Daily capital journal. (Salem, Oregon) 1903-1919, 1913-02-19
PRIZES FOR SCHOOL
INDUSTRIAL WORK

zone cake, loaf of bread, fancy pill
low, fancy apron, hemstitched hand
kerchief, three ears yellow corn, three
ears pop corn, quart Of new wheat,
largest and best head Of cabbage"
This signifies neither church sale
nor a county fair, but a school exhibit
in county where industrial wock is
recognized by regular training in the
public schools and rewarded by prlz-
es at the end Of the year. The work
is done at home under the direction Of
parents as well as teachers, according
to information received at the United
States Bureau of Education.
The county, industrial education
exhibit recently held at Goshen, Ind,
where such products are shown, rep
resents school and home movement
that is going on vigorously in many
parts Of the United States. 1t typi-
fies the awakened interest in indust-
rial training that has come to suple-
ment, not supplant, the traditional
work Of the public schools. 1t means
closer connection than ever before
between school and life.
The business men of this Indiana
county showed their interest in the
school industrial exhibit by furnishing
prizes for the best products in each
class. The first prize for the best
loaf of bread baked by a school girl
was a gold ring, and the second an
Administer rug. The girl who served
the most delicious luncheon of four
dishes was rewarded with "savory
roas1er." Boys from the high school
who showed the most business-like
commercial paper-checks, notes, etc.
and wrote the best composition on
What High School Graduate Should
Know and be Able to Do" were pre-
sented with subscriptions to local
newspapers The winners of the corn
club exhibit were given the privilege
Of a two-days trip TO Purdue univer-
sity; and there were many other pre-
miums awarded for tho products act
ually made or grown by the school
children Of the county during the year
Plans for giving credit in some way
for work produced as a result of the
oducative process but not actually
done in school are reported from
many localities. The Massachusetts,
home-project work in agriculture is
one Of the most successful attempts
to correlate school and home. BY this
plan the pupil Is required to do home
farm wark as part Of the school pro-
gram, and a portion Of this work is
done during school hours. The Greg
on pla Of school credit for home duties
where the idea Is extended to include
the widest range Of home activities,
has boen tried with success in many
schools.
An interesting plan is reported in
Oconto county, Wisconsin The sup
erintendent in that country offers 20
per cent credit in geography on the
eigth-grade examinations for a scale
map showing the location of factories,
churches, schools and farms; 10 per
cent in hygiene for keeping tho teeth
clean; 30 per cent in agriculture for
selecting, drying and testing the seed
corn for the farm, and for keeping
a Babcock test record Of at least four
cows for one month; and somo credit
In language for letters written at
home, Sac county, Iowa, allows crcd-
It for regular home duties such as
feeding tho chickens, sweeping the
floor, splitting kindling0, etc
Three Missouri counties show their
faith in human nature by asking the
parent to mark on the official report
card the child's Standing" in manual
or Industrial work done at home;
sweeping, dustIng, dlshwashing, bak-
ing, setting the flreless cooker,
feeding stock, milking, dragging the
road" etc. The whole purpose Is to
yitalize the interest Of both parent