The potters herald. [volume] (East Liverpool, Ohio) 1899-1982, 1943-01-14
LESSONS IN THRIFT
BY LUCIA MALLORY

Tommy Fenton and John Moore
were making miniature farm, and
they needed "a lot Of string for fences.
Mrs. Fenton gave them ball of twine
she had saved. and they used ii all up.
That's all right, wen save some
more" she told them. Tommy sh"
added, "I'll give you part of the twine
that comes occasionally on packages,
and you can wind your own ball. Then,
when you want twine, you'll have it,"
That pleased them. John asked his
mother to let him have part of her
their own balls. 1t got to be quite IA
game, seeing which could get the
larger ball.
They had more than fun out of thai
value of thrift.
1t is beginning to be the fashion
again to teach thrift just as it used to
be. This habit of thrift is one Of the
foundation stones of success in later
life.
Children are not naturally thrifty
They have to be taught not to waste.
Sometimes economy can be taught by
example or by Il suggestion as il was
in the case of the twine. Sometimes it
must be enforced. For instance, chill
dren should not be allowed to take "A
bite from an apple and throw the rest
away. Often they will be responsive 10
the thought that food costs money and
many other things as the family would
like to have. If they do not respond to
such a suggestion Il little gentle but
firm pressure should be used. The
partly eaten apple might be put aside
until the child is hungry enough TO
finish it, or, the next time he asks for
an apple the parent might refuse his
request, telling him the reason.
Perhaps the child wants a bag Of
marbles Il doll, Il new top or some
other toy. If it is anything inexpensive
here's IA good chance To give him Il
savings bank and show him how TO
save his pennies to buy what he wants.
That purpose will give him a definite
! interest in filling his bank. 1t is adj
visable to make something of q cele-
bration when the bank is opened 1t
should be impressed upon the child
| that he has been just as happy as
| though he had spent every penny as
soon as he received it, and that now
he can buy something he really wants
that he could not otherwise have had.
He'll catch the thought and he viii
find more enjoyment in what he has
bought himself and take better care of
it than he would if it had been given
to him.
Teaching a child to care for his
toys, to bring them in SO they will not
be broken or spoiled by rain, is Il prac-
tical step in thrift education. \ little
girl should be encouraged To keep her
dolls clothes in good condition-not to
lose, tear, or soil them unnecessarily.
| This Will prepare her for taking good
care Of her own wardrobe, 80 that.
even on Il small budget, she may al
ways be well-dressed.
Even pre-school children can be
| interested to be careful OF their own
clothes. Children will be, and should
be, active, and accidents will happen.
But boys and girls should not be pun
| iShed when these occur but they
should be taught to appreciate the
time and labor required for making
and mending.
There are many ways of imparting
| thritt-conSciouSneSs, but ii should al
ways be done without tears" How
ever insignificant Il certain lesson i'll
carefulness OF saving may appear We
should be watchful to see that ii
reaches II satisfactory conclusion for
the child. Then he will want TO praC-
tice it again and again. And always
when considering how best To teach
sensible habits of saving we should
consider also how to teach wise habits
of spending. The two 90 hand in hand.