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elements represented most largely in the schools are Oriental, 
Hawaiian, and Portuguese. These children come from widely 
dissimilar homes. Their languages, their traditions, their be- 
liefs, their whole mental attitudes vary as widely as do their 
physical characteristics. The educator has problems entirely 
different from those his Eastern brother works. He must 
develop each one of these boys and girls along lines which 
are not evidently antagonistic to their race instincts. A class- 
room full of children here is entirely too heterogeneous to be 
dealt with in toto ; each unit is radically and racially differ- 
ent from every other unit and individual training is a para- 
mount necessity. This development of the individual, and 
its enforced emphasis along industrial lines (for the great 
mass of the people are poor), finds fitting expression in the 
school garden. The work is with real things, which these 
polyglot children understand far more easily than the printed 
book. It is through the school garden that these children of 
many peoples can be most easily transformed into efficient 
laborers, working harmoniously together for the common 
welfare. It is through the school garden (one of the lost 
tools that the new education has grasped) that the new 
generation will assimilate this new civilization, and carry it 
forward. 
POINT OF VIEW. 
A school garden may be conducted with one or more of 
several different purposes in view: (a) To teach the child 
elementary principles of plant life — elementary botany or 
nature study. This garden is really a nature study labor- 
atory, and the interest centers, not so much in the kinds or 
amounts of crons raised, as in how they grow, how they se- 
cure light, food, water ; their various enemies ; and kindred 
topics. From this standpoint the garden may be made a 
very valuable adjunct to the nature study work of the school, 
furnishing a wealth of concrete illustrative material, and sug- 
gesting many fascinating experiments and discoveries, (b) 
To teach the child how to raise successfully certain kinds of 
plants adapted to the region. Here the basis is agricultural 
and economic, instead of scientific and experimental. Its 
value lies chiefly in its practical results, and the size of the 
crop becomes an item of importance. There are three pos- 
sible markets for crops raised in this garden : 
1 School — The crops may be used in the cooking department, 
both for demonstration and as a part of lunches served to the 
pupils. This is an excellent arrangenpent, because it logically 
and closely correlates the garden and the kitchen, and ap- 
proximates the conditions of real life. The relation between 
raising a crop and eating it is simple and direct, appealing 
to the child and stimulating interest. This method has been 
