The Barre daily times. (Barre, Vt.) 1897-1959, 1913-01-17
SCHOOL CREDIT FOR HOME DUTIES
School Credit for Home Duties.


How teachers in Oregon bring schoo
and home closer together by giving
/ school credit for Industrial work at HON,
is told with compelling interest BY
Hon. l.. r. Alderman, state superintend
ent of public instruction in Oregon, in :
pamphlet which the United States bu
reau OF education is sending free at thu
request Of teachers.
Building fires; milking a COW: clean
ing the barn; splitting and carrying
in wood; turning cream separator; clean
ing houses; gathering eggs; feeding ami.
mails; charming butter; preparing break
fast; sweeping and scrubbing floorsi dust
ing furniture; making beds; sewing
washing and ironing the child's own
clothes; bathing; arriving at school with
clean hands and face and with hair
combed; practicing music lesson; going
to bed bv o'clock every night; bath.
ing and dressing the baby; sleeping with
window boards In bedroom; these are a
few of the duties for which the teacher
at Spring Valley, Oregon, allows credit
in connection with regular school work.
The work is definitely measured and
allowed for. The child desiring credit
for home tasks brings TO school a slip
signed by the parent testifying TO what
has been done; 10 per cent. is added to
the final examination results of all
pupils Except eighth gradersl who enter
and continue in the voluntary contest
to see which can obtain the most of such
credits; a certain number of accumulated
credits entities the pupil to holiday,
at the discretion of the teacher; and
in this one school, at least, cash rewards
are given to pupils making the best rec
ord in accredited home tasks.
The experiment was so successful ~
Spring Valley that il attracted the at
tention of the county superintendent Of
the state who this year made a special
trip in a body to observe the results of
the home.credit plan in this school, and
then advocated the idea everywhere. Al
ready schools in other localities have
tried the plan with success, modifying
the details in accordance with local
needs, but always retaining the central
principle of home and school co-opera-
ton.
Observers Of the work that Is done
in Oregon agree that the effect both
on school and home has been unfailing-
" good. The children take more pride
in their homes; give eager assistance
in the household to their frequently
overworked mothers; live cleaner,
lives than before; yet they
BY no means neglect their school work
in their awakened zeal for home inter-
est. Indeed the evidence seems to be
that the habits OF industry and cleanli-
ness thus encouraged in respect to du-
ties in the home are not only reflected in
the pride they take in sanitary school
but also in increased abjli-
ty in studies, greater willingness to do
the lessons. and higher degree of ac
.uraty in all the activities both Of tome
md school
The basic principle behind the work
IF Dr. Alderman and his associates is
hat education should make US more
wiling and efficient workers. Every
person has some home duties, chores,
md the like Under the proper encour-
tpemcnt and direction The boys and girls
Tho are in school can be taught to do
hese things well and thoroughly. The |
more they do, well and cheerfully, the |
letter for them; they will become finer |
md more useful men and women. The |
irving of school credit for home work"
avs Dir. Alderman. lis like opening great /
OF power which as yet have |
earcely been tapped.
Certain it is that corporation between I
ome and school is one of the pressing |
,roblems of the day. Accordingly this I
)regon experiment which seeks to co.
rdinate in the fullest sense the inter
SITS OF school and life, is followed with
lose attention by educators every
where.
The United States bureau OF education
as several thousand copies of the Ore
on booklet on hand for free distribu-
ion. They may be had on request.