A modern device for teaching children the value of money, and especially the usefulness of saving it, is the institution of school savings banks. Here the pupil develops his instincts for accumulation. At the same time he learns to inhibit his often inordinate fondness for spending. If indulgence to self, accompanied by penuriousness toward others, is permitted to grow into a habit in childhood and youth, it becomes a source of much unhappiness in later family life. Wife and children are often victims of this kind of selfishness. Now that women are in the main the teachers of children, they should have the interest of their sex sufficiently at heart to inculcate suitable ideals and habits respecting the gathering and spending of money. No form of selfishness is so obnoxious as self-indulgence at the expense of those who have a natural right to an equitable share of what is produced. The ‘meanness’ of such conduct if constantly unveiled will effect its own cure. 171. When experience has taught the pupil to what extent he must endure or need not endure the pressure of human society, and what honors, objects, enjoyments, he can have or must do without, the question arises: How does he connect all this with the pursuits which attract or repel him? The thoughtful pupil soon realizes, without being told, that one thing often makes another possible, that one thing involves or conditions another. But upon the thoughtless boy this truth does not impress itself with sufficient force; consequently, the teacher has to help him to deepen that impression, because a man without a settled mind regarding these matters remains devoid of character. Yet a lack of fixedness is often desirable rather than otherwise--a statement applying to those pupils whose intellectual interests it is the business of instruction to awaken, or whose moral and religious culture are as yet in a backward state. The objective part of character (142) should not become fixed too soon; and very often a large part of the value of training consists in retarding this process. Such an end is subserved by the restraint under which the pupil is kept by the subordinate position assigned to him in conformity with his age, and particularly by the refusal of freedom to act without permission, and according to his own inclination (152). The theoretical judgment of will relations (149) is frequently late in maturing, or remains weak in comparison with the impression produced by the experiences mentioned. In that case moral ardor is also wanting, and if the pupil were given liberty to do as he chose, his character would be formed, to be sure, but in the wrong way. Rather would it be better to encourage juvenile amusements, and even boyish games, beyond the usual age limit.