289 
used with considerable success at the Territorial Normal 
School, the garden products being used by the domestic 
science department. 
2 Home — Here the child either sells the results of his garden 
labor to his family or contributes them gratis. In either case 
the results are good, furnishing a definite link between the 
school and the home. It develops in the child the desirable 
ideas of responsibility and pride in one’s work that are always 
concomitant with independent production. The lessons of 
diligence, carefulness, and regularity are taught without words. 
The boy who allows his plat to run to weeds has nothing to 
expect in the way of profitable returns. Nowhere is taught 
the lesson of negligence and procrastination so vividly as in 
a garden. A withered plant dead because the boy forgot to 
water it, speaks to him more eloquently than any teacher. 
He learns that real law has no circumlocution. 
3 Public Market — Here the financial interest is preeminent. 
The actual returns are reduced to cash. This may sometimes 
be desirable with gardens operated by the grammar grades ; 
but as a general rule the relation between the child and the 
plant should be more personal than the dollar relation. 
Financial stimulus may be excellent in business, but should 
not be over-exercised in education. 
MANAGEMENT OF SCHOOL GARDENS. 
The ideally managed garden is one in which each child 
labors, both for himself, individually, and for the common 
good ; his labors being carefully supervised and used educa- 
tionally. A typical report, from the Waianae school, illus- 
trates this combination of individual and communal labor : 
‘‘Twenty-four of the larger boys have been divided into 
two classes, with an overseer to each. One class works from 
eight-thirty to nine o’clock in the morning, while the other 
works from two to two-thirty in the afternoon. Each boy 
owns two plots five by sixteen feet, on which vegetables — 
radishes, beets, carrots, turnips, lettuce, etc. — are being 
planted. Besides, as general property, the boys have sixty 
banana plants, which are watered every other day.” 
\ The plants suitable for school gardens in Hawaii include 
the following: taro, rubber, sisal, banana, pineapple, coffee, 
forage grasses, vanilla, tobacco, corn, sweet potatoes, string 
beans, onions, tomatoes, sugar cane, Chinese cabbage, and 
yam. 
The reports received concerning tree planting are very 
encouraging. This extensive advance has been made possible 
largely through the interest and aid of the Territorial Bureau 
