 part of educational equipment. In brief, there must be taught the great truth 
 
 [7] 
 
that those who do not practice thrift are out of step with the eternal march 
 of humanity. 
 
 Thrift Practiced by Nation's Immortals 
 
 It seems strange that the substantial principles of thrift never have been 
 taught in our schools. Washington, Franklin, Lincoln and many others of 
 the nation's immortals, counselled the teachings of this virtue. Washington 
 said: "Economy means happy homes and sound nations. Instil it deep." 
 What Washington saw with clear vision was that the happiness of our people 
 and the onward march of this nation depended very largely on thrift, which 
 should be taught correctly to the rising generations. History's page has ever 
 revealed that thrifty nations prosper and thriftless ones pass away, for thrift 
 is but another name for economic self-preservation and if we question its 
 necessity as a fundamental of education, we must question the function of 
 self-preservation as the first law of nature. 
 
 And so my friends, it seems to me that the duty of our Committee in 
 this matter is clear. You have heard today of some of the good things that 
 are being accomplished, but we have only made a beginning. We must not 
 be satisfied with past accomplishments nor discouraged by the vastness of 
 our task. We must press on with steadfast spirit, encouraged by the fact 
 that more and more the people of this great nation are coming to realize 
 the priceless need of teaching thrift in the schools. Let us remember that 
 it is not a duty to be performed in a day or in a week or in a year. It is a 
 great work in which the slow processes of time must contribute their solidi- 
 fying influence. If we keep truth and justice and right as our guiding 
 principles we may be safe in our assumption that we are adding at least a 
 mite to the sum total of human welfare, and that in all the days that are to 
 come the work we are planning now shall redound to the glory of American 
 education and to the everlasting benefit of all humanity. 
 
 THRIFT— CIVICS 
 
 Ada Van Stone Harris, Pittsburgh, Pa. 
 
 MY treatment of this subject is a very simple one, indeed. I am to 
 tell you briefly what we are doing along the lines of Thrift in Pitts- 
 burgh. Here, as well as in other cities of the United States,- we are 
 applying the principles of thrift and have various committees at work. Last 
 Spring we spent much time in the review of our course of study in History 
 and Civics. We felt that such subjects as thrift, that have been thrown into 
 our courses by the pressure of war, should become a permanent part of them. 
 Throughout the City teachers are taking in hand different phases of these 
 thrift activities. As the work develops, we shall modify it to meet existing 
 needs. Our general aim is to show the true meaning of patriotism, to implant 
 ideas of a perfect citizenship to the end that the child may habitually have 
 a right attitude of mind and of action toward his fellows and toward himself. 
 We recognize in laying out this course that "In the idea lies the great historical 
 force; in the ideas are the great moral potencies." 
 
 In order to establish this idea, in the minds of the children, we must 
 begin to guide them early. It is well to commence before they begin school 
 life. It is most certainly imperative that the work be taken up not later than 
 entrance to school. From the very first we lay down the underlying orin- 
 
 [8] 
 
ciple of citizenship, governed by good-will, expressed in Service-Efficient 
 Democracy. "For we are members one of another" — this being strongly 
 emphasized throughout the grades. 
 
 Thrift of Time 
 
 The central idea of the first year is promptness and carefulness in home 
 and school. This is thrift of time. We encourage promptness in leaving 
 home, and in returning and we believe in keeping after this from every angle. 
 
 Thrift of Talent 
 
 Then there is thrift of talent in the use of what would be waste materials. 
 Some of the teachers have done remarkable work in this respect. During the 
 past years the lack of materials has been a problem and many of the teachers 
 h^ve shown unusual initiative in reclaiming what would have been wasted. 
 There has been made some of the most charming furniture for dolls, out of 
 empty match boxes and candy boxes. The children save almost everything 
 now, bon-bon paper wrappers, tin foil, button molds, empty spools. In fact, 
 nothing is thrown away that could be put to any possible use. This reclama* 
 tion has developed ideas in both teachers and pupils, and has opened their 
 eyes to the use of what ordinarily would be discarded. We thus learn the 
 truth of the old adage, "Necessity is the mother of invention.'' 
 
 Thrift of Energy 
 
 Then we have thrift of energy, and teach the pupils to obey directions and 
 to be governed by self-control. On losing his temper, one of the little boys 
 was reminded that he was losing control, and thereby wasting. He turned 
 and walked back to his seat. At the end of the day, on asking how many 
 children had done their very best, it was learned that three-fourths had not. 
 It was then pointed out that there was a lack of thrift in energy and material. 
 We teach that thrift of effort means good work at home and at school. 
 
 Thrift of Material 
 
 It is very distressing to note the waste of material in public schools. 
 The children will write a few words on a piece of paper and on making a 
 mistake will crumple it up and throw it away. The same waste is true of 
 other supplies. Not only is encouragement given for thrift in materials and 
 school supplies, but in the care of toys and of clothing and of personal effects. 
 
 In every succeeding grade we add one additional phase — ^one new point 
 to be emphasized, to the points already brought out. In addition to thrift of 
 time, of talent, of energy, of effort, of material, there is thrift of food, bringing 
 to the attention of the pupils the amount of food necessary and the kind 
 best suited for their growth. 
 
 Thrift of Health 
 
 Then, there is thrift of health, which is of extreme importance. We 
 caution children to avoid getting their feet wet, and against running out 
 without wraps in cold weather. They are taught to use the handkerchief when 
 coughing or sneezing, and to go to bed early. These simple rules drummed 
 into them day after day count for thrift in health, and undoubtedly bring 
 good results. 
 
 Thrift of Money 
 
 Last on our list we have thrift of money. We have been encouraged here 
 
 [9] 
 
by thrift stamp sales. Part of one's earnings should be saved and invested. 
 "A penny saved is a penny earned." In order to establish the ideas- and ideals 
 in our daily work, we review briefly the matters we have taken up. The 
 next year we drill in the old things and add from time to time one new thiiig. 
 In the second year, it is pleasing to note the improvement in the pupils; the 
 development of character, the added industry and perseverance of the children. 
 I thoroughly believe that this training, simple as it is, is essentially helpful 
 and necessary in training the future citizens, and we are hopeful of results. 
 This is the simple story, poorly told, I fear, of what one City is trying to do. 
 but with results in thrift that are very gratifying. 
 
 OUTLINE OF CIVICS— THRIFT 
 
 GRADE I 
 
 CENTRAL IDEA: Promptness and Carefulness in Home and School. 
 "A penny saved is a penny earned." 
 Thrift of Time. 
 
 Promptness in leaving home. 
 
 Promptness in returning home. 
 Thrift of Talent. 
 
 Use of waste material. 
 Thrift of Energy. 
 
 Obey directions. > 
 
 Self-control. 
 Thrift of Effort. 
 
 Good work at Home. 
 
 Good work at School. 
 Thrift of Material. 
 
 Care of clothing. 
 
 Care of toys. 
 
 Care of school supplies. 
 Thrift of Food. 
 
 Amount necessary. 
 
 Kind best suited for growth. 
 Thrift of Health. 
 
 Avoid getting feet wet. 
 
 Avoid running out without wraps in cold weather. 
 
 Use handkerchief when coughing or sneezing. 
 
 Go to bed early. 
 Thrift of Money. 
 
 Save part of it. 
 
 Buy Thrift Stamps. 
 
 GRADE II 
 
 CENTRAL IDEA: Promptness, Carefulness and Perseverance in Home 
 and School and Neighborhood. 
 
 "Waste not, want not." 
 [10] 
 
Thrift of Time. 
 
 Prompfness in going errands. 
 
 Promptness in leaving home. 
 
 Promptness in returning home. 
 Thrift of Talent. 
 
 Selecting waste material for constructive activities. 
 Thrift of Energy. 
 
 Quick response. 
 
 Self-control. 
 
 Obeying directions. 
 Thrift of Effort. 
 
 Thoroughness in work. 
 
 Good work at School. 
 Thrift of Material. 
 
 Care of clothing. 
 
 Care of toys. 
 
 Care of school supplies. 
 Thrift of Food. 
 
 Source and freshness of food and water. 
 
 Amount necessary. 
 
 Kind best suited for growth. 
 Thrift of Health. 
 
 Care of teeth. 
 
 Use of handkerchief when sneezing and coughing. 
 
 Keeping bodies and clothing clean. 
 
 Avoid getting feet wet. 
 
 Avoid running out without wraps in cold, weather. 
 
 Go to bed early. 
 Thrift of Money. 
 
 Unnecessary expenditure for pencil, paper, chalk, etc. 
 
 Save part of it. 
 
 Buy Thrift Stamps. 
 
 GRADE III 
 
 CENTRAL IDEA: Promptness, Carefulness, Perseverance and Gener- 
 osity in Home, School, Neighborhood and Community. 
 
 "Habit is ten times nature." 
 Thrift of Time. 
 
 Promptness in attendance and lessons. 
 
 Promptness in doing errands. 
 
 Promptness in leaving. 
 
 Promptness in returning home. 
 Thrift of Talent. 
 
 Adaptation- of waste material. 
 
 Selection of waste material. 
 
 Use of waste material. 
 Thrift of Energy. 
 
 To find and give the BEST. 
 
 Quick response. 
 
 Obey directions. 
 
 [11] 
 
Thrift of Effort. 
 
 Thoroughness in work. 
 
 Good work at home. 
 
 Good work at school. 
 Thrift of Material. 
 
 Care of clothing. 
 
 Care of toys. 
 
 Care of school supplies. 
 Thrift of Food^ 
 
 Care of food — ^value of cold storage. 
 
 Source and freshness of food and water. 
 
 Amount necessary. 
 
 Kind best suited for growth. 
 
 Thrift of Health. 
 
 Report unsanitary conditions in the neighborhood. 
 
 Be careful of things we borrow and lend. 
 
 Sleep with open windows. 
 
 Care of teeth. 
 
 Use handkerchief when sneezing and coughing. 
 
 Keep bodies and clothing clean. 
 
 Avoid running out without wraps in cold weather. 
 
 Go to bed early. 
 
 Thrift of Money. 
 
 Careful expenditure: Quality rather than quantity. 
 
 Unnecessary expenditure for pencils, paper, chalk, etc. 
 
 Save a part of it. 
 
 Buy Thrift Stamps. 
 
 Share with others who need it. 
 
 WHAT THRIFT TEACHINGS DEVELOP IN 
 
 THE CHILD 
 
 C. H. Dempsey, Commissioner of Education, State of Vermont 
 
 I HAVE been interested in thrift ever since I sat with this committee of 
 the National Council in Detroit in 1916. Mr. Straus, I recall, addressed 
 us at that time. Since then I have had the privilege of sitting at Wash- 
 ington with a National Committee, whose task it was to draw up a prac- 
 tical course of study in thrift for use in the public schools. Later, this 
 course of study was taken in hand by a committee in New England, and 
 worked over to fit with the work done in New England schools. It is 
 interesting to note what the trend has been. 
 
 When we teach Arithmetic, for instance, we take up percentage, fractions, 
 and so on, and see that they are thoroughly taught. We take up Grammar 
 and see that it is mastered. When we draw up a course of study with the 
 purpose of training children to be good citizens, the fundamental things 
 considered for the curriculum are Arithmetic, English, History, Geography 
 and so forth. We do this, not for the development of subjects primarily, 
 
 [12] 
 
but for the development of the children, that they may grow up to be good 
 men and women. That is what has taken place in the course in thrift. 
 
 In Washington we tried to construct a course that would lead to a mas- 
 tery of the art of saving and investing money, the conservation of time, the 
 avoidance of waste of material resources, but we did not appreciate the fact 
 that this was another feature for the better education of children. We have 
 come finally to see that thrift is one of the objectives of school work, per- 
 meating the whole group of our activities, rather than a distinct subject. We 
 recognize this trtith in Miss Harris' discussion of what is being done in 
 Pittsburgh. That is exactly the history of the thing we are doing in New 
 England, which is the home of thrift. I shall sketch briefly the development 
 of the matter in New England, giving emphasis to four points. 
 
 A Definition 
 
 Out of our experience has come a definition of thrift. We have come to 
 realize that thrift means not only the saving and earning of the medium of 
 exchange, — the material things. It has come also to mean the elimination 
 of waste of all kinds, as so well brought out by Miss Harris — the waste of 
 materials, time and resources — national, civic and individual. It has come 
 to mean the avoidance of exploitation. It is both illuminating and distressing 
 to drive through New England and see how the forests have been exploited. 
 We have a tremendous task there in the avoidance of exploitation, destruc- 
 tion of resources. We have come to see that thrift means a large program 
 of conservation, extending from toothpicks to national resources of material 
 things. I have been glad, in traveling up and down Vermont, to find in the 
 forests that there are little new trees growing. 
 
 Sometimes I wish thrift movements would strike our Congress. There 
 is a chance for a great work there. Perhaps we will secure thrift apprecia- 
 tion through the children. Thrift has come to mean development of resources. 
 We must include wise spending and investment, not only of cash, but of all 
 things we have given to us in the way of wealth, considering wealth in a 
 very broad sense. Finally, we must include in our idea of thrift, not merely 
 the accumulation of wealth for personal gain, but enriching service, the 
 rendering of greater service to those about us. That is my conception of 
 thrift, so stated as to indicate progress toward a comprehensive definition. 
 
 The Objectives 
 
 We have come to realize more fully than formerly that the real objectives 
 are not found merely in exploiting the subject. Objectives must pass over 
 into personal accomplishments. The objectives are the personal efficiency 
 of the individual and good economic and social judgment. We have had 
 some strong examples on the negative side in the last few years, in inflated 
 wages and high prices, but I doubt whether the savings of those who were 
 receiving enormous wages were as large as they should have been. Good 
 economics we have hatl drilled into us, but there is much still to be done 
 in the development of our judgment. The object of thrift includes also 
 personal development toward which all education tends. For years we have 
 conceived that the genius of American education is the development of the 
 individual, and it is not complete unless it goes over into one other objective, 
 that of making better citizens and members of society. 
 
 [13] 
 
Thrift Habits. 
 
 Another object is the development of thrift habits. These habits are 
 emphasized by applying the sound principles of learning by doing. Most 
 emphatically, such work in thrift as finds expression through the Junior Red 
 Cross, — the doing of health chores, avoidance of accidents — all look toward 
 the formation of thrift habits. We come to the course of study again. What 
 part shall thrift play in our school work? We have, I believe, come tc 
 understand that thrift is not a separate Subject, but rather an integral part 
 of our school work, the modification of our general school activities. The 
 purpose of our regular courses of study in Arithmetic, English, History, 
 Geography, Civics and Hygiene is not merely to teach the content of the 
 text books and to provide for passing the examination. The purpose is 
 rather somehow to put into the child's personality a new force and power, 
 so that on going out from the school- the boy or girl shall have reached a 
 higher plane of efficiency. Every course of study that we draw up must be 
 so modified and developed as to emphasize clearly the value of thrift in its 
 largest definition. 
 
 Means of Attainment v 
 
 The means of attainment must be clearly borne in mind. In thrift we 
 must attain our ends largely through the performance of specific tasks. The 
 little pageant enacted yesterday morning at Young's Pier was precisely a 
 thing of this kind. It exemplified the vast amount of real work going on in 
 the schools of Atlantic City. All of this tends to develop strong American 
 citizens, instead of handicapped individuals. The work made necessary during 
 the war through home gardens and the raising of food of commercial value 
 is in this line. Civic service, expressed through clean propaganda in the 
 homes, for hygiene, sanitation, observance of law, school lessons; these are 
 direct responsibilities the boys and girls have to bear. All of our work in 
 school savings, — purchase of thrift stamps, and so on — is admirable. But we 
 must save for some worthy object, — education, or a Victrola to add to the 
 musical life of the home, or some other laudable purpose. We see the 
 application of thrift in actual practice in the industrial clubs, such as the 
 "Happy Jack" Clubs, where learning by doing finds a place. These are 
 specific tasks through the practice of which habit is acquired. 
 
 The definition of character is a continual observance of a task, for sc- 
 are habits formed, and habits create character. We must not lose sight of 
 our definition. We attain these things through practice in the school room 
 3nd by using school as a means for guiding and directing children at home. 
 We have come to see that the fundamental genius of thrift is instruction in 
 and through the schools. This tends toward making us more practical and 
 valuable and more highly inspired citizens. 
 
 I wish to emphasize the fact that it is not right to say, "Let's get 
 back to the old idea of economy." There was waste in the old days. 
 The other day I was looking in my grandmother's cook book and could 
 find not one recipe for a cake that called for less than a dozen eggs. 
 
 I am glad that the work of this Committee has resulted in placing 
 emphasis on thrift, not merely from the viewpoint of money. We 
 now hear of thrift in talent, thrift in health, thrift in energy, in food, 
 in time, in strength. 
 
 Miss Katherine D. Blake, New York City 
 
 [14] 
 
THE BUSINESS OF LIVING 
 
 Florence Barnard, Chairman Thrift Committee, Massachusetts 
 Federation of Teachers 
 
 IT is very interesting to note the many different angles, from which the 
 subject of thrift is considered. These all seem, however, to focus on 
 one point and that is the making of life worth while. 
 We were having a little talk one day in one of our school rooms, the 
 pupils ranging in age from 13 to 16 and 17. I asked them to frame their 
 ideas on what constituted success. The following replies are typical as class 
 answers covering definitions of success. 
 
 (1) To earn and save enough in early hfe to be able to live without 
 working in later life; 
 
 (2) To do for others; 
 
 (3) To live up to one's. highest ideals. 
 
 It is today, of course, we live. Considered from this point of view I 
 wish to call attention to the fact that many people of the present day are 
 following the principle "live today." This can be done with safety only when 
 "saving and giving" have been attended to. 
 
 The day of haphazard living is passing. It has been responsible for 
 incalculable waste. We see it on every hand about us. But in an age of 
 scientific research, when the highest intelligence is being used for highest 
 purposes, there is, and there will be in the future no excuse for it. 
 
 We are on the threshold of an era when the business of living is to be 
 a foundation or background for real living — for life more free and more 
 abundant. 
 
 In the business world it has been proven over and over again that clear 
 thinking, strict adherence to sound principle, and system, lead to success. 
 The individual in the management of his own personal affairs can not do 
 better than to adopt the same course. 
 
 Now, no business can be conducted successfully without bookkeeping, 
 and there we encounter the first dififitulty when applied to the individual. 
 The majority of people tell us they either can't, or can't be bothered to 
 keep personal accounts. They are in about the same attitude of mind as 
 the small boy who doesn't bother to brush his teeth or clean his nails until 
 mother gets after him. But when mother does, and habit becomes estab- 
 lished, it is as much a part of everyday living as dressing and eating. And 
 when he arrives at the age of reason, he sees for himself that health, and his 
 place in society depend upon such habits. 
 
 So mental health, and, in the long run, one's place in society, depend 
 upon habits of management of economic affairs, and bookkeeping is a 
 fundamental need for that. 
 
 Out of an attempt to reduce to simplest terms the uses of money and 
 time so that the relation of these elements to each other might be visualized, 
 grew the budget formula here presented. The word "grew" is used because 
 .its development extended over a period of three years. 
 
 Referring to the chart on page l5 we see that money may be saved, 
 given and spent. Saving should come first, for one can not carry on busir 
 ness without capital. Saving systematically, and investing carefully means 
 capital always on hand, and in case of emergency, capital prevents failure. 
 
 [15] 
 
A Plan for 
 A Weil-Rounded Life 
 
 T 
 
 h 
 r 
 
 t 
 
 E 
 
 X 
 
 i 
 s 
 t 
 e 
 n 
 c 
 e 
 
 Saving (10-20%) 
 Giving (5 10%) 
 
 Spending (70 85%) 
 
 N 
 
 
 
 E 
 C 
 E 
 
 Housing 
 
 Operating 
 
 Food 
 
 Board 
 
 S 
 S 
 
 I 
 T 
 
 Clothing 
 Laundry 
 Transportation 
 Health 
 
 I 
 
 Incidentals 
 
 E 
 S 
 
 Necessities 
 
 Comforts 
 
 B 
 
 E 
 T 
 T 
 E 
 R 
 M 
 E 
 N 
 T 
 S 
 
 Luxuries 
 Reading 
 Recreation 
 Spiritual Uplift 
 Improvement 
 
 [16] 
 
Assume that at the age when one is beginning to earn, say. in the early 
 twenties, one begins to save systematically, not less than 10% 'nor more than 
 20% of the earnings. By investing safely and compounding interest, until 
 the age of 60, one may have accumulated enough to retire at that age, and 
 to be able to maintain the same standard of living after retirement as before. 
 This statement may easily be worked out mathematically. 
 
 Giving generously is also good business. It is an investment of capital 
 which yields highest returns, but in the joy of giving one forgets the returns. 
 To give not less than 5% nor more than 10% — the Biblical standard — is 
 just to self and others. 
 
 When the income is very small, S% is proportionate, and even this may 
 be turned homeward exclusively when there are dependents and actual need. 
 It is "'not what we give but what we share" that counts. Through saving, 
 giving the more is made possible. 
 
 The remaining 70% to 85% may then be spent without jeopardizing the 
 future. To spread the spending portion over both "Necessities" and "Better- 
 ments" shows good business management. If one is not by nature a manager, 
 the ability may be acquired by watching or studying expenditures, and by 
 comparison from month to month. 
 
 This formula suggests the development of character. A fair mind, a 
 warm heart, and a strong will constitute the cardinal elements of character. 
 Saving requires strength of will, giving springs from warmth of heart, and 
 spending wisely indicates mental balance. 
 
 One must have "Betterments" in order to live up to ideals. Not to have 
 "Betterments'" leads to bankruptcy and poverty of soul. 
 
 "Betterments" suggest an economic use of leisure time, and the supreme 
 value of today. 'Tis today we live. 
 
 "With every rising of the sun. 
 Think of your life as just begun. 
 The Past has cancelled and buried 
 Deep all yesterdays. There let them sleep. 
 Concern yourself with but today. 
 Grasp it, and teach it to obey 
 Your will and plan. Since time began. 
 Today has been the friend of man." 
 To read a little, to have refreshment from Nature, Art, Music and travel, 
 if may be; to seek spiritual help and grace through daily prayer and affiliation 
 with some church (the fact that 65% of the population of our country are 
 not affiliated with any church should furnish food for thought); to realize 
 as early in life as possible that growth, mental and spiritual, should never 
 cease while life lasts — these are ideals which may become realities through 
 the wise management of money and time. For these there is universal 
 hunger, especially when education whets the appetite. 
 
 "Betterments,"' so-called, are in truth, necessities for every one, but espe- 
 cially for teachers, who directly and indirectly, consciously and unconsciously, 
 influence the lives of the citizens of the present and the future. I would that 
 teachers might be the first to learn thoroughly the business of living as the 
 most direct route to its understanding by the masses. 
 
 And the teacher of today v/ho does learn to make a success of the busi- 
 ness of living, has a wonderful opportunity in a world of materialism and 
 
 [17] 
 
extravagance, to demonstrate that it is not necessary to do business on a. 
 large scale in order to be successful and to be happy. 
 
 SCHOOL THRIFT ORGANIZATIONS 
 
 Justin F. Kimball, Superintendent of Schools, Dallas, Texas 
 
 IT is a fundamental rule of practice in our schools that they are not to be 
 used as a medium of publicity and propaganda by outside agencies, how- 
 ever praiseworthy and public spirited. Neither the children nor the 
 teachers are subjected to the interruption of various drives, save as the 
 causes are ii feature of the school planned in, by, and for the schools. During 
 the war, even more than in times of peace, this practice proved a boon to 
 both teachers and pupils, conserving their time and interest and preventing 
 their exploitation in many ways. 
 
 In order to foster the various patriotic activities that were so vitally a 
 part of our school life during the war, such as Red Cross, Liberty Bond, and 
 Thrift Drives, and also to prevent working at cross purposes, we evolved an 
 organization among the schools known as the Four Minute Teachers. This 
 consisted of representatives chosen in each building by principals and teach- 
 ers, through whom all drives, propaganda and other interests found their way 
 to pupils and by whom all organization and work along these lines were 
 planned and carried out. 
 
 At the close of the war the thrift drive was the last "hang over." Id 
 the Brown School, — an elementary school of about 900 pupils, — the Four 
 Minute Teacher was Miss Nan Edmiston, the senior departmental teacher 
 of English, a young woman of charm, personality and organizing ability, and 
 it is of her scheme that I shall tell, as it has become the type of our School 
 Thrift Banks throughout the city and the Eleventh Federal Reserve District. 
 
 According to our regulations, no collections of any kind may be taken in 
 the schools for any cause, and a teacher may not require or ask a child to 
 bring money to school for any purpose or receive money from children, — 
 and no outside organization, business or civic, may take a collection in 
 school. We try to make our schools in the fullest sense "public free schools." 
 The only things sold at school are lunches and thrift stamps. The schools 
 serve warm lunches at cost and the pupils maintain a depository for the sale 
 of thrift stamps, out of which grew the so-called Thrift Banks, banks which 
 do not accept deposits, make loans or cash checks. 
 
 As the basis of the thrift organization. Miss Edmiston divided her eighth 
 year English pupils into committees, one for each room of the lower grades, 
 and sent these pupils, two by two, as Thrift Messengers to preach the gospel 
 of thrift to the smaller children. Each committee was assigned a special 
 room as its charge, and visited this room once a week, being allowed ten 
 minutes in which to speak, to get reports from the children of the room and 
 to give assistance and encouragement. Then these pupils came back to 
 their own rooms to compare notes and to counsel with the thrift teacher. 
 This device has proved a powerful influence for knitting together the older 
 and younger children, and has promoted mutual respect and interest, an 
 influence felt on the playground and outside the schools, a big sister and 
 big brother relationship. A small boy always feels he has a champion and 
 
 [18] 
 
counsellor in the big boy who is his room committeeman, while the feeling 
 of civic responsibility is fine for the older children. 
 
 The first thrift bank was started with a "revolving fund" of ten dollars, 
 which 'the Parent-Teachers organization later augmented. This fund is in 
 the custody of the cashier who exchanges thrift stamps. No teacher handles 
 either money or stamps, but the teachers audit the books and cash box. 
 
 The teller enters on his books as credits to each pupil a memorandum 
 of the stamps as they are placed in the stamp book and likewise credits each 
 pupil with the amounts shown in his savings bank pass book, or with amounts 
 receipted as paid on an investment, such as a lot, for some of our newsboys 
 have bought vacant lots since this began and are paying for them by monthly 
 installments. We insist always that the thrifty penny is the earned penny, 
 that begging father for a quarter to buy a stamp is not thrift. 
 
 The thrift messengers take as much pride in the achievement of the 
 smaller pupils to whose room they go, as in their own personal record, and 
 spread the news of any success, thus effectively helping to make public opin- 
 ion for thrift both in earning, saving and investing. In many cases children 
 of foreign born parents have brought from their hiding places about the homes 
 substantial sums, $40 or $50 in some instances, and have bought thrift stamps 
 or made deposits in savings banks, — in some cases the first contact of the 
 family with American banking institutions. 
 
 The children who have savings listed in the school Thrift Bank are each 
 given a button which entitles them to vote in their rooms in the election of 
 bank directors. These room directors choose the officials of the school thrift 
 bank. Recently an eleven year old Bank President and a nine year old 
 teller appeared before a district congress of mothers and made thrift bank 
 talks and were later taken by them to the State Congress of Mothers at San 
 Antonio where they appeared on the mothers' program and where they also 
 addressed the Rotary Club and one of the high schools. These young officials 
 were as anxious to "sell the idea" as any grown up promoter organizing a 
 big corporation. 
 
 In another school there is practically no sale for thrift stamps. The 
 people are necessitous and want their savings to be liquid assets immediately 
 available in the hour of need which comes all too often. The principal of 
 the school observing this fact discussed the wisdom of organizing a School 
 Savings Bank. This plan was objectionable (1) because under our state law 
 no one may set himself up to receive deposits without complying with state 
 banking regulations; (2) because as stated above, our teachers are not allowed 
 to receive or to accept money from children for any purpose, nor would any 
 city banking institution be permitted to establish a branch in the school; (3) 
 because a school savings bank however efficient it might be, could not extend 
 its influence beyond school days or outside the circle of school children. 
 The fathers and mothers of the district had but scanty experience of banks 
 and banking. The pay-checks were usually cashed Saturday night by the 
 corner grocery, and in time of need their loans were most often negotiated 
 at the "sign of the three gilt balls"; many of the parents had never been in 
 a reputable banking institution, so a school savings bank would not meet 
 the needs adequately. Instead, one school day each week the principal, or 
 his clerk, and a committee of older children take all pupils, kindergarten, 
 primary or intermediate, that have funds to deposit, to the four Savings 
 Banks of the city, each child being helped to make his deposit in a real 
 
 [19] 
 
bank of his personal choice. A group of 40 or SO poorly clad children on 
 such an errand in the financial district always attracts attention and invites 
 comment, and some of the parents of this school are beginning to find the 
 way to the banks also. The children take great pride in these weekly pil- 
 grimages and bring their pass books back to ,have the entries made in the 
 books of the school thrift bank. This is . a district, too,, that is strong for 
 the home school garden, and whatever a pupil sells from his garden may be 
 credited on his school thrift account when he brings the proper proofs. The 
 whole community is coming to be proud of the children's gardens and of 
 their accounts in the savings banks, a pride most desirable in this particular 
 part of the city. 
 
 In the high schools this thrift work is linked with a kind of clearing 
 house for employment of pupils outside of school hours, and also with the 
 work of the vocational guidance counsellors. We have many more calls 
 for pupils' services than we can supply and thus we find opportunity to guide 
 our youth away from blind alley jobs. The weekly earnings of pupils in 
 one of our high schools was recently laid on my desk and shows a total 
 for the week of $1,838.00. Some of the employments are collector, salesman, 
 automobile repairing, waiter, moving picture operator, stenographer, news 
 reporter, etc. Three out of every four of our' white pupils enter high school, 
 so thalt through these allied thrift organizations in the high schools we hope 
 to wield a vital and far-reaching influence on our coming citizenry. 
 
 Last spring the pupils in the Brown School earned and saved nearly 
 $10,000, as accounted for through their school thrift bank, and the other 
 schools of the city and Reserve District have followed this plan to the number 
 of m.ore than 400 elementary and high schools, rural and urban. 
 
 It would be easy to give figures running into thousands and millions as 
 to the aggregate of the savings in Dallas and in the Eleventh Federal Reserve 
 District, but the value of such a movement as this does not depend upon 
 spasmodic intensity, but upon steadily nurtured and persistently developed 
 public sentiment toward earning, saving and investing. 
 
 The School Savings Plan, which is only a part of the great thrift move- 
 ment, was started about 25 years ago. We used little cards at that time, 
 which are still in use even now in many of the schools. This was the original 
 School Savings System which Mr. Thiry brought over from Belgium and 
 started in the schools of Long Island City, New York in 1895. 
 
 My idea of the object of "THRIFT" is to eliminate poverty and lessen 
 crime to a great extent. I advanced this work through organizations such 
 as the World's and National Woman's Christian Temperance Union of which 
 organizations I am President, by trying to eliminate the drinking habit and 
 convincing people they should not use liquor. Our idea was to have them 
 save the money they would spend on cheap candy, etc., which later led up 
 to the drinking habit. 
 
 Here in Atlantic City we have a School Savings Bank of the old system. 
 Many of the boys of Atlantic City have sent themselves to the Normal School 
 in Trenton out of their thrift savings. 
 
 I have a letter from Mr. Henderson, Commissioner of Education in Alaska 
 saying their schools are planning to take up this work. He had been through 
 the general schools in the territory and he wants more thrift literature to 
 distribute. 
 
 Mrs. S. L. Oberholtzer 
 
 [20]