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time, profit-sharing, or piecework. Students shall work the first 
two years on the farm or in the shops of the school, and the last 
two years one-half of each day in the fields or shops of the in- 
dnstry of the locality. The rest of the day will be devoted to 
the study of related academic subjects — mathematics, geography 
or industry, reading and writing. 
''The Department of Public Instruction will engage and pay 
all instructors. The industry will supply lands, buildings and 
equipment, and pay the students working for them in fields, shops, 
etc. The school shall cultivate the land set apart by the industry 
and pay the pupils out of the proceeds of the crop." (From 
Report of Superintendent of Public Instruction, 1910.) 
The majority of the country schools are on areas of land suf- 
ficiently large to permit the development of school-gardens. Such 
gardens are encouraged by the Department of Public Instruction, 
and in many cases the teachers themselves are, by training, pro- 
ficient gardeners. It is noteworthy that of the total 501 public 
school teachers, 225 are Hawaiians or part-Hawaiians ; 41 Portu- 
guese, and 18 Orientals. 
In general the school gardens of Hawaii differ markedly from 
those of the mainland, in that they are not divided into individual 
plots, but are common property, the individual pupils not having 
specific areas. This is doulDtless due to several factors — the over- 
crowded condition of niany rural schools, making individual as- 
signments impracticable, and to the fact that many of our most 
important and interesting crops are long-season plants. Indeed 
many of the mainland annuals are perennial, or nearly so, here, 
for example, cabbage, parsley, eggplant, peppers, tomatoes, etc. 
Moreover, the school-gardens of Hawaii are rural rather than 
urban, and there is lacking that brisk demand for garden plots 
that characterizes our city populace. 
The School Fund Commission, in its recent report, makes the 
following statement regarding agricultural work in the public 
schools : ''Nine thousand three hundred and nine pupils engaged 
in gardening. Practically all children doing some yard work. 
More than 125 schools actively engaged in agricultural work, 
two schools planting sugar-cane on commercial basis. Work 
consists of clearing and preparing land, keeping grounds in order, 
vegetable-gardening, flower-gardening, tree planting. The plants 
most commonly raised are taro, potatoes, tomatoes, pineapple, 
cabbage, carrots, parsley, egg-plant, lettuce, corn, onions, string 
beans, beets, cucumbers, melons, turnips, sisal, various flowers. 
The trees and ornamentals most commonly planted are silver oak, 
monkey-pod, bougainvillea, algaroba, pride of India, pepper-tree, 
orange, avocado, banana, poinciana, palms of various species, 
ironwood, eucalyptus, camphor, lemon, lime, mango, papaia." 
Prizes have been effectively used as a stimulus to agricultural 
work in the public schools. Mr. C. E. Copeland, of Wailuku, 
Maui, says "that in 1907 the Evening Bulletin offered five prizes 
