The children get but one holiday a month. In case a pupil is_School Credit for Home Work

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_

... 191..|for | | | | | |

+-------+----+----+----+----+----+----+----+----+----+----+-----

1. Bath | 5 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

2. Teeth | 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

3. No. | | | | | | | | | | | |

loaves | 15 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

cakes | 10 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

meals | 15 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

dishes | 5 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

dishes | 5 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

8. Set | | | | | | | | | | | |

the table| 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

9. | | | | | | | | | | | |

Gathered | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

10. | | | | | | | | | | | |

Churning | 10 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

11. | | | | | | | | | | | |

Making | 10 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

12. No. | | | | | | | | | | | |

of rooms | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

13. No. | | | | | | | | | | | |

of rooms | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

14. No. | | | | | | | | | | | |

of beds | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

15. | | | | | | | | | | | |

Blacking | 5 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

16. | | | | | | | | | | | |

Gathering| 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

17. | | | | | | | | | | | |

Carried | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

18. No. | | | | | | | | | | | |

of fires | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

19. Split| 3 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

20. Fed | | | | | | | | | | | |

the | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

21. Fed | | | | | | | | | | | |

the pigs | 2 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

22. No. | | | | | | | | | | | |

of horses| 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

23. No. | | | | | | | | | | | |

horses | 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

24. No. | | | | | | | | | | | |

horses | 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

25. No. | | | | | | | | | | | |

horses | 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

26. No. | | | | | | | | | | | |

cows | 5 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

27. No. | | | | | | | | | | | |

cows | 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

28. No. | | | | | | | | | | | |

cow | | | | | | | | | | | |

stalls | 1 | | | | | | | | | | |

|-------+----+----+----+----+----+----+----+----+----+----+-----

29. No. | | | | | | | | | | | |

of horse | 1 | | | | | | | | | | |

+-------+----+----+----+----+----+----+----+----+----+----+-----

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._

The children get but one holiday a month. In case a pupil is ill