Milford chronicle., 1943-01-22
% 0M 6 EDUGATI0N N
"The Chiid's First School is the
Family"-FRoEBEL
Issued BY the National KinderSarten
Association. West 10th Street,
New York City
LESSONS IN THRIFT
LEILA MUNSELL

! Tommy Fenton and John Moore
were making miniature farm, and
they needed a lot of string for
, fences. Mrs. Fenton gave them a
ball of twine she had saved, and
they used it all up.
That's all right, well save some
more" she told them. Tommy,
she 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 twine and both boys began to
make their own balls. II got to be
quite a game. seeing which could
get the larger ball.
They had more than fun out of
that game. 1t was practical lesson
on the 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 sugges-
tiOn as it was in the case of the
twine. Sometimes it must be en-
forced. For instance, children
should not be allowed to take a bite
from an apple and throw the rest
away. Often they will be respon-
sive to the thought that food costs
money and if they waste il Daddy
cannot buy as many other things as
the family would like to have. If
they do not respond to such sug-
gestiOn a little gentle but firm
pressure should be used. The part
ly 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 re-
fuse his request, telling him the
reason.
Perhaps the child wants a bag of
marbles, a doll. new top or some
other toy. If it is anything mex
pensive. here's a good chance TO
give him a savings bank and show
him how to save his pennies to buy
what he wants. That purpose will
give him a definite interest in fill {
ing his bank. 1t is advisable to ,
make something of a celebration
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 will find enjoyment in what
he has bought himself and take bet
ter care of il than he would if it ',
had been given to him.
Teaching a child to care for his I
toys. to bring them in so they will ;
not be broken or spoiled by rain. is I
a practical step in thrift education.
A little girl should be encouraged I
to keep her dolls clothes in good ,
condition-nOt to lose. tear, or soil f
them unnecessarily. This will pre- a
pare her for taking good care of /
her own wardrobe. so that, even on {
l small budget. she may always be +
well-dressed. q
Even preschool children can be a
to be careful of their +
)wn clothes. Children will be. and II
should be. active. and accidents \
will happen. But boys and girls d
should not be punished when these a
occur, but they should be taught to
appreciate the time and labor re- q
luired for making and mending. O
There are many ways of impart- O
ng thrift consciousness. but it f,
hOuld always be done without W
ears" However insignificant a
ertain lesson in carefulness or fC
aving may appear we should be n
to see that it reaches a
conclusion for the W
hild. Then he will want to prac- o.
ice it again and again. And al b.
rays when considering how best to in
each sensible habits of saving we W
hould consider also how to teach
Use habits of spending. The two
o hand in hand