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Monday, November 19, 2007
Carrie Schwab Pomerantz :: Townhall.com Columnist
Instilling Values in your Kids: Part 1
by Carrie Schwab Pomerantz
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A friend of mine, the mother of a 10-year-old, recently asked me for advice. "My husband and I have started to give our daughter an allowance," she said. "But frankly, I don't know how to teach her what money really means. What does she need to know? And what should I do?"

As we talked (and, needless to say, I was full of advice on this topic), I realized she wasn't asking about the nuts and bolts of personal finance, though that is a subject that everyone needs to master. She was asking me about money in the larger sense, or how to teach her daughter what used to be called "the value of a dollar."

In this two-part article, I discuss ways you can instill good financial values in your children. Part I is about spending, saving and working, while part II is about charity and philanthropy. The reality is that they're not going to learn this stuff in school; it's up to you. Be prepared to give them experience with money as they grow up. And remember that you're setting an example for them every day.

THE VALUE OF EXPERIENCE

My friend was on the right track when she started giving her daughter an allowance - every kid needs hands-on experience with money - but she needs to go a bit further. She should make it clear what her daughter is expected to do with her weekly pocket money, which at that age boils down to two things: discretionary purchases and saving.

Saving for the future comes first, and the earlier the habit starts, the stronger it becomes. Encourage your child to save 10 percent to 20 percent of his or her allowance; you might even offer an incentive to encourage the habit. Some parents offer to match, dollar for dollar, whatever portion of the allowance a child saves. If your kids are very little or the amounts are trivial, a piggy bank is fine; however, once a child has, say, $100, open a savings account at your bank. Let the child make the deposit and see the amounts add up with interest.

As for spending, let your children be consumers, using it as a learning experience. Teach them to distinguish between needs and wants. Make them save for something that allowance for a week won't cover. And don't be afraid to let them make mistakes. When they're using their own money, most kids learn quickly about being good (albeit small-scale) shoppers.

As your kids get older, their allowances as well as their spending responsibilities should grow. They should be paying when they go to the movies with their friends or go out for a special treat. When they enter the teen years, help them learn to budget their money and encourage them to save for bigger-ticket purchases. This is, after all, exactly the skills they'll need when they become adults.

Should kids work for their allowance? My own view is that chores around the house are part of life, and that the allowance is a child's share of the family income. I never explicitly linked the two with my three children.

THE EXAMPLE YOU SET

Giving your kid an allowance and encouraging him or her to learn to save and spend well is an important step toward adult financial realities. But they're also absorbing lessons from you every day. You are their most powerful role model, so be mindful of the example you set. And, whenever possible, explain what you're doing and why (using age-appropriate discretion): Continued...

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About The Author

Carrie Schwab Pomerantz is a Motley Fool contributor.

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Sorry, "school" is a waste of time
Sure, some have bought into the myth that "schooling" = "education" (distinct things), and sometimes reward employees for having a rag with a seal on it.

However, it only really works for a 1st job – afterward, it's based on productivity and actual knowledge.

Schools modeled on the Prussian sort that Mann rammed down the throats of USmerican families impede learning. They take 3 years to teach a child to read (yet failing more than 1/4 the time), yet all our grandchildren learned before age 5, and in less than 2 months.

"Subjects", e.g., Arithmetic, destroy the links among things, and interrupt children's thought processes. Just about the time a child is interested in what's going on, he must change subjects, and loses the train of thought he was building on. Then it happens again forty minutes later.

John Taylor Gatto (NYS and 2x NYC Teacher of the Year) reminds us that no one is so stupid as to need schools, and that the indoctination camps only work because the cops show up at your door if you don't show up in your seat. (Ever notice that they are compulsory "attendance", not "learning", laws?)

School is divorced from life. It prepares a child for nothing useful. A wise man tells us that the goal of schools is to produce college professors, it's the "stove pipe" system. Those who do not become PhDs are drop outs. Else why the blind faith that everyone should get a college education – and the increasing emphasis on getting graduate degrees? (I have a masters degree: I know the pressure to "continue your education".)

Schools exist for the benefit of the system,
not that of the children, and certainly not
their parents'.

Le
==
Please visit http://www.schoolandstate.org

School has definite value
If you want to be able to get a good job as an adult.

I live in Alaska where trade jobs are plentiful. They pay really well. However, you can't get into the Electrical Union apprenticeship if your high school grades were below a certain level. Cut about 30 percent from a non-union trade job in Alaska.

There are three recent graduates of our church youth group who come to mind. One boy was a C student, but he always had a job. Since graduating high school he has the same job full time. Every job he's applied for has wanted better HS grades or some college. Boy number two had C grades and a job as well. He graduated high school and, finding the same situation as Boy A, joined the Navy. It will eventually pay for college and I think Boy B will do well, but he'll be a lot older when he starts his career (the military is not something he wants to do forever). Boy C graduated with a 4.3 GPA and worked in the summers only. He won a scholarship to college where he is working on a degree in bio-medicine. Boy A will likely never make more than $25000 a year (about the different between a union and non-union trades job). Boy B will eventually make a good living -- he wants to be an engineer ($60,000)-- but he'll start nearly 10 years later than everyone else. Boy C has the potential to make $100,000 a year after he gets his Master's degree (about the time Boy B gets out of the Navy).

Let's not pretend that school doesn't have value. Those who make good use of it are the proof that it has incredible value. And, yeah, for most people, it matters if you can devote most of your attention to it or just a tiny fraction. It's the difference between a full-boat scholarship to a top-rate university and turning your after-school job into your full-time gig.

Th
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