Wherever there is large foreign element, or where for other reasons the normal rate of progress is likely to be departed from by any large number of pupils, the course favored generally by educators is the establishment of vacation schools, in which a child who fails of promotion may have instruction in the studies needed to bring him up with his class. Study rooms in charge of teachers, in the evening, or after school, have also been opened in districts where non-English-speaking parents are unable to assist their children in preparing lessons. Matters of retardation and the remedies therefor are at present receiving the most careful attention of progressive educators. The Russell Sage Foundation and the Bureau of Municipal Research in New York, two social investigating bodies, are seeking the best means for removing disabilities which may prevent a child from advancing in school and so of having an opportunity in life. No sociological investigation of rural conditions has been made in Hawaii for the purpose of learning the exact extent to which children of the rural communities are prevented from attending school, and what actual bearing this has on plantation labor. It has been demonstrated beyond a doubt, however, that the negroes in the southern states have left the plantations mainly because their children either did not have any educational facilities, or because the schools they might or could attend were not up to the standard. In a number of instances they built and equipped their own schoolhouses. A people that cannot see a bettering of conditions—not alone economic, but individually broadening for their children—is always prone to be dissatisfied. The above clause in the Hawaiian School Law might be changed to one permitting a child who has failed to make a certain grade after attending school a given number of years, to take industrial training plus a certain number of days of school attendance, as this is undoubtedly its intent. The clause permitting a child to leave school at the age of fifteen and go to work, regardless of what grade has been reached, is also not in accordance with the most progressive laws in force elsewhere. Cincinnati has approached the German continuation school plan by passing a law making it compulsory for a child to be either in school or at work after fifteen, a day’s attendance at school each week being required until the eighteenth year if the child goes to work at the age of fifteen. A certain grade rating must have been reached, however, before working papers can be obtained on this basis; and the child must also pass a medical examination which proves him to be in fit physical condition to become a wage-earner.