Daily capital journal. (Salem, Oregon) 1903-1919, 1913-01-14

Method Is
Approved
SCHOOL CREDIT FOR HOME DU-
TIES CATCHES THE FANCY OF
THE BUREAU OF EDUCATION,
WHICH IS SENDING 1T BROAD.
CAST.

How teachers in Oregon bring school
and home closer together by giving
credit for industrial work at home is
told with compelling interest by Hon.
L, r. Alderman, state superintendent
Of public instruction in Oregon, in
pamphlet which the United States bu-
reau of education is sending free at
the request 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; Churning butter; pre-
pairing breakfast sweeping and scrub
bing floors; dusting furniture; making
beds; sewing, washing and ironing the
child's own clothes bathing; arriv-
ing at school with clean hands and
face and with hair Combed; practcing
music lesson; going to bed by o'clock
every night; and dressing the baby;
sleeping with window boards in bed
room; 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 pu-
pills Except eighth graders) who enter
and continue in the voluntary contest
to see which can obtain the most cred
its a certain number Of accumulated
credits entities the pupils to a holiday,
at the discretion Of the teacher; and
in this one school, at least, cash re-
wards are given to pupils making the
best record in accredited home tasks.
The experiment was so successful in
Spring Valley that 1t attracted the
attention of the county superintend-
ents Of the state, who this year made
special trip to observe the results of
the home-c credit plan in this school,
and then advocated the idea every
where, Already schools in other local
tiles have tried the plan with success
modifying the dtails in accordance
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 unfail.
ingly good. The children take more
pride in their homes; give eager as
sistance in the household to their fre.
quently overworked mothers; live
cleaner, healthier lives than before;
yet they by no means neglect their
school work in their awakened zeal for
home interests. Instead, the evidence
seems to be that habits Of industry and
cleanliness thus encouraged in respect
to duties in the home are not only re-
Elected in the pride they take in sani-
tary school surroundings, 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 Or, Alderman and his associates is
that education should make us more
willing and efficient workers. every
person has some home duties, chores,
and the like Under the proper en-
couragement 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 Use
ful men and women. The giving Of
school credit for home work" says DIR.