The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1918-06-20
EDUCATIONAL.
G}y }. W Eub rul

Ine American bOy,r peflOulCdi
whose title indicates its purpose,
makes an effort to warn the youth
who is in a hurry to leave school and
go to work.
1t is pointed out that the unframed
boy will make $S a week his first
year, $40 the second year, $12 the
third, $15 the fourth and fifth years,
SIS the sixth, seventh and eighth
years, $40 from the eighth to the thir
teenth year and thereafter $25 a week
will be the maximum. The total earn.
ings for twenty-three years are fig
ured at $24,9SS.
For the trained boy who finishes his
school course these figures are given.
Three years the boy draws nothing,
as he is finishing his school work. But
he starts at SIS week, where the TN
trained lad got but $S Ten years later
he is drawing 500 a week, having
stepped up on the salary list from $l5
to SIS, from $22 to 25, from $50 10
$35, from $40 to $50 and from SIS 10
500. From his fourteenth to his
twenty-third working years he is
rated at $3.50 a week Ills total earn
ngs in the twenty-three years amount
to $99,320, a difference in favor Of the
trained overthe unframed of $74,992,
The dollars and cents argument in
behalf of education is perhaps less
convincing to boys than it is to men
who at middle age have seen the good
results of education and the i'll re-
suits of lack of it, and who are inl-
pressed by the rule rather than by
exceptions The boy who is old
enough to be interested in his finar
cial future hears of many men who
without even a high school education,
have become magnates. Biographcrs
delight to celebrate the triumph )f
men of determination and natural
ability over the handicap Of an indif-
ferent education in boyhood, In many
fields of activity in America-and TINS
will be true in the future as it has
been in the past-there are distin-
guished men who had little or no edu-
cation when they began bread-win-
ming.
The boy reading stories of the lives
- III hn
If he conceives the idea that save in
the case of the boy who wants to be
a professor in a university a good
education is not necessary. Looking
further in the biographical dictionary
he finds a few eminent members of
erudite faculties at famous institu-
tions of learning who began their lIte
work without having first gone to col
lege, teaching the little they knew 10
boys who knew less and studying for
degrees after working hours. Mer
chant princes, bankers, railroad pres
idents, millionaire heads of great cor
porations who began work Ill educat-
ed are fairly common.
The boy, impatient of averages, un-
willing to consider the rule which
holds good as to 1000 men, and in
clined to accept the shining example
of transcendent success as the posi-
BILE and probable outcome of effort,
will find little inspiration in figures
showing that the trained man may
make a little less than 100000 by
working twenty-three years and may
have at the end OF that period a little
of that sum laid aside if he has beeh
thrifty as he has been Industrious. To
possess 100000 after twenty-threo
years Of work is to have done only
moderately we'll in a country notable
for great accumulations. To haye'|
earned that amount, spending the
greater part of 1t upon the scale of
living to which the educated man
feels entitled is to be in very moder-
ate circumstances at middle age, with
the salaried mans meager prospects
and uncertain tenure.
1t is difficult to make to boys
thoroly persuasive argument upon the
money value of education, The mid
dle-aged man knows that it has, in
average experience, money value out
of all proportion to the value of the
years of youth spent in its acquire
ment He knows also that If it hadn't
a dollars value as equipment for
earning dollars It would be worth
many times the value of the years
spent at school and in college