Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1920-12-23
Worth While Address of
Schuyler F. Heron on Meth
DDS Of Teaching Thrift Fea-
ture of First Days Session at
High School Building

The teachers training conference was
opened Thursday morning at nine o'clock
In the teacher training room at the
Edmunds High School, with devotional
exercise by the Rev. c. c. Adams, pastor
OF the First Church. J. d. Whittier. State
supervisor Of elementary schools. pre-
sided. NJ. d. Chittenden. superintendent
Of the Burlington public schools. made n
few appropriate Introductory remarks.
Schuyler r. Heron, of tho United States
treasury department, gave an interesting
and worthwhile talk on thrift education.
This part of the program was followed
by a general discussion on the subject
of English. Luncheon was served to q
nj 1880 o'clock by the girls of the homo
economics department OF the high school.
In tho afternoon, Clarence II. Dempsey,
state supervisor of education for YER
mont, gave on interesting talk on the
Importance Of teacher training classes.
This was followed by n general discussion
of the subject Of history and civics Tea
was served by the girls of the teacher
training class at four o'clock.
At 4:30 o'clock the teachers of tho public
schools were addressed by Clarence H..
Dempsey, state commissioner of educa-
ton of Vermont, and Schuyler F. Heron.
Of the United States treasury depart
ment.
At eight o'clock in the evening there was
continuation of the afternoon meeting
of the teachers training conference. at
the parlors of the Sherwood Hotel when
hygiene and sanitation we're discussed.
The subject of Mr.. Herron's address in
the afternoon was Methods of Teaching
Thrift" and he spoke substantially as fol-
lows:
MR.. HERRON'S ADDRESS
Internationally" said Mr.. Heron. this
is the age of standards and Of tests
There was a time when teaching was re-
garded as an art whose processes could
be measured slightly more exactly than
those Of Raphael or Dickens or Brown
ing. There were standards Of attainment.
conscious and unconscious. but no one
thought they could be stated in percent
ages. There has been change-almost
revolution. Standards have been es-
tablished for pupils and teachers, grades
and subjects. Tests are epidemic. Some
seem to think that education is about to
become an exact science in which art
may have no place. This movement will
develop, then perchance II will wane. but
ertainly much benefit, along with some
harm. will result Let us not forget that
both the seen and the unseen are fac
tors in education as In life. and that pos
sibly the former have been neglected In
the schools.
I'm the schools we are preparing boys
and girls for membership in social and
civic organization. This school work
should train them to be good citizens In
contented homes in q prosperous state.
They should be started on the road to
happiness with such momentum that they
will continue thereon to their journeys
end. For this happiness. food. clothing
shelter. recreation. and the possession Of
some degree of culture are necessary.
And for this food. clothing, shelter. recre-
alton and the utilization of whatever Gull
ture may be had. money Is necessary in
larger average quantity than ever before.
This Is the test that must be met by
training in thrift. Correctly understood
1t is more spiritual than material. The
time demands, therefore, that thrift be
taught; conditions require that 1t be
taught in the schools. Men cannot learn
unless they are taught. they learn best
when they are young. The school Is the
institution to which teaching has been
assigned by society. the school people
are the ones who know how to teach.
The school teachers have many demands
work is to be done they must do it. May
l suggest how the desired end may be
effectively reached without imposing too
great burden upon the established pro-
gram.
Il. Obtain a comprehensive UNDER
standing of what thrift is-something
quite different from simply not spending
or saving. 1t includes efficient production,
planned expenditures. definite saving be-
fore spending. judicious buying. careful
use, sound investment and wise giving.
"2. Teachers must master their own
finances. and acquire a competence by
living on a budget. by definite saving be-
fore spending by sound investment.
May l suggest that the final test of
school work is this-How effectively is
the pupil In school being given a sympa-
thetic understanding of thrift. and how
efficiency is he being trained in it's ap-
plication.
During the school year 1919 1920 the
school children Of New England invested
over 100000 in War Savings Stamps. in
$4,000. 1t means probably ten times as
much saved to replace the waste OF war
and to safeguard future happiness. since
Il Is probable that every dollar invested
Is only a fraction Of the total saving, in
many diverse ways not expressed In
terms of money This is something TO
consider with pride and satisfaction. 1t
tells Of the opportunity to spread the
gospel of the road to happiness to every
child in our charRe"