be what women make them."

Not long ago, Mr. Sikes encountered, in a second-class carriage, a
well-dressed workman travelling from Sheffield to Glasgow, during
holiday times, to see his mother. "I am glad," said Mr. Sikes, "to find
a workman travelling so great a distance, for a purpose like that."
"Yes," said the man, "and I am glad to say that I can afford to do it."
"And do many of the workmen employed in your workshop save money?" asked
Mr. Sikes. "No," said the other, "not more than about two in the
hundred. The spare earnings of the others go, not to the savings banks,
but to the drink-shops." "And when did you begin to save?" "When I was
no bigger than _that_," indicating the height of a little boy: "the
first money I saved was in a Penny Bank, and I have gone on saving ever
since."

Such being the influence of early practice and example, we are glad to
find that Economy is now being taught at public schools. The Rev. Mr.
Crallan, of the Sussex County Asylum, has long taught lessons of thrift
to poor boys and girls. He urges the establishment of Penny Banks in
connection with Savings Banks, in all elementary schools. He wisely
contends that simple lessons on money, its nature, its value, and its
uses, together with the various duties of giving, spending, and saving,
would have a vast influence on the rising generation.

The practice of teaching children provident habits has been adopted for
about eight years in the National Schools of Belgium. The School Board
of Ghent is convinced of the favourable influence that saving has upon
the moral and material well-being of the working classes, and believes
that the best means of causing the spirit of economy to penetrate their
habits is to teach it to the children under tuition, and to make them
practise it.

It is always very difficult to teach anything new to adults,--and
especially lessons of thrift to men who are thriftless. Their method of
living is fixed. Traditional and inveterate habits of expenditure exist
among them. With men, it is the drinking-shop; with women, it is dress.
They spend what they earn, and think nothing of to-morrow. When reduced
to a state of distress, they feel no shame in begging; for the feeling
of human dignity has not yet been sufficiently developed in them.

With children it is very different. They have no inveterate habits to
get rid of. They will, for the most part, do as they are taught. And
they can be taught economy, just as