The Richmond Virginian. (Richmond, Va.) 1910-1920, 1919-04-13

are learning the basic lesson that IN
/ telligent saving is merely postponed
/ enjoyment and are gaining p1uence
and ability to wait for complete results
! The importance of the savings cam
paign among children was made clear
! in a personal appeal made by Secre-
/ tary of the Treasury Carter Glass to
the school children of the country
/ Secretary Glass said:
! Il summon you 70 solve ono OF
Americas greatest financial prublems'
! how TO make permanent among our
( people the habits of thrift begun dur
ing the war.
! Your sacrtfies and Investments In
war savings stamps helped win the
war The victory has been won~-iet
Jus carry over into peacetime, two or
the great lessons OF the war---the value
OF thrift and the good citizenship and
/ interest in your government which
comes from having "A part III financing
/ it
I II call uror you 10 share in the 1919
national savings campaign. by con-
itinuing war Savings societies in your
claSsroons by studying m cans and
methods OF thrift for yourself and your
family and by investing your savings
In war savings stamps
ITO you | entrust the responsibility
for making the future America a ma
ton of. thrift"
Effort will be made to give the child
IN saving the great pleasure Of anti
cipation such as precedes Cristmas or
a birthday, and when the child has
saved the money for IT'S distant cher
isfed objective. the authorities believe
that the child should be allowed to
spend his money, provided he con-
templates 4 wise and well-thought-
out purchase
In this way the chf1d get. a practt-
cal demonstration of the value of saw
ing and is encouraged 10 continue 10
save for other objects. The child who
will reach his manhood or her woman
hood realizing that saving is a happy
habit and taught to spend money
wisely. has, In the opinion OF educa-
tors. TWO potent motives for Ar indus
trsous and useful career,
While the actual saving feature is
TO be encouraged almost wholly on
the basis Of the children's or adults'
self interest the everyday patriotism
OF lending TO the government and thus
having a personal share In It's opera
ton is Of course To be stressed In con-
nection with instruction In ctvtcs and
in the work for Americanization.
Thrift In Daily lessons.
Effort will be made to trnpiant the
!
in the daily lessons, examples In arfth-
metic based on stamps and bonds and
investments are to be supplied. E.xcr-
cises in English dealing with thrift will
he suggested, and ali hoiidays-~and
especially birthdays OF great Au1eri-
cans such IA Franklin. who were ex-
anples in thrift. VIII be made the
occasion OF exercises designed tn pro-
mote thrifty Anericanism as ma
fiorai characteristics
Special effort will be made not m ere
~ to secure the active cooperation of
parents In helping their children 10
save but TO interest the parents them
selves in joining in with their happy
thrift game TO save important sums
OF money.
Community Thrift Center.
In many localities is In believed that
the school will naturally become the
thrift center for its community or
reightorhood This Ia particularly
true in cases OF schools which have
parents associations or mothers clubs
or are the meeting places Of com
munity or neighborhood associations
In many communities, interested in
divtduals, groups. banks, or associa-
tons have volunteered to advance 10
teachers what might be called the
working capital to purchase the
stamps Tor sale - the children and
their parents These business men
and others are SO firmly convinced
that wise spending and intelligent
saving are good business for business
in the community that they are glad,
by lending small sums to the schools.
to relieve the teachers and principals
from drawing on their own savings to
advance money necessary TO buy the
stamps for their groups.
1t is realized. however, that direct
sharing in the thrift game on the part
OF parents will be one of the most ct
fcctive factors in interesting children
Ito save and every effort will be made
TO encourage adults in families OF