The Teaching of Thrift Lesson Outlines and Suggestions for Classroom Use ISSUED BY STATE DEPARTMENT OF EDUCATION VERNON M. RIEGEL, Director STATE OF OHIO DEPARTMENT OF EDUCATION The Teaching of Thrift A Manual of Plans and Teaching Outlines Arranged by Grades EDITED BY WALTON B. BLISS ASSISTANT DIRECTOR OF EDUCATION ISSUED BY VERNON M. RIEGEL SUPERINTENDENT OF PUBLIC INSTRUCTION AS DIRECTOR OF EDUCATION Columbus, Ohio: The F. J. Heer Printing Co. 1922 Bound at State Bindery. tf\M ^ *' & LIBRARY OF CO*^« R60EIV6D DEC 2 i 1926 0OOUM«NT8 DIVISION 1\ PREFATORY NOTE In section 7645 of the General Code it was provided that "the subject of thrift shall be taught for at least thirty minutes each week in each grade of the elementary and high schools of the state." The Superinten- dent of Public Instruction is required by this same section to prepare an outline for a course of study in thrift. This outline, which is presented herewith, has suffered many vicissitudes and has been greatly delayed in the issuance. Originally prepared in the fall of 1920, permission to print it was not granted until a year later. A few days before the first proof was received from the printer announcement was made by the United States Treasury of a change in its savings program, and numerous refer- ences to thrift and savings stamps had to be eliminated. Inability to secure paper also intervened at this time, so that it was finally necessary to abandon hope of using the manual during the school year of 1921-22. This outline consists principally of lesson plans prepared especially for this publication. Many of these plans are worked out very thoroughly and in detail ; others are more broadly suggestive. However, there is no thought that this manual shall present a comprehensive summary of all the possibilities of thrift teacliing. 'it Will' be ^directly helpful to a reason- able extent but much of its value lies in the suggestion and inspiration it will give to classroom teachers' to work out their; own ideas. There is manifested no desire to present thrift as a new and separate subject to be added to the curriculum ; the plans prepared have utilized every opportu- nity to make thrift a part of the work in other subjects or closely corre- lated therewith. This will doubtless meet with much favor. The grading is not closely done, so teachers will possibly find occasion to make read- justments now and then. High school lessons are not definitely outlined because of the differ- ent type of teaching organization in secondary schools. Some matter may be culled from the grammar grades material that is adaptable for high school use. It will be necessary for high school teachers to keep in mind their responsibility to give thrift some attention and to convey the re- quired instruction through the medium of lessons in other subjects which lend themselves to the development of ideas and ideals of thrift and conservation. The Editor. INTRODUCTION Under the provisions of a law placed upon the Ohio statute books some time ago, instruct ion is to be given in thrift in all grades in our public school system, both elementary and high, to the extent of at least thirty minutes each week. As an aid to the individual teacher, upon whose efforts the success of this thrift teaching depends, we have undertaken in this manual to present a number of suggestions and lesson outlines which it is hoped may prove serviceable. It is trite to comment upon America's wastefulness as contrasted with the frugality of the European countries, but it is really a serious question how many more generations we can continue this prodigality. Thrift is a habit; thrift is also an attitude of mind and an ideal. Practice and precept may combine to advantage in instructional method in the subject. Thrift is often defined briefly as saving, but it is broader than sav- ing. Thrift is saving "by using wisely and saving to use wisely. Thrift is not parsimony, not miserliness. Thrift is not an end but a means to an end ; it connotes the ability to dispense with an immediate pleasure for the sake of future benefits. Thrift should be interpreted broadly as the conservation of time, material and money, and it is so regarded in this outlined course. Practice of thrift is not associated with any particular money-saving agency or institution. Thrift and war savings were linked in the popular mind so long that there is a vague, confused idea in many minds that savings ended with the war and that to drag in thrift now is effrontery. The appeal to save on patriotic grounds has left in many a resentment at continued propaganda for sale of government securities, because of a feeling that a crisis no longer exists. This merely demonstrates that the foundations have not been laid deep enough. A great deal of our war thrift and saving- was a forced growth, a hothouse product ; we must plant the seedling that will produce the oak, permanent and abiding, not the ephemeral and transitory blossom. There was undoubtedly greater saving in the sense of bond and sav- ings stamp purchases and in enforced abstinence from certain food- stuffs during the war than there has been since. Bulked into totals, there was far greater national thrift in that crucial period than ever before or since. But a greater need for thrift exists now than then — need for the thrift that is basic and fundamental, that is more than an investment of money in securities. In the boom times that characterized the latter war period there was much saving that was superficial, that was carried on alongside of free spending by the self-same individual because money was flowing readily in those days. But the time is now 5 at hand when thrift and saving spring from necessity and not from patriotic magnanimity. The teacher will need to remember, however, that talk of thrift will be received with much less grace by many' parents now than formerly. We are tolerant of thrift when thrift doesn't hurt; but when we are hard put to it to make ends meet we are resentful at such talk. "As if we aren't pinching and scraping at every turn!" we cry in indigna- tion. There is no doubt of this sort of prejudice in many homes, but it is ill-advised. There is a great amount of unwise saving, blundering thrift, blind frugality, when straitened circumstances befall the average Ameri- can home. Thrift — real thrift — is nothing if not enlightened. To know the cheap, nourishing foods and to use them is a discriminating thrift that is not common ; to sift the ashes for reburning is still less common. Thrift may strike an unwelcome chord at times, under present conditions, but in that very fact lies an impelling reason for establishing a real groundwork of practice and ideals in our rising generation. Teachers will agree that if their teaching of thrift is to be successful it must function in habit. Thrift must be practical. Your concern is not to equip pupils with a code of action for their use when school days are over, but to give them an opportunity to put these principles into practice while they are still in school. If there is one suggestion that is worth more than all others to the teacher of thrift, aside from the above, it is this : Treat the subject in such a manner as to lead pupils to feel and be gripped by the interesting and happy side of saving, making clear the difference in practice between real thrift and stinginess. This will particularly apply to the children in the lower grades where the foundations are being laid. There are many ways in which you can provide for thrift to become a functioning, practical affair. The simplest way, perhaps, or at least the way that is most frequently planned, is the saving of money, and as long as money stands as the basic medium of exchange, saving of money will continue to be the fundamental form of thrift. School savings have developed rapidly in recent years and many schools are providing this practical outlet for thrift impulses. The State Department sees fit to urge the stimulation of all forms of pupil savings whether carried on in the school room by the teacher or through the pupils' direct dealings with banks. Any legitimate savings system, now used in or offered to schools, is desirable in so far as it effectively ministers to this need of the pupils to practice actual saving. The State Department is quite naturally interested in the plan of the Treasury Department of the United States. The plan of the Treasury Department is to do two things: (i) Stimulate and foster thrift and (2) secure the use of savings as a loan to the government ; every one should clearly understand that Uncle Sam is still needing to borrow money and finds the govern- ment savings method a very helpful way. THRIFT QUOTATIONS Large enterprises make the few rich, but the majority prosper only through the carefulness and detail of thrift. He is already poverty- stricken whose habits are not thrifty. — T. T. Munger. Time is the sand of life And when we waste a grain And wish to get it back We can but wish in vain. Lost, yesterday, somewhere between sunrise and sunset, two golden hours each set with sixty diamond minutes — no reward is offered for they are gone forever. Economy is the parent of integrity, of liberty, and of ease, and the beauteous sister of temperance, of cheerfulness and health; and pro- fuseness is a cruel and crafty demon, that gradually involves her followers in dependence and debts, and so fetters them with irons that enter into their inmost souls. — Hawkesworth. A penny saved is a penny earned. — Franklin. It is not what we earn that counts in the end; it is what we save. The habit of saving is itself an education ; it fosters every virtue, teaches self-denial, cultivates the sense of order, trains to forethought, and so broadens the mind. — T. T. Hunger, Economy is half the battle of life ; it is not so hard to earn money, as to spend it well. — Spurgeon. Ere you consult fancy, consult your purse. — Franklin. A stitch in time saves nine. — Franklin. Keep thy shop and thy shop will keep thee. — Franklin. Take care of the pence and the pounds will take care of themselves. — Franklin. A man may, if he knows not how to sa,ve as he gets, keep his nose all his life to the grindstone and die not worth a groat after all. — Frank- lin: Let honesty and industry be thy constant companions, and spend one penny less than thy clear gains ; then shall thy pocket begin to thrive ; creditors will not insult, nor want oppress, nor hunger bite, nor naked- ness freeze thee. — Franklin. i There are but two ways of paying a debt; increase of industry in raising income, or increase of thrift in laying out. — Carlyle. The world abhors closeness, and all but admires extravagance ; yet a slack hand shows weakness, and a tight hand strength. — Buxton. If you know how to spend less than you get, you have the philoso- pher's stone. — Franklin. SUGGESTIONS FOR TEACHING THRIFT A — Phases of Thrift i . Save money — spend less than you earn. Keep a budget. 2. Save time by working in a systematic way. Have a daily schedule. 3 . Keep physically fit by discarding worry and other wrong mental conditions. Talk health — make it popular. 4. Wise expenditure of money. 5. Avoid waste. 6. Efficiency in the work you are doing. B — Thrift Lessons (correlated with other studies). 1 . Nature study. a — Conservation of bird and animal life. b — Conservation of natural resources — forests, soil. c — Encourage gardening on part of children. 2 . Geography. a — Study ways of thrifty peoples — intensive farming and prevention of waste. 3 . Language. a — Topics for oral and written composition: What I Have Done to Earn Money. A Good Plan for Saving Money. Ways in Which I Could Avoid Waste. Raising Chickens, Hogs, Etc. What I Would Do With One Hundred Dollars. What Can Be Classed as Necessities? b — Subjects for debates: Resolved, That girls arc greater spendthrifts than boys. Resolved, That a farmer should be allowed to own no more land than he can cultivate. Resolved, That a High School education pays. 4. History and Civics. a — The nation's thrift depends upon honest, unselfish, well- trained public officials. Study men of this type. b — The patriotic citizen — he who is thrifty, who' pays his debts, and taxes, and who obeys laws. Crime costs the state much. 5 . Arithmetic. a - — Problems showing how money makes money, and those dealing with profit and loss. These problems should be taken from life experiences. 6. Rural Life. a — Convenient farm homes. b — Care of farm machinery. c — Convenient place for tools. d — Spraying trees, cutting weeds, etc. e — Scientific farming. 7. Thrift as concerns the teacher and pupils immediately : a — Teacher should save time by planning lessons, establishing system to care for daily routine, making clear assignments, requiring concentration of the children, and application to school work. Avoid the formation of habits that fritter away time. b — Save materials — paper, pencils, books and handwork sup- plies. Cultivate careful use of their own and of school property. CARE OF SCHOOL EQUIPMENT Socializing Thrift Through Applying it to Material Not Owned by the Individual Exclusively We enjoy seeing homes clean; we like polished, well-cared-for fur- niture. None of us would think of writing upon the chairs or tables at home, nor of marring them in any way. We are proud of our homes and want other people to like them too. We are in the school room as long every day as we are at home. Do you not feel better in a clean school room, where the desks are neat and shining, than in one which has a floor full of paper and broken, scratched desks? If these desks are ruined whose fault is it? If there is paper on the floor who has been here to put it there? If our maps, 10 pictures, or our playground equipment are mistreated, whom should we blame? Let us take some time to think about who buys this equipment for us, how many people own it and how we should care for it. Lessons: Care, Management and Use of School Equipment, i . Thrift in buying equipment. a. Quality — Better may be more expensive. Is more durable. b. Quantity — To buy in quantities often saves money. 2. Kinds of Equipment. Schoolroom. a. Seats and desks, maps, globes, pictures, etc. 1 . Furnished by the boards, or community, for the use of many different children. Individual has no right to destroy property of others. b. Books, writing pads, pens, pencils, etc. i . Furnished by individual for his own use. . The same pride we have in caring for our homes should lead us to keep our own property in good condition. If each child's material is clean, neat, and adequate, the gen- eral condition of the room will influence us for better work. c. Material which makes the schoolroom a pleasant place to work — pictures, curtains, flowers, etc. i . Furnished by school boards, individuals, clubs, parent- teachers associations, or by members of class for the whole room. 2. As property of each child, they should be used care- fully so that we may get as much enjoyment as pos- sible from them. 3 . The Playground Equipment — Swings, slides, see-saws, tennis nets, basket balls, base balls, tennis balls, etc. i . Furnished by whom ? 2. Used by whom? 3. Where should they be kept when not in use? Who should be responsible for their care? 4. Outside Work Equipment — School garden tools, rollers for tennis courts, etc. 1 . Furnished by whom ? For whom ? 2 . Proper use of — and care for them. 5. General Appearance of School — room and grounds. 1. The same civic pride which makes us landscape garden the lawns of our homes, which makes us keep them well trimmed and clean, and planted with pretty flowers, makes us want to keep our school yard the same way. The school yard belongs II to us. If it is strewn with paper, we are blamed. — If it is kept in good condition, we are commended. We all prefer praise. 2. Same thought applied to condition of desks and schoolroom in general. If we will each one remember that all of the equipment is partly our property, that we are responsible for the proper use and care of it, — we will work better and enjoy being in school much more. This lesson may be used in organizing a "Clean Up Club" or in connection with community civics work. FIRST AND SECOND GRADES (13) THE CANDY KID'S DREAM Once upon a time there was a little boy whom his Uncle Bob called the Candy Kid. Now why do you suppose Uncle Bob called his nephew such a very funny name? The Candy Kid ate so much candy — that's why ! — long hard stick candy and all day suckers and every other kind of candy that he could buy with his pennies. - One night the Candy Kid, whose really, truly name was William Henry, went to sleep and he had the funniest dream. He saw himself, a very poor little boy, ragged and cold and without a cent of money, but very happy because he found himself in a wonderful candy-land. ''Now for once," thought William Henry to himself, "I'll have all the candy I want." He walked out of the candy house and down the candy walk to a gum drop tree growing in the yard. He ate and ate from the gum drop tree until he spied a chocolate-bar bush. Then he ate and ate on the chocolate bars until after awhile he became very thirsty and went to the pump to get a drink. The handle was sticky for it was candy and when William Henry pumped, all he could get to drink was maple syrup. "Oh dear," said the Candy Kid, "Maple Syrup used to taste very good but I would like a change. If only I could get something sour to take that sickish taste out of my mouth, I'd be all right. Oh ! There is a tomato vine. A nice fresh, juicy tomato will taste just right after all that sweet stuff." But when he came to the vine the fruits were beautiful, red, hard candies. "Even a glass of milk would taste good now," said the disgusted boy and ran back to the house and into the pantry where rows of milk pans were sitting on the shelves. But when William Henry put in the dipper, he found the stuff in the pans not milk at all but thick, white cake frosting. "Oh dear ! Oh dear ! What ever will I do if I can't get out of this place. I'll go crazy with nothing but sweets to eat all day long. If only I had some pennies maybe I could buy my way out." For you see William Henry was a prisoner in the Candy Land and could not get out. And he had no pennies, be- cause he always spent them for candy so he could not pay the guards to let him out. So he decided to lie down and try and think of some other way of escape. He soon fell asleep and when he awoke he was all sticky because his warm face had melted the candy pillow. Now the little boy felt most uncomfortable and miserable, all candy inside and all candy outside and nothing else in sight. So he sat down on the doorstep and started to cry and pretty soon his salty tears melted a hole right through the candy door step and after a while a little man came through the hole in the doorstep. William Henry was surprised to see such a neat little fel- 15 i6 low in such a sticky place and asked him where he got such a bright,, shiny face. "Why," said the little man, "I came from the Land of Sav- ings Banks. Every one of us there are bright and clean because we always save our pennies and do not spend them on sticky candy." "Oh," begged William Henry, "I wish you'd take me back with you to that wonderful land. Do you have real drinking water there, and good sour tomatoes and beds that aren't sticky?" ''Yes," answered the little man. "We have all those things and more ; we have wealth, health and happi- ness but I cannot take you back to that nice clean land of mine unless you will promise one thing." "Oh I'll promise anything," exclaimed the boy, too happy to care what he had to promise. "If I take you back with me you must never spend your pennies again for candy but always put them away in a savings bank." Just then William Henry awoke and ran to tell his Mother his strange dream. He was so glad to have made his escape from that awful, sticky land of sweets that he asked his Mother to get him a savings bank so that he might start saving his pennies. Now William Henry is a big boy, ten years old, and his Uncle Bob calls him "Man" because he has a bank account just like his Uncle Bob's. (If desired the name. William Henry, may be changed to that of someone in the class.) THE LITTLE PIG BANK There was once a little blue eyed girl whose name was Miriam. She lived with her father and mother in a fine old house, near a forest of big oak trees where a little brook ran away and away to find the big river. Miriam enjoyed all of these things and, because she was so cheerful and happy, all the little boys and girls liked to see her and play with her. Sometimes they wondered why she could be so well and happy at all times but old Brindle cow knew for she had loved little Miriam since she was a tiny baby and -every day gave her a brimming cup of milk to drink. But old Brindle wasn't the only one that loved her. The little leg- horn hen loved her, too, for almost every day she found a little white tgg in the box in the corner of the woodshed. Sometimes Miriam ate it for her breakfast and sometimes her mother made it into a little custard pie. One day when she was having a little birthday party, all of her own, her father came home with a little package. He gave it to her and what do you think that it was? A little pig bank, just like this one. She was so happy to have that little fat pig but when she took it she thought it strange that it had such a funny little opening in its back. i7 Then her father told her that the little pig bank had come to be her friend and that he had promised long ago to take good care of all the pennies for little boys and girls. Then he took ten new shining pennies from his big pocketbook and Miriam dropped them one by one in through that funny place in the pig's back. Well this little pig took such good care of those pennies that Miriam was glad to give him every one that she could spare, until one day he got so full that he couldn't hold any more. Then the good father took Miriam and this stuffed pig to a big bank in the city. The pennies were given to the kind man who kept the bank and he locked them up in the great iron safe. Little Miriam likes to tell little boys and girls how nice it is to think about her little pennies lying side by side with her father's big dollars in the big bank and she never forgets to tell them that her little pig friend is still true! Now how would you like to have a pig bank or some sort of a little bank and begin saving your pennies, too? (Questions to follow the story.) Do you know what this is? (A penny.) Do you know this? (A nickel.) Do you know how many pennies make a nickel? Do you know this? (A dime.) Do you know this big shining piece of money? (A dollar.) Do you know how many pennies make a dollar? Well, have you any pennies? And what do you do with your pennies ? Have you a bank ? What kind ? Would you like to have a nice little bank like this one ? What would you do with your bank, if you had one? THRIFT Plan for the First and Second Grades Get the meaning of Thrift from pupils by means of questions such as When a squirrel gathers nuts what does he do with them? When you put a penny in the bank what are you doing? Is it right to save? What things can we save? Food, clothing, health, time, etc. Have you ever saved anything such as : time to play ? Why ? Summarize points by means of the following jingle : 2 T. B. i8 There are some things we want to do, So we can make our Thrift ring true; To do our tasks as soon as told, To guard our Health as Health rules hold, Eat slowly ; breathe deeply, and exercise take, These things our Thrift to make. Plan for the Second Day Show by means of dramatization the part Thrift plays in life. Scene: A sitting room. Two children enter and beg pennies. Hurriedly leave and buy balloons. They come back and play and tease father. Scene: In another home. A number of children enter and go about their own play thinking of fairies and toys and dolls. (The fairies may be brought in dancing co represent children's thoughts.) A Bank enters asking for help so the children give the pennies' they have saved instead of buying toys, etc. Bank is filled and children are joyously playing about, for the Bank has told them what the pennies will do. (If desired, a number of things such as : make dollars, help charity, etc., may be told by Bank upon entering. While the first two children play their balloons burst and they are unhappy because they have lost the hours they had planned to spend with balloons. First group of children run and play with second group and while there they learn to play without many toys and also get the habit of helping the Bank swell its funds. THRIFT Once upon a time a little boy named James had some older brothers who were working and saving their money by putting it into the bank. Every Saturday they took their money to this big building and some- times they let James go with them. James was so little that he could barely reach up to the little grated window behind which the man stood who took the money, and he just kept wishing and wishing that he would grow very very fast so that he could put money in the bank too and have it witten down in a book just as his big brothers did. Once he told his mother all about it and she told him that he did 19 not have to wait to be big but could begin right away and have a little bank account all his own. James was so happy he just jumped up and down, and then he rushed off as fast as he could to mow the lawn for Mrs. Black, the lame woman who lived on the next street. All summer he worked at whatever he could find to do. Some- times it was running errands for the neighbors or delivering for the grocers and other times it was harder work such as carrying traveling bags and suit cases for people who were on their way to the train. His mother had always taught him to be polite and respectful to older people and as he wanted to be a good boy and be helpful in every way he could, he did not like to take money for the things he did for them. But one day while he was down town he saw an old lady who was carrying a number of packages and an umbrella. He went up to her and asked if he might help her. She was very glad to have the help and although James did not want to take it she gave him a bright shin- ing new quarter. Now what do you think James did with his quarter ? No, indeed, he did not spend it, but took it right home to put with the money that he was going to put in the bank. And what do you think? The banker was so glad to have James's money that he told him that every time he would bring him some money and left it awhile he would add some to it and so James' bank account keeps growing all the time,, just as James does. And by the time James is tall enough to reach the little grated window he will have many dollars written down in his book. How many liked this story? How many of you have been to the bank? Have you seen the little window? How many have toy banks att home? Note : — r From this point on various methods may be used. A school savings fund may be started or children may be encouraged to use other avenues of saving. The Winters National Bank of Dayton, Ohio, uses as an advertise- ment a blotter which illustrates this story splendidly. 20 THRIFT LESSON PLANS FOR GRADES ONE AND TWO Based Upon Boy Blue Lesson i. Teacher's Aim: Thrift in time. Subject Matter "Little Boy Blue come blow your horn The sheep's in the meadow, the cow's in the corn, Oh where is the little Boy Blue who watches the sheep? Under the haystack fast asleep. Tell story. Made them sick. Make the children feel that it was quite a big sum. Esti- mate by pennies or small change. Procedure Who can recite for rhyme about Boy Blue? us the little Money, health, time. Now I am going to tell you a story about Boy Blue. What made little Boy Blue feel tired and sleepy in the morning? Are we real healthy when we are tired and sleepy all the time? What did the sheep do to the meadow ? How many dollars do you suppose this would cost the man? What did the corn do to the cows? This would cost the man something too, wouldn't it? Maybe some of the cows ate so much they were very sick and died. How many dollars do you think it would cost him then? And it cost little Boy Blue something, too. He had to spend all the money he had saved. What else did he lose? He was wasting his time, wasn't he? All the time he was hunting for a job, and couldn't get one? And his mother and little sister were ill when they didn't get any thing to eat, and then little Boy Blue had to pay the doctor a whole lot of money. If little Boy Blue had gone to bed early what would he have saved? 21 LITTLE BOY BLUE In a little village lived a little boy with his mother, and his little sister. This little boy's name was Moni, but his mother always called him her Little Boy Blue. When Moni was just a very little boy, his mother used always to sing him to sleep with a beautiful little melody about Boy Blue. Moni called it his song, and as he grew older he learned to sing the song himself. After school, when Moni trudged home with his books flung over his shoulder, and singing his little song, the people would look up from their tasks as he passed their doors and say, /There goes Little Boy Blue." But now Little Boy Blue did not sing his song as he trudged home from school. He did not go to school now. Little Boy Blue's mother had fallen and injured her back, so now Boy Blue had to earn the money to support his mother and little sister. It did not take him long to find something to do. A man of the village employed him to watch his sheep and cows. He was to keep the sheep out of the meadow and the cows out of the corn. Little Boy Blue was very happy in his new work for a while but then something happened to make him very unhappy. He got to .dis- obeying his mother, and he would stay up late at night reading out of a story book, making kites and doing other things. Little sister went to bed early just as Little Boy Blue should have done, but now since he was working, and supporting the family, he felt that he was too big to go to bed early, and that he didn't need so much sleep. Each morning it was a little harder to waken him. Day after day it became harder to watch the sheep and the cows. Then one day when Little Boy Blue was out in the field he just got so sleepy, and his eyes just wouldn't stay open, and Little Boy Blue fell fast asleep under the haystack. Noon came and time for Little Boy Blue to take the sheep and cows back to their owner. But Little Boy Blue didn't come . Then the owner started out to the fields to find him. And there Little Boy Blue lay under the haystack fast asleep. The sheep were in the meadow and the cows were in the corn and the man was very angry. His meadow was ruined, and the cows were even now very sick. The man shook Little Boy Blue and told him that he could go home. He was going to get another boy to look after his sheep and cows. Poor Little Boy Blue. It was a long time before he got any more sheep and cows to watch. The little money he had saved was all spent. His mother and little sister and he often had to go hungry to bed. At last Little Boy Blue got another job, but now he went to bed early so in the morning he was not tired and sleepy but was wide awake and healthy. And so were his mother and his little sister for now they had plenty to eat. 22 THRIFT LESSON Grades One and Two Teacher's Aim: To teach the child to save time, material and money in school gardening. Pupil's Aim: To make a school garden. Subject Matter Procedure Mother Goose. Mary, Mary, quite contrary, How does your garden grow, Learn. With silver bells and cockle shells And fair maids all in a row? School gardens. How many of you have gardens at home ? What do you grow in them? Do you like to work in your garden? Why/ Would you like to have a garden at school? Why? What kind? Government seeds. If I would get the seeds from the government free, would you like to plant them? What would you do with what you grow ? When would you like to work on this garden? Would you use your spare moments? What kind of a garden could you draw ? The one with the best plan will have his selected for our school garden. In Industrial Arts Period we will cut from wall paper patterns of the tools we will use. Have you any tools at home? Have your neighbors any tools you could use? How could we pay for the use of these ? Now draw a garden with flowers, vegetables and other things in it. Ex- plain this drawing. Correlated with Nature Study and Industrial Arts. 23 THE STORIES OF OUR PENNIES, NICKELS AND DIMES Type of Lesson: Conversation. Teacher's Aim : To teach self-expression and thrift. Pupil's Ainu: To assist in telling the story of the pennies, nickels and dimes. Subject Matter Procedure Educational toy or real I . Have you ever had money that be- money. longed to you? Paper for each pupil with toy money pasted on it. 2. How did you get it? 3. What did you do with it? (Some spent and some saved it.) 4. How did you spend it? 5. How can we save it? 6. Let us have the pennies, nickles, and dimes tell the story of how they were saved. Mary : I am the penny that was not spent for candy. 7. Tell me the story of your penny, Mary. John : I am the nickel that. was not spent for ice cream. 8. What does your nickel say, John? Robert : 9 . You tell us the story of your dime, I am the dime that Robert Robert, did not use to go to the show. Summary. Choose three of the stories given and have them written on papers on which the toy money was pasted. FIRST AND SECOND GRADES Aim: To teach conservation of clothing. Tell the story of the gingham dress which one little girl may be wearing. Emphasize work it took to raise the cotton, to dye the material, cost of material and time necessary to make the dress. Also emphasize the result of care of clothing. 24 LESSON ON THRIFT I. Aim: To teach children to take care of their belongings and not to put pencils in their mouths. II. Conversation of two Pencils. Pencil No. I. "I am feeling as good as new this morning. How are you. Brother Pencil-" Pencil No. 2. "Not very well. I am worried about my little owner." No. 1. "Why? What is the matter?" No. 2. "She was carrying me home yesterday and dropped me in the gutter. She picked me up but I was muddy and wet and typhoid germs were sticking to me. She should have let me drop but instead she put me in her mouth. I tried to warn her but she paid no attention. Now she is sick. They have just called the doctor and he has pro- nounced it typhoid fever." No. 1. "That's too bad. But. she should not put a pencil in her mouth. She has chewed you so you will hardly write." No. 2. "Yes, and she is always buying a new pencil so hers will look as nice as you do and her pennies go so fast she cannot save any money." No. 1. "Now my little owner never does that. I have been with her a long time. She never puts me in her mouth and I am always bright and sharp. She does not have to spend her money for pencils and has much money saved." III. 1. Which little girl would you rather be? 2. Why should we not put pencils in our mouths? SEVERAL THRIFT LESSONS Planned for First and Second Grades I. Teacher's Aim: To help the boys and girls understand the funda- mental facts concerning thrift. II. Analysis: A. Teacher gives explanation of thrift. (a) Meaning. (b) Necessity. (c) Motive for studying thrift. B. Introduction of simple thrift problems which the children will be interested in solving. 25 III. Preparation: (a) Who can name sonic things you waste every day? How many are going to try and break this habit of waste? When are you going to begin? How many have savings accounts? When did you begin saving? Ask your parents if they bought any Government Saving Securities. That was a help to the Government while the Great War was on, but it still helps to make our nation better when children save money. (b) Do you ever waste pencils by sharpening them too often? (c) If someone were to give you a penny, what would you do with it? Would you spend it for candy? How many can remember how the candy tasted that you ate yesterday? Did you feel any better after you ate it ? d) How many of you girls have a work dress to wear at home to save the dress you wear to school? How many of you boys have a work suit so as to save the suit you wear to school ? (e) How many ask your parents to buy you new shoes when half soling the old pair would make them good enough for school. (f) Do you have pets at home? What do you feed them? (Scraps.) IV. Presentation: (a) Do you use every bit of paper or do you waste your tablets? How many write on both sides of your paper in practice writing? Do you think it would be a good idea to begin today saving paper? (b) How about your pencils? How much do you suppose your parents spend each year for your pencils? Why not each one of you get a calendar and mark the date when you buy your pencil? Keep account of the number of pencils bought in January and February ; then see how many more you bought in January than in February. c) I wonder how many have banks? Don't you think a bank would be a mighty fine place to put the pennies people give you? Now, how 7 many are going to try and put more pennies in your bank from now on? If you would save your pennies you would some day have a bank account. (d) Boys and girls what are we going to do about our work dresses and suits? Girls, don't you suppose you could find a dress that would do to wear at home, so as to save the dress you wear to school? How many of you boys are going to have a work suit to wear at home, so as to 26 : I : Let's begin this eve- ning if change our dresses and suits as soon as we get home and put on those in which we can work and e How many :: yon ever had half soles put on your shoes? □ do with your shoes when the soles wear out? : How many carry lunches to school ? . What do you do with waste -craps from your lunch boxes? Don't you think -juld be nice to save the scraps and feed them to your pets ? All who carry lunches save the scraps and feed them to your pets at home : In what ways are you m : - - :ul ? : By spending money foolis ~ : ~^:7 [ : pencils - Waste ::" tablets. Not saving money. 5 Waste : : domes r : : shoes It: s solve each thrift problem by itself and see which one will be the greatest saving to us. LANGUAGE LESSON First and Second Grades A rhyme to prevent ::rming the habit of wasting paper in the lower grades To town, to town, a tablet to btr School again, school again sister and I. One must not waste writing paper while sma In fact, one must never war r at all. I Q 511 every page HI write on each side. jot basket, wasted paper won't hide. WHAT THE PETS THOUGHT OF JIMMY First Grade Language There was a great commotion in the barnyard the other morning. s and animals were trying to talk at once. I ;»nder what they we:: ited about? Listen, and I will tell you. Jimmy was the name of the little boy that lived in the great large brick house to which the animals ar. : belonged. Jimmy's father and mother decided to send him to his grandmother who lived many, many miles away. There he was to stay for the winter and go to school. Jimmy's pets all felt very sorry to have him leave and they were all trying to tell why they liked Jimmy so well. The big old turkey said, "Gobble-gobble, I like Jimmy because he saves the pennies which he earns, gobble-gobble." The dog said, "Bow, wow, I like Jimmy because he doesn't spend his money for candy and other foolish things which do him no good, Bow, wow." The duck said, "Quack, quack, I like Jimmy because he does not waste his time. He helps so much, Quack, quack." The little chicken said, "Peep, peep, I like. Jimmy because he never wastes any food, peep, peep." And last of all the old rooster said, "Cock-a-doodle-do, coek-a- doodle-do I like Jimmy because he goes to bed early and gets enough sleep, cock-a-doodle-do, cock-a-doodle-do." So all of the pets told why they liked Jimmy. When the big red automobile drove up in front of the house to get Jimmy, they all said together, "Gobble-gobble ; Bow, wow ; Quack, quack ; Peep, peep ; Cock-a- doodle-do." JANE'S PENNIES Jane started down the path toward the house on the run. "I don't care if Betty is saving all her pennies which her daddy gives her. She says that some day she might need them. Well I don't see what she could need them for some time a long time from now." "Oh Jane," called a sweet voice over in the field where daddy's horses were. "What?" "Oh, come here ! I want to show you this big bug." "Wait a minute, Johnny," said Jane, her yellow curls bobbing up and down as she ran. So she ran to the field and didn't think any more about saving her pennies that - day. Each new day that came I believe you could have seen Jane running toward home with a stick of candy. But every day Betty ran to her bank and put in one more penny. For many, many days each little girl used her pennies in the way she wanted to. Then one day,all at once, when Jane hardly knew what was the matter, Daddy kissed Jane and her mother good-bye to go away of! to fight bad men who were killing other little girls' daddies and mothers. Then one day people were asked to take all their money and lend it to our country to feed our daddies in that far-away land. Those 28 days Betty took her money and lent every cent to the men who were taking care of Jane's daddy as well as lots of other men. When these days came Jane didn't feel the same about saving her pennies. Each day she wished she would not meet Betty on the street. Then one cold winter day, after many lonely days for Jane and her mother, Jane's daddy came back home. He took Jane on his knee and kissed her and she was so happy. That night she cried about the way she spent her pennies, so she told daddy all about it. He kissed her and told her it was all right. Yet down in her heart Jane is very sorry because of the way she spent her pennies in those days, long ago. LESSON ON THRIFT Correlated with First and Second Grade Reading Aim: To teach thrift through a fable. Subject Matter Potatoes, carrots, cabbage. Turnips, onions. Peas, beans, tomatoes. PREPARATION Method How many of you boys and girls helped your father and mother gather vegetables this fall? What have, you in your cellar, Charles ? Has anyone anything else? What vegetables did your mother can Apples, peaches, plums, cher- What kind of fruits did you gather? ries. Cherries, peaches, plums, etc. What fruits did she can? To have plenty to eat during the winter. Why did father and mother fill the cellar? Did you ever hear of any one who did not prepare things for winter? PRESENTATION Subject Matter Method Now we are going to read a story about one person who worked and pre- pared food while another didn't. 29 "THE ANT AND THE GRASSHOPPER" Out in the field one summer day an Ant was very busy gathering grains for his winter's store. A Grasshopper who was chirping and singing to his heart's content saw the Ant and said: ''Why not come and chat with me instead of toiling all the day?" "I am working to lay up food for the winter," said the Ant, "and sometime you will wish that you laid away something also." "Why think about winter now," said the Grasshopper, "when we have plenty and to spare?" But the Ant went on his ways and continued to work all summer. When it came winter the poor Grasshopper was almost dying with hunger, for the snow had come and covered up all his food. Sadly he came to the Ant and begged for something to eat, but the Ant said: "No if you had worked in the summer, instead of playing all day, you would never have to want." GENERALIZATION Subject Matter Method The Ant. Who worked during the summer? The Grasshopper. Who did not work? What kind of a person was this A lazy person. grasshopper ? Do you suppose his family had enough to eat during the long cold No. winter ? What probably happened to some Probably died. members of his family? Do you suppose the Ant's family No. were ever hungry during the winter? The Ant. Which one do you like best? Because she worked. Why? APPLICATION Dramatize the story. THRIFT AS CORRELATED WITH ARITHMETIC For First and Second Grades Aim: To teach thrift through an arithmetic lesson. A very good plan in teaching this may be by an "Apple Party." This may also in- volve etiquette. Procedure: The plan of the "Apple Party" is to have a certain number of pupils bring apples. At recess these apples are divided into equal parts and the ones who brought the apples act as hosts and 30 hostesses. The invitations are extended thus, "Robert, will you come to my party and have a piece of my apple?" "Yes, thank you. I shall be glad to come to your party," is the response. These invitations and responses may vary according to the different situations. Results: The dividing of the apples and the counting of the guests will be the arithmetic lesson gleaned from the party. It can be shown that dividing the apple among a number of children eliminates waste for if each child had an apple for himself he would probably leave a big core. Some children cannot afford an apple every day and this way no child is slighted and those that bring the apples learn a lesson in usefulness. THIRD AND FOURTH GRADES (31) LESSON PLAN ON THRIFT Topic: Small fruits and canning. Aim: To give the children a motive to grow small fruits for selling and canning. To develop a motive for Thrift. Preparation: Louise's father gave her a little garden spot and she planted some small fruit. Procedure: Do any of you children like to earn money? Well, I am going to tell you how one little girl earned some and saved much money, also. Louise had often wanted to earn some money and one day her father to*d her he would give her a spot in the garden where she could plant any thing she wanted to. Did you ever have a little garden where you could plant any thing you chose? Louise decided to have a row of blackberry plants, a row of red raspberries and several cuttings of cur- rants. Do you think she made a fine selection? Just the next year the plants began to bear fruit, which, when ripe, she gathered; and her mother helped her to can it for the next winter's food. Louise was very happy to think she could supply fruit for the family's winter use. The next year the bushes bore a much larger amount of fruit and this time Louise was just as careful to gather it all and after she had canned enough for winter the bushes still were bearing fruit. So her father told her she could sell it at the market. She picked her fruits and packed them in quart baskets and sold them. Wouldn't you like to plant something like this in your garden spot? Application: Are you going to ask your father for a garden spot? What will you plant in it? LESSON PLAN ON THRIFT For Third and Fourth Grades Subject: Farm Pets. Aim: i. To develop a habit of thrift in pupils. 2. To give the pupils a motive for thrift in everything they do. HOW JAMES EARNED MONEY I wonder how many of you little boys and girls like to earn money to call your very own. I know one little boy who lived on a farm and earned money. How 3 t. b, 33 34 many of you earn money on the farm? What do you think this little boy did? One morning James' father went to the barn to feed the stock, and what do you suppose he found? He found ten little white pigs. One little pig was so small and weak that all the others ran over him so that James' father said. "If I don't take that little pig out the others will kill him. When James' father came to the house he told James about the poor little weak pig and told him he could have it for his if he would feed and take care of it. What do you suppose he did? He went out to the barn and found some boards ; then he made a pen for his pig. After the pig was put in the pen James went to the house to get some breakfast for it. Does any one know what little pigs eat? I know that all girls and boys who live on farms know. James' mother gave him a pan of milk but this pig was so young that he had not learned to drink so James was very much puzzled. But James' mother (whom James thought knew everything) told him what to do. She said, "Take a soft cloth and hold it in the milk for the pig to suck on." James tried this and in a few days the pig drank the milk without any trouble. • James was a very thoughtful boy and never forgot to feed his pig night and morning. I suppose you wonder who fed it at noon while James was at school. James was a very good boy to help his mother by carrying in wood and kindling so she told James she would feed his pet at noon until his school was out for vacation. By the time school was out the pig was nearly two months old and ate lots of other things besides milk. He ate oats, grass and potato parings; and had grown so fat that James could hardly imagine that it was the same one that his father gave him. All this time James had been thinking of the money he would get when he sold his pig. He had decided to put it all in the bank and keep it until he became a man when he would buy a farm like his father's. The summer vacation soon passed and it was time for James to go back to school ; he really was not quite ready because he would have to leave his play and, most of all, his pet which was nearly large enough to sell. In the latter part of September James' father said to him, "I've sold my pigs. Don't you think you had better sell yours so I can take them all to market at once. James did not like to think of giving up his pig, but it weighed over two hundred pounds so he decided it would be best to sell it. When James' father came from market he had $22.75 for him. James was very much pleased and surprised because he had not expected so much. The next day being Saturday James, dressed in his best suit and was a proud boy as he went into the bank with his father to deposit the money. When he got home he began planning some more ways to earn money. 35 Perhaps all of you can not raise pigs but you can think of some other way, raising chickens, a calf, a lamb or some vegetables in a small garden. If we all try I am sure we can have as much fun as James and also have some money to put in the bank. How many are going to do something like this? I'm sure your father and mother will be glad to help if you are good little boys and girls like James. Follow this by a class discussion of methods by which they can earn and save money. THRIFT AND CONSERVATION FOR THIRD AND FOURTH GRADES LESSON PLAN To Correlate with Language Subject Matter Procedure I. Memory gems: I. Give some memory gems on "Spend but do not waste, thrift. (Franklin and Harrison.) Save but do not be a miser." — M. W . Harrison. "Lost time is never found again." — Francis Bacon. "Not what we give but what we use, Not what we see, but what we choose — These are the things that mar or bless The sum of human happi- ness." II. Read an article on II . Write a story on how a boy saved III Hoover's plan for food conservation as carried on during the war. Read the story of how III Benjamin Franklin spent his first money. (Autobiography of Franklin.) his money to put in the school savings Ibank. (Discussion) Tell of Hoover's plan for food conservation. How was Franklin early taught the necessity of thrift? Tell the story of Franklin and his first whistle. What else might he have done with his wasted pennies? 3° PREVENTION OF WASTE Subject: Prevention of waste. Teacher's Aim : To teach how to prevent waste and develop thrift. Pupil's Aim: To co-operate with pupils and teacher in suggesting ways of preventing waste. Subject Matter List made by pupils and teacher : I. Useless spending of money; e- g- a.) Buying of candy and gum. b.) Attending too many picture shows. c.) Wasting of school material. d.) Not making use of plots of ground for garden- ing. e.) Waste in care of clothing. f.) Waste in time. g.) Waste in health. Method of Procedure Questions : i . How many children have heard the old saying, "A penny saved is a penny earned?" 2. What does it mean to you? 3. How many can suggest ways of preventing waste? Let's make a list on the board. How are children wasteful in handling school material? How can we be more careful in the use of school material? How can we save money by taking care of our clothes? 4- 5- 6. Written summary of the con- versation : We can prevent waste and spending of money by not using our money for candies, gum and many picture shows. We can also prevent waste by care- fully handling school material, books, maps, etc. We can make use of vacant plots of ground and raise many garden vegetables. Let us write a summary that will tell the different ways we have mentioned to prevent waste and that will help us to save money. 37 Subject Matter Method of Procedure We can have a work dress or suit after school and in that way take care of our clothes. We can wear plain, clean clothes to school and in that way save money. We can make use of our time by having a time for work and a time for play. We can take care of our health and grow up to be strong boys and girls. This too will help to save pennies. THRIFT I ani going to write a word on the board; it isn't a very large word but it means so very much, and we are going to find out today what it means. This word is "THRIFT", and I am going to write it now. A long time ago a little boy was saving his pennies to buy a bright shiny whistle which was in the store window. He saved and saved until he had fifteen pennies, then he went to the store and told the storekeeper he would give him all the pennies he had for the whistle. The store- keeper gave him the whistle and he went home whistling all the way. His father asked him how much he paid for it and he told him fifteen cents, and his father said he had paid twice as much as the whistle was really worth. "Who knows who this boy was?" "It was Benjamin Franklin." "Just think of the pennies this little boy wasted by giving the storekeeper more than the whistle was worth." "Now who can tell me what we mean by being thrifty?" "That is right, by not spending our money foolishly." "How can we save besides saving money ?" "We can save many things such as food, toys, clothing, soap, and public property, and in the school room we can save pencils and paper." "How many think we waste paper in school? How many think we waste as much as one sheet a day?" "If each person in this room wastes a sheet of paper a day, how many sheets would be wasted?" James, count the sheets in your tablet. How many are there? Now if we waste thirty sheets, that will be the same as one tablet in our room. There are seven rooms in the building; if each one wastes a tablet a day, how many tablets are wasted each day in this school building? Since there are five school days in a week, how many tablets would be wasted in 3« this building in one week? How many tablets are wasted in a school year consisting of thirty-six weeks? If one tablet costs five cents, how much money would be wasted during the school year by the pupils in this building? Since we have found out how much paper we waste each year, we are going to start a "Thrift Campaign". Each pupil who saves a sheet of paper each day writes his name on the board and tells how he saved it. The one who saves the most each week will be the "Thrift Captain'' for the following week. THRIFT LESSON Teacher's Aim: To show how each one of the pupils can save material, time and money by making their own valentines. Pupil's Aim: To make economical valentines. Book of National Customs For the opening exercise story tell and Encyclopedia. the story of "Valentine Day." During the industrial arts period start the project of a heart-shaped, raffia picture frame. Directions : — Cut heart-shaped paste board frame about J / 2 in. wide. Use red raffia to wrap it. This will not be completed in one lesson so should be started before Valentine Day. Instructions : — Be careful of raffia and do not destroy any. Also be care- ful of card-board. Primary Handwork. For the paper project have the chil- Ey Ella V. Dobbs. dren cut different shapes of valentines out of wall-paper. In drawing period have the pupils draw cupids, hearts, bows and arrows, to put on their wall paper valentines. At the end of the day have an ex- hibition of all the things made and tell how they saved time (by correlating work) ; material — by using wall-paper ; money — by making the valentines and picture frames. Give a small valentine to the one with the best exhibit. Correlated with drawing, industrial arts and opening exercises. 39 THRIFT LESSON Teacher's Aim: To teach thrift in material and money. Pupil's Aim: To decorate the schoolroom as cheaply as possible for their Christmas entertainment. Subject Matter and Material String- bells. (Construction paper.) Wall paper, paper from adver- tisements, wrapping paper. Cord left from packages. Procedure I What material could be used for making bells? What could we use that we wouldn't have to buy? Now we have our bells made, how will we string them so that we can hang them across the room? 2. Trim Christmas Tree. Flag and Star. White cardboard. String popcorn, Paper chains, gilt nuts. 2. We are going to have a Christ- mas Tree but we do not have any trimmings and see if it does not look as nice as other trees trimmed with purchased ornaments. a. We can use some of the bells we just made.. b. What should be placed at the very top of the tree? All of us have flags so we will use one of those and save the expense of buying a new one. We will make a big star. What kind of material could we use for this star? What else could we put on the Christ- mas Tree ? Gilt nuts. Save tin foil and shells of nuts. Wrap tin foil around shells. Find where you could get the tin foil. Flour and water. Wall paper or scraps of colored paper. Paper chains. How would you make the paste ? What kind of paper would you use ? 40 Subject Matter Method of Procedure Same as for bells. Where would you get the paper ? Popcorn. String popcorn at home. Use pop- corn . raised in school garden, if pos- sible. ) Continue in this manner until enough trimmings are obtained. THRIFT PROBLEMS Third and Fourth Grades Request each child to keep a thrift note book, with accounts of money spent for school supplies for a month, etc. Also keep a record of repeated mistakes in spelling, grammar, arithmetic, mispronunciation, etc., impressing the idea that learning these things correctly at once will save time, energy and patience, besides the future practical value. THRIFT LESSON "TAKE CARE OF YOUR CLOTHING" Teacher's Aim: To impress upon the pupils ways by which ex- pense of clothing may be reduced. Pupil's Aim: To obtain a thorough understanding of how to care for their clothing. Motivation: Good and attractive clothing. CONTENT I. Facts — Questions. 1. Launder or clean before I. Why choose well-shaped, well- garments are badly soiled. fitted garments? 2. "A stitch in time saves 2. Why should we mend rips and nine." tears when they first appear? 3. Clothing may be kept free 3. How may clothing be kept free from wrinkles by the use of from wrinkles? rods and hangers. 4. Name a number of ways in which 4. Have small rips in shoes clothes may be cleaned. mended at once. 5- Why should we air garments after wearing? 41 II. References — 6. Why should we take special care (i) "Thrift Leaflet No. 7," to have shoes carefully fitted? r. S. Dept. of Agriculuture 7. Discuss the need of rubbers. and Treasury Dept. 8. Why should we never wear run- (2) "Textiles and Cloth- down heels? msr &' McGowan & Waite, 9. Why should new stockings be Chap. IX. washed before wearing? (3) "Shelter and Clothing," 10. Describe a good way of sewing Kinne & Cooley, Chap. XXII. buttons on garments. (4) "Foods and Household Management," Kinne & Cooley, Chap.' XXIII. A LANGUAGE LESSON TO EMPHASIZE THRIFT Put one of the following words in each of the following blanks left below. Banks, spend, America, waste, wasteful, teeth, save, thrifty, waste, thrift, anything (and) money. 1. are institutions caring for the savings of the people. 2. The man is one who saves his ■ ■ and lives economically. 3. Never buy you do not need. 4. Should we all the money we make? 5. Is it a wise plan to — money? 6. Are you practicing when you study your lesson three times ? 7. is the most nation in the world. 8. Would it be thrifty to our time? 9. Writing paper and pencils cost money ; do not them. 10. Brush your- — — LESSON PLAN IN HEALTH — CONSERVATION OF OUR PHYSICAL BEINGS TEETH You better scrub an' clean 'em An' mind what you're about, For the toothache'll git you Ef you Don't Watch Out! — James Whitcomb Riley. / • 4^ Clean teeth will never decay. Temporary teeth : (1) Form a roadway for the permanent teeth. (2) Should be kept until they loosen naturally. a. The permanent teeth push them out of the gums. (3) If removed too soon cause crooked permanent ones. Care of teeth. I 1 1 Temporary teeth should be kept clean so the permanent teeth will be in proper places. (2) Wisdom teeth should also be kept clean. By keeping your mouth and teeth clean : (1) Your temporary teeth are saved, and form a protection for the second teeth. (2) You keep the natural form of your face. You keep your health. (4) You will be free from toothache. Keep the tooth brush clean. Song. (To the tune of ''Yankee Doodle.") Grinder men are marching on. Well armed with paste and powder. To brush the realm of toothland clean And sound the warning louder. Grinder men are marching on. Oh, heed their words of warning. Be a soldier for the cause. Brush noon, and night and morning. Health creed : . My body is the temple of my soul, therefore : — I will keep my body clean within and without ; I will breathe pure air and I will live in the sunlight; I will do no act that might endanger the health of others ; I will try to learn and practice the rules of healthv living ; I will work and rest and play at the right time and in the right way. so that my mind will be strong and my body healthv and so I will lead a useful life and be an honor to my parents, to my friends and to my country. I 11 Can we live up to this creed if we neglect our teeth? 43 THRIFT STORY SAVING OF MONEY I know two little boys who lived in a big city called Buffalo. These little boys were brothers whose names were Tommy and Buster. Their mamma was not very well and one evening after supper daddy said to them, "If you boys will help mamma as much as you can before and after school each day, I will give each of you a quarter every Saturday. You may do what ever you please with the quarter." Tommy and Buster thought this would be great fun so they went right to work. Mamma was washing dishes so Buster wiped them for her. Tommy looked around and saw that his coat and cap were lying on the chair and put them where they belonged. And so it was, every night. When Saturday came and Tommy and Buster each got a shiny new quarter Tommy said, "Let's go down to the store and get some of that candy that we saw there yesterday." But Buster said, "No, I'm going to put my money in my bank." Then Tommy began to tease. "Oh, come on Buster, don't be stingy," he begged. When he saw that Buster wouldn't spend his money, he went down to the store and got all the candy his quarter would buy. Do you suppose he gave Buster any of it? No, not even a bite! Every week it was just the same. Then one Friday, several weeks after that, it began to snow hard. It snowed all day Friday, all night Friday night, and until about 2 o'clock Saturday afternoon. When it stopped all the other boys on the street took their sleds and went out to play. What fun they did have ! Tommy and Buster stood in the window and watched the other boys a while and then began wishing that they had a sled. Last year they had broken theirs and it wasn't much fun watching the other boys if you couldn't go out and play too. Pretty soon they saw their daddy coming and rushed out to meet him. "Daddy, won't you go down town with me and help me pick out a sled?" asked Buster. "I will pay for it myself if it doesn't cost too much. I have saved all the money you gave me and I want to get a new sled." "Sure I'll go," replied daddy. "And Tommy may go too 1 and buy him a sled." But Tommy had spent all his money for candy and so he didn't have any to buy a sled. How he wished he had saved his quarters. Buster felt sorry for him and told him, "You may play with my sled part of the time, Tommy. But Tommy wanted a sled all his own and told daddy, "After this I am going to save all my money, too." 44 SAVING OF MATERIAL During the great war, the conservation or saving of food was a very important subject. But it was necessary. In the large hotels before food restrictions prevailed there was wasted daily enough bread to feed a regiment. The cost of the food in this country each year is estimated at about $5,200,000.00. One-third of this is wasted, or enough to feed all the poor in the world. It would build ten battleships. It would run the government for one year. It takes four years to raise a porterhouse steak, and to send half of it back to the garbage can is a great crime. This waste does not go on only in the hotels, or in homes of the wealthy, but also in the county and farm homes. THRIFT LESSON To be Taught in Connection with Third Grade Arithmetic Teacher's Aim: To lead the pupils to see the value of a penny. To give pupils practice in solving practical problems in addition, subtraction, and multiplication. PREPARATION Subject Matter Method Organization of a Thrift Club. When you have money given you, what do you do with it? I know of some children who formed a club. Each child had a bank and promised to put one cent in the bank the first week, two cents the second week, and adding one cent for each week for a whole year. What do you think would be a good name for a club like this? How much would each child have at the end of the year? Pupil's Aim: To find out how much money they would have at the end of the year. (1) Use of calendars. (1) Take your calendar and find out how many weeks in a year. Now find out how many "four-weeks" in a year. 45 (2) ic+ jc+ 3c+ 4c= 5c+ 6c+ 7C+ 8c= 9C+ i oc+ 1 1 c+ 1 2C= I3c+i4c+i5c+i6c= i/c+i8c+i9c+20c= 2IC+22C + 23C+24C= 250+260+270+280= 29c+3oc+3ic+32c= 33c+34c+35c.+36c= 37c+3.Bc+39c+40c= 4 ic+42c+43c-h44c= 45c+46c+47c+48c= 49c+5oc+5ic+52c= 5X$i3-78=$68.9o IOC 26c 42c 58c 74c 90c = $1 .06 = $1 .22 = $1 .38 = $1 •54 = $1 .70 = $1 .86 = $ 2 .02 (2) How much money would you have at the end of the first four weeks? How much for 2nd 4 weeks? $13.78 weeks ? weeks? weeks? weeks? 4 weeks? 4 weeks? 4 weeks? 4 weeks? 4 weeks? 4 weeks? 4 weeks? How much for 3rd How much for 4th How much for 5th How much for 6th How much for 7th How much for 8th How much for 9th How much for 10th How much for nth How much for 12th How much for 13th How much did you save at the end of the first year? How much would you have at the end of five years? How much would you have when graduating from high school if you graduated when you were eighteen? If it cost $500 to go to college for one 7 year, how much more would your father have to give you or how much more would you have to earn? LESSON PLAN Subject Matter 9. Starting on a page and not filling it. Recopying. Care- lessness in writing, etc. Medium room wastes one small size tablet a day. About ic per lb. To make new paper. Method 9. Tell some ways in which we waste paper in this room. Estimate how much paper all of us in this room waste in one day. According to this how much is wasted in this whole building? In the county ? How many of you sell all the old papers and rags in your homes? How much can you get per pound for old papers? Old rags? Of what use are old papers and rags? 4 6 Subject Matter Method of Procedure This information may be What do the clothing stores, groceries found out by requesting one and post office, etc., do with their pupil to go to the stores and ask wrapping paper and waste paper ? the proprietors concerning this. How much paper do they burn or sell a day? (On an average.) Does it behoove us to practice con- servation by preserving and selling our old paper? 10. Each one make a list of 10. Have some lists read. For a the different ways we can prac- class exercise make a complete list of tice thrift in the use of paper. the different ways and tack it in the rear of the room where all may see it in passing. Assignment : — Each one make a poster for tomorrow to suggest thrift in the use of paper. SANITATION Aim: A little while each day spent in cleaning the teeth, saves time, money and energy in after life. "Scrub, scrub, scrub, are words of warning, "Keep all the grinders shining bright, "Use your powder, brush and paste, "There's no time to lose or waste, "Keep them clean by brushing — "Morning, noon and night." I. Reasons for keeping the teeth clean. i . Good teeth masticate food well. 2 . Clean teeth prevent bacteria from accumulating in the mouth, thus preventing diseases, such as, Indigestion, Tuberculosis, Diphtheria, Scarlet Fever, Nervousness. II. Emphasize the fact that the teeth should be cleaned three times daily, (a) The proper way to clean teeth — (not with a horizontal move- ment but with a circular movement from gums to edge of the teeth, both on upper and lower jaws, inside and out). Teacher's question — "Why do you dislike to clean your teeth?" Pupil's answer — "Too much trouble and it takes too much time from play." 47 IV. Cleaning the teeth gives more time for pleasure instead of de- creasing it. Example — Suppose you count the minutes it takes to clean your teeth each day. It ought not require more than ten minutes. If it takes 10 minutes for one day, how many minutes will it take in seven days? (70 minutes or one hour and 10 minutes.) Suppose some one doesn't clean his teeth but plays during those ten minutes. Suppose he got the toothache one Satur- day and couldn't reach a dentist until Monday. During that time he could not sleep, play or eat. Who has more time for play, the one who cleans the teeth or the person who doesn't clean them? V. Clean teeth save time, money and energy. Example — Two boys are saving to buy sleds. One spends twenty- five cents for tooth brush and paste. The other never cleans his teeth and discovers that he owes the dentist $1.50. Who do you think bought his sled first? Of course you want to be strong and healthy when you are grown. Suppose one of you girls became a nurse and you had never cleaned your teeth. One day while you were at the dentist's, some one who wanted you on a case, took an- other nurse because you were not present. If you had taken care of your teeth, the money which you might have earned would more than have repaid you for the few cents you spent on tooth paste. VI. Neglect of your teeth may cause others to lose their health, money and time. If you developed indigestion because of bad teeth, others would have to spend their time, money and labor taking care of you. VII. Examinations save trouble and time. Which would you rather do — spend two hours some Saturday having your teeth examined or would you prefer to neglect an examination and spend three weeks in vacation, having them filled? This Lesson is a Substitute Thrift Lesson for Arithmetic for the Third and Fourth Grades Mary and Martha were twins ten years old. Mary was a very care- less girl; Martha was thrifty, bright, and happy. The following examples will show the different characters of the two girls. 4 8 (i). On January 1st their father gave them each a quarter; Mary spent all of hers for candy. Martha spent ten cents for candy. How much more did Mary spend than Martha? (2.) Mary became ill because she ate too much candy and had to have the doctor. The doctor charged $3.00 a trip and he made three trips, the medicine cost 65c. How much was Mary's doctor bill? (3.) The girls go to school five and one-half hours every day. Mary missed three days on account of her illness. How many hours did she miss? How many minutes? (4.) Every child gets at least $1.50 worth of education every hour in school. How many dollars worth did Mary lose in the three days? (5.) Mary and Martha wanted to buy new pink hair ribbons. Their father gave each one of them 30c. Martha had 15c left from her quarter. The ribbon cost 10c a yard. How much ribbon will each girl get? (6.) Mary's and Martha's mother had to take 22 steps to get to the pantry and she went 25 times a day. Each time she went it took her five minutes. Mary went to the pantry 8 times for her mother and Martha went 15 times. How much more time did Martha save her mother than Mary? Thrift Correlated with English Teachers Aim:. From thrift view-point: To cause pupils to think along the line of saving time and money. From English view-point: To inspire pupils to do original think- ing and to express their thoughts. Pupil's Problem: To write an interesting story on one child's use of time and money. Method: Give a sentence from which all may start their stories. Suggestion: "I shall not need you for an hour," said John's (or Mary's) mother. ''Here is a dime. Do as you like with the time and the money." The children will write for ten minutes. Ten minutes will be spent in reading the stories. Application: A discussion in regard to the wisdom or lack of wis- dom which John or Mary showed in different stories. 49 LESSON ON THRIFT Correlate with Third and Fourth Hygiene Aim: — Teacher's: To teach that we can do better work if we are in good physical condition. Pupils' : To take care of their bodies in order to do better work. PREPARATION Subject Matter Method How many slept with their windows open last night? How many have a regular hour to go to bed and to get up in the morning? What did you eat for breakfast this morning ? Toast, eggs, fruit, cereal. I will tell you the best things to eat. How many drank coffee? No. Is coffee good for us? Milk and water. What should we drink? How many brush their teeth every- day? How many eat a great deal of candy between meals? A little candy each day is Do you think this is good for you? all right but should be eaten at the close of a meal. How many comb your hair and wash your face and hands thoroughly before breakfast ? PRESENTATION I am going to read you a story about a little girl who was not well but made herself well through regular habits, good wholesome food and open air ex- cises. ''Saving Health." Teacher reads story. "Take her out of school at once," said the doctor to Mrs. Emery. "You can't afford to run any risks. Mary is five pounds under her normal weight, and is decidedly anaemic." "What's anaemic?" asked Mary. "Your blood is too thin ; perhaps you might call it watery. It takes good, rich red blood to study on, and until you improve at least fifty per cent you must keep out of school and build up your health." 4 T. B. So Mary's face was sober and the tears were near the surface. She had thought it was going to be great fun to consult the doctor and take little pink tablets with her meals, as her chum, Etta Roberts, did. But to leave school was something she hadn't dreamed of. Why — she simply couldn't ! That was all there was to it. To stay out of school six months meant that she would fall so far behind in all her studies that she would have to go in with the next lower class. But Mary knew that it would be futile to argue with the doctor. He had a stern face and was used to having his patients do exactly as he directed. That night Mary wept a good many tears into her pillow. The next day at school she stayed in at recess to tell her teacher what the doctor had said. "But I am not sick, Miss El wood," Mary added plaintively. ''Won't you please ask mother to let me stay?" Miss El wood replied that she would talk with her about it after school. Mary Emery was one of the best scholars in her grade, but she had for a long time been nervous and pale. That afternoon, with pleading eyes and nervous fingers, Mary waited to hear what her teacher would say. "I am going to suggest an experiment for you to make, Mary," said Miss Elwood. Mary looked a little perplexed, but hopeful. "You won't like it, but I think it is the only way that you can remain at school. If you are anaemic, then neither your muscles nor your nerves get the food they need. This is what makes you pale, gives you headaches and makes you want to cry so often. In a few years you will either break down entirely or just be a fretful, uninteresting girl that everybody will be sorry for but that few will like." "I never knew that people stopped liking you just because, you were sick," said Mary. "Suppose that every time your friends asked you to play a certain game you said your head ached too badly ; how long would they keep asking you? Or, if every time a girl came to your house to see you, you were too tired to make her have a good time, would she keep coming? No, Mary, sickly people seldom have as many friends as those who are well." "I never thought of that before," murmured Mary. "I think I know better, even than the doctor, what has made you anaemic. How much spending money do you have?" Mary astonished, answered: "Twenty-five cents a week." "And what do you do with it?" "Why, I buy things, of course." "I believe that the secret of your trouble, Mary, lies in that twenty- five cents a week. The things that you buy are harmful to you! I have noticed that you have more candy, cookies and pickled limes than most of the other girls. At recess time, instead of going out into the yard to run about, you get in a corner with a bag of candy and read. Cookies 5i and candy are all right in their place, but they are too sweet and rich to eat between meals. One reason why yon are anaemic is because you spoil your appetite by eating too much sweet and sour stuff. " "I never spend more than five cents a day for candy/' said Mary. "Nevertheless, 1 am sure that what candy you do eat keeps you from being healthily hungry at meal time, so that you fail to eat as much meat, potatoes and other nourishing food as you need. Isn't that true?" "Perhaps so," Mary admitted. "Now," continued Miss Elwood, "my suggestion is this : I want you for three months to save all your spending-money, and to promise, not to eat any candy, pickles, or cookies between meals." Mary's face was disconsolate and a few tears trickled down her face, but Miss Elwood continued : "Then I want you to spend all your recesses out-of-doors. If you don't care to play games, then have a walking race with some of your friends. Stir about enough to fill your lungs with fresh air and make your blood circulate more freely. "In addition to these two parts of the experiment there is a third. You do not always wear the most sensible things. Now that the weather is rainy and cold, you ought to protect yourself with high boots and rubbers. Instead of that, much of the time you wear thin stockings and pumps, which are fit only to wear in the house. It would be much better for you to save some of your money and buy warm stockings, sensible shoes, good rubbers and overshoes. "Now, if for three months you are willing to go without candy and pickles and eat only nourishing food, to keep out of doors all that you can, and to put your pumps and thin stockings away until next summer, I will try to persuade your mother and the doctor to let you stay in school for three months longer. At the end of that time, if you have followed my suggestions, I think the doctor will say you are almost well." "But the doctor didn't tell me not to eat candy," Mary said appeal- ingly. Miss Elwood looked a little stern as she answered : "He probably doesn't know that you spend twenty-five cents each week on such things. Do you want me to explain this to him? Mary was earnest in her protests and at once promised to make the experiment. "You must not let this spoil your good times, Mary," her teacher said kindly. Remember that nobody can be happy without good health." The experiment was not an easy one. Mary at first accepted candy from her schoolmates, although her conscience told her that this was not fair. But after a while she held to the rule to eat cookies and all very sweet things only after regular meals. She was surprised to find that 52 after a dinner of meat and potatoes or a supper of simple, nourishing food she could not eat more than two or three pieces of candy. Mary and her brother, Robert, had always called milk babies' food, and had refused to drink it with their meals. To Mrs. Emery's surprise, soon after Mary's talk with her teacher, she asked if she could have a glass of milk with her supper. Robert at once spoke up : "Babies' food ! I thought you had outgrown long dresses years ago." "Well, you had better not talk. It's a secret. I can't tell you any- thing about it but for three months I'm going to drink milk every night," answered Mary. Robert was much impressed by the idea of a secret, and teased to be told what it was, but Mary would not tell. One day, a few weeks later, Miss Elwood telephoned to her prin- cipal and asked him to come to her room a moment. It was recess, time and when the principal appeared Miss Elwood called him to the window and pointed out a group of girls. Mary Emery was teaching several of the girls to vault a sawhorse that the carpenters had been using. No one could do it quite so well as Mary herself but all were trying. "Who is the leader?", asked the principal. "Mary Emery." "Not the sickly girl that you were afraid wouldn't be promoted?" "The very same," and Miss Elwood smiled at the astonished look on the principal's face. "How do you do it, Miss Elwood ?" "Mary is doing it herself. I will tell you all about it later." The result of the experiment was that Mary gained six pounds, lost her headaches, saved two dollars and did not lose a day of school. Not only this, but Mary's mother was saved a large doctor bill, and Mary at least a half year's time at school. — From Stories of Thrift for Young Americms, Pritchard & Turkington. 1 GENERALIZATION How would you have liked to have been in Mary's place? No. Do you think she spent her money wisely ? Because she spent it for Why don't you think she spent her something that was injurious money wisely? to her health. She gained six pounds, lost After the teacher talked to her, what her headaches, saved two dol- did she save? lars and a large doctor bill and did not miss a day of school. 1 Used by permission of Ginn & Co., publishers. 53 APPLICATION Let us all try and profit by Mary's mistake and eat wholesome foods; if we want to eat candy, eat it with our meals , breathe plenty of fresh air and take plenty of physical exercises. I am going to write three Good Health rules on the board in colored chalk. I. Have regular habits. II. Breathe fresh air. III. Eat the right kind of food. THIRD AND FOURTH GRADES Aim: To teach conservation of money. Construct a miniature store in the school-room. Have paper or wooden money as medium of exchange. Pay the pupils an ordinary day or week wage with which they buy food, clothing and other necessary supplies for a family. This teaches the purchasing value of a dollar and economy in buying. Correlate with number work. FIFTH AND SIXTH GRADES (55) i LESSON PLAN Subject: Thrift. Teacher's Aim: 1. To inculcate into the life of the child the habit of thrift. 2. To inculcate these ideals that they shall remain indelibly stamped upon their characters. Preparation: In a little city of Ohio in Uncle Sam's great country lived a man and his wife who were struggling hard to keep the wolf from the door. The wife kept a small shop which was patronized by only a few. Her husband was not one of the best types of men and he squandered what little money was brought in, until one day he returned home and he heard harsh voices as though someone were quarreling with his wife. Upon examination, he found a neighbor woman, fussing and quarreling with his wife because she had been unable to pay her for her services as practical nurse. Her wages amounted to six dollars. She was al- most ready to take some of the personal property, when the husband straightened up. He reached into his pockets and counted out the six dollars which he then paid to the woman. They soon moved to more comfortable rooms and the father worked in a small shop. Another change was going on. Little Robert had grown into a youth with a promising future. All his father's hopes were centered in him. In this little city, there also lived a man who had been actively engaged in business for forty years and who now desired to retire and settle down in a cozy little home. It was the desire of Robert's father to buy this shop. But what could he do? He had only fiftteen hundred dollars and the least which could be paid down was two thousand dollars. He knew he could borrow the money but he did not want to. No way presented itself but this. But he had a surprise in store for him. From the time he was old enough Robert sold papers, ran errands for people and earned a little money. Without his father's knowledge, he had been saving money steadily. Of course keeping this up for so many years the amount grew rapidly. At the time his father needed the money Robert was able to help him. For he had almost enough to make the payment. So he worked harder and at more difficult tasks so he could earn more. And at the end of that year he was able to give his father five hundred dollars to pay on the shop. At last his wishes were true and his hopes had not been unfounded. 57 THE INFLUENCE OF EXAMPLE The town of Cartersville had a thriving wagon factory as its leading business. Many thousand men were employed here each day. One day it was reported that Mr. Wheeler, the owner of the factory, had bought the large brick house on Elm Street. He, his wife and their three chil- dren. Mable twelve years :ld. Paul aged fifteen and Dick seventeen, were coming here to live. The town was very much excited, especially the school children. Would the Wheeler children go to public school or would they have tutor they will have tutors," said Jean Allen. Some people said the Wheelers had many servants and several automobiles. The first Monday after the Wheelers were settled in their new- home, the school girls were all at school extra early. They were dressed in their second best dresses with pretty hair ribbons on their hair. When the school children first saw Mr. Wheeler and his children they were walking up the street, not riding in a big automobile as they supposed. The boys proved to be great favorites. But when asked to play football on Saturdays they replied, "We can't for we work in the factory on Saturdays." All the boys were greatly surprised at this because surely they had all the money they needed without working. "Our father believes that no matter whether we are rich or poor we should begin at the foot of the business and climb up, 5 ' explained Dick. Mable was a great surprise to the girls, for instead of fine clothes she wore a plain, blue plaid gingham dress. Her hair ribbons were all washable silk. "Mothe wear best." explained Mable. Nearly all the boys were teasing their fathers to permit them to raise chickens in their back yards as the Wheeler boys did. One day Dick asked his father for five dollars to buy fence for the chicken yard. "Do you want me to have part interest in your chickens ?" asked his father. "Why no," replied Dick. Well then I can't let you have the money unless you pay me for the use of it." So they agreed that he was to borrow the money and pay it back with interest in a month. One Saturday Mable invited six girls to her house to play. Jean's mother spent all Saturday morning getting her white dress washed and ironed. When the girls reached Mable's house she had on a middy and skirt. "But surely she will change her dress." the girls all thought. But no, she wore her plain dress all afternoon. And the other girls didn't have such a good time as they would have had. if they had worn school dresses. Mable let the girls see her own bedroom and her clothes. They were all very plain and in colors. They asked her if she didn't like pretty 59 white dresses. "Yes, but they are harder to wash and iron." "Why ! haven't von maids to do that?" "Yes, one, but if she ironed many while, dresses she wouldn't have time for much else," replied Mable. Those six little girls went home much wiser than when they came, and told their mothers that Wheeler's didn't have nearly so many fancy vases as they did and that you wouldn't know they were rich. The mothers all decided that plainer things looked much neater and were much more economical. BENJAMIN FRANKLIN PREPARATION Teacher's Aim: To draw lessons of thrift from the life of Benjamin Franklin. Pupil's Aim: To learn how Benjamin saved money from food to buv books. Subject Matter Colonial period. Institutions. Homes. Schools. Method When did Benjamin Franklin live? Tell something of the homes of that time. Compare school libraries of that period and this. Food habits. Loaves of bread. Candy and gum. Boiled potato and handful of raisins. Bought books. Water against beer. Sawdust pudding. PRESENTATION Relate the story of Franklin and the bread. Would children of today spend their six cents for bread? What would they like to spend it for? Why did Benjamin only eat a boiled potato and a handful of raisins for dinner ? What did he do with the money he saved from his board? Relate the incident of why Benjamin was called the "Water American." The money he would have spent for beer he saved for books. Why was Benjamin's supper called sawdust pudding? Why did he serve corn meal mush and cold water? 6o Subject Matter Theater. Luxuries. application Method of Procedure What places of amusement could the people refrain from today in order to have money for books? ' If they would not buy so many candies, gum and other luxuries they would have more money for the neces- saries of life. GENERALIZATION Benjamin Franklin saved money by eating only what he had to in order to live, and in his statement where he said, "My friends, any one who can live on sawdust pudding and cold water, as I can, does not need much help from others." THRIFT PROBLEMS Emphasize the preservation of forests. Make an outline of the uses of trees, (Shade, wind protection, oxygen production, beauty, nesting places for birds.) Under "lumber," "bark," and "other uses" give various products. Have the pupils make a list of (i) All the trees that they are acquainted with, (2) All trees that they have ever heard of, and the use of each tree, if it has some special use. Also have them make a list of all fruit trees. From their outlines lead them to see the vast importance of trees, pointing out that in many instances wood cannot be successfully replaced by other materials. A few suggestions on forest preservation should then be taken up. HOW TO SHOP ECONOMICALLY Teacher's Aim: To show the value of thrift. Pupil's Aim: To learn how to shop economically. Subject Matter Thrift Stories. Methods, Aids, and Devices. Volume II. Going On An Errand. "A pound of tea at one and three Procedure Did you ever keep an account of the money you spent? If you haven't it would be a good plan for you to start now and keep an account. Tell and discuss the poem of "Going On An Errand." Did you ever forget your errand ? Subject Matter And a pot of raspberry jam Two new laid eggs, a dozen pegs And a pound of rashers of ham." Procedure Do you always count your change when you leave the store? Why is this a wise idea? I'll say it over all the way And then I'm sure not to forget, For if I have to bring things wrong My mother gets in such a pet. Dramatization. Have the class plan a shopping trip. Part of the class should be shoppers and the remainder be clerks. A pound of tea at one and three, And a pot of raspberry jam, Two new laid eggs, a dozen pegs And a pound of rashers of ham." I There in the hay the children play They're having such jolly fun, I'll go there, too, that's what I'll do, As soon as my errands are done. Aims of the pupils should be — i. Do not be lured into purchases which you have not planned and which you will not use to advantage. 2. Count the change that you re- ceive. 3. Economical buying. 4. Watch the scale. Write a story, telling how an eco- nomical buyer saves time, money, and material. A pound of tea at one and three A pot of-er-new-laid jam, Two raspberry eggs, with a dozen pegs, And a pound of rashers of ham." There's Teddy White a flying his kite, He thinks himself grand I de- clare ; I'd like to try to fly it sky high, Ever so much higher Than the old church spire, And then and then but there — 62 Subject Matter • Procedure "A pound of three and one at tea, A pot of new laid jam, Two dozen eggs, some rasp- berry pegs And a pound of rashers of ham." Now here's the shop, out side I'll stop And run through my orders again. It shows I'm pretty cute, that's plain. A pound of three at one and tea, A dozen of raspberry ham, A pot of eggs with a dozen pegs, And a rasher of new-laid jam." MAKING YOUR TOOLS AGED Why does mother so carefully dry all her pans, knives and so forth before putting them away? To prevent rusting. If water is left on iron it will form a reddish-brown substance. What do we call it ? Where have you seen it ? What could you do with your sled runners, your hatchet, or skates to prevent rusting? When your tools are not to be used for some time you might grease them with oil. This makes a waterproof covering, thus preventing rust. If your wagon or sled should stand out in the weather for a long time, what would happen? What would be a better way? But buildings and sheds are so expensive ; would it still pay ? Yes ; a good, painted building will last many years and add many years of life to your tools and machinery. If it is such that it might have to stand out it could be painted. Have children cite examples of tools, kept in and out; estimate difference in life of each. THRIFT PROJECT Project: To show the benefits of School Banking. Plan: A. Why I bring money to school to deposit on banking day; (Pupils develop reasons in conversation lessons.) 63 Possible suggestions : i To go to college ; 2 To buy a farm ; 3 To develop a coal mine ; 4 To buy a store ; 5 To use when I am old ; 6 To use when I am ill ; 7 To buy a home ; 8 To take care of my mother ; 9 So I have money when I need it badly ; Etc. B. How will these make me a better citizen? (Teacher aims to develop the idea of service to society as well as to self.) Possible suggestions of pupils : i To go to college enables me to, — (a) Know how to take care of myself. (b) Know how to vote intelligently. (c) Know how to serve the public as well as self. 2 To buy a farm enables me to, — (a) Furnish good food for others and myself. (b) Live close to nature. (c) To earn a living. 3 To develop a mine enables me to, — (a) Furnish fuel for homes, factories, R. R. (effect of this service may be enlarged upon.) 4 • 5 To use when old enables me to, — (a) Care for myself rather than have public do so. (b) Give some money to help others. 6 To use when ill enables me to, — (a) Pay for the care I need. (b) Keep out of debt. 7 •••• 8 9 ••..... C. How secure money to deposit : i By Saving; Possible suggestions by children; (a) Do without sodas and deposit my money. (b) Do without chewing gum and deposit my money. (c) Eat less candy and deposit my money. (d) Never use cigarettes and deposit my money. (e) Practice economy in the use of paper. 64 (f) Practice economy in the use of pencils. (g) Take care of clothing, — (i) The selection of serviceable clothing. (2) The proper handling. (3) Cleaning and mending, (h) Take care of health. 2 By Earning; Possible suggestions by children ; (a) School Home Projects : (1) Garden Project. (2) Poultry Project. (3) Sheep Project. (4) Pig Project. (5) Calf Project. (6) Business or Wage Project. (7) Sewing Project. (8) Field Project. (b) By selling papers. (c) By selling rabbits. (d) By selling flowers. (e) By selling tatting. (f) By making and selling reed baskets, etc. (g) By running errands. (h) By working on Saturdays. (i) By delivering milk. (j) By doing janitor work. (k) By taking subscriptions for magazines. (1) By selling junk. (m) By gathering and selling wild flowers and nuts. (n) By mowing lawns. (o) By shoveling paths, etc. The above outline is suggestive of a series of lessons in developing this Thrift Project. The number of lessons and the nature of the pro- cedure will depend largely upon the response which the teacher is capable of stimulating. THRIFT PROBLEMS 1. John Wyland & Co. quotes the following prices on groceries and vegetables: apples, $1.75 per bu. ; coffee, $.55 per lb.; potatoes, $2.00 per bu. ; cocoa. $.33 per lb. Drake & Co., a store across the street ad- 65 vertises as follows: apples, $1.70; coffee, $.55 per lb. * potatoes, $1.95; cocoa, $.30. If Mrs. Jones was to buy 2 bu. apples, 2 lbs. coffee, 1 bit. potatoes, 2 lbs. of cocoa, where should she buy to save the most money? How much docs she save? 2. How much cheaper was it to buy a bbl. of potatoes containing [65 lbs. for 84. ex) than to buy the same quantity at 5 lbs. for 17c? 3. Which is the better investment? To buy a house for $6000 which rents for $20 per month ; repairs and taxes $120 per year, or to put the money in the hank at 4J/2 per cent annual interest? 4. Mrs. Janies can make two aprons out of $y 2 yards of gingham. Mrs. Wood makes three of the same kind of aprons out of 4^ yards. Which uses the least material on each apron and how much less? 5. It is 100 miles from Cleveland to Toledo and George goes by machine at the rate of 50 miles per hour. Another machine started at the same time traveling at the rate of 25 miles per hour. A few miles out of Cleveland, George had a blowout which took him one hour to patch. A few miles further another tire blew out which required an- other hour to repair. A third time George had to stop, this time to pay a fine of $10 for speeding. This required a loss of a half hour's time. Which machine arrived in Toledo first and how much sooner than the other? SAVING MONEY 1. A young man paid $100 for a suit of clothes from YOUNG and STEWART, tailors. At Besserman's they were selling them at 20' ( discount. How much would he have saved if he had bought his clothes at Besserman's? 2. John and Harry were two school boys, and for Christmas their father gave them a five dollar bill. Harry put two dollars of his money in the bank and bought a new sled which cost him $3.00. John put his 85. 00 in the bank. If the bank paid 4% interest, how much more would John have than Harrv at the end of four vears ? JACK THRIFT — A POEM OF RICHES Jack Thrift was born in Bakerstown Of parents poor though good renown. That Jack might gain a higher rank, His mother took him to the bank. 66 And to the banker, most polite, Said, "Here is but a little mite, And though 'tis quite a small amount, Our Jack must have a bank account." Now Jack grew up a winsome boy, His father's pride, his mother's joy; In school — it is but truth to say — He knew his lessons well each day. One lesson well he quickly learned, To save a part of all he earned; Each month he saved a small amount To swell his growing bank account. When school was out Jack went to work — He knew not how to shun or shirk — But in his work he took much pride And thus advanced with rapid stride. Through honest worth he grew in rank - Was soon collector for the bank — And every time he drew his pay He laid some by for future day. Xow Jack was liked by all the girls, He loved one most with golden curls, And fondly hoped — 'Tis truth to say — That she would be his bride some day. While she, like Jack, had humble birth. She was a maid of sterling worth. And proudly hoped — to be quite frank — That some day Jack would own the bank. When Jack was wed, O, joyful day! His heart was light, his spirits gay; Their troth they plighted side by side — All said she was a charming bride. 'Twas in the rosy month of Tune When they returned from honeymoon. His bride, so loyal, true and brave, Said, "Sweetheart, now I'll help you save. When one and twenty years had passed, Great fortune Jack had now amassed ; <>7 There came a call — O, great surprise ! As thunderbolt from clearest skies — A call that Jack should head the bank Where he began in lowest rank. The secret was he'd early learned, To save a part of all he earned. Time quickly passed as time will do, And Jack had grown to sixty-two. He called his son and gravely said : "Of this bank you must now be head. But may you never fail to see The secret of success for me; I climbed to president from clerk Because I saved and loved my work." Dear reader, now this story well Has told you plain as words can tell, That if for wealth and fame you crave You quickly must begin to save. Be thorough in all the things you do Be saving, honest, faithful, true, And thus you'll rise to wealth and might As sure as day will follow night. readier' s Aim: help to save our trees. n* FOREST FIRES To teach little ways in which boys and girls may Subject Matter A — Uses of trees. i. Furnish lumber for our homes, furniture, etc. 2. Make our paper. 3. Made into charcoal. 4. Bark used to tan leather. 5. Turpentine obtained from trees. 6. Other by-products from trees : — Maple sugar, spruce gum, etc. 7. Forests help prevent floods. 8. Leaves decay and help in the formation of coal. PREPARATION. Procedure A — ■ Review the use of trees. 1. Name some of the uses of trees. 2. What are some of the things obtained from trees? 3. How do the whole forests help protect man? 4. How else are forests of im- portance to us? II. PRESENTATION A — Causes of forest fires. 1. Carelessness of hunt- ers and fishermen. 2. Sparks from engines. 3. People throw down lighted cigars or cigarettes while walking through the woods. — Ways of extinguishing fires. 1. Throw on water from some near-by brook. 2. Throw loose earth over flames. 3. Start a "back-fire". 4. Dig trenches. 1. How are fires sometimes caused? 2. Have you ever seen careless hunters or fishermen? 3. . What kinds of fires do sparks from engines cause? 4. How may people walking through the woods cause fires? B — 1. Name one way by which fires may be extinguished. 2. If there is no water at hand, what can be done? 3. What is meant by a ''back- fire"? 4. How may this be used to stop the spread of the flames? 5. How may fires that burn deep into the ground be extinguished ? <> 3- Which way saves time? Which wav saves work? 4- Which way saves paper? 78 Definition of Thrift: Thrift is saving time, work, money and material. Show thrift in working these problems. Divide : i. 25 X 7 2 X 64 by 40. 2. 69 X 45 X 27 by 45 X 9- 3. 72 X 48 X 84 X 28 by 24 X 48 X 14. 4. 148 X 64 X 57 X 12 by 114 X 31 X 4& 5. 180 X 216 X 120 X 98 by 45 X 60 X 105. 6. By selling butter at 60c per pound a woman receives enough money to buy 6 pounds of coffee at 40c per pound. Now how many pounds of butter does she sell ? 7. A man worked 16 days of 8 hours each at 60c per hour and spent the money he received for potatoes at $1.50 per bushel. How many bushels of potatoes did he buy? 8. When 64 men require 75 days to lay a sidewalk, how many days would 140 men require to do the same work? 9. At the rate of $75 profit a month when 12 men are employed, what is the monthly profit if 56 men are employed? 10. How deep must a bin 18 feet long and 12 feet wide be to contain the same quantity of grain as a bin 16 feet wide, 2j feet long and 7 feet deep? SEVENTH AND EIGHTH GRADES (79) THRIFT against insects and plain diseases. To impress upon the children the importance of To learn why spraying pays. Motivation: The presence of insects in the child's apple which he Spraying plant! Teacher's Aim .praying. Pupil's Ami: brought for his lunch. Facts i . The Coddling Moth. 2. The adult moth is about one-half inch in length and so colored as to resemble closely the grayish bark on which it prefers to rest. 3. Eggs are laid on the up- per side of the leaves, rarely on the young fruit. The larvae feed for a short time on the foliage then make their way to the nearest apple. The pupa forms after the larva emerges from the apple in June or July. 5. The larva stage. 6. The larvae eat their way to the core of the apple, usually through the blossom end, and feed upon the pulp around it. References Pennsylvania State College Agriculture Experiment Sta- tion, Bulletin No. 10. Ohio Agriculture Experi- ment Station Bulletin, Vol. 5, No. 3, March, 1920. U. S. Department of Agri- culture — Coddling Moth Spraying. Bulletin No. 80. Method 1 What insect destroys $12,000,000 worth of apples annually? 2. Describe the appearance of the adult moth ? 3. Give the life history of the moth. 4. Find as many cocoons as possible where your winter apples are stored. 5. In what stage of the life history of the moth does it damage the apples? 6. How does the moth feed upon the apples ? 7. When do we spray for the moth ? 8. What mixture should be used when spraying for this insect? 6 T. B. 81 82 THRIFT DOMESTIC SCIENCE "Martha Jane's Experience" Martha Jane had never liked housework. From the time she was big enough to help around the house, she had hated it. When she w y ashed dishes, she always broke a cup or something. If she prepared a meal, she wasted food and spent much time preparing it. Her mother tried to teach her how to work without wasting but it was of no use. She did not take any interest in her mother's teachings. When Martha Jane was ready to enter High School, her mother be- came very sick. The doctor said it would be a couple of years before she would be able to do any work. They hired a girl but w T ith the doctor's bills and other expenses, her father could hardly make his wages pay them all. The hired girl had two nights a week off. One night when she was away, Martha Jane and her father were washing the dishes, when Martha Jane said, "Daddy, why couldn't we do our work if we had our washings and ironings done? Aunt Marie takes care of Mother and she does some of the work, so why can't I help so we won't have to hire a girl?" They talked it over and decided in Martha Jane's favor. School was to start in a few weeks. Martha Jane tried hard to do things right and also save food and money, and tried to do her work in the shortest time possible and do it well. But things did not go on very well. Although she tried very hard to save, it seemed she spent more than she should. School opened and Martha Jane went. She had decided to take Domestic Science long before school opened. Martha Jane had been keeping household accounts. After she had been in school six weeks, she saved five dollars and twenty-three cents in one month. Encouraged by this, she took still more interest in her Domestic Science course. Martha Jane's father noticed the great change in Martha, and spoke to her about it, asking what had happened that had changed her gloomy look to smiles. She brought out her mother's and her own account book, and let her father look at them. What her father saw pleased him very much. Martha was now running the house and was not spending as much money as her mother had. She did the work before and after school and still had time left for studying and other things. Her father asked her how she had done it and she said, "I owe it all to my Domestic Science teacher. After school started I told her how wasteful I was and she told me that she would help me in class all she could. I tried hard to save all the pennies I could and I have succeeded. I could have done this sooner, had I listened to Mother. And Dad, if you ever hear of a girl who does not like housework, tell her my story and ask her to take Domestic Science." 83 A LESSON PLAN FOR AN ELEMENTARY NATURE STUDY LESSON Teacher's Aim: To teach the process of evaporation and condensa- tion of H 2 0, as the "economy' 'or ''thrift" of nature. Pupil's Aim: Let us learn how the sun pumps the ocean up into the sky and with the wind's help brings rain, hail, snow, etc., back to us again without waste. PREPARATION Subject Matter I . Water — A Constituent of the earth, i . Occupies i . Oceans 2. Lakes 3. Rivers 4 . Land 5. Plants 6. Animals Method What is the other thing besides land that our world is made of? Where do we find large quantities of water which we can see? Where is there water not see? which we can 2. Forms of water 1 . Liquid 1 . Water bodies 2. Rain 3. Dew Vapor Gas 1 . Steam Clouds 3- Fog Solid or Water 1. Frost 2. Snow 3. Hail 4. Ice or Water Frozen Is water always found in liquid form ? What form of water is found in the ocean? In a lake? In a bucket? What do we call water that comes from a thunder shower? On the ground when we go out early in the morning? Name another common form of water. What do we call water which passes off from mother's tea-kettle, when it boils ? Now, when this steam from mother's tea-kettle goes way up into the sky and floats around up there, what do we call it? When a cloud comes down to the earth's surface, it is called — what? What is the other form in which we find water? Name the different kinds of frozen water. *4 PRESENTATION Method II, Evaporation of How many boys and girls here have - • seen air-shies ? The clouds are big air-ships made up of little bits of water on tin}- spe of i. Process en as the air-ships come from the earth, so the particles of water which make up the clouds, come from the earth, i. siir- at do you suppose makes the :er ier go up? The sun steals it! He pulls it up like a large pump! Little specks of water fly up toward the sun. ere does the sun get this water? ceans, lakes, rivers, land, plants, and animals The sun drinks like a thirsty fish. : .; s : : ^ : : : :; : Illustrations : i . Handkerchief Dry a wet handkerchief. 2. Pan of water (b) Set shallow pan of water in III. Condensation of Vapor Can anyone tell me what the sun i. Proc ess does w^ith this water gas? Does he al- i . Changing : way s give it back where he got it? spor to liquid What do the cloud air-ships use for means of reduced gasolene to motor them from one place temperature :■:■ ar.or/.er ? 7::e v.'ir.i Whs:".::': 2. Forms happen to you boys and girls and to i . Rain the plants and animals if the sun should 2 . Hail give all the water back to the ocean? Snow Name the ways the sun loses the _. For .:er it steals. 5. Dew Rain, hail. snow% fog, dew, and 6. Frc-: Frost Simple Explanation, of Each by Teacher the vapor up in the sky comes to a layer of cold air, its particles hug tight together, and come down in drops called — But if these drops are caught by a current of wind and whisked into the sky, they freeze. This frozen drop of water is a little ice ball. The little ball of ice strikes a drop of water. This freezes onto the ice ball and make- another layer of ice. Other drops freeze on and make other layers of ice until sometimes ice balls as large as walnut fall to the ground. If you take a knife and cut one of these ice balls open you will see layers just like the layers in a pearl! What are these ice balls called? (Hail stones. | All of you have seen pop-corn explode, haven't you? The Indians called pop-corn the corn that flowers. So snowflakes are raindrops that blossom. When the raindrops get cold they sometimes explode like little fire-crackers; and form snowflakes. We talked about the clouds being air-ships. When the clouds are so heavy that they stay on the earth's surface, they are like air-ships on the ground. But when the wind (the gasoline) comes, the clouds sail away like air-ships. What are clouds found on the ground called? (Fog.) ' When old Father Sun sets in the evening, Mother Earth gets cold; much colder than the air above her. This causes little particles of water gas to hug together and fasten on the ground, bushes, grass and other objects. Such water drops are called dew. Sometimes Jack Frost comes along and paints the dewdrops with his magic brush. His cold breath freezes them. These frozen dewdrops are called what? (Frost.) GENERALIZATION Can you pupils see how the sun and earth make thrifty use of water? The sun does not waste any of the water it steals. The earth needs all the water it gets back. application If the earth and the sun can not afford to waste anything, can we boys and girls, mere earthly creatures, afford to waste anything? Let's save our pennies and put them in savings banks. These small savings are little drops of water that in time will make oceans of wealth ! Note: Auxiliary questions to be introduced where needed. COMMUNITY THRIFT PREPARATION Teacher's Aim: To show that the preservation of public property is a saving of money for the individual. Pupil's Aim: To learn economy in public affairs. Subject Matter Method Length of time seats ha>d been Story of school which was obliged to used. get new furniture. Cost of new seats. 86 Subject Matter Carelessness of pupils. >st of repairing park benches in New York City. :oo.) Attitude of children. Lack of responsibility. Government. Taxation. Relation of public expense to taxation. Our tax rates increased. PRESENTATION Method Why do you suppose it was neces- sary to get new seats? Have you noticed other injuries to public property such as park benches, etc. Do you suppose children who injure public property would injure their home furniture? Why not? Why are people so careless of public property ? Who provides schools., libraries, parks, etc. ? How is this money obtained for pub- lic improvements? How are tax rates determined? If in one year a township is obliged to replace thirty seats, in each of ten school houses, each seat costing $8. how much will public expenses be in- creased? APPLICATION Whose money are we wasting when we destroy public property? Name some way in which we may practice community thrift, thus saving money for other things by lowering our taxes. LESSON PLAN FOR THRIFT Suitable for Seventh and Eighth Grades Subject: Home Account and Budget System. Aim: To give children a reason for having Home Accounts and Home Budget. PREPARATION Subject Matter Motivation Storv. Home Account System. Mrs. White was saying that she thought it would be wise if they would or could have an expense account for their home ; for if they did they would know just how much they would spend in one year whereas now they had not the slightest idea of the amount they were spending. 87 Subject Matter Mr. White agreed to this and so the expense account was started at the be- ginning of the year. And after one year had elapsed they added all their expenses and found the amount to be a great deal more than they expected. But they could see just what every cent was spent for and where it went. Procedure: It surprised them very much to find that they were spending so much more The Budget System. for luxuries than they had believed, so they decided to do without some of them the next year and try to buy things which would be more beneficial to them. They also adopted the budget system. Who can tell us what the budget system is? Answer: The budget system is hav- ing a certain portion of money put away for certain things and not allow- ing more than this amount to be spent for those things. For example: I put twenty-five dol- lars in the bank for shoes for one year; I must not spend more than this amount for shoes or I will not be using the budget system. I deposit ten dollars for magazines for one year and I find that I would like to have a few more magazines but I know that I cannot take them because I have not enough money put away for them. I also put aside a certain part or per cent of my income in a Savings Bank for future needs, which I must not use for current expenses. Mr. and Mrs. White tried this plan and found that they had a much larger amount left at the close of the year. S8 Subject Matter Generalization : Application How man\- have home accounts and a budget system? How many would like to start one ? If you ever had one did you find that you saved more as a result of its use ? Did you find that money was spent for tilings of which you had no idea? To start a budget and expense ac- count have each pupil construct a book for their own use in making a budget. Suggest what belongs in it. Show them how to start it and then about once or twice a month see how they are progressing. LESSON PLAN ON THRIFT Suitable for Grammar Grades Teacher's Aim: To encourage home thrift by means of fire in- surance. Preparation: Mr. Jones' house burned last month with a loss of $8,000. He had no insurance. Subject Matter Cost of fire insurance. Comparison. ( Teneralization PRESENTATION Method of Procedure How many of your parents have vour homes insured against loss by fire? Is it very expensive? Have pupils learn the cost of fire insurance on each $100 value per year in your own community. Which would cost the more ; to re- build a house which had been valued at S5.000. or to pay insurance for 20 years on that house? Calculate the cost of the insurance on the house at your own community rate. What is the estimate of the class as to the thriftiness of Mr. Jones? 89 Subject Matter Method <>l Procedure Application: ts your house insured? If so what is if costing to keep Up this insurance? Compare tine risk of non-insurance and the cost of insurance. Suggestion for lesson plan on the same order: Personal Property Insurance. Chemical Fire Extinguishers. LESSON PLAN Topic: Thrift in Community affairs. Aim: To show how our own locality may be made thrifty. PREPARATION We have found many ways by which we can apply the principle of thrift to the benefit of individuals. Should we think of thrift as being applicable to an entire com- munity ? Have you ever noticed any instances of waste in a community ? (Answers should bring forth the subjects of bad roads, mud holes, poor bridges and ungraded roads or improperly located roads, which cause loss of time and power and increase wear on vehicles or conveyances of all kinds.) Discussion of loss due to above conditions should bring out time value for each person crossing the defective place in the road, total time value for one person in a month, for all travelers (number esti- mated) crossing the road defect. Calculate the cost of correcting the defect. Compare cost of repair work with loss of time, power, and wear on vehicles. How much is the community losing monthly from bad roads? Yearly? Correlate with civics and discuss method of bringing about repair of road; individual or public repair of small defects before they become larger and more expensive to repair. THRIFT AND CONSERVATION FOR SEVENTH AND EIGHTH GRADES LESSON PLAN To Correlate with Agriculture Subject Matter Method of Procedure I. The abundance of cheap I. Why have Americans been and fertile land has led wasteful of soil ? to wasteful methods in agriculture. 90 Subject Matter II. The protection of the soil is a matter of great importance because, directly or indirectly, we obtain our food sup- ply from it. We should use the soil with the greatest care and give back to it, that which we use up in producing a crop. Method of Procedure II. Why should we strive to keep our soil productive? III. Wasteful methods : a — Washing away of soil by streams, b — Erosion of hillsides, c — Idle fence corners, d — Exhaustion of plant food. e — Non-utilization of arid regions. f — Allowing swampy land to remain un- drained. III. Name some causes of our land being unproductive in certain regions. IV. The washing away of the soil can be pre- vented by vegetation on the land. Trees check erosion. As steep slopes erode faster than gentler ones, they should not be culti- vated, but forested. Dams placed along rivers prevent erosion also. IV. Xame some ways to prevent erosion. The food supply de- pends upon: a — Density of popula- lation. Y. What does the food supply de- pend upon? 91 Subject Matter b — Per cent of people engaged in agricul- ture. c — Percentage of land tilled. Method of Procedure VI. Per cent of land tilled in 1850 was slight, but increased to 46% in 1910. 90% of corn belt was in farms. The average size of farm in 1910 was 138 acres and 75 acres were improved. VI. I low fast has our improved ? laud been VI I. a — Utilization of vacant lots, b — School gardens. VII. How can pupils help to increase production ? VIII. Development of irriga- tion. There was form- erly in our country what was known as the Great American Desert. Through analyzing the soil of this desert, it was found to be very fertile and only lacked moisture. This was provided by irrigation and the desert made productive. VIII. How has the arid land been in- creased in productivity? IX. Allowing the land to remain uncultivated or not getting the greatest returns possible, affects the city man as well as the farmer. It makes scarcity of food. IX. Is the city man affected by the non-production of food sup- plies ? Subject Matter Method of Procedure X. Quotation: X. Give a quotation on thrift. "Plow deep while slug- gards sleep And you'll have corn to sell and to keep. — B e 7 ij a i ni) i Franklin. THRIFT TOPICS Have "Minute Men" give short talks on topics given out by the teacher. Have open discussion by all the pupils on the topics reported on. Such topics as the following may be used : i. Is there thrift in laziness? 2. What one dollar today may mean in ten years. 3. What five dollars spent wisely today may mean to our fellow men in twenty years. (In blotting out the use of cigarettes, tobacco or any narcotic, or as a gift to some institution, etc.) 4. Why attending school is a wise investment of time. ;. Cost of carelessness. SAVING IN FUEL Teacher's Aim: How to conserve fuel in heating houses in the winter time. Pupil's Aim: To learn how to save fuel. Subject Matter: Bulletins. PROCEDURE 1 1 ) A\ nat is the average temperature in your living room ? (2 ) How do you keep the temperature at that degree? (3) If there were cracks between the sashes of windows and under the doors how would this detract from the heat of the room? (4) If you have a bedroom that you seldom use. how can you con- serve heat in this respect? 1 5 I How would you care for your furnace in the summer time ? Why? (6) Why is it necessary to keep the chimney free from soot? 1 7) How would you build a fire to conserve fuel? (8) How would you attend to the fire every day to conserve fuel? 1 9) Why should you not burn soft coal in a hard coal furnace?. 1, 10) And why should we not use hard coal in a soft coal furnace ? (11) Why does painting the radiators conserve heat? Note: — State Department of Education published a bulletin on "Use and Conservation of National Gas", which may be obtained for the asking. [ J3 PAPER MAKING Amir: Conservation of material and money. Correlated with In- dustrial Arts. Special Aim: Teaching conservation of paper through paper making. Process: Cut linen cloth into small squares and pull apart into thread^. Cut with scissors as tine as possible. Next place in kettle with two or three sticks of caustic soda in solution with water. Boil for two or three hours. Wash thoroughly under running water by placing in flour sifter with a small piece of Ivory soap. Place pulp in a bowl of water which contains a small amount of starch. If desired add a little dye in this sizing. *Dip the larger part of the mold in this pulp, covering the wire screen with a thin layer of pulp. Press between parts of mold and turn pulp on a cloth. - Cover with a cloth and run through a clothes-wringer. With a spoon, pour over the entire surface a sizing made by dis- solving gelatine in boiling water. Cover with cloth again, run through wringer and with cloth still covering, iron with a hot iron. GRADE SEVEN OR EIGHT Thrift Correlated with Oral English Teacher's Aim: From Thrift view-point: To cause pupils to see that wasting time of others and property of the public is wrong, as well as to see how they may take better care of their own possessions. From English view-point: To teach pupils to plan talks carefully, and to speak with ease and clearness. Pupils' Problem: To give thoughts worth while to the class. METHOD. Have each student come prepared to give a one-minute talk on one of the following subjects: i. How I can take better care of my school books. 2. How I can make good use of my time in school. 3. How r I can be more saving of paper. 4. How I can be more saving of pencils. 5. Why I should not waste chalk. (Public property.) 6. How I may waste the time of my schoolmates. Wll * The mold is made by making two small frames of wood, one of which lit inside the other, and covering;- bottom of each with very fine copper screening. 94 APPLICATION This is in the talks themselves There will be also a discussion in regard to the preparedness of each speaker. If any has been poorly prepared it will be remarked that he has wasted time of others who were there to hear him. ARITHMETIC LESSON Aim: To teach thrift through an arithmetic lesson. Procedure: A rail fence occupies a strip of ground 6 ft. wide. The field cannot be cultivated closer than 2 ft. from the fence. If this fence is 60 rds. long and divides the field into two parts, how much ground cannot be cultivated? Questions on Problem: How much would be gained if the fence were wire? (The ground cannot be cultivated closer than 2 ft. from the wire fence.) Would you consider a wire fence a profitable investment? Would a wire fence be an advantage or a disadvantage? Conclusions: What conclusions do you draw from this? A wire fence is a profitable investment for more ground can be cultivated. FOODS AND SUBSTITUTES Seventh and Eighth Grades Teacher's Aim: To teach the value of food and the use of substi- tutes and economy in cooking. Preparation: Have the children read articles on food in various books and magazines. Children's Aim: To learn the best uses of food, not only for their individual benefit but for the betterment of society. Material Method I. a. (1) Protein. I. a. What are the necessary foods (2) Fats of the body? (3) Carbohydrates (4) Water (5) Mineral matter. b. They are taught in b. By what means do people public schools, in learn these things? homes by the mothers ; some com- munities have Home Economics clubs to help young house- wives. 95 II. a. Material ( i ) It is neces- sary to plan meals to obtain the required food values because if the meals are not planned one might serve a meal consist- ing of fats and car- bohydrates, omitting other food values. (2) Plan meals for a week, using the food values in an economical way. (3) Each food value has a special purpose in nourish- ing the body. Plan breakfast for three days for a school child giving him the best nourishment. The child who has Cream of Wheat and milk is stronger mentally and physically than the child who has bread and coffee because the cereals and milk con- tain building material for the growing child. (1) Milk and eggs can be used in dishes to take the place of meats. (2) Foods taken from the sea lessen the demands upon the soil. (3) Vegetables may be used in place of fruits. (4) Oatmeal in- stead of wheat. Method Why is it necessary to plan meals to obtain the required food values? II. a. What are the substitutes for expensive foods? 96 Material b. Difference in dried and fresh fruits is: — that one pound of dried fruit equals six pounds fresh fruit. By knowing these re- lations one can plan her dishes so there will be no waste. III. Kinds of waste:' — a. Throwing away. 1). Preparing too much. c. Preparing unsuitable foods. d. Burning — allowing to spoil. IV. (i ) By reading the labels, checking up weights and measures. ( 2) Knowing when it is more economical to buy in bulk rather than in package. ( 3 ) Know when to buy in quantity and when in small amounts. (4) Compare the cost of buying bread and making it. V. Learn to use the vege- tables and fruits that can be obtained at a lower price at the time of ripening. Method Why should the difference in dried and fresh fruits be known ? ILL What are the kinds of waste? IV. How can a housekeeper become an expert in buying? How can the now of food be regulated between country and cities ? THRIFT IN FUEL Grades Seven and Eight Teachers Aim: To inspire the spirit of thrift in the pupil. I. II. Pupil's Aim ITT. Motivation; To learn to save. The making and saving of money. 97 Facts. 1. Open the damper in ash- 1 pit in kindling tire, or when you want to brighten the fire. Close it when fire is burning well. 2. Close (2') when starting a rire. If tire burns too rapidly, open a little. 3. As soon as fire is burning well close (3'). 4. (4') should be kept closed except when fire is banked. 5. It fire is burning too hard close (5'). To heat oven (5') should be closed also. 6. (No. 2) To keep range clean, keep the ash pan emptied and soot cleaned out. 7. (No. 3) To make a fire in coal range, close all dampers of the stove, and shake the fire box to free it from ashes, dust, and clinkers. References. 1. "Thrift in the use of Fuel for Cooking. — Bulletin United states Department of Agricul- ture. 2. "Saving Fuel in Heating." Bulletin — U. S. Department of Agriculture. 3. Kinne and Cooley's "Foods and Household Man- agement." Chap. III. 4. Lippincott's "Home Man- uals." Edited by B. R. An- drews, Ph. D., Chap. III. "Con- servation of Natural Gas." Dept. of Public Instruction, Co- lumbus. Conservation of A. Cooking. fuel. B. 1 . Management of fires a. Dampers. i'. Ash-pit. 2'. Over fire. 3'. Oven damper. 4'. Check draft. 5'. Stovepipe dam- per. 2. Keep range clean. a. How to keep it clean. b. Results. 3. Make fires right way. a. Method. 4. Banking fire, a. Results. Heating : 1 Care of heater. a. Soot and ashes. b . Leaks. c. Dangers. d. Summer storage. 2. Building of fire. a. Method. 3. Care of fire. a. Ash-pits. b. Grates. c . Firepot. d. Directions for use of soft coal. 4. Heating systems. a. Hot-air heaters. b. Hot- water heaters. c. Steam heaters. C. Special methods. 1 . Cooking. a. b. c. d. e. Gas. Kerosene. Gasolene. Alcohol. Electricity. 9 8 D. Suggestions : 1 . Coal and wood tires. 2. Gas and coal stoves. ARITHMETIC If by saving one slice of bread each week, the entire amount saved by every man, woman and child in the United States amounts to 5,000,000 loaves, how many loaves will be saved in one year? How many poor families could be fed for one year on this amount allowing 2^ loaves per day for each family. Grade Seventh and Eighth Have pupils get average of amount of grain produced on soil to which no fertilizer has been added but on which a great deal of work has been done. On the other hand have them take a" field which has been properly fertilized and see the difference. It will be found that the difference will much more than repay the price paid for the fertilizer besides leaving the soil in better condition. Difference in intensive and extensive farming may be shown and which really pays. THRIFT CITIZENSHIP I. Aim: To present the subject of thrift, as a means of develop- ing good citizenship. II. PREPARATION What is a citizen ? What is meant by citizenship ? — There are many phases of citizenship, which when combined, constitute good citizenship. Can you name some of these? One important phase of good citizenship is economy and thrift. — It is that phase of citizenship which we are going to study today. — . III. PRESENTATION We think of thrift, generally, as applying only to saving money. This is, in a broader sense, not true because saving of time and materials are also very necessary to good citizenship. We can not be good citizens if we waste time, which could be used so profitably to benefit ourselves or others, neither can we afford to waste natural resources and materials, which although they may belong to us, belong in a broader sense, to our nation. Do you need economy in your home? What does the word econonry mean ? What do you do to be economical ? — Whether our 99 families are wealthy or not we should cultivate the habit of economy. Jt is not fair to others, who are not in such comfortable circumstances, for us to waste money and materials. How can you make your hair- ribbons last" J low can you keep your dresses looking neat? How can you keep your shoes in shape? What can you do to keep your home looking neat? How can you help to keep the furniture in good order? Do you try to make the younger children economical? How do you, do it? If we learn to practice thrift and economy in our every day life and it we establish these habits during youth, we will easily and naturally apply them in our later life, thereby becoming good citizens and a blessing to our fellowmen. IV. COMPARISON Have you ever noticed the condition of a home in which thrift is not practiced? What is the appearance of the home? Of the children? What is the attitude of the father and mother toward life and toward their duties as citizens ? V. GENERALIZATION There are several "don'ts", which if observed will add greatly to the strength of the citizenship of individuals. i — Do not waste materials, paper, cloth, wood, etc. 2 — Do not waste food, clothing, toys, etc. 3 — Do not waste time. 4 — Do not w r aste money. Some general thrift methods. i — Conservation of energy. 2 — Use system. 3 — Sanitation. 4 — Medical science. 5 — Guard spending nation's money. 6 — Guard natural resources. 7 — Guard life. 8 — Prepare for "Rainy Day". 9 — Utilize waste products, io — Budget system. VI. APPLICATION There are many ways of making practical applications of lessons in thrift as applied to citizenship. The establishing of a school banking system is one of the best. Lessons in saving time can be studied and put into practical use by using short methods in our teaching whenever possible, by stimulating rapid and accurate thinking among the pupils by drill work and "rapid fire" questions, — by not allowing details of the work to shut out important truths, — by teaching punctuality and sys- tematic methods. Lessons in saving materials are those relating to care of desks, IOO books, pencils, etc. — Manual training classes must be taught to conserve small pieces of wood for later use, and Industrial Arts must be taught to preserve and care for their materials, brushes, paints, drawing paper, etc., in such a manner that the greatest possible use and benefit come from them. DEVELOPMENT OF A LESSON PLAN ON THRIFT Keeping in mind the conservation of time, material, and money, correlating the lesson with geography, agriculture, language and arith- metic. Subject — Forestry. A. Location of forests in U. S. and other countries. B. Value of forests. — As one of the greatest natural resources and wealth. a. Use in fencing, building material and its use in ti as- portation. b. Benefit. Preservation of soil. Who receives the bene- fit? How? c. Wind breaks and protection against hot winds. C. Planting of trees. d. Make permanent use of forest. e. Cut trees in such a way that young trees will not be disturbed. f. Bring out the importance of the cultivation of forests. D. Production. g. Difference between the production of forests now. and what might be produced through care. h. Discuss the loss to this country on account of careless- ness and wasteful methods of cutting. E. Problem for Arithmetic Work. A certain kind of pine tree produces three logs, containing 10, 24, and 44 cu. ft. respectively. Assuming that from each cu. ft. seven board feet are secured and that that certain kind of lumber is worth $6 per M on the stump, how much is the tree worth? H. Have the pupils write a composition on "Forestry as a Source of Wealth." I. Discuss conservation of forests in promotion of our wel- fare, also the value in other industries. IOI THE SCIENCE OF SAVING The man without money — at least a few hundred dollars — is not; likely to be regarded as of great consequence by his fellows. Money is not everything, nor even the thing to be most desired. Good health and good character are more to be desired than great riches. But money bears a close relation to almost everything worth while. The man without money may be ever so brilliant and talented, but if he has no money or some sort of property worth money, he is almost sure to be regarded as weak or eccentric — with a screw loose somewhere, as the saying goes. The accumulation of money by saving is a science. "When any de- partment of knowledge or activity has been so thoroughly studied and. analyzed that definite principles can be laid down, then that knowledge becomes a science." The ability to make money and the knowing how best to save it are two very distinct propositions. Many very capable men make money easily enough and rapidly enough, but somehow seem never to make much headway in saving. On the other hand, it is not a very rare thing to see a man, much less talented than his neighbors, soon grow to be a man of affairs almost through the single ability to save. Saving, then, is the thing that counts most in the matter under consideration, and it is to this subject that we now turn our attention. Life insurance people tell us that not more than three men in a hundred are worth a thousand dollars and more. All the other ninety- seven are worth from a little less than a thousand dollars down to nothing. What a sad commentary on the thrift and prudence of the men of this land of great opportunity ! Interest tables show that comparatively small sums saved regularly, drawing 3% compound interest, will soon grow to a thousand dollars. The sum of $15.24 a month, deposited regularly, and drawing 3% compound interest will amount to $1,000 in five years. $7.06 deposited each month will reach the same result in ten years ; $4.35 in fifteen years. Almost any man would feel ashamed to admit that he couldn't save five or six dollars a month. If a young man of twenty should begin to make deposits of $15 a month, leaving it year after year to grow at 3%, shortly after his sixtieth birthday he could draw out $13,979.34. Now, think awhile. How many men do you know who can go to the bank and draw out $14,000? There are very, very few. The habit of systematic saving does more than build up a bank account. It builds character and credit. These multiply one's capital many times. 102 The young man who is known to be thrifty and saving, and who has proved it by actually having a substantial bank account, is sure to be able to borrow almost any amount he needs for any sensible purpose. The value of character as a credit asset was recognized by no less a person than the late J. P. Morgan. While testifying once before a congressional committee, Mr. Morgan was asked : "What is the best collateral in the world?" "Character," was the quick response. The high credit standing earned by the steady depositor is often worth many times the amount of his deposits. Avoid the get-rich-quick schemer, the gold brick artist, the con- fidence man and the J. Rufus Wallingfords as you would shun a contagion. A young friend once asked Horace Greely how was the best way to -start a daily newspaper. In his characteristic manner the great old editor replied that "the best way to start a daily newspaper is to start it." That's it. It is the big idea. It is the way to do things. The best way to do a thing is to do it — not to wish you had done so long ago; or to promise yourself that you will do so very soon. Just take one, five, twenty or fifty dollars to the bank today, and ask them to tell you more about the system of scientific saving. That is the only way you ever can start a saving account, and the sooner you do it the .sooner you will be on the road to wealth and independence. — From d booklet published for The Saving Bank Company, Chillicothe, Ohio. AGRICULTURE Seventh and Eighth Grades LESSON PLAN Teacher's Aim: Conservation of forests. Pupil's Aim: How can we conserve them? I. Subject Matter. Method of Procedure Distribution. I. In what part of U. S. are most of our forests located? a. Size of forests. a. Name states included. b. Kinds of trees. b. Name kinds of trees grow- ing in different sections. c. Location of forests. c. What trees are considered the most valuable and for what are they used? 103 Subject Matter II. The viewpoint of our forefathers. a. Cause of decrease in size. b. Compare population increase with forest decrease. c. Waste in logging. Manufacture of tur- pentine and kindred industry. d. Substituting other materials for wood, steel tires, cement floors, etc. Method of Procedure II. In what condition did our fore- fathers find the forests of America ? a. What was their attitude to- ward the forests? b. Why did they cut down the trees ? c. Did the forests serve them as a friend or enemy? d. Tell some of the later causes of forest destruction. e. Discuss waste in logging. f . To what extent can we sub- stute other materials for wood? III. How are we going to con- serve our forests? a. Conditions necessary for tree growth. IV. III. What is the national govern- ment doing to conserve our forests ? b. Effect of forest fires. b. Why is it necessary to pro- tect young trees? c. Methods of preven- c. Why is a profusion of brush tion of fires. in forests a danger? d. What is the effect of forest fires? e. How are they started? f. How are we going to pre- vent them? Tree diseases and insect IV. a. To what extent do tree dis- pests. eases and insects destroy our a. Destruction — ex- trees ? tent. b. Prevention. b. What are the different dis- d. eases ? How are we going to pre- vent them? What must be done with diseased or broken trees? 104 Subject Matter. V. Investigation. a. National forests. b. Work of the bureau of forestry. c. Extent of Govern- ment ownership. Method of Procedure V. What is the total acreage of forest in the U. S. ? b. What part of this is under Government ownership ? Why has the Government taken over the forests? Describe the work of a "forest ranger". c. VI. Forests and climate. a. Floods. b. Modification of winds. c. Preventing erosion. d. Relation to the amount of rainfall. VI. a. How may forests affect cli- matic conditions ? b. Do forests prevent floods? c. If all the land drained by the Ohio river were covered with forests, would the severe floods of recent years have been prevented? d. Do forests prevent soil erosion ? *. Do forests have anything to do with the amount of rain- fall? VII. Forest products. a. Uses of wood. b. By-products. c. Care of wood prod- ucts. VII. Is the demand for wood in- creasing or decreasing? Why? b. For what different things is it used? c. What industries are based upon it? d. Discuss the use of by- products. e. How may the life of poles, fence posts, cross-ties, etc., be prolonged? Ref. Brigham Commercial Geography. The American Year Book of 1918. Warren's Agriculture.