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+*** START OF THE PROJECT GUTENBERG EBOOK 44102 ***
+
+Transcriber's note:
+
+Text enclosed by underscores is in italics (_italics_).
+
+Small capital text has been replaced with all capitals.
+
+       *       *       *       *       *
+
+[Illustration: FEEDING HER BIRD
+
+Mabel C----, aged 12, Algona, Washington]
+
+
+
+
+  SCHOOL CREDIT
+
+  FOR HOME WORK
+
+  BY L. R. ALDERMAN
+
+  CITY SUPERINTENDENT OF SCHOOLS
+  PORTLAND, OREGON
+  FORMERLY SUPERINTENDENT OF PUBLIC
+  INSTRUCTION, STATE OF OREGON
+
+
+  HOUGHTON MIFFLIN COMPANY
+  BOSTON      NEW YORK      CHICAGO
+  The Riverside Press Cambridge
+
+
+  COPYRIGHT, 1915, BY L. R. ALDERMAN
+
+  ALL RIGHTS RESERVED
+
+
+  The Riverside Press
+  CAMBRIDGE. MASSACHUSETTS
+  U.S.A
+
+
+
+
+TO THE MEMORY
+
+OF
+
+MY FATHER AND MOTHER
+
+Who made their boys happy partners in the work of the home and farm
+
+
+
+
+PREFACE
+
+
+It has been a surprise and a delight to me, as this book has been
+in progress, to learn of the many different ways that people have
+worked out these home credit plans. It has been as if I could see
+into many happy schoolrooms. Letters from mothers and fathers
+boasting of the accomplishments of their children, have brought
+to me a little glow from the hearthsides of many homes. A father
+brought his boy--or rather the boy brought his father--up to see me
+and talk over what the boy was doing at home. The father boasted
+of the boy's fine garden, his big pumpkins, his watermelons that
+would attract the neighbors. Johnny almost burst the top button off
+his vest with pride as his father praised him and patted him on the
+head. After this happy meeting, the father and the son got on the
+high wagon seat and rode home; and as I saw them going down the
+street, I could imagine what they talked about. Such glimpses help
+to make a school man's life worth while; and I have had many of
+them as I have been writing this book.
+
+For the fact that this book exists at all, I am indebted to my wife,
+who has helped me with every part of it, and to Mr. and Mrs. C. C.
+Thomason, of Olympia, Washington, who believed in the book from
+the first. Mrs. Thomason has also done much work on the book; she
+has gathered all the illustrative material, visiting many schools
+and writing many letters. She and my wife have done most of the
+organizing of material, and have gone over the manuscript together.
+To Miss Fanny Louise Barber, of the Washington High School,
+Portland, I am grateful for her careful reading and revision of
+several chapters. I owe thanks to Mrs. Sarah J. Hoagland, of Belt,
+Montana, for the true and vivid stories she has sent me; and I am
+thankful to all the home credit teachers, with whom we have been
+corresponding, for their painstaking answers to our letters, as well
+as for the valuable plans that they have originated.
+
+                                             L. R. ALDERMAN.
+
+  PORTLAND, OREGON,
+  _November 16, 1914_.
+
+
+
+
+CONTENTS
+
+
+PART ONE
+
+     I. INTRODUCTION                                           1
+
+    II. MARY                                                   7
+
+   III. THE SPRING VALLEY SCHOOL                              11
+
+    IV. WHAT WILL BECOME OF THE ALGEBRA?                      24
+
+     V. HONORING LABOR                                        34
+
+    VI. HABIT-BUILDING                                        39
+
+   VII. THAT OTHER TEACHER AND THAT TEACHER'S LABORATORY      46
+
+  VIII. STELLA AND SADIE                                      53
+
+    IX. A STORY AND LETTERS FROM TEACHERS                     60
+
+
+PART TWO
+
+   I. ILLUSTRATIVE HOME CREDIT PLANS                        71
+
+  II. HOME CREDIT IN HIGH SCHOOLS                          156
+
+      APPENDIX                                             167
+
+      INDEX                                                177
+
+
+
+
+ILLUSTRATIONS
+
+
+  FEEDING HER BIRD                          _Frontispiece_
+
+  SPRING VALLEY SCHOOL                                  12
+
+  PICNIC LUNCHEON, SPRING VALLEY                        20
+
+  JOE IN THE GARAGE                                     28
+
+  WORK CREDITED AT SCHOOL                               36
+
+  EARNING HOME CREDITS                                  42
+
+  O. H. BENSON POTATO CLUB                              88
+
+  HIGH SCHOOL BOYS IN RAILROAD SHOPS                   156
+
+
+
+
+SCHOOL CREDIT FOR HOME WORK
+
+
+
+
+PART ONE
+
+
+
+
+I
+
+INTRODUCTION
+
+     The child is a born worker; activity is the law of his nature.
+
+                                          FRANCIS W. PARKER.
+
+
+This book is simply the narrative of the working-out of an idea.
+The idea first came to me from memories of my own home, where tasks
+were assigned to us children and were made to seem important. With
+my father, the work was always carried on in the spirit of a game,
+and the game could be made as interesting as any other game; in
+the meantime something was being done that was worth while. Among
+many other memories there comes one of our laying a rail fence by
+moonlight, after a freshet had taken the other fence away; when
+the game was to get the line completed before the moon went down.
+I can still see father laying rail on rail, and enjoy his glowing
+enthusiasm at our accomplishment. The fence still stands. Besides
+seeking to make the work interesting in itself, father had a device
+to put a value on time for his boys by giving us free time after the
+tasks were completed to do as we saw fit.
+
+The desire, after I became a teacher, to put myself in the enviable
+position of my father as an inspiring influence with children,
+was the motive that took my thoughts out of the schoolroom into
+the homes of my pupils. Should not the school be simply a group
+of people come together for improvement, with the teacher as
+their best friend, ready to discuss and promote everything that
+seems worth while? We found it easy to talk at school about the
+things the children were concerned with out of school. One spring
+my pupils carried home, from our little boxes at school, cabbage
+plants and tomato plants to become members of their families for the
+summer. Later we had a county school fair for the exhibition of the
+children's clear jelly and fine bread and vegetables and sewing and
+carpentry. The schools were trying to recognize "the whole child."
+
+This book is written in the hope that parents, teachers, and
+children may be helped to work together more joyously and
+harmoniously on the real problems of life.
+
+When I was teaching in the University of Oregon in the spring of
+1910, I wrote and had published in the Oregon papers the following
+article:--
+
+     We all believe that civilization is founded upon the home. The
+     school should be a real helper to the home. How can the school
+     help the home? How can it help the home establish habits in
+     the children of systematic performance of home duties so that
+     they will be efficient and joyful home helpers? One way is for
+     the school to take into account home industrial work and honor
+     it. It is my conviction, based upon careful and continuous
+     observation, that the school can greatly increase the interest
+     the child will take in home industrial work by making it a
+     subject of consideration at school. A teacher talked of sewing,
+     and the girls sewed. She talked of ironing, and they wanted to
+     learn to iron neatly. She talked of working with tools, and
+     both girls and boys made bird houses, kites, and other things
+     of interest. Recently a school garden was planned in a city and
+     one of the boys was employed to plow the land. Seventy-five
+     children were watching for him to come with the team. At last
+     he came driving around the corner. _He_ could manage a _team_.
+     He drove into the lot, and a hundred and fifty eyes looked
+     with admiration at the boy who could unhitch from the sled and
+     hitch to the plow; and then as he, "man-fashion,"--lines over
+     one shoulder and under one arm,--drove the big team around the
+     field, all could feel the children's admiration for the boy who
+     could do something worth while. And I have seen a girl who could
+     make good bread or set a table nicely get the real admiration of
+     her schoolmates.
+
+     The school can help make better home-builders. It can help by
+     industrial work done in the school, but as that is already
+     receiving consideration by the press and in a few schools, I
+     shall not in this short article treat of it.
+
+     The plan I have in mind will cost no money, will take but little
+     school time, and can be put into operation in every part of the
+     State at once. It will create a demand for expert instruction
+     later on. It is to give school credit for industrial work done
+     at home. The mother and father are to be recognized as teachers,
+     and the school teacher put into the position of one who cares
+     about the habits and tastes of the whole child. Then the teacher
+     and the parents will have much in common. Every home has the
+     equipment for industrial work and has some one who uses it with
+     more or less skill.
+
+     The school has made so many demands on the home that the parents
+     have in some cases felt that all the time of the child must be
+     given to the school. But an important thing that the child needs
+     along with school work is established habits of home-making.
+     What people do depends as much upon habit as upon knowledge.
+     The criticism that is most often made upon industrial work
+     at school is that it is so different from the work done in
+     the home that it does not put the child into that sympathetic
+     relation with the home, which after all is for him and the home
+     the most important thing in the world. Juvenile institutions
+     find that they must be careful not to institutionalize the child
+     to such an extent that he may not be contented in a real home.
+     In my opinion it will be a great thing for the child to want
+     to help his parents do the task that needs to be done and to
+     want to do it in the best possible way. The reason why so many
+     country boys are now leading men of affairs is because early in
+     life they had home responsibilities thrust upon them. I am sure
+     that the motto "Everybody Helps" is a good one.
+
+     But one says: "How can it be brought about? How can the school
+     give credit for industrial work done at home?" It may be done by
+     sending home printed slips asking the parents to take account of
+     the work that the child does at home under their instruction,
+     and explaining that credit will be given for this work on the
+     school record. These slips must be used according to the age of
+     the child, so that he will not be asked to do too much, for it
+     must be clearly recognized that children must have time for real
+     play. The required tasks must not be too arduous, yet they must
+     be real tasks. They must not be tasks that will put extra work
+     on parents except in the matter of instruction and observation.
+     They may well call for the care of animals, and should include
+     garden work for both boys and girls. Credit in school for home
+     industrial work (with the parents' consent) should count as much
+     as any one study in school.
+
+     To add interest to the work, exhibitions should be given at
+     stated times so that all may learn from each other and the best
+     be the model for all. The school fairs in Yamhill, Polk, Benton,
+     Lane, Wasco, and Crook Counties, together with the school and
+     home industrial work done at Eugene, have convinced me most
+     thoroughly that these plans are practicable, and that school
+     work and home work, school play and home play, and love for
+     parents and respect for teachers and fellow pupils can best be
+     fostered by a more complete coöperation between school and home,
+     so that the whole child is taken into account at all times.
+
+After the home-credit schools of Mr. O'Reilly and Mr. Conklin were
+well under way, I received many inquiries about the home credit
+idea. As I was then State Superintendent, I had a pamphlet printed
+by the State Office, describing the workings of the plan, and had it
+distributed to Oregon teachers. Fifteen thousand copies were also
+printed for Mr. Claxton, Commissioner of Education, in the summer
+of 1912, and distributed by the National Bureau to superintendents
+and teachers throughout the United States. Since this pamphlet has
+been out of print there have been many inquiries sent me about home
+credit, and I hope that this book may answer some of them.
+
+
+
+
+II
+
+MARY
+
+     The brain and the hand, too long divorced, and each mean and
+     weak without the other; use and beauty, each alone vulgar;
+     letters and labor, each soulless without the other, are
+     henceforth to be one and inseparable; and this union will lift
+     man to a higher level.--G. STANLEY HALL.
+
+
+The idea of giving school credit for home work first occurred to me
+when I was a high-school principal in McMinnville, Oregon, in 1901.
+Often, in the few years that I had been teaching, I had felt keenly
+a lack of understanding between school and home. As I was thinking
+over this problem, and wondering what could be done, I chanced
+to meet on the street the mother of one of my rosiest-cheeked,
+strongest-looking high-school girls. I saw that the little mother
+looked forlorn and tired. There was a nervous twitch of the hand
+that adjusted the robes about the crippled child she was wheeling
+in a baby buggy. I had frequently noticed that Mary, the daughter,
+who was one of the very poorest students in her class, was on
+the streets the greater part of the time after school hours. I
+thought, "What value can there be in my teaching that girl quadratic
+equations and the nebular hypothesis, when what she most needs to
+learn is the art of helping her mother?"
+
+In the algebra recitation next day I asked, "How many helped with
+the work before coming to school?" Hands were raised, but not
+Mary's. "How many got breakfast?" Hands again, not Mary's. "I made
+some bread a few days ago, bread that kept, and kept, and kept on
+keeping. How many of you know how to make bread?" Some hands, not
+Mary's. I then announced that the lesson for the following day would
+consist as usual of ten problems in advance, but that five would
+be in the book, and five out of the book. The five out of the book
+for the girls would consist of helping with supper, helping with
+the kitchen work after supper, preparing breakfast, helping with
+the dishes and kitchen work after breakfast, and putting a bedroom
+in order. Surprise and merriment gave place to enthusiasm when the
+boys and girls saw that I was in downright earnest. When I asked for
+a report on the algebra lesson next day all hands went up for all
+the problems both in algebra and in home-helping. As I looked my
+approval, all hands fell again, that is, all hands but Mary's. "What
+is it, Mary?" I asked. "I worked five in advance," she replied with
+sparkling eyes: "I worked all you gave us, and five ahead in the
+book!"
+
+Since that day I have been a firm believer in giving children credit
+at school for work done at home. We did not work home problems every
+day that year, but at various times the children were assigned
+lessons like the one mentioned, and scarcely a day passed that we
+did not talk over home tasks, and listen to the boys and girls as
+they told what each had achieved. The idea that washing dishes and
+caring for chickens was of equal importance with algebra and general
+history, and that credit and honor would frequently be given for
+home work, proved a stimulus to all the children, and especially to
+Mary. Her interest in all her school duties was doubled, and it is
+needless to say that her mother's interest in the school was many
+times increased as her heavy household cares were in part assumed by
+her healthy daughter.
+
+A few weeks after the first home credit lesson Mary brought her
+luncheon to school. At the noon hour she came to my desk, opened
+her basket, and displaying a nicely made sandwich said, "I made
+this bread." The bread looked good, and must have been all right,
+for she ate the sandwich, and it did not seem to hurt her. She came
+again wearing a pretty new shirt-waist, and told me she had made it
+herself, and that it had cost just eighty-five cents.
+
+After Mary graduated from high school she went out into the country
+to teach, and boarded with her uncle's family. Her uncle's wife was
+ill for a while, and Mary showed that she knew how to cook a fine
+meal, and how to set a table so that the food looked good to eat.
+She made herself generally useful. Her uncle came to my office one
+day and told me that Mary was the finest girl he ever saw, and that
+every girl like that should go to college, and that he was going to
+see that she went to college if he had to sell the farm to send her.
+She went to college, but it didn't take the farm to send her.
+
+
+
+
+III
+
+THE SPRING VALLEY SCHOOL
+
+     An excellent result of the absence of centralization in the
+     United States.... The widest possible scope being allowed to
+     individual and local preferences, ... one part of our vast
+     country can profit by the experience of the other parts.
+
+                                                 JOHN FISKE.
+
+     Kindly convey my blessing to that genius of a teacher in Spring
+     Valley, the same to stand good till judgment day.
+
+WM. HAWLEY SMITH.
+
+
+Mr. A. I. O'Reilly, in the school at Spring Valley, Oregon, was
+the first to give systematic, certified credit for home work. He
+originated the idea of having a prize contest for credits, and
+put care for health and cleanliness on the list of home duties.
+Dr. Winship classifies new educational suggestions as dreams,
+nightmares, and visions. The remarkable success of Mr. O'Reilly in
+his home credit school should place his ideas in the "vision" list.
+
+Spring Valley is a rich farming district in Polk County, Oregon,
+about nine miles from Salem. Mr. O'Reilly took the school in the
+fall of 1909. He rented a farmhouse about half a mile away, brought
+his wife and little boys out from Dakota, where he had served as
+county superintendent, and went to work building up his school.
+He gained great influence with the boys and girls, and was much
+respected and thoroughly liked by everybody.
+
+He noticed that on each big, well-developed farm in the neighborhood
+there was a great deal of work for the boys and girls to do, but
+that they did not as a rule do it with cheerfulness and interest.
+He wanted, if possible, to change their attitude of mind. So, with
+the hearty approval of his board of directors, he arranged to give
+school credit for home work. This was in the fall of 1911. Various
+tasks that the children ought to do he put into a list, and allowed
+a certain number of minutes credit for each one.[1] The three
+children having earned the greatest number of credits at the close
+of the nine school months were to receive three dollars each, and
+the three next highest, two dollars. The money was to be allowed by
+the school board, and put into the savings bank to the credit of the
+prize-winners.
+
+  [1] The details of Mr. O'Reilly's plan are given in Part Two, pages
+  73-77.
+
+Every one of the thirty-three pupils in the school was enrolled
+in this new kind of contest. The registering of the credits each
+morning meant extra work for the teacher, but it brought extra
+results. The prospect of a bank account for the winners incited
+the children to learn for the first time something about banks and
+banking. There was a "we-are-doing-something" atmosphere throughout
+the school.
+
+[Illustration: SPRING VALLEY SCHOOL, OREGON, WHERE HOME CREDITS WERE
+GIVEN, 1911-1912]
+
+In answer to the query of some visitors if this giving of credit for
+home work did not interfere with school work, Mr. O'Reilly pointed
+to the record in the county spelling contest, in which his school
+had earned 100 per cent that month.
+
+The county superintendent, Mr. Seymour, had announced that a banner
+would be given to his rural schools showing that they were standard
+schools as soon as they should meet certain requirements. These
+requirements were well-drained school grounds; school building
+properly lighted, heated, and ventilated; schoolhouse and grounds
+neat and attractive; sanitary outbuildings; walk made to building
+and outbuildings; individual drinking-cups; the purchase each year
+of one standard picture; thorough work on the part of teacher and
+pupils; the enrollment of every pupil in the spelling contest; and
+an average of 95 per cent in attendance. Spring Valley was the first
+school in the county to receive the banner and become a standard
+school.
+
+The county superintendents of Oregon were assembled at Salem in
+January, 1912, for the purpose of grading teachers' examination
+papers. They were much interested in what they heard of Mr.
+O'Reilly's work at Spring Valley and accepted with great pleasure
+the invitation of Mr. Seymour to visit the school. As that day in
+Mr. O'Reilly's school is significant, I wish to quote an article
+about it written by T. J. Gary, superintendent of Clackamas County.
+Mr. Gary's article was printed in one of the Oregon City papers in
+January, 1912.
+
+     Last Saturday seventeen county school superintendents and the
+     superintendent of public instruction drove through the wind and
+     rain to Spring Valley, Polk County, to attend a parent-teachers'
+     meeting. Why? Because we had heard much of a new plan that was
+     being tried out by the teacher, pupils, and parents of the
+     school in that beautiful valley. Did we go because it was a
+     new plan? No. If we should try to investigate every new plan
+     we would be going all the time. We went because we thought we
+     saw a suggestion, at least, of a solution of two very important
+     problems: "How to bring the school and the home into closer
+     relation," and "How to make the boys and the girls in the
+     country love their home."
+
+     We arrived at the Spring Valley School at 10.30 A.M. and
+     observed first a board walk from the road to the schoolhouse
+     door and a well-drained school-yard free from all rubbish, such
+     as sticks, pieces of paper, and so forth.
+
+     Upon entering the room we observed that the directors had made
+     provision for the proper heating, lighting, and ventilation
+     of the schoolroom. On the walls were three nicely framed
+     pictures, the "Sistine Madonna," "The Christ," and "The Lions,"
+     all beautiful reproductions of celebrated works of art. The
+     building was a modest one, much like many school buildings we
+     find through the country, but there was about it that which said
+     plainer than words can say it, "This is a well-ordered school."
+
+     Looking to the right, we saw on a partition wall, on the floor,
+     and on the side wall, a variety of articles: aprons, dresses,
+     doilies, handbags, handkerchiefs, kites, traps, bird houses, and
+     various other things made by the boys and girls of the school.
+     At the left in the other corner of the room were loaves of
+     bread, pies, cakes, tarts, doughnuts, and other tempting things
+     prepared by the girls and boys. The writer sampled various
+     edibles, among them a cake baked by Master Z----, son of our
+     ex-superintendent, J. C. Z----. I can cheerfully say that it was
+     the kind of cake that makes a man want more.
+
+     These things were all of interest to us, but the one thing we
+     were most curious to know about was the system the teacher had
+     of giving credits for home work; not school work done at home,
+     but all kinds of honest work a country girl or boy can find
+     to do. Pupils were given five minutes credit for milking a
+     cow, five minutes for sleeping in fresh air, five minutes for
+     taking a bath, and so on through the long list of common duties
+     incident to home life in the country. The rule of the school is
+     that any pupil who has earned six hundred minutes may have a
+     holiday, at the discretion of the teacher. If the pupil asks for
+     a holiday to use for some worthy cause the teacher grants it,
+     providing it does not interfere too much with the pupil's school
+     work.
+
+     Space will not permit my giving a more detailed account of the
+     plan. I trust that enough has been given to show the principle
+     involved. The teacher was subjected to volley after volley of
+     questions from the superintendents, but was able to answer all
+     of them with alacrity. The chairman called upon the parents to
+     give their testimony as to the success of the movement. I cannot
+     write here all that was said, but will give two statements as
+     fair samples of all.
+
+     One good motherly-looking country woman said: "Before this plan
+     was started I got up in the morning and prepared breakfast for
+     the family, and after breakfast saw to the preparation of the
+     children for school. Now, when morning comes the girls insist
+     upon my lying in bed so that they may get breakfast. After
+     breakfast they wash the dishes, sweep the kitchen, and do many
+     other things as well as make their own preparation for school. I
+     think the plan is a success. My only fear is that it will make
+     me lazy."
+
+     One father said: "I have two boys--one in the high school and
+     Jack, here. It was as hard work to get the older boy out in the
+     morning as it was to do the chores, and as Jack was too young
+     to be compelled to do the work, I let them both sleep while I
+     did it. Now, when the alarm sounds, I hear Jack tumbling out of
+     bed, and when I get up I find the fires burning and the stock at
+     the barn cared for; so all I have to do is to look happy, eat my
+     breakfast, and go about my business. Yes, it is a great success
+     in our home."
+
+     At this point Superintendent Alderman said: "Jack, stand, we
+     want to see you," and Jack, a bright, manly-appearing country
+     boy of fourteen years stood blushing, while we looked our
+     appreciation.
+
+     One man told of the many things that his daughter had done,
+     whereupon it was suggested that she might do so much that her
+     health would be in danger. A pleasant smile flitted across
+     the face of the father as he said, "Daughter, stand and let
+     these men see if they think you are injuring your health." A
+     bright, buxom, rosy-cheeked girl--the very picture of health and
+     happiness--arose while we laughed and cheered.
+
+     To the question, "Does this work interfere with the work of the
+     school?" the teacher pointed to the record of the school in a
+     spelling contest that is being conducted in this county, and
+     read "100 per cent for this month; 98.12 per cent for last," and
+     said, "No, I find that the children have taken more interest in
+     their work and are making more progress than before."
+
+     When alone, after time for reflection, I thought, "One swallow
+     does not make a summer" and one school does not prove that this
+     is a good plan. In Spring Valley the conditions are ideal,--a
+     board of directors who do their duty, a citizenship that is
+     far above the average, girls and boys from well-ordered homes
+     of a prosperous people, a teacher who would succeed anywhere
+     with half a chance, a wide-awake, sympathetic county school
+     superintendent,--and yet I thought if this is good for the
+     Spring Valley School, might it not be a good thing for all our
+     schools? I have not reached a conclusion, but have had much food
+     for thought, and am more than pleased with my experience and
+     observation.
+
+     What do you think about it, gentle reader? Is it a passing
+     fancy? A fad, if you please? Or is it a means for training boys
+     and girls to habits of industry and to a wholesome respect for
+     honest toil? Will it bring the home and the school into closer
+     relation? And will it cause the country boys and girls to love
+     their homes, to love the country with its singing birds, its
+     babbling brooks, its broad fields and friendly hills?
+
+There was not a school in the State that responded better to any
+movement initiated by the State or county than the one in Spring
+Valley. Every pupil was greatly interested in the boys' and girls'
+industrial and agricultural contest which Oregon carried on that
+year for the first time. The children raised cabbage plants at
+school, protected from the cold by a tent that Mr. O'Reilly
+provided. They planned to sell them to the neighbors in order to
+get money for seeds, but were sadly disappointed, when they came
+to school one morning, to find that a cow had broken in during the
+night and destroyed almost every plant. The owner of the cow paid
+them the value of the plants, but they were never quite so happy
+over the fund as they would have been if the plants had been allowed
+to grow.
+
+Six weeks before the end of the school year Mr. O'Reilly began
+making Saturday trips to Salem to arrange for the fair with which
+he intended to close the school. The merchants subscribed liberally
+for prizes both for the children's work and for the athletic events
+which Mr. O'Reilly had planned for the afternoon. A local piano
+house sent out a piano for the occasion, and an amusement company
+put up a merry-go-round, and stands for lemonade, ice-cream,
+and all the rest that goes with a first-class picnic. The picnic
+was held in the grove a short distance from the schoolhouse. Mr.
+O'Reilly and the neighbors had made a platform for which the
+children's work formed the background,--dresses, bird houses, fancy
+work, cakes, bread, and other articles,--and had made seats of rough
+lumber for the crowd. And a crowd it was, for the whole county was
+interested in the Spring Valley School. This was one of the first
+local fairs in connection with the county school fairs which were
+held throughout the State, and the awards were also to be made to
+the children who had earned the most credits in the home credit
+contest.
+
+[Illustration: PICNIC LUNCHEON COOKED AND SERVED BY SPRING VALLEY
+CHILDREN]
+
+We drove out from Salem in automobiles. On reaching the grove we
+found it filled with teams tied everywhere, and many automobiles
+standing about. Promptly at ten o'clock the school children marched
+down from the schoolhouse in an industrial parade, carrying things
+that they had made or raised in the garden. A pretty sight they
+were, as they took their places on the reserved benches in front,
+all in their best clothes, most of the girls in white dresses of
+their own making.
+
+The Governor of Oregon was there, and made the first address. At
+the close of his talk, the Spring Valley children sang in voices
+as clear as the birds, "There is no Land Like Oregon," and were
+most heartily cheered. After the remainder of the addresses and
+songs came the most breathless part of the day, the awarding of the
+school-credit prizes for the year's work. A member of the school
+board read the list of winners, and took occasion to express the
+appreciation that the district felt for Mr. O'Reilly's work. He
+assured the audience that the people of the district considered the
+plan one of the very finest that they had ever known, for it put
+the children in the right attitude toward their work, and gave the
+parents the feeling that they were assisting in the work of the
+school. Never in the history of the community had there been such a
+year.
+
+The judging of the industrial work was then carried on, while
+the Spring Valley home-credit girls set the long tables for the
+luncheon, which they had prepared without assistance from their
+mothers. We all envied the three women up on the platform tasting
+the cakes, and were glad when the ribbons were pinned on, for
+we knew then that the dinner would begin. The blue ribbon for
+cake-making by children under thirteen was awarded to a boy, Arthur
+Z----. The governor and I placed this lad between us at the head of
+the table, and he gave us very generous portions of the prize cake.
+
+This was Mr. O'Reilly's last day with the Spring Valley School. The
+next year he was chosen one of the rural school supervisors in Lane
+County, and he is still there making an excellent record. A recent
+letter from him briefly takes up the later history of his Spring
+Valley winners in the home credit contest. He says:--
+
+     Evangeline J---- was one of the winners. She is doing finely
+     in high school, and still winning prizes at fairs. She leads
+     her class in domestic science in the Eugene High School. She
+     has eighty dollars in the bank, sixty-one dollars and fifty
+     cents earned from prizes. You know the home credit started her
+     bank account with three dollars. Golda B---- is another. She
+     is attending the high school at Sheridan. Her standings are
+     fine. She very seldom has to take examinations. She has about
+     seventy-five dollars in the bank. Jack S---- has finished the
+     eighth grade, and is going to attend high school in Eugene this
+     year. His bank account is thirty-seven dollars and fifty cents.
+     Mabel S---- has finished the grades and will go to high school
+     in Hopewell this year. Her bank account is thirty-eight dollars.
+     She has a piano her father got her, and is doing well in music.
+     Verda R---- attends high school in Eugene this year. The other
+     winners are still little ones, and are attending school in
+     Spring Valley.
+
+
+
+
+IV
+
+WHAT WILL BECOME OF THE ALGEBRA?
+
+       Present interest is the grand motive power.--ROUSSEAU.
+
+     An objection to the introduction of new subjects is that
+     children are already overworked in school. There is, however,
+     a precaution against overwork; it is making school work
+     interesting to the children. To introduce new and higher
+     subjects into the school program is not necessarily to
+     increase the strain upon the child. If this measure increases
+     the interest and attractiveness of the work and the sense of
+     achievement, it will diminish weariness and the risk of hurtful
+     strain.
+
+                                           CHARLES W. ELIOT.
+
+
+When I was county superintendent in Yamhill County I used to talk
+much of the home credit plan in local institutes. One day when I
+was explaining how the plan worked, and how I had given credit in
+algebra for home activities, a teacher arose in the audience and
+said he was willing to go almost any length with me, but he thought
+it was going too far to give credit in algebra for what was not
+algebra. "Is it not dishonest?" he asked, "and will it not teach
+dishonesty? Besides, if you give credit in this way for things not
+algebra, _what will become of the algebra_?" This is an unsettled
+problem: what _will_ become of the algebra? True, Mary got more
+algebra! I put this unsettled question alongside of another. I was
+arguing for the consolidation of schools in a little district near
+a larger district, and had tried to show that consolidation would
+be much cheaper, and would bring greater advantages, when a man
+stood up and said that he agreed in general with the plan but that
+it would not work in this district, "for," said he, "this district
+has a cemetery deeded to it, and if the district should lose its
+identity, _what would become of the cemetery_?" As these questions
+are similar, I put the algebra into the cemetery.
+
+I believe in algebra, but in order to teach algebra I believe it is
+first necessary to see to it that the child is in a constructive
+frame of mind. He should be in harmony with his surroundings. When
+Mary became interested in her home, she was in a mood to work
+problems in advance. When her home was neglected, her algebra
+problems were all in arrears.
+
+Even though we omitted the consideration of the health, the
+morals, and the working ability of the pupils, the home credit
+system would be justified as a part of the school work because
+of its revitalizing effect on the regular school work. The
+teacher who succeeds in touching the hidden springs of youthful
+interest is doing more for humanity than the man who discovers the
+much-sought-for method of bringing static electricity out of space.
+A child, or a man either for that matter, is a dynamo of energy
+when interested. Many people think that children in school are
+overworked; in my opinion they are more often underinterested. One
+little lad of about five, taking a Sunday walk with grown people,
+told his father that he was very tired, that his legs fairly ached,
+and that he would have to be carried or else camp right there. A
+member of the party (I wish I could remember his name, for he was
+a good child psychologist) said to the boy, "Why, sure, you don't
+have to walk. I'll get you a horse." He cut a stick horse and a
+switch. The boy mounted at a bound, whipped his steed up and down
+the road, beating up the dust in circles around the crowd. By the
+time he reached home he had ridden the stick horse twice as far as
+the others had walked, and had not remembered that he was tired.
+
+My first trial of home credits convinced me that children would
+do better school work because of the plan. I have letters from
+many teachers through the Northwest bearing me out in my opinion.
+I quote: "It stimulates to better work in school." "The teachers
+notice an improvement in school work along all lines." "It has
+helped to make our school, in some respects at least, as good as any
+in the county, according to the county superintendent's own word. A
+member of the board says the children have never made such progress
+since the school was built, and all say these children have never
+made so much progress before." Tardiness is reported to be much less
+in home credit schools.
+
+A prominent Western dairyman remarked that arithmetic had always
+been a hopeless subject for him. He declared that arithmetically
+he was "born short." A listener inquired if he had any trouble in
+keeping accounts, in figuring out the profits on each dairy cow,
+or in doing other problems connected with his farm. He replied
+very quickly, "No, not at all. I don't have any trouble with
+anything except arithmetic." Home credits take into account the
+out-of-school mathematical activities. So the boy who has measured a
+cord of wood, laid out a garden plot, figured out the costs, income,
+and profits of feeding a pig for a year, or solved any problem that
+comes up on the farm, will be considered to have done something in
+arithmetic.
+
+From Auburn, Washington, comes a story of the effect of giving
+school credits for garage and shop work. Joe, a boy of seventeen,
+who had attended high school for a year and a half, had earned only
+three academic credits, and his other work was below passing. The
+superintendent, Mr. Todd, called a conference with Joe's parents
+and, to use his own expression, went after Joe "with hammer and
+tongs." After much discussion, the superintendent finally asked the
+father and mother what the boy seemed most interested in outside of
+school. Exchanging a troubled glance with his wife, the father said
+that as soon as Joe got out of school he rushed straight to Meade's
+garage. So the superintendent went to the garage, and found that Joe
+could be taken into Mr. Meade's employment for the afternoons. Again
+he called Joe to his office, and said to him, "Now, see here.
+You are going on with your regular subjects here in school, and in
+addition you are going to do some work down in Meade's garage. Mr.
+Meade is going to grade your work and send in his report to me. If
+you make good there it will help out your record here. You will get
+pay for your work, too. You have got it in you to make good, and I
+know you will. What do you think about it?" "I think it's bully!"
+exclaimed Joe.
+
+[Illustration: JOE IN THE GARAGE, AUBURN, WASHINGTON]
+
+Joe had failed in his geometry, but as soon as he took the position
+at the garage his work in geometry improved. It was about Christmas
+that he began working, and at the time of the report several months
+later he was doing well in his mathematics. The credit he received
+from the garage counted toward his marks for high-school graduation.
+Mr. Meade, incidentally, was very much pleased with his part in the
+transaction, and sent in his reports with religious regularity.
+
+Not only Joe, but some half dozen other boys in Mr. Todd's school
+at Auburn are now "farmed out" in this manner, and work downtown
+under regular contract. They are mostly boys who had lost interest
+in school, and were at the dropping-out stage. Mr. Todd's plan is
+similar to the one in use at Fitchburg, Massachusetts.
+
+Herbert M----, of Minnehaha, Washington, is such a busy boy at home
+that he does not have time to look at a book after he leaves school.
+This year, 1914, Mr. W. E. Dudley, the principal of the Minnehaha
+school, began to give credit for home work and allowed the credits
+obtained to be applied where most needed. The first month of school
+this year Herbert's arithmetic grade was below 65 per cent; his last
+month's grade in the same subject, without adding any credits, was
+above 95 per cent. At first Herbert needed his extra credits applied
+to his mathematics to obtain a passing grade. But for some cause his
+work in arithmetic has improved wonderfully.
+
+If you care to get up at five o'clock and go through the day with
+Herbert it may open your eyes as to what an industrious boy of
+fifteen does at home. He is always up early, for before the day's
+work begins he milks two cows, feeds three "skim-milk" calves and
+eight head of cattle, pumps water for them, and feeds nine pigs.
+He is then ready for a hearty breakfast. One morning in March,
+Herbert and his father agreed that harrowing was more important
+than going to school. So he worked five hours, harrowing four and a
+half acres. Herbert did not lose credit at school, for his teacher
+approved of his morning's work, as he knew how important it was.
+He was at school before the one o'clock bell rang, had a game of
+ball with the boys, and was ready for his lessons of the afternoon.
+At four o'clock he hurried home, and this is what he did before he
+went to bed. First, he herded six cows for over an hour, milked two
+cows, fed his skim-milk calves, got in the wood, fed the chickens,
+gathered the eggs, cleaned two barns, fed the eight head of cattle,
+pumped water for them, fed the pigs, and turned the separator ten
+minutes.
+
+While Herbert has had some trouble with his arithmetic he does fine
+work in composition. At the children's fair at Spokane in October,
+1913, he won fifteen dollars in cash for the best essay on caring
+for a skim-milk calf, and a pair of scales as second prize for
+an essay on how to handle a farm separator. Here are Herbert's
+prizes for three years: In 1911 at the county fair at Vancouver,
+Washington, he got the second award, a diploma, on his farm exhibit;
+in 1912 as first prize on farm exhibit he won a trip to the fair at
+Puyallup; in 1913 at the Clarke County fair he received ten dollars'
+worth of garden seeds as second prize on farm exhibit, fifteen
+dollars in cash for judging dairy cattle, while together with his
+parents he won seventy-five dollars for the best adult farm exhibit;
+and at the children's state contest, 1913, he received the first
+prize, fifteen dollars, for the skim-milk calf essay.
+
+A boy in one of the Portland, Oregon, schools had trouble with his
+spelling, getting a mark of only 4-1/2 on a scale of 10. Soon after
+home credits were put into use by his teacher he came to her and
+anxiously inquired if he could help out his spelling grade with a
+good home record. The teacher graciously assured him that he could.
+The boy brought in each week one of the very best home record slips,
+and in some mysterious manner his spelling improved as his hours of
+work increased. He does not need his home record to help out his
+spelling grade now, for last month he received more than a passing
+mark, 7-1/2 in his weak subject. The knowledge that there was help
+at hand relieved his nervousness, and gave him confidence.
+
+
+
+
+V
+
+HONORING LABOR
+
+     She ... worketh willingly with her hands ... and eateth not the
+     bread of idleness. Give her of the fruit of her hands; and let
+     her own works praise her in the gates.
+
+                                  PROVERBS XXXI, 13, 27, 31.
+
+
+We are still paying a heavy price for slave labor; for instance, the
+idea that it is undignified to cook has come down through the ages
+of slaveholding, and has got into some people's blood. The school by
+taking into account home tasks can make them seem worth while and
+thus dignify their doing. Many persons do not work because their
+ideals are made at school, and their heroes are those who did not
+win honor at labor, or, at least, the labor of these heroes is not
+emphasized.
+
+In the case of Mary, the work she did at home transformed her from a
+heedless girl into a sympathetic helper. She had the idea that too
+many young people have, that it is more honorable to study algebra
+than to wash dishes or to cook a meal. The minute that she saw
+that they were considered equal she no longer held back from the
+home work, and when in a constructive frame of mind she not only
+did the home work but did her algebra too. There is not a normal
+American boy who shrinks from a piece of work because he thinks it
+is hard. On the contrary, he likes the man's job, and seeks out the
+hard things and tackles them. He avoids the things he thinks are not
+worth while. So it becomes a matter of the child's point of view
+whether he likes his work or not. Too often it is the case that the
+child never hears it suggested that there is any merit in home work
+within itself. He has the idea that he goes to school to get an
+education, and works at home because he has to. Many parents frankly
+tell their children that they should study well at school so they
+can make a living "without working."
+
+When we give home work its proper recognition, and the child comes
+to understand that there are different degrees of efficiency and
+skill in doing it, the work will take on a new color. Many are the
+reports that have come in from parents in home credit districts
+saying, "There is nothing left for us to do in the way of chores.
+The children used to seem indifferent about the work, and did as
+little as they could. Now the boys get up before we do instead of
+waiting to be called, rush downstairs to make the fires, and go at
+the chores, while the girls go into the kitchen and start breakfast."
+
+While youth is the time for play, yet children like to work too.
+Since we have had the school gardens in Portland we often find
+the playgrounds vacant, and the gardens near by well filled with
+children at work. We often hear that children should not have
+responsibilities; yet we find that the successful men of to-day are
+the ones that bore burdens early. A number of successful business
+men in Portland were recently talking together of their boyhood
+days, and each one said that he had had to assume a great deal of
+responsibility before he was twelve years old.
+
+The importance of "percentages," "credits," "grades," or "standings"
+in the minds of school children, especially in the upper grammar
+classrooms, is surprising to a stranger. Even the drawing teacher is
+begged to give marks. "But there are the drawings, arranged in
+the order of their merit, on the screen. They can see which are the
+best!" No, they want a mark. "To raise our standings," they say.
+
+[Illustration: WORK CREDITED AT SCHOOL, WESTON, OREGON]
+
+Of course, we all feel that "marks" in school have but a temporary
+purpose; that they are to furnish a motive to serve until a better
+motive can be substituted. Home work may be encouraged at first by
+the wish for "higher standings," or a prize, or a holiday; but many
+other influences are likely to come in to keep it up.
+
+This is not the place to discuss the teaching without marks that
+is practiced in a few modern schools. In most schools the system
+of giving percentages is firmly established. The honoring of
+achievement in the schools, by marks or otherwise, has always been a
+great power in helping the school studies move along. But only part
+of the available energy has been used. There are vast reservoirs of
+power which may be put at the service of education and which as yet
+have scarcely been tapped.
+
+I hope the giving of marks will never be the main consideration
+with those who follow the home credit idea, but rather the giving of
+honor. Too long have pupils' out-of-school industries been ignored
+at school as though they were something to be ashamed of. Whether
+we give formal credit or not, let us give honor at school for home
+work.
+
+
+
+
+VI
+
+HABIT-BUILDING
+
+     Habit second nature? Habit is ten times nature.
+
+                                     THE DUKE OF WELLINGTON.
+
+
+Habits plus ideals make character. The establishing of right habits
+in youth can best be done by coöperation of parents and teachers. So
+far as we take habit-building as our aim, education becomes definite
+and concrete.
+
+At the close of his famous chapter on "Habit," William James says:--
+
+     Could the young but realize how soon they will become mere
+     walking bundles of habit, they would give more heed to their
+     conduct while in the plastic state. We are spinning our own
+     fates, good or evil, and never to be undone. Every smallest
+     stroke of virtue or of vice leaves its never so little scar....
+     Let no youth have any anxiety about the upshot of his education,
+     whatever the line of it may be. If he keep faithfully busy each
+     hour of the working day, he may safely leave the final result
+     to itself. He can with perfect certainty count on waking up
+     some fine morning to find himself one of the competent ones
+     of his generation, in whatever pursuit he may have singled
+     out.... Young people should know this truth in advance. The
+     ignorance of it has probably engendered more discouragement and
+     faint-heartedness in youths embarking on arduous careers than
+     all other causes put together.
+
+One habit that works for success is industry. How easy it is for a
+bright boy or girl to get through school without acquiring anything
+like a habit of being industrious, even in learning book lessons!
+If he is quick-minded, as he has only to keep up with the average
+child, he needs little or no work to give him a good standing in
+his class. The alert child often gains all required information by
+merely listening to the other pupils. Thus we often find failures
+among those bright pupils whom we expected to find successful,
+because they did not learn to dig and could do only what came
+easily. Most occupations demand more than an acquiring attitude of
+mind. They demand vigorous exertion, and the seeing to it that the
+thing is done. But how is there to be any assurance that the child
+is forming habits of industry if there is not coöperation? The child
+tells the parent that he has to prepare his lessons and so he gets
+out of work at home; he makes the plea that he is tired out by home
+tasks so that he may not be given hard work at school. So he misses
+the work habit entirely.
+
+Politeness--a show of consideration for the rights and feelings of
+others--is partly a habit. Careful watching by parent and teacher
+is needed to establish this consideration as a permanent attitude
+of mind. It is with much pleasure that I note that many of the
+home credit cards bear the items, "Cheerfulness," "Kindness,"
+"Politeness," "Keeping temper," "Doing before told," "Care of
+language," "Courtesy to parents," and the like. And it is with very
+great pleasure that I receive letters from parents and teachers
+saying that the attitude of the children in these things is becoming
+a habit.
+
+[Illustration: ALGONA, WASHINGTON, GIRL, AGED 12, EARNING HOME
+CREDITS
+
+Elizabeth G---- and her mother have a small blackboard in the
+kitchen and here they keep a record of all the work Elizabeth does]
+
+Neatness and personal care are habits that mean much to any one.
+Some grown people cannot help being neat. Others apparently cannot
+be neat no matter how much they try. Something is always wrong. It
+is a habit formed when young, perhaps before the age of twenty. In
+Mr. O'Reilly's list he included sleeping with window boards in,
+bathing, caring for the nails, brushing the hair, cleaning the
+teeth, and going to bed by nine o'clock. Personal care has been
+given a place on the Portland home credit record[2] which is now
+used in some of the schools. Algona, a home credit school about
+twenty miles from Seattle, uses the Portland personal care section,
+including bathing, brushing teeth, sleeping with open windows, going
+to bed before nine o'clock, and attending church or Sunday school.
+In looking over the first home credit slips that came in, the Algona
+principal found that Nettie, a girl of thirteen, had earned just 7
+per cent out of the 100 per cent given for a perfect record in the
+personal division. She had earned more than the required two hundred
+and ten minutes for the week in the regular work department at a
+hard round of preparing meals, washing dishes, sweeping, feeding
+the poultry, scrubbing, and so forth. But Nettie had slept with her
+window closed, had not brushed her teeth, had not taken a bath,
+nor had she been in bed at the required hour. Nettie was obviously
+unhappy over the grade her card received in comparison with the
+grades of her schoolmates. Before the next report day she had in
+some way secured a toothbrush, that effective means of promoting
+civilization, and had made sufficient improvement in her personal
+care to secure 65 per cent. Her grade for the third week was 72 per
+cent, and for the fourth, 93 per cent. Her fourth week's report
+showed a hot bath, toothbrushing twice a day, window open every
+night, and that she was in bed before nine every night but two.
+What her reform will mean to the entire family it is interesting to
+conjecture.
+
+  [2] For the Portland Home Credit Record card, see p. 120 _ff._
+
+"Be careful about that voice, Ella," directed a teacher. Ella arose
+at her place, a thin, stooping girl of about thirteen. She read her
+passage of the lesson in a voice scarcely audible to the visitor
+across the room. A few minutes later the visitor was looking over
+some home credit report slips. "Here is a girl who did not sleep
+with her windows open," she said. The teacher took the blank,
+studied it a minute, then replied, "This is the first time that
+child has brought in a home credit slip. Do you recall my reminding
+a little girl about her voice? That is the girl, and this card may
+explain her voice quality."
+
+All the pupils except two in a little Washington town learned to
+sleep with their windows open. Upon inquiry it was found that one
+girl could not open her window, as it was made for admitting light
+only, being built solidly into the wall. In the case of the other
+child, the parents absolutely refused to endanger their daughter's
+health by letting her breathe night air, no matter how many faddists
+insisted that it was necessary!
+
+Some members of a church were discussing the problem of the spirit
+of incipient immorality that they felt was prevalent among children
+in the neighborhood. A home credit teacher showed the speakers a
+number of the first report cards she had received, which disclosed
+the fact that very few of the pupils under her care were ever in bed
+before nine o'clock. A few months later she took occasion to display
+again her pupils' home credit cards and with pride pointed out that
+almost every child was going to bed early, before nine o'clock. "It
+had grown to be a habit with the children to be up late," she said.
+"The immorality talked of was not yet in actual existence among
+the children, but through their outside evening associates was
+gradually working itself in. The children had only to be reminded in
+a substantial way that it was not only desirable for them physically
+to retire early, but that they were to receive recognition in their
+school standing for so doing, and they at once happily complied."
+
+
+
+
+VII
+
+THAT OTHER TEACHER AND THAT TEACHER'S LABORATORY
+
+     We are just beginning to discover that the rural school has
+     a fine laboratory for practical educational purposes, in the
+     neighborhood environment of the school. With the development of
+     scientific agriculture and domestic arts in many of our modern
+     country homes this laboratory is constantly improving.
+
+         _Kansas State Agricultural College Bulletin, 1914._
+
+
+There is a general idea among teachers that parents will not
+coöperate with them. This, I believe, is founded upon the assumption
+that because they cannot, as a usual thing, coöperate in textbook
+work they will not coöperate in other things. But both parents
+and teachers want the same results accomplished. If these are to
+be attained it means partnership work, the parent and that other
+parent, the teacher, working together; or one might say, the
+teacher, and that other teacher, the parent, working together.
+
+I have been surprised to find to what extent parents will coöperate
+with teachers if given a chance. Mrs. Brown goes to the schoolhouse
+on a bleak afternoon. She is greeted warmly by the teacher, Miss
+Smith, and given an arithmetic text to follow while the class
+recites. The lesson is on decimal fractions. Now, Mrs. Brown didn't
+have decimal fractions during her school days, so the recitation is
+quite meaningless to her. She is glad when the class is over, and
+does not find time to visit school again that term. But if she is
+asked to prepare a luncheon for the picnic at the close of the year,
+or asked to assist in any social function at the schoolhouse, she
+spends her time for the school, and is glad to do it.
+
+In Eugene, Oregon, several years ago I found that the women of the
+city were enthusiastic in aiding the schools. Thirty-two women gave
+up Monday afternoon to teaching the girls sewing, while the boys had
+military drill. At a social center meeting at Hover, Washington,
+the suggestion was made that it would be well if one of the mothers
+would come to the school building occasionally to help the girls
+with their sewing, as the eighth-grade pupils would have to take an
+examination in the subject in May. So many mothers volunteered to
+undertake the task that a schedule was made out whereby a sewing
+period could be had every afternoon, and no mother be on duty
+oftener than every two weeks.
+
+At Myrtle Creek, Oregon, domestic art work is carried on in this
+way: the teacher gives instructions in the work that is to be done;
+in cooking, for instance, recipes are given, talked over, and
+written down. The girls then go home, and actually do the work, and
+make a report to the teacher. They must have the signatures of their
+mothers for all the work they do. This is managed with a home credit
+report card.
+
+Mrs. E. H. Belknap, a progressive rural teacher near Jefferson,
+Oregon, said in a recent letter: "We learn how a cow can be fed and
+cared for, so as to produce the greatest amount of butter fat. That
+is well, but we regard it of far more value for the boy to go home,
+apply the knowledge learned, and produce the butter fat. He is now
+worth something to the world, and able to turn his education into
+dollars and cents at any time. The girl takes the book, and reads
+how to make butter. She goes home, tends the milk, churns, and makes
+the butter, learns how really to do the work. She has called the
+attention of the entire family to the amount and quality of her
+butter obtained from proper feeding and handling of the cow by the
+boy."
+
+And yet it is said that nothing can be done in the small school in
+domestic science because there is no equipment. In every home there
+is ideal equipment if we mean the equipment the children are to use.
+If we are preparing for life, why not use the equipment we must
+use in life? Best of all, in using the home laboratory there is an
+immediate purpose. None of us can get much out of an exercise when
+it is done just for an exercise. There is the dinner to be cooked,
+the bed to be made, the ironing to be done; somebody must do it.
+And the dinner, the bed, and the ironing are to be put to the test
+by some one who sees real values. There is no doubt that one of the
+things schools most lack is purpose.
+
+It might be said that to stimulate a child to want to do things
+is only half the problem. "If children do things without expert
+instruction they may do them wrong, and thus get a faulty habit."
+But I think more than half of the problem is solved when we create
+the desire to do a thing. The greatest fault of present-day
+education is that we constantly try to teach a child how to do a
+thing without his desiring to do it, or even knowing the reason
+for doing it. On the other hand, I once knew a country girl who
+had never seen a domestic science equipment, and who lived in a
+community where there was no one housekeeper especially noted;
+yet with her strong desire to be a fine housekeeper she learned
+something good from each neighbor, and for excellent results, and
+for economy of time and material, her daily practice would put the
+average domestic science teacher to disadvantage. However I am not
+arguing that domestic science should not be taught at school; I
+certainly believe it should. But I do claim that it is worth while,
+and is absolutely necessary, first to create the desire to _do_ the
+things that are to be _taught_. To do things without a purpose is
+like trying to eat without an appetite.
+
+A pamphlet published by the Kansas State Agricultural College on
+"School Credit for Home Work: The Laboratory of the Rural School,"
+makes these practical points:--
+
+     Could there possibly be a more favorable condition for teaching
+     Domestic Arts than in the rural school from which the girl
+     goes every evening to a busy home where she is needed to take
+     part in the actual work of housekeeping? It is here that the
+     girl has a chance to put into actual practice the things she
+     has learned at school. Here the home has the chance to realize
+     immediately upon the investment it is making in the education of
+     the girl. If sanitation, ventilation, sweeping and dusting, care
+     of the sick, preparation of foods, care of milk, water supply
+     and uses, bathing, care of health, sewing, proper clothing,
+     etc., are taught in our schools, and if the laboratories are
+     in the immediate neighborhood, and the girls and boys must go
+     into them to stay overnight, they should be used. Likewise, the
+     vegetable gardens at the homes should be made the experimental
+     plots for the school, after the best seeds have been selected,
+     best methods of preparing, fertilizing, and planting the soil,
+     best-known methods of cultivation and maturing the crops, have
+     been taught. The actual experimental work should be carried out
+     in the home gardens by the boys and girls. Proper records can be
+     kept, and the boys and girls will be anxious to get back into
+     school, after the out-of-doors summer experiments, to compare
+     reports, and renew another phase of their educational work.
+
+     In agriculture the fields, stock, buildings, etc., about the
+     schoolhouse should be studied and used. These are the real
+     agricultural laboratory. The real problems of actual farming are
+     present, and the methods of work and the ways of handling the
+     fields and the stock are the available resources of the school
+     as a part of its actual laboratory. In this connection study
+     the dairy cows, the feeding of cattle, hogs, and horses, types
+     and breeds of farm horses, cattle, hogs, and sheep. In every
+     community there are many opportunities for type studies--such as
+     fields of alfalfa or wheat or corn; a dairy herd; valuable and
+     well-bred horses; beef cattle; hogs or sheep; a silo, or types
+     of farm machinery, and farm buildings.
+
+It is natural for a child to want to assume home responsibilities,
+but there are many things that interfere unless a special effort
+is made. The school itself has been a great offender in weaning
+children from their homes and from natural living. This, of course,
+is not strange when we consider that the school started out to make
+lawyers and ministers, and not home-makers. Yet one of the great
+needs of the time is to make people home-loving, and to have those
+wholesome habits that come from sharing home responsibilities.
+Anything is worth while that will make the child once taste the joy
+of doing a useful thing well.
+
+
+
+
+VIII
+
+STELLA AND SADIE
+
+     Through ignorance ye did it.--Acts III, 17.
+
+
+"Let the school go on just as it has. What business is it of the
+school to meddle with the home work? Of course most children do
+certain chores at home, but why confuse the work of the home with
+the work of the school?"
+
+Have you heard this speech? I have heard it several times. Does
+justice demand that we know what pupils do outside of school? Must
+the teacher know home conditions in order to teach efficiently? I
+have in mind a true story that answers these questions and shows
+the injustice of teaching children when one knows little or nothing
+of their home life. I am sure most teachers have had similar
+experiences.
+
+In a certain schoolroom in a certain town I noticed one day two
+girls in the same class sitting near each other. The contrast
+between them was so great that I became interested in them, and
+found out something of their history and circumstances. Stella, the
+younger one, eleven years old, was a perfect picture of rosy health.
+Her brown hair was beautiful and most becomingly arranged. Many
+women would have been delighted to wear such furs as she put on at
+the noon recess. Well dressed and well nourished, she had the look
+of one much loved at school and at home, one to whom life was all
+happiness.
+
+Stella is the only child of wealthy and doting parents. If we
+should follow her home we should find a well-kept modern house,
+and we should see that the mother who greets her at the door is
+just such a mother as we should expect for such a girl. While the
+evening meal is being prepared, her mother sits beside her at the
+piano, and helps with her practice, and when the father comes in,
+the three sing together until dinner is announced. After dinner
+her mother helps her with her Least Common Multiple and Greatest
+Common Divisor. They all discuss her composition and then her mother
+asks her to read aloud, and reads to her. Promptly at nine o'clock
+she goes to bed in just the kind of room a little girl loves. The
+windows are opened to the proper width, the heat is turned off, she
+is kissed good-night, and is told, "Mother loves you, and Father
+will come in and kiss you when he comes home."
+
+In the morning at seven o'clock she is called by a very gentle
+voice, and told it is time for Mother's angel to leave her dreams.
+Her mother helps her dress, and brushes and braids her hair. "What
+will Father's sweetheart have for breakfast this morning?" She will
+have grape-fruit and a poached egg on toast. After some fitting
+by the seamstress for a new dress to be added to her already full
+wardrobe, she is thoroughly inspected and is ready for school. She
+is given some flowers for the teacher, and is accompanied part way
+by her mother. She is early at school, her teacher kisses her, pats
+her cheeks, and Stella is ready for the lessons, the lessons her
+mother helped her with the evening before. There she is, happy,
+radiant!
+
+Now let us go home with the other girl. Sadie is thirteen, but she
+looks much older notwithstanding her frail little figure. Did I say
+home? Be the judge. A few years ago her father and her aunt ran away
+together, leaving the mother with Sadie and two younger children.
+The broken-spirited mother died after the desertion, and the father
+and aunt returned, were married, and took possession of the house
+and the three children. They now have a baby a year old. The family
+live in a tumbledown house at the edge of the city. On entering the
+house Sadie receives no greeting from her stepmother-aunt, who is
+sitting by a dirty window reading. The child knows what work there
+is to do, and goes at it sullenly. After the meal, at which she
+scarcely has time to sit down, she has to do up the work, and then
+is sent on an errand. When she returns it is nine o'clock and she is
+hardly able to keep her eyes open. The Least Common Multiple and the
+Greatest Common Divisor are like Greek to her. After she has tried
+to study a few minutes, her stepmother disturbs her by throwing
+her brother's stockings into her lap to be mended. When this task
+is completed, and the potatoes are peeled for breakfast, she goes
+upstairs. She tenderly draws the covers about her sleeping brother
+and creeps into bed beside her little sister. Though she is very
+weary, her starved soul is comforted as she cuddles and kisses her
+sister before she drops to sleep.
+
+In the night she awakens, and thinking Harry is again uncovered she
+slips over to his bed, like a little mother, and again adjusts the
+bedclothes. The baby awakens at five o'clock, and Sadie is called
+and told to make a fire and warm the milk. She then gets breakfast,
+does the kitchen work, spreads up the beds, sews a button on her
+brother's coat, braids her sister's hair, and is late at school.
+
+She came in a few minutes late the morning I visited her room.
+The class was trying to make a record for punctuality, and had
+tied another room for first place until this morning when Sadie's
+lateness set them behind. The teacher was provoked and reproved
+Sadie. The pupils showed their scorn in many ways and said she
+was the cause of all but three of the tardy marks of the term.
+The teacher knew that the principal would ask her why she did not
+improve her tardy record. The pupils knew that their chances for a
+half-holiday were spoiled as long as "that Sadie Johnson" was in the
+room.
+
+This morning especially the teacher wished to make a good showing
+because she wanted a place in a larger city and hoped that I would
+recommend her. Arithmetic was the first thing on the program. The
+principal had boasted of the work of his school in arithmetic. The
+work went beautifully, for Stella led off with a perfect recitation.
+The pride of the whole class was evident, the teacher was hopeful.
+But wanting to see the work of all the pupils, I asked several
+questions, and at last called upon Sadie. She didn't know, she stood
+abashed, and showed absolute lack of understanding of the subject.
+The principal was provoked. The teacher was plainly humiliated,
+and said in a tone that was low, but loud enough for Sadie and
+several of the children to hear, "The girl is not only lazy, but
+feeble-minded."
+
+So it was the whole term. Sadie was tortured each school day,
+condemned by the most powerful court in the world, her companions,
+led by her teacher. And the reason was that the teacher was teaching
+only the six-hour-a-day girl. One does not have to go to Turkey
+to see examples of injustice and cruelty. But let us not be too
+critical of the teacher. She is tender-hearted and sympathetic. She
+weeps over the heroines in books, and has latent longings to be of
+service in the world. In this case she did not know the conditions
+that made Sadie stupid. If she had been interested in the children's
+out-of-school work, and had had them tell her about it, she would
+have known that the frail little unkempt girl was compelled to do
+a woman's work at home besides trying to get her lessons. Then she
+would have seen the tragedy in the child's appealing glance and
+have understood her. Some people go through life without finding
+an opportunity to do justice, such as was this teacher's. In
+ministering to the soul-hunger of this little girl she might have
+given the service that she had dreamed of giving. It would have been
+the kind of service that is its own reward.
+
+
+
+
+IX
+
+A STORY AND LETTERS FROM TEACHERS
+
+A STORY FROM NEBRASKA, BY MRS. SARAH J. HOAGLAND
+
+
+One spring found me in Nebraska teaching a school of German and
+Bohemian children, only two of whom spoke English. I boarded with a
+German family who lived about a mile from the school. In our walks
+to and from school I taught the children English. They and their
+father were born in Nebraska, but at first none of them could speak
+English so that I could understand it, although I understood some of
+their German.
+
+The oldest boy--ten years old--lanky, with awkward gait, and fair,
+straight-standing hair, had a dogged, sullen look. It was a "home"
+look, especially when the father was around, but it left when he was
+trying to tell about birds or other interesting things. His telling
+me that he intended to work in town as soon as possible gave me a
+peep into his heart as regarded home. It was not a happy home. The
+father often drank, and at such times he was harsh and cruel. The
+mother was meek and subdued. She never had known how to do good
+housekeeping. She told me that when a girl in Germany, being large
+and strong, she had had to work in the fields instead of learning
+housework.
+
+The farm was run down; the house was bare and unhomelike. The
+father's voice was often raised in upbraiding in "Low Dutch." He
+often had the children rounded up for punishment for starting fires
+or other mischief. The seven-year-old boy was more efficient, either
+in the home or out, than the ten-year-old boy. I noticed that he had
+a better head and intelligence. His efficiency was due to this, not
+to any better training.
+
+The mother often cried over the brutality of the father to the
+oldest boy. I determined to study the situation, and I found a
+remedy. I learned that the father could do practically nothing in
+arithmetic. He had attended school for his confirmation--a little
+reading in German being the only apparent result. So I taught the
+boy arithmetic, and after I had worked with him two hours every
+night for several months, he could do addition better than his
+father. It was wonderful to see the pride and dawning respect on
+the father's face as the boy figured correctly the weight of many
+wagon-loads of grain lately taken to the elevator. I knew then that
+the unreasonable whipping would tend to stop. I seldom see a father
+unreasonable with a boy he can be proud of at school. So the sky was
+clear for a time.
+
+But when the press of spring work came on and the father found
+he could not afford to employ help, he grew moody and was even
+savage again. He drank, and at times I was afraid of him myself.
+But I liked the mother. I knew she needed the board money for the
+children, and I wanted to see the case of the boy to a finish. So
+I stayed on. The lovely outdoor surroundings, too, made me want to
+stay. The orchard was beautiful--the finest in the neighborhood.
+The birds sang in a large maple at my window. This was a treat to a
+flat-dweller. Since then I have ever loved the country.
+
+I often asked the mother what the father was saying to the oldest
+boy. I knew as far as the boy was concerned I could help the matter
+by influencing him. She said that the father was complaining that
+the boy was worthless as a worker. For one thing, he had milked and
+left the milk in the barnyard in order to play. The complaints kept
+pouring in on the patient mother. The father was working early and
+late to get abreast of the season's work. He forgot what sleep was,
+and grew thin and haggard and more and more savage.
+
+I felt that only some distinct advance would have effect on either
+father or boy. I asked if the boy could drive a horse. He couldn't.
+He could not work a single piece of the machinery on the farm. That
+is most unusual in Nebraska, for the light soil can be worked by
+machinery which a boy can learn to run if he can also guide horses.
+The father would not teach the boy--had no patience with him. So
+the mother and I made our plans. She approached the father with the
+question of getting a team and machine for the boy. It happened
+to be a cornstalk cutter that was needed. The father consented,
+provided the mother would teach the boy! She had done such work,
+though she was not strong enough to do it this year.
+
+But I saw her that Saturday toiling in the hot sun, walking up and
+down the rows, touching up the horses. The boy proved most apt.
+I soon saw him going up and down alone, still under his mother's
+eye, however. The boy seemed to grow two years in importance,
+self-reliance, and ambition in that day's work! This training was
+kept up out of school hours for some time, and the boy learned to
+work other machinery, the last thing a corn-planter.
+
+As soon as the father realized what the boy was doing, he was a
+transformed man. The knowledge that he had a helper seemed to clear
+the atmosphere. Before this the boy had always kept out of the
+father's way. Now he forsook the mother! It was "Papa and me" from
+that time in his talk. This new attitude made it all the easier
+for the wife, for it was a relief from what had been her greatest
+trouble--having to stand between the two.
+
+The father's pride and confidence in his son kept on growing. In
+many ways he was just a good-natured big giant, but he turned like
+a bear on anything that annoyed him.
+
+I remember the first day the boy stayed out of school to work, how
+it seemed to me a deciding day in his life. I rarely like to see
+a child stay out of school, but that day I thought the industrial
+training much more important than anything I could teach the boy in
+those hours of school. He came regularly after the rush of work was
+over.
+
+
+A SCHOOL IN MONTANA: MRS. HOAGLAND'S FIRST LETTER TO THE AUTHOR
+
+     Last September I heard your lecture on credit being given in
+     school for home work. I have tried it lately after working the
+     children up to grade. I started by getting acquainted with the
+     homes, finding out what the children did and what they could do
+     further. I made inquiries as to whether the children, in their
+     play, left things around for the mother to pick up and so on.
+     The spirit the work is done in counts, too, in credit given. The
+     work must be done pleasantly and cheerfully; the mother must be
+     asked for work; she is not to be hunting the child up to get him
+     to do the work.
+
+     One little girl of eleven made bread from beginning to end,
+     never having tried it entirely before. She has an overworked
+     mother. In another home I found the two older children took
+     charge of a teething baby while the mother, an ex-teacher and
+     rather delicate, did the housework. The little girl, six years
+     old, could do dishes and otherwise help the mother. In another
+     home the boy has grown to be the pride of his father's heart by
+     forcing the father back into the chair, when he was weary, and
+     doing the chores himself.
+
+     One boy, his father told me two weeks ago, was growing as
+     dependable as his brother five years older, and helped bring the
+     cows, herd cattle from one field to another before and after
+     school and on non-school days. There was much other work, light
+     in itself, but wonderfully helpful to his father, that was taken
+     charge of cheerfully.
+
+     One child's father had a hired man. The boy did but little.
+     He is eight years old and large. While visiting there, I saw
+     his father bringing in coal. I told the boy he would find it
+     necessary to look up work if he cared for credit. His mother
+     visited school shortly after this; I was telling her of the idea
+     and she said she now understood why Bennie had started to clear
+     the table several times, and so on. We had a very happy laugh
+     over it. The boy hunts the eggs, gets in the wood and coal,
+     makes the mash for the chickens, and helps wash the dishes.
+
+     Another child, aged thirteen, has to do much outside work, so
+     she feels good over getting credit for it. It is a kind of pay
+     that makes her days pleasanter. I believe each child richly
+     deserves the credit I have given. The results have been to make
+     the tie between the parents and myself stronger, and I am asked
+     to come back next year. I have seen a gladder, prouder light
+     in the parents' eyes concerning their children. It has helped
+     to make our school in some respects without a superior in the
+     county, according to the county superintendent's own word. A
+     member of the board says the children never have made such
+     progress since the school was built, and all say these children
+     never have made as much progress before. They are learning, as
+     far as I can teach them, the honor of labor and the beauty of
+     being useful, willing, and dependable. I have had a hard battle
+     to wage here for good, thorough work and application, but the
+     right has won.
+
+     I enclose a report that shows the kinds of work the children are
+     in the habit of doing.
+
+     I am the teacher who spoke to you about the new oats being
+     brought into the dryland country. It is now being introduced
+     into another part of Montana where my homestead is. You will
+     perhaps remember me.
+
+                                        Very sincerely,
+                                        MRS. S. J. HOAGLAND.
+
+  BENNIE McCOY                     ADDISON SHIRLEY
+
+  _Aged 8_                         _Aged 9_
+
+  Dries dishes                     Takes out ashes
+  Makes fire                       Gets eggs
+  Pulled up sunflower stalks       Gets coal and kindling
+  Milks (some)                     Feeds horses oats (15 head)
+  Gets in coal and kindling        Cleans out barn
+  Gathers eggs                     Milks cows sometimes
+  Brings in wood                   Drives cattle
+  Carries ashes out                Harnesses up
+  Smashes big coal for stove       Hunts eggs
+  Turns churn                      Waters horses
+  Feeds cats                       Dries dishes
+  Gets chicken feed                Cooks (eggs, pancakes, coffee)
+  Feeds sitting hen                Sets table
+  Helps catch calves               Fries apples and bakes them
+  Gets clean hay for chicken nests Peels potatoes
+  Clears table                     Fries potatoes
+  Turns windmill[3]                Feeds chickens
+  Slops hogs                       Carries slop to hogs
+  Kills flies                      Drives to town
+  Fixed his hand cart
+
+  [3] Probably means turns the power on or off.
+
+  JOHNNIE MAHONEY                   LOVILO MURRAY
+  _Aged 6_                          _Aged 5_
+
+  Feeds pig                         Opens gate for calves
+  Hunts eggs                        Gets kindling
+  Waters horse                      Gets coal
+  Told where sow and her new pigs   Takes care of baby
+  were when no one else could       Closes chicken-house door
+  find them                         Carries wood
+  Minds baby                        Dries dishes
+  Hunts firewood                    Leads horses to plow
+
+  MAY MAHONEY                       ALEEN MURRAY
+  _Aged 11_                         _Aged 7_
+
+  Bakes bread                       Washes and dries dishes
+  Washes dishes                     Sweeps floor
+  Minds baby                        Does simple ironing
+  Gets coal and water               Gets wood, water, and coal
+  Gathers eggs                      Closes chicken-house door
+  Makes cake                        Dresses baby
+  Gets cows                         Tends baby
+  Waters horses
+  Pumps water                       SUSIE MARCKINO
+  Sewed a doll petticoat            _Aged 13_
+  Sewed sleeves in waist for little
+  brother                           Cooks meals
+  Scrubs                            Washes dishes
+  Irons                             Scrubs
+  Cooks meals                       Irons
+  Peels potatoes                    Sews--made a waist and a baby
+  Takes out ashes                   dress
+  Dusts                             Gets coal
+  Sweeps                            Feeds chickens
+  Makes beds                        Goes for horse
+  Airs bedding                      Brings water
+  Milks cows                        Gets hay and feeds horses
+  Feeds calf                        Builds fires
+  Hays horses                       Turns churn
+  Builds fires                      Polishes stoves
+  Turns churn                       Cares for young chickens
+  Feeds chickens                    Dusts
+  Feeds sitting hens                Salts horses
+  Sets and clears table
+  Washes range                      ROSIE MARCKINO
+  Polishes cutlery                  _Aged 6_
+  Does light washing
+  Prepares vegetables               Gets water
+                                    Did dishes with four-year-old sister
+                                      when all else were gone
+                                    A general little helper
+
+
+A LETTER FROM MRS. E. H. BELKNAP, MARION COUNTY, OREGON
+
+I believe intensely in an education that teaches the boy or girl
+not only how the book says to do a thing, but how, by actual
+experience and practice, that thing is best worked out and brought
+to perfection....
+
+In this district we have used home credits for two years. First,
+in order to make this a success, the teacher must believe in it,
+and must be a worker. We have given credits for everything from
+plowing to washing the baby for breakfast. As a result we have the
+little girls dressing their own hair for school, the older ones
+cooking breakfast, washing, ironing, etc. The boys plow, milk, clean
+stables, cut wood, feed horses, do all kinds of work for credits;
+_doing it, they have become interested in it, and before they knew
+it a habit has been formed of doing things at the right time in the
+right way_. It is truly wonderful what these children do. Some of
+them walk three or four miles, and still earn hundreds of credits in
+a week. Some of my girls milk as many as eight cows twice a day, and
+the boys plow and harrow acres of ground. They do the work gladly,
+too.
+
+Monday mornings we give out blanks to be filled out, signed by
+parents, and returned the following Monday morning. We always go
+over the cards carefully. _I call the names aloud, and the pupils
+report quickly. If extra work has been accomplished I always try to
+praise the effort. It is a happy hour when the reports are rendered._
+
+At first we agreed that when any pupil earned six hundred or more
+credits he should be entitled to a holiday. Thousands of credits
+have been earned, but no one has asked for the holiday! Frequently,
+when the pupil has been ill, or forced to miss a day, he has asked
+that the credits be applied to blot out the absent marks, and this
+has always been granted.
+
+
+
+
+PART TWO
+
+I
+
+ILLUSTRATIVE HOME CREDIT PLANS
+
+
+Upon the demonstration of the success of the home credit plan in
+the Spring Valley School I began to hear of other Oregon schools
+that had taken it up and were carrying it on successfully. During
+the school year 1913-14, three hundred and twenty-five teachers in
+Oregon and in Washington were giving school credit for home work,
+while the scheme had been adopted by some schools in other States.
+
+For the aid of those who may contemplate its use, the outlines of
+several plans that have been instituted are printed here, together
+with excerpts of letters we have received, and cards made out by
+pupils. These reports come from teachers who have used the scheme
+successfully in various forms. The daily report plans are given
+first, and the letters are arranged according to the frequency of
+the report from the home to the school.
+
+It will be noted that some teachers use a card that is supposed to
+last for a whole year, being returned to the teacher monthly as
+school cards are often returned to the parent monthly; others have
+cards that are marked daily, and last for only a week. Some teachers
+use a contest plan of awards like Mr. O'Reilly's; others add credits
+to the average obtained in school subjects; and others do both. The
+first user of the parent-signed report, Mr. O'Reilly, used no cards,
+but had the children write little notes with lists of their labors
+every day for their parents to sign. A bulletin from the Kansas
+Agricultural College suggests that pupils should furnish the reports
+themselves over their own signatures.[4] The only record of failure
+we have was in a school where monthly report cards were used, and
+no definite scheme of duties was laid down,--merely so many minutes
+of unspecified labor. I find that children are more interested when
+their performance of particular duties is recorded.
+
+  [4] See Appendix.
+
+I should never advise the wholesale adoption of any one plan, but I
+would suggest that superintendents and teachers adapt plans to the
+needs of their districts. Several schools have been reported where
+an enthusiastic principal has put the plan into operation throughout
+his school, regardless of the ideas of his teachers. I find that
+teachers never feel inspiration in a work that they do not want
+to undertake. Therefore, it would be my suggestion that under no
+circumstances should a teacher be asked to use home credits unless
+she herself desires it.
+
+
+DAILY REPORTS
+
+The following is the method which Mr. A. I. O'Reilly originated at
+the Spring Valley School, in 1911-12:--
+
+
+_Rules of the Contest_
+
+     1. No pupil is obliged to enter the contest.
+
+     2. Any pupil entering is free to quit at any time, but if any
+     one quits without good cause, all credits he or she may have
+     earned will be forfeited.
+
+     3. Parent or guardian must send an itemized list (with signature
+     affixed) to the teacher each morning. This list must contain a
+     record of the work each child has done daily.
+
+     4. Each day the teacher will issue a credit voucher to the
+     pupil. This voucher will state the total number of minutes due
+     the pupil each day for home work.
+
+     5. At the close of the contest pupils will return vouchers to
+     the teacher, the six pupils who have earned the greatest amount
+     of time, per the vouchers, receiving awards.
+
+     6. Contest closes when term of school closes.
+
+     7. Once each month the names of the six pupils who are in the
+     lead will be published in the county papers.
+
+     8. Ten per cent credit will be added to final examination
+     results of all pupils (except eighth graders) who enter and
+     continue in the contest.
+
+     9. When a pupil has credits to the amount of one day earned,
+     by surrender of the credits, and by proper application to the
+     teacher, he or she may be granted a holiday, provided that not
+     more than one holiday may be granted to a pupil each month.
+
+     10. Forfeitures--dropping out of contest without cause, all
+     credits due; unexcused absence, all credits due; unexcused
+     tardiness, 25 per cent of all credits due; less than 90 per cent
+     in deportment for one month, 10 per cent of all credits due.
+
+     11. Awards--the three having the highest credits, $3 each; the
+     three having second highest, $2 each. Awards to be placed in a
+     savings bank to the credit of the pupils winning them. Funds for
+     awards furnished by the school district board out of the general
+     fund.
+
+_List of duties with minutes credit allowed for each_
+
+
+  1. Building fire in the morning            5 minutes
+  2. Milking a cow                              5  "
+  3. Cleaning a cow                             5  "
+  4. Cleaning out the barn                     10  "
+  5. Splitting and carrying in wood (12
+     hours' supply)                            10  "
+  6. Turning cream separator                   10  "
+  7. Cleaning a horse                          10  "
+  8. Gathering eggs                            10  "
+  9. Feeding chickens                           5  "
+  10. Feeding pigs                              5  "
+  11. Feeding horse                             5  "
+  12. Feeding cow                               5  "
+  13. Churning butter                          10  "
+  14. Making butter                            10  "
+  15. Blacking stove                            5  "
+  16. Making and baking bread                  60  "
+  17. Making biscuits                          10  "
+  18. Preparing breakfast for family           30  "
+  19. Preparing supper for family              30  "
+  20. Washing and wiping dishes (one meal)     15  "
+  21. Sweeping floor                            5  "
+  22. Dusting furniture (rugs, etc., one
+      room)                                     5  "
+  23. Scrubbing floor                          20  "
+  24. Making beds (must be made after
+      school), each bed                         5  "
+  25. Washing, ironing, and starching own
+      clothes that are worn at school
+      (each week)                             120  "
+  26. Bathing each week                        30  "
+  27. Arriving at school with clean hands,
+      face, teeth, and nails, and with hair
+      combed                                   10  "
+  28. Practicing music lesson
+      (for 30 minutes)                         10  "
+  29. Retiring on or before 9 o'clock           5  "
+  30. Bathing and dressing baby                10  "
+  31. Sleeping with window boards in bedroom
+  (each night)                                  5  "
+  32. Other work not listed, reasonable
+  credit
+
+While it is sometimes more convenient to have printed record slips,
+it is not necessary. Mr. O'Reilly carried on the grading by having
+each child write out his home credit work on ordinary tablet paper.
+The great majority of home credit schools have used the plan in 1914
+without any printing whatever. It affords the children practice in
+written expression.
+
+I give here two sample slips brought in by Mr. O'Reilly's pupils in
+the first home credit contest in the United States.
+
+                        _Tora Mortensen_
+
+  Jan. 31, 1912.
+
+  Prepared supper                               30
+  Washed and wiped supper dishes                15
+  Made 3 beds                                   15
+  Swept 1 floor                                  5
+  Washed teeth                                  10
+  Was in bed at 9 o'clock                        5
+                                          ------------
+      Total                               1 hr. 20 min.
+
+                                (Signed) _Mrs. Emma Savage._
+
+                       _La Vern Holdredge_
+
+  April 16, 1912.
+
+  Fed chickens                                   5 minutes
+  Gathered eggs                                 15 "
+  Split kindling                                10 "
+  Carried in wood                               15 "
+  Swept four floors                             20 "
+  Fed one horse                                  5 "
+  Dried dishes                                  15 "
+  In bed before nine                             5 "
+
+  April 17, 1912.
+
+  Washed teeth.                                 10 minutes
+  Swept three floors                            15 "
+  Put up lunch                                  10 "
+                                                ------------
+  Total                                         125 minutes
+
+                                    (Signed) MRS. HOLDREDGE.
+
+Superintendent A. R. Mack, of Holton, Kansas, has issued the
+following plan for daily reports and the issue of credit vouchers
+monthly, in bulletin form. Notice that the pupil who is paid in
+money, or in any other way, for home work receives no credit. This
+card gives a very desirable emphasis to manners and personal care:--
+
+_Rules_
+
+1. No pupil is obliged to enter contest.
+
+2. Any pupil entering is free to quit at any time, but if any one
+quits without good cause, all credits he or she may have earned
+will be forfeited.
+
+3. Parent or guardian must send daily to the teacher an itemized
+list with signature attached; this list must contain the record of
+the work each child has done daily.
+
+4. At the end of each week the teacher may read the number of
+credits due the pupil for that week. At the end of each month the
+teacher shall issue a credit voucher to the pupil giving the total
+number of credits due to the pupil up to date, for home work.
+
+5. The pupil in each grade making the highest number of credits each
+month will receive an added credit of 10 per cent of all credits due.
+
+6. The school shall be divided into two divisions. The boy and the
+girl in each division in each building receiving the highest number
+of credits at the end of each half-year shall be awarded a suitable
+medal.
+
+7. The boy and the girl in each division in each building receiving
+the second highest number of credits shall at their own option be
+awarded a medal or an additional 10 per cent of credits already due.
+
+8. Ten per cent credit will be added to final examination results of
+all pupils who enter this contest before November 1, and continue in
+it until the end of the year. Those entering school after November 1
+must enter contest before January 1, in order to receive examination
+credit.
+
+9. Pupils entering the contest before November 1 or January 1 will
+be given credit not only on final examination grades, but on
+monthly examination grades.
+
+10. In case a pupil enters the contest after November 1 or January
+1, credits for home work will apply on monthly examination grades
+only.
+
+The following schedule has been adopted:
+
+Grades of 95 to 100, additional credit of half the amount between
+the grade and 100.
+
+Grades of 90 to 95, a credit of 3 is given.
+
+Grades of 85 to 90, a credit of 2 is given.
+
+Grades of 80 to 85, a credit of 1 is given.
+
+Below 80, no credit.
+
+11. Any pupil in the first three grades earning 600 credits during a
+given month may have a quarter holiday. Pupils in the fourth grade
+must make 700 credits; pupils in the fifth grade must make 800
+credits; pupils in the sixth grade must make 900 credits; pupils in
+the seventh and eighth grades must make 1000 credits for a quarter
+holiday.
+
+All holidays are at the discretion of the teacher; _provided_, that
+the pupil may not have more than one quarter holiday in any 20 days,
+and _provided_, that the teacher thinks that it will not interfere
+with school work.
+
+In case deportment is below 90 per cent, the holiday will be refused.
+
+12. Forfeitures--
+
+(_a_) Dropping out of contest without cause forfeits all credits due.
+
+(_b_) Unexcused absence forfeits all credits due.
+
+(_c_) Tardiness forfeits 25 per cent of all credits due.
+
+(_d_) Less than 90 per cent in deportment in one month forfeits 10
+per cent of all credits due.
+
+(_e_) Loss of temper forfeits 5 credits.
+
+(_f_) Bad table manners forfeit 5 credits.
+
+(_g_) Impoliteness to elders forfeits 5 credits.
+
+(_h_) Bad language at home forfeits 5 credits.
+
+(_i_) Discourtesy to parents forfeits 10 credits.
+
+(_j_) Unnecessarily soiling clothes forfeits 5 credits.
+
+(_k_) Unnecessarily tearing clothes forfeits 5 credits.
+
+(_l_) Report cards kept home 3 days forfeits 5 per cent credits and
+an additional 5 credits for each succeeding day.
+
+(_m_) Forgetting books forfeits 5 credits per book.
+
+13. Once each month the names of the six pupils who are in the lead
+will be published in the Holton papers.
+
+14. A pupil who receives compensation for work done, whether he is
+paid in money or in any other way, shall receive no school credit
+for such work.
+
+  _Credit Slip for Primary to Third Grades, inclusive_
+
+                                                 Credits.
+
+  1. Carrying in cobs or kindling                       5
+
+  2. Carrying in night wood for kitchen stove          10
+
+  3. Feeding and watering chickens                      5
+
+  4. Dusting one room                                   5
+
+  5. Making one bed                                     5
+
+  6. Wiping dishes                                      5
+
+  7. Washing dishes                                    10
+
+  8. Setting table                                      5
+
+  9. Cleaning teeth                                     5
+
+  10. Combing hair                                      5
+
+  11. Properly preparing for school (washing face,
+      ears, neck, hands; cleaning teeth and finger
+      nails)                                           20
+
+  12. Dressing without help, buttoning shoes, etc       5
+
+  13. Going to bed at or before 9 P.M.                  5
+
+  14. Sleeping with window open each night              5
+
+  15. Dressing younger child and washing its face       5
+
+  16. Caring for younger children half-hour            15
+
+  17. Proper use of handkerchief one day                5
+
+  18. Cleaning mud or snow from feet                    5
+
+  19. Practicing music lesson 30 minutes               15
+
+  20. Cleaning snow from porch                          5
+
+  21. Cleaning snow from walks inside yard, each
+      walk                                              5
+
+  22. Scrubbing porch                                   5
+
+  23. Mending stockings, per pair                       5
+
+  24. Filling the water bucket                          5
+
+  25. Returning report card on first day               10
+
+  26. Returning report card on second day               5
+
+  27. Polishing the shoes                              10
+
+  28. Getting home before 4.30 and remaining home
+      30 minutes                                       15
+
+      Other work not listed, reasonable credit.
+
+_Credit Slip for Fourth to Eighth Grades, inclusive_
+
+                                                 Credits.
+
+   1. Building a fire in morning                        5
+
+   2. Milking a cow                                     5
+
+   3. Cleaning out a barn                              10
+
+   4. Splitting and carrying in wood, 12 hours' supply 15
+
+   5. Bringing in kindling                              5
+
+   6. Bringing in coal, per bucket                      5
+
+   7. Filling water bucket                              5
+
+   8. Cleaning a horse                                 10
+
+  9. Feeding and watering chickens                      5
+
+  10. Feeding pigs                                      5
+
+  11. Feeding horse                                     5
+
+  12. Feeding cow                                       5
+
+  13. Blacking stove                                    5
+
+  14. Making and baking bread                          60
+
+  15. Making biscuits                                  10
+
+  16. Preparing breakfast for family                   30
+
+  17. Preparing supper for family                      30
+
+  18. Washing and wiping dishes, one meal              15
+
+  19. Sweeping one room                                 5
+
+  20. Dusting one room                                  5
+
+  21. Making one bed                                    5
+
+  22. Scrubbing one floor                              20
+
+  23. Making a cake                                    20
+
+  24. Practicing music lesson half-hour                15
+
+  25. Tending flowers in window                        10
+
+  26. Working in garden half-hour                      15
+
+  27. Cleaning snow from sidewalk                      25
+
+  28. Mending stockings, per pair                       5
+
+  29. Washing, starching and ironing own school
+  clothes each week                                    60
+
+  30. Bathing (each bath)                              30
+
+  31. Cleaning teeth                                    5
+
+  32. Combing hair                                      5
+
+  33. Properly preparing for school (washing face,
+  ears, neck, hands; cleaning teeth and finger
+  nails)                                               20
+
+  34. Retiring at or before 9 P.M                       5
+
+  35. Getting up at or before 7 A.M                     5
+
+  36. Bathing and dressing baby                        10
+
+  37. Sleeping with window open each night              5
+
+  38. Dressing younger child, washing its face, etc.    5
+
+  39. Caring for younger child, each half-hour         15
+
+  40. Home study, each half-hour                       10
+
+  41. Making pies, 10 credits for the first and 5
+  credits for each additional pie.
+
+  42. Ironing one hour                                 30
+
+  43. Running washing machine one hour                 30
+
+  44. Bringing cow from pasture, 2 or 3 blocks          5
+
+  45. Bringing cow from pasture, 8 or 9 blocks         15
+
+  46. Errands down town                                10
+
+  47. Carrying clothes                                 10
+
+  48. Helping prepare the meal                         10
+
+  49. Pumping a tank of water                          60
+
+  50. Harrowing 2 hours                                60
+
+  51. Carrying dinner                                  10
+
+  52. Churning                                         20
+
+  53. Dressing a chicken                               25
+
+  54. Returning report cards on first day              10
+
+  55. Returning report cards on second day              5
+
+  56. Polishing the shoes                              10
+
+  57. Getting home before 4.30 and remaining home
+      30 minutes                                       15
+
+      Other work not listed, reasonable credit.
+
+
+_General Rule_
+
+     For unlisted work credit will be given. One credit will be given
+     for every two minutes' work.
+
+Mr. N. V. Rowe, the teacher at St. John, Whitman County, Washington,
+describes a novel plan:--
+
+     At first I used a credit card arranged after the order of a
+     meal ticket. The plan was to have the card hold credits enough
+     for one school day of 360 minutes, arranged by 5's, 10's, 15's,
+     20's, 25's, and 30's. The idea is all right were it amplified
+     so as to include a school week. The teacher has a punch, and
+     punches or cancels credits as presented. I found this took
+     too many cards for each pupil. Some brought in as high as
+     360 minutes in credits each day, and even more than that in
+     some cases. At present I am using a plan similar to a grocer's
+     manifolding or duplicating book where totals are forwarded each
+     day. This saves time and in some ways is better than the ticket
+     plan.
+
+     The results have certainly justified the effort here. (1) It
+     lessens tardiness; (2) it enlists the attention of parents
+     quicker than anything else; (3) it stimulates to better work
+     in school; (4) it creates a wholesome rivalry. I have heard
+     the following objections to it: It requires too much time of
+     a teacher already very busy; and pupils get a holiday when
+     they ought to be at their studies. These objections are weak.
+     The plan certainly has a sound pedagogic principle for its
+     foundation.
+
+     The children get but one holiday a month. In case a pupil is ill
+     or necessarily absent for a day, it is very convenient to allow
+     that as a holiday. This helps the attendance record wonderfully,
+     and is perfectly legitimate, so far as I can see. We have been
+     doing that way all the present year. Bear in mind, we allow such
+     as a holiday only when one has not been allowed already for
+     that particular month. In the register I mark the initial "H"
+     wherever a holiday is granted, and in this way I keep tab.
+
+At Burnt Ridge, near Alpha, Washington, in Mrs. Venona E. Toman's
+school, a postal-card photograph is given as a little reward of
+merit for each 1000 credits earned. Five credits are taken off
+for coming to school with neck and ears not clean. One hundred and
+twenty credits are given to the child who washes, starches, and
+irons her school clothes for the week. Practicing music and studying
+lessons get ten credits for half an hour; but hard work, like sawing
+wood and making a garden, gets one credit for each two minutes.
+
+       *       *       *       *       *
+
+The following is an excerpt from a letter from the Burnt Ridge
+teacher:--
+
+     I have the children keep their own records, telling them that I
+     want them to learn to do their own business. Then their mothers
+     look over and sign their reports. Without one exception the
+     parents are pleased with the plan. The mothers tell me that the
+     children hurry to get all done they possibly can before school
+     time, as they want their credits to increase. One mother said
+     there was more trouble now between her two girls because neither
+     one _wanted help_ than there was before _when they wanted help_.
+     I require that the work be done cheerfully. One mother said she
+     believed her daughters sang about their work many times when
+     they did not feel a bit like it. I notice myself, and others
+     tell me that it is making a difference in the homes. I think
+     this one of the best features that has been added to the school
+     work. It teaches independence, thoughtfulness, and thrift.
+
+
+MORNING AND EVENING RECORD, WEEKLY REPORT
+
+Marion County, Oregon, uses a card issued by Superintendent W. M.
+Smith, which provides for a record of daily morning and evening home
+tasks, and a weekly report.
+
+This county forms an object lesson in the correct presentation of
+a subject of this kind. Superintendent Smith first picked out a
+teacher that he knew had initiative and was able to carry her people
+with her. He explained the matter to her in detail and kept in close
+touch with her work. Her success was so pronounced that he thought
+that it was not necessary to make much effort to extend the plan
+into the surrounding districts; he knew it would spread of itself.
+And it did; like a prairie fire, he found it leaping over districts
+and catching in others, until now it is widely used in the county.
+The card is the result of much experience and a few conferences with
+some of Mr. Smith's best people.
+
+Notice that honesty of record is emphasized; also observe the
+details of dairy work and the care of horses:--
+
+[Illustration:
+
+                        _Home Credit Blank
+
+  School............Dis't No................Teacher..............
+
+  Name                                      Age      Grade
+
+  Object: To secure the cooperation of the Home and the School_
+
+
+  ...Day of|Credits| Monday  | Tuesday |Wednesday|Thursday | Friday  |Total
+  ... 191..|for    |         |         |         |         |         |
+           |each.  |a.m. p.m.|a.m. p.m.|a.m. p.m.|a.m. p.m.|a.m. p.m.|
+           +-------+----+----+----+----+----+----+----+----+----+----+-----
+  1. Bath  |   5   |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  2. Teeth |   1   |    |    |    |    |    |    |    |    |    |    |
+  cleaned  |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  3. No.   |       |    |    |    |    |    |    |    |    |    |    |
+  loaves   |  15   |    |    |    |    |    |    |    |    |    |    |
+  of bread |       |    |    |    |    |    |    |    |    |    |    |
+  baked    |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  4. No. of|       |    |    |    |    |    |    |    |    |    |    |
+  cakes    |  10   |    |    |    |    |    |    |    |    |    |    |
+  baked    |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  5. No. of|       |    |    |    |    |    |    |    |    |    |    |
+  meals    |  15   |    |    |    |    |    |    |    |    |    |    |
+  prepared |       |    |    |    |    |    |    |    |    |    |    |
+  (alone)  |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  6. Wiped |       |    |    |    |    |    |    |    |    |    |    |
+  dishes   |   5   |    |    |    |    |    |    |    |    |    |    |
+  (all for |       |    |    |    |    |    |    |    |    |    |    |
+  one meal)|       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  7. Washed|       |    |    |    |    |    |    |    |    |    |    |
+  dishes   |   5   |    |    |    |    |    |    |    |    |    |    |
+  (all for |       |    |    |    |    |    |    |    |    |    |    |
+  one meal)|       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  8. Set   |       |    |    |    |    |    |    |    |    |    |    |
+  the table|   2   |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  9.       |       |    |    |    |    |    |    |    |    |    |    |
+  Gathered |   2   |    |    |    |    |    |    |    |    |    |    |
+  up dishes|       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  10.      |       |    |    |    |    |    |    |    |    |    |    |
+  Churning |  10   |    |    |    |    |    |    |    |    |    |    |
+  butter   |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  11.      |       |    |    |    |    |    |    |    |    |    |    |
+  Making   |  10   |    |    |    |    |    |    |    |    |    |    |
+  butter   |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  12. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  of rooms |   2   |    |    |    |    |    |    |    |    |    |    |
+  swept    |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  13. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  of rooms |   2   |    |    |    |    |    |    |    |    |    |    |
+  dusted   |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  14. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  of beds  |   2   |    |    |    |    |    |    |    |    |    |    |
+  made     |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  15.      |       |    |    |    |    |    |    |    |    |    |    |
+  Blacking |   5   |    |    |    |    |    |    |    |    |    |    |
+  stove    |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  16.      |       |    |    |    |    |    |    |    |    |    |    |
+  Gathering|   2   |    |    |    |    |    |    |    |    |    |    |
+  the eggs |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  17.      |       |    |    |    |    |    |    |    |    |    |    |
+  Carried  |   2   |    |    |    |    |    |    |    |    |    |    |
+  in the   |       |    |    |    |    |    |    |    |    |    |    |
+  wood     |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  18. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  of fires |   2   |    |    |    |    |    |    |    |    |    |    |
+  built    |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  19. Split|   3   |    |    |    |    |    |    |    |    |    |    |
+  the wood |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  20. Fed  |       |    |    |    |    |    |    |    |    |    |    |
+  the      |   2   |    |    |    |    |    |    |    |    |    |    |
+  chickens |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  21. Fed  |       |    |    |    |    |    |    |    |    |    |    |
+  the pigs |   2   |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  22. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  of horses|   1   |    |    |    |    |    |    |    |    |    |    |
+  fed grain|       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  23. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  horses   |   1   |    |    |    |    |    |    |    |    |    |    |
+  hayed    |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  24. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  horses   |   1   |    |    |    |    |    |    |    |    |    |    |
+  watered  |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  25. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  horses   |   1   |    |    |    |    |    |    |    |    |    |    |
+  bedded   |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  26. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  cows     |   5   |    |    |    |    |    |    |    |    |    |    |
+  milked   |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  27. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  cows     |   1   |    |    |    |    |    |    |    |    |    |    |
+  bedded   |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  28. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  cow      |       |    |    |    |    |    |    |    |    |    |    |
+  stalls   |   1   |    |    |    |    |    |    |    |    |    |    |
+  cleaned  |       |    |    |    |    |    |    |    |    |    |    |
+           |-------+----+----+----+----+----+----+----+----+----+----+-----
+  29. No.  |       |    |    |    |    |    |    |    |    |    |    |
+  of horse |   1   |    |    |    |    |    |    |    |    |    |    |
+  stalls   |       |    |    |    |    |    |    |    |    |    |    |
+  cleaned  |       |    |    |    |    |    |    |    |    |    |    |
+           +-------+----+----+----+----+----+----+----+----+----+----+-----
+                                                       TOTAL
+
+  Reasonable credit may be given for other work. When the answer is
+        Yes or No as in 8 and 9, etc., write 1 for yes and leave
+        blank for no.
+
+  PARENT:--As one who insists upon absolute honesty being taught, my signature
+  below certifies that to the best of my knowledge this report is correct.
+
+                                         .................PARENT.
+]
+
+       *       *       *       *       *
+
+Oscar. L. Dunlap, principal of the school at Salem Heights, Marion
+County, gives the following explanation of the way home credits were
+recognized in his school the first year:--
+
+     The first month we gave cash prizes; then this was abandoned and
+     we allowed 20 per cent to be added to each of any two subjects,
+     and 10 per cent to any one subject in the monthly tests. We give
+     twelve questions (answer any ten) and those having 20 per cent
+     allowance need answer only eight questions, and so on. In my
+     room the pupils work harder to earn the 20 per cent allowance
+     than they did to earn the cash prizes; for in this way every
+     one receives a prize. Some think this is a wrong way to give
+     rewards. I was myself in doubt at first; but my pupils have
+     actually worked harder during the past two months than during
+     the six months before we adopted this plan.
+
+
+DAILY RECORDS, WEEKLY REPORTS
+
+In Spokane County, Washington, one hundred and thirteen teachers
+have used home credits during the school year of 1913-14.
+Superintendent E. G. McFarland became interested in the work that
+one of his rural teachers started on home credits at the opening
+of the schools in the fall of 1913. Mr. McFarland obtained what
+information he could on the subject, and then worked out a plan.
+This made provision for a daily record for five days, and a weekly
+report. At his institute he presented the project to his teachers,
+and in January some eighty-one began the work. Others soon followed.
+
+[Illustration: O. H. BENSON POTATO CLUB, MORAN, SPOKANE COUNTY,
+WASHINGTON
+
+The members are receiving school credits for club work carried out
+regularly. The president is "talking potatoes" to the members of the
+club]
+
+The Spokane Chamber of Commerce sent out a story of Spokane County's
+home credits to eight hundred and fifty of its correspondents in the
+United States and Canada. For a while the superintendent's office
+was flooded with letters of inquiry relative to the plan. This shows
+the great interest taken everywhere in any movement calculated to
+better the child's school and home relationship.
+
+At a parent-teachers' meeting in Spokane a committee was appointed
+to assist the principal of one of the schools in keeping the
+children off the streets. At that time it was arranged that credit
+at school should be given to all children off the streets after six
+o'clock, and to those who did not go to evening parties.
+
+Below is the Spokane County plan.
+
+_Bulletin for Teachers: Home Credits_
+
+The following are the rules and reward offered for home work. This
+work is to be done during the school week. No one is compelled to
+enter this contest and the pupil may drop out at any time.
+
+All work must be voluntary on the part of the pupil. Parents
+are requested not to sign papers for pupils if the work is not
+voluntarily and cheerfully done.
+
+The rewards for this work are:--
+
+One half-holiday each month to the child who has earned one hundred
+or more home credits, and has not been absent or tardy for the
+month; also
+
+5 per cent will be added to his final examination. The pupil who
+earns one hundred or more credits each month but fails in perfect
+attendance will have the 5 per cent added to his final examination.
+
+In addition, the board of directors may offer a prize to the pupil
+in each grade who shall have the greatest amount of home credits,
+and shall be neither absent nor tardy during the term, or from the
+adoption of these rules.
+
+
+_List of Home Credits_
+
+  Personal cleanliness          2      Retiring before 9 o'clock     1
+  Cleaning teeth                1      Feeding and watering chickens 1
+  Cleaning finger nails         1      Feeding and watering horses   1
+  Practicing music lesson       2      Feeding and watering cows     1
+  Dressing baby                 1      Feeding and watering hogs     1
+  Washing dishes                1      Gathering eggs                1
+  Sweeping floor                1      Cleaning chicken house        1
+  Making bed                    1      Going for mail                1
+  Preparing meal                2      Picking apples                2
+  Making a cake                 1      Picking potatoes              2
+  Making biscuits               1      Bringing in wood for to-day   1
+  Churning                      2      Splitting wood for to-day     1
+  Scrubbing floor               2      Bringing in water for to-day  1
+  Dusting                       1      Grooming horse                1
+  Blacking stove                1      Milking cow                   1
+  Darning stockings             1      Working in field              2
+  Delivering papers             2      Going for milk                1
+
+                                  E. G. MCFARLAND,
+                       _County Superintendent of Schools._
+
+The following statement is made by Superintendent McFarland as to
+the effect home credits had on attendance in 1913-14:--
+
+     We attribute the increase in our attendance this year in the
+     schools of Spokane County, outside the city of Spokane, largely
+     to the Home Credit System and our certificates for perfect
+     attendance. While the enrollment was 108 less than last year,
+     yet our attendance was 16,712 days more. At the present rate of
+     16 cents per day, the pupils earned for the county, from the
+     State appropriation, nearly $2700 more than last year. With the
+     same enrollment as last year the increase of apportionment would
+     have reached approximately $6000.
+
+The credit slip for the school week provides for a daily record of
+"chores or work done" from Monday to Friday inclusive. It does not
+contain a stated list of duties; the blanks are to be filled in by
+the child. The list of home credits is furnished each district,
+but the teacher uses her judgment in allowing credit for any
+chore peculiar to her locality. On page 92 is given one of these
+blanks with the work itemized. Note the evidence of cooperation
+between Jessie and her mother. On the mornings when Jessie gets the
+breakfast her mother dresses the baby, and _vice versa_.
+
+[Illustration:
+
+                          _Home Credit Work_
+
+  _Dist. No......._
+
+  _Name, Jessie Jones._       _Age 12. Grade 6th._
+
+  Chores or work done    | Mon. | Tues. | Wed. | Thur. | Fri.
+  -----------------------+------+-------+------+-------+------
+  Washing dishes         |  1   |   1   |  1   | ...   | ...
+  Sweeping floor         | ...  |  ...  |  1   |  1    |  1
+  Making cake            |  1   |  ...  | ...  | ...   | ...
+  Making bed             |  1   |   1   |  1   |  1    |  1
+  Cleaning teeth         |  1   |   1   |  1   |  1    |  1
+  Dressing baby          | ...  |   1   | ...  |  1    |  1
+  Getting breakfast      |  1   |  ...  |  1   | ...   | ...
+  Music lessons          | ...  |  ...  |  2   | ...   | ...
+  Making biscuit         | ...  |  ...  | ...  | ...   |  1
+                         |      |       |      |       |
+   Total for week        |   5  |   4   |  7   |  4    |  5
+  -----------------------+------+-------+------+-------+------
+
+
+                               (Signed)  MRS. MARY A. JONES,
+
+                                  _Parent's Signature_.
+]
+
+       *       *       *       *       *
+
+Here is a letter from a little girl who earns home credits in a
+grown-up way:--
+
+                                         CHENEY, WASHINGTON.
+                                            April 27, 1914.
+
+DEAR MRS. THOMASON:
+
+I am nine years old, and in the fourth grade. I think I will pass
+into the fifth grade. I like to go to school. My teacher is Miss
+Grier. I like her. We get Home Credits in our school.
+
+I haven't any pets, but I have a little sister and a little brother.
+They are twins, and were born on my birthday, June 11. Their names
+are Ruth and Millard. They are awfully sweet and good, and I like
+them a good deal better than pets. I get credit at school for taking
+care of them.
+
+                        Your little friend,
+                           CLARA LOUISE PETERSON.
+
+  Report of Clara Louise for week ending
+  May 1, 1914:--
+
+[Illustration:
+
+_Home Credit Work_
+
+_Dist. No. 18_.
+
+_Name, Clara Louise Peterson. Age 9. Grade 4th_.
+
+  --------------------------------------------------------------------
+  Chores or work done              | Mon. | Tues.| Wed. | Thur.| Fri.
+  ---------------------------------+------+------+------+------+------
+  Personal cleanliness             |  2   |  2   |   2  |  2   |   2
+                                   |      |      |      |      |
+  Cleaning teeth                   |  1   |  2   |   2  |  2   |   2
+                                   |      |      |      |      |
+  Wiping dishes                    |  1   |  1   |   1  |  1   |   2
+                                   |      |      |      |      |
+  Caring for baby                  |  1   |  1   |   2  |  1   |   2
+                                   |      |      |      |      |
+  Carrying Water                   | .... |  1   |   1  |  1   |   1
+                                   |      |      |      |      |
+  Sweeping floor                   | .... |  2   |   3  |  1   | ....
+                                   |      |      |      |      |
+  Gathering eggs                   |  1   |  1   |   1  |  1   |   1
+                                   |      |      |      |      |
+  Going for mail                   |  1   | .... | .... | .... | ....
+                                   |      |      |      |      |
+  Making beds                      | .... |  2   |   3  |  4   |   3
+                                   |      |      |      |      |
+  Churning                         | .... |  1   | .... |  1   | ....
+                                   |      |      |      |      |
+  Setting table                    | .... |  1   |   1  |  1   |   1
+                                   |      |      |      |      |
+  Retiring before nine o'clock     |  1   |  1   |   1  |  1   |   1
+                                   +------+------+------+------+------
+                Total for week     |  8   | 15   |  17  | 16   |  15
+                                   |      |      |      |      |
+  ---------------------------------+------+------+------+------+------
+
+  (Signed)                               MRS. J. C. PETERSON,
+                                             _Parent's Signature_.
+]
+
+       *       *       *       *       *
+
+Superintendent McFarland has received many letters of appreciation
+from teachers and parents in his county. One teacher writes:--
+
+     The system helps, in bringing the school and home closer
+     together by letting the parents see that we count the practical
+     duties of the house and of the farm of actual value in the
+     training of the child.
+
+     One father is encouraging his three boys to earn more than the
+     required home credits by paying them a small sum of money for
+     each additional five credits.
+
+Another writes:--
+
+     The teachers have noted many cases of much improved personal
+     cleanliness, which in itself has been a welcome reward. Then,
+     you know, improved morals go hand in hand with clean bodies. We
+     are taking into account the fact that cleanliness on the part of
+     one child usually forces another to clean up on account of the
+     inevitable contrast.
+
+A parent writes:--
+
+     The home credit system is to my mind one of the most practical
+     features that has been introduced into the public-school
+     curriculum for some time. It teaches the children self-reliance,
+     and encourages them to take the initiative when heretofore they
+     have been indifferent or careless. Its practical help to the
+     parents is inestimable, as children in pursuit of "credits"
+     take innumerable burdens from the parents' shoulders.
+
+This from another parent:--
+
+     Regarding the home credit system of the public school, my
+     sentiment as the parent of two boys attending school is that
+     it is working fine. It makes my boys ambitious to earn as many
+     credits as possible, and this system as laid out leads them to
+     take interest in the practical duties of their home, thereby
+     saving parents many a step, and training the boys for useful
+     work. The home credit system also stimulates punctuality in
+     attending school as well as personal neatness, and regular
+     habits in going to bed at the right time. _It seems to me that
+     this credit system to a great extent completes the purpose of
+     the public school._
+
+One teacher in Spokane County has solved the problem of the rural
+janitor with home credits. Like thousands of other girls teaching
+in country schools, she had difficulty in keeping the schoolhouse
+clean. Beginning in January she offered school credit for outside
+work, and she included in her list the care of the schoolhouse. She
+reports that the room is kept perfectly now. The floors are swept,
+the woodwork dusted, the blackboards and erasers cleaned, water and
+wood supplied. This same teacher, Miss Lizzie K. Merritt, says:--
+
+     It is not pleasant to work without appreciation. We all know
+     that we make a short job of the unappreciated piece of work. We
+     cannot expect a child to stay with a thing as long as an older
+     person unless he sees a definite reward. I have found that home
+     credits teach observation, accuracy, and punctuality.
+
+The following is an excerpt from a circular sent out by Mr. Harry F.
+Heath, principal of the school at Eveline, Lewis County, Washington,
+at the beginning of a home credit contest, stating his plan. This
+makes provision for a daily record for six days, a weekly report,
+and a voucher:--
+
+                        _Eveline Public School_
+
+                            EVELINE, WASH., January 5, 1914.
+
+     DEAR PATRON:--
+
+     Sometimes, in the rush of classes, we of the school forget
+     about the home life of the scholar. And many times you of the
+     home know but little of what is going on at school. In order to
+     connect more closely for the pupil the influences of both home
+     and school, I am planning this contest in home work for the next
+     four months.
+
+     In order that the contest may be successful, we ask the sympathy
+     and aid of each parent. The parent is the judge of the amount of
+     work done by the pupil, and upon the parent we depend for the
+     accuracy of the reports. Have the pupil prepare his or her own
+     list of duties performed, ready for your signature, and make
+     it your duty to see that the lists are accurate at all times,
+     neither more nor less than the actual amount performed. All
+     lists should be dated, and none will be accepted unless signed
+     by you.
+
+     The prizes will not be expensive, and will be given only as
+     tokens of award. The real awards will be realized during the
+     course of the contest as set forth by the rules.
+
+Then follows the list of credits and the rules.
+
+A letter from Mr. Heath dated April 21, 1914, tells the way in which
+he carried on the work this year. Mr. Heath says:--
+
+     In answer to your request for information about our home credits
+     contest, I am sending some of the circulars which I used at the
+     beginning, and also some vouchers made by the pupils which I
+     use to give out weekly credits. I am also sending some sample
+     slips of credits brought in by some of the pupils. These slips
+     show credits for an entire week, which has proved to be the
+     most satisfactory way to have the slips kept. A notebook kept
+     by me of the weekly and monthly totals, as well as the holidays
+     granted and forfeitures assessed, is all of the record that our
+     system has required.
+
+     Two progressive business men of Chehalis are furnishing
+     inexpensive prizes in the form of books to go to the seven
+     leaders in the contest at its close. Four of the prizes will
+     probably go to boys, but by the rules at least three are to go
+     to girls. I find in this community that the boys have much more
+     opportunity to earn credits than the girls. Hence the rule.
+
+     The contest has run for four months and is closing this week.
+     It has been very well received in the community, a number of
+     suggestions having come in from parents in the way of additional
+     credits. One was a request that credits be given for daily
+     reading of the Bible, and the change was made. In my room, which
+     is the highest in our two-room school, practically all of the
+     scholars started, and of the thirty-four at that time in the
+     contest about twenty-five are still enrolled, and the percentage
+     would be larger if some of the beginners had not moved away.
+
+     The contest was tried for a while in the lower grades but was
+     not successful there. We limited the points that might be added
+     to the general average to six in any one month, and most of the
+     live contestants got their six every month.
+
+     I got my ideas of the contest directly from Mr. Alderman's
+     article, which I found in some paper. It has been on the whole
+     very successful, and worth while. When I try this sort of work
+     again, it will be on the plan of regular credits, not in contest
+     form. I believe the Spokane County plan as used this spring is
+     one that would prove very satisfactory.
+
+The Eveline "voucher" plan gives the pupil something to watch for.
+The first paragraph of Mr. Heath's letter explains the use of these
+vouchers. Below are sample vouchers, and copies of slips made out
+by the pupils. The pupils rule the columns, and write out their
+own records, according to a published list which shows the value
+in minutes of each task. This work is good practice for the pupil
+in ruling lines and making neat cards, and it saves the cost of
+printing cards.
+
+The vouchers, which are taken home, enable each pupil to have at
+home, as well as at school, a record of the total amount of his work.
+
+[Illustration: two hand-drawn vouchers]
+
+       *       *       *       *       *
+
+[Illustration:
+
+  _Home Credits_
+
+  _Alberta Lemon_                        _March 30-April 4_.
+
+  --------------------------------------------------------------------------
+                             | Mon.  | Tues. | Wed.  | Thur. | Fri.  | Sat.
+  ---------------------------+-------+-------+-------+-------+-------+------
+  Slept with window open     |   5   |   5   |   5   |   5   |   5   |   5
+                             |       |       |       |       |       |
+  Cleaned teeth              |  10   |  10   |  10   |  10   |  10   |  10
+                             |       |       |       |       |       |
+  Swept floors               |  15   |  ...  |  10   |   5   |   5   |  25
+                             |       |       |       |       |       |
+  Wiped dishes               |   5   |   5   |  ...  |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Washed separator           |  ...  |  15   |  15   |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Made beds                  |  10   |   5   |  10   |  10   |   5   |   5
+                             |       |       |       |       |       |
+  Dusted rooms               |  10   |  ...  |  10   |   5   |  ...  |  25
+                             |       |       |       |       |       |
+  Got supper                 |  30   |  ...  |  ...  |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Wiped milk pails           |   5   |   5   |  ...  |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Peeled apples              |  30   |  ...  |  ...  |  30   |  ...  |  ...
+                             |       |       |       |       |       |
+  Made lunches               |  ...  |  ...  |  20   |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Washed milk pails          |  ...  |  ...  |  10   |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Washed dishes              |  ...  |  ...  |   5   |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Retired at 9               |  ...  |   5   |   5   |   5   |   5   |  ...
+                             |       |       |       |       |       |
+  Mended garments            |  ...  |  20   |  ...  |  ...  |  ...  |  ...
+                             |       |       |       |       |       |
+  Studied                    |  10   |  30   |  ...  |  10   |  ...  |  20
+                             |       |       |       |       |       |
+  Ironed garments            |  ...  |  ...  |  50   |  ...  | 215   |  75
+                             |       |       |       |       |       |
+  Helped with meal           |  ...  |  10   |  10   |  10   |  ...  |  ...
+                             |       |       |       |       |       |
+  Went errands               |   5   |  ...  |   5   |  10   |  ...  |   5
+                             |       |       |       |       |       |
+  Scrubbed                   |  ...  |  ...  |  ...  |  ...  |  ...  |  40
+                             |       |       |       |       |       |
+  Took bath                  |  ...  |  ...  |  ...  |  ...  |  ...  |  80
+                             | ----- | ----- | ----- | ----- | ----- | -----
+                             | 135   | 110   | 165   |  100  | 245   | 290
+                             | 110   |  ...  |  ...  |  ...  |  ...  | ...
+                             | 165   |  ...  |  ...  |  ...  |  ...  | ...
+                             | 100   |  ...  |  ...  |  ...  |  ...  | ...
+                             | 245   |  ...  |  ...  |  ...  |  ...  | ...
+                             | 290   |  ...  |  ...  |  ...  |  ...  | ...
+                             | ---   |       |       |       |       |
+                             |1045   |  ...  |  ...  |  ...  |  ...  | ...
+  ---------------------------+-------+-------+-------+-------+-------+------
+
+                                          MRS. A. C. LEMON.
+]
+
+       *       *       *       *       *
+
+[Illustration: _Home Credits_
+
+  _Rosa C._
+
+  ---------------------------+-----+-----+-----+-----+-----+-----
+                             |   6 |   7 |   8 |   9 |  10 |  11
+  ---------------------------+-----+-----+-----+-----+-----+-----
+  Made fires                 | ... | ... |   5 |   5 |  10 | ...
+                             |     |     |     |     |     |
+  Preparing meals            |  60 |  30 |  30 |  30 |  60 |  60
+                             |     |     |     |     |     |
+  Set table                  |  10 |   5 |   5 |  10 |  10 |  10
+                             |     |     |     |     |     |
+  Washed dishes              |   5 |  10 |  10 |  10 |  10 |  10
+                             |     |     |     |     |     |
+  Wiped dishes               |   5 |  10 |  10 |  10 |  10 |  10
+                             |     |     |     |     |     |
+  Washed milk pails          |  20 |  20 |  20 |  20 |  20 |  20
+                             |     |     |     |     |     |
+  Carried in water           |  10 |  10 |  10 |  10 |  20 |  20
+                             |     |     |     |     |     |
+  Turning separator          |  10 |  20 |  20 |  20 |  20 |  20
+                             |     |     |     |     |     |
+  Washing separator          |  15 |  15 |  15 |  15 |  15 |  30
+                             |     |     |     |     |     |
+  Fed pets                   |  10 |  10 |  10 |  10 |  10 |  10
+                             |     |     |     |     |     |
+  Ironing clothes            | ... |  35 | ... | 100 | ... | 400
+                             |     |     |     |     |     |
+  Making beds                |  15 |  10 |  10 |  10 |  10 |  10
+                             |     |     |     |     |     |
+  Cleaned my teeth           |   5 |   5 |   5 |   5 |   5 |   5
+                             |     |     |     |     |     |
+  Slept with window open     |   5 |   5 |   5 |   5 |   5 |   5
+                             |     |     |     |     |     |
+  Retired before nine        |   5 |   5 |   5 |   5 |   5 |   5
+                             |     |     |     |     |     |
+  Washed baby                |   5 |   5 |   5 |   5 | ... |   5
+                             |     |     |     |     |     |
+  Dressed baby               |   5 | ... |   5 | ... |   5 |   5
+                             |     |     |     |     |     |
+  Sweeping floors            | ... | ... | ... | ... | ... |  30
+                             +-----+-----+-----+-----+-----+-----
+                Total        | 185 | 195 | 165 | 270 | 215 | 655
+  ---------------------------+-----+-----+-----+-----+-----+-----
+             Total ... 1685
+                                      CHAS. F. CONRADI.
+]
+
+The Cowlitz County, Washington, plan is a daily record for seven
+days and a weekly report. The rules governing the work are printed
+on the back of the credit card:--
+
+[Illustration:
+
+                            _Work of Home Record_
+
+  _Lavita Fowler_ [_age 12_].
+
+                           _For week ending March 13, 1914._
+
+  ----------------------+-----+-----+-----+-----+-----+-----+-----+-------
+                        | Sun.| Mon |Tues.| Wed.|Thur.| Fri.| Sat.|
+                        +-----+-----+-----+-----+-----+-----+-----+
+                        | Min.| Min.| Min | Min.| Min.| Min.| Min.| Total
+  ----------------------+-----+-----+-----+-----+-----+-----+-----+-------
+  1. Work in garden     | ... | ... | ... |  30 | ... |  60 | ... |  90
+                        |     |     |     |     |     |     |     |
+  2. Splitting and      |     |     |     |     |     |     |     |
+     carrying in        |     |     |     |     |     |     |     |
+     wood               | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  3. Milking            | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  4. Care of horses     |     |     |     |     |     |     |     |
+     or cows            | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  5. Cleaning barn      | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  6. Care of poultry    |     |     |     |     |     |     |     |
+     or pigs            | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  7. Turning separator  | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  8. Churning           | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  9. Sweeping or        |     |     |     |     |     |     |     |
+     or dusting         |  25 | ... |  20 |  30 |  10 | ... |  20 | 105
+                        |     |     |     |     |     |     |     |
+  10. Washing or        |     |     |     |     |     |     |     |
+      ironing           | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  11. Preparing meals   | ... |  30 |  60 | ... | ... | ... |  40 | 130
+                        |     |     |     |     |     |     |     |
+  12. Washing dishes    |  60 |  55 |  45 |  20 |  30 |  45 |  90 | 345
+                        |     |     |     |     |     |     |     |
+  13. Bedroom work      | ... | ... |  30 |  20 | ... | ... | ... |  50
+                        |     |     |     |     |     |     |     |
+  14. Sewing            | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  15. Caring for little |     |     |     |     |     |     |     |
+      children          |  30 |  90 |  60 | ... | ... | ... |  60 | 240
+
+  16. Building fires    | ... | ... | ... | ... | ... | ... | ... | ...
+                        |     |     |     |     |     |     |     |
+  17. Bathing           | ... | ... | ... | ... | ... | ... |  10 |  10
+                        |     |     |     |     |     |     |     |
+  18. Brushing teeth    |   5 | ... | ... |   5 | ... | ... |   6 |  16
+                        |     |     |     |     |     |     |     |
+  19. Sleeping with     |     |     |     |     |     |     |     |
+      open window       |  10 |  10 |  10 |  10 | 10  |  10 |  10 |  70
+                        |     |     |     |     |     |     |     |
+  20. To bed by 9       |     |     |     |     |     |     |     |
+      o'clock           |  10 |  10 |  10 |  10 | 10  |  10 |  10 |  70
+                        |     |     |     |     |     |     |     |
+  21. Attending Church  |     |     |     |     |     |     |     |
+      or Sunday School  |  10 | ... | ... | ... | ... | ... | ... |  10
+                        |     |     |     |     |     |     |     |
+  Getting sister ready  |     |     |     |     |     |     |     |
+  for school            | ... |  15 |  10 |  15 |  15 |  20 | ... |  75
+                        |     |     |     |     |     |     |     |
+  Washing floors        | ... | ... | ... | ... | ... | ... |  40 |  40
+                        |     |     |     |     |     |     |     |
+                        | ... | ... | ... | ... | ... | ... | ... | 160
+                        +-----+-----+-----+-----+-----+-----+-----+-----
+         Total          |  35 |  35 |  30 |  40 |  35 |  40 |  76 | 451
+  ----------------------+-----+-----+-----+-----+-----+-----+-----+-----
+
+
+  I certify that the above is a correct record.
+
+                                     MRS. FOWLER,
+                          _Signature of Parent or Guardian._
+]
+
+       *       *       *       *       *
+
+_Rules governing Credit for Home Work_
+
+To PARENTS OR GUARDIANS:--
+
+     The scheme of giving credit at school for work done at home by
+     the pupils can be made successful only through your coöperation,
+     and faithful report of the work done.
+
+     Every Friday afternoon a Home Work Record Slip will be given
+     each pupil. Beginning with Sunday all time spent by the pupils
+     in home work should be entered in the proper place.
+
+     Each Monday morning a slip filled in during the previous week
+     should be returned to the teacher. This slip must be signed by
+     the parent or guardian.
+
+     Extra work may be listed in the blank spaces.
+
+     To secure credit at school for his work, the pupil should
+     average eight hours a week, thirty-two hours a month, at real,
+     honest, helpful labor that relieves the fathers and mothers of
+     that amount of work. If this is done, the teacher will add three
+     credits to the average gained by the pupil at the school during
+     the month in his studies. Additional credits will be given for
+     more than thirty-two hours a month at the rate of one credit for
+     every ten hours' work.
+
+     Please coöperate with your teacher in this plan for making work
+     more worth while to the boy and girl.
+
+                                      LUCIA JENKINS,
+                           _County Superintendent of Schools_.
+
+In the District 61 School, near Bellingham, Washington, taught by
+Mrs. Lou Albee Maynard, there is used a system of having the home
+credit accounts kept by pupils; the children call it the Ruth and
+Grace System.
+
+Here is a plan that solves the problem, if it is a problem, of
+putting extra work on the teacher through home credits. Not only is
+the teacher entirely relieved of the bookkeeping which the system
+requires, but the pupils are engaged in practical bookkeeping while
+they keep the records. Checks are made out in regular bank-check
+form, and receipts are given.
+
+The Ruth and Grace System is thus described in a neat account
+written by Emma Ames, a pupil in the sixth grade:--
+
+     Ruth and Grace were girls who wanted to learn bookkeeping. In
+     order to give them a chance we took up the credit system.
+
+     At the end of each week the girls give us a slip of paper ruled
+     and ready to be made out. The mothers sign it. Each thing which
+     we do counts so much. At the end of the week these slips are
+     handed back to the girls, and we receive another. We also get a
+     check telling how many credits we received the week before.
+
+     When we make five thousand credits we then receive a composition
+     book. Smaller things are also given for fewer credits.
+
+     The girls keep in their ledgers each person's work. So if any
+     mistake is made they will have something to refer to.
+
+     We call the system the Ruth and Grace System.
+
+     The prize list is as follows:--
+
+  Washing dishes...................... 10 credits.
+  Wiping dishes.......................  5    "
+  Sweeping............................  5    "
+  Making beds.........................  5    "
+  Baking bread........................ 15    "
+  Dusting.............................  5    "
+  Scrubbing........................... 25    "
+  Practicing music.................... 10    "
+  Brushing teeth......................  5    "
+  Clean finger nails..................  5    "
+  Splitting kindling.................. 10    "
+  Splitting wood...................... 10    "
+  Carrying water...................... 10    "
+  Milking cow......................... 15    "
+  Feeding pigs........................  5    "
+  Feeding chickens....................  5    "
+  Feeding and bedding cows............ 25    "
+  Slashing one hour................... 25    "
+  Getting a meal...................... 15    "
+  Taking charge of house.............. 50    "
+  Charge for father one day........... 50    "
+  Building fires...................... 10    "
+  Sewing.............................. 15    "
+  Making an apron..................... 15    "
+  Carrying wood....................... 10    "
+  Washing............................. 25    "
+  Ironing............................. 25    "
+
+The following letter from Mrs. Maynard explains the system further:--
+
+     I have been requested to report on our plan for giving credit
+     for home work as we have tried it. One of my pupils has written
+     a report of our system which explains our methods nicely. This
+     has been only a trial, but I am so pleased with results that I
+     intend to use it whenever there are older pupils who can do the
+     bookkeeping, for it represents a great deal of work, and unless
+     the school is a very small one the system would add too much to
+     the already busy teacher's work.
+
+     The girls who are represented by our firm carried on the work on
+     a strictly business basis. They bought the work of the pupils as
+     represented by the weekly reports. This work was then sold to
+     me at a gain of 20 per cent. The girls have worked out a simple
+     system of double entry in six weeks. We, as a school, have
+     spent an interesting and profitable time, keeping track of our
+     work, and of their mistakes, and the various ups and downs of a
+     business.
+
+     We are planning a better schedule of wages, a bank in which
+     to deposit our checks, and a store where the credits may be
+     exchanged for little articles which represent the rewards; but
+     this is all in the making, and may have to wait for another
+     year, as our school term closes soon.
+
+     This is a school whose average attendance is about sixteen.
+     The people are progressive, and see that we have all modern
+     appliances: gymnasium, school garden, bubbling fountain,
+     sanitary toilets, and a good heating system are some of the good
+     things our country school enjoys.
+
+Some original features are included in a plan in operation in
+Algona, King County, Washington. The Algona plan of grading is this:
+The actual number of minutes employed in doing the daily chores
+is registered. Thirty minutes is allowed for church attendance.
+Twenty-five per cent is given weekly for each of the personal care
+items, bathing, brushing teeth, sleeping with open windows, and
+going to bed before nine o'clock. Half an hour's work must be done
+each day, else the pupil forfeits the work done that day. If at the
+end of a month the pupil has made an average of 85 per cent on
+personal care, and has 85 per cent on home work, his grade average
+for the month is raised 10 per cent. For instance, if a boy should
+have the required 85 per cent in the home credit department, and
+should have an average of 80 per cent in his school subjects, his
+final grade for the month would be 88 per cent.
+
+Algona uses a book system of keeping the pupils' weekly home credit
+grades. The principal records the final grades for each week, after
+collecting the cards from his three assistants. He expects to
+substitute the card system for the book another year, using the same
+plan of record. Below is given the plan for keeping the records,
+together with the work of one boy for a month:--
+
+                   _Leon Noel's Record in Book_
+
+  -------------+---------------+---------------+---------------
+  Week ending  |    Minutes    | Personal care |   Leon Noel
+  -------------+---------------+---------------+---------------
+  February 2   |      210      |      100      |
+               |               |               |
+           9   |      210      |      100      |
+               |               |               |
+          16   |      210      |       97      |
+               |               |               |
+          23   |      210      |       97      |
+  -------------+---------------+---------------+---------------
+
+                           _Home Work Record of_
+
+  _Leon Noel._
+
+                        _For week ending February 21, 1914._
+
+  ------------------------+-----+-----+-----+-----+-----+-----+-----+-----
+                          |Sun. |Mon. |Tues.|Wed. |Thur.|Fri. |Sat. |Total
+  ------------------------+-----+-----+-----+-----+-----+-----+-----+Min.
+                          |Min. |Min. |Min. |Min. |Min. |Min. |Min. |
+  ------------------------+-----+-----+-----+-----+-----+-----+-----+-----
+   1. Working in garden.. | ... | ... | ... | ... | ... | ... | ... | ...
+   2. Splitting kindlings |  15 | ... |  10 |  10 |  10 |  10 |  10 |  65
+   3. Bringing in fuel... |   5 |   5 |   5 |   5 |   5 |   5 |   5 |  35
+   4. Milking cow........ | ... | ... | ... | ... | ... | ... | ... | ...
+   5. Care of horse...... | ... | ... | ... | ... | ... | ... | ... | ...
+   6. Preparing meals.... | ... | ... | ... | ... | ... | ... | ... | ...
+   7. Washing dishes..... | ... | ... | ... | ... | ... | ... | ... | ...
+   8. Sweeping........... | ... | ... | ... | ... | ... | ... | ... | ...
+   9. Dusting............ | ... | ... | ... | ... | ... | ... | ... | ...
+  10. Bedroom work....... | ... | ... | ... | ... | ... | ... | ... | ...
+  11. Washing............ | ... | ... | ... | ... | ... | ... | ... | ...
+  12. Ironing............ | ... | ... | ... | ... | ... | ... | ... | ...
+  13. Care of baby....... | ... | ... | ... | ... | ... | ... | ... | ...
+  14. Care of             |     |     |     |     |     |     |     |
+      chickens........... |  15 | ... |  20 |  15 |  15 |  15 |  15 |  95
+  15. Running             |     |     |     |     |     |     |     |
+      errands............ | ... |  60 | ... | ... | ... | ... | 120 | 180
+                          |     |     |     |     |     |     |     |
+                          |     |     |     |     |     |     |     |
+  A.  Bathing............ | ... | ... | ... | ... | ... | ... |  x  | ...
+  B.  Brushing teeth..... |  x  |  x  |  x  |  x  |  x  |  x  |  x  | ...
+  C.  Sleeping with       |     |     |     |     |     |     |     |
+      open windows....... |  x  |  x  |  x  |  x  |  x  |  x  |  x  | ...
+  D.  Going to bed before |     |     |     |     |     |     |     |
+      9 o'clock.......... |  x  |  x  |  x  |  x  | ... |  x  |  x  | ...
+  E.  Attending           |     |     |     |     |     |     |     |
+      Church or           |     |     |     |     |     |     |     |
+      Sunday              |     |     |     |     |     |     |     |
+      School............. |  30 | ... | ... | ... | ... | ... | ... |  30
+                          +-----+-----+-----+-----+-----+-----+-----+-----
+         Total........... |  65 |  65 |  35 |  30 |  30 |  30 | 150 | 405
+  ------------------------+-----+-----+-----+-----+-----+-----+-----+-----
+
+  I certify that the above is a correct record.
+
+             (Signed)               MRS. C. D. FRENCH,
+                          _Signature of Parent or Guardian._
+
+A comparison of Leon Noel's home credit record on his slip with the
+record in the principal's book shows that while he has 405 credits
+on the former he is credited with only the required 210 on the
+record. C. C. Calavan, the principal, expects to allow a holiday,
+or grant additional credit on school work another year, for credits
+above the half-hour a day. The children of the school at first
+insisted on making an hour's work the minimum for a day's credit,
+but Mr. Calavan decided to start conservatively. It will be noticed
+that Leon Noel lost three points in each of the last two weeks of
+February. This was because he was not in bed before nine every
+evening. Mr. Calavan says he is going to change his plan along this
+line next year, granting three or four evenings a month when a child
+may be in bed a little later than nine without forfeiting credits.
+He believes that a happy, wholesome evening, spent in play with
+companions, has a very valuable place in the child's development.
+
+Sunday-school and church attendance has become popular in Algona
+since school credit has been given for it. The little daughter in a
+non-church-going family had never attended any church services until
+it was brought out that the other children at school were getting
+credit for such attendance. The parents dressed the little girl for
+Sunday school, and sent her off, determined that their child should
+not be left out in the home credit game.
+
+A boy's record was perfect, except that he did not have a church
+attendance recorded. On inquiry the principal found that Albert's
+family was of the Seventh Day Adventist faith, and that the boy
+was at church as regularly as Saturday came. He was at once given
+credit. The children of the Catholic faith are given credit for
+attending the catechism class that meets in the schoolhouse Tuesday
+afternoons.
+
+"The people took hold," said Mr. Calavan. "The Parent-Teachers'
+Association is enthusiastic over the plan, and is doing all possible
+to help. Two decided results that home credits have brought about
+are that we have a much neater, better-kept class of pupils, and our
+boys are off the streets. Several persons have remarked to me that
+the school was doing something with the boys, surely, for they all
+seemed to be busy after school."
+
+       *       *       *       *       *
+
+The system introduced in Portland, Oregon, schools, is the daily
+record and weekly report plan. The following suggestions were sent
+out early in 1914 by the Portland office:--
+
+     _Suggestions for using the "Home Record Slip"_
+
+     The regular monthly report card should contain two extra
+     columns, one entitled "Home Work" and one "Personal Care," and
+     in these columns the pupil should be marked on the scale of 100.
+
+     One hundred per cent in the "Home Work" column would be secured
+     by a daily record of not less than one half-hour of approved
+     work for seven days each week.
+
+     One hundred per cent in the "Personal Care" column would be
+     secured by daily practice of numbers A, B, C, and D for seven
+     days of the week, and for attendance upon some religious
+     service. Twenty per cent could be allowed for each number and
+     twenty per cent for attendance at church or Sunday school.
+
+     The matter of bathing should not be interpreted to refer
+     strictly to tub baths, since in large families daily tub baths
+     are sometimes impracticable, and inability to make a good
+     showing on the card would have a tendency to discourage.
+
+     Different plans of reward for a given number of minutes devoted
+     to work during a week are outlined in the pamphlet, "School
+     Industrial Credit for Home Industrial Work." These, however,
+     may be modified or enlarged to suit. All time, including the
+     half-hour a day and the amount allowed for all other operations,
+     should be counted toward a specified total necessary to earn the
+     reward.
+
+These rules are printed on the back of each home credit record
+card:--
+
+     _Rules governing Credit for Home Work_
+
+     Every Friday afternoon a home work record slip will be given to
+     each pupil. Beginning with Sunday, all time spent by the pupil
+     in home work should be entered in the proper space.
+
+     Each Monday morning a slip filled during the previous week
+     should be returned to the teacher. The slip must be signed by
+     the parent or guardian as an assurance that a correct record has
+     been kept.
+
+     Any work not listed but of value to the parents may be counted,
+     and the nature of the work specified in the blank spaces.
+
+     At the close of the school month, when the report of school
+     work is made out, in the column "Home Work," the pupil will be
+     marked on the scale of 100 for actual work of not less than one
+     half-hour each day, and in the column "Personal Care" on the
+     scale of 100 for numbers A, B, C, and D, and for attendance at
+     church or Sunday school.
+
+     In addition to credit on the report card, reward may be given at
+     the option of the principal for a specified amount of time spent
+     in useful work at home.
+
+     For purpose of reward credit of five minutes a day will be
+     allowed for each operation listed as A, B, C, and D, and twenty
+     minutes for attendance at church or Sunday school.
+
+The Portland home work record slips are printed by the city office,
+and furnished to teachers who wish to use them. On pages 115, 117,
+and 119 are given home credit records of Portland children, showing
+the class of home work they are doing. A swift review of a child's
+record gives the teacher a pretty accurate estimate of his home
+environment.
+
+Elsie G., whose card is shown, has kept weekly records of her work
+for more than a year. She and some of the other girls make it a
+practice to help Miss Wright, their teacher, enroll the records for
+the class. The method of crediting is extremely simple, but it seems
+to work. The pupils return the filled-out slips the first of every
+week; at the end of each month the girls count the slips, and for
+every pupil who has brought in four slips they register one credit
+in the book. Miss Wright looks over the cards as they come in, and
+often makes comment on the work, to the individual, or to the class
+as a whole.
+
+[Illustration:
+
+                                 _Home Work Record of_
+
+_Elsie G----._
+
+_For week ending December 19, 1913._
+
+-------------------------+------+-----+-----+-----+-----+-----+-----+-----
+                         | Sun. | Mon.|Tues.|Wed. |Thur.|Fri. | Sat.|
+                         +------+-----+-----+-----+-----+-----+-----+Total
+                         | Min. |Min. |Min. |Min. |Min. |Min. |Min. |
+-------------------------+------+-----+-----+-----+-----+-----+-----+-----
+ 1. Work in garden       | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+ 2. Splitting kindlings  | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+ 3. Bringing in fuel     | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+ 4. Milking cow          | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+ 5. Care of horse        | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+ 6. Preparing meals      | ...  |  25 |  15 |  25 |  25 |  25 |  20 | 135
+                         |   1  |   1+|   3 |   3 |   2 |   2 |     |
+ 7. Washing dishes       |  20  |  25 |  15 |  15 |  15 |  20 | ... | 200
+                         |      |     |     |     |     |     |     |
+ 8. Sweeping             | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+ 9. Dusting              |  15  | ... | ... | ... | ... | ... |  15 |  30
+                         |      |     |     |     |     |     |     |
+10. Bedroom work         | ...  | ... |  10 |  10 |  15 |  10 |  20 |  65
+                         |      |     |     |     |     |     |     |
+11. Washing              | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+12. Ironing              | ...  | ... | ... | ... | ... | ... | ... | ...
+                         |      |     |     |     |     |     |     |
+13. Care of baby         |  30  |  60 |  45 |  60 |  60 |  45 |  60 | 350
+                         |      |     |     |     |     |     |     |
+A. Bathing               |  x   |  x  |  x  |  x  |  x  |  x  |  x  | ...
+                         |      |     |     |     |     |     |     |
+B. Brushing teeth        |  x   |  x  |  x  |  x  |  x  |  x  |  x  | ...
+                         |      |     |     |     |     |     |     |
+C. Sleeping with         |      |     |     |     |     |     |     |
+   open windows          |  x   |  x  |  x  |  x  |  x  |  x  |  x  | ...
+                         |      |     |     |     |     |     |     |
+D. Going to bed before   |      |     |     |     |     |     |     |
+   9 o'clock             | ...  |  x  |  x  |  x  |  x  |  x  |  x  | ...
+                         |      |     |     |     |     |     |     |
+E. Attending             |      |     |     |     |     |     |     |
+   Church or             |      |     |     |     |     |     |     |
+   Sunday                |      |     |     |     |     |     |     |
+   School                | ...  | ... | ... | ... | ... | ... | ... | ...
+                         +------+-----+-----+-----+-----+-----+-----+-----
+        Total            |      |     |     |     |     |     |     | 790
+-------------------------+------+-----+-----+-----+-----+-----+-----+-----
+
+  I certify that the above is a correct record.
+
+                                   MRS. G. H. G----,
+                          _Signature of Parent or Guardian._
+]
+
+       *       *       *       *       *
+
+Miss Wright began this home credit work by taking sixteen of the
+printed slips and laying them on her desk. The boys left the room to
+go to manual training, and the girls then gathered around her desk
+and discovered the slips. "What are these?" they inquired, and they
+each wanted one to take home. There were just enough for the girls,
+but when the boys found out about it they clamored for slips, too.
+
+Miss Wright now leaves a pile of the blanks on her desk every
+Friday, and most of the pupils take them. They used to ask to have
+the credit applied to raise their standings on their lowest studies
+(they are allowed, for instance, to increase a mark of seven in
+grammar to a mark of eight for one month), but now they seldom ask
+for the increase. They do their home work and record it with no
+other incentive than the satisfaction of having a record and the
+honor and approval of their parents, teacher, and schoolmates.
+
+The ten-year-old boy whose card is shown here goes on week-ends to
+the country, and brings in his record afterward with great pride to
+show the other fellows that he has cared for horses.
+
+[Illustration:
+
+  _Home Work Record of_
+
+  _Henry F. P----._
+
+                                 _For week ending         , 19..._
+
+  -----------------------+-----+-----+-----+-----+-----+-----+-----+-----
+                         |Sun. |Mon. |Tues.|Wed. |Thur.|Fri. |Sat. |
+                         +-----+-----+-----+-----+-----+-----+-----+-----
+                         |Min. |Min. |Min. |Min. |Min. |Min. |Min. |Total
+  -----------------------+-----+-----+-----+-----+-----+-----+-----+-----
+   1. Work in garden     | ... | ... | ... | ... | ... | ... |  10 |  10
+                         |     |     |     |     |     |     |     |
+   2. Splitting kindlings|  10 |  15 |  10 |  10 |  20 |  10 |  10 |  85
+                         |     |     |     |     |     |     |     |
+   3. Bringing in fuel   |   5 |   5 |   5 |   5 |  10 |  15 |  15 |  60
+                         |     |     |     |     |     |     |     |
+   4. Milking cow        | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   5. Care of horses     |  20 | ... | ... | ... | ... | ... |  10 |  30
+                         |     |     |     |     |     |     |     |
+   6. Preparing meals    | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   7. Washing dishes     | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   8. Sweeping           | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   9. Dusting            | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  10. Bedroom work       | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  11. Washing            | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  12. Ironing            | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  13. Care of baby       | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  Feeding chickens       |  10 |   5 |  10 |  10 |  15 |  10 |  10 |  70
+                         |     |     |     |     |     |     |     |
+  Feeding rabbits        |  10 |   5 |  15 |  20 |  15 |  10 |  10 |  85
+                         |     |     |     |     |     |     |     |
+  A. Bathing             |  x  |  x  |  x  |  x  |  x  |  x  |  x  | ...
+                         |     |     |     |     |     |     |     |
+  B. Brushing teeth      |  2  |  2  |  2  |  2  |  2  |  2  |  2  | ...
+                         |     |     |     |     |     |     |     |
+  C. Sleeping with       |     |     |     |     |     |     |     |
+     open windows        |  x  |  x  |  x  |  x  |  x  |  x  |  x  |
+                         |     |     |     |     |     |     |     |
+  D. Going to bed before |     |     |     |     |     |     |     |
+     9 o'clock           | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  E. Attending           |     |     |     |     |     |     |     |
+     Church or           |     |     |     |     |     |     |     |
+     Sunday              |     |     |     |     |     |     |     |
+     School              | ... | ... | ... | ... | ... | ... | ... | ...
+                         +-----+-----+-----+-----+-----+-----+-----+-----
+       Total             | ... | ... | ... | ... | ... | ... | ... | 340
+  -----------------------+-----+-----+-----+-----+-----+-----+-----+-----
+
+  I certify that the above is a correct record.
+
+                                     FLORA H. P----
+                          _Signature of Parent or Guardian._
+]
+
+       *       *       *       *       *
+
+We find many instances, like the following, where boys who at first
+had nothing to do, seemingly, but to get in the fuel, have begun to
+assist their mothers with the dishwashing, dusting, and cooking.
+Not only does this work run up their list of credits at school,
+but it causes them to appreciate what mother has to do, gets them
+acquainted with their homes, and keeps them off the streets.
+
+And it has other uses for a boy. Henry Turner Bailey says:--
+
+     Away from home, as a lonely art student and young teacher in
+     strange and home-sickening boarding houses, maybe I wasn't
+     thankful to be able to sweep and dust, to wash and iron and
+     cook, upon occasion, to sew on buttons, to darn, and to mend.
+     But perhaps my keenest satisfaction came from my ability to make
+     a bed. The boarding-house madonnas are not, as a rule, highly
+     skilled in that gentle art.
+
+     In view of my personal experiences I have often wondered
+     why the advocates of Domestic Science are not more strongly
+     co-educational. What is sauce for the goose seems to me worthy
+     to be sauce for the gander,--certainly during the gosling stage.
+     Every boy should know how to sew, just as every girl should
+     know how to whittle. Every boy should know how to cook, just
+     as every girl should know how to swim. Skill in the elemental
+     arts is a form of what Henderson calls human wealth. All should
+     participate.[5]
+
+  [5] _School Arts Magazine_, May, 1914.
+
+[Illustration:
+
+                         _Home Work Record of_
+
+  _Harold R_----.
+
+                        _For week ending December 20, 1913._
+
+  -----------------------+-----+-----+-----+-----+-----+-----+-----+-----
+                         |Sun. |Mon. |Tues.|Wed. |Thur.|Fri. |Sat. |
+                         |Min. |Min. |Min. |Min. |Min. |Min. |Min. |Total
+  ---- ------------------+-----+-----+-----+-----+-----+-----+-----+-----
+   1. Work in garden     | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   2. Splitting kindlings| ... |  5  |  10 |  15 |  10 |  5  |  15 |  60
+                         |     |     |     |     |     |     |     |
+   3. Bringing in fuel   |  5  | 10  |  25 |  15 |  10 |  5  |  25 |  95
+                         |     |     |     |     |     |     |     |
+   4. Milking cow        | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   5. Care of horse      | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+   6. Preparing meals    | ... | ... | ... |  15 | ... | ... |  15 |  30
+                         |     |     |     |     |     |     |     |
+   7. Washing dishes     |  10 |  10 |  5  |  10 |  15 |  10 |  60 | ...
+                         |     |     |     |     |     |     |     |
+   8. Sweeping           | ... | ... | ... | ... | ... | ... |  10 |  10
+                         |     |     |     |     |     |     |     |
+   9. Dusting            | ... | ... | ... | ... | ... | ... |  10 |  10
+                         |     |     |     |     |     |     |     |
+  10. Bedroom work       | ... | ... | ... | ... | ... | ... |  10 |  10
+                         |     |     |     |     |     |     |     |
+  11. Washing            | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  12. Ironing            | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  13. Care of baby       | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+                         |     |     |     |     |     |     |     |
+  A. Bathing             | ... | ... | ... | ... | ... | ... | ... | ...
+                         |     |     |     |     |     |     |     |
+  B. Brushing teeth      |  x  | ... |  x  |  x  |  x  |  x  |  x  |  30
+                         |     |     |     |     |     |     |     |
+  C. Sleeping with open  |     |     |     |     |     |     |     |
+     windows             |  x  |  x  |  x  |  x  |  x  |  x  |  x  |   7
+                         |     |     |     |     |     |     |     |
+  D. Going to bed before |     |     |     |     |     |     |     |
+     9 o'clock           |  x  |  x  |  x  |  x  |  x  |  x  | --- |   6
+                         |     |     |     |     |     |     |     |
+  E. Attending Church or |     |     |     |     |     |     |     |
+     Sunday School       |  x  | ... | ... | ... | ... | ... | ... |   1
+                         +-----+-----+-----+-----+-----+-----+-----+-----
+            Total        |  23 |  17 |  52 |  57 |  37 |  82 | 101 | 810
+  -----------------------+-----+-----+-----+-----+-----+-----+-----+-----
+
+  I certify that the above is a correct record.
+
+                                   MRS. F. M. R.----,
+                          _Signature of Parent or Guardian_.
+]
+
+       *       *       *       *       *
+
+A Portland woman, who is much interested in the schools, says:--
+
+     In looking over some of the cards I find that the child soon
+     learns to do his "chores" in less time each week, that he may
+     have more time for other work or play, and yet fill out his
+     record card. This is a great help to the parents.
+
+     I know one boy who cannot be induced to go out to an evening
+     affair because he wants to get to bed before nine o'clock so
+     that his record card will be perfect. How soon could we dismiss
+     the Juvenile Court if we could get all children to feel like
+     that! It is worth while to try.
+
+In Polk County, Oregon, the system has been introduced into rural
+schools with marked success. The plan here comprises a daily record,
+and monthly reports. Below are excerpts from an article written for
+the _Oregon Teachers' Monthly_, by Mr. R. G. Dykstra, who used home
+credits in his rural school at Suver, Polk County, in 1912-13. I
+should like to direct especial attention to his testimony on the
+tardiness record of the district; also to his plan of allowing
+credit for a long walk to school.
+
+     With the following exceptions I carried out the work as started
+     in the Spring Valley School last year: I required the pupils to
+     get eight hundred minutes' credit before taking the holiday
+     instead of six hundred; the number of minutes' credit for
+     milking cows was increased from five to fifteen for each cow and
+     a reasonable amount of credit was allowed for all work not named
+     in the list of chores; children living over a mile and a half
+     from school were allowed credit for the distance they had to
+     walk in proportion to the others, and 5 per cent instead of 10
+     was added to the end of the year on their final school averages
+     for the carrying on of the work. Only two prizes were offered
+     by the District, three dollars and two dollars respectively.
+     Children seldom took advantage of the holiday given for eight
+     hundred minutes' credit unless it was used for sickness or
+     unavoidable absence, as they were encouraged in the knowledge
+     that a day lost was a day's work lost as well. Tardiness on the
+     part of any pupil doing the work meant a loss of so many credits
+     already accumulated.
+
+     It would be impossible to enumerate the many things this work
+     has done for this community, but the following facts may prove
+     interesting to the reader. During the year of 1911-12, without
+     home credit work, this school had a record of 95 per cent in
+     attendance and 59 tardies. For the year 1912-13 just closed,
+     the record is 98 per cent in attendance and 8 tardies. Part
+     of the home credits given have been for proper care of body,
+     sleeping with windows open, care of teeth, hair, etc., and the
+     result of these requirements has been the showing of a healthier
+     appearance on the part of nearly all the pupils. The parents
+     of the district claim that the children are doing more work at
+     home than they ever did before, and the people feel that their
+     children are getting an education that will be of value to them
+     and that the money is being well spent in this kind of work.
+
+The card issued by County Superintendent Seymour is here reproduced
+filled out by a pupil. It shows daily records for two weeks on each
+side of the card. The five school days only are counted.
+
+[Illustration:
+
+                    _Home Credit Card_
+
+           _North Dallas School, Polk County, Oregon._
+
+  _Blanks to be filled in each day. Parents sign before returning
+  it to teacher. Blanks to be returned each month and a
+  new one secured._
+
+    _Edwin B----._     _February, 1, 1914._
+    _Pupil's name._    _Month._
+
+                              M.  T.  W.  T.  F.  Total  M.  T.  W.  T. F. Total
+  Building fire            5
+  Milking each cow
+    daily                  5
+  Cleaning barn, each
+    animal                 5  25  25  25  25  25  125    25  45  45  45  45  205
+  Carrying wood           10  20  20  20  20  20  100    20  20  20  20  20  100
+  Splitting wood          10
+  Turning separator       10
+  Cleaning separator       5
+  Churning butter         50  30      30           60
+  Working butter          10
+  Cleaning horse          15
+  Feeding chickens         5  10  10  10  10  10   50    10  10  10  10  10   50
+  Feeding pigs            10  20  20  20  20  20  100    20  20  20  20  20  100
+  Feeding horse            5  15      15  15       45    15  15  20  15  15   80
+  Feeding cows             5  25  25  25           75    25  25  15  15  15   95
+  Blacking stove          15
+  Making bread            10
+  Getting breakfast       50
+  Getting supper          45
+  Washing dishes          20
+  Sweeping floor, each
+    room                   5  15
+  Cleaning house, each
+    room                  20
+  Scrubbing floor, each
+    room                  50
+  Making beds, each        5
+  Washing clothes         60
+  Ironing clothes         60
+  Bathing                 30
+  Arrive at school clean   5   5   5   5   5   5  25     5   5   5   5   5  25
+  Music lesson
+  Bed at 9 p.m.               10  10  10  10  10  50    10  10  10  10  10  50
+  Gathering eggs           5   5   5   5   5   5  25     5   5   5   5   5  25
+  Cleaning teeth           5   5   5   5   5   5  25     5   5   5   5   5  25
+  Cleaning finger nails    5   5   5   5   5   5  25     5   5   5   5   5  25
+  Sleeping with window
+    open                   5   5   5   5   5   5  25     5   5   5   5   5  25
+  Making pies             10
+  Cleaning and filling
+    lamps                  5
+  Errands                  5          10          10             5           5
+  Reading book home        5
+  Distance school, over
+    half-mile              5   5   5   5   5   5  25     5   5   5   5   5  25
+
+     Total                   198 138 198 128 113 755   153 173 173 163 163 825
+
+
+  Teacher and pupils to go over list and agree on time for each thing.
+  Distance from school more than one-half mile to be given credit for.
+  Any work not listed that is creditable teacher will give credit for.
+
+                                   Mr. and Mrs. W. H. B----,
+                                    Signature of Parents.
+]
+
+       *       *       *       *       *
+
+The card given on pages 122 and 123 came from Miss Veva Burns, the
+teacher at North Dallas, with the following letter, dated April 26,
+1914:--
+
+     I am pleased to explain the home credit system as we use it. I
+     am sending some of the cards filled out by the pupils. We secure
+     these cards from Mr. Seymour, the county school superintendent,
+     and are allowed to use them as we think best....
+
+     We have a two-room school, and have divided it into two
+     divisions, the smaller pupils having five thousand credits as
+     their aim, while the larger ones work for ten thousand. Of
+     course the number to be obtained would vary with the opportunity
+     the children would have to earn credits. On the average, it
+     takes our pupils about three months to earn the required number.
+     When they have secured the number, some prize, such as a book,
+     is given, and they are allowed to start again. Then, at the end
+     of school, the one who has earned the most is given a special
+     prize. Also, Mr. Seymour allows us to give ten points on each
+     child's lowest grade, at the close of school, if he has kept up
+     his home credit work during the school year. Some teachers give
+     a holiday as a reward instead of a prize.
+
+     The cards are taken home by the pupils and filled out each
+     evening. If the pupils are too small to attend to the cards,
+     some member of the family looks after them. We see to it that
+     the system is thoroughly understood by each family. As each card
+     is filled out, it is returned to us.
+
+     We have a school of over sixty pupils, and all but four are
+     working on the credit system. We did not urge any one to take it
+     up, but allowed them to decide for themselves.
+
+This letter is from Miss Miriam H. Rarey, who has taught near
+Dallas, in 1914:--
+
+     Work done on Saturdays and Sundays does not count with the
+     exception of bathing. Pupils, as a rule, when they bathe at
+     all, bathe on Saturday. So I told them they could take thirty
+     minutes' credit for that, and put it down in Friday's space,
+     in the hope that it would induce them to bathe at least once a
+     week. It worked pretty well with some of the pupils, but others
+     would rather do without the credits than do anything so unusual.
+     When a pupil gets five thousand credits (every minute counts
+     one credit) he gets his grade on his poorest study raised 5 per
+     cent, or if he does not need that, he gets a holiday without
+     being marked absent. The pupils have all worked pretty hard for
+     credits, and only a few have asked for holidays. The people in
+     the district have all been pleased with the results of home
+     credit and I think it is a good thing. I have seventeen pupils,
+     and they are all using home credits.
+
+The Idaho plan as sent out by the State Superintendent, Miss Grace
+M. Shepherd, in a bulletin to teachers is as follows: Miss Shepherd
+issued two mimeographed sheets, one of rules, and one a list of
+credits. The blank has a place for a daily record and a report for
+several weeks.
+
+     _Rules governing Home Work_
+
+     1. No pupil is obliged to enter the contest.
+
+     2. Parent must sign statement of work done by pupil.
+
+     3. Contest closes when school term closes.
+
+     4. Unexcused absence forfeits all credits. Unexcused tardiness
+     forfeits 25 per cent of credits per month. Less than 90 per cent
+     deportment, 20 per cent of all credits forfeited.
+
+     5. Suggested awards:
+
+     Names of the six highest at the close of school will be
+     published in a county paper.
+
+     Three highest at the close of school to be offered prize by the
+     School Board or some citizen.
+
+     Five per cent credit to be added to final examination results of
+     all pupils who enter and continue in the contest.
+
+     _Urge the hearty coöperation of the parents_.
+
+[Illustration:
+
+                   _Record of Home Credit Work_
+
+  _Month beginning_ ........................ _Ending_................
+  ..................... _School_    ...................... _County_
+
+  Pupils or parents will fill in the following blanks each day and return
+  to the teacher each month signed by the parent_.
+
+  ------------------------+--+--+--+--+--+--+--+--+--+--+--+--+--+--+--
+                          |M.|T.|W.|T.|F.|M.|T.|W.|T.|F.|M.|T.|W.|T.|F.
+  ------------------------+--+--+--+--+--+--+--+--+--+--+--+--+--+--+--
+  Rising morning without  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   being called      10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Building fire in        |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   morning           10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Milking            10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Cleaning barn      10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Cleaning each horse 5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Feeding pigs        5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Feeding horses      5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Feeding chickens    5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Feeding cows        5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Bringing fuel for       |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   the day           10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Getting breakfast  30m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Washing and wiping      |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   dishes            15m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Sweeping floor      5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Scrubbing floor    15m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Making beds         5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Making and baking       |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   bread             45m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Dusting a room     10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Caring for younger      |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   children     full time |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Washing and ironing     |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   school clothes    60m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Bathing            20m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Cleaning teeth and      |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   finger nails      10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Bed at 9:00 p.m.    5m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  Sleeping with           |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+   window open       10m. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+                          |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+      Total               |  |  |  |  |  |  |  |  |  |  |  |  |  |  |
+  ------------------------+--+--+--+--+--+--+--+--+--+--+--+-----+--+--
+
+  .............................................
+
+  _Signature of parent._
+]
+
+       *       *       *       *       *
+
+In Charleston, Washington, Superintendent H. W. Elliott, of the city
+schools, put into successful operation, in 1913-14, a plan with
+several special features, to which I am glad to call attention. The
+plan comprises daily markings by the tally system, monthly reports,
+cash prizes to those showing the largest number of home credits, and
+some reward to every pupil with credits above a certain specified
+number. For the purpose of raising a fund to meet the cash prizes,
+his school gave a play; and an autumn fair, in October, was arranged
+for the distribution of the prizes for both school and home work.
+The credit card is different from any other; it seems to be the most
+simple of all the monthly systems.
+
+[Illustration:
+
+_How to Keep the Credits in the Home_
+
+_For every duty the child has done put down | after the name of the
+duty the child has performed. Example:_
+
+  _Cutting wood_ ||||| ||||| ||||| |
+  _Taking bath ||||| ||||| || This is to indicate the number of times._
+
+     ALL THAT ARE 5 CREDITS              ALL THAT ARE 10 CREDITS
+
+  Canning jar of fruit...........    Music practice (30 min.)..........
+  Making and baking cake.........    Milking cow.......................
+  Making and baking pie..........    Crocheting (hour).................
+  Sweeping room..................    Cleaning basement.................
+  Making bed.....................    Making apron......................
+  Setting table..................    Keeping front yard clean..........
+  Dusting furniture..............    Keeping back yard clean...........
+  Making handkerchief............    Keeping sidewalk clean............
+  Making any other thing.........    Keeping alley clean...............
+  Keeping room ventilated........    Keeping steps and porch clean.....
+  Splitting kindling.............    Politeness to seniors.............
+  Cutting wood...................    Table etiquette...................
+  Bringing in fuel...............
+  Blacking stove.................        ALL THAT ARE 15 CREDITS
+  Scrubbing room.................
+  Running errands................    Up first and building fire........
+  Taking care of birds...........    Sprinkling lawn (1 h.)............
+  Washing teeth..................    Clerking in store (1 h.)..........
+  Taking bath....................    Driving team (1 h.)...............
+  In bed by nine.................    Helping with freight (1 h.).......
+  Up by seven....................    Making and baking bread...........
+  Helping others dress...........    Attending Sunday school...........
+  Brushing clothes (self)........    Attending Church service..........
+  Polishing shoes (self).........
+  Feeding cow or other animal....        ALL THAT ARE 30 CREDITS
+  Gathering eggs.................
+    At school with clean             Washing clothes (2 h.)............
+      Hands......................    Ironing clothes (2 h.)............
+      Face.......................    Taking care of baby (2 h.)........
+      Teeth......................    Preparing meal (family)...........
+      Nails......................    Cleaning barn.....................
+      Hair combed................    Cleaning henhouse.................
+                                     Carrying papers...................
+
+                                         ALL THAT ARE 40 CREDITS
+
+                                     Making dress (self)...............
+                                     Cutting half rick of wood.........
+                                     Spading up 400 sq. ft. garden.....
+                     Total........................
+
+  Send in report on or before the 10th of each month.
+]
+
+       *       *       *       *       *
+
+Mr. Elliott sent out a mimeographed sheet explaining the rules to be
+observed in the contest, giving a list of the credits, and also a
+list of the articles to be exhibited at the fair. The rules, and the
+list of articles are given here.
+
+
+_Rules_
+
+All boys and girls now in one of the eight grades of the Charleston
+public schools, District No. 34, may enter in one of the four
+classes; D, first grade; C, 2d and 3d; B, 4th and 5th; A, 6th,
+7th, and 8th. Home credits for each month must be reported to the
+school for record on or before the 10th of each month. Records to be
+confidential. We hope that every home will enter into this, and that
+the _parent will be very careful and conscientious in the marking_.
+Credits to be kept by parents.
+
+_A List of Articles to be exhibited_
+
+For School Fair Exhibit--To be determined by Judges
+
+_Household Economics_--
+
+1. Domestic Science: Best loaf of bread, cake, pie, dozen cookies,
+dozen doughnuts.
+
+2. Domestic Art: Best made plain dress, plain apron, shirt-waist,
+sofa pillow, handkerchief, patchwork pillow, darning or repairing
+specimen.
+
+3. Canning: Peas, peaches, apples, pears, cherries, string beans.
+
+_Agriculture_--
+
+Best 5 ears of corn, 5 potatoes, 5 selected apples, 5 carrots, 5
+onions, 5 turnips, squash, pumpkin, raised by pupil.
+
+_Horticulture_--
+
+Nasturtiums, pansies, sweet peas, each 10 sprays; asters, dahlias,
+chrysanthemums, each 5 sprays--raised by pupil. Best 5 roses cared
+for by pupil.
+
+_Poultry_--
+
+Best cockerel, or pullet, or cockerel and pullet reared from a
+setting of 15 eggs.
+
+_Manual Training_--
+
+Best mechanical drawing, joined work, tabouret, small piece of
+furniture, large piece of furniture, basket, bookbinding, etc.
+
+_School Work_--
+
+What teachers see fit to make it--drawing, etc.
+
+_Music_--
+
+Best played selection on piano, violin, cornet, or other instrument:
+or orchestra or band: solo singing or chorus. In band or orchestra
+work pupils may be judged collectively or singly. Same judgment for
+all chorus work.
+
+Something more may be added later.
+
+                  Yours for a good fair,
+
+                                           THE TEACHERS.
+                                           H. W. ELLIOTT,
+                                        City Superintendent.
+
+Mr. Elliott writes: "I believe there is nothing that will link the
+home and school more closely than the system of credits. There is
+one danger, however, of cultivating dishonesty on the part of the
+over-anxious one. This we watch, but this tendency is sometimes
+noticeable. Occasionally we find a youngster attending Sunday school
+or church fifteen or twenty times a month."
+
+Examples of the scheme of a weekly record with monthly report are
+plans in operation in Jackson County, and in Weston, Umatilla
+County, Oregon. The rules and schedule following were published by
+Mr. J. Percy Wells, county superintendent of Jackson County.
+
+     _Rules governing Home Credit Work_
+
+     1. No pupil shall be required to enter the home credit contest,
+     and any pupil shall be free to quit the contest at any time, but
+     if any one quits without good cause, all credits earned shall be
+     forfeited.
+
+     2. Once each month the parent or guardian shall send to
+     the teacher, with signature affixed, an itemized statement
+     containing a record of the work each child has done during the
+     preceding month. The child may make out the list, but the parent
+     or guardian must sign the same.
+
+     3. At the end of each school month the teacher shall enter
+     on the pupil's report card the total number of credits for
+     home work during the month, as certified to by the parent or
+     guardian.
+
+     4. Any pupil who has earned at least two hundred credits for
+     home work during any school month shall be entitled to have 10
+     per cent added to his grade in any subject, or distributed among
+     several subjects, and 1 per cent additional for each twenty
+     additional credits up to four hundred credits.
+
+     5. All pupils who shall have earned four hundred credits or more
+     during any month shall be entitled to a half-holiday, and shall
+     have their names entered on a roll of honor.
+
+     6. Forfeitures--Dropping out of contest without cause, all
+     credits earned; unexcused absence, all credits due; unexcused
+     tardiness, 25 per cent off all credits due; less than 90 per
+     cent in deportment for any month, 10 per cent off all credits
+     due.
+
+     These rules may be modified by teachers to suit local
+     conditions. If the half-holiday system of awards is not
+     satisfactory, some other system may be substituted.
+
+     _To parents and guardians_:
+
+     In this plan for giving school credit for home work it is not
+     the intention of the school to intrude upon the domain of the
+     home, but to coöperate with the home in the interest of the boys
+     and girls. Here is a splendid chance for the school and the home
+     to come closer together, and we believe both will be improved
+     thereby.
+
+[Illustration:
+
+_Home Credit Schedule, School District No. 2 Jackson County, Oregon_
+
+  _Name of Pupil, Goldie Trefren. Age, 11.  Grade, 4th.
+  Month ending March 23, 1914_
+
+  ----------------------------------------+-------+----+----+----+----+-------
+                                          |Credits| 1st| 2d | 3d | 4th| Total
+                                          |       |week|week|week|week|
+  ----------------------------------------+-------+----+----+----+----+-------
+  Building fire                           | [6]1  |  7 |  6 |  7 |  7 |  27
+  ----------------------------------------+-------+----+----+----+----+-------
+  Milking cow                             |    1  | 15 | 15 | 15 |  8 |  53
+  ----------------------------------------+-------+----+----+----+----+-------
+  Splitting and carrying                  |       |    |    |    |    |
+    in wood (12 hours' supply)            |    2  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Turning cream separator                 |    2  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Grooming horse                          |    2  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Gathering eggs                          |    1  |  6 |  7 |  5 |  4 |  22
+  ----------------------------------------+-------+----+----+----+----+-------
+  Feeding chickens, pigs, horse, or cow   |    1  | 12 | 12 | 11 | 12 |  47
+  ----------------------------------------+-------+----+----+----+----+-------
+  Churning or making butter               |    3  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Blacking stove                          |    3  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Making and baking bread                 |   10  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Making biscuits                         |    2  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Preparing meal for family               |    6  |  2 |  2 |  2 |  2 |   8
+  ----------------------------------------+-------+----+----+----+----+-------
+  Washing and wiping dishes               |    4  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Sweeping floor, each room               |    1  | 12 | 12 | 12 | 14 |  50
+  ----------------------------------------+-------+----+----+----+----+-------
+  Dusting furniture, each room            |    1  |  4 |    |  5 |  2 |  11
+  ----------------------------------------+-------+----+----+----+----+-------
+  Scrubbing floor, each room              |    4  |  2 |  2 |  2 |  2 |   8
+  ----------------------------------------+-------+----+----+----+----+-------
+  Making bed (after school)               |    1  |  2 |  2 |  1 |  1 |   6
+  ----------------------------------------+-------+----+----+----+----+-------
+  Washing, starching, and ironing own     |       |    |    |    |    |
+    clothes, worn to school each week     |   30  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Bathing, each bath                      |    4  |  4 |  4 |  4 |  4 |  16
+  ----------------------------------------+-------+----+----+----+----+-------
+  Arriving at school with clean hands,    |       |    |    |    |    |
+    face, teeth, nails, and hair combed   |    2  |  5 |  5 |  5 |  5 |  20
+  ----------------------------------------+-------+----+----+----+----+-------
+  Practicing music at least 30 minutes    |    2  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Retiring on or before 9 o'clock         |    1  |  7 |  7 |  7 |  7|   28
+  ----------------------------------------+-------+----+----+----+----+-------
+  Bathing and dressing baby               |    2  |    |    |    |    |
+  ----------------------------------------+-------+----+----+----+----+-------
+  Sleeping with windows open or with      |       |    |    |    |    |
+    window-boards                         |    2  |  7 |  7 |  7 |  7 |  28
+  ----------------------------------------+-------+----+----+----+----+-------
+  Work not listed, per hour               |    6  |  8 |  6 |  5 |  4 |  23
+  ----------------------------------------+-------+----+----+----+----+-------
+    Total                                                               364
+
+                                             L. S. TREFREN,
+                                        _Parent or Guardian_
+
+  [6] A task counting 1 done each day, gives seven credits for the
+  week. ]
+
+       *       *       *       *       *
+
+The following letter, dated April 20, 1914, is from Mrs. Bertha
+McKinney, of a district near Ashland, Jackson County.
+
+     Pupils of the first, second, and third grades, who have earned
+     two hundred credits in a month have a half-holiday. Those of the
+     fourth, fifth, and sixth grades must have earned three hundred
+     credits to entitle them to the half-holiday, and of the seventh,
+     eighth, and ninth grades, four hundred credits. When all have
+     the required number of credits, all have the half-holiday. I
+     have twenty pupils, and all are doing the home credit work. I
+     keep the record of the credits earned in a notebook, and place
+     the number earned by each pupil on the monthly report card. I
+     think the plan a good one, though in a few cases the parents are
+     not careful enough with their part; that is, they sign the blank
+     form, then the child can put down any number he pleases. I have
+     had only one such case.
+
+Superintendent Joel O. Davis, of Weston, tells of the manner in
+which his school began to use home credits:--
+
+     The opportunity came in October of last year, when an unexpected
+     influx of pupils made it necessary for us to engage an extra
+     teacher and adopt a departmental plan for the fifth to eighth
+     grades inclusive. This made it necessary for those grades to
+     prepare two lessons at home, thus making the required home
+     reading a burden. I at once offered these students the choice of
+     reading the required books, and writing the reviews, or making
+     the points by home work, under the conditions as shown by the
+     accompanying card. Nearly every child accepted the home work
+     plan, and went to work enthusiastically.
+
+On the opposite page is one of the Weston credit cards, filled out
+by a pupil, Crete Allen:--
+
+     _Home Work Record, Weston Public School_
+
+     Credits will be given for the performance of the following named
+     duties when this card is returned, at the end of the month,
+     properly signed by the parent or guardian.
+
+     These credits will be accepted in place of the home reading
+     heretofore required, at the rate of 100 points for each book.
+
+     The parent must check the work each day as performed.
+
+     Any evasion or falsification of the record will forfeit all
+     claim to credit.
+
+     To obtain credit each duty must be performed by the child
+     unaided by others, and must be well and satisfactorily done.
+
+     No credit will be given for work that is paid for by the parent
+     or others.
+
+     Parents are requested to see that the above conditions are
+     complied with and to encourage thoroughness and truthfulness by
+     using care in recording so as to give no unearned credits.
+
+     Make one mark, and only one, for each duty each day.[7]
+
+  [7] All the marking is done by tallies, thus: ||||| ||||| ||||| ||||
+  The reproduction on page 137 permits only the use of
+  figures, to indicate the total tally marks.
+
+[Illustration:
+
+  -------------------------+-----+-----+-----+-----+-----
+                           | 1st | 2d  | 3d  | 4th |Total
+                           | week| week| week| week|
+  -------------------------+-----+-----+-----+-----+-----
+   1. Carrying wood        |   1 | ... | ... |   1 |   2
+                           |     |     |     |     |
+   2. Feeding horse        | ... | ... | ... | ... | ...
+                           |     |     |     |     |
+   3. Feeding cow          |  14 |  14 |  14 |  14 |  56
+                           |     |     |     |     |
+   4. Feeding pigs         |   5 |   3 |  14 |  14 |  36
+                           |     |     |     |     |
+   5. Feeding chickens     | ... | ... |   1 |   3 |   4
+                           |     |     |     |     |
+   6. Milking cow          |  42 |  56 |  43 |  50 | 160
+                           |     |     |     |     |
+   7. Cleaning stable      |   7 |   3 |   6 |   6 |  22
+                           |     |     |     |     |
+   8. Washing dishes       |   1 | ... | ... | ... |   1
+                           |     |     |     |     |
+   9. Drying dishes        |   2 |   1 | ... | ... |   3
+                           |     |     |     |     |
+  10. Making bed           | ... |   2 | ... |   2 |   4
+                           |     |     |     |     |
+  11. Sweeping room        |   3 | ... | ... |   5 |   8
+                           |     |     |     |     |
+  12. Setting table        |   8 |   5 |   4 |   2 |  19
+                           |     |     |     |     |
+  13. Clearing table       |   1 |   1 | ... |   1 |   3
+                           |     |     |     |     |
+  14. Tidiness             |   7 |   7 |   5 |   6 |  25
+                           |     |     |     |     |
+  15. Brushing teeth       |   5 |   2 |   2 |   4 |  13
+                           |     |     |     |     |
+  16. Cleaning nails       |   6 |   2 |   2 |   4 |  14
+                           +-----+-----+-----+-----+-----
+           Total           | ... | ... | ... | ... | 370
+  -------------------------+-----+-----+-----+-----+-----
+
+  No. 14 includes general tidiness, hanging hat and coat, putting
+  away clothes, shoes, stockings, etc., and will be given
+  more credit than any other one duty. Parents should use care
+  in marking this number, as the aim is to inculcate habits of
+  neatness and thoughtful consideration of others. This end
+  can easily be defeated by careless or unfair marking.
+
+  I hereby certify that the above record is true and correct.
+
+                MRS. J. E. ALLEN (_Parent or Guardian._)]
+
+       *       *       *       *       *
+
+At the close of a later letter Mr. Davis wrote:--
+
+     From my experience with this experiment I feel that the plan
+     is worth all it costs and more, that it should be extended to
+     include all the grades, that modifications to meet the needs of
+     different communities can easily be made, and that the pupils
+     and patrons of any district will appreciate and support some
+     such plan if it is carried out faithfully. I kept a ledger
+     account with every child, and at the end of the month posted a
+     bulletin exhibiting the condition of each pupil's account. The
+     interest was shown by the manner in which they gathered about
+     the board and compared their credits. Some of the comments upon
+     some lazy boy's or girl's lack of effort were rather caustic,
+     but served as effective spurs to the delinquent.
+
+In Pend Oreille County, Washington, six weeks is the unit of
+time for credit records. Miss Hester C. Soules, the County
+Superintendent, has issued the following circular:--
+
+THE HOME WE WORK TOGETHER THE SCHOOL SCHOOL CREDIT FOR HOME WORK
+
+In order that the school and home may unite forces, that the school
+may help in establishing habits of home-making, and that our boys
+and girls may be taught that their parents are their best friends
+and need their help, the following system of credits has been
+devised for use in the schools of Pend Oreille County.
+
+_Certificate of Promotion with Distinction_
+
+Any pupil who has completed the work of his grade in a satisfactory
+manner is entitled to PROMOTION WITH CREDIT to the next higher
+grade, provided he obtains 300 points for Home Work. He is entitled
+to PROMOTION WITH HONOR if he earns 500 points.
+
+Six weeks' faithful and regular performance of the home duties
+listed below will entitle the pupil to credit as indicated.
+
+                                                             Points
+
+   1. Sawing, splitting, and carrying in wood and
+      kindling                                                   25
+   2. Building fires or tending furnace                          20
+   3. Caring for horse or cow and doing other barn
+      chores                                                     15
+   4. Caring for poultry and gathering eggs                      10
+   5. Working in the school or home garden, or on the
+      farm                                                       20
+   6. Delivering milk or carrying water                          20
+   7. Running errands cheerfully                                 10
+   8. Doing without being told                                   20
+   9. Mowing the lawn                                            20
+  10. Feeding pigs                                               10
+  11. Making a bird-house and feeding the birds                  20
+  12. Making useful piece of woodwork for the home               25
+  13. Cleaning barn                                              20
+  14. Churning                                                   15
+  15. Turning Cream Separator                                    10
+  16. Retiring at nine o'clock or before                         10
+  17. Bathing at least twice each week                           15
+  18. Sleeping in fresh air                                      15
+  19. Getting up in the morning without being called             10
+  20. Preparing one meal alone daily for the family              25
+  21. Blacking stove                                             10
+  22. Helping with the breakfast, and with the dishes
+      after breakfast                                            15
+  23. Preparing smaller children for school                      10
+  24. Not being tardy                                            10
+  25. Cleaning teeth daily                                       20
+  26. Making own graduating dress--Eighth Grade                  30
+  27. Writing weekly letter to some absent relative--Grandmother
+      preferred                                                  20
+  28. Reading and reporting on one approved
+      library book                                               20
+  29. Reading aloud fifteen minutes or longer each
+      night to some member or members of the family
+      circle                                                     20
+  30. Practicing music lesson thirty minutes daily               25
+  31. Building fence, 10 rods                                    20
+     Fence may be built at intervals during any one period of six weeks.
+  32. Clearing 1/4 Acre of land                                  30
+     Land may be cleared any time during the school year and at
+     different times provided the 1/4 A. is completed before school closes.
+  33. Care of younger children                                   20
+  34. Raising one fourth acre of vegetables                      20
+  35. Taking sole care of plants and flowers                     15
+  36. Sweeping floor and dusting furniture                       10
+  37. Making beds                                                10
+  38. Mopping and caring for kitchen                             10
+  39. Scouring and cleaning bath tub and lavatory                15
+  40. Helping with the washing                                   20
+  41. Sprinkling and ironing clothes                             25
+  42. Making and baking bread, biscuits or cake. Exhibit         25
+  43. Setting table and serving                                  15
+  44. Helping cook supper and helping do the dishes after
+      supper                                                     20
+  45. Doing own mending                                          20
+  46. Learning to knit or crochet                                15
+  47. Raising six varieties of flowers                           15
+  48. Making piece of hand-work for the home                     25
+                                                               ----
+         Total                                                  840
+
+  _Certificate of Promotion with Distinction_
+
+  ---- having completed the work of
+  the ---- Grade in the Pend Oreille County Schools, in
+  a satisfactory manner, and having earned ---- points
+  in our Home and Outside Industrial Work Plan, is
+  hereby promoted to the ---- Grade with ----
+  ---- and is commended for Industry, Fidelity to
+  Home and Cheerful Helpfulness.
+
+  Given at Newport, Washington, this ---- day of
+  ----, 191 .
+
+  ---------------------   -----------------
+  _Superintendent_.            _Teacher_.
+
+The city of Los Angeles, California, uses a plan of marking home
+work on the report card and giving no other incentive. Notice that
+a certain number of minutes daily for ten weeks is the unit, and
+that the number of minutes varies according to the age of the child.
+Observe the emphasis on care of yards and streets, also on care of
+little brothers and sisters.
+
+
+_Report of Committee on Home Credits, Los Angeles Schools_
+
+The Committee on Home Credits makes these recommendations:--
+
+     1. That the "Home Credits" be not used as a substitute for other
+     work, and also that they be not applied to increase the grade of
+     other subjects except as any work well done necessarily improves
+     all work of the child.
+
+     2. That the words "Home Credit" be written on the new cards
+     just published, and that in the future these words be printed as
+     a regular part of the card, with space for inserting the number
+     of credits.
+
+     3. That in the several grades the following constitute one
+     credit:--
+
+     (_a_) First and second grades, 10 minutes of daily work for 10
+     weeks.
+
+     (_b_) Third and fourth grades, 15 minutes of daily work for 10
+     weeks.
+
+     (_c_) Fifth, sixth, seventh, and eighth grades, 20 minutes of
+     daily work for 10 weeks, and that multiples of such work in
+     10, 15, 20 minutes be allowed so that a child may earn several
+     credits each ten weeks.
+
+4. That the following subjects be selected for the initial trial of
+the plan:--
+
+   1. Taking care of the baby.
+   2. Bathing baby.
+   3. Washing or wiping dishes.
+   4. Washing or ironing clothes.
+   5. Washing windows.
+   6. Scrubbing floor.
+   7. Sweeping floor.
+   8. Setting table.
+   9. Dusting and putting room in order.
+  10. Sweeping or cleaning yard.
+  11. Sweeping sidewalk.
+  12. Cleaning street in front of home.
+  13. Care of garbage can.
+  14. Getting meals.
+  15. Making beds.
+  16. Mending clothes.
+  17. Making new or making over old clothes for family.
+  18. Working in shop or store.
+  19. Working in and caring for garden.
+  20. Running errands, going to market, store, etc.
+  21. Driving delivery wagon.
+  22. Selling papers.
+  23. Taking little brothers and sisters to school,
+      clean and on time.
+  24. Clean hands, faces, clothes.
+  25. Clean heads.
+  26. Raising poultry or rabbits.
+  27. Any other outside work peculiar to particular
+      district if approved by Supervising Superintendent.
+
+WEEKLY RECORDS, THREE OR MORE MONTHS' REPORTS
+
+Mr. F. W. Simmonds, superintendent of city schools, Lewiston, Idaho,
+has instituted a plan for daily and weekly records with a report for
+three months, which he writes is "working out most successfully."
+The statement of his particular scheme which he gives in his home
+credit record folder is accompanied by an excellent presentation of
+the nature and scope of the home credit plan in general:--
+
+     _A Plan for School and Home Coöperation_
+
+     One of the vital problems of school administration to-day is
+     that of securing closer coöperation between school and home
+     life. When the child learns that _education is living and
+     working the best way_ he has made considerable progress on the
+     educational road. Our school curriculum should encourage this
+     wholesome attitude toward the everyday tasks.
+
+     Children must have time for real play and plenty of it, but
+     let us not forget that real work is also a part of the child's
+     rightful heritage, and that when rightly directed, children
+     like to work--they are eager to take part in some of the
+     real activities of life. However, they must not be permitted
+     to attempt too much--a reasonable amount of _work well done
+     regularly_ and suited to the child's age and ability is what is
+     desired.
+
+     _Filling out this card is optional with the parent_, no grade
+     on the quality of the work done by the child is asked for,
+     merely the approximate time regularly devoted to that task.
+     Note the time; one half-hour, one hour, two hours, etc., in the
+     proper column on this card. Your filling out and signing this
+     card will assure us that the work was well done, regularly and
+     satisfactorily.
+
+     The work may include any one or more of the multitude of home
+     tasks, or any work done regularly, as sewing, ironing, washing
+     dishes, preparing meals, baking, cutting kindling, gardening,
+     milking, caring for poultry, feeding stock, making beds, music
+     lessons, tending furnace, etc.
+
+     Some tasks occur daily (others weekly, as regular Saturday
+     chores, music lessons and the like). Nothing less than a
+     _half-hour_ is to be recognized, though two or more tasks may be
+     grouped to make a half-hour daily or weekly. The average child
+     will be anxious to figure his home service in the large; but
+     a reasonably conservative "statement of account" will have a
+     greater disciplinary value, and will make for efficiency.
+
+     The _unit_ of home credit will be _one half-hour's daily work
+     throughout the month_. Time spent on regular weekly tasks
+     will be adjusted by the teacher to this basis. If the work in
+     quantity, quality and regularity is deemed worthy, the teacher
+     will credit the pupil with the number of home credits earned,
+     which will be added to the pupil's standing at the end of the
+     semester in determining promotion. Each _unit_ of credit in home
+     work will have the effect of raising a monthly grade in some
+     subject one step as from _poor_ to _fair_, or _fair_ to _good_,
+     etc. By means of home credits, a pupil has an opportunity to
+     raise his promotion standing to "Promoted with Honor," or
+     "Promoted with Highest Honors" as the case may be, if he should
+     lack a point or two, and have earned enough home credits to
+     offset this.
+
+In the Borough of the Bronx in New York City, Mr. Frederick J.
+Reilly began to give school credit for home work in the fall of
+1914. He issues two cards of different colors, one for the girls and
+one for the boys. The cards are alike except for the words "he" and
+"she." Notice that the cards are well planned for use in city homes.
+At present they are used by the children of seventh and eighth
+grades. Mr. Reilly says, "The important thing is not the amount
+of credit the child receives in school, but rather the amount of
+influence this may have upon the training of the child at home."
+
+[Illustration:
+
+  PUBLIC SCHOOL 33, THE BRONX    FREDERICK J. REILLY, Principal
+
+  _Home Record of_..........   _Class_........   _Term, 19_........
+  ===========================================================================
+  This record card is part of an effort to bring the home and the school
+  closer together; pupils will receive credit in school for the things they
+  do at home.
+
+  Parents are invited to answer any or all of these questions as they see
+  fit, leaving blank any that they prefer not to answer. There is nothing
+  compulsory about this: children will not lose in class standing if the
+  parents do not choose to fill out this card.  _Please return the card
+  in the envelop, sealed_.
+  ===========================================================================
+          Answer I to V, Yes or No             |1st Mo.|2d Mo.|3d Mo.|4th Mo.
+  ---------------------------------------------+-------+------+------+-------
+  I.   Does he get ready for school on time,   |       |      |      |
+       without constant urging?                |       |      |      |
+  ---------------------------------------------+-------+------+------+-------
+  II.  Is he careful about having his hair,    |       |      |      |
+       neck, hands, shoes, etc., _clean_? |       |      |      |
+  ---------------------------------------------+-------+------+------+-------
+  III. Does he keep his books, clothes, etc.,  |       |      |      |
+       in the places assigned for them?        |       |      |      |
+  ---------------------------------------------+-------+------+------+-------
+  IV.  Does he prepare his school work at a    |       |      |      |
+       regular time and without constant       |       |      |      |
+       urging?                                 |       |      |      |
+  ---------------------------------------------+-------+------+------+-------
+  V.   Does he go to bed regularly at a        |       |      |      |
+       reasonable hour?                        |       |      |      |
+  ===========================================================================
+            Answer VI to X more fully
+  ------------------------------------+--------------------------------------
+  VI. Is he willing and helpful in    |1st Mo.
+      little household duties? What   +--------------------------------------
+      does he do regularly for which  |2d  "
+      he deserves credit?             +--------------------------------------
+                                      |3d  "
+                                      +--------------------------------------
+                                      |4th "
+  ------------------------------------+--------------------------------------
+  VII.  Does he attend faithfully to  |1st Mo.
+  any extra lessons, as music,        +--------------------------------------
+  dancing, gymnasium, religious       |2d   "
+  instruction, etc.? If so, what?     +--------------------------------------
+                                      |3d   "
+                                      +--------------------------------------
+                                      |4th Mo
+  ------------------------------------+--------------------------------------
+  VIII. Has he any hobby at which he  |1st Mo.
+  spends a considerable part of his   +--------------------------------------
+  time, as music, drawing,            |2d   "
+  photography, electricity, gardening,+--------------------------------------
+  collecting, etc.?                   |3d   "
+                                      +--------------------------------------
+                                      |4th   "
+  ------------------------------------+--------------------------------------
+  IX.   Does he read much?            |1st Mo.
+        What does he read?            +--------------------------------------
+                                      |2d   "
+                                      +--------------------------------------
+                                      |3d   "
+                                      +--------------------------------------
+                                      |4th  "
+  ------------------------------------+--------------------------------------
+  X.   Does he do anything else, not  |1st Mo.
+  already mentioned, for which he     +--------------------------------------
+  deserves credits?                   |2d   "
+                                      +--------------------------------------
+                                      |3d   "
+                                      +--------------------------------------
+                                      |4th  "
+  ------------------------------------+--------------------------------------
+  SIGNATURE OF PARENT:
+
+  1st Mo.........................       3d Mo.........................
+
+  2d  Mo.........................      4th Mo.........................
+]
+
+       *       *       *       *       *
+
+Superintendent E. B. Conklin, of Ontario, Malheur County, in 1912,
+was the next in Oregon after Mr. O'Reilly to send a letter to
+parents, and to arrange for giving credits on home work. On page
+149 are the inside pages of the folder that Mr. Conklin devised;
+it was the first of the printed home credit report cards. Notice
+the entries of manners, of "doing before told," and of "kindness to
+animals."
+
+       *       *       *       *       *
+
+Mr. E. G. Bailey, superintendent of Ontario, 1913-14, writes that
+they have been using home credits continuously there, and that the
+system has proved to be a wonderful help. "It gets parents and
+teachers together as nothing else can, and gives the superintendent
+a show. The home work is to the teacher what the school work is to
+the parent. The teacher is enabled to get an insight into the home
+life of the pupil, which in turn enables her the better to deal
+with whatever situation may arise. In the main the parents make an
+effort to let the teacher know what the pupils are doing at home.
+We have very few failures from parents not doing their duty in
+this matter; where they fail, we refuse to send any report home.
+Since adopting the system our attendance has been better, and the
+punctuality has been better; in fact, things have been greatly
+improved in every respect."
+
+[Illustration:
+
+  -------------------------------------------------------------------
+                          E--Excellent. G--Good.
+  -------------------------------------+-----+-----+-----+-----+-----
+  Sewing and mending.................. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Bread-making........................ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  General cooking..................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Setting and serving table........... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Washing and wiping dishes........... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Washing and ironing................. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Sweeping and making beds............ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Mopping and care of kitchen......... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Care of younger children............ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Making fires........................ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Getting water, coal, kindling, etc.. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Feeding stock or poultry............ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Milking cows........................ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Barn or yard work................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Garden or field work................ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Errands............................. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  -------------------------------------------------------------------
+                               F--Fair. P--Poor.
+  -------------------------------------+-----+-----+-----+-----+-----
+
+  Cheerfulness, kindness.............. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Order and care of clothes........... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Cleanliness, bathing, etc........... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Table manners....................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Politeness.......................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Keeping temper...................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Doing before told................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Care of language.................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  At home--off streets................ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Courteous to parents................ |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Kindness to animals................. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Care of playthings.................. |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Home study.......................... |.....|.....|.....|.....|.....
+                                       |     |     |     |     |
+  Ambition to succeed................. |.....|.....|.....|.....|.....
+  -------------------------------------+-----+-----+-----+-----+-----
+]
+
+       *       *       *       *       *
+
+Early in December, 1913, a large meeting in the interest of social
+center work was held in Roslyn, Washington. At this meeting the
+city superintendent, Linden McCullough, explained the school credit
+for home work idea. He advised that a vote be taken as to whether
+the schools of that town should adopt the plan. The vote showed
+that parents, teachers, and pupils were enthusiastic over the idea
+and eager to try it. The Woman's Club of the city volunteered to
+assist in every possible way. The following from letters from Mr.
+McCullough gives the result of the trial:--
+
+     Seventy-five per cent of our seven hundred and fifty pupils are
+     taking advantage of the scheme. Our truant officer says that
+     every parent he has talked with has praised the plan, for the
+     reason that all the children do their chores with more spirit.
+     Our police officers have noticed a falling-off in the number of
+     children on the streets; so much so that juvenile court cases
+     are much fewer in number. The teachers notice an improvement in
+     school work along all lines.
+
+     One boy in the fourth grade who was disagreeably indifferent
+     about his personal care now takes baths regularly, and always
+     brushes his hair, and keeps his clothing clean and neat. Roslyn
+     has a large number of foreign people. Teachers in the first
+     three grades say that parents of foreign children do not grasp
+     the idea very well, but that older brothers and sisters explain
+     its workings, and attend to keeping tab on the reports of the
+     little children.
+
+On the next two pages is a copy of the Roslyn folder. Notice the
+entries of mending, cleaning yard, putting away playthings, work
+done for wages, work "in father's place of business," home study
+(school work), and reading good books.
+
+[Illustration:
+
+  _Home Credit Report Card, Roslyn Public Schools_
+
+  _Name of Pupil_ ...... _Teacher_ ....... _Grade_ ...
+
+  ----------------------------------+-----+------+-----+------+-----
+                                    |First|Second|Third|Fourth|Fifth
+                                    |month|month |month|month |month
+  ----------------------------------+-----+------+-----+------+-----
+                                    |     |      |     |      |
+  Caring for cows.................. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Caring for chickens.............. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Caring for horses................ |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Caring for hogs.................. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Cleaning barn or yard............ |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Washing dishes................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Sweeping......................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Washing and ironing.............. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Running errands.................. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Caring for baby.................. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Washing face and hands........... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Combing hair..................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Cleaning teeth................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Going to bed at.................. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Arising at....................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Sewing........................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Making beds...................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Peddling milk or papers.......... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Scrubbing........................ |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Knitting......................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Mending.......................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Cleaning house................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Cleaning yard.................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Putting away playthings.......... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Baking........................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Carrying kindling................ |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Carrying coal.................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Making fires..................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Splitting wood................... |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Washing windows.................. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Work done for wages.............. |.....|......|.....|......|.....
+                                    |     |      |     |      |
+  Work, father's place of business. |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Caring for flowers............... |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Shoveling snow................... |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Home study, school work.......... |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Reading good books............... |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Cooking.......................... |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Gardening........................ |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Practicing music lesson.......... |.....|......|.....|......|......
+                                    |     |      |     |      |
+  Odd jobs......................... |.....|......|.....|......|......
+  ----------------------------------+-----+------+-----+------+------
+]
+
+       *       *       *       *       *
+
+In Wilbur, Washington, a scheme providing for a credit report for
+the semester is in successful operation. Here Superintendent E. O.
+McCormick carries on the plan by means of two report cards, the one
+sent from the school to the home, the other from the home to the
+school, every six weeks. The home card is reproduced below.
+
+[Illustration:
+
+  _Report Card from the Home to the School_
+
+  _For_............................
+                                _Name._
+
+                .........................................
+                                   _Parent or Guardian._
+
+                         _First Semester_
+  -----------------------+-----------------+----------------+----------------
+           Period        |        1        |       2        |       3
+  -----------------------+--------+--------+-------+--------+-------+--------
+          Subjects       |Average |Quality |Average|Quality |Average|Quality
+                         |Time    |of work,|Time   |of work,|Time   |of work,
+      Answer yes or no   |Spent   |Good,   |Spent  |Good,   |Spent  |Good,
+                         |Daily   |Fair,   |Daily  |Fair,   |Daily  |Fair,
+                         |        |Poor.   |       |Poor.   |       |Poor.
+  -----------------------+--------+--------+-------+--------+-------+--------
+  Sleeping with open     |        |        |       |        |       |
+  window                 |  ....  |  ....  |  .... |  ....  |  .... |  ....
+                         |        |        |       |        |       |
+  Keeping temper         |  ....  |  ....  |  .... |  ....  |  .... |  ....
+                         |        |        |       |        |       |
+  Washing teeth          |  ....  |  ....  |  .... |  ....  |  .... |  ....
+                         |        |        |       |        |       |
+  Time in recreation     |  ....  |  ....  |  .... |  ....  |  .... |  ....
+                         |        |        |       |        |       |
+  Off streets            |  ....  |  ....  |  .... |  ....  |  .... |  ....
+  -----------------------+--------+--------+-------+--------+-------+--------
+
+
+  This report sent to the teacher when the report card is returned to the
+  school will help raise the standing of your child in its school work.
+
+                                            E. O. MCCORMICK, _Supt_.
+
+  The following subjects are of a suggestive nature; you may use as many
+  as may be applicable to your child. Others not listed may be used. Write
+  in the blank spaces on the front of this card those subjects under your
+  observation.
+
+  Sawing wood.
+  Washing dishes.
+  Care of house.
+  Care of cows.
+  Making beds.
+  Sweeping.
+  Ironing.
+
+  In bed by nine (yes or no).
+  Building fire in mornings.
+  Care of chickens.
+  Churning.
+  Making bread, biscuits, etc.
+  Preparing meals for family.
+  Blacking the stove.
+
+  Any work or interest in home as shown by the child should be noted on
+  the front of the card, under the list of subjects.
+
+       *       *       *       *       *
+
+Mrs. Elizabeth Sterling, of Clarke County, Washington, was one of
+the first county superintendents to get out a card suitable for
+use throughout her schools. She strongly urged the teachers of her
+county to try the plan, and in 1914 eighty-five teachers were
+operating it. This card provides a record for the whole school year,
+with a general average for the nine months. To secure credit the
+pupil is required to average eight hours per week, or thirty-two
+hours per month, at "real honest, helpful labor that relieves the
+father and mother of that amount of work." This done, the teacher
+is to add three credits to the average gained by the pupil at the
+school during the month of his or her studies. Additional credits
+are to be given for more than thirty-two hours per month at the rate
+of one credit for every ten hours' work. The parent or guardian is
+cautioned to keep track of the number of hours that the boy or girl
+actually spends per week at any of the kinds of work named on the
+credit report card, or any other real work that is not there listed.
+The printed list comprises:--
+
+  Milking.
+  Churning.
+  Turning separator.
+  Caring for horses.
+  Caring for cows.
+  Caring for pigs.
+  Caring for poultry.
+  Cleaning barn.
+  Splitting wood.
+  Carrying in wood.
+  Gardening.
+  Cooking.
+
+  Baking.
+  Washing.
+  Ironing.
+  Sweeping.
+  Dusting.
+  Sewing.
+  Running errands.
+  Making beds.
+  Washing dishes.
+  Building fires.
+  Caring for little children.
+
+
+
+
+II
+
+HOME CREDIT IN HIGH SCHOOLS
+
+
+Several high schools have sent us reports of their plans for giving
+credit for work outside of school. Some of these schools use plans
+that differ considerably from those of the elementary schools where
+the movement began; they lay emphasis on improvement in work,
+and to this end they require that all the work be supervised by
+the teachers of home economics, agriculture, commerce, or manual
+training. Other high schools try to encourage the habit of industry,
+no matter what the kind of work, and offer credit for such tasks as
+running errands, delivering groceries, or carrying a paper route. In
+my opinion both ideas are good; there is no end to the possibilities
+of developing skill in home work under the instruction of one who
+really knows how to do it, and there is also great value in the
+encouragement of faithful industry in routine tasks.
+
+[Illustration: AUBURN, WASHINGTON, HIGH SCHOOL BOYS IN RAILROAD SHOPS
+
+This is good school equipment. It cost $200,000]
+
+Descriptions of parts of the work of a few high schools are given
+here.
+
+In the High School of Santa Monica, California, two credits for
+home work are allowed out of the total of sixteen required for
+graduation, and pupils with a certain average standing who earn
+eighteen credits, two of them for home work, may graduate _cum
+laude_.
+
+Below is given a list of tasks for which school credit will be
+allowed:--
+
+     _One-half credit per year_:--
+
+  Regular music lessons, instrumental or vocal, under
+    a competent instructor.
+
+  Making own clothes for school.
+
+  Doing family darning and mending.
+
+  Preparing one meal a day for a year.
+
+  Carrying paper route.
+
+     _One-half credit for half-time for a year, or for full time for
+     summer vacation_:--
+
+  Clerking in store, bank, or office.
+
+  Cement work, or work in any local trades or industries.
+
+  Regular work on a farm.
+
+     _One-half credit_:--
+
+  Raising one-fourth acre of potatoes, melons, onions,
+    strawberries, or similar products.
+
+  Employment in a dressmaking or millinery establishment
+    for summer vacation.
+
+     _One-fourth credit per year each_:--
+
+  Sleeping for one year in the open air.
+
+  Retiring at 10 P.M. five days per week for one year.
+
+  Taking a cold bath every morning five times per
+  week on an average for one year.
+
+  Walking three miles per day for a year.
+
+Credit will be given for the following according to the amount of
+work:--
+
+     Public speaking or reciting. Reading aloud to family or to
+     invalids.
+
+     Horticulture. Gardening. Poultry-raising. Bee-culture.
+
+     Taking care of cows or other animals. General dairy work.
+
+     Sewing for the family. Doing the family laundry. House-cleaning,
+     bed-making, dish-washing, or any other useful work about the
+     house.
+
+     Getting younger children ready for school every day. Caring for
+     a baby.
+
+     Nursing the sick.
+
+     Making a canoe or boat. Taking full care of an automobile.
+     Perfecting any mechanical contrivance for saving labor about the
+     home.
+
+     Recognizing and describing twenty different native birds, trees
+     or flowers.
+
+     Summer vacation travel with written description.
+
+     Playing golf or tennis. Sea-bathing and swimming.
+
+     Keeping a systematic savings bank account, with regular weekly
+     or monthly deposits.
+
+     Keeping a set of books for father or some merchant. Doing
+     correspondence for father or other business man.
+
+     Running errands. Delivering groceries.
+
+     Singing in church choir. Teaching in Sunday school.
+
+     Carpentry work. Cabinet-making, furniture construction.
+
+     Working as forest ranger.
+
+[Illustration:
+
+  SANTA MONICA HIGH SCHOOL
+
+                                        Date ........................ 191....
+
+  I hereby declare my intention of earning ...... credits for home or outside
+  work by doing .............................................................
+  ...........................................................................
+
+                     Signature of Pupil .....................................
+
+  I approve of the above and agree to observe and certify to the quantity and
+  quality of work performed.
+
+                     Signature of Parent ....................................
+
+  I hereby certify that ........................ has faithfully performed the
+  above work, spending on the average ...... minutes per day for ....... days
+  and is in my judgment entitled to ...... credits.
+
+           Signature of Parent or Employer ..................................
+
+  Credits granted ............... Prin.......................................
+]
+
+       *       *       *       *       *
+
+In the High School at St. Cloud, Minnesota, great attention is paid
+to vacation work as well as to work done during the school year. At
+the beginning of the fall term the following questionnaire is sent
+to high school pupils, and to elementary pupils above the fourth
+grade:
+
+_Vacation Report--Grades Five to Twelve_
+
+                                         School.
+
+  NOTE--Teachers are requested to have pupils fill out this blank
+  carefully. It is very important. Explain each question. Caution children
+  not to over- or under-estimate.
+
+   1. Name ............. Age .............  Grade or Class ................
+
+   2. Did you help at home during the summer vacation? ....................
+
+   3. Did you take music lessons? ..... Travel? ..... Attend Summer School?
+
+   4. Did you do any work along the line of agriculture, horticulture,
+      gardening, bee-culture or poultry-raising? If so, what? .............
+      ........ Estimate carefully the net profit ................... $.....
+
+   5. Did you have a flower garden? ..............  Name six or more of the
+      leading flowers that you raised. ....................................
+      .....................................................................
+      .....................................................................
+
+   6. Name wild flowers, birds, or trees you have observed this summer.
+      Flowers .............................................................
+      Birds ...............................................................
+      Trees ...............................................................
+
+   7. What pieces of hand-work, if any, did you do during vacation?
+      Wearing apparel .....................................................
+      Household art .......................................................
+      Wood ......................... Iron..................................
+      Cement .............. Give estimated value of such hand-work $.......
+
+   8. What electrical contrivance or other home accessory did you
+      make to save your mother work? ......................................
+
+   9. Which of the following home tasks did you do this summer?
+      Prepare one meal alone daily? ...... Bake the bread? ................
+      Bake a cake? ....................... Make the beds? .................
+      Do the washing? .................... Do the ironing? ................
+
+  10. Are you sleeping in the open air or with open window? ...............
+
+  11. Can you swim 300 feet or more? ..... Did you learn this summer? .....
+
+  12. Were you employed elsewhere than at home? ...........................
+
+  13. State kind of work done ............ Employer .......................
+
+  14. Number of weeks employed ........... Amount earned per week. $.......
+
+  15. Total amount of cash earned during vacation.                 $.......
+
+  16. Fair estimate of the value of your home work.                $.......
+
+  17. Total cash value of your summer work (items 15 and 16).      $.......
+
+  18. Have you a savings bank account? ... Amount of your deposit. $.......
+      Principals ascertain amount of deposit for lower grades.     $.......
+
+The financial results of this vacation work are summarized as
+follows:--
+
+                                              _Total_     _Deposit_
+                     _Cash_     _Home Work_  _Earnings_  _in Bank_
+
+  High School        $6,393.01   $1744.45    $8137.44   $2793.36
+  Total for city     16,422.00    3666.15     9559.25    3144.92
+
+    Highest individual earnings -- High School      $260.00
+       "        "         "     -- Grades            200.00
+    Average     "         "     -- High School        76.00
+    Highest     "      deposit  --   "    "          300.00
+       "        "         "     -- Grades            500.00
+
+Pupils may graduate with honor from the St. Cloud High School by
+attaining certain standings and by offering two credits for home or
+continuation work. One of the sixteen credits required for regular
+graduation may be a credit for home or continuation work.
+
+The list of credits is divided into two parts, outside work and home
+work. Among the many outside activities mentioned in the St. Cloud
+list, we find:--
+
+     Literary society work, or rhetoricals, debate, public speaking,
+     or expressive reading, one-fourth unit per year.
+
+     Granite or paving-block cutting, or work in any of the local
+     trades, shops, factories, or industries, one-fourth unit for
+     each summer vacation.
+
+     Steady work on a farm, followed by a satisfactory essay on some
+     agricultural subject, one-fourth unit for three months.
+
+     Raising one-fourth of an acre of onions, tomatoes, strawberries,
+     or celery, one acre of potatoes, two acres of pop corn, five
+     acres of corn or alfalfa, one-fourth unit.
+
+     Running a split road drag or doing other forms of road-building
+     for three months, one-fourth unit.
+
+     Judging, with a degree of accuracy, the different types of
+     horses, cattle, and hogs, one-fourth unit.
+
+     "See Minnesota First" trip under approved instructor, with
+     essay, one-fourth unit.
+
+Among the home tasks are mentioned:--
+
+     Shingling or painting the house or barn.
+
+     Making a canoe or boat.
+
+     Swimming 300 feet at one continuous performance.
+
+     Cooking meat and eggs three ways and making three kinds of cake.
+     Exhibit.
+
+     Doing the laundry work weekly for three months.
+
+     Recognizing and describing twenty different native birds, trees,
+     and flowers.
+
+The Ames, Iowa, High School course outlines out-of-school work in
+three departments: agriculture, manual training, and home economics.
+I quote from the home economics prospectus:--
+
+     Unless the work is ... made to connect with the work in the home
+     it loses much of its vitality. Our aim is to relate the home and
+     the school and permit each to contribute its share in making the
+     work vital, really worth while. The girl ... may carry into the
+     home some new ways of working, and there will be an exchange of
+     ideas between mother and daughter as to hows and whys ... that
+     will result beneficially to both. As the girl carries these
+     ideas and discoveries back into the school we shall be able to
+     know better the needs of home and social life, and hence so plan
+     our work that it may "carry over" into her out-of-school life.
+
+A total of two credits to apply on graduation may be earned in home
+economics at the Ames High School. Three hundred points equal one
+credit.
+
+Two hundred points each are offered for cookery, general housework
+and sewing.
+
+     Cooking is to be done for the family at home, and whenever
+     possible a sample brought to the school for examination,
+     together with the recipes giving itemized cost, and a signed
+     statement that the entire work was done by the girl herself. A
+     list of things to be cooked is given: ten dishes are required,
+     the other five are to be chosen from the list. The list for the
+     first year follows; dishes required are marked with a star and
+     receive seven points credit, the others receive six points.
+
+  Some fresh vegetable cooked and served in a white
+  sauce.
+
+  Potatoes in some form.
+
+  Tapioca.
+
+  Rice.
+
+  Macaroni.
+
+  Muffins.
+
+  *Baking powder biscuit.
+
+  *Plain cake, with or without frosting.
+
+  *Drop cookies.
+
+  *Rolled cookies.
+
+  *Pastry.
+
+  *Gelatin with soft custard.
+
+  Cottage cheese.
+
+  Scalloped dish.
+
+  Custard, or some kind of custard pudding (bread, rice,
+  tapioca).
+
+  Steamed brown bread.
+
+  *Prune whip. }
+
+  Marguerites. } One of these required; either may be chosen.
+
+  Fondant candies.
+
+  Salad with cooked or French dressing.
+
+  *Sandwiches--three kinds of filling.
+
+  *Bread.
+
+  *Baked beans.
+
+     General housework includes making girl's own bed each day; daily
+     and weekly care of bedroom, helping with general housework
+     one-half hour each day and one hour on Saturdays (sweeping,
+     dusting, ironing, washing dishes, washing windows, etc.). The
+     total credit for this is 12-1/2 points for one month.
+
+     In the course in sewing, the home work is brought to school
+     for examination and grading. The list for second year sewing
+     follows:--
+
+     One-third credit--100 points, open to girls who are taking, or
+     who have completed second year sewing.
+
+  Princess slip        50 points.
+  House dress          75
+  Shirt waist          50
+  Woolen skirt         75
+  Made-over dress      75
+  Nice dress          100
+
+The High School at North Yakima, Washington, gives credit for work
+in music under approved teachers; for practice-teaching (coaching)
+by normal students in the grades; and for work in agriculture.
+
+The summer work in agriculture is planned before the close of the
+school in the spring.
+
+Each pupil informs the instructor in agriculture as to the kind of
+work he intends to do. The instructor visits each pupil several
+times during the summer, discussing methods of work, results, etc.,
+with him and his employer, and designating pamphlets, bulletins,
+and magazine articles for him to read. In 1914, fifty-four pupils
+applied for credit for work in agriculture.
+
+     _Rules for Summer Agricultural Work in North Yakima, Washington_
+
+     1. Students may earn one credit in agriculture toward graduation
+     by work completed outside of school during the vacation period.
+
+     2. At least 250 hours of work must be completed before any
+     credit will be given.
+
+     3. Complete records and systematic reports kept by the
+     applicant, giving all information required, and signed by the
+     parent or employer, shall be filed with the instructor in
+     agriculture every two weeks.
+
+     4. Applicants shall secure such information as a result of
+     reading, study, and questioning experienced workers, as may be
+     necessary to convince the instructor in charge that the work has
+     been of sufficient educational value to justify the granting of
+     a credit.
+
+     5. Pupils wishing to receive credit for this work shall make
+     application for the privilege before beginning the work. Lists
+     of reference books, kinds and character of notebooks, shall be
+     designated by the instructor in agriculture.
+
+     6. An examination covering the work may be given by the school
+     authorities.
+
+     7. Work may be done along the following lines:
+
+     _a._ Vegetable gardening work; keeping results of work done in
+     complete form.
+
+     _b._ Feeding of stock, poultry, etc.; keeping records of foods
+     used, amounts and results obtained.
+
+     _c._ Thinning, picking, packing, marketing, cultivation and
+     irrigation of fruits, etc.
+
+     _d._ Eradication of blight, other orchard diseases and pests;
+     complete records of attempts to reduce damage done by these
+     causes.
+
+     _e._ Growing of cereal, grass, or forage crops.
+
+     _f._ Keeping records of dairy animals; milk testing records for
+     monthly periods.
+
+     _g._ Care of bees, handling of honey, etc.; complete records.
+
+
+
+
+APPENDIX
+
+KANSAS AGRICULTURAL COLLEGE BULLETIN
+
+
+Mr. John C. Werner, of the college extension division of the Kansas
+State Agricultural College, wrote in 1914 a very valuable bulletin
+entitled "School Credit for Home Work," the essential features of
+which are given.[8] Notice that he recommends that pupils furnish
+the reports themselves over their own signatures, as putting them on
+their honor is considered valuable, and in justice due them.
+
+  [8] For other quotations from this bulletin, see pages 46, 50, and
+  51.
+
+In a letter Mr. Werner says: "My idea of giving credit is to use the
+old laboratory method of requiring the student to do a reasonable
+amount of work in a reasonable length of time. This allows for many
+of the variable factors that enter into the problem; I think it is
+better than to give so many points of credit for each piece of work
+done."
+
+     In the first six grades of the elementary school, where so much
+     depends upon using the child's knowledge which he has gained
+     from actual experiences about home, and the environment with
+     which he comes in contact which is really a part of himself,
+     we have the best basis for his further education. In these
+     grades it will be raising and not lowering our standards when
+     we give credit for home work and add it to the school credits
+     for passing grades. All of the subjects of these grades should
+     be so closely affiliated with the home life of the child as to
+     warrant our doing this. It is so important that the child be
+     engaged in the actual doing of things that the perfect grade of
+     100 per cent should be divided into two divisions: (1) A maximum
+     of 90 per cent for school work. (2) A maximum of 10 per cent for
+     home work when proper records and reports are kept.
+
+     In the seventh and eighth grades and in the high school, work
+     corresponding to the age and ability of the pupils should
+     be introduced and made part of the laboratory work, giving
+     two fifths of a unit of credit. Here written reports of the
+     operations performed should be worked out by the pupils and
+     presented as class work. Classes should visit the dairy barns,
+     feeding pens, gardens, corn or grass fields, orchards, etc.
+     Pupils should carry on considerable individual home work, which
+     should continue throughout the summer as well as winter season.
+     This credit should be counted in agriculture, domestic arts and
+     manual-training courses.
+
+     The various contests among the boys and girls, that are
+     conducted in all parts of the state, certainly should be
+     counted worthy of school credit. These contests are directly or
+     indirectly under the auspices of the Agricultural College, and
+     numerous bulletins are sent to the contestants. Many children
+     actually receive in these contests almost the equal of a year's
+     course in school.
+
+
+_Suggestive List of Subjects for Credit for Home Work_
+
+  1. _Agriculture_
+
+  Milking cows.
+  Feeding horses.
+  Cleaning cow barns.
+  Cleaning horse barns.
+  Feeding cows.
+  Feeding sheep.
+  Feeding beef cattle.
+  Feeding hogs.
+  Feeding poultry.
+  Watering stock.
+  Churning.
+  Turning separator.
+  Tending fires.
+  Running errands.
+  Digging potatoes.
+  Hitching and unhitching horses.
+  Beating rugs.
+  Hauling feed.
+  Pumping water.
+  Cutting wood.
+  Carrying in fuel.
+  Getting the cows.
+  Gathering eggs.
+  Tending to the poultry house.
+  Tending pig pen.
+  Bedding of stock.
+  Preparing kindling.
+  Miscellaneous.
+
+  2. _Domestic Arts_
+
+  Preparing meals.
+  Making biscuits.
+  Baking bread.
+  Baking cake.
+  Baking pie.
+  Washing clothes.
+  Ironing clothes.
+  Caring for baby.
+  Overseeing home while mother is away.
+  Scrubbing floor.
+  Washing dishes.
+  Wiping dishes.
+  Making beds.
+  Sweeping the house.
+  Dusting rugs.
+  Airing bedclothes.
+  Ventilating bedroom.
+  Dressing the baby.
+  Canning fruit.
+  Caring for milk.
+  Sewing.
+  Dusting furniture.
+  Care of self.
+  Making dress.
+  Making apron.
+  Care of teeth.
+  Setting the table.
+  Care of sick.
+  Miscellaneous.
+
+  3. _Manual Training_
+
+  Making farm gate.
+  Making peck crate.
+  Making chair.
+  Making clothes rack.
+  Making pencil sharpener.
+  Making T-square.
+  Making towel roller.
+  Making ruler.
+  Making picture frame, halved
+  together joints, end and center.
+  Making mortise and tenon joint.
+  Making bookrack.
+  Miscellaneous.
+  Making ax handle.
+  Making hayrack.
+  Making ironing board.
+  Making cutting board.
+  Making tool rack.
+  Making staffboard liner.
+  Making vine rack.
+  Making sandpaper blocks.
+  Making mail box.
+  Open mortise and tenon joint (end).
+  Making halving joint, or angle
+  splice joint.
+  Making feed hopper.
+  Making whippletree.
+  Making wood rack.
+  Making bench hook.
+  Making coat hanger.
+  Making nail box.
+  Making table.
+  Making flower-pot stand.
+  Making key board.
+  Making pen tray.
+  Making mortise and tenon joint
+  (center).
+  Making dovetail joint.
+  Making panel door.
+  Making work bench.
+
+  4. _Home Contests_
+
+  Corn acre contest.
+  Poultry and pig contest.
+  Sewing contest.
+  Potato plot contest.
+  Tomato contest.
+  Canning contest.
+  Garden contest.
+  Bread-baking contest.
+  Miscellaneous.
+
+_Plan for Allowing Credit_
+
+It is absolutely essential in taking up this work that the teacher
+make a careful survey in her neighborhood of the kinds of home work
+that the pupils have opportunity to do. The pupils should be put
+on their honor in reporting their work, and the teacher must work
+out the amount of credit time the various items are to receive, and
+from the pupils' reports grade the work. A large number of items
+should be included and given their relative weight. Quality as well
+as quantity must be judged by the teacher. This supplies a working
+basis for coöperation between home and school.
+
+Besides the credits earned in the particular subjects of
+agriculture, domestic arts and manual training, where 216 hours will
+add two fifths of a unit, other work may be given some additional
+credit up to say 10 per cent, as physiology and geography. It is
+also possible that subjects such as English and arithmetic may be
+so correlated as to be at least partially considered in connection
+with the agriculture, domestic arts, and manual training by the
+composition required and the problems furnished.
+
+It is not expected that any boy or girl will enter all of the
+contests. Contests which require 216 hours' work should be given two
+fifths of a unit credit in the subject to which it belongs. If the
+child in the contest is below the seventh grade, the work should add
+to his entire school grade up to 10 per cent. The fairness of this
+plan will appeal to the boys and girls, for the girl or boy who has
+third, fourth or fifth place in the contest deserves credit as well
+as the one who wins first place.
+
+It is the object in the credit for home work both to recognize
+and give credit because of the educational value to the child of
+such work which he does with his hands, and it is also hoped to
+develop the child into a better worker, so that the work performed
+will be constantly of a higher order as the child grows older. In
+other words, we have a constantly changing variable as the child
+grows older as to the time necessary to do certain work, and the
+proficiency with which the work is done. Speed in doing things is
+not the only consideration, and yet all work should be done with
+reasonable dispatch.
+
+In inaugurating this work it seems that the ordinary laboratory
+method for giving credit is quite as well adapted to home laboratory
+work as it is to school laboratory work. If the perfect grade, 100
+per cent in the elementary school in grades 1 to 6, inclusive, be
+divided into two parts, i.e., a maximum of 90 per cent for school
+work and a maximum of 10 per cent for home work for all pupils who
+desire to do the home work, then one tenth of the number of hours
+in the school year may be taken as the basis for credit. Counting
+the double period, as should be done, 216 hours or 6 hours per week
+would be the required time for the nine-months' term of school to
+receive full credit. The pupil would, therefore, need to work at
+home six hours per week. This work should be scattered throughout
+the week as evenly as possible, with the opportunity of doing not
+to exceed three hours' work in any one day, as, for example, on
+Saturday. As in the laboratory system, the pupils, regardless of
+the overtime put in, could only receive full credit for any year.
+Pupils who do not have the chance for home work will not be affected
+in their work, as the usual method of grading will apply to them.
+Conditions must determine the time necessary for any given piece of
+work. For example, if one boy feeds a team of horses in ten minutes,
+another in fifteen minutes, another in five minutes, and another in
+thirty minutes, under similar conditions, perhaps one boy is working
+too rapidly and another too slowly. From such reports it seems that
+twelve to fifteen minutes should be allowed for feeding a team of
+horses.
+
+The best and most profitable division of time for the home work
+would be about thirty minutes, both morning and evening, each day.
+During these work periods different things should be done, and
+during the year it is to be hoped that a large variety of different
+kinds of work may be included. If the home is in sympathy with the
+child's work it can help very materially in setting tasks for the
+child that are of the most profitable nature.
+
+
+_Reports to Teachers_
+
+The pupils should furnish the reports themselves over their own
+signatures for the home work. Putting them on their own honor is
+valuable and in justice is due them. Since results must be produced
+in most kinds of work, the teacher can judge quite accurately as to
+the value of work.
+
+[Illustration:
+
+_Illustrative Report Card_
+
+  _Weekly report home work._                 _Date_....................
+  _Elementary school_.
+
+                                              _Pupil_...................
+
+  ----------------+---------------+--------------------------------------------
+                  |               |       Time spent each day.
+                  |               +------+-------+-------+-------+-------+-----
+  Work.           |Remarks.       |      |       |       |       |       |
+                  |               |  M.  |  T.   |  W.   |  T.   |  F.   |  S.
+  ----------------+---------------+------+-------+-------+-------+-------+-----
+  Feeding horses. |1 team, twice  |      |       |       |       |       |
+                  |each day       |  20  |  22   |  20   |  18   |  20   |  20
+  ----------------+---------------+------+-------+-------+-------+-------+-----
+  Cut wood        |1/2 cord, stove|      |       |       |       |       |
+                  |length         |      |       |       |       |       | 150
+  ................|...............|......|.......|.......|.......|.......|.....
+                  |               |      |       |       |       |       |
+  ................|...............|......|.......|.......|.......|.......|.....
+                  |               |      |       |       |       |       |
+  ................|...............|......|.......|.......|.......|.......|.....
+  ----------------+---------------+------+-------+-------+-------+-------+-----
+]
+
+       *       *       *       *       *
+
+Credit for seventh and eighth grades and high school grades should
+be allowed for efficient home work when properly reported as
+laboratory requirement in agriculture, domestic arts and manual
+training. In these grades all careful, systematic work during the
+summer season, as well as the regular school year, such as corn
+acre, garden, potato plot, tomato, poultry, pig, canning, sewing,
+cooking, and butter-making contests, should be used for laboratory
+credit. Of course accurate records of the work must be made at
+the time the work is performed. Schools that have an agricultural
+teacher during the entire year will directly supervise this work. In
+other schools the reports will be used as part of the next year's
+regular class work. Suitable report blanks should be used by the
+pupils and kept in laboratory notebook form.
+
+The pupils of seventh, eighth and high-school grades who do 216
+hours of acceptable home work should be given two fifths of a unit
+of credit in the subjects of agriculture, domestic arts, or manual
+training. Here again the pupil should do some different kinds of
+work and make the experience somewhat varied. In the home laboratory
+the teacher will determine a standard amount of work of any kind to
+be performed in a given time.
+
+
+
+
+CALIFORNIA REPORT ON OUTSIDE ACTIVITIES
+
+
+At the January, 1914, meeting of the California Teachers'
+Association the following report on credit for work done outside of
+the school was submitted by Mr. Hugh J. Baldwin:--
+
+
+     _Credit for Work Done Outside of School_
+
+     Fulfilling the wishes of this organization, your committee
+     sent communications to the heads of departments of large
+     manufacturing and commercial interests, to managers of railroads
+     and educational institutions, requesting information on lines
+     of work upon which you wished a report. Not only were the
+     circulars answered promptly, but, in many cases, the answers
+     were remarkable. Some of them suggested in definite language how
+     outside activities might be made harmoniously supplemental to
+     our regular school work, better articulated therewith than had
+     been planned.
+
+       *       *       *       *       *
+
+     Many strong reasons were given; one of the most potent was that
+     the innovation would change the present attitude of the average
+     person towards labor--in other words, to dignify the labor
+     of the land, to honor and respect the woman who can prepare
+     nourishing food in the kitchen or the man who can contribute to
+     the world's wealth from his garden.
+
+     Another strong thought from this compilation of opinions
+     resulted in the contrast between the systems of American and
+     German polytechnic or manual training education. The German
+     schools secure the coöperation of the factories and shops and
+     stores where there is particular industrial training given, all
+     without cost to state or municipality for the tuition. On the
+     other hand, in the United States, the only manual training that
+     has been attempted by the school authorities has been at greater
+     expense to the people.
+
+     In communities where there is no special educational industrial
+     training the subject of this committee work is very important.
+     "Outside Activities," or credit on school reports for work
+     done by school children at home, has now a place in the course
+     of study of San Diego County. The plan has passed from the
+     experimental stage, having been given a thorough tryout in all
+     the schools. From all parts of the county reports have come
+     full of enthusiasm telling of the excellent working of the
+     plan. To be sure there are a few adverse reports. We find that
+     communities largely Mexican in complexion evince little interest
+     in the plan.
+
+
+
+
+INDEX
+
+
+  Agriculture, 19, 131, 156, 162, 164, 165, 168.
+
+  Alderman, Superintendent, 17.
+
+  Algebra, 8, 9, 24, 25, 34, 35.
+
+  Algona, Wash., 42, 107, 110.
+
+  Ames, Iowa, 162-64.
+
+  Arithmetic, 27, 30, 31, 47, 58, 61.
+
+  Ashland, Ore., 135.
+
+  Auburn, Wash., 28, 29.
+
+
+  Bailey, E. G., 148.
+
+  Baldwin, Hugh J., 174.
+
+  Banks and banking, 13.
+
+  Banner, school, 13, 14.
+
+  Bathing, 41, 42, 51, 107, 125.
+
+  Belknap, Mrs. E. H., letters, 48, 49, 69, 70.
+
+  Bellingham, Wash., 104.
+
+  Benton County, Ore., 6.
+
+  Blanks, home credit. _See_ Cards.
+
+  Bread-making, 8, 10, 65.
+
+  Bulletin for teachers, Spokane County, Ore., 89, 90.
+
+  Burns, Miss Veva, 124.
+
+  Burnt Ridge, Wash., 84, 85.
+
+
+  Cake-making, 22, 92.
+
+  Calavan, C. C., 110, 111.
+
+  California Report on Outside Activities, 174, 175.
+
+  Canning, 130.
+
+  Cards, home record, 71-172.
+
+  Care of language, 41.
+
+  Certificate of Promotion with Distinction, 138-41.
+
+  Charleston, Wash., 128, 130.
+
+  Cheerfulness, 41.
+
+  Cheney, Wash., 92.
+
+  Chores, 17, 36, 120, 121, 151.
+
+  Church attendance, 110, 111, 132.
+
+  Clackamas County, Ore., 14, 32, 154.
+
+  Claxton, Mr., Commissioner of Education, 6.
+
+  Cleaning yard, 151.
+
+  Cleanliness, 11.
+
+  Commerce, 156.
+
+  Conklin, Superintendent E. B., 6, 148.
+
+  Consolidation of schools, 25.
+
+  Contests, rules of, 73-80, 83, 103, 104, 113, 114, 126, 130-33;
+    for summer agricultural work, 165, 166. _See_ Prizes.
+
+  Cooking, 8, 10, 34, 48, 118, 163.
+
+  Coöperation, of parents and teachers, 39, 46-48;
+    plan for school and home, 143-45.
+
+  Courtesy to parents, 41.
+
+  Cowlitz County, Wash., 102.
+
+  Credit for home work, system of, author's article on, 3-6;
+    the case of Mary, 7-10;
+    in O'Reilly's school, 11-23;
+    revitalizing effect of, 25-33;
+    honors labor, 34-38;
+    illustrative cards of, 71-155;
+    in high schools, 156-66.
+
+  Credits, prizes for, 11-13, 19-22, 32, 37, 88, 90, 97, 124, 128.
+
+  Credit-vouchers. _See_ Vouchers.
+
+  Crook County, Ore., 6.
+
+
+  Daily reports, 73-172.
+
+  Dallas, Ore., 125.
+
+  Davis, Superintendent Joel O., 135, 136.
+
+  Dish-washing, 9, 34, 118.
+
+  "Doing before told," 41, 148.
+
+  Domestic arts, 48, 51, 130, 169.
+
+  Domestic science, 22, 49, 50, 130.
+
+  Drawing, 36, 37.
+
+  Dudley, W. E., 30.
+
+  Dunlap, Oscar L., 88.
+
+  Dykstra, R. G., 120.
+
+
+  Elliott, Superintendent H. W., 128, 130, 131.
+
+  Eugene, Ore., High School, 47.
+
+  Eveline, Wash., 96.
+
+
+  Fairs, school, 19-22, 128, 130.
+
+  Farm labors, 28, 30-32, 52.
+
+  Feeding the poultry, 42.
+
+  Fitchburg, Mass., 30.
+
+  Forfeitures, 79, 80.
+
+
+  Garage work, 28, 29.
+
+  Gary, T. J., article by, on O'Reilly's school, 14-18.
+
+  General housework, 163, 164.
+
+  Geometry, 29.
+
+  Grades, 36.
+
+
+  Habit-building, 39-45.
+
+  Harrowing, 31.
+
+  Health, care for, home duty, 11.
+
+  Heath, Harry F., 96-98.
+
+  High schools, home credit in, 156-66.
+
+  History, 9.
+
+  Hoagland, Mrs. Sarah J., story by, 60-65;
+    letter from, 65-68.
+
+  Holidays, 16, 37, 70, 84, 90, 121, 124, 125, 135.
+
+  Holton, Kansas, 77.
+
+  Home contests, 169. _See_ Contests.
+
+  Home credit plans, illustrative, 71-175. _See_ Plans, Rules.
+
+  Home economics, 130, 156, 162, 163.
+
+  Home study, 151.
+
+  Home work, newspaper article on, by author, 3-6;
+    inception of idea, 7;
+    Spring Valley School, 11-23. _See_ Plans.
+
+  Hopewell High School, 23.
+
+  Horticulture, 131.
+
+  Housekeeping, 51.
+
+  Hover, Wash., 47.
+
+
+  Idaho plan, 125.
+
+  Illustrative home credit plans, 71-175.
+
+  Immorality among children, 44.
+
+  Industrial work, 4, 5, 21.
+
+  Industry, 40.
+
+  Interest in work, 26.
+
+
+  Jackson County, Ore., 132, 134, 135.
+
+  James, William, quoted on habit, 39.
+
+  Jefferson, Ore., 48.
+
+  Jenkins, Lucia, 104.
+
+
+  Kansas State Agricultural College, 50;
+    Bulletin, 72, 167-73.
+
+  Keeping temper, 41.
+
+  Kindness, 41;
+    to animals, 148.
+
+  King County, Wash., 107.
+
+
+  Labor, honoring, 34-38.
+
+  "Laboratory of the Rural School, The," 51, 52.
+
+  Lane County, Ore., 6, 22.
+
+  Letters, from teachers and school officials: Mrs. Hoagland, 65-67,
+        69, 70;
+    N. V. Rowe, 83, 84;
+    Mrs. Toman, 85;
+    O. L. Dunlap, 88;
+    McFarland, 91;
+    Miss Merritt, 96;
+    H. F. Heath, 96-98;
+    Miss Jenkins, 103, 104;
+    Mrs. Maynard, 106, 107;
+    Miss Burns, 124, 125;
+    Miss Rarey, 125;
+    Mrs. McKinney, 135;
+    J. O. Davis, 135-38;
+    Linden McCullough, 150, 151;
+    J. C. Werner, 167;
+    other teachers, 94;
+    from parents, 94, 95;
+    from pupils, 92, 93, 105;
+    from a Portland woman, 120.
+
+  Lewis County, Wash., 96.
+
+  Lewiston, Idaho, 143.
+
+  Los Angeles, Cal., 141-43.
+
+
+  Mack, A. R., 77.
+
+  Making garden, 85.
+
+  Malheur County, Ontario, 148.
+
+  Manners, 148.
+
+  Manual training, 131, 156, 162, 169.
+
+  Marion County, Ore., a letter from, 69, 70;
+    card system of, 86, 88.
+
+  Marks, 37.
+
+  Mary, the story of, 7-10.
+
+  Mathematics, 29. _See_ Algebra, Arithmetic, Geometry.
+
+  Maynard, Mrs. Lou Albee, 104, 106.
+
+  McCormick, Superintendent E. O., 153.
+
+  McCullough, Linden, 150.
+
+  McFarland, E. G., 88, 91, 94.
+
+  McKinney, Mrs. Bertha, 135.
+
+  McMinnville, Ore., 7.
+
+  Mending, 151.
+
+  Merritt, Miss Lizzie K., 95.
+
+  Military drill, 47.
+
+  Milking, 30.
+
+  Minnehaha, Wash., 30.
+
+  Montana, a school in, 65-68.
+
+  Music, 131, 164.
+
+  Myrtle Creek, Ore., 48.
+
+
+  Neatness, 41.
+
+  Nebraska, a story from, 60-65.
+
+  New York City, 145.
+
+  North Dallas School, Polk County, Ore., 122, 124.
+
+  North Yakima, Wash., 164-66.
+
+
+  Ontario, 148.
+
+  Oregon, University of, 3;
+    teachers in, 6;
+    Mr. O'Reilly's school at Spring Valley, 6, 11-23;
+    home credit schools in, 71.
+
+  Oregon City, 14.
+
+  _Oregon Teachers' Monthly_, 120.
+
+  O'Reilly, A. J., home credit school of, 6, 11-23, 41;
+    his method of daily reports, 72-77.
+
+
+  Parents, and teachers, coöperation between, 39, 46-48, 120;
+    letters from, 94, 95.
+
+  Pend Oreille County, Wash., 138.
+
+  Percentages, 36.
+
+  Personal care, 41, 42, 108, 112, 113.
+
+  Plan for school and home coöperation, 143-145.
+
+  Plans, illustrative home credit: Spring Valley School, 73-77;
+    Holton, Kan., 77-83;
+    St. John, Wash., 83, 84;
+    Burnt Ridge, Wash., 84, 85;
+    Salem Heights, Wash., 88;
+    Spokane Co., 89, 90;
+    Eveline, Wash., 96-101;
+    Cowlitz Co., Wash., 102-04;
+    District 61 School, Wash., 104-07;
+    Algona, Wash., 107-12;
+    Portland, Ore., 112-20;
+    Polk Co., Ore., 120;
+    Suver, Ore., 120-23;
+    North Dallas, Ore., 124, 125;
+    near Dallas, Ore., 125;
+    Idaho, 125-27;
+    Charleston, Wash., 128-32;
+    Jackson Co., Ore., 132-35;
+    Weston, Ore., 132, 135-38;
+    Pend Oreille Co., Wash., 138-41;
+    Los Angeles, Cal., 141-43;
+    Lewiston, Idaho, 143-45;
+    the Bronx, New York City, 145-47;
+    Mr. Conklin's, 148;
+    Ontario, 148-50;
+    Roslyn, Wash., 150-53;
+    Wilbur, Wash., 153, 154;
+    Clarke Co., Wash., 154, 155;
+    Santa Monica, Cal., 157-59;
+    St. Cloud, Minnesota, 160-62;
+    Ames, Iowa, 162-64;
+    North Yakima, Wash., 164-66;
+    Mr. Werner's, 167-73.
+
+  Politeness, 41.
+
+  Polk County, Ore., 6, 11, 120, 122.
+
+  Portland, Ore., 32, 36, 112-14.
+
+  Portland home credit record, 42.
+
+  Practice-teaching, 164.
+
+  Practicing music, 85.
+
+  Prizes, for credits in home work, 11-13, 19-22, 32, 37, 88, 90,
+        97, 124, 128.
+
+  Purpose, lacking in schools, 49.
+
+  Putting away playthings, 151.
+
+
+  Rarey, Miss Miriam H., 125.
+
+  Reading good books, 151.
+
+  Record cards, 71-172.
+
+  Reilly, Frederick J., 145.
+
+  Report of committee on home credits, Los Angeles, 141-43.
+
+  Reports, daily, 73-172.
+
+  Responsibilities, 36, 52.
+
+  Roslyn, Wash., 150.
+
+  Rowe, N. V., 83.
+
+  Rules of contests, 73-80, 83, 103, 104, 113, 114, 126, 130-33;
+    for summer agricultural work, 165, 166.
+
+  Running errands, 156.
+
+
+  Sadie and Stella, 53-59.
+
+  St. Cloud, Minnesota, 160-62.
+
+  St. John, Wash., 83.
+
+  Salem, Ore., 11, 14, 19, 20.
+
+  Salem Heights, Ore., 88.
+
+  Santa Monica, Cal., 157-59.
+
+  Sawing wood, 85.
+
+  School and home coöperation, 143-45.
+
+  "School Credit for Home Work," 167.
+
+  Schoolhouse janitor, 95.
+
+  Schools, consolidation of, 25.
+
+  Scrubbing, 42.
+
+  Sewing, 3, 47, 51, 163.
+
+  Seymour, Superintendent, 13, 14, 122, 124.
+
+  Shepherd, Miss Grace M., 125.
+
+  Sheridan High School, 22.
+
+  Shopwork, 28.
+
+  Simmonds, F. W., 143.
+
+  Sleeping with window open, 44.
+
+  Slips, home credit. _See_ Cards.
+
+  Smith, W. M., 86.
+
+  Soules, Miss Hester C., 138.
+
+  Spelling, 32, 33;
+    contest, 13, 14, 18.
+
+  Spokane, Wash., 32, 89, 91.
+
+  Spokane Chamber of Commerce, 89.
+
+  Spokane County, Wash., 88, 89, 91, 95.
+
+  Spring Valley, Ore., Mr. O'Reilly's school at, 6, 11-23, 72-77.
+
+  Standings, 36.
+
+  Stella and Sadie, 53-59.
+
+  Sterling, Mrs. Elizabeth, 154.
+
+  Suggestions for using "Home Record Slip," 112, 113.
+
+  Sunday school attendance, 110, 132.
+
+  Suver, Polk County, Ore., school at, 120.
+
+  Sweeping, 42.
+
+
+  Tardiness, 27, 57, 84, 121.
+
+  Teachers, and parents, coöperation between, 39, 46-48;
+    a story from, 60-65;
+    letters from, _see_ Letters.
+
+  Tidiness, 137.
+
+  Todd, Mr., 28-30.
+
+  Toman, Mrs. Verona E., 84, 85.
+
+  Toothbrushing, 41-43, 107.
+
+
+  Umatilla County, Ore., 132.
+
+
+  Vacation report, 160, 161.
+
+  Vancouver, Wash., 32.
+
+  Voice, care of, 43.
+
+  Vouchers, 77, 96-99.
+
+
+  Walking, credit for, 120, 121.
+
+  Wasco County, Ore., 6.
+
+  Washing dishes, 9, 42.
+
+  Washington, home credit schools in, 71.
+
+  Weekly reports, 86, 88.
+
+  Wells, J. Percy, 132.
+
+  Werner, John C., 167.
+
+  Weston, Ore., 132, 135, 136.
+
+  Weston Public School, 136.
+
+  Whitman County, Wash., 83.
+
+  Wilbur, Wash., 153.
+
+  Winship, Dr., 11.
+
+  Work, done for wages, 151;
+    in father's place of business, 151. _See_ Labor.
+
+
+  Yamhill County, Ore., 6, 24.
+
+       *       *       *       *       *
+
+Transcriber's note:
+
+Minor typographical errors have been corrected without note.
+Irregularities and inconsistencies in the text have been retained as
+printed.
+
+The illustrations have been moved so that they do not break up
+paragraphs.
+
+Mismatched quotes are not fixed if it's not sufficiently clear where
+the missing quote should be placed.
+
+The cover for the eBook version of this book was created by the
+transcriber and is placed in the public domain.
+
+Rather than |||||, tally marks in the book are four upright bars with
+the fifth bar crossing the other four diagonally. See footnote 7, and
+pages 130 and 181.
+
+In addition to obvious errors, the following changes have been made:
+
+     1. Page 118: the word "a" was added in the phrase: "a lonely art
+     student"
+
+     2. Page 133: transposed words "be will" were corrected to "will
+     be" in the phrase: "will be improved"
+
+
+
+
+
+End of the Project Gutenberg EBook of School Credit for Home Work, by 
+Lewis Raymond Alderman
+
+*** END OF THE PROJECT GUTENBERG EBOOK 44102 ***