ishes according to school methods may encounter adverse comment from
certain parents who are quick to resent outside "management."
Nevertheless, home practice in accordance with school theory is the
ideal of any cooeperative education in the mechanics of housekeeping;
therefore some scheme must be worked out whereby the girls will
practice at home, and, having learned to do by doing, will continue to
do in the families where their doing will be a help.

Let us consider for a moment the present condition of the
school-credit-for-home-work idea. Schemes are being worked out in
various places, under one or the other of the following plans.

_Plan I_ (often known as the Massachusetts plan). Each pupil, with the
advice of his teacher and the consent of his parents, selects some one
definite piece of work to do at home regularly, under direction of the
school and with some study at school of the practical problems
involved. School credit depends upon approval by the teacher on the
occasion of a visit of inspection to the home.

_Plan II_ (sometimes called the Oregon plan). This is more directly
concerned with the cultivation of a helpful spirit than with perfect
technique or broad knowledge. No attempt is made to correlate home and
school work. Credit is given merely for the fact that the dishes were
washed, the table set, or the baby bathed, the fact being properly
certified by the parent. Whether the work was acceptably done or not
rests entirely with the parent. In the carrying out of the latter plan
blanks are usually issued to be filled out and handed in once a week
or once a month. Each task carries a certain value in school credit.

That either of these plans possesses certain weaknesses doubtless even
their makers would admit. But they are at least opening wedges. A plan
might be worked out whereby little girls are taught one household task
at a time, through their play housekeeping, after which credit may be
given for satisfactory performance of the task at home. Later another
household duty may be taught, and put into practice, with credit, at
home, thus building up a body of known duties for which the little
house-helper has been duly trained. For its highest efficiency such a
plan would require more than consent on the part of mothers. Its
success would depend upon cooeperative leadership and its value upon
the acceptance, for school credit, of only that work done in
conformity with school ideals.

But at all