The Washburn leader. [volume] (Washburn, McLean County, N.D.) 1890-1986, 1913-01-24
School Credit For
Duties Done Home

IL S0MS W0S VVU$ ~ 400 SssssS
Many Mothers and Fathers
Would Rejoice
How teachers in Oregon bring school
and home closer together by giving
school credit for industrial work at
home is told with compelling interest
by Hon. l.. r. Alderman, state superin-
tendent of public instruction in Oregon,
in pamphlet which the United States
bureau of education is sending free at
the requent Of teachers.
Building fires; milking a COW; clean
ing the barn; splitting and carrying in
wood; turning cream separator; clean
ing house; gathering eggs; feeding
farm animals; churnig butter; prepar-
ing breakfast; sweeping and scrubbing
floors; dusting furniture; making beds;
sewing, washing and ironing the child's
clothes; bathing; arriving at school
with clean hands and face and with
hair combed; practicing music lesson;
going to bed by 9 o'clock every night;
washing and dressing the baby; Sleep
ing with window boards in bedroom;
these are few of the duties for which
the teacher at Spring Valley, Ore,
allows credit in connection with the
regular school work. .s
The work is definitely measured and
allowed for. The child desiring credit
for home tasks brings to school 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 eight graders) who enter
and continue in the voluntary contest to
see which can obtain the most of such
credits; a certain number of accumulat-
ed credits entities the pupil to a holiday,
at the discretion of the teacher; and in
this one school, at least, cash rewards
are given to pupils making the best
record in accredited home tasks.
The experiment was so successful in
Spring Valley that it attracted the at
tention of the county superintendent
Of the state, who this year nude .
special trip in body to observe the re-
suits of the home-credit plan in this
school, and then advocated the idea
everywhere. Already schools in other
localities have tried the plan with sue
cess, modifying the details in accord
ance with local needs, but always
retaining the central principle of home
and school cooperation.
Observers of the work that is done
in Oregon agree that the effect both on
school and home has been unfailingly
good. The children take more pride in
their homes; give eager assistance in
the household to their frequently over
worked mothers; live cleaner, healthier
lives than before; yet they by no means
neglect their school work in their
awakened zeal for home intests. In
deed, the evidence seems to be that. the
habits of industry and cleanliness thus
encouraged in respect to duties in the
home are not only reflected jim the: pride
they take in sanitary school susround-
,ings, but also in increased ability in
studies, greater willingness to do the
lessons, and a higher degree of accuracy
in all the activities both of home and
school.
The basic principle behind the work
Of DR.. Alderman and his associates ia
that education should make us more
willing and efficient workers. Every
person has some home duties. chores,
and the like. Under the proper en-
4 enlargement and direction the boys
and girls who are in school can be
taught to do these things well and
thoroughly. The more they do, well
and cheerfully, the better for them;
they will become finer and more useful
men and women. The giving Of school
credit for home work. Z says DR.. Alder.
man, SIS like opening great reservoirs
Of power which as yet have scarcely
been tapped.
Certain it is that cooperation between
home and school is one of the pressing
problems Of the day. Accordingly thi.
Oregon experiment. which, seeks Il
\ coordinate in. the fullest sense the in.
interests Of school and life, >is followed
with close attention BY educators every.
where. NJ III i.sl 5i3 {
The United States bureau 81 Educa