244 
of twenty-five dollars each. Some twenty-five schools entered the 
contest, the pupils reporting weekly, under the following heads: 
the work done, condition of soil, name of crop grown, methods 
of cultivation, watering, weeding, etc. ; amount of growth made, 
extermination of pests, and general remarks. At the ctee of the 
season a tabulated statement of work done and results obtained 
was rendered. The vegetables grown were selected from the fol- 
lowing list: lettuce, onions, cabbage, beets, tomatoes, beans, egg- 
plant, carrots, cucumbers, turnips, melons, sweet potatoes, pars- 
ley, Japanese cabbage and peppers. Official committees awarded 
the prizes at the various exhibits. The competition was very satis- 
factory to all concerned, and demonstrated that in many, if not 
all, of our schools, vegetable gardening can be successfully done. 
"All of our pupils have abundant opportunity for outdoor work 
and play all the year round. Practically all have space and means 
at home to grow flowers and plants. Practically all take advan- 
tage of these opportunities. The fondness of the Hawaiians for 
trees and flowers is well known; the Portuguese are mostly agri- 
culturalists and gardeners, and many of the Japanese are expert, 
horticulturalists. Thus it happens that the most of our pupils are 
already familiar with the growth of vegetables, flowers and trees. 
The teacher's chief work in agriculture is to guide the pupil in the 
application of knowledge already possessed ; to encourage their 
natural fondness for plant life; to develop in them a desire to 
own and cultivate the land ; to form habits of thrift and industry, 
and to make the school premises models of neatness, order and 
sympathy upoii which they may pattern their own dooryards.'^ 
In addition to this gardening work of the elementary grades, 
agricultural work of a more advanced nature is carried on regu- 
larly in the industrial schools. The Lahainaluna School reports 
systematic classroom studies of soils and fertilizers ; the various 
economic plants; their culture and uses ; care of farm animals, 
and studies in economic entomology. The students supplv the 
commissariat with a variety of vegetables and fruits. In addition 
to the smaller orardens there are large plantings of sorghum, sisal, 
pineapples and upland taro. 
The Bovs' Reform School reports the followino- plantings since 
May, 1910: Taro, 13 acres : bananas, 2 ; sweet potatoes, 8 : squash, 
3.5 ; other vegetables, 2 ; alfalfa, 2 ; other grasses, 3 ; sorghum and 
corn, 1 ; cotton, 1 : sugar cane, 30. The methods employed are 
those of a modern diversified farm, the boys doing the work under 
competent instruction. 
The farm department of the Hilo Boardins^ School is well 
organized, with an agricultural-colleo^e graduate at its head. 
Thirty acres of land are under cultivation. The farm contributes 
nearlv half of the upkeep of the dining hall. The main crops 
are taro, bananas, pineapples, broom corn, cowpeas, vegetables, 
fruits and fodder. The Federal Experiment Station has just 
established a sub-station on land adjoining the school farm, and 
the work on this station is to be done by the school. 
