The Ketchikan miner., 1909-05-08

iuON ClhOhu III phlo Ooo PoPo'eh IVY n during the past three months than ever before in the same length of time From Manitou Manitoba where the school saving banks system was taken up in some of the public schools a month ago, they now have ordered supplies to be placed in all rooms This system is creating great interest with both pupils and parent. In Win nipeg schools the children have saved over fifty thousand dollars. This would be good time to adopt this system in Ketchikan school, through the in dustry of the children in helping to prepare flower and vegetable gardens every child in school could have money to begin to make deposits ard thereby begin life of thrift and economy and learning to become industrious. All idleness and play leads to crime and poverty, it is well to teach child ren to work and save their earnings. deposit them in bank thereby pat ronizng the banking institutions and through school they will have a bank account and have acquired a habit of thrift and economy which will furth- CT them to life of usefulness.
 Kansas City, Mo-, Nov. P, 1908. Dear Teacher:
 In 1885 the first School Savings Bank was established in Long Island City, New York.
 The School Savings Bank system is now in operation in l, ,102 schools of l01 of the. largest cities of the United States and Canada
 The number of banks, considering each room actively engaged in this work bank, is l7,255, while the amount of money collected and deposit ed has reached the enormous sum of S4, 4l9, 453. S6, of which $759, 646. O9 still remained on deposit January l, 1908. These facts give some idea of the pro- gress and growth of this work in our country.
 The Board of Education of this city authorized the School Savings Syste m of Kansas City in May, 1900. It has, therefore, been in operation nearly eight years. Its success has been shown in the fact that the amount of money collected and placed on deposit has averaged about $2O, GOO year since its adoption.
 The Missouri Savings Bank, at S20 Walnut Street, was set apart by the Board of Education of Kansas City as a depository of the funds of the school children. On deposit with the Board are United States Bonds against the possibility of loss. This security is ample, and there is none better, so no one need fear that he will lose his money, even should there come pam ic or financial crisis.
 The chief value of the school savings idea is not in the money saved, but in the lesson taught-the lesson of econ- omy, of frugality, of prudence, of thrift. The spendthrift and the miser represent the two extreme types of persons in their attitude to this prin- ciple. Both are miserable, due to the fact that neither knows the proper use of money. Why should the lesson not be taught? Many children with wills and without advice or wholesome instruction will spend all their money for that which is not only not useful but useless, and often in- jurious. Imagine the brood of evils that may spring out of habit allowed to fasten itself upon the child whom you neglected to train when you had an opportunity to do so.
 Will you not give this matter earn est and careful consideration? We are sure that when you have done so your opinion will coincide with ours, that this is field of opportunity for good, and a cause that shoud not be lightly pushed aside. Will you not begin now and let us have a creditable re- port form your room by the 18th.
 Committee.
 Wm R Hoppatt chief executive