Evening Republican, Volume 20, Number 291, Rensselaer, Jasper County, 6 December 1916 — SCHOOL CREDIT PROJECTS [ARTICLE]

SCHOOL CREDIT PROJECTS

Farm Work aa Part of Elementary and High School Courses In Agriculture The Idea that certain practical work done by boys and girls on tho farm should count as credits tn the agricultural courses of the rural elementary end high schools is growing rapidly In popularity among educators. The basis for this idea is the belief that the farm may and should become the logical laboratory for testing out ana putting into practice much that is taught In the schools, and that the school by giving credit for home work can aud should encourage boys and girls to make profits for themselves or to become more dlredtly helpful to their families. Educators, however, find some difficulty In defining Just what work that the boy does on the farm should receive an educational credit and how many credits should be allotted for the different kinds of work which really help the boy to master progressive methods To assist the superintendents of schools and teachers, the specialists in agricultural education in the States Relations Service have recently pub lished Department Bulletin 885, School Credit for Home Practice In Agriculture. This bulletin, which may be had free by educators as long aa the department's supply lasts, devotes a number of pages to tables and examples showing the nature of school credit projects and the amount of credit to be granted. It is recognized, however that real cooperation on the part of the parent is essential, and the author thus defines the part the parent must play in any plan for mak ing school and farm work closer together in the interests of agricultural education. The parent should agree: (1) To permit the pupil to use specified land, animals, and equipment, either as a temporary owner or as a tenant so far as the needs of the project are con cerned; (2) to grant the pupil the time needed for the work and to ven fy and vouch for the time record; (3) to instruct the pupil in the necessary manipulation so far as practicable; (4) to allow the pupil the profits de lived from his own labor and manage ment The last point Is not always feasible, particularly where the pupil takes up one phase of the main bust ness of the farm, such as the weighing and testing of milk for a dairy herd. The parent must at least give an unbiased voucher of the time and ex pense record, and a statement that the project work was all done by the pupil. In the absence of an advisory committee or an inspector, the parent is the Judge as to when the pupil has accomplished a task succbssfully. Where the pupil’s time is much needed by the parent in regular home duties It may be well to advise tba’ the pupil take over some part of that home work as a project. This will in sure the cooperation of the parents, although the “managerial” income may not come to the pupil. The school should not only give credit for work for which the pupil ieceives pay, but should consider the relative income or profit as one im portant factor in determining the school rank given on the project. To insure success it will be very de sirable to have a memorandum of agreefnent signed by all parties before the project begins, a report in full from the pupil, and a voucher from the parent at the end.