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division, according to geographical location: "in the district," "elsewhere in the county," and "outside the county." These three geographical units are supposed to stand for three increasinglywidened zones of dissemination of the school's influence. The summary follows:

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Laborers (skilled and unskilled) in County
Outside of County

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75

37

21

22

34

77

27

26

32

85

8

9

17

27

1291

9

5

40

45

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The perusal of the figures contained in this summary creates certain "impressions" in the mind of the writer. But to him it seems that these impressions are worth less than the answer to the title question. It is in the hope that this question and the figures herein submitted may stimulate investigation and result in such discussion as will yield an answer to his question, that the writer submits his paper.

A Thrift Supervisor

EVA LYLE PLANT, WICHITA, KANSAS.

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SUPERVISOR of thrift in the public schools would be a step out of the beaten track, but a long stride toward the making of a thrifty community. We have a supervisor of music, drawing, and penmanship; in some cities of reading, and also English. Is a practical understanding of thrift of less importance than of drawing to the average child; or does the theory prevail that every teacher is fitted to impart this knowledge, or that it does not come within the purpose of the school?

Men who are studying the matter tell us that the nation is becoming weakened by excitement and self-indulgence. They bid us, individually, to pause in our mad course and strive to live more temperately, lest our resources and our stamina be exhausted.

Our National Educational Association recommends as a possible solution of the problem that thrift be taught in the public schools. The Commissioner of Education counsels the same plan. State teachers' associations have enacted rulings making the teaching of thrift in the schools compulsory. Even state legislatures have passed similiar laws, and, at the same time, the government is sending out literature pleading for the practise as well as the teaching of thrift in the homes.

Two ways of teaching thrift in the schools are put forth. One correlates the work with some already established branch of the school course. The other presents it as an individual subject in the curriculum. In either case, practical and permanent results are much less than hoped for. The reasons for this are not difficult to find.

Let us consider the teaching of thrift in correlation with other work. The instructor is hired to teach domestic science, arithmetic, or civics. Whatever the work may be, she is prepared to teach that work, not thrift. Very likely she must exercise such econ

omy in her own living that she feels no enthusiasm for the teaching of thrift, or it may be that she does not know how to teach it effectively. Granted that here and there may be a teacher who is enthusiastic, and can make it interesting and impressive, but few pupils come in contact with such a teacher, and they leave her at the end of a year. It is doubtful if there is much of permanent value in this unsystematic, inefficient method.

On the other hand, if thrift is taught as a separate subject, it is placed in the high school. The teacher has probably had no special preparation for it, may never have studied it heretofore. It is assigned to some one, any one who has a vacant hour. The teaching is generally theoretical. For eight or ten years there has been nothing in school life to inculate thrift ideas in the child's mind; then it is "taken" for a year, and is over. To make it still less effective, thrift is usually elective, and only a few enter the classes. It is possible that a small number of pupils may carry away from school some practical knowledge of thrift gained therein, but it is not likely. The teaching of thrift in this way has no effect upo the school as a body, and the pupils go out every year from school to meet the problems of life, fettered and enfeebled with more and more extravagant habits and ideas.

Habit is the result of continued practice, an action that has become second nature; and thrift, to be effective, must be a habit, formed slowly and surely along through the school years. The home is the logical place for the teaching of thrift, but if it were taught in the home, there would be no reason for this present anxiety; and if it is taught by the exceptional parent, the extravagance and wastefulness manifested among the pupils at school easily counteracts in the susceptible and sensitive mind of the child any home training in the judicious use of one's resources.

If thrift is to be taught in the school, it should be taught by some one who has studied thrift broadly. Such a one should not be called upon to teach anything else. If its importance warrants making it a school subject, thrift should have the same standing in the curriculum as Latin or algebra, and have an instructor's full time.

Sound reasoning convinces us that thrift should not begin in the high school, nor should it be taught theoretically, nor should the effectiveness of the teaching depend upon the many different instructors who are called upon to teach it, undirected, in correlation with other work. The teaching of thrift should begin with the first grade and be taught in every grade through school, not merely with the domestic science, or the garden work, but with every subject in the grades.

This can be done only through a well trained, broadly educated and experienced supervisor. Necessarily, she would have availed herself of all the material obtainable on the teaching of the subject, from every possible standpoint, as well as have taken special training for it. The task would be hers of outlining methods and work for the teaching of thrift in arithmetic, geography, reading, English, etc., from the first grade to high school. Added to this, she should be able to inspire the teachers with enthusiasm for the work. It would be her business, also, to arouse public interest, and to popularize the idea. This must be wisely and most carefully done, and not overdone. Through the supervisor, prominent people of the city could be induced to use their influence, or give assistance to a certain phase of the work. Much could be done through the women's clubs. The matter could be so presented in the high school organizations as to bring about greatly needed changes in dress, making extravagance and ostentation distasteful. Bankers, insurance, and other business men could give practical talks to groups of moderate size, such as clubs or classes. Definite plans, clearly presented and carefully followed up, mark the success or failure of a project like this. The school banks are invaluable in teaching children to save and spend wisely, but in many places it is impossible to get them started, or they do not prove of general value if started, because the teachers and parents are not interested. Competition between certain grades of different schools for prizes, awarded for practical thrift ideas would be advantageous, the prizes to be given by firms or companies interested in the line of work

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