Credit for seventh and eighth grades and high school grades should be allowed for efficient home work when properly reported as laboratory requirement in agriculture, domestic arts and manual training. In these grades all careful, systematic work during the summer season, as well as the regular school year, such as corn acre, garden, potato plot, tomato, poultry, pig, canning, sewing, cooking, and butter-making contests, should be used for laboratory credit. Of course accurate records of the work must be made at the time the work is performed. Schools that have an agricultural teacher during the entire year will directly supervise this work. In other schools the reports will be used as part of the next year's regular class work. Suitable report blanks should be used by the pupils and kept in laboratory notebook form.
The pupils of seventh, eighth and high-school grades who do 216 hours of acceptable home work should be given two fifths of a unit of credit in the subjects of agriculture, domestic arts, or manual training. Here again the pupil should do some different kinds of work and make the experience somewhat varied. In the home laboratory the teacher will determine a standard amount of work of any kind to be performed in a given time.
CALIFORNIA REPORT ON OUTSIDE ACTIVITIES
At the January, 1914, meeting of the California Teachers' Association the following report on credit for work done outside of the school was submitted by Mr. Hugh J. Baldwin:—
Credit for Work Done Outside of School
Fulfilling the wishes of this organization, your committee sent communications to the heads of departments of large manufacturing and commercial interests, to managers of railroads and educational institutions, requesting information on lines of work upon which you wished a report. Not only were the circulars answered promptly, but, in many cases, the answers were remarkable. Some of them suggested in definite language how outside activities might be made harmoniously supplemental to our regular school work, better articulated therewith than had been planned.
Many strong reasons were given; one of the most potent was that the innovation would change the present attitude of the average person towards labor—in other words, to dignify the labor of the land, to honor and respect the woman who can prepare nourishing food in the kitchen or the man who can contribute to the world's wealth from his garden.
Another strong thought from this compilation of opinions resulted in the contrast between the systems of American and German polytechnic or manual training education. The German schools secure the coöperation of the factories and shops and stores where there is particular industrial training given, all without cost to state or municipality for the tuition. On the other hand, in the United States, the only manual training that has been attempted by the school authorities has been at greater expense to the people.
In communities where there is no special educational industrial training the subject of this committee work is very important. "Outside Activities," or credit on school reports for work done by school children at home, has now a place in the course of study of San Diego County. The plan has passed from the experimental stage, having been given a thorough tryout in all the schools. From all parts of the county reports have come full of enthusiasm telling of the excellent working of the plan. To be sure there are a few adverse reports. We find that communities largely Mexican in complexion evince little interest in the plan.