The Wheeling intelligencer. [volume] (Wheeling, W. Va.) 1903-1961, 1920-11-10
IMPORTANCE OF ECONOMICS IN EDUCATION
To Fortify Young Men for Life Work Study Should Be
Part of High School Work.
BY E L. BOGART
Professor of Education, University of Illinois,

A good system OF education should
At its students to be better citizens
more productive and efficient members
OF society, and better able to enjoy life.
1t should enable them to understand
contemporary. civilization. to adapt
themselves to 1t, and where necessary
to help modify and improve IT. IN A.
these aims economics must take lead
ing part.
Of study Is to give a dehnit" training
TO the citizen which will better III MIN
for the Responsibilities thrust upon
him by our present political. social,
and industrial organization. Various
definitions have been framed Of IN"
good cltizcn" and the qualities or citl-
zenship held in highest esteem nave
Of war the good citizen Is expected TO
exhibit certain military vortues. Dat
in the normal times OF peace other quite
different demands are made upon MN
In general It may be said that me
good citizen Is the man who can help
intelligently to solve the problems that
grow out Of complex Industrial de-
yelopment and who can prove himseu
n helpful member OF the social environ.
mcnt in which he lives. At tho present
citizen who dIsobeys economic law IS
to that extent a dangerous member 81
Thrift, frugallty. extravaganza. waste.
profltecrlng. Sinking. are economic cen,
cepts which present questions OF rlEht
or wrong The man or woman there-
fore who gained right ideas about eco
Monies conduct has also gained locl"
about social conduct. They have learn
ed lessons In ethics which are invalna-
HE and should enable them TO distln-
yuish more clearly between that Is right
and what Is wrong.
II man learns these elementary prin-
ciples and bases his conduct thereon ne
will certainly prove a more eniclellt anu
productive member Of society;
II NAV fairly be expected thot MS
earning capacity will be increased there
by. as II would he by any subject IN IN"
curriculum which affords high acgrSS
Of mental training. The main purpose
Of economic study. however. is not s"
much to increase earning power as 10
render tho student a more usetul mem
Der Of society.
show men how to live. as we'll as how 10
produce, and in this connection the les
sons Of economies are Of paramount I'M
portance Goods are produced In order
to be consumed; income IL eaEheu III
The Consumer has valuable lessons TO
learn IN thrift, in wise expenditure ana
In investment. whether this De IN inc
form of health and well-oe!ng, or edu-
err or as deposits in saving bank. Seii-
help. self-restrain. far sighedneSs, ais
criminaion are among the qualities oe-
veloped
According to information furnished by
the United States Bureau OF Education
about co percent Of the students VINO
enter high school end their education AZ
that point According to the Bureau or
Education PA per cent Of students
graduating from high schools In tho
United States in 1917 went to college
while 1877 per cent continued their edu-
cation In other institutions OF learning,
or 4 tota! Of ALL per cent.
3UnAs ETAOIN SHRDLU CMFWY Ek
II training In economics Is 10 De
given to these students II Is therefore
clear that It must he In high school.
To educate n few leaders in the colleges
IL clearly not sufficient. The mass OF
our citizenship, both men and women
must be given instructions and under
standing Of the essential facts ana
principles Of our economic life. The
possibility of effective leadership Is Inn
tied by the levels OF popular instruc-
lions Eronomics furnishes n kind or
mental training hardly to be found out
side the social science. 1t Is as Valu-
able as mathematics.
A certain amount OF economic KNOW
ledge Is obtained from cur daily con-
version. reading. and experience. Bur
the knowle edge thus gained by the aver
age man Is obtained in haphazard fash