The Goodland republic. [volume] (Goodland, Kan.) 1891-1907, 1902-03-07

old pair of skates last week to another
boy and got ten cents to boot All o.
these proudly deposited their mites and
received bank book. They viii deposit
more in the future. Other pupils il
other grades are running brands, carry
/ ing papers, selling popcorn, milking
COWS, taking care Of horses, shoveling
snow and doing various other things tc
7 establish a bank account.
PARENTS ENCOURAGE THE PLAN.
One Of the cOmmeudable results Of the
! system Is the effect which the bank
books have upon the parents, when the
books are taken home. As a general
rule the parents encourage the children
in every way to earn money and help
them to find opportunities for earning it.
It has a reactionaFy influence upon many
parents who are naturally shiftless and
imprOvident, teaching them the good re-
suits of saving and spending iudiciOusly.
They learn lessons Of frugality from their
children.
LAST MONTHS DEPOSITS.
Nearly SO was deposited by the pupils
during the month Of February, 1902.
Were it not for the savings bank, much
of this would not have been earned and a
greater amount Of it would have been
spent fOolishly with nothing to show for
it. As it is the money is in the bank,
right habits are forming, business prin-
.ciples are being inculcated, higher ideals
are becoming manifest and a truer,
broader citizenship must be the result.
PUSHED BY THE ". C. T.U.
Since its introduction into the United
States the system has been taken up en-
Enthusiastically by the members of the Ma
tional W. G. 7. u, who have seen in it
an excellent means for the teaching Of
thrift, economy and sobriety. Mrs. Sarah
Louise Oberholzer, of Philadelphia, is
national superintendent Of the depart
ment of school savings banks. She has
made it her business for a number Of
years to introduce the system into
schools and to watch closely the results
In an address before a Pennsylvania
teachers institute she makes the follow
ing plea:
What we need most as a nation to
distribute the wealth Of our country
properly is a general knowledge Of eco
nomy and thrift. The masses know how
to earn better THAI they know how to
save. Wages are equal to labor in almost
every department and it Is not so much
the lack of ability to acquire money as
wisdom in expanding it wisely.
practical education, moral, industrial
and economical, would undoubtedly les
sen the proportion of crime and pauper-
ism. The non producing classes, if edu-
Gated and trained, become producers,
thereby improving the community at
large. If the Paupers aud criminals who
are drain on society and a personal an
noyance to all we'll intentioned citizens
had been given instruction In moral eco
nOmy when young, few, If any Of them,
would have become public Ieeches. The
higher destiny of our population is a
matter of much moment to rs. The diff
fculty of teaching thrift TO men and
women, who are ignorant Of its first es-
sentials is great; but in children we have
unwrought materials, and can as readily
impress them indelibly with the habit of
economy as with arithmetic and geo.
graphy. Thrift is the lantern which viii
light the way to comfort and success
Let US give Il TO our children"