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:—