stebbins] CORRELA TION IX XA TURK STi'DY I59 



bv them. In return the bank furnished land, tools, buildings, 

 water and seeds. 



The school market produced many financial returns and at 

 cimes the bank had deposits amounting to twenty dollars. One 

 small gardener, a boy, cleared seventy cents from a plot 4x5 feet, 

 others made profits ranging from five to fifty cents from similar 

 plots. The bank not only handled the garden funds but carried 

 with it the financial business of the print shop and the Boys' 

 Athletic Association. As stated elsewhere, the bank was placed 

 in charge of an arithmetic class. This class kept the books, thus 

 meeting real vital problems and coming to realize that arithmetic 

 after all is merely a vehicle for business transaction and individual 

 convenience. 



This coming term a real "up to date" safe is to be added and the 

 work continued, we hope, with even greater success. 



To know the essence of a principal it is necessary to be a part of 

 its expression. To understand interest fully, as an example, one 

 must borrow, or loan money, or be connected in some way with 

 interest at work. So the bank aims to make each pupil an acting 

 part in each business transaction indicated by the study of an 

 arithmetic text, that is, transactions are sometimes indirectly 

 created. The acceptance, endorsement, presentation and receipt 

 of money, processes connected with one check, short cut the way 

 through the days of artificial processes now in use and seldom 

 applied. 



The business life of a community centers about the public 

 source of money. Thus the school bank inoculates the children 

 with many of the principles that will direct their future conduct 

 in their later community life. 



Each individual child or adult is the center of the universe, so 

 far as he is concerned, so it is the teacher's duty to focus the 

 course of study, the community, and the universe upon the child. 

 The writer believes the scheme of correlation as given on preced- 

 ing pages will help to do it. 



