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D3.js By Example

Create attractive web-based data visualizations using

the amazing JavaScript library D3.js

Michael Heydt

BIRMINGHAM - MUMBAI

www.it-ebooks.info
D3.js By Example

Copyright © 2015 Packt Publishing

All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, without the prior written
permission of the publisher, except in the case of brief quotations embedded in
critical articles or reviews.

Every effort has been made in the preparation of this book to ensure the accuracy
of the information presented. However, the information contained in this book is
sold without warranty, either express or implied. Neither the author, nor Packt
Publishing, and its dealers and distributors will be held liable for any damages
caused or alleged to be caused directly or indirectly by this book.

Packt Publishing has endeavored to provide trademark information about all of the
companies and products mentioned in this book by the appropriate use of capitals.
However, Packt Publishing cannot guarantee the accuracy of this information.

First published: December 2015

Production reference: 1181215

Published by Packt Publishing Ltd.

Livery Place
35 Livery Street
Birmingham B3 2PB, UK.

ISBN 978-1-78528-008-5
www.packtpub.com

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 Credits

Author Project Coordinator

Michael Heydt Nikhil Nair

Reviewers Proofreader
Patrick Cason Safis Editing
Pablo Núñez Navarro
William Sankey Indexer
Monica Ajmera Mehta

Commissioning Editor
Veena Pagare Graphics
Disha Haria

Acquisition Editors
Harsha Bharwani Production Coordinator
Conidon Miranda
Hemal Desai

Cover Work
Content Development Editor
Conidon Miranda
Merwyn D'souza

Technical Editor
Parag Topre

Copy Editor
Sonia Mathur

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 About the Author

Michael Heydt is an independent consultant, programmer, educator, and trainer.

He has a passion for learning and sharing his knowledge of new technologies.
Michael has worked in multiple industry verticals, including media, finance, energy,
and healthcare. Over the last decade, he worked extensively with web, cloud, and
mobile technologies and managed user experience, interface design, and data
visualization for major consulting firms and their clients. Michael's current company,
Seamless Thingies (www.seamlessthingies.tech), focuses on IoT development and
connecting everything with everything.

He is the author of numerous articles, papers, and books, such as Instant Lucene.
NET, Learning Pandas, and Mastering Pandas for Finance, all by Packt Publishing, on
technology. Michael is also a common speaker at .NET user groups and various
mobile, cloud, and IoT conferences and delivers webinars on advanced technologies.
He can be reached through his website e-mails, mike@heydt.org and mike@
seamlessthingies.tech and on Twitter at @mikeheydt.

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 About the Reviewers

Patrick Cason is a web developer and designer based in Nashville, Tennessee. He

has experience working primarily as a front-end engineer, but he also dabbles in UI
design and mobile development. Patrick started a few businesses in the past, but he
currently tends to his latest endeavor, Octovis, as the lead front-end engineer and
designer. He has worked on multiple data visualization projects in the American
political domain, including both Change Politics and Poliana.

Pablo Núñez Navarro has written line of business applications for more than 15
years, from VB 6 to .NET and JavaScript among many other technologies. His work
on long-live projects and software maintenance made him focus on best practices
and clean code, with an intensive use of code reviewing to achieve consistency and
readability through working in teams. Pablo enjoys discussing software.

He has taught many courses, including the University of Malaga's master's in RIAtec,
for quite a few years. Pablo coauthored Mastering LOB Development for Silverlight
5: a Case Study in Action, Packt Publishing. He is also very active in local software
communities.

My three wonderful kids, Julia, Marcos, and Claudia are a

distraction and at the same time, a source of motivation for my work.

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William Sankey is a data professional and developer hobbyist living in College
Park, Maryland. He graduated in 2012 from Johns Hopkins University with a
master's degree in public policy and specializes in quantitative analyses. He has
worked in the public and private spheres and is currently a data scientist at Xometry.

I would like to thank my devoted wife, Julia, and rambunctious

puppy, Ruby, for all their love and support.

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 www.PacktPub.com

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www.it-ebooks.info
 Table of Contents
Preface vii
Chapter 1: Getting Started with D3.js 1
A brief overview of D3.js 2
Selections 3
Data and data binding 4
Interaction and animation 5
Modules 6
Tools for creating and sharing D3.js visualizations 7
Js Bin 7
bl.ocks.org 9
Google Chrome and Developer tools 11
Hello World – D3.js style 12
Examining the DOM generated by D3.js 15
Summary 16
Chapter 2: Selections and Data Binding 17
D3.js selections 18
Changing the style of a DOM element 18
Changing the style of multiple items 19
D3.js and data binding 23
Data binding 23
Specifying the entering elements with .enter() 29
Adding new items using .enter() 31
Updating values 33
Removing items with .exit() 35
A few notes for the wise about the general update pattern 37
Summary 39

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Table of Contents

Chapter 3: Creating Visuals with SVG 41

Introducing SVG 41
The SVG coordinate system 42
SVG attributes 42
Drawing circles with SVG 43
The basic shapes provided by SVG 45
Ellipse 45
Rectangle 45
Lines 46
Paths 46
Text 47
Applying CSS styles to SVG elements 48
Strokes, caps, and dashes 49
Applying SVG transforms 52
Rotate 53
Translate 55
Scale 56
Groups 57
Transparency 58
Layers 59
Summary 60
Chapter 4: Creating a Bar Graph 61
The basic bar graph 61
Adding labels to the bars 64
Margins and axes 66
Creating margins in the bar graph 66
Creating an axis 69
Changing the axis orientation 72
Inverting the labels on an axis 74
Adding the axis to the graph 75
Summary 76
Chapter 5: Using Data and Scales 77
Data 78
Loading data with D3.js 78
Loading JSON data 79
Loading TSV data 81
Loading CSV data 82
Mapping fields and converting strings to numbers 83
Scales 85
Linear scales 85

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 Table of Contents

Ordinal scales 86
Mapping color strings to codes 86
Mapping integers to color scales 87
The ordinal scale using rangeBands 88
Visualizing The Walking Dead viewership 90
Summary 94
Chapter 6: Creating Scatter and Bubble Plots 95
Creating scatter plots 96
Plotting points 96
Sprucing up the scatter plot 99
Adding gridlines 100
Creating a bubble plot 103
Summary 106
Chapter 7: Creating Animated Visuals 107
Introduction to animation 108
Animating using transitions 108
Animating the fill color of a rectangle 108
Animating multiple properties simultaneously 110
Delaying a transition 111
Creating chained transitions 111
Handling the start and end events of transitions 112
Changing the content and size of text using tweening 113
Timers 116
Adding a fifth dimension to a bubble plot – time 117
Summary 122
Chapter 8: Adding User Interactivity 123
Handling mouse events 124
Tracking the mouse position using mousemove 124
Capturing the mouse entering and exiting an SVG element 125
Letting the user know they have clicked the mouse 126
Using behaviors to drag, pan, and zoom 127
Drag 128
Pan and zoom 129
Enhancing a bar graph with interactivity 131
Highlighting selected items using brushes 135
Online examples of brushes 135
Implementing focus + context 138
Summary 142

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Table of Contents

Chapter 9: Complex Shapes Using Paths 143

An overview of path data generators 144
Creating a sequence of lines 144
Areas 146
Creating arcs, donuts, wedges, and segments 147
Creating a pie chart 149
Exploding the pie 151
Creating a ring graph 152
Creating symbols 152
Using diagonals to create curved lines 153
Drawing line graphs using interpolators 154
Linear and linear-closed interpolators 156
Step-before and step-after interpolations 157
Creating curved lines using the basis interpolation 158
Creating curved lines using the bundle interpolation 160
Creating curved lines using the cardinal interpolation 161
Summary 162
Chapter 10: Using Layouts to Visualize Series and
Hierarchical Data 163
Using stacked layouts 163
Creating a stacked bar graph 164
Modifying the stacked bar into a stacked area graph 168
Converting the area graph to an expanded area graph 170
Visualizing hierarchical data 172
Tree diagrams 172
Creating a cluster dendrogram 178
Representing hierarchy with an enclosure diagram 183
Representing relationships with chord diagrams 185
Techniques to demonstrate the flow of information 189
Using streamgraphs to show changes in values 189
Representing flows through multiple nodes 191
Summary 195
Chapter 11: Visualizing Information Networks 197
An overview of force-directed graphs 198
A simple force-directed graph 200
Using link distance to spread out the nodes 204
Adding repulsion to nodes for preventing crossed links 206
Labelling the nodes 207

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 Table of Contents

Making nodes stick in place 209

Adding directionality markers and style to the links 211
Summary 215
Chapter 12: Creating Maps with GeoJSON and TopoJSON 217
Introducing TopoJSON and GeoJSON 218
Creating a map of the United States 224
Creating our first map of the United States with GeoJSON 224
Styling the map of the United States 226
Using the albersUsa projection 227
Creating a flat map of the world 230
Loading and rendering with TopoJSON 230
Creating a map of the world using a Mercator projection 231
Creating spherical maps with orthographic projection 233
Spicing up a globe 236
Coloring the countries on a globe 236
Adding interactivity to maps 240
Panning and zooming a world map 240
Highlighting country borders on mouse hover 242
Rotating a globe using the mouse 244
Annotating a map 245
Labelling states using centroids 245
Placing symbols at specific geographic locations 247
Creating a choropleth 249
Summary 253
Chapter 13: Combining D3.js and AngularJS 255
An overview of composite visualization 256
Creating a bar graph using AngularJS 257
The web page and application 257
The controller 258
The directive for a bar graph 259
Adding a second directive for a donut 263
The web page 263
The directive for the donut graph 264
Adding a detail view and interactivity 266
The web page 266
Specifying an initial selectedItem in the controller 267
The modified bars view directive 268
Implementing the details view directive 268
The resulting interactive page 269

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Table of Contents

Updating graphs upon the modification of details data 269

The web page 270
The revised bar-view directive 270
The revised donut-view directive 271
The detail-view directive 271
The results 272
Summary 273
Index 275

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 Preface
Learning D3.js on your own can be a daunting task. There are literally thousands of
examples online with differing degrees of effective, or ineffective, explanation.

This book uses examples that take you right from the beginning, with the basic
concepts of D3.js, using practical examples that progressively build on each other
both within a specific chapter and also with reference to previous chapters.

We will focus on the examples created for this book as well as those found online
that are excellent but could use some additional explanation. Each example will
explain how the example works either line by line or by comparison with other
examples and concepts learned earlier in the book.

What this book covers

Chapter 1, Getting Started with D3.js, introduces you to D3.js and building a simple
application using several tools to help with its creation.

Chapter 2, Selections and Data Binding, teaches you how to use D3.js selections to
create DOM elements based on data.

Chapter 3, Creating Visuals with SVG, introduces you to Scalable Vector Graphics
and how to use them to render various shapes that are commonly used in D3.js
visualizations.

Chapter 4, Creating a Bar Graph, demonstrates how to create a bar graph from
given data.

Chapter 5, Using Data and Scales, shows you how to load data from external sources
in different formats and convert it into information suitable for visualization.

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Preface

Chapter 6, Creating Scatter and Bubble Plots, demonstrates how to load, scale, and plot
multidimensional data in a manner that makes patterns clear to users.

Chapter 7, Creating Animated Visuals, teaches you to use animations in your D3.js
applications to demonstrate how data changes over time.

Chapter 8, Adding User Interactivity, shows you how to allow users to interact with
your visualizations using the mouse.

Chapter 9, Complex Shapes Using Paths, shows you how to use many of the built-in
tools in D3.js to automatically generate complex paths with a few simple statements.

Chapter 10, Using Layouts to Visualize Series and Hierarchical Data, focuses on creating
complex graphs that utilize the layout objects of D3.js. This includes a multitude
of graphs in different categories, including stacked, packed, clustered, flow-based,
hierarchical, and radial.

Chapter 11, Visualizing Information Networks, dives into demonstrating how you can
use D3.js to visualize network data such as is found in social networks.

Chapter 12, Creating Maps with GeoJSON and TopoJSON, teaches you how to create
maps and highlight regions on them using two forms of geographic data: Geo and
TopoJSON.

Chapter 13, Combining D3.js and AngularJS, discusses how you can integrate multiple
D3.js visualizations using Angular.js to create reactive visualizations.

What you need for this book

All of the tools used in this book are available on the Internet free of charge. All that
is required is a modern web browser to run the samples, and all code can be edited
and run online within the browser. To be specific about what makes up a modern
browser, this includes Firefox, Chrome, Safari, Opera, IE9+, Android, and iOS.

Who this book is for

Whether you are new to data and data visualization, a seasoned data scientist, or
a computer graphics specialist, this book will provide you with the skills you need
to create web-based and interactive data visualizations. This book assumes some
knowledge of coding and, in particular, experience in coding with JavaScript.

[ viii ]

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 Preface

Conventions
In this book, you will find a number of text styles that distinguish between different
kinds of information. Here are some examples of these styles and an explanation of
their meaning.

Code words in text, database table names, folder names, filenames, file extensions,
pathnames, dummy URLs, user input, and Twitter handles are shown as follows:
"Now using the selector variable we call the .enter() function and assign it to a
variable named entering."

A block of code is set as follows:

<div id='div1'>A</div>
<div id='div2'>B</div>
<div id='div3'>C</div>
<div id='div4'>D</div>
<script>
var selector = d3.select('body')
.selectAll('div');
</script>

When we wish to draw your attention to a particular part of a code block, the
relevant lines or items are set in bold:
function render(dataToRender) {
var selector = d3.select('body')
.selectAll('div')
.data(dataToRender);

var entering = selector.enter();

entering.append('div')
.text(function(d) { return d; });
}

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Preface

New terms and important words are shown in bold. Words that you see on the
screen, for example, in menus or dialog boxes, appear in the text like this: "The value
for Mikael was changed to 25."

Warnings or important notes appear in a box like this.

Tips and tricks appear like this.

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Feedback from our readers is always welcome. Let us know what you think about
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To send us general feedback, simply e-mail feedback@packtpub.com, and mention

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Now that you are the proud owner of a Packt book, we have a number of things to
help you to get the most from your purchase.

Downloading the example code

All examples in this text are available to review, execute, and edit online. Reference
to code are referred to as a bl.ock and be referenced as follows:

bl.ock (2.13): http://bl.ocks.org/d3byex/35641fbe385e5a162b84

This will take you to a page on http://bl.ocks.org/ for the example. This page
will also contain a link to take you to jsbin.com where you can interactively make
changes to the code.

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 Preface

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www.it-ebooks.info
 Getting Started with D3.js
D3.js is an open source JavaScript library that provides the facility for manipulating
HTML documents based upon data, using JavaScript as the language for
implementing the mapping of data to the documents. Hence, the name D3 (Data
Driven Documents). Many consider D3.js as a data visualization library. This may be
correct, but D3.JS provides much more to its user than just visualization, such as:

• Efficient selection of items in the HTML DOM.

• Binding of data to visual elements.
• Specifications on handling the addition and removal of data items.
• The ability to style DOM elements dynamically.
• Definition of an interaction model for the user with the data.
• The ability to specify transitions between data visualizations based upon
dynamic changes in data.
• D3.js helps you bring data to life using HTML, SVG, and CSS. It focuses
on the data, the way it is presented to the user, the changes in visualization
with changes in data, and the way the user interacts with data through the
visualization.

We are about to start on a fabulous journey of discovery with creating rich data
visualizations with D3.js, and focusing on project-based learning of D3.js through
practical examples. We will start out with the basic concepts, and then move through
various examples of creating living data visualizations with D3.js.

In this first chapter, we will start with a brief overview of several of the concepts in
D3.js, create a minimal D3.js application, and examine several of the tools that you
can use to build D3.js applications.

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Getting Started with D3.js

Specifically, in this chapter, we will cover the following topics:

• A brief overview of D3.js

• The key design features of D3.js, including selection, data management,
interaction, animation, and modules
• An introduction to development tools to get you going quickly with D3.js
• A simple Hello World program using D3.js
• Examining the DOM generated by D3.js with the Google Chrome Developer
tools

A brief overview of D3.js

D3.js is a JavaScript library for manipulating DOM objects based upon data. By using
D3.js and modern browsers, specifically those which can display and manipulate
SVG, you can create rich visualizations of data. These visualizations not only
visualize the data, but can also include descriptions to change what is shown to the
user based upon the changes in the data, and the way in which the user can interact
with the visuals which represent the data.

You can get D3.js at http://d3js.org.

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 Chapter 1

D3.js differs from other data visualization frameworks such as Processing (https://
processing.org/) in that it provides a domain-specific language for transforming
the DOM based upon data, whereas tools like Processing provide a lower level direct
rendering model. D3.js lets you describe the means of visualizing the data instead
of coding all of the specific details to draw the pixels of the visualizations. This
facilitates easy creation of visualizations by allowing D3.js to worry about the details
on rendering the data, based on the standards of SVG and CSS.

A fundamental concept in D3.js is the ability to easily manipulate the DOM in a web
document. This is often a complicated problem, and many frameworks (such as
jQuery) have been created to perform this task. D3.js provides capabilities similar to
jQuery, and for those familiar with jQuery, much of D3.js will feel familiar.

But D3.js takes what libraries like jQuery provide and extends them to provide
a more declarative nature of modifying the DOM to create visuals based on the
structure of the data instead of simply being a framework for low level DOM
manipulation.

This is important, as data visualization requires more than an ability to simply

modify the DOM; it should also describe how the DOM should be changed when
data is modified, including the way it changes when the user interacts with the
visual elements representing the data.

We will not cover jQuery in this book. Our focus will purely be on how
we can manipulate the DOM using the facilities provided by D3.js. We
will use D3.js constructs to apply styles instead of depending on CSS.
All of this is to exemplify how to use the facilities of D3.js instead of
hiding any of it with other tools.

We will examine many concepts in D3.js in detail, but let's start with a few high-level
ideas in D3.js that are worth mentioning first.

Selections
The core operation in D3.js is selection, which is a filtered set of DOM elements
queried from the document. As the data changes (that is, it is either loaded or
modified), the result of the selection filter is changed by D3.js based on how the data
was changed. Hence, the visual representation also changes.

D3.js uses the W3C selectors API (http://www.w3.org/TR/selectors-api/) for

identifying the items in the DOM. This is a mini-language consisting of predicates
that can filter the elements in the DOM by tag, class, id, attribute, containment,
adjacency, and several other facets of the DOM. Predicates can also be intersected or
unioned, resulting in a rich and concise selection of elements.

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Getting Started with D3.js

Selections are implemented by D3.js through the global namespace d3, which
provides the d3.select() and d3.selectAll() functions. These functions utilize
the mini-language and return, respectively, the first or all items matching the
specification. Using the result of these selections, D3.js provides additional abilities
for modifying those elements based upon your data using a process known as data
binding.

Data and data binding

The data in D3.js is bound to the DOM elements. Through binding, D3.js tracks
a collection of objects along with their properties, and based upon rules that you
specify, it modifies the DOM of the document based upon that data. This binding is
performed through various operators provided by D3.js, which can easily be used
to describe the mapping of the visual representation of the data. At this point, we'll
introduce the three stages of data binding, and dive into more details on the process
in Chapter 2, Selections and Data Binding.

The process of binding in D3.js consists of three stages: Enter, Update, and Exit.
When performing a selection for the first time with D3.js, you can specify the data
that is to be bound and needs to be entered. You can also specify the code to be
executed for each of these stages.

When data is first joined into a selection, new visuals will need to be created in the
DOM for each data item. This is performed using the enter process which is started
by calling the .enter() function. Code that you specify after the .enter() function
will be used to specify each and every piece of data that is represented visually, and
D3.js will use this code to automatically generate the DOM that is required instead of
you needing to code it all in detail.

As the application modifies this bound data, we will execute the selection repeatedly.
D3.js will make a note of the existing visuals and the data they are bound to, and
allow us to make modifications to the visuals based upon the way the data changed.

If data items are removed, we can use the D3.js .exit() function in a selection to
inform D3.js to remove the visuals from the display. Normally, this is done by telling
D3.js to remove the associated DOM elements, but we can also execute animations
to make the removal demonstrate to the user how the visual is changing instead of a
jarring change of display.

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Exploring the Variety of Random
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Title: School Credit for Home Work

Author: L. R. Alderman

Release date: November 4, 2013 [eBook #44102]

Most recently updated: October 23, 2024

Language: English

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*** START OF THE PROJECT GUTENBERG EBOOK SCHOOL CREDIT

FOR HOME WORK ***
 FEEDING HER BIRD
Mabel C——, aged 12, Algona, Washington
SCHOOL CREDIT

FOR HOME WORK

 BY L. R. ALDERMAN
CITY SUPERINTENDENT OF SCHOOLS
PORTLAND, OREGON
FORMERLY SUPERINTENDENT OF PUBLIC
INSTRUCTION, STATE OF OREGON

HOUGHTON MIFFLIN COMPANY

BOSTON NEW YORK CHICAGO
The Riverside Press Cambridge

COPYRIGHT, 1915, BY L. R. ALDERMAN

ALL RIGHTS RESERVED

The Riverside Press

 CAMBRIDGE. MASSACHUSETTS
U.S.A

TO THE MEMORY
OF
MY FATHER AND MOTHER
Who made their boys happy partners in the
work of the home and farm
 PREFACE
It has been a surprise and a delight to me, as this book has been in
progress, to learn of the many different ways that people have
worked out these home credit plans. It has been as if I could see
into many happy schoolrooms. Letters from mothers and fathers
boasting of the accomplishments of their children, have brought to
me a little glow from the hearthsides of many homes. A father
brought his boy—or rather the boy brought his father—up to see me
and talk over what the boy was doing at home. The father boasted
of the boy's fine garden, his big pumpkins, his watermelons that
would attract the neighbors. Johnny almost burst the top button off
his vest with pride as his father praised him and patted him on the
head. After this happy meeting, the father and the son got on the
high wagon seat and rode home; and as I saw them going down the
street, I could imagine what they talked about. Such glimpses help
to make a school man's life worth while; and I have had many of
them as I have been writing this book.
For the fact that this book exists at all, I am indebted to my wife,
who has helped me with every part of it, and to Mr. and Mrs. C. C.
Thomason, of Olympia, Washington, who believed in the book from
the first. Mrs. Thomason has also done much work on the book; she
has gathered all the illustrative material, visiting many schools and
writing many letters. She and my wife have done most of the
organizing of material, and have gone over the manuscript together.
To Miss Fanny Louise Barber, of the Washington High School,
Portland, I am grateful for her careful reading and revision of several
chapters. I owe thanks to Mrs. Sarah J. Hoagland, of Belt, Montana,
for the true and vivid stories she has sent me; and I am thankful to
all the home credit teachers, with whom we have been
corresponding, for their painstaking answers to our letters, as well
as for the valuable plans that they have originated.
 L. R. Alderman.
Portland, Oregon,
November 16, 1914.
 CONTENTS
PART ONE
I.Introduction 1
II. Mary 7
III.The Spring Valley School 11
IV. What will become of the Algebra? 24
V. Honoring Labor 34
VI. Habit-Building 39
VII. That Other Teacher and that Teacher's Laboratory 46
VIII. Stella and Sadie 53
IX. A Story and Letters from Teachers 60

PART TWO
I.Illustrative Home Credit Plans 71
II. Home Credit in High Schools 156
Appendix 167
Index 177
 ILLUSTRATIONS
Feeding her Bird Frontispiece
Spring Valley School 12
Picnic Luncheon, Spring Valley 20
Joe in the Garage 28
Work Credited at School 36
Earning Home Credits 42
O. H. Benson Potato Club 88
High School Boys in Railroad Shops 156
SCHOOL CREDIT FOR HOME WORK
PART ONE
 I
INTRODUCTION
The child is a born worker; activity is the law of his nature.
Francis W. Parker.

This book is simply the narrative of the working-out of an idea. The

idea first came to me from memories of my own home, where tasks
were assigned to us children and were made to seem important.
With my father, the work was always carried on in the spirit of a
game, and the game could be made as interesting as any other
game; in the meantime something was being done that was worth
while. Among many other memories there comes one of our laying a
rail fence by moonlight, after a freshet had taken the other fence
away; when the game was to get the line completed before the
moon went down. I can still see father laying rail on rail, and enjoy
his glowing enthusiasm at our accomplishment. The fence still
stands. Besides seeking to make the work interesting in itself, father
had a device to put a value on time for his boys by giving us free
time after the tasks were completed to do as we saw fit.
The desire, after I became a teacher, to put myself in the enviable
position of my father as an inspiring influence with children, was the
motive that took my thoughts out of the schoolroom into the homes
of my pupils. Should not the school be simply a group of people
come together for improvement, with the teacher as their best
friend, ready to discuss and promote everything that seems worth
while? We found it easy to talk at school about the things the
children were concerned with out of school. One spring my pupils
carried home, from our little boxes at school, cabbage plants and
tomato plants to become members of their families for the summer.
Later we had a county school fair for the exhibition of the children's
clear jelly and fine bread and vegetables and sewing and carpentry.
The schools were trying to recognize "the whole child."
This book is written in the hope that parents, teachers, and children
may be helped to work together more joyously and harmoniously on
the real problems of life.
When I was teaching in the University of Oregon in the spring of
1910, I wrote and had published in the Oregon papers the following
article:—

We all believe that civilization is founded upon the home. The

school should be a real helper to the home. How can the school
help the home? How can it help the home establish habits in the
children of systematic performance of home duties so that they
will be efficient and joyful home helpers? One way is for the
school to take into account home industrial work and honor it. It
is my conviction, based upon careful and continuous
observation, that the school can greatly increase the interest the
child will take in home industrial work by making it a subject of
consideration at school. A teacher talked of sewing, and the
girls sewed. She talked of ironing, and they wanted to learn to
iron neatly. She talked of working with tools, and both girls and
boys made bird houses, kites, and other things of interest.
Recently a school garden was planned in a city and one of the
boys was employed to plow the land. Seventy-five children were
watching for him to come with the team. At last he came driving
around the corner. He could manage a team. He drove into the
lot, and a hundred and fifty eyes looked with admiration at the
boy who could unhitch from the sled and hitch to the plow; and
then as he, "man-fashion,"—lines over one shoulder and under
one arm,—drove the big team around the field, all could feel the
children's admiration for the boy who could do something worth
while. And I have seen a girl who could make good bread or set
a table nicely get the real admiration of her schoolmates.
The school can help make better home-builders. It can help by
industrial work done in the school, but as that is already
receiving consideration by the press and in a few schools, I shall
not in this short article treat of it.
The plan I have in mind will cost no money, will take but little
school time, and can be put into operation in every part of the
State at once. It will create a demand for expert instruction later
on. It is to give school credit for industrial work done at home.
The mother and father are to be recognized as teachers, and
the school teacher put into the position of one who cares about
the habits and tastes of the whole child. Then the teacher and
the parents will have much in common. Every home has the
equipment for industrial work and has some one who uses it
with more or less skill.
The school has made so many demands on the home that the
parents have in some cases felt that all the time of the child
must be given to the school. But an important thing that the
child needs along with school work is established habits of
home-making. What people do depends as much upon habit as
upon knowledge. The criticism that is most often made upon
industrial work at school is that it is so different from the work
done in the home that it does not put the child into that
sympathetic relation with the home, which after all is for him
and the home the most important thing in the world. Juvenile
institutions find that they must be careful not to institutionalize
the child to such an extent that he may not be contented in a
real home. In my opinion it will be a great thing for the child to
want to help his parents do the task that needs to be done and
to want to do it in the best possible way. The reason why so
many country boys are now leading men of affairs is because
early in life they had home responsibilities thrust upon them. I
am sure that the motto "Everybody Helps" is a good one.
But one says: "How can it be brought about? How can the
school give credit for industrial work done at home?" It may be
 done by sending home printed slips asking the parents to take
account of the work that the child does at home under their
instruction, and explaining that credit will be given for this work
on the school record. These slips must be used according to the
age of the child, so that he will not be asked to do too much,
for it must be clearly recognized that children must have time
for real play. The required tasks must not be too arduous, yet
they must be real tasks. They must not be tasks that will put
extra work on parents except in the matter of instruction and
observation. They may well call for the care of animals, and
should include garden work for both boys and girls. Credit in
school for home industrial work (with the parents' consent)
should count as much as any one study in school.
To add interest to the work, exhibitions should be given at
stated times so that all may learn from each other and the best
be the model for all. The school fairs in Yamhill, Polk, Benton,
Lane, Wasco, and Crook Counties, together with the school and
home industrial work done at Eugene, have convinced me most
thoroughly that these plans are practicable, and that school
work and home work, school play and home play, and love for
parents and respect for teachers and fellow pupils can best be
fostered by a more complete coöperation between school and
home, so that the whole child is taken into account at all times.

After the home-credit schools of Mr. O'Reilly and Mr. Conklin were
well under way, I received many inquiries about the home credit
idea. As I was then State Superintendent, I had a pamphlet printed
by the State Office, describing the workings of the plan, and had it
distributed to Oregon teachers. Fifteen thousand copies were also
printed for Mr. Claxton, Commissioner of Education, in the summer
of 1912, and distributed by the National Bureau to superintendents
and teachers throughout the United States. Since this pamphlet has
been out of print there have been many inquiries sent me about
home credit, and I hope that this book may answer some of them.
 II
MARY
The brain and the hand, too long divorced, and each mean and
weak without the other; use and beauty, each alone vulgar;
letters and labor, each soulless without the other, are henceforth
to be one and inseparable; and this union will lift man to a
higher level.—G. Stanley Hall.

The idea of giving school credit for home work first occurred to me
when I was a high-school principal in McMinnville, Oregon, in 1901.
Often, in the few years that I had been teaching, I had felt keenly a
lack of understanding between school and home. As I was thinking
over this problem, and wondering what could be done, I chanced to
meet on the street the mother of one of my rosiest-cheeked,
strongest-looking high-school girls. I saw that the little mother
looked forlorn and tired. There was a nervous twitch of the hand
that adjusted the robes about the crippled child she was wheeling in
a baby buggy. I had frequently noticed that Mary, the daughter, who
was one of the very poorest students in her class, was on the streets
the greater part of the time after school hours. I thought, "What
value can there be in my teaching that girl quadratic equations and
the nebular hypothesis, when what she most needs to learn is the
art of helping her mother?"
In the algebra recitation next day I asked, "How many helped with
the work before coming to school?" Hands were raised, but not
Mary's. "How many got breakfast?" Hands again, not Mary's. "I
made some bread a few days ago, bread that kept, and kept, and
kept on keeping. How many of you know how to make bread?"
Some hands, not Mary's. I then announced that the lesson for the
following day would consist as usual of ten problems in advance, but
that five would be in the book, and five out of the book. The five out
of the book for the girls would consist of helping with supper,
helping with the kitchen work after supper, preparing breakfast,
helping with the dishes and kitchen work after breakfast, and putting
a bedroom in order. Surprise and merriment gave place to
enthusiasm when the boys and girls saw that I was in downright
earnest. When I asked for a report on the algebra lesson next day all
hands went up for all the problems both in algebra and in home-
helping. As I looked my approval, all hands fell again, that is, all
hands but Mary's. "What is it, Mary?" I asked. "I worked five in
advance," she replied with sparkling eyes: "I worked all you gave us,
and five ahead in the book!"
Since that day I have been a firm believer in giving children credit at
school for work done at home. We did not work home problems
every day that year, but at various times the children were assigned
lessons like the one mentioned, and scarcely a day passed that we
did not talk over home tasks, and listen to the boys and girls as they
told what each had achieved. The idea that washing dishes and
caring for chickens was of equal importance with algebra and
general history, and that credit and honor would frequently be given
for home work, proved a stimulus to all the children, and especially
to Mary. Her interest in all her school duties was doubled, and it is
needless to say that her mother's interest in the school was many
times increased as her heavy household cares were in part assumed
by her healthy daughter.
A few weeks after the first home credit lesson Mary brought her
luncheon to school. At the noon hour she came to my desk, opened
her basket, and displaying a nicely made sandwich said, "I made this
bread." The bread looked good, and must have been all right, for
she ate the sandwich, and it did not seem to hurt her. She came
again wearing a pretty new shirt-waist, and told me she had made it
herself, and that it had cost just eighty-five cents.
After Mary graduated from high school she went out into the country
to teach, and boarded with her uncle's family. Her uncle's wife was ill
for a while, and Mary showed that she knew how to cook a fine
meal, and how to set a table so that the food looked good to eat.
She made herself generally useful. Her uncle came to my office one
day and told me that Mary was the finest girl he ever saw, and that
every girl like that should go to college, and that he was going to
see that she went to college if he had to sell the farm to send her.
She went to college, but it didn't take the farm to send her.
 III
THE SPRING VALLEY SCHOOL
An excellent result of the absence of centralization in the United
States.... The widest possible scope being allowed to individual
and local preferences, ... one part of our vast country can profit
by the experience of the other parts.
John Fiske.
Kindly convey my blessing to that genius of a teacher in Spring
Valley, the same to stand good till judgment day.

Wm. Hawley Smith.

Mr. A. I. O'Reilly, in the school at Spring Valley, Oregon, was the first
to give systematic, certified credit for home work. He originated the
idea of having a prize contest for credits, and put care for health and
cleanliness on the list of home duties. Dr. Winship classifies new
educational suggestions as dreams, nightmares, and visions. The
remarkable success of Mr. O'Reilly in his home credit school should
place his ideas in the "vision" list.
Spring Valley is a rich farming district in Polk County, Oregon, about
nine miles from Salem. Mr. O'Reilly took the school in the fall of
1909. He rented a farmhouse about half a mile away, brought his
wife and little boys out from Dakota, where he had served as county
superintendent, and went to work building up his school. He gained
great influence with the boys and girls, and was much respected and
thoroughly liked by everybody.
He noticed that on each big, well-developed farm in the
neighborhood there was a great deal of work for the boys and girls
to do, but that they did not as a rule do it with cheerfulness and
interest. He wanted, if possible, to change their attitude of mind. So,
with the hearty approval of his board of directors, he arranged to
give school credit for home work. This was in the fall of 1911.
Various tasks that the children ought to do he put into a list, and
allowed a certain number of minutes credit for each one.[1] The three
children having earned the greatest number of credits at the close of
the nine school months were to receive three dollars each, and the
three next highest, two dollars. The money was to be allowed by the
school board, and put into the savings bank to the credit of the
prize-winners.
Every one of the thirty-three pupils in the school was enrolled in this
new kind of contest. The registering of the credits each morning
meant extra work for the teacher, but it brought extra results. The
prospect of a bank account for the winners incited the children to
learn for the first time something about banks and banking. There
was a "we-are-doing-something" atmosphere throughout the school.
 SPRING VALLEY SCHOOL, OREGON, WHERE HOME
CREDITS WERE GIVEN, 1911-1912
In answer to the query of some visitors if this giving of credit for
home work did not interfere with school work, Mr. O'Reilly pointed to
the record in the county spelling contest, in which his school had
earned 100 per cent that month.
The county superintendent, Mr. Seymour, had announced that a
banner would be given to his rural schools showing that they were
standard schools as soon as they should meet certain requirements.
These requirements were well-drained school grounds; school
building properly lighted, heated, and ventilated; schoolhouse and
grounds neat and attractive; sanitary outbuildings; walk made to
building and outbuildings; individual drinking-cups; the purchase
each year of one standard picture; thorough work on the part of
teacher and pupils; the enrollment of every pupil in the spelling
contest; and an average of 95 per cent in attendance. Spring Valley
was the first school in the county to receive the banner and become
a standard school.
The county superintendents of Oregon were assembled at Salem in
January, 1912, for the purpose of grading teachers' examination
papers. They were much interested in what they heard of Mr.
O'Reilly's work at Spring Valley and accepted with great pleasure the
invitation of Mr. Seymour to visit the school. As that day in Mr.
O'Reilly's school is significant, I wish to quote an article about it
written by T. J. Gary, superintendent of Clackamas County. Mr. Gary's
article was printed in one of the Oregon City papers in January,
1912.

Last Saturday seventeen county school superintendents and the

superintendent of public instruction drove through the wind and
rain to Spring Valley, Polk County, to attend a parent-teachers'
meeting. Why? Because we had heard much of a new plan that
was being tried out by the teacher, pupils, and parents of the
school in that beautiful valley. Did we go because it was a new
plan? No. If we should try to investigate every new plan we
would be going all the time. We went because we thought we
saw a suggestion, at least, of a solution of two very important
problems: "How to bring the school and the home into closer
relation," and "How to make the boys and the girls in the
country love their home."
We arrived at the Spring Valley School at 10.30 A.M. and
observed first a board walk from the road to the schoolhouse
door and a well-drained school-yard free from all rubbish, such
as sticks, pieces of paper, and so forth.
Upon entering the room we observed that the directors had
made provision for the proper heating, lighting, and ventilation
of the schoolroom. On the walls were three nicely framed
pictures, the "Sistine Madonna," "The Christ," and "The Lions,"
all beautiful reproductions of celebrated works of art. The
building was a modest one, much like many school buildings we
find through the country, but there was about it that which said
plainer than words can say it, "This is a well-ordered school."
Looking to the right, we saw on a partition wall, on the floor,
and on the side wall, a variety of articles: aprons, dresses,
doilies, handbags, handkerchiefs, kites, traps, bird houses, and
various other things made by the boys and girls of the school.
At the left in the other corner of the room were loaves of bread,
pies, cakes, tarts, doughnuts, and other tempting things
prepared by the girls and boys. The writer sampled various
edibles, among them a cake baked by Master Z——, son of our
ex-superintendent, J. C. Z——. I can cheerfully say that it was
the kind of cake that makes a man want more.
These things were all of interest to us, but the one thing we
were most curious to know about was the system the teacher
had of giving credits for home work; not school work done at
home, but all kinds of honest work a country girl or boy can find
to do. Pupils were given five minutes credit for milking a cow,
five minutes for sleeping in fresh air, five minutes for taking a
bath, and so on through the long list of common duties incident
to home life in the country. The rule of the school is that any
pupil who has earned six hundred minutes may have a holiday,
at the discretion of the teacher. If the pupil asks for a holiday to
use for some worthy cause the teacher grants it, providing it
does not interfere too much with the pupil's school work.
Space will not permit my giving a more detailed account of the
plan. I trust that enough has been given to show the principle
involved. The teacher was subjected to volley after volley of
questions from the superintendents, but was able to answer all
of them with alacrity. The chairman called upon the parents to
give their testimony as to the success of the movement. I
cannot write here all that was said, but will give two statements
as fair samples of all.
One good motherly-looking country woman said: "Before this
plan was started I got up in the morning and prepared breakfast
for the family, and after breakfast saw to the preparation of the
children for school. Now, when morning comes the girls insist
upon my lying in bed so that they may get breakfast. After
breakfast they wash the dishes, sweep the kitchen, and do
many other things as well as make their own preparation for
school. I think the plan is a success. My only fear is that it will
make me lazy."
One father said: "I have two boys—one in the high school and
Jack, here. It was as hard work to get the older boy out in the
morning as it was to do the chores, and as Jack was too young
to be compelled to do the work, I let them both sleep while I
did it. Now, when the alarm sounds, I hear Jack tumbling out of
bed, and when I get up I find the fires burning and the stock at
the barn cared for; so all I have to do is to look happy, eat my
breakfast, and go about my business. Yes, it is a great success
in our home."
At this point Superintendent Alderman said: "Jack, stand, we
want to see you," and Jack, a bright, manly-appearing country
boy of fourteen years stood blushing, while we looked our
appreciation.
One man told of the many things that his daughter had done,
whereupon it was suggested that she might do so much that
her health would be in danger. A pleasant smile flitted across
the face of the father as he said, "Daughter, stand and let these
men see if they think you are injuring your health." A bright,
buxom, rosy-cheeked girl—the very picture of health and
happiness—arose while we laughed and cheered.
To the question, "Does this work interfere with the work of the
school?" the teacher pointed to the record of the school in a
spelling contest that is being conducted in this county, and read
"100 per cent for this month; 98.12 per cent for last," and said,
"No, I find that the children have taken more interest in their
work and are making more progress than before."
When alone, after time for reflection, I thought, "One swallow
does not make a summer" and one school does not prove that
this is a good plan. In Spring Valley the conditions are ideal,—a
board of directors who do their duty, a citizenship that is far
above the average, girls and boys from well-ordered homes of a
prosperous people, a teacher who would succeed anywhere
with half a chance, a wide-awake, sympathetic county school
superintendent,—and yet I thought if this is good for the Spring
Valley School, might it not be a good thing for all our schools? I
have not reached a conclusion, but have had much food for
thought, and am more than pleased with my experience and
observation.
What do you think about it, gentle reader? Is it a passing fancy?
A fad, if you please? Or is it a means for training boys and girls
to habits of industry and to a wholesome respect for honest
toil? Will it bring the home and the school into closer relation?
And will it cause the country boys and girls to love their homes,
to love the country with its singing birds, its babbling brooks, its
broad fields and friendly hills?
There was not a school in the State that responded better to any
movement initiated by the State or county than the one in Spring
Valley. Every pupil was greatly interested in the boys' and girls'
industrial and agricultural contest which Oregon carried on that year
for the first time. The children raised cabbage plants at school,
protected from the cold by a tent that Mr. O'Reilly provided. They
planned to sell them to the neighbors in order to get money for
seeds, but were sadly disappointed, when they came to school one
morning, to find that a cow had broken in during the night and
destroyed almost every plant. The owner of the cow paid them the
value of the plants, but they were never quite so happy over the
fund as they would have been if the plants had been allowed to
grow.
Six weeks before the end of the school year Mr. O'Reilly began
making Saturday trips to Salem to arrange for the fair with which he
intended to close the school. The merchants subscribed liberally for
prizes both for the children's work and for the athletic events which
Mr. O'Reilly had planned for the afternoon. A local piano house sent
out a piano for the occasion, and an amusement company put up a
merry-go-round, and stands for lemonade, ice-cream, and all the
rest that goes with a first-class picnic. The picnic was held in the
grove a short distance from the schoolhouse. Mr. O'Reilly and the
neighbors had made a platform for which the children's work formed
the background,—dresses, bird houses, fancy work, cakes, bread,
and other articles,—and had made seats of rough lumber for the
crowd. And a crowd it was, for the whole county was interested in
the Spring Valley School. This was one of the first local fairs in
connection with the county school fairs which were held throughout
the State, and the awards were also to be made to the children who
had earned the most credits in the home credit contest.
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