excellentE—Excellent. G—Good.Sewing and mending....................Bread-making....................General cooking....................Setting and serving table....................Washing and wiping dishes....................Washing and ironing....................Sweeping and making beds....................Mopping and care of kitchen....................Care of younger children....................Making fires....................Getting water, coal, kindling, etc.....................Feeding stock or poultry....................Milking cows....................Barn or yard work....................Garden or field work....................Errands....................F—Fair. P—Poor.Cheerfulness, kindness....................Order and care of clothes....................Cleanliness, bathing, etc.....................Table manners....................Politeness....................Keeping temper....................Doing before told....................Care of language....................At home—off streets....................Courteous to parents....................Kindness to animals....................Care of playthings....................Home study....................Ambition to succeed....................
E—Excellent. G—Good.Sewing and mending....................Bread-making....................General cooking....................Setting and serving table....................Washing and wiping dishes....................Washing and ironing....................Sweeping and making beds....................Mopping and care of kitchen....................Care of younger children....................Making fires....................Getting water, coal, kindling, etc.....................Feeding stock or poultry....................Milking cows....................Barn or yard work....................Garden or field work....................Errands....................F—Fair. P—Poor.Cheerfulness, kindness....................Order and care of clothes....................Cleanliness, bathing, etc.....................Table manners....................Politeness....................Keeping temper....................Doing before told....................Care of language....................At home—off streets....................Courteous to parents....................Kindness to animals....................Care of playthings....................Home study....................Ambition to succeed....................
E—Excellent. G—Good.
Sewing and mending....................Bread-making....................General cooking....................Setting and serving table....................Washing and wiping dishes....................Washing and ironing....................Sweeping and making beds....................Mopping and care of kitchen....................Care of younger children....................Making fires....................Getting water, coal, kindling, etc.....................Feeding stock or poultry....................Milking cows....................Barn or yard work....................Garden or field work....................Errands....................
F—Fair. P—Poor.
Cheerfulness, kindness....................Order and care of clothes....................Cleanliness, bathing, etc.....................Table manners....................Politeness....................Keeping temper....................Doing before told....................Care of language....................At home—off streets....................Courteous to parents....................Kindness to animals....................Care of playthings....................Home study....................Ambition to succeed....................
Early in December, 1913, a large meeting in the interest of social center work was held in Roslyn, Washington. At this meeting the city superintendent, Linden McCullough, explained the school credit for home work idea. He advised that a vote be taken as to whether the schools of that town should adopt the plan. The vote showed that parents, teachers, and pupils were enthusiastic over the idea and eager to try it. The Woman's Club of the city volunteered to assist in every possible way. The following from letters from Mr. McCullough gives the result of the trial:—
Seventy-five per cent of our seven hundred and fifty pupils are taking advantage of the scheme. Our truant officer says that every parent he has talked with has praised the plan, for the reason that all the children do their chores with more spirit. Our police officers have noticed a falling-off in the number of children on the streets; so muchso that juvenile court cases are much fewer in number. The teachers notice an improvement in school work along all lines.One boy in the fourth grade who was disagreeably indifferent about his personal care now takes baths regularly, and always brushes his hair, and keeps his clothing clean and neat. Roslyn has a large number of foreign people. Teachers in the first three grades say that parents of foreign children do not grasp the idea very well, but that older brothers and sisters explain its workings, and attend to keeping tab on the reports of the little children.
Seventy-five per cent of our seven hundred and fifty pupils are taking advantage of the scheme. Our truant officer says that every parent he has talked with has praised the plan, for the reason that all the children do their chores with more spirit. Our police officers have noticed a falling-off in the number of children on the streets; so muchso that juvenile court cases are much fewer in number. The teachers notice an improvement in school work along all lines.
One boy in the fourth grade who was disagreeably indifferent about his personal care now takes baths regularly, and always brushes his hair, and keeps his clothing clean and neat. Roslyn has a large number of foreign people. Teachers in the first three grades say that parents of foreign children do not grasp the idea very well, but that older brothers and sisters explain its workings, and attend to keeping tab on the reports of the little children.
On the next two pages is a copy of the Roslyn folder. Notice the entries of mending, cleaning yard, putting away playthings, work done for wages, work "in father's place of business," home study (school work), and reading good books.
part 1
part 2Home Credit Report Card, Roslyn Public SchoolsName of Pupil......Teacher.......Grade...FirstSecondThirdFourthFifthmonthmonthmonthmonthmonthCaring for cows....................Caring for chickens....................Caring for horses....................Caring for hogs....................Cleaning barn or yard....................Washing dishes....................Sweeping....................Washing and ironing....................Running errands....................Caring for baby....................Washing face and hands....................Combing hair....................Cleaning teeth....................Going to bed at....................Arising at....................Sewing....................Making beds....................Peddling milk or papers....................Scrubbing....................Knitting....................Mending....................Cleaning house....................Cleaning yard....................Putting away playthings....................Baking....................Carrying kindling....................Carrying coal....................Making fires....................Splitting wood....................Washing windows....................Work done for wages....................Work, father's place of business....................Caring for flowers....................Shoveling snow....................Home study, school work....................Reading good books....................Cooking....................Gardening....................Practicing music lesson....................Odd jobs....................
Home Credit Report Card, Roslyn Public SchoolsName of Pupil......Teacher.......Grade...FirstSecondThirdFourthFifthmonthmonthmonthmonthmonthCaring for cows....................Caring for chickens....................Caring for horses....................Caring for hogs....................Cleaning barn or yard....................Washing dishes....................Sweeping....................Washing and ironing....................Running errands....................Caring for baby....................Washing face and hands....................Combing hair....................Cleaning teeth....................Going to bed at....................Arising at....................Sewing....................Making beds....................Peddling milk or papers....................Scrubbing....................Knitting....................Mending....................Cleaning house....................Cleaning yard....................Putting away playthings....................Baking....................Carrying kindling....................Carrying coal....................Making fires....................Splitting wood....................Washing windows....................Work done for wages....................Work, father's place of business....................Caring for flowers....................Shoveling snow....................Home study, school work....................Reading good books....................Cooking....................Gardening....................Practicing music lesson....................Odd jobs....................
Home Credit Report Card, Roslyn Public SchoolsName of Pupil......Teacher.......Grade...
FirstSecondThirdFourthFifthmonthmonthmonthmonthmonthCaring for cows....................Caring for chickens....................Caring for horses....................Caring for hogs....................Cleaning barn or yard....................Washing dishes....................Sweeping....................Washing and ironing....................Running errands....................Caring for baby....................Washing face and hands....................Combing hair....................Cleaning teeth....................Going to bed at....................Arising at....................Sewing....................Making beds....................Peddling milk or papers....................Scrubbing....................Knitting....................Mending....................Cleaning house....................Cleaning yard....................Putting away playthings....................Baking....................Carrying kindling....................Carrying coal....................Making fires....................Splitting wood....................Washing windows....................Work done for wages....................Work, father's place of business....................Caring for flowers....................Shoveling snow....................Home study, school work....................Reading good books....................Cooking....................Gardening....................Practicing music lesson....................Odd jobs....................
In Wilbur, Washington, a scheme providing for a credit report for the semester is in successful operation. Here Superintendent E. O. McCormick carries on the plan by means of two report cards, the one sent from the school to the home, the other from the home to the school, every six weeks. The home card is reproduced below.
WilburReport Card from the Home to the SchoolFor............................Name..........................................Parent or Guardian.First SemesterPeriod123———————————————————————SubjectsAverageQualityAverageQualityAverageQualityTimeof work,Timeof work,Timeof work,Answer yes or noSpentGood,SpentGood,SpentGood,DailyFair,DailyFair,DailyFair,Poor.Poor.Poor.Sleeping with open window........................Keeping temper........................Washing teeth........................Time in recreation........................Off streets........................This report sent to the teacher when the report card is returned to the school will help raise the standing of your child in its school work.E. O. McCormick,Supt.The following subjects are of a suggestive nature; you may use as many as may be applicable to your child. Others not listed may be used. Write in the blank spaces on the front of this card those subjects under your observation.Sawing wood.In bed by nine (yes or no).Washing dishes.Building fire in mornings.Care of house.Care of chickens.Care of cows.Churning.Making beds.Making bread, biscuits, etc.Sweeping.Preparing meals for family.Ironing.Blacking the stove.Any work or interest in home as shown by the child should be noted on the front of the card, under the list of subjects.
Report Card from the Home to the SchoolFor............................Name..........................................Parent or Guardian.First SemesterPeriod123———————————————————————SubjectsAverageQualityAverageQualityAverageQualityTimeof work,Timeof work,Timeof work,Answer yes or noSpentGood,SpentGood,SpentGood,DailyFair,DailyFair,DailyFair,Poor.Poor.Poor.Sleeping with open window........................Keeping temper........................Washing teeth........................Time in recreation........................Off streets........................This report sent to the teacher when the report card is returned to the school will help raise the standing of your child in its school work.E. O. McCormick,Supt.The following subjects are of a suggestive nature; you may use as many as may be applicable to your child. Others not listed may be used. Write in the blank spaces on the front of this card those subjects under your observation.Sawing wood.In bed by nine (yes or no).Washing dishes.Building fire in mornings.Care of house.Care of chickens.Care of cows.Churning.Making beds.Making bread, biscuits, etc.Sweeping.Preparing meals for family.Ironing.Blacking the stove.Any work or interest in home as shown by the child should be noted on the front of the card, under the list of subjects.
Report Card from the Home to the School
For............................Name..........................................Parent or Guardian.
First Semester
Period123———————————————————————SubjectsAverageQualityAverageQualityAverageQualityTimeof work,Timeof work,Timeof work,Answer yes or noSpentGood,SpentGood,SpentGood,DailyFair,DailyFair,DailyFair,Poor.Poor.Poor.Sleeping with open window........................Keeping temper........................Washing teeth........................Time in recreation........................Off streets........................
This report sent to the teacher when the report card is returned to the school will help raise the standing of your child in its school work.
E. O. McCormick,Supt.
The following subjects are of a suggestive nature; you may use as many as may be applicable to your child. Others not listed may be used. Write in the blank spaces on the front of this card those subjects under your observation.
Sawing wood.In bed by nine (yes or no).Washing dishes.Building fire in mornings.Care of house.Care of chickens.Care of cows.Churning.Making beds.Making bread, biscuits, etc.Sweeping.Preparing meals for family.Ironing.Blacking the stove.
Any work or interest in home as shown by the child should be noted on the front of the card, under the list of subjects.
Mrs. Elizabeth Sterling, of Clarke County, Washington, was one of the first county superintendents to get out a card suitable for use throughout her schools. She strongly urged the teachers of her county to try the plan,and in 1914 eighty-five teachers were operating it. This card provides a record for the whole school year, with a general average for the nine months. To secure credit the pupil is required to average eight hours per week, or thirty-two hours per month, at "real honest, helpful labor that relieves the father and mother of that amount of work." This done, the teacher is to add three credits to the average gained by the pupil at the school during the month of his or her studies. Additional credits are to be given for more than thirty-two hours per month at the rate of one credit for every ten hours' work. The parent or guardian is cautioned to keep track of the number of hours that the boy or girl actually spends per week at any of the kinds of work named on the credit report card, or any other real work that is not there listed. The printed list comprises:—
Milking.Baking.Churning.Washing.Turning separator.Ironing.Caring for horses.Sweeping.Caring for cows.Dusting.Caring for pigs.Sewing.Caring for poultry.Running errands.Cleaning barn.Making beds.Splitting wood.Washing dishes.Carrying in wood.Building fires.Gardening.Caring for little children.Cooking.
Several high schools have sent us reports of their plans for giving credit for work outside of school. Some of these schools use plans that differ considerably from those of the elementary schools where the movement began; they lay emphasis on improvement in work, and to this end they require that all the work be supervised by the teachers of home economics, agriculture, commerce, or manual training. Other high schools try to encourage the habit of industry, no matter what the kind of work, and offer credit for such tasks as running errands, delivering groceries, or carrying a paper route. In my opinion both ideas are good; there is no end to the possibilities of developing skill in home work under the instruction of one who really knows how to do it, and there is also great value in the encouragement of faithful industry in routine tasks.
auburnAUBURN, WASHINGTON, HIGH SCHOOL BOYS IN RAILROAD SHOPSThis is good school equipment. It cost $200,000
AUBURN, WASHINGTON, HIGH SCHOOL BOYS IN RAILROAD SHOPSThis is good school equipment. It cost $200,000
AUBURN, WASHINGTON, HIGH SCHOOL BOYS IN RAILROAD SHOPS
This is good school equipment. It cost $200,000
Descriptions of parts of the work of a few high schools are given here.
In the High School of Santa Monica, California, two credits for home work are allowed out of the total of sixteen required for graduation, and pupils with a certain average standing who earn eighteen credits, two of them for home work, may graduatecum laude.
Below is given a list of tasks for which school credit will be allowed:—
One-half credit per year:—Regular music lessons, instrumental or vocal, undera competent instructor.Making own clothes for school.Doing family darning and mending.Preparing one meal a day for a year.Carrying paper route.One-half credit for half-time for a year, or for full time for summer vacation:—Clerking in store, bank, or office.Cement work, or work in any local trades or industries.Regular work on a farm.One-half credit:—Raising one-fourth acre of potatoes, melons, onions,strawberries, or similar products.Employment in a dressmaking or millinery establishmentfor summer vacation.One-fourth credit per year each:—Sleeping for one year in the open air.Retiring at 10 P.M. five days per week for one year.Taking a cold bath every morning five times perweek on an average for one year.Walking three miles per day for a year.
One-half credit per year:—
Regular music lessons, instrumental or vocal, undera competent instructor.Making own clothes for school.Doing family darning and mending.Preparing one meal a day for a year.Carrying paper route.
One-half credit for half-time for a year, or for full time for summer vacation:—
Clerking in store, bank, or office.Cement work, or work in any local trades or industries.Regular work on a farm.
One-half credit:—
Raising one-fourth acre of potatoes, melons, onions,strawberries, or similar products.Employment in a dressmaking or millinery establishmentfor summer vacation.
One-fourth credit per year each:—
Sleeping for one year in the open air.Retiring at 10 P.M. five days per week for one year.Taking a cold bath every morning five times perweek on an average for one year.Walking three miles per day for a year.
Credit will be given for the following according to the amount of work:—
Public speaking or reciting. Reading aloud to family or to invalids.Horticulture. Gardening. Poultry-raising. Bee-culture.Taking care of cows or other animals. General dairy work.Sewing for the family. Doing the family laundry. House-cleaning, bed-making, dish-washing, or any other useful work about the house.Getting younger children ready for school every day. Caring for a baby.Nursing the sick.Making a canoe or boat. Taking full care of an automobile. Perfecting any mechanical contrivance for saving labor about the home.Recognizing and describing twenty different native birds, trees or flowers.Summer vacation travel with written description.Playing golf or tennis. Sea-bathing and swimming.Keeping a systematic savings bank account, with regular weekly or monthly deposits.Keeping a set of books for father or some merchant. Doing correspondence for father or other business man.Running errands. Delivering groceries.Singing in church choir. Teaching in Sunday school.Carpentry work. Cabinet-making, furniture construction.Working as forest ranger.
Public speaking or reciting. Reading aloud to family or to invalids.
Horticulture. Gardening. Poultry-raising. Bee-culture.
Taking care of cows or other animals. General dairy work.
Sewing for the family. Doing the family laundry. House-cleaning, bed-making, dish-washing, or any other useful work about the house.
Getting younger children ready for school every day. Caring for a baby.
Nursing the sick.
Making a canoe or boat. Taking full care of an automobile. Perfecting any mechanical contrivance for saving labor about the home.
Recognizing and describing twenty different native birds, trees or flowers.
Summer vacation travel with written description.
Playing golf or tennis. Sea-bathing and swimming.
Keeping a systematic savings bank account, with regular weekly or monthly deposits.
Keeping a set of books for father or some merchant. Doing correspondence for father or other business man.
Running errands. Delivering groceries.
Singing in church choir. Teaching in Sunday school.
Carpentry work. Cabinet-making, furniture construction.
Working as forest ranger.
MonicaSANTA MONICA HIGH SCHOOLDate ........................ 191....I hereby declare my intention of earning ...... credits for home or outsidework by doing ........................................................................................................................................Signature of Pupil .....................................I approve of the above and agree to observe and certify to the quantity andquality of work performed.Signature of Parent ....................................I hereby certify that ........................ has faithfully performed theabove work, spending on the average ...... minutes per day for ....... daysand is in my judgment entitled to ...... credits.Signature of Parent or Employer ..................................Credits granted ............... Prin.......................................
SANTA MONICA HIGH SCHOOLDate ........................ 191....I hereby declare my intention of earning ...... credits for home or outsidework by doing ........................................................................................................................................Signature of Pupil .....................................I approve of the above and agree to observe and certify to the quantity andquality of work performed.Signature of Parent ....................................I hereby certify that ........................ has faithfully performed theabove work, spending on the average ...... minutes per day for ....... daysand is in my judgment entitled to ...... credits.Signature of Parent or Employer ..................................Credits granted ............... Prin.......................................
SANTA MONICA HIGH SCHOOLDate ........................ 191....I hereby declare my intention of earning ...... credits for home or outsidework by doing ........................................................................................................................................Signature of Pupil .....................................I approve of the above and agree to observe and certify to the quantity andquality of work performed.Signature of Parent ....................................I hereby certify that ........................ has faithfully performed theabove work, spending on the average ...... minutes per day for ....... daysand is in my judgment entitled to ...... credits.Signature of Parent or Employer ..................................Credits granted ............... Prin.......................................
In the High School at St. Cloud, Minnesota, great attention is paid to vacation work as well as to work done during the school year. At the beginning of the fall term the following questionnaire is sent to high school pupils, and to elementary pupils above the fourth grade:
Vacation Report—Grades Five to Twelve
.....................................School.Note—Teachers are requested to have pupils fill out this blankcarefully. It is very important. Explain each question. Caution childrennot to over- or under-estimate.1. Name ............. Age ............. Grade or Class ................2. Did you help at home during the summer vacation? ....................3. Did you take music lessons? ..... Travel? ..... Attend Summer School?4. Did you do any work along the line of agriculture, horticulture,gardening, bee-culture or poultry-raising? If so, what? ..................... Estimate carefully the net profit ................... $.....5. Did you have a flower garden? .............. Name six or more of theleading flowers that you raised. ..............................................................................................................................................................................6. Name wild flowers, birds, or trees you have observed this summer.Flowers .............................................................Birds ...............................................................Trees ...............................................................7. What pieces of hand-work, if any, did you do during vacation?Wearing apparel .....................................................Household art .......................................................Wood ......................... Iron..................................Cement .............. Give estimated value of such hand-work $.......8. What electrical contrivance or other home accessory did youmake to save your mother work? ......................................9. Which of the following home tasks did you do this summer?Prepare one meal alone daily? ...... Bake the bread? ................Bake a cake? ....................... Make the beds? .................Do the washing? .................... Do the ironing? ................10. Are you sleeping in the open air or with open window? ...............11. Can you swim 300 feet or more? ..... Did you learn this summer? .....12. Were you employed elsewhere than at home? ...........................13. State kind of work done ............ Employer .......................14. Number of weeks employed ........... Amount earned per week. $.......15. Total amount of cash earned during vacation. $.......16. Fair estimate of the value of your home work. $.......17. Total cash value of your summer work (items 15 and 16). $.......18. Have you a savings bank account? ... Amount of your deposit. $.......Principals ascertain amount of deposit for lower grades.  $.......
The financial results of this vacation work are summarized as follows:—
TotalDepositCashHome WorkEarningsin BankHigh School$6,393.01$1744.45$8137.44$2793.36Total for city16,422.003666.159559.253144.92
Highestindividualearnings— High School$260.00"""— Grades200.00Average""— High School76.00Highest"deposit—     "      "300.00"""— Grades500.00
Pupils may graduate with honor from the St. Cloud High School by attaining certain standings and by offering two credits for home or continuation work. One of the sixteen credits required for regular graduation may be a credit for home or continuation work.
The list of credits is divided into two parts, outside work and home work. Among the many outside activities mentioned in the St. Cloud list, we find:—
Literary society work, or rhetoricals, debate, public speaking, or expressive reading, one-fourth unit per year.Granite or paving-block cutting, or work in any of the local trades, shops, factories, or industries, one-fourth unit for each summer vacation.Steady work on a farm, followed by a satisfactory essay on some agricultural subject, one-fourth unit for three months.Raising one-fourth of an acre of onions, tomatoes, strawberries, or celery, one acre of potatoes, two acres of pop corn, five acres of corn or alfalfa, one-fourth unit.Running a split road drag or doing other forms of road-building for three months, one-fourth unit.Judging, with a degree of accuracy, the different types of horses, cattle, and hogs, one-fourth unit."See Minnesota First" trip under approved instructor, with essay, one-fourth unit.
Literary society work, or rhetoricals, debate, public speaking, or expressive reading, one-fourth unit per year.
Granite or paving-block cutting, or work in any of the local trades, shops, factories, or industries, one-fourth unit for each summer vacation.
Steady work on a farm, followed by a satisfactory essay on some agricultural subject, one-fourth unit for three months.
Raising one-fourth of an acre of onions, tomatoes, strawberries, or celery, one acre of potatoes, two acres of pop corn, five acres of corn or alfalfa, one-fourth unit.
Running a split road drag or doing other forms of road-building for three months, one-fourth unit.
Judging, with a degree of accuracy, the different types of horses, cattle, and hogs, one-fourth unit.
"See Minnesota First" trip under approved instructor, with essay, one-fourth unit.
Among the home tasks are mentioned:—
Shingling or painting the house or barn.Making a canoe or boat.Swimming 300 feet at one continuous performance.Cooking meat and eggs three ways and making three kinds of cake. Exhibit.Doing the laundry work weekly for three months.Recognizing and describing twenty different native birds, trees, and flowers.
Shingling or painting the house or barn.
Making a canoe or boat.
Swimming 300 feet at one continuous performance.
Cooking meat and eggs three ways and making three kinds of cake. Exhibit.
Doing the laundry work weekly for three months.
Recognizing and describing twenty different native birds, trees, and flowers.
The Ames, Iowa, High School course outlines out-of-school work in three departments: agriculture, manual training, and home economics. I quote from the home economics prospectus:—
Unless the work is ... made to connect with the work in the home it loses much of its vitality. Our aim is to relate the home and the school and permit each to contribute its share in making the work vital, really worth while. The girl ... may carry into the home some new ways of working, and there will be an exchange of ideas between mother and daughter as to hows and whys ... that will result beneficially to both. As the girl carries these ideas and discoveries back into the school we shall be able to know better the needs of home and social life, and hence so plan our work that it may "carry over" into her out-of-school life.
Unless the work is ... made to connect with the work in the home it loses much of its vitality. Our aim is to relate the home and the school and permit each to contribute its share in making the work vital, really worth while. The girl ... may carry into the home some new ways of working, and there will be an exchange of ideas between mother and daughter as to hows and whys ... that will result beneficially to both. As the girl carries these ideas and discoveries back into the school we shall be able to know better the needs of home and social life, and hence so plan our work that it may "carry over" into her out-of-school life.
A total of two credits to apply on graduation may be earned in home economics at the Ames High School. Three hundred points equal one credit.
Two hundred points each are offered for cookery, general housework and sewing.
Cooking is to be done for the family at home, and whenever possible a sample brought to the school for examination, together with the recipes giving itemized cost, and a signed statement that the entire work was done by the girl herself. A list of things to be cooked is given: ten dishes are required, the other five are to be chosen from the list. The list for the first year follows; dishes required are marked with a star and receive seven points credit, the others receive six points.Some fresh vegetable cooked and served in a whitesauce.Potatoes in some form.Tapioca.Rice.Macaroni.Muffins.*Baking powder biscuit.*Plain cake, with or without frosting.*Drop cookies.*Rolled cookies.*Pastry.*Gelatin with soft custard.Cottage cheese.Scalloped dish.Custard, or some kind of custard pudding (bread, rice,tapioca).Steamed brown bread.*Prune whip. }Marguerites. } One of these required; either may be chosen.Fondant candies.Salad with cooked or French dressing.*Sandwiches—three kinds of filling.*Bread.*Baked beans.General housework includes making girl's own bed each day; daily and weekly care of bedroom, helping with general housework one-half hour each day and one hour on Saturdays (sweeping, dusting, ironing, washing dishes, washing windows, etc.). The total credit for this is 121â„2points for one month.In the course in sewing, the home work is brought to school for examination and grading. The list for second year sewing follows:—One-third credit—100 points, open to girls who are taking, or who have completed second year sewing.
Cooking is to be done for the family at home, and whenever possible a sample brought to the school for examination, together with the recipes giving itemized cost, and a signed statement that the entire work was done by the girl herself. A list of things to be cooked is given: ten dishes are required, the other five are to be chosen from the list. The list for the first year follows; dishes required are marked with a star and receive seven points credit, the others receive six points.
Some fresh vegetable cooked and served in a whitesauce.Potatoes in some form.Tapioca.Rice.Macaroni.Muffins.*Baking powder biscuit.*Plain cake, with or without frosting.*Drop cookies.*Rolled cookies.*Pastry.*Gelatin with soft custard.Cottage cheese.Scalloped dish.Custard, or some kind of custard pudding (bread, rice,tapioca).Steamed brown bread.*Prune whip. }Marguerites. } One of these required; either may be chosen.Fondant candies.Salad with cooked or French dressing.*Sandwiches—three kinds of filling.*Bread.*Baked beans.
General housework includes making girl's own bed each day; daily and weekly care of bedroom, helping with general housework one-half hour each day and one hour on Saturdays (sweeping, dusting, ironing, washing dishes, washing windows, etc.). The total credit for this is 121â„2points for one month.
In the course in sewing, the home work is brought to school for examination and grading. The list for second year sewing follows:—
One-third credit—100 points, open to girls who are taking, or who have completed second year sewing.
Princess slip50 points.House dress75Shirt waist50Woolen skirt75Made-over dress75Nice dress100
The High School at North Yakima, Washington, gives credit for work in music under approved teachers; for practice-teaching (coaching) by normal students in the grades; and for work in agriculture.
The summer work in agriculture is planned before the close of the school in the spring.
Each pupil informs the instructor in agriculture as to the kind of work he intends to do. The instructor visits each pupil several times during the summer, discussing methods of work, results, etc., with him and his employer, and designating pamphlets, bulletins, and magazine articles for him to read. In 1914, fifty-four pupils applied for credit for work in agriculture.
Rules for Summer Agricultural Work in North Yakima, Washington1. Students may earn one credit in agriculture toward graduation by work completed outside of school during the vacation period.2. At least 250 hours of work must be completed before any credit will be given.3. Complete records and systematic reports kept by the applicant, giving all information required, and signed by the parent or employer, shall be filed with the instructor in agriculture every two weeks.4. Applicants shall secure such information as a result of reading, study, and questioning experienced workers, as may be necessary to convince the instructor in charge that the work has been of sufficient educational value to justify the granting of a credit.5. Pupils wishing to receive credit for this work shall make application for the privilege before beginning the work. Lists of reference books, kinds and character of notebooks, shall be designated by the instructor in agriculture.6. An examination covering the work may be given by the school authorities.7. Work may be done along the following lines:a.Vegetable gardening work; keeping results of work done in complete form.b.Feeding of stock, poultry, etc.; keeping records of foods used, amounts and results obtained.c.Thinning, picking, packing, marketing, cultivation and irrigation of fruits, etc.d.Eradication of blight, other orchard diseases and pests; complete records of attempts to reduce damage done by these causes.e.Growing of cereal, grass, or forage crops.f.Keeping records of dairy animals; milk testing records for monthly periods.g.Care of bees, handling of honey, etc.; complete records.
Rules for Summer Agricultural Work in North Yakima, Washington
1. Students may earn one credit in agriculture toward graduation by work completed outside of school during the vacation period.
2. At least 250 hours of work must be completed before any credit will be given.
3. Complete records and systematic reports kept by the applicant, giving all information required, and signed by the parent or employer, shall be filed with the instructor in agriculture every two weeks.
4. Applicants shall secure such information as a result of reading, study, and questioning experienced workers, as may be necessary to convince the instructor in charge that the work has been of sufficient educational value to justify the granting of a credit.
5. Pupils wishing to receive credit for this work shall make application for the privilege before beginning the work. Lists of reference books, kinds and character of notebooks, shall be designated by the instructor in agriculture.
6. An examination covering the work may be given by the school authorities.
7. Work may be done along the following lines:
a.Vegetable gardening work; keeping results of work done in complete form.
b.Feeding of stock, poultry, etc.; keeping records of foods used, amounts and results obtained.
c.Thinning, picking, packing, marketing, cultivation and irrigation of fruits, etc.
d.Eradication of blight, other orchard diseases and pests; complete records of attempts to reduce damage done by these causes.
e.Growing of cereal, grass, or forage crops.
f.Keeping records of dairy animals; milk testing records for monthly periods.
g.Care of bees, handling of honey, etc.; complete records.
Mr. John C. Werner, of the college extension division of the Kansas State Agricultural College, wrote in 1914 a very valuable bulletin entitled "School Credit for Home Work," the essential features of which are given.[8]Notice that he recommends that pupils furnish the reports themselves over their own signatures, as putting them on their honor is considered valuable, and in justice due them.
In a letter Mr. Werner says: "My idea of giving credit is to use the old laboratory method of requiring the student to do a reasonable amount of work in a reasonable length of time. This allows for many of the variable factors that enter into the problem; I think it is better than to give so many points of credit for each piece of work done."
In the first six grades of the elementary school, where so much depends upon using the child's knowledge which he has gained from actual experiences about home, and the environment with which he comes in contact which is really a part of himself, we have the best basis for his further education. In these grades it will be raising and not lowering our standards when we give credit for home work and add it to the school credits for passing grades. All of the subjects of these grades should be so closely affiliated with the home lifeof the child as to warrant our doing this. It is so important that the child be engaged in the actual doing of things that the perfect grade of 100 per cent should be divided into two divisions: (1) A maximum of 90 per cent for school work. (2) A maximum of 10 per cent for home work when proper records and reports are kept.In the seventh and eighth grades and in the high school, work corresponding to the age and ability of the pupils should be introduced and made part of the laboratory work, giving two fifths of a unit of credit. Here written reports of the operations performed should be worked out by the pupils and presented as class work. Classes should visit the dairy barns, feeding pens, gardens, corn or grass fields, orchards, etc. Pupils should carry on considerable individual home work, which should continue throughout the summer as well as winter season. This credit should be counted in agriculture, domestic arts and manual-training courses.The various contests among the boys and girls, that are conducted in all parts of the state, certainly should be counted worthy of school credit. These contests are directly or indirectly under the auspices of the Agricultural College, and numerous bulletins are sent to the contestants. Many children actually receive in these contests almost the equal of a year's course in school.
In the first six grades of the elementary school, where so much depends upon using the child's knowledge which he has gained from actual experiences about home, and the environment with which he comes in contact which is really a part of himself, we have the best basis for his further education. In these grades it will be raising and not lowering our standards when we give credit for home work and add it to the school credits for passing grades. All of the subjects of these grades should be so closely affiliated with the home lifeof the child as to warrant our doing this. It is so important that the child be engaged in the actual doing of things that the perfect grade of 100 per cent should be divided into two divisions: (1) A maximum of 90 per cent for school work. (2) A maximum of 10 per cent for home work when proper records and reports are kept.
In the seventh and eighth grades and in the high school, work corresponding to the age and ability of the pupils should be introduced and made part of the laboratory work, giving two fifths of a unit of credit. Here written reports of the operations performed should be worked out by the pupils and presented as class work. Classes should visit the dairy barns, feeding pens, gardens, corn or grass fields, orchards, etc. Pupils should carry on considerable individual home work, which should continue throughout the summer as well as winter season. This credit should be counted in agriculture, domestic arts and manual-training courses.
The various contests among the boys and girls, that are conducted in all parts of the state, certainly should be counted worthy of school credit. These contests are directly or indirectly under the auspices of the Agricultural College, and numerous bulletins are sent to the contestants. Many children actually receive in these contests almost the equal of a year's course in school.
Suggestive List of Subjects for Credit for Home Work
1.AgricultureMilking cows.Feeding horses.Cleaning cow barns.Cleaning horse barns.Feeding cows.Feeding sheep.Feeding beef cattle.Feeding hogs.Feeding poultry.Watering stock.Churning.Turning separator.Tending fires.Running errands.Digging potatoes.Hitching and unhitching horses.Beating rugs.Hauling feed.Pumping water.Cutting wood.Carrying in fuel.Getting the cows.Gathering eggs.Tending to the poultry house.Tending pig pen.Bedding of stock.Preparing kindling.Miscellaneous.2.Domestic ArtsPreparing meals.Making biscuits.Baking bread.Baking cake.Baking pie.Washing clothes.Ironing clothes.Caring for baby.Overseeing home while mother is away.Scrubbing floor.Washing dishes.Wiping dishes.Making beds.Sweeping the house.Dusting rugs.Airing bedclothes.Ventilating bedroom.Dressing the baby.Canning fruit.Caring for milk.Sewing.Dusting furniture.Care of self.Making dress.Making apron.Care of teeth.Setting the table.Care of sick.Miscellaneous.3.Manual TrainingMaking farm gate.Making peck crate.Making chair.Making clothes rack.Making pencil sharpener.Making T-square.Making towel roller.Making ruler.Making picture frame, halvedtogether joints, end and center.Making mortise and tenon joint.Making bookrack.Miscellaneous.Making ax handle.Making hayrack.Making ironing board.Making cutting board.Making tool rack.Making staffboard liner.Making vine rack.Making sandpaper blocks.Making mail box.Open mortise and tenon joint (end).Making halving joint, or anglesplice joint.Making feed hopper.Making whippletree.Making wood rack.Making bench hook.Making coat hanger.Making nail box.Making table.Making flower-pot stand.Making key board.Making pen tray.Making mortise and tenon joint(center).Making dovetail joint.Making panel door.Making work bench.4.Home ContestsCorn acre contest.Poultry and pig contest.Sewing contest.Potato plot contest.Tomato contest.Canning contest.Garden contest.Bread-baking contest.Miscellaneous.
Plan for Allowing Credit
It is absolutely essential in taking up this work that the teacher make a careful survey in her neighborhoodof the kinds of home work that the pupils have opportunity to do. The pupils should be put on their honor in reporting their work, and the teacher must work out the amount of credit time the various items are to receive, and from the pupils' reports grade the work. A large number of items should be included and given their relative weight. Quality as well as quantity must be judged by the teacher. This supplies a working basis for coöperation between home and school.
Besides the credits earned in the particular subjects of agriculture, domestic arts and manual training, where 216 hours will add two fifths of a unit, other work may be given some additional credit up to say 10 per cent, as physiology and geography. It is also possible that subjects such as English and arithmetic may be so correlated as to be at least partially considered in connection with the agriculture, domestic arts, and manual training by the composition required and the problems furnished.
It is not expected that any boy or girl will enter all of the contests. Contests which require 216 hours' work should be given two fifths of a unit credit in the subject to which it belongs. If the child in the contest is below the seventh grade, the work should add to his entire school grade up to 10 per cent. The fairness of this plan will appeal to the boys and girls, for the girl or boy who has third, fourth or fifth place in the contest deserves credit as well as the one who wins first place.
It is the object in the credit for home work both to recognize and give credit because of the educational value to the child of such work which he does with his hands, and it is also hoped to develop the child into a better worker, so that the work performed will be constantly of a higher order as the child grows older. In other words, we have a constantly changing variable as the child grows older as to the time necessary to do certain work, and the proficiency with which the work is done. Speed in doing things is not the only consideration,and yet all work should be done with reasonable dispatch.
In inaugurating this work it seems that the ordinary laboratory method for giving credit is quite as well adapted to home laboratory work as it is to school laboratory work. If the perfect grade, 100 per cent in the elementary school in grades 1 to 6, inclusive, be divided into two parts, i.e., a maximum of 90 per cent for school work and a maximum of 10 per cent for home work for all pupils who desire to do the home work, then one tenth of the number of hours in the school year may be taken as the basis for credit. Counting the double period, as should be done, 216 hours or 6 hours per week would be the required time for the nine-months' term of school to receive full credit. The pupil would, therefore, need to work at home six hours per week. This work should be scattered throughout the week as evenly as possible, with the opportunity of doing not to exceed three hours' work in any one day, as, for example, on Saturday. As in the laboratory system, the pupils, regardless of the overtime put in, could only receive full credit for any year. Pupils who do not have the chance for home work will not be affected in their work, as the usual method of grading will apply to them. Conditions must determine the time necessary for any given piece of work. For example, if one boy feeds a team of horses in ten minutes, another in fifteen minutes, another in five minutes, and another in thirty minutes, under similar conditions, perhaps one boy is working too rapidly and another too slowly. From such reports it seems that twelve to fifteen minutes should be allowed for feeding a team of horses.
The best and most profitable division of time for the home work would be about thirty minutes, both morning and evening, each day. During these work periods different things should be done, and during the year it is to be hoped that a large variety of different kinds of work may be included. If the home is in sympathy withthe child's work it can help very materially in setting tasks for the child that are of the most profitable nature.
Reports to Teachers
The pupils should furnish the reports themselves over their own signatures for the home work. Putting them on their own honor is valuable and in justice is due them. Since results must be produced in most kinds of work, the teacher can judge quite accurately as to the value of work.