Chapter IV: Part TWO: I (1)

ILLUSTRATIVE HOME CREDIT PLANS

Upon the demonstration of the success of the home credit plan in the Spring Valley School I began to hear of other Oregon schools that had taken it up and were carrying it on successfully. During the school year 1913-14, three hundred and twenty-five teachers in Oregon and in Washington were giving school credit for home work, while the scheme had been adopted by some schools in other States.

For the aid of those who may contemplate its use, the outlines of several plans that have been instituted are printed here, together with excerpts of letters we have received, and cards made out by pupils. These reports come from teachers who have used the scheme successfully in various forms. The daily report plans are given first, and the letters are arranged according to the frequency of the report from the home to the school.

It will be noted that some teachers use a card that is supposed to last for a whole year, being returned to the teacher monthly as school cards are often returned to the parent monthly; others have cards that are marked daily, and last for only a week. Some teachers use a contest plan of awards like Mr. O'Reilly's; others add credits to the average obtained in school subjects; and others do both. The first user of the parent-signed report, Mr. O'Reilly, used no cards, but had the children write little notes with lists of their labors every day for their parents to sign. A bulletin from the Kansas Agricultural College suggests that pupils should furnish the reports themselves over their own signatures.[4] The only record of failure we have was in a school where monthly report cards were used, and no definite scheme of duties was laid down,--merely so many minutes of unspecified labor. I find that children are more interested when their performance of particular duties is recorded.

[4] See Appendix.

I should never advise the wholesale adoption of any one plan, but I would suggest that superintendents and teachers adapt plans to the needs of their districts. Several schools have been reported where an enthusiastic principal has put the plan into operation throughout his school, regardless of the ideas of his teachers. I find that teachers never feel inspiration in a work that they do not want to undertake. Therefore, it would be my suggestion that under no circumstances should a teacher be asked to use home credits unless she herself desires it.

DAILY REPORTS

The following is the method which Mr. A. I. O'Reilly originated at the Spring Valley School, in 1911-12:--

_Rules of the Contest_

1. No pupil is obliged to enter the contest.

2. Any pupil entering is free to quit at any time, but if any
one quits without good cause, all credits he or she may have
earned will be forfeited.

3. Parent or guardian must send an itemized list (with signature
affixed) to the teacher each morning. This list must contain a
record of the work each child has done daily.

4. Each day the teacher will issue a credit voucher to the
pupil. This voucher will state the total number of minutes due
the pupil each day for home work.

5. At the close of the contest pupils will return vouchers to
the teacher, the six pupils who have earned the greatest amount
of time, per the vouchers, receiving awards.

6. Contest closes when term of school closes.

7. Once each month the names of the six pupils who are in the
lead will be published in the county papers.

8. Ten per cent credit will be added to final examination
results of all pupils (except eighth graders) who enter and
continue in the contest.

9. When a pupil has credits to the amount of one day earned,
by surrender of the credits, and by proper application to the
teacher, he or she may be granted a holiday, provided that not
more than one holiday may be granted to a pupil each month.

10. Forfeitures--dropping out of contest without cause, all
credits due; unexcused absence, all credits due; unexcused
tardiness, 25 per cent of all credits due; less than 90 per cent
in deportment for one month, 10 per cent of all credits due.

11. Awards--the three having the highest credits, $3 each; the
three having second highest, $2 each. Awards to be placed in a
savings bank to the credit of the pupils winning them. Funds for
awards furnished by the school district board out of the general
fund.

_List of duties with minutes credit allowed for each_

1. Building fire in the morning 5 minutes
2. Milking a cow 5 "
3. Cleaning a cow 5 "
4. Cleaning out the barn 10 "
5. Splitting and carrying in wood (12
hours' supply) 10 "
6. Turning cream separator 10 "
7. Cleaning a horse 10 "
8. Gathering eggs 10 "
9. Feeding chickens 5 "
10. Feeding pigs 5 "
11. Feeding horse 5 "
12. Feeding cow 5 "
13. Churning butter 10 "
14. Making butter 10 "
15. Blacking stove 5 "
16. Making and baking bread 60 "
17. Making biscuits 10 "
18. Preparing breakfast for family 30 "
19. Preparing supper for family 30 "
20. Washing and wiping dishes (one meal) 15 "
21. Sweeping floor 5 "
22. Dusting furniture (rugs, etc., one
room) 5 "
23. Scrubbing floor 20 "
24. Making beds (must be made after
school), each bed 5 "
25. Washing, ironing, and starching own
clothes that are worn at school
(each week) 120 "
26. Bathing each week 30 "
27. Arriving at school with clean hands,
face, teeth, and nails, and with hair
combed 10 "
28. Practicing music lesson
(for 30 minutes) 10 "
29. Retiring on or before 9 o'clock 5 "
30. Bathing and dressing baby 10 "
31. Sleeping with window boards in bedroom
(each night) 5 "
32. Other work not listed, reasonable
credit

While it is sometimes more convenient to have printed record slips, it is not necessary. Mr. O'Reilly carried on the grading by having each child write out his home credit work on ordinary tablet paper. The great majority of home credit schools have used the plan in 1914 without any printing whatever. It affords the children practice in written expression.

I give here two sample slips brought in by Mr. O'Reilly's pupils in the first home credit contest in the United States.

_Tora Mortensen_

Jan. 31, 1912.

Prepared supper 30
Washed and wiped supper dishes 15
Made 3 beds 15
Swept 1 floor 5
Washed teeth 10
Was in bed at 9 o'clock 5
------------
Total 1 hr. 20 min.

(Signed) _Mrs. Emma Savage._

_La Vern Holdredge_

April 16, 1912.

Fed chickens 5 minutes
Gathered eggs 15 "
Split kindling 10 "
Carried in wood 15 "
Swept four floors 20 "
Fed one horse 5 "
Dried dishes 15 "
In bed before nine 5 "

April 17, 1912.

Washed teeth. 10 minutes
Swept three floors 15 "
Put up lunch 10 "
------------
Total 125 minutes

(Signed) MRS. HOLDREDGE.

Superintendent A. R. Mack, of Holton, Kansas, has issued the following plan for daily reports and the issue of credit vouchers monthly, in bulletin form. Notice that the pupil who is paid in money, or in any other way, for home work receives no credit. This card gives a very desirable emphasis to manners and personal care:--

_Rules_

1. No pupil is obliged to enter contest.

2. Any pupil entering is free to quit at any time, but if any one quits without good cause, all credits he or she may have earned will be forfeited.

3. Parent or guardian must send daily to the teacher an itemized list with signature attached; this list must contain the record of the work each child has done daily.

4. At the end of each week the teacher may read the number of credits due the pupil for that week. At the end of each month the teacher shall issue a credit voucher to the pupil giving the total number of credits due to the pupil up to date, for home work.

5. The pupil in each grade making the highest number of credits each month will receive an added credit of 10 per cent of all credits due.

6. The school shall be divided into two divisions. The boy and the girl in each division in each building receiving the highest number of credits at the end of each half-year shall be awarded a suitable medal.

7. The boy and the girl in each division in each building receiving the second highest number of credits shall at their own option be awarded a medal or an additional 10 per cent of credits already due.

8. Ten per cent credit will be added to final examination results of all pupils who enter this contest before November 1, and continue in it until the end of the year. Those entering school after November 1 must enter contest before January 1, in order to receive examination credit.

9. Pupils entering the contest before November 1 or January 1 will be given credit not only on final examination grades, but on monthly examination grades.

10. In case a pupil enters the contest after November 1 or January 1, credits for home work will apply on monthly examination grades only.

The following schedule has been adopted:

Grades of 95 to 100, additional credit of half the amount between the grade and 100.

Grades of 90 to 95, a credit of 3 is given.

Grades of 85 to 90, a credit of 2 is given.

Grades of 80 to 85, a credit of 1 is given.

Below 80, no credit.

11. Any pupil in the first three grades earning 600 credits during a given month may have a quarter holiday. Pupils in the fourth grade must make 700 credits; pupils in the fifth grade must make 800 credits; pupils in the sixth grade must make 900 credits; pupils in the seventh and eighth grades must make 1000 credits for a quarter holiday.

All holidays are at the discretion of the teacher; _provided_, that the pupil may not have more than one quarter holiday in any 20 days, and _provided_, that the teacher thinks that it will not interfere with school work.

In case deportment is below 90 per cent, the holiday will be refused.

12. Forfeitures--

(_a_) Dropping out of contest without cause forfeits all credits due.

(_b_) Unexcused absence forfeits all credits due.

(_c_) Tardiness forfeits 25 per cent of all credits due.

(_d_) Less than 90 per cent in deportment in one month forfeits 10 per cent of all credits due.

(_e_) Loss of temper forfeits 5 credits.

(_f_) Bad table manners forfeit 5 credits.

(_g_) Impoliteness to elders forfeits 5 credits.

(_h_) Bad language at home forfeits 5 credits.

(_i_) Discourtesy to parents forfeits 10 credits.

(_j_) Unnecessarily soiling clothes forfeits 5 credits.

(_k_) Unnecessarily tearing clothes forfeits 5 credits.

(_l_) Report cards kept home 3 days forfeits 5 per cent credits and an additional 5 credits for each succeeding day.

(_m_) Forgetting books forfeits 5 credits per book.

13. Once each month the names of the six pupils who are in the lead will be published in the Holton papers.

14. A pupil who receives compensation for work done, whether he is paid in money or in any other way, shall receive no school credit for such work.

_Credit Slip for Primary to Third Grades, inclusive_

Credits.

1. Carrying in cobs or kindling 5

2. Carrying in night wood for kitchen stove 10

3. Feeding and watering chickens 5

4. Dusting one room 5

5. Making one bed 5

6. Wiping dishes 5

7. Washing dishes 10

8. Setting table 5

9. Cleaning teeth 5

10. Combing hair 5

11. Properly preparing for school (washing face,
ears, neck, hands; cleaning teeth and finger
nails) 20

12. Dressing without help, buttoning shoes, etc 5

13. Going to bed at or before 9 P.M. 5

14. Sleeping with window open each night 5

15. Dressing younger child and washing its face 5

16. Caring for younger children half-hour 15

17. Proper use of handkerchief one day 5

18. Cleaning mud or snow from feet 5

19. Practicing music lesson 30 minutes 15

20. Cleaning snow from porch 5

21. Cleaning snow from walks inside yard, each
walk 5

22. Scrubbing porch 5

23. Mending stockings, per pair 5

24. Filling the water bucket 5

25. Returning report card on first day 10

26. Returning report card on second day 5

27. Polishing the shoes 10

28. Getting home before 4.30 and remaining home
30 minutes 15

Other work not listed, reasonable credit.

_Credit Slip for Fourth to Eighth Grades, inclusive_

Credits.

1. Building a fire in morning 5

2. Milking a cow 5

3. Cleaning out a barn 10

4. Splitting and carrying in wood, 12 hours' supply 15

5. Bringing in kindling 5

6. Bringing in coal, per bucket 5

7. Filling water bucket 5

8. Cleaning a horse 10

9. Feeding and watering chickens 5

10. Feeding pigs 5

11. Feeding horse 5

12. Feeding cow 5

13. Blacking stove 5

14. Making and baking bread 60

15. Making biscuits 10

16. Preparing breakfast for family 30

17. Preparing supper for family 30

18. Washing and wiping dishes, one meal 15

19. Sweeping one room 5

20. Dusting one room 5

21. Making one bed 5

22. Scrubbing one floor 20

23. Making a cake 20

24. Practicing music lesson half-hour 15

25. Tending flowers in window 10

26. Working in garden half-hour 15

27. Cleaning snow from sidewalk 25

28. Mending stockings, per pair 5

29. Washing, starching and ironing own school
clothes each week 60

30. Bathing (each bath) 30

31. Cleaning teeth 5

32. Combing hair 5

33. Properly preparing for school (washing face,
ears, neck, hands; cleaning teeth and finger
nails) 20

34. Retiring at or before 9 P.M 5

35. Getting up at or before 7 A.M 5

36. Bathing and dressing baby 10

37. Sleeping with window open each night 5

38. Dressing younger child, washing its face, etc. 5

39. Caring for younger child, each half-hour 15

40. Home study, each half-hour 10

41. Making pies, 10 credits for the first and 5
credits for each additional pie.

42. Ironing one hour 30

43. Running washing machine one hour 30

44. Bringing cow from pasture, 2 or 3 blocks 5

45. Bringing cow from pasture, 8 or 9 blocks 15

46. Errands down town 10

47. Carrying clothes 10

48. Helping prepare the meal 10

49. Pumping a tank of water 60

50. Harrowing 2 hours 60

51. Carrying dinner 10

52. Churning 20

53. Dressing a chicken 25

54. Returning report cards on first day 10

55. Returning report cards on second day 5

56. Polishing the shoes 10

57. Getting home before 4.30 and remaining home
30 minutes 15

Other work not listed, reasonable credit.

_General Rule_

For unlisted work credit will be given. One credit will be given
for every two minutes' work.

Mr. N. V. Rowe, the teacher at St. John, Whitman County, Washington, describes a novel plan:--

At first I used a credit card arranged after the order of a
meal ticket. The plan was to have the card hold credits enough
for one school day of 360 minutes, arranged by 5's, 10's, 15's,
20's, 25's, and 30's. The idea is all right were it amplified
so as to include a school week. The teacher has a punch, and
punches or cancels credits as presented. I found this took
too many cards for each pupil. Some brought in as high as
360 minutes in credits each day, and even more than that in
some cases. At present I am using a plan similar to a grocer's
manifolding or duplicating book where totals are forwarded each
day. This saves time and in some ways is better than the ticket
plan.

The results have certainly justified the effort here. (1) It
lessens tardiness; (2) it enlists the attention of parents
quicker than anything else; (3) it stimulates to better work
in school; (4) it creates a wholesome rivalry. I have heard
the following objections to it: It requires too much time of
a teacher already very busy; and pupils get a holiday when
they ought to be at their studies. These objections are weak.
The plan certainly has a sound pedagogic principle for its
foundation.

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

_Home Credit Blank

School............Dis't No................Teacher..............

Name Age Grade

Object: To secure the cooperation of the Home and the School_

...Day of|Credits| Monday | Tuesday |Wednesday|Thursday | Friday |Total
... 191..|for | | | | | |
|each. |a.m. p.m.|a.m. p.m.|a.m. p.m.|a.m. p.m.|a.m. p.m.|
+-------+----+----+----+----+----+----+----+----+----+----+-----
1. Bath | 5 | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
2. Teeth | 1 | | | | | | | | | | |
cleaned | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
3. No. | | | | | | | | | | | |
loaves | 15 | | | | | | | | | | |
of bread | | | | | | | | | | | |
baked | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
4. No. of| | | | | | | | | | | |
cakes | 10 | | | | | | | | | | |
baked | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
5. No. of| | | | | | | | | | | |
meals | 15 | | | | | | | | | | |
prepared | | | | | | | | | | | |
(alone) | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
6. Wiped | | | | | | | | | | | |
dishes | 5 | | | | | | | | | | |
(all for | | | | | | | | | | | |
one meal)| | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
7. Washed| | | | | | | | | | | |
dishes | 5 | | | | | | | | | | |
(all for | | | | | | | | | | | |
one meal)| | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
8. Set | | | | | | | | | | | |
the table| 2 | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
9. | | | | | | | | | | | |
Gathered | 2 | | | | | | | | | | |
up dishes| | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
10. | | | | | | | | | | | |
Churning | 10 | | | | | | | | | | |
butter | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
11. | | | | | | | | | | | |
Making | 10 | | | | | | | | | | |
butter | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
12. No. | | | | | | | | | | | |
of rooms | 2 | | | | | | | | | | |
swept | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
13. No. | | | | | | | | | | | |
of rooms | 2 | | | | | | | | | | |
dusted | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
14. No. | | | | | | | | | | | |
of beds | 2 | | | | | | | | | | |
made | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
15. | | | | | | | | | | | |
Blacking | 5 | | | | | | | | | | |
stove | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
16. | | | | | | | | | | | |
Gathering| 2 | | | | | | | | | | |
the eggs | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
17. | | | | | | | | | | | |
Carried | 2 | | | | | | | | | | |
in the | | | | | | | | | | | |
wood | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
18. No. | | | | | | | | | | | |
of fires | 2 | | | | | | | | | | |
built | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
19. Split| 3 | | | | | | | | | | |
the wood | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
20. Fed | | | | | | | | | | | |
the | 2 | | | | | | | | | | |
chickens | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
21. Fed | | | | | | | | | | | |
the pigs | 2 | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
22. No. | | | | | | | | | | | |
of horses| 1 | | | | | | | | | | |
fed grain| | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
23. No. | | | | | | | | | | | |
horses | 1 | | | | | | | | | | |
hayed | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
24. No. | | | | | | | | | | | |
horses | 1 | | | | | | | | | | |
watered | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
25. No. | | | | | | | | | | | |
horses | 1 | | | | | | | | | | |
bedded | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
26. No. | | | | | | | | | | | |
cows | 5 | | | | | | | | | | |
milked | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
27. No. | | | | | | | | | | | |
cows | 1 | | | | | | | | | | |
bedded | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
28. No. | | | | | | | | | | | |
cow | | | | | | | | | | | |
stalls | 1 | | | | | | | | | | |
cleaned | | | | | | | | | | | |
|-------+----+----+----+----+----+----+----+----+----+----+-----
29. No. | | | | | | | | | | | |
of horse | 1 | | | | | | | | | | |
stalls | | | | | | | | | | | |
cleaned | | | | | | | | | | | |
+-------+----+----+----+----+----+----+----+----+----+----+-----
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.

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_.

_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:--

_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.

* * * * *

_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.
]

* * * * *

_Rosa C._

---------------------------+-----+-----+-----+-----+-----+-----
| 6 | 7 | 8 | 9 | 10 | 11
---------------------------+-----+-----+-----+-----+-----+-----
Made fires | ... | ... | 5 | 5 | 10 | ...
| | | | | |
Preparing meals | 60 | 30 | 30 | 30 | 60 | 60
| | | | | |
Set table | 10 | 5 | 5 | 10 | 10 | 10
| | | | | |
Washed dishes | 5 | 10 | 10 | 10 | 10 | 10
| | | | | |
Wiped dishes | 5 | 10 | 10 | 10 | 10 | 10
| | | | | |
Washed milk pails | 20 | 20 | 20 | 20 | 20 | 20
| | | | | |
Carried in water | 10 | 10 | 10 | 10 | 20 | 20
| | | | | |
Turning separator | 10 | 20 | 20 | 20 | 20 | 20
| | | | | |
Washing separator | 15 | 15 | 15 | 15 | 15 | 30
| | | | | |
Fed pets | 10 | 10 | 10 | 10 | 10 | 10
| | | | | |
Ironing clothes | ... | 35 | ... | 100 | ... | 400
| | | | | |
Making beds | 15 | 10 | 10 | 10 | 10 | 10
| | | | | |
Cleaned my teeth | 5 | 5 | 5 | 5 | 5 | 5
| | | | | |
Slept with window open | 5 | 5 | 5 | 5 | 5 | 5
| | | | | |
Retired before nine | 5 | 5 | 5 | 5 | 5 | 5
| | | | | |
Washed baby | 5 | 5 | 5 | 5 | ... | 5
| | | | | |
Dressed baby | 5 | ... | 5 | ... | 5 | 5
| | | | | |
Sweeping floors | ... | ... | ... | ... | ... | 30
+-----+-----+-----+-----+-----+-----
Total | 185 | 195 | 165 | 270 | 215 | 655
---------------------------+-----+-----+-----+-----+-----+-----
Total ... 1685
CHAS. F. CONRADI.
]

The Cowlitz County, Washington, plan is a daily record for seven days and a weekly report. The rules governing the work are printed on the back of the credit card:--

_Work of Home Record_

_Lavita Fowler_ [_age 12_].

_For week ending March 13, 1914._

----------------------+-----+-----+-----+-----+-----+-----+-----+-------
| Sun.| Mon |Tues.| Wed.|Thur.| Fri.| Sat.|
+-----+-----+-----+-----+-----+-----+-----+
| Min.| Min.| Min | Min.| Min.| Min.| Min.| Total
----------------------+-----+-----+-----+-----+-----+-----+-----+-------
1. Work in garden | ... | ... | ... | 30 | ... | 60 | ... | 90
| | | | | | | |
2. Splitting and | | | | | | | |
carrying in | | | | | | | |
wood | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
3. Milking | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
4. Care of horses | | | | | | | |
or cows | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
5. Cleaning barn | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
6. Care of poultry | | | | | | | |
or pigs | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
7. Turning separator | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
8. Churning | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
9. Sweeping or | | | | | | | |
or dusting | 25 | ... | 20 | 30 | 10 | ... | 20 | 105
| | | | | | | |
10. Washing or | | | | | | | |
ironing | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
11. Preparing meals | ... | 30 | 60 | ... | ... | ... | 40 | 130
| | | | | | | |
12. Washing dishes | 60 | 55 | 45 | 20 | 30 | 45 | 90 | 345
| | | | | | | |
13. Bedroom work | ... | ... | 30 | 20 | ... | ... | ... | 50
| | | | | | | |
14. Sewing | ... | ... | ... | ... | ... | ... | ... | ...
| | | | | | | |
15. Caring for little | | | | | | | |
children | 30 | 90 | 60 | ... | ... | ... | 60 | 240