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During her junior year of high school, Candice Backus ’s teacher handed her asheet and instructed the 17-year-old to map out her future financial life. Backuspretended to buy a car, rent an apartment, and apply for a credit card. Then, sheand her classmates played the “stock market game, ” investing thehypothetical(假设的) earnings from their hypothetical jobs in the market in thefateful fall of 2008. “Our pretend investments crashed , ”Backus says, stillhorrified. “We felt what actual shareholders were feeling. ” 

That pain of earning and losing money is a feeling that public schoolincreasingly want to teach. Forty states now offer some types of financialinstruction at the elementary or high-school level, including lessons in balancingcheckbooks( 支票本 ) and buying stock in math and social-studies classes. Theinterest in personal-finance classes has risen since 2007 when bank failuresbecame a regular occurrence. 

Rather than teach investment strategies, these courses offer a basic approach tohandling money: Don’t spent what you don’t have. Put part of your monthlysalary into a saving account, and invest in the stock market for the long-termrather than short-term gains. For Backus, this means dividing her earnings fromher part-time job at a fast-food restaurant into separate envelopes for paying bills,spending, and saving. “Money is so hard to make but so easy to spend, ”she sone weekday after school. 

  • After Backus finished her financial classes, she opened up a savings accountat her local bank and started to think more about how she and her family wouldpay for college. “She just has a better understanding of money and how it affectsthe world , ” says h
  • A.introduce a new course
  • B.encourage personal savings
  • C.learn about investment
  • D.teach credit card hazards
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