107
P19:
1921
PAN-PACIFIC UNION
First
Pan-Pacific Educational
Conference
HONOLULU, AUGUST 11-24, 1921
PROGRAM AND PROCEEDINGS
w

DI
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At the opening of the Pan-Pacife Educational Conference in Honolulu, Governor Wallace R Farrington was inaugurated as President of the
Pan-Pacific Union. During this ceremony on the steps of the Capitol a silken flag sent to the Union by President Warren G. Harding was
presented. Some of the delegates to the Educational Conference are seen in the foreground, the directors of the Union at the head of the steps. The
American flag carried by the boy scouts is the one presented by President Harding.
PAN-PACIFIC UNION
First
Pan-Pacific Educational
Conference
HONOLULU, AUGUST 11-24, 1921
Held under the auspices of the
Pan-Pacific Union and called by
the U. S. Department of Edu-
cation. Invitations for participa-
tion of Pacific Governments sent
through the Department of State
of the United States of America
PROGRAM AND PROCEEDINGS
CONTENTS
1
PAGES
Officers and organization
3-6
List of accredited delegates
13-16
Report of standing committees and resolutions adopted 17-21
Daily program of sessions and of entertainment
6-12
Addresses and discussions
22 to end.
-
2
FIRST EDUCATIONAL CONFERENCE
THE PAN-PACIFIC UNION
is an organization representing Governments of Pacific lands, with which are
affiliated Chambers of Commerce and kindred bodies, working for the advance-
ment of Pacific States and Communities, and for a greater co-operation among
and between the people of all races in Pacific lands. Its central office is in
Honolulu at the ocean crossroads.
The Pan-Pacific Union is incorporated with an International Board of
Trustees, representing every race and nation of the Pacific.
The trustees may be added to or replaced by appointed representatives of
the different countries co-operating in the Pan-Pacific Union. The following
are the main objects set forth in the charter of the Pan-Pacific Union:
1. To call in conference delegates from all Pacific peoples for the pur-
pose of discussing and furthering the interests common to Pacific nations.
2. To maintain in Hawaii and other Pacific lands bureaus of information
and education concerning matters of interest to the people of the Pacific, and to
disseminate to the world information of every kind of progress and opportunity
in Pacific lands, and to promote the comfort and interests of all visitors.
3. To aid and assist those in all Pacific communities to better understand
each other, and to work together for the furtherance of the best interests of the
land of their adoption, and, through them, to spread abroad about the Pacific
the friendly spirit of inter-racial co-operation.
t. To assist and to aid the different races in lands of the Pacific to co-
operate in local fairs, to raise produce, and to create home manufactured goods.
5. To own real estate, erect buildings needed for housing exhibits; pro-
vided and maintained by the respective local committees.
6. To maintain a Pan-Pacific Commercial Museum, and Art Gallery.
7. To create dioramas, gather exhibits, books and other Pan-Pacific
material of educational or instructive value.
8. To promote and conduct a Pan-Pacific Exposition of the handicrafts of
the Pacific peoples, of their works of art, and scenic dioramas of the most
beautiful bits of Pacific lands, or illustrating great Pacific industries.
9. To establish and maintain a permanent college and clearing house" of
information (printed and otherwise) concerning the lands, commerce, peoples,
and trade opportunities in countries of the Pacific, creating libraries of commer-
cial knowledge, and training men in this commercial knowledge of Pacific lands.
10. To secure the co-operation and support of Federal and State govern-
ments, chambers of commerce, city governments, and of individuals.
11. To enlist for this work of publicity in behalf of Alaska, the Territory
of Hawaii, and the Philippines, Federal aid and financial support, as well as
similar co-operation and support from all Pacific governments.
12. To bring all nations and peoples about the Pacific Ocean into closer
friendly and commercial contact and relationship.
TRUSTEES
.
1
President
Hon. Wallace R. Farrington, Governor of Hawaii
Vice-Presidents:
Hon. Walter F. Frear,
William R. Castle
F. C. Atherton
Chung K. Ai
Treasurer
F. E. Blake
Mayor of Honolulu.
J. H. Wilson
G. P. Denison
G. N. Wilcox
J. M. Young
Dr. W. T. Brigham
Vaughan MacCaughey John Guild
John C. Lane
F. J. Lowrey
Dr. A. F. Jackson
Dr. Iga Mori
F. F. Baldwin
R. H. Trent
K. Yamamoto
Richard A. Cooke
D. H. Hitchcock
Director
Alexander Hume Ford
Executive Secretary
Dr. Frank F. Bunker
and Consuls in Honolulu from Pacific Countries
PAN-PACIFIC UNION
3
OFFICERS OF THE PAN-PACIFIC UNION
Trustees
President...
Hon. Wallace R. Farrington, Governor of Hawaii
Vice-Presidents-Hon. Walter F. Frear, William R. Castle, F. C. Atherton, Chung K. Ai
Treasurer..
F. E. Blake
J. H. Wilson, Mayor of Honolulu; G. P. Denison, John Guild, F. F. Baldwin, Vaughan
MacCaughey, Dr. Iga Mori, D. H. Hitchcock, Dr. A. F. Jackson, Richard A. Cooke,
Dr. W. T. Brigham, K. Yamamoto, J. M. Young, F. J. Lowrey, G. N. Wilcox,
John C. Lane, R. H. Trent, C. J. McCarthy, and Consuls in Honolulu from Pacific
Countries.
Director....
. Alexander Hume Ford
Executive Secretary.
. Dr. Frank F. Bunker
Offices: Alexander Young Hotel Building, 2nd floor.
X2
Honorary Presidents
Warren G. Harding, President of the United States.
William M. Hughes, Prime Minister of Australia.
W. F. Massey, Prime Minister of New Zealand.
Hsu-Shih-Chang, President of China.
Takashi Hara, Prime Minister of Japan.
Arthur Meighen, Prime Minister of Canada.
Chao Fa Maha Vajiravudh, King of Siam.
Honorary Vice-Presidents
Woodrow Wilson, ex-President of the United States.
Dr. L. S. Rowe, Director General, Pan-American Union.
Yeh Kung Cho, Minister of Communications, China.
Prince J. K. Kalanianaole, Delegate to Congress from Hawaii.
The Governor-General of the Philippines.
The Governor-General of Java.
The Premiers of Australian States.
The Premier of British Columbia.
The Governor of Alaska.
The Pan-Pacific Union is an organization supported by private subscriptions and by
the Governments of Pacific lands, with which are affiliated Chambers of Commerce, Educa-
tional Boards, and kindred bodies, working for the advancement of Pacific States and
Communities, and a greater co-operation among and between the people of all races in
Pacific lands. Its central office is in Honolulu, at the ocean cross-roads. The Pan-
Pacific Union is incorporated with an International Board of Trustees, representing every
race and nation of the Pacific. The trustees may be added to or replaced by appointed
representatives of the different countries co-operating in the Pan-Pacific Únion. The
first object set forth in the charter of the Pan-Pacific Union is to call in conference dele-
gates from all Pacific peoples for the purpose of discussing and furthering the interests
common to Pacific nations.
The first such conference was held last year in Honolulu,—the First Pan-Pacif:
Scientific Conference.
The second is the First Pan-Pacific Educational Conference.
The third will be the Pan-Pacific Press Conference, October 1921.
The fourth will be the Pan-Pacific Commercial Conference, August 1922.
4
FIRST EDUCATIONAL CONFERENCE
OFFICERS OF FIRST PAN-PACIFIC EDUCATIONAL CONFERENCE
Preliminary Organization
Dr. David Starr Jordan, Honorary Chairman.
Dr. Frank F. Bunker, Executive Chairman.
Dr. Henry E. Jackson, Chairman, Community Center Division of Conference.
Vaughan MacCaughey, Chairman, Local General Committee on Program, Organization,
Arrangements and Entertainment (co-operating with U. S. Bureau of Education),
ex officio member all committees.
Dr. A. L. Dean, Associate Chairman, Local Committee.
Miss A. Y. Satterthwaite, Secretary, Local Committee.
Alexander Hume Ford, Secretary-Director, Pan-Pacific Union, ex-officio member all com-
mittees.
Honorary Members, Local Committee
Honorable Sanford B. Dole, ex-Governor of Hawaii.
Honorable George R. Carter, ex-Governor of Hawaii.
Honorable Walter F. Frear, ex-Governor of Hawaii.
Honorable Charles J. McCarthy, ex-Governor of Hawaii.
Professor M. M. Scott, Principal-Emeritus, McKinley High School, Honolulu; Order of
the Rising Sun, Japan.
Victor Lappe, Vice:Consul for Belgium.
A. D. Castro, Consul for Brazil and Peru.
W. M. Royds, Consul for the British Empire.
J. W. Waldron, Consul for Chile.
S. H. Tan, Consul for China.
Prospero Richardo, Acting Consul General of Cuba.
C. J. Hedemann, Consul for Denmark.
Dr. A. Marques, Consul for France, Panama, and Russia.
C. Yada, Consul General for Japan.
H. M. von Holt, Consul for the Netherlands.
L. M. Vetelsen, Consul for Norway.
Dr. Bojidar Pouritch, Consul for Serbs, Croats, and Slovenes.
Cooke, Mrs. G. P.
Cox, Mrs. I. M.
Crawford, Mrs. D. L.
Dillingham, Harold
Erdman, Mrs. John P.
Frear, Mrs. W. F.
Galt, John R.
Griffiths, Mrs. A. F.
Sub-committee on Entertainment
Mrs. F. M. Swanzy, Chairman
Judd. Mrs. Lawrence
Lewis, Jr., A.
Lyon, Mrs. Harold, in charge Guide
and Information Committee.
McCandless, Mrs. L. L.
Palmer, Mrs. A. W.
Thurston, L. A.
Wilder, Mrs. G. P.
Sub-committee on Visual Education
Hon. W. F. Frear, Chairman,
Heenan, David, Jr.
Matasuzawa, B. M.
Judd, H. P.
Metcalf, H. W.
Klinefelter, D. H.
Midkiff, Frank
Leebrick, Dr. Karl C., Acting
McCandless, Mrs. L. L.
Chairman
Robley, S. W.
Lindeman, Mrs. Ferd
Simmers, R. L.
Loomis, Chas. F., Secretary
Hawaiian Sub-committee
Fred Beckley, Chairman.
Akana, Rev. Akaiko
King, Mrs. Mabel
Duncan, Rudolph
Lane, John C.
Heen, William H.
Marquez, Charles N.
Judd, Rev. H. P.
Mokumaia, Mrs. Clara
Kaaba, John K.
Perreida. J. A.
Kamaiopili, Rev. Sam
Taylor, Mrs. A. P.
Kealakai, Major
Webb. Mrs. Henry H.
Kekuewa, John
Wilson, Mayor John H.
John H. Wise
PAN-PACIFIC UNION
5
Filipino Sub-committee
Rev. B. T. Makapagal, Chairman
Miss J. Abaya
Pablo Manlapit
Miss E. Cortez
Rev. D. H. Klinefelter
C. C. Cortizan
Chang, Dr. Dai Ken
Ching, Mrs. Amy
Damon, Mrs. Frank
Fong, Yap Kwai
Fook, Goo Kim
Hoy, Chuck
Ho, Kim Tong
Chinese Sub-committee
C. K. Ai, Chairman.
Hon. Shia Hsu Tan, Honorary Chairman.
MacKenzie, Mrs. Elijah
Stafford, F. E.
Schenck, Norman C.
Wong, Chas. C.
Young, G. A.
Young, Yap See
Japanese Sub-committee
Kurisaki, Dr. H. I.
Asano, T.
Imamura, Bishop Y.
Isobe. Teruaki
Katsuki, Dr. I.
Katsanuma, Dr. T.
Dr. Iga Mori, Chairman.
Masuda, Seishi
Mashimo, Ryuhei
Okumura, U.
Onodera, T.
Schwartz, Dr. Henry B.
Scudder, Rev. Frank S.
Yamamoto, Rev. Kakuro
Korean Sub-committee
Chan Ho Min, Chairman.
Lee, Changkwan
Chung, Won M.
Sub-committee on Publication
Dr. F. F. Bunker, Chairman.
Vaughan MacCaughey
Alexander Hume Ford
Dr. A. L. Dean
Other Members of General Local Committee
Mrs. Nancy D. Andrew, Miss Myra Angus, E. G. Bartlett, Col. L. G. Blackman.
Ken C. Bryan, Mrs. K. M. Burke, Mrs. Alice Carter, Mrs. M. E. Churchill, Miss
Ermine M. Cross, W. R. Comings, J. S. Donaghho, T. H. Gibson. L. C. Howland,
Miss B. E. L. Hundley, P. F. Jernegan, R. A. Judd, Wm. McCluskey, Miss M.
Mossman, Mrs. S. Overend, Mrs. Horace Reynolds, Harlan Roberts, S W. Robley,
Miss Ruth Shaw, Cyril 0. Smith, Constance van Inwegen, Hugh V. White, Gerritt
P. Wilder, B. O. Wist.
OFFICERS OF FIRST PAN-PACIFIC EDUCATIONAL CONFERENCE
Permanent Organization
Dr. David Starr Jordan, Honorary Chairman
Dr. Frank F. Bunker, Executive Chairman
Miss A. Y. Satterthwaite, Secretary
Executive Committee
Dr. Frank F. Bunker, Chairman
Baron N. Kanda, LL.D.
Dr. E. C. Moore
Julia Abbott
Chancellor Tsai Yuan-Bei
President A. L. Dean
Vaughan MacCaughey
Dr. M. Anesaki. LL.D.
Mr. Fred W. Beckley
Mr. Hugo H. Miller
Prof. F. Milner.
Alexander Hume Ford
K. K. Kannan
5
FIRST EDUCATIONAL CONFERENCE
Committee on Resolutions
K. Hara
Sidney K. Wei
Frank Milner, Chairman.
Myrta L. McClellan
Thomas E. Finegan.
Committee on Permanent Organization
T. Harada
S. M. Ling
Dr. F. Burk, Chairman.
Mrs. W. F. Frear
Frank F. Bunker
Committee on International Publicity
L. A. Thurston
Y. Soga
F. E. Stafford
Col. Riley H. Allen, Chairman.
Franklin Adams
C'. W. Crabtree.
Community Center Division
Dr. Henry E. Jackson, Chairman.
Andrew Adams
Charles F. Loomis
Akaiko Akana
B. T. Makapagal
Riley H. Allen
Albert W. Palmer
Noa Aluli
V. Okamura
Donald S. Bowman
N. S. Schenck
Scott Brainard
H. B. Schwartz
Grace Channon
Elder Smith
Nell Findley
Mabel Smythe
J. K. Flanders
W A. Tate
Bishop Imamura
K. Y. Tse
D. H. Klinefelter
Gordon Virgo
Margaret Linn
Lucy Ward
G. A. Young
OFFICIAL PRELIMINARY SYNOPSIS OF THE CONFERENCE
I. Educational Conditions in Pacific Countries.
a. Organization and support of education in each country.
b. Practical working of the systems.
1. Administration.
2. The schools in relation to the needs of the people in each country.
c. Program for the future.
1. Needs.
(a) Physical plant and equipment.
(b) Personnel.
(c) Funds.
2. Practical program of development.
II. Educational Relations.
a. Education and mutual understanding.
1. Teaching of languages and literature.
2. Teaching of history, political organization and social institutions of
Pacific Countries.
3. The arts and religions.
b. Education and industry.
1. Resources of Pacific countries.
2. Technical education.
3. Commerce.
C. Education and science.
1. Teaching of various branches of descriptive science.
2. Education and research.
d. Exchange of instructors and students.
e. International educational organization.
PAN-PACIFIC UNION
7
General Subject: Community Centers as People's Universities
1. Address, before general conference. Subject: Community Organization.
(a) Things as they are.
(b) Things as they ought to be.
(c) How to change things as they are into things as they ought to be.
2. Address, before general conference. Subject: International Community Organ-
ization.
(a) The aim of the Pan-Pacific Union.
(b) How to achieve it through education.
(c) Relation between community organization within nations and among nations.
3. Round-table reports and discussions. Participated in by one delegate from each
nation represented in the Conference and by any others who desire to attend.
Aim: The purpose is to secure information concerning the nature and extent of the
practice of citizenship in the twenty-two nations invited to the Conference that
miay help each other by pooling their experience.
Request: The delegates from each of these nations are asked to bring reports on
this subject. These reports will be corrected, expanded or contracted, and illumi-
nated by the round-table discussions of this divisions of the Conference.
may be.
Results: For helpful comparative study it is suggested that reports group their
facts on a three-fold principle and describe things as they are, should be, and
The community ideal requires that the scope of education be broadened
to include youths and adults as well as children and that its contents be enlarged
to embrace other processes than those of book learning. The publication of these
reports will be an international indicator of the progress made in adult education
through the process of self-activity in local self-governing communities.
Educational Exhibits at Library of Hawaii, second floor.
TENTATIVE QUESTIONS.
Program Suggestions by the Executive Chairman, Dr. Frank F. Bunker.
1. A brief statement of descriptive character covering the educational system of
each country-its organization, purpose, machinery and methods. It is desirable that
this be submitted in typed or mimeographed form at the beginning of the conference
to be used by way of reference.
2. What are the outstanding educational problems of each country?
3. What should be the ideals of education in each country?
a. As to preparation for citizenship.
b. As to preparation for the vocations.
C. As to preparation for individual development, including health.
4. How are these ideals affected by forms of government and by the social ideals
of the respective countries? How affected by geographical conditions, including
natural resources ?
5 What elements should be included in the education of these countries to serve
international relations?
a. Commercial relations.
b. Political relations.
8
FIRST EDUCATIONAL CONFERENCE
6. What is taught in the schools of each country in regard to the other countries
of the group-as to resources, industries, commerce, people, civilization, ideals, govern-
ment, etc.?
a. What does a child know about these matters at the end of the elementary
school period?
At the end of the high school period ?
At the end of the college period ?
b. What attitude of mind toward the other countries will the child have as a
result?
c. To what extent is it desirable to teach the language and literature of
given countries in the others?
7. By what means may the schools and other educational agencies assure the
continuity and still further strengthen the cordial relations existing among the
countries of the group?
8. The extension of adult education through community activities and otherwise.
9. The need of research from the standpoint of practical results in agriculture,
homemaking, industry, commerce, etc.
10. The preparation and pay of the teachers of all grades.
PROGRAM OF SESSIONS AND ENTERTAINMENT
Entertainment features are for official delegates only; they will present badges.
Headquarters--Alexander Young Hotel.
Tuesday, August 9.
August 2-10 Welcoming Committee meets incoming vessels from Mainland U. S., Aus-
tralia, and the Orient.
August 5—Informal luncheon, of delegates, at University Club, as guests of Hon. Wil.
liam R. Castle.
August 9-Informal luncheon, of delegates, at Nuuanu Y. M. C. A., as guests of Pan-
Pacific Union.
5 p. m.-Arrival S.S. "Wilhelmina,” bringing Dr. David Starr Jordan, Dr. F. F. Bunker,
and other mainland delegates.
Wednesday, August 10.
9-11 a. m.--Daily except Sat. to Aug. 19. Demonstration Kindergarten, at Territorial
Summer School, under auspices Free Kindergarten Association.
10 a. m.- Visit to Bernice Pauahi Bishop Museum. (Take Fort Shafter car on King
street.) Meeting of Preliminary Program Committee, Young Hotel parlor. Mr. L.
A. Daingerfield and Prof. J. S. Donaghho, in charge.
4 p. m.-Reception at University of Hawaii by Regents and Faculty of the University.
(Manoa Valley.)
6:30 p. m.-Dinner, Nuuanu Inter-racial Young Men's Christian Association, by Direc-
tors Pan-Pacific Union. (Fort street.)
Thursday, August 11.
9 a.
m.-Inauguration of His Excellency, Hon. Wallace R. Farrington, Governor of
Hawaii, as President of the Pan-Pacific Union, by the Trustees of the Pan-Pacific
Union.
Presentation of an American flag from His Excellency, Hon. Warren G. Harding, Presi.
dent of the United States, and Honorary President of the Pan-Pacific Union, to
the Pan-Pacific Union.
PAN-PACIFIC UNION
9
Presentation of the flag of Japan from his Excellency, Prime Minister T. Hara, by
Hon. C. Yada, Consul General from Japan.
Presentation of an Hawaiian flag (the last bit of needlework of Liliuokalani, ex-queen
of Hawaii), presented by the Hon. Sanford B. Dole, former President of the Ha-
waiian Republic and first Governor of the Territory of Hawaii. Two Hawaiians,
in ancient Hawaiian regalia, in attedance.
Flag Drill by children of Kaiulani School, Mrs. N. L. D. Fraser in charge.
Address of welcome to the delegates by Hon. Wallace R. Farrington, Governor of the
Territory of Hawaii.
Address of welcome by Mr. Alexander Hume Ford, Secretary-Director of the Pan-
Pacific Union.
Welcome by Mrs. Francis Mills Swanzy, Chairman Entertainment Committee.
Address by Baron N. Kanda, Tokyo Imperial University, Vice-President, Pan-Pacific
Association of Japan.
Welcome by Mrs. Walter F. Frear.
The President of the Pan-Pacific Union turns over the Conference to Dr. David Starr
Jordan, Honorary Chairman and Temporary Presiding Officer of the Conference.
Response by Dr. David Starr Jordan.
Appointment of the Executive Committee and the Secretary.
12 Noon–Luncheon as guests of Honolulu Rotary Club. (McCandless building, Bethel
street.)
2 p. m.-Conference session, Capitol building.
1. Recommendations of Executive Committee on plan of procedure.
2. Presentation of delegations.
3. Address by Dr. David Starr Jordan, “The Objectives of the Conference."
4 p. m.-Surfing at Outrigger Canoe Club, Waikiki. (Take King street car east.)
6 p. m.-Supper as guests of Outrigger Canoe club, assisted by Women's Auxiliary
and the Hawaiian subcommittee.
Friday, August 12.
9 a. m.-Conference session, Capitol building.
General Theme: “Why a Pan-Pacific Conference on Education ?"
1. Dr. M. Anesaki, Japan.
2. Dr. Y. B. Tsai, China.
3. Dr. A. L. Dean, Hawaii.
4. Dr. F. Burk, Mainland U. S.
5. Mr. F. Milner, New Zealand.
11 a. m.-Drill of Girl Scouts of Oahu, Capitol grounds.
12 Noon–Luncheon as guests of Hawaiian Civic Club. (Blue Room, Young Hotel.)
2 p. m.-Conference session, Capitol building.
General discussion, from the floor, of the addresses of the morning session.
Dr. Wm. Frederic Bade
Rev. T. H. Haden
Dr. Henry E. Jackson
Frank B. Cooper
Dr. K. Kannan
Miss Myrta McClellan
Dr. E. C. Moore
Mrs. Hubert N. Rowell
Dr. George M. Stratton
Hugo H. Miller
4 p. m.-Reception by Oahu Teachers' Association at the Territorial Summer school.
(McKinley high school, Thomas Square.)
8:15 p. m.--"An Evening in Hawaii” at Mission Memorial Hall, King street, given by
the Hawaiian sub-committee assisted by Daughters and Sons of Hawaiian Warriors.
Saturday, August 13.
8 a.
m.-Trip around Island of Oahu by motor as guests of Honolulu Auto Club.
Assemble at Alexander Young hotel entrance at 8 a. m. sharp. Nuuanu Pali,
Windward Oahu, luncheon at Haleiwa Hotel as guests of the Chamber of Com-
merce of Honolulu; Schofield Barracks Military Reservation and Pearl Harbor
Naval •Station, returning to Honolulu.
Lunch talks-Dr. Harold L. Lyon, "The Pineapple Industry in Hawaii;" Dr. H. P. Agee
"The Sugar Industry in Hawaii.” Visit to the Palama Fresh Air Camp at Waia!ua,
Mr. James A. Rath, in charge.
10
FIRST EDUCATIONAL CONFERENCE
Sunday, August 14.
11:00 a. m.-Central Union Church. Address, “A Community Church" by Dr. Henry E.
Jackson.
Christian Church. Address, “Thine Own with interest," by Dr. W. F. Bade.
Methodist Church. Address: "The Religion of Service," by Dr. David Starr Jordan.
Special services at leading churches,
7:15 a. m.--Regular Outing of the Hawaiian Trail and Mountain Club. Delegates who
are interested in “hiking" are cordially invited to go. This is a "motor-bus" trip
(in part) to Mokapu Peninsula and the remarkable Ulupau Crater. Magnificent
views of Nuuanu Pali, Koolau Mountains, Kailua Bay, Bird Islands, and other
beautiful scenic and natural history features of windward Oahu.
4 p. m.-Dramatic and Story Telling League, Library of Hawaii. Presentation of a
legend by Hawaiian children "Pu-Ahuula," directed by Mrs. A. P. Taylor and Miss
Ethel M. Damon.
7:30 p. m.-Union Outdoor Service, McKinley High School Grounds. Address by Dr.
David Starr Jordan.
Monday, August 15.
9 a. m.--Conference session, Capitol building.
Subject: 1. “The Relation of Education to National and international Polity", Dr.
E. O. Sisson; Dr. T. Harada; Dr. S. K. Wei,
2. “The Application of the Community Principle to International Problems," Dr.
H. E. Jackson; Dr. S. M. Ling; K. K. Kannan, Dr. I. Abe.
Noon-Luncheon as guests of the Korean Community in Hawaii, at the Korean
Christian Institute, Waialae Road.
2 p. m.-Conference session, Capitol building.
Subject: "Interpretative Descriptions of the National Systems of Education of
the Countries of the Pacific."
Java, Mrs. L. G. Blackman.
Russia and Siberia, Dr. C. F. Reppun.
Japan, Dr. J. Nagaya.
China, Dr. Sydney K. Wei.
New Zealand, Frank Milner.
4 p. m.- Entertainment by the Mission Children's Society in the historical Cham-
berlin House, near Kawaiahao church.
6:30 p. m.--Dinner as guests of the Filipino Community in Hawaii, at Filipino
Mission, Dear Palama Settlement.
Tuesday, August 16.
.
.
9 a. m.-Conference Session, Capitol building.
Subject: "Interpretative Descriptions of the National Systems of Education of the
Countries of the Pacific." (continued)
Australia
.Rev. W. A. Tate
Hawaii
Vaughan MacCaughey
Korea
H. H. Cynn
Philippines
Hugo Miller
Latin Countries
Francisco Brito
Canada
William McCluskey
Siam..
F. M. Brooks
United States
Thos. E. Finegan
2 p. m.-Afternoon with leaders of the Japanese Community in Hawaii. Assemble
at Japanese High School on Upper Fort street. Visiting Japanese schools,
temples, etc. An entertainment will be given at the Japanese High School, on
Fort street, commencing at 2 p. m., the entertainment including demonstration of
jujitsu and Japanese fencing, as well as singing by Japanese children.
In the evening beginning at 6:30 o'clock, there ill be a supper at the Mochi.
suki Club, on Ala Moana Road. Exhibition of Japanese arts and floral arrange-
ments will be made. Japanese music with "koto" instrument will be rendered at
the dinner.
PAN-PACIFIC UNION
11
6:30 p. m.-Dinner and evening of entertainment at Mochizuki Club (Waikiki), as
guests of the Japanese Community of Hawaii.
Wednesday, August 17.
9 a. m.-Conference session.
Subject: (a) “What knowledge is," Dr. E. C. Moore.
Discussed by Dr. Tsai, Dr. Stratton, Dr. Burk, Mr. Cynn, Dr. Anesaki.
(b) “Knowledge that should be given through
1. Geography, Miss McClellan, A. H. Ford.
2. History and Civics, Dr. E. O. Sisson, Dr. Hara, Mr. Kannan, Dr. Ling.
Noon–Luncheon as guests of Honolulu Ad Club, Alexander Young hotel.
2 p. m.-Conference session:
Functioning of the chief divisions of public education in preparation for achieving
world peace.
(a) Kindergarten: Miss Julia Abbott, Miss Barbara Greenwood, Miss Frances
Lawrence. Discussion.
(b) Elementary Schools: Dr. Frank B. Cooper, Seattle. Discussion.
.
4 p. m.-Visit to the historic Queen Emma House, Nuuanu Valley as guests of the
Daughters of Hawaii. Hawaiian program.
7:15 p. m.-Special evening excursion of the Hawaiian Trail and Mountain Club.
Diamond Head (Leabi Volcano) by moonlight. Assemble at end of Waikiki car
line. A delightful walk along the shore below Diamond Head, with singing, camp-
fire and other features.
Thursday, August 18.
9 a. m.-Conference session, Capitol building. Continuance of Wednesday afternoon's
theme:
(a) Secondary division, Frank Milner of New Zealand.
(b) Higher Education, Dr. George M. Stratton of University of California.
(c) “Education for Democracy" Dr. David Starr Jordan.
2 p. m.-Conference session, Capitol building.
Reports of Committees:
Further Organization, Frederic Burk.
Resolutions, Frank Milner.
International Publicity, Riley H. Allen.
4:30 p. m.-Beretania Playground. Entertainment under auspices of Free Kinder-
garten and Children's Aid Association of Hawaii.
6 p. m.-Supper and evening of entertainment as guests of the Chinese Community
in Hawaii. Beretania Mission.
Friday, August 19.
9 a. m.-Conference session, Capitol building.
Short, talks by representatives of national organizations.
Mrs. F. N. Rowell, National Congress of Mothers and Parent-Teacher Asso-
ciations.
Nina O. Buchanan, National League of Teachers' Associations.
Ida C. Iverson, Los Angeles City Teachers' Club.
Mrs. Caroline F. Burk, Association of University Women.
Mrs. Walter F. Frear, National Committee, Young Women's Christian Asso-
ciation.
Florence Stephenson, Women's Board Home Missions, Presbyterian Church.
Dr. Wm. F. Bade, Pacific School of Religion.
Maud M. Babcock, University of Utah.
Rev. T. H. Haden, Kwansei Gakuin, Japan.
2 p. m.-Final session, Capitol Building.
1. Tribute to Mr. M. M. Scott for his notable work in Japan education.
Judge Sanford B. Dole, Baron Kanda.
12
FIRST EDUCATIONAL CONFERENCE
2. Five-minute spontaneous expressions summing up results of the Conference.
Dr. Anesaki, Julia Abbott, Dr. E. O. Sisson, Dr. Ling, Dr. K. Kannan, Dr
Henry Jackson, H. H. Cynn, Frank Milner, Consul General Yada, Baron Kanda.
3. Formal turning back of Conference to the Pan-Pacific Union.
Dr. E. C. Moore, Governor Farrington.
4. Farewell music by Salvation Army musicians.
4 p. m.-Reception by the Honorable Wallace R. Farrington, Governor of Hawaii,
and Mrs. Farrington, Washington Place.
6:30 p. m.-Supper at Young Women's Christian Association as guests of Y. W. C. A.
and International Institute, followed by demonstration of inter-racial educational
work.
Saturday, August 20.
Three-day excursion to Hilo, Island of Hawaii and Volcano Kilauea, under the direc-
tion of Miss Helen Kimball, Special Representative, Hawaii Tours Company, Ltd.
3 p. m.-Sail for Hilo, Island of Hawaii, and the Volcano Kilauea. (S. S. Mauna
Kea, Pier 14. Aloha music by Royal Hawaiian Band.)
Sunday, August 21.
Arrive Hilo, 7 a. m. Railroad excursion along scenic Hamakua Coast (observation
car); motor trips in Hilo region; services in leading Hilo churches; motor to
the Volcano of Kilauea.
Itinerary Proposed by Hilo Teachers' Union:
7:00 a. m.- Arrival at Hilo. Breakfast, Hilo Hotel.
8:30 a. m.----Visit Rainbow Falls, Boiling Pots, Kaumana Cave.
10:30 a. m.-Leave by auto for Volcano.
12:30 p. m.-Lunch, Volcano House.
2:30 p. m.-Public Session, Kilauea camp.
Public session as guests of Hilo Teachers' Union, at Kilauea Summer Camp.
4:00 p. m.--Reception and refreshments.
Program and refreshments. Night view of the "Lake of Everlasting Fire."
4:30 p. m.-Leave for Lava Tubes and Pit.
8:00 p. m.-Dinner at Volcano House. Addresses by delegates and Hilo school people.
Leave Volcano House for Hilo in time to catch the 9:15 train for Paayilo.
2:30 p. m.-Reach Hilo on return. Further sight-seeing in Hilo.
4:00 p. m.--Take S.S. "Mauna Kea" at Kuhio Wharf.
8:15 a. m.- Honolulu: Regular all-day outing of Hawaiian Trail and Mountain Club.
A “hike" up Waialae Ridge, a beautiful, scenic forested ridge beyond Kaimuki.
Assemble at Tenth Avenue and Waialae Road at 8:15 sharp; bring lunches and
canteens.
Monday, August 22.
Return from Kilauea to Hilo; motor excursions, etc. in Hilo region.
4 p. m.-Sail for Honolulu. S. S. Mauna Kea, Kuhio wharf, arriving Honolulu 7 a. m.
Annual Encampment. Boy Scouts of America, Oahu Councils, at Mokuleia, Oahu.
$. W. Robley, Scout Executive, in charge. Delegates are cordially invited to
visit the camp. Motor by way of Haleiwa, or 0. R. & L. Railway via the
scenic Waianae Shore and Kaena Point. August 22-27.
Tuesday, August 23
9:30 a. m.- Visit H. S. P. A. Experiment Station, sugar factory and pineapple cannery
as guests of Hawaiian Sugar Planters' Association and Hawaii Pineapple Packers'
Association. Assemble at entrance of Young Hotel, 9:30 a. m. sharp. Luncheon
as guests of the associations. Return to Honolulu.
Wednesday, August 24
10 a. m.-Sailing of S. S. Matsonia, Pier 15.
PAN-PACIFIC UNION
13
LIST OF OFFICIAL DELEGATES
To the First Pan-Pacific Educational Conference
JULIA ABBOTT_Head of Kindergarten BRIGADIER C. W. BOURNE-Delegated
Division of Bureau of Education, Wash- by the Western Territory of the Salva-
ington, D. C. Delegated by the United tion Army of the United States.
States government.
DONALD S. BOWMAN-Industrial Ser-
I. ABE—Professor of Economics, Wa- vice Committee of Hawaiian Sugar
seda University, Tokyo, Japan.
Planters' Association, Honolulu. Repre-
'
Swami ABHEDANANDA, Ph. D.-Pro- senting the Hawaiian Sugar Planters
Association.
fessor of Psychology, Calcutta University,
FRANCISCO DE PAULA BRITO, JR.-
India.
Consul General for Portugal. Repre-
Col. RILEY H. ALLEN-Representing
senting the Pacific colonies of the Re-
the American Red Cross.
public of Portugal.
EDNA I. ALLYN-Delegated by the
F. M. BROOKS, B.L.--Harvard Uni-
Western Reserve University and the versity. Representing Siam; reporting
American Library Association.
to the Minister of Foreign Affairs and
M. ANESAKI, LL.D.-Professor of the the Minister of Education, Bangkok,
Science of Religion, Tokyo Imperial Uni- Siam.
versity, Japan. LL.D. University of NINA O. BUCHANAN-President of
California; Honorary Doctor, University the National League of Teachers' Asso-
of Strasburg; Litt. D., Tokyo Imperial ciations, Seattle.
University. Delegated by the Japanese FRANK F. BUNKER, Ph. D.-Repre-
government, Ministry of Education).
senting the U. S. Bureau of Education,
A. L. - ATKINSON, LL. B.—Univer- Washington, D. C. Delegated by the
sity of Michigan.
United States Government.
MAUD MAY BABCOCK, B.A., B.E.---
FREDERIC BURK, Ph.D.-President of
Professor of public speaking, in charge State Teachers' College, San Francisco,
of the Department of Public Speaking, California. Delegated by the United
University of Utah, Salt Lake City.
States Government.
WILLIAM FREDERIC BADE, Ph. D.--
MRS. CAROLINE FREAR BURK-Ex-
Dean and Acting President Pacific
President of the Association of Univer-
School of Religion, Berkeley, California.
sity Women, California Branch.
E. S. CAPELLAS-Principal Hakalau
BERNARD R. BAUMGARDT—Ex-Presi- School, Hawaii. Delegated by Hilo
dent Southern California Academy of Teachers' Union.
Science, Los Angeles, California. Staff
CLARENCE WILLARD CARPENTER, M. A.
Lecturer National Geographic Society, Pathologist, H. S. P. A., Experiment
Washington, D. C.
Station, Honolulu. Delegated by the
FREDERICK W. BECKLEY—Instructor University of Vermont.
of Hawaiian Language at the University W. R. CASTLE>Delegated by Oberlin
of Hawaii and the Territorial Normal College, Oberlin, Ohio.
and Training School. Representing the MONLIN CHIANG, Ph. D.Represent-
native Hawaiian people.
ing Kiangsu Educational Association,
MRS. LEOPOLD G. BLACK MAN–Hono- National Vocational Association National
lulu. Representing Java.
Vocational Federation, Shanghai, China.
14
FIRST EDUCATIONAL CONFERENCE
!
Secretary
pan.
ment.
FRANK B. COOPER—City Superinten- A. F. GRIFFITHS, L. H. D.-President,
dent of Schools, Seattle, Washington. Oahu College, Honolulu. Delegated by
Delegated by the United States Govern-' the United States Government.
nient.
Rev. T. H. HADEN, D.D.-Dean of
H. HEUNG-WO CYNN, M. A.-Uni- Theological Department, Kwansei Gakuin
versity of Southern California. General (an international school for young men),
of Young Men's Christian Kobe, Japan.
Association, Seoul, Korea. . Director
K. HARA — Professor of Literature,
Korean Educational Association.
Kyoto Imperial University, Kyoto, Ja-
LAWRENCE H. DAINGERFIELD, Ph. D.
Ph.D. (Bungakuhakushi), Tokyo
Meteorologist, Honolulu. Delegated Imperial University. Delegated by the
by the U. Š. Weather Bureau, Wash- Japanese Government.
ington, D. C.
T. HARADA, LL.D., Edinburgh; B.D.,
Yale; D.D., Amherst; ex-President Do-
ARTHUR L. DEAN, Ph.D.-Harvard
'00, Yale '02. President, University of shisha University, Japan; Professor of
Hawaii. Delegated by the United States Japanese History and Literature, Uni-
Government.
versity of Hawaii. Delegated by the
ALEXANDER HUME FORD Secretary-
Japanese Government.
Director, Pan-Pacific Union, Honolulu.
Ruth C. HOFFMAN--Delegated by the
Delegated by the United States Govern-
Oahu Teachers' Association.
FRANCIS HOLLEY, Ph. D.—Director,
K. FUJIOKA, Litt. D.-Professor of
Bureau Commercial Economics, Wash-
Literature, Tokyo Imperial University, ington, D. C.
Tokyo, Japan. Delegated by Japanese
BERNICE E. L. HUNDLEY-Supervising
Government.
Principal, Kauai. Representing Kauai.
Mrs. Walter F. FREAR, B. A.-Wel-
IDA H. HYDE, Ph.D.-University of
fesley College. Representing the Na- Heidelberg; B.A., Cornell University;
tional Committee of the Young Women's Fellow, Bryn Mawr; Professor of Phy-
Christian Association.
siology at State University of Kansas.
THOMAS E. FINEGAN, Ph.D.-State IDA CHRISTINE IVERSON—President,
Superintendent of Public Instruction, Los Angeles City Teachers' Club, Los
Harrisburg, Pennsylvania. Delegated by Angeles.
the United States Government, and by HENRY E. JACKSON, A. M.-Princeton
the National Educational Association. University; President, National Commu-
JOSE MARIA GALVEZ, Ph.D.-Repre- nity Board, Washington, D. C.
senting the Republic of Chile. (en route)
DAVID STARR JORDAN, Ph.D.-Chan-
GUATEMALA-One delegate en route. cellor, Leland Stanford University, Cali-
Herbert E. GREGORY, Ph. D.-Repre- fornia. Delegated by the United States
senting the National Research Council.
Government.
Director Bernice Pauahi Bishop Mu- BARON N. KANDA, LL.D.,-Amherst
seum, Honolulu. Professor of Geology, College; Professor Emeritus, Tokyo Uni-
Yale University.
versity of Commerce; Member of the
BARBARA GREENWOOD—Kindergarten House of Peers, Tokyo, Japan. Dele-
Work, Southern Branch of University of gated by the Japanese Government.
California, Los Angeles. Official repre- K. KUNHI KANNAN, M.A.-Madras;
sentative of the International Kindergar- Ph.D., Stanford University ; Entomolo-
ten Union, New York City.
gist, Government of Mysore, India.
PAN-PACIFIC UNION
15
P. W. Kuo, Ph.D.-President, Na- University of California. Delegated by
tional Southeastern University, Nanking, the United States Government.
China. Representing Kiangsu Provincial J. NAGAYA-Principal of Tokyo For-
Educational Association; National Asso- eign Language School, Tokyo, Japan.
ciation of Vocational Education; Na- Delegated by the Japanese Government.
tional Federation of Education; Nanking
FREDERICK C. NEWCOMBE-B.S., Uni-
Teachers' College.
versity of Michigan; Ph. D., University
FRANCES LAWRENCE-Superintendent of Leipzig; Professor of Botany, Uni-
of Kindergartens and Playgrounds, Ho- versity of Michigan, Ann Arbor, Michi-
nolulu. Delegated by the United States
gan.
Government.
JOHNETTE Pierik-Delegated by
Sze Moo LING, Ph.D.-Columbia Uni- Wellesley College.
versity. Delegated by the Kiang-Su C. F. REPPUN, M. D.--Representing
Educational Association, National Voca-
the University of Moscow, Russia. Mu-
tional Education. Association of China, nich 1911, M.D.; Member Picogoff So-
Chinese National Vocational Federation. ciety of Russian Physicians.
F. J. LOWREY-Director, Pan-Pacific Sir ARTHUR RICKARD—Representing
Union; Trustee, Y. M. C. A. Repre- Australia, (en route.)
senting the Young Men's Christian As- PERU-One delegate en route.
sociation.
FRANKLIN W. ROBINSON-Head of
VAUGHAN MACCAUGHEY—Corne 11
Aural Theory Department, Institute of
University; University of Chicago. Su- Musical Art, New York City.
perintendent of Public Instruction, Ter-
MRS. HUBERT N. ROWELL—Repre-
ritory of Hawaii, Honolulu. Delegated
senting the
National Congress
of
by the United States Government.
Mothers and Parent Teacher Associa-
MYRTA LISLE MCCLELLAN--Chairman
tions, Berkeley, California.
of the Department of Geography, South-
EMILY SIBLEY, Ph. D. Representing
ern Branch, University of California,
the Carnegie Institute of Technology,
Los Angeles.
Margaret Morrison School, Pittsburg,
WILLIAM MCCLUSKEY—Director, Ter- Pennsylvania.
ritorial Summer School, Honolulu. Rep- EDWARD O. Sisson, Ph.D.-Presi-
resenting Canada, Toronto University.
dent State University of Montana, Mis-
MEXICO-Two delegates enroute. soula, Montana. Delegated by the
HUGO H. MILLER-Representing the United States Government.
Bureau of Education, Manila, Philippine PHILIP SPALDING—Representing the
Islands.
American Legion, Department of Ha-
F. MILNER—M. A., New Zealand waii.
University. Rector, Waitaki Boys' High FLORENCE STEPHENSON — Principal
School, Oamaru, New Zealand. Repre- Emeritus Asheville Home School, Ashe-
senting New Zealand Secondary Schools
ville, N. C., representing Woman's Board
Conference, New Zealand Principals' of Home Missions of Presbyterian
Association, New Zealand Education Church.
Department.
F. L. STEVENS, Ph. D.-Professor of
GUY C. MILNOR, M.D.-Delegated by Plant Pathology of the University of
the University of Pennsylvania.
Illinois, Urbana, Illinois.' Delegated by
ERNEST CARROLL Moore, Ph. D.-Di- Agricultural College,
College, University
of
rector of the Southern Branch of the Illinois.
16
FIRST EDUCATIONAL CONFERENCE
GEORGE MALCOLM STRATTON, Ph. D.-- Rev. KEE YUEN TSE-Government
B.A., University of California; M.A., representative of China, Beretania Chi-
Yale University; Ph.D., University of nese Church, Honolulu.
Leipzig; Professor of Psychology, Uni-
SIDNEY K. WEI-A.B, Oberlin Col-
versity of California, Berkeley. Dele-
gated by the United States Government. lege; Ph.D., University of Chicago; Pro-
MAJOR-GENERAL CHARLES P. Sum-
fessor of Philosophy, Kwontung High
MERALL-Represented by Colonel John Normal College and Canton Christian
M. Kelly, U. S. Army, Honolulu.
College. Government representative of
SURGEON E. A. SWEET-U. S. Public China, Canton, China.
Health Service, Honolulu. Delegated J. M. WESTGATE -- Hawaii Agricul-
by the Surgeon-General U. S. Public
tural Experiment Station, Honolulu.
Health Service.
Representative, U. S. Department of
Rev. W. A. TATE, Ph. D.—Represent- Agriculture.
ing the Hawaiian Board of Missions,
TSAI YUAN-BE1LL.D., New York
Honolulu.
University; Chancellor of Peking Na-
WADE WARREN THAYER, A. B.-Ho-
tional University and former Minister of
nolulu. Delegated by the University of
Michigan, Ann Arbor; former Secre-
Education, China.
tary of the Territory of Hawaii.
TIEN MU WANG- Professor of Chi-
Col. G. C. THORPE-Senior Officer, nese, University of Hawaii, Honolulu.
U. S. Marine Corps.
Delegated by the Chinese Government.
PAN-PACIFIC UNION
17
REPORT OF COMMITTEE ON PERMANENT ORGANIZATION
(Resolutions unanimously adopted.)
WHEREAS, the broad conceptions of 5. To obtain from the various Pacific
the Pan-Pacific Union embody far- nations the data of history, geography,
reaching educational policies, and science, of institutions and customs, in
WHEREAS, this Conference is pro- the form of manuscripts prepareu au-
foundly convinced of the necessity for, thoritatively, books and other publica-
and the reasonable feasibility of the tions, pictures, films, articles prepared
program of the Pan-Pacific Union; and by special writers, etc.; to assist in
WHEREAS, educational organization vitalizing these materials and preserv-
is essential as a means of support for ing them from becoming useless lum-
many of these projects,
ber of the school room.
THEREFORE BE IT RESOLVED 6. To undertake either directly or in-
that this Conference recommends that directly through cooperation of univer-
the Pan-Pacific Union establish an Edu- sities and other institutions of research,
cational Council, as a permanent depart- a thorough scientific investigation of the
ment of the Union, under such condi- causes of war and to assist educational
tions of organization and with such machinery in the various nations to re-
powers and purposes as the Pan-Pacific
move causes which niay contribute to
Union may, permanently or from time war making
to time delegate to this Educational 7. To provide for exchange of teach-
Council.
ers especially in fields of specialization,
As suggestions of the possible fields and to facilitate the means of traveling
of work of this Educational Council, the by teachers in order that the schools
following items might serve as illustra-
may reap the benefit of such inter-
tions :
course.
1. To offer a coordinating agency 8. To provide for exchange of suc-
which shall take the initiative and stimu-
cessful teaching methods especially in
late education to common ends in the the field of foreign language instruction.
various Pacific nations.
We commend the plan of the Pan-
2. To arrange future educational con- Pacific Union to erect in Honolulu a
ferences and so to plan and organize the Pan-Pacific building containing if pos-
work, that it may be systematically car- sible a Greek theatre, auditorium halls,
ried out during the interims.
commercial museum and art gallery,
3. To stimulate various lines of scien-
etc., to serve as a permanent home, re-
tific investigation and education lead pository and international experiment
ing to assistance of common interests station in the problems of the Pacific
in commerce, economics, social and po- and which would serve to give con-
litical understandings of the various na-
tinuity and stability to the successive
tions.
Pan-Pacific Union Conferences which
4. To establish in Honolulu a library have been held and will be held.
containing complete files of official re-
ports, books, and other data concerning
Signed:
the Pacific which can be made available
FREDERIC Burk, Chairman
and serviceable when and where needed;
MARY DILLINGHAM FREAR
and to issue references to all current
SZE M. LING
literature bearing upon problems of the
TASUKU HARADA
Pacific
FRANK F. BUNKER.
18
FIRST EDUCATIONAL CONFERENCE
REPORT OF COMMITTEE ON INTERNATIONAL PUBLICITY
(Resolutions unanimously adopted.)
various addresses delivered. This report
to be distributed as follows:
To the First Pan-Pacific Educational
Conference:
Your committee on International Pub-
licity herewith submits a preliminary re-
port of publicity activities to give addi-
tional weight and circulation to the pro-
ceedings of the present conference and
to stimulate interest in future confer-
Free to all delegates to this con-
ference.
Free to all federal, state or provin-
cial bureaus of education whose coun-
tries are represented in this confer-
ences,
ence.
1. Scope of Committee's Work. We
Free to a limited number of indi-
deal herewith only with the collection
viduals or associations whose names
and distribution of publicity material, not
shall be presented to the secretary by
with the funds necessary to finance such
delegates to this conference. Obvious-
an undertaking, which we realize would
ly we could not undertake to supply
be substantial.
free lists of unlimited length. It is
2. Field to Be Covered. The field
suggested that each delegate may
which might be covered in the distribu- submit not more than ten names of
tion of this material is limited only to such individuals or associations to
the reading world, but for practical pur- whom he or she wishes these printer
poses your committee considers it im-
reports sent.
portant to include the following:
As it is a prime purpose of this con-
A. All delegates to this conference.
ference to promote unity and good will
B. All bureaus or ministries of
ministries of by means of education it is highly im-
education represented by this
portant that the story of the first Pan-
conference.
Pacific Educational Conference be told
to the school children of the Pan-Pacific
C. The schools and school chil- countries. It is therefore suggested by
dren of the Pan-Pacific coun-
your committee that the bureau or min-
istry of education of each country be
D. Newspapers and magazines of presented with copies of the printed re-
Pan-Pacific countries.
port, together with the request that
each country at its own expense shall
E. Individuals and associations al-
have this report translated and made
ready assembled in similar
available for use in the public and pri-
movements, such as the Pan-
vate schools.
American Union.
3. Vaterial to Be Collected and Dis-
The Pan-Pacific and Pan-American
tributed
Union press lists might also be circu-
larized with these printed reports.
A. Printed report. It is assumed
that there will be printed at the close
B. News and Magazine Articles.
of this conference a report covering all These should be sent out immediately
its proceedings and incorporating the at the close of the conference, summar-
tries.
PAN-PACIFIC UNION
19
izing its activities, and especially move-
It is not intended to encroach upon
ments for future conferences.
the functions of the permanent organi-
C. Pictorial Material. Effort should
zation committee or the organization re-
be made to collect some of the many sulting from this committee's activities.
interesting photographs taken of this The above points are recommendations
conference, especially those embodying only and this committee realizes that
the meeting of various race groups.
the work is as yet in its embryonic
Copies of these photos should be sent stage and only experience will demon-
to the bureaus of education of each strate the best publicity methods to be
country here represented as well as used
used.
to illustrate news and magazine articles. 4. Publicity Already Done.
D. Continuing Publicity. The inter- As your committee was not appointed
national Publicity Committee should with the duty of taking care of cur-
function as a publicity medium from rent publicity during the conference no
the close of this conference until the effort has been made to estimate the
next. Its headquarters and directing results of publicity already secured, but
chairman should be at the headquarters it will interest the conference to know
of the permanent organization. It that in addition to the daily and volum-
should from time to time send out news inous feature articles carried by the
of Pan-Pacific educational activities. American and foreign language press
In each of the countries represented
of Hawaii, the Associated Press is daily
at this conference there should be a
sending to America by naval radio a
local publicity committee to which the comprehensive summary of the confer-
International Committee should send ence news, and the Honolulu corres-
its publicity material. This local pub- pondents of the great American daily
licity committee should cooperate newspapers and news agencies are send-
closely with the local bureau of minis- ing by mail much larger quantities of
try of education.
material.
The local committee should in turn This conference has at all times had
be a source of valuable material for the sympathetic assistance and encour-
the central international committee. agement of the newspaper, men of Ha-
This local committee should collect and waii, and the very valuable publicity
forward to the international committee
which has been secured in the press of
facts, news articles and pictorial ma- the United States and of several foreign
terial illustrating phases of education countries is largely due to the co-
in its country of interest to the general operation of local correspondents.
educational field and which would tend Respectfully submitted,
to bring together more closely various Committee on International Publicity,
races around the Pacific. In short, the
RILEY H. ALLEN. Chairman.
International Publicity Committee
F. E. STAFFORD,
would be the clearing house for infor-
Y. Soga.
mation of educational activities in the
member countries of the educational
(The other members of the committee,
Lorrin A. Thurston, Franklin Adams and
conference.
C. S. Crabtree, not at Conference.)
.
20
FIRST EDUCATIONAL CONFERENCE
REPORT OF COMMITTEE ON RESOLUTIONS
(Resolutions unanimously adopted.)
WHEREAS, this Conference has appreciation of their practical sympa-
been summoned for the purpose of pro- thy, manifold courtesies, and unfailing
moting inter-racial understanding, sym- kindness.
pathy, and co-operation among the
IV. That this Conference expresses
peoples of the Pacific by the utilization its warm appreciation of the great serv-
of educational agencies, and
ices rendered by Mrs. Francis M.
WHEREAS, it is an international Swanzy (Chairman of the Entertain-
gathering, we beg to report that in nient Committee), Dr. David Starr Jor-
formulating the following resolutions, dan (Conference Chairman), Dr. Frank
we have not included suggestions or F. Bunker (Conference Secretary), Dr.
motions possessing only sectional or Arthur L. Dean (Associate Chairman
local interest, and further that we have Local Committee), Alexander Hume
discarded the conventional preambles Ford (Secretary-Director Pan-Pacific
in order to secure brevity and sim- Union) and Superintendent Vaughan
plicity of expression:
MacCaughey (Chairman Local General
We beg to commend the following Committee).
resolutions to the Conference:
V. That this Conference make the
1. That this Conference offers its following recommendations:
congratulations to the President of the (1) That there be incorporated in the
United States on his initiative in invit- educational programs of Pacific nations
ing the great powers of the world to definite teaching inculcating the ideals
the International Disarmament Confer- of peace, and the desirability of the
ence, affirms its emphatic endorsement settlement of international disputes by
of the policy of limiting armaments,
means other than war.
and expresses its earnest hope that the (2) That scientific research into the
Conference may be productive of bene- causes of war should be promoted by
ficent results.
governments and educational agencies.
II. That this Conference desires to
(3) That a Pan-Pacific conference be
place on record its realization of the held for the purpose of organizing a
far-sighted vision of the promoters of scientific survey of the population prob-
the Pan-Pacific Union in summoning lem of the Pacific.
this educational convention, its appreci- (4) That all possible educational
ation of its illimitable possibilities in agencies and especially the subjects of
furthering the great ideal of Pacific History, Civics, Economics and Geogra-
inier-racial understanding and friend- phy be utilized to eliminate racial preju-
ship, and its congratulations on the
dice and antagonism, and to promote
abundant measure of success that has better understanding and co-operation
attended this inaugural gathering.
among the peoples of the Pacific.
Ill. That this Conference desires to (5) That the governments of Pacific
express to the various clubs, societies, peoples make adequate provision in
community organizations of Honolulu, their university systems for the scien-
and to the press and public generally tific study of Pacific problems and for
its grateful recognition of their spirit the dissemination of such knowledge
of generous hospitality and enthusiastic among their respective communities.
co-operation, and to record its warm (6) That the Pan-Pacific Union insti-
PAN-PACIFIC UNION
21
:
tute machinery for the purpose of ac- unity of the world must ultimately em-
quiring a body of authoritative knowl- body itself in some form of super-
edge for the practical furtherance of national world-order endowed with ef-
those ideals of racial inter-knowledge, fective powers to safeguard the peace
amity, and co-operation which are its of the world and the ideals of human-
main objective.
ity, educational effort should be co-
ordinated throughout all Pacific lands
(7) That the educational authorities
to make this great ideal a definite part
of Pacific nations provide facilities for
of the national consciousness.
the inter-change of students and teach-
With reference to the request for a
ers, and that where such system has
already been instituted it be further en-
specification of the method of trans-
couraged and developed.
mitting resolutions to the governments
of Pacific nations your committee em-
(8) That the governments of Pacific
phatically affirms its formerly ex-
nations be asked to promote the pro- pressed opinion that the responsibility
duction of educational films showing of this conference terminates with the
the resources, industries, and general
recommendation of its resolutions to
social conditions of their respective the Pan-Pacific Union.
countries, and to provide adequate
Your committee desires to add that
for prohibiting misrepresenta-
it has the fullest confidence in the di-
tion of other nations through the use
rectorate of that body as the proper and
of moving pictures.
competent transmitting agency. Your
(9) That the Roman alphabet should committee is assured by the Secretary-
be adopted in all Pacific countries. Director that action in this direction
(10) That there should be instituted will be taken as requested.
by the forthcoming World's Press Con-
gress
a Pan-Pacific branch commis-
FRANK MILNER, Chairman.
sioned to promote by medium of the
K. Hara,
press inter-racial understanding and co-
SIDNEY K. WEI,
operation throughout the Pacific.
MYRTA L. McCLELLAN,
(11) That inasmuch as the growing
THOMAS E. FINEGAN.
means
i
22
FIRST EDUCATIONAL CONFERENCE
REPORT OF THE EXECUTIVE COMMITTEE ON ORGANIZATION AND
PROCEDURE
ence.
In order that there may be 110 mis- dan's presence here as the presiding
understanding on the part of any one
officer of this Conference.
here as to the organization of this Con- In respect to the program, it was the
ference, it is desirable, I think, that the desire of both the old and new Com-
theory which has prevailed in the steps
missioner that the utmost democracy as
of organization so far taken, be made well as spontaneity in discussion be se-
clear to you.
cured and conserved. They, therefore,
This Conference is called by the Pan- felt that to attempt to outline in detail
Pacific Union as the second in a series a daily program for this Conference six
of conferences which it proposes to
thousand miles distant, and without
hold The Pan-Pacific Union invited knowing who would be here or what
the United States. Commissioner of Edu- was uppermost in the minds of each,
cation to organize this Conference, to not only would be futile but would de-
arrange its program, to invite the na- feat the very purposes of the Confer-
tions of the Pacific to participate and
to preside at its sessions. This invita- They, therefore, proposed that, upon
tion was accepted by the Commissioner arrival, Dr. Jordan should appoint a
of Education and the responsibilities Secretary of this Conference and an
assumed.
Executive Committee, made up of dele-
In consequence of the Commissioner's gates from each country represented
activities, through the Secretary of the and that to this Executive Committee
Interior and the Department of State, should be entrusted the task of inter-
in due course, invitations to send dele- preting the thought of the Conference
gates to this Conference and to partici- and translating it over into terms of
pate in the discussions went forward to themes and speakers.
the governments of all the countries and At the session this morning, Dr. Jor-
self-governing colonies on the Pacific dan named the Secretary and announced
Ocean.
the personnel of the Executive Commit-
During these preliminaries a change tee.
was made in the office of the Commis- In the desire to keep the framework
sioner of Education, Dr. Claxton, who
organization of the Conference simple,
had carried forward the plans for this the Executive Committee believes that
Conference nearly to completion, re- 10 officers, other than the Chairman and
tiring, to be succeeded by Dr. Tigert. the Secretary already selected, are need-
It came about, in consequence, that ed.
much to their regret, neither the old
The Committee, however, feels that
nor the new Commissioner could at-
further standing committees are desired,
tend.
the personnel of which shall be deter-
Exercising, however, the authority mined by the presiding officer of this
relegated to him, the Commissioner de-
Conference; and that these committees
tailed DR. DAVID STARR JORDAN to be instructed to work in close coopera-
preside in his stead.
This explains, tion with the Executive Committee.
if any explanation be needed, Dr. Jor The Executive Committee recommends
PAN-PACIFIC UNION
23
on
the appointment of the following stand-
ing Committees :
I. A committee of five or more
Resolutions.
2. A committee of five or more to
consider some form of organization
which shall carry on and keep alive the
interest in Pan-Pacific educational pro-
blems aroused in this Conference.
3. A committee of five or more on in-
ternational publicity.
FRANK F. BUNKER, Chairman
BARON N. KANDA
E. C. MOORE
JULIA ABBOTT
TSAI YUAN-BEI
A. L. DEAN
VAUGHAN MCCAUGHEY
M. ANESAKI
FRED W. BECKLEY
HUGO H. MILLER
F. MILNER
A. H. FORD
K. K. KANNAN
24
FIRST EDUCATIONAL CONFERENCE
1. ADDRESSES OF WELCOME
we
"The White House, Washington, "Department of the Interior,
"July 22, 1921. "Bureau of Education,
“My dear Governor Farrington:
"Washington. "July 23, 1921.
“The Pan-Pacific Congress on Educa- "To His Excellency, the Governor of
tion soon to meet, has greatly appealed Hawaii, the Territorial Superintendent
to my imagination, and I want to ex- of Schools and the Delegates to the
press my hopes that it will be marked Pan-Pacific Educational Congress,
by a measure of success that will justify Greetings.
all the hopes that have been entertained "GENTLEMEN: It affords me great
for it. It seems only yesterday that pleasure to extend to you my cordial
we thought of the broad Pacific as sepa- greetings and best wishes for a very
rating two unrelated worlds; now profitable congress. I am highly appré-
have come to regard it as a world by ciative of the great significance of such
itself, the greatest of neighborhoods, the a conference as this and in view of the
romantic meeting place of East and responsibility of my predecessor in call-
West, where each merges into the other ing it, I feel that my obligation to attend
and both discover that at last the su- is great. However, because of my re-
preme interests of humanity are common cent inception into the duties of the of-
to all men and races. Two-thirds of the fice of commissioner of education and
earth's population live in the lands of because of the many complex problems
the Pacific, numbering the oldest and confronting me here in the states, I find
the newest of organized communities, it necessary, to ny sincere and deep re-
and, characteristic of our times, their gret, to remain here.
mighty ocean is come to be regarded “As I am unable to be present, I am
by all of them as a bond rather than a asking Dr. Frank F. Bunker, one of
barrier. In a large way we must feel America's leaders in educational thought
that the future of the race, the hope and a former member of the staff of the
of creating a true community of men United States bureau of education, to
and nations and civilizations, each re- represent me during the sessions of the
taining its own traditions, character and
congress. I feel that you can depend
independence, yet all serving the com-
upon him as
a safe leader and wise
mon end of human progress must greatly counsellor.
depend on the development of your fine "Let me assure you that I am deeply
ideal of a Pan-Pacific neighborhood interested in all the countries represented
With better acquaintance, more intimate in this congress and in their educational
interdependence, riper mutual under- problems and progress. I am eager to
standing, we shall advance toward the
cooperate with these countries, and I
realization of such an ideal. I feel that pledge my support to whatever plans
your Educational Congress is one of the may emanate from this congress.
most practical means of drawing these
“Again deeply regretting my inability
communities thus closer together, and to be present and participate in your
therefore have special reasons to wish it deliberations and with sincere greetings
well. "Most sincerely yours,
to all, I am, "Cordially yours,
"WARREN G. HARDING.
"JNO. J. TIGERT,
T
“Hon. Wallace R. Farrington,
"Commissioner of Education of the
Governor of Hawaii, Honolulu, H. I." United States of America."
PAN-PACIFIC UNION
25
THE MEANING OF “ALOHA” entreat you gently to have patience and
MRS. F. M. SWANZY.
tolerance with each other and, finally,
that we salute you with affection-Ho-
Mr. President, Delegates to the First
alohalola!
Pan Pacific
Pacific Educational Conference,
and friends :
THE SPIRIT OF “ALOHA"
I bid you welcome with the word
MRS. WALTER F. FREAR
"aloha.” Although to some this word
may seem commonplace from misuse We often speak of a man of one idea,
and over-use, it is truly a wonderful but here it would seem are three people
word of manifold meaning. Not only
of but one idea, that of aloha. But in
do we greet the coming and speed the all the speeches at the opening banquet
parting guest with aloha, but we may
of the Pan-Pacific conference last night,
also express various other feelings with the word that, to me, sounded the key-
the same word; as love, affection, grati- note of our being together was that of
tude, pity, compassion, grief, and its our brother Dr. Wei, who said, “China
significance is shown by the tone of sends you all her aloha.” This our Ha-
voice and accentuation.
waiian word of greeting from foreign
As a verb it may be used in other lips reminded me of a few verses which
ways to indicate mercy; compounded
I will repeat to you.
with the word "ino" it may express
“ALOHA.”
great love, or compassion for a person “Needs must there be in every tongue,
in a suffering condition, and contempt
Or roughly spoke, or roughly sung,
as well. It is all a question of intona-
A word of common greeting
tion. "Alohaino," that is, "poor fel-
That beareth oft repeating.
low” or “good enough for you”; “Alo-
haino," "you have my sympathy and “Bon dia, sayonara, or farewell,-
affection," are examples.
Spoke lightly, deeply, who can tell?
Add the word "nui," "aloha nui" and Adieu, good-bye, auf wiedersehn,-
the meaning is deepened. It is still The words are memory's refrain.
more deepened by another addition,
'"aloha nui loa”; while "aloha pauole,” “Aloha, dearest of them all,—
makes it a term for lovers. And so the What picture doth it not recall?
What tender tones in telling!
changes might continue to be rung on
this magic word.
What sentiments upwelling !
The climax is reached in “Hoalohalo- "Aloha,-'tis a loving-cup;
ha,” to love much, to give thanks, to With what thou wilt, thou fill'st it up.
.
express affection for, to bless in wor- A common dole to many lips,
ship, to speak kindly to, to entreat Or chalice rare; our drinks or sips,
gently, to salute. I quote from An-
With love athirst or sated,
drews. And so I would on this happy Sometimes with breath abated.
occasion say to you not only “Aloha,”
“Thou send'st me thine aloha, friend ;-
but “Hoalohaloha,” thus giving thanks
that the travelers have safely reached
From heart-deceptions, heaven fore-
fend!”
our shores and emphasizing that we are
blessed in the privilege of foregather- As this comprehensive word admits
ing here today in this distinguished
in this distinguished of many and varied interpretations, I do
company; that we speak kindly to you; not hesitate to translate it for you as
26
FIRST EDUCATIONAL CONFERENCE
meaning goodwill. It was in the spirit in Pacific lands, both the old and the
of aloha, goodwill, that the first educa- new civilizations are in danger of dis-
tors came to these shores, American
American appearing in chaos. We look to you
missionaries, sailing for half a year for salvation.
around the Horn, through storms and The Pan-Pacific Union has conceived
tedious calms, leaving home and friends and is carrying out the idea of establish-
far away, to give their lives to the ing points of contact between the men
Hawaiians. And it was in the spirit who are doers and thinkers in all Pa-
of aloha that this royal people received cific lands—this in the belief that men
the strangers and made them kamaaina, who really know each other will trust
of the land, at home.
each other and that when the leaders in
It was in the spirit of Aloha, good thought and action know and trust each
will, that the American delegates to other they will work together for the
this conference held their preliminary salvation of all and the multitudes will
ineetings in the cabin of the Wilhel- follow their lead and guidance. We
mina, reaching out their thoughts in seek to bring you leaders in education
earnest desire of brotherly understand- from all Pacific lands together that you
ing, mind to mind, heart to heart, with
may know each other and perhaps draw
"hands round the Pacific.” And, on
up a plan of cooperative effort that will
behalf of the association I have the
make each race of the Pacific know all
honor to represent, the National Y. W. other races and peoples about them bet-
C. A., let me pledge the saine spirit of
ter, that they may trust them and ad-
aloha, goodwill, that answered the call
mire their good qualities.
of the nation to new tasks during the
Perhaps you may lead in the way of
war; and that now, in war's perplexing creating a real Patriotism of the Pacific.
aftermath, bids us to press on to the
If you can do this, a World Patriotism
light of a new day when finally the
will be the next step and Tennyson's
whole world, joining the believing shep- dream will come true. We here in the
herds of Bethlehem, nay find the fulfill-
Pacific have traditions only of Peace
ment of the angels' promise, "peace on
name means peaceful. Will you
earth, to men of goodwill."
lead us into the ways of peace and
knowledge of that which is good in
THE OPPORTUNITY OF EDU- each of us? Know each other, become
CATORS
friends and return to us with others to
ALEXANDER HUME FORD
make them friends of the friends you
The Pan-Pacific Union welcomes you
make here at this conference. The rest
as the saviors of mankind in the Pacific.
will take care of itself.
Only education can now salvage the After you come the press men of the
world. Only educators can lead us in world. Leave them a word, for they
the Pacific to the new things that are too are educators, they will gather in this
before us. Nearly two-thirds of the in- room, as you are gathered, from every
habitants of this planet live adjacent to country of the world. They will leave
Pacific waters. In the Pacific the oldest as their legacy to the Pacific a perma-
and the newest civilizations meet. Here nient Pan-Pacific Press Congress that is
must be worked out the great world to meet here at the Pacific crossroads
problems of inter-racial cooperation. Un- station in biennial session, to encourage
less the children now born and being the gathering and dissemination of the
born are guided aright by you educators truth only about Pacific lands, peoples
our
1
PAN-PACIFIC UNION
27
and affairs. Perhaps you too may co- gether educators who will lead in teach-
operate with the Pan-Pacific Union in ing what is true of their neighbors and
making these conferences regular bien- in enlightening their people. We wish
nial or triennial gatherings of the lead- you to work with us in this, we wish
ers in the educational world of the Pa- to work with you. You can redeem
cific. In almost every land about this the lands of the Pacific, and we offer
ocean we now have branch organiza- our services in bringing you together
tions that will cooperate in the getting whenever you will meet to carry for-
together annually of local educators in-
ward the plans you devise here for the
terested in this work of bringing to- educational redemption of Pacific lands.
28
FIRST EDUCATIONAL CONFERENCE
2. WHY A PAN-PACIFIC EDUCATIONAL
CONFERENCE?
THE FUNCTION OF THE CON- the problem which the war lords and
FERENCE.
the treaty-making diplomats have, at
least in the great travail through which
DR. FREDERIC BURK.
we have passed, utterly failed. We want
(in a letter to Dr. Frank F. Bunker,
to discuss, optimistically and pessimisti-
under date of June 24, 1921.)
cally, modern education from a psycho-
As the matter takes form in my mind, logical standpoint, frankly recognizing
and assuming that we are going to the co-efficience of the races involved,
Hawaii for a serious purpose, it would
their customs and habit of thought,
appear that the objective goal is to keep which can avoid for the Pacific the
the Pacific, pacific. The war lords have catastrophe that has befallen the Euro-
spoken and are speaking. We have the
pean Atlantic.
German doctrine that might is right
Some one might argue that if sys-
and that the spoils belong to the victor.
tematic education of the varied countries
This idea is more or less uppermost in
about the Pacific should undertake to
every Pacific race and country. Our prepare and distribute to the other coun-
only agreement is that we would like a tries involved, materials of fact regard-
recipe for its avoidance so that each
ing the legitimate ambitions, reducing
nation may get what it is entitled to of
these matters to obvious and unques-
these spoils.
tioned justice, that a spirit of united
Next to the war idea is the doctrine cooperation might be developed.
. If
of treaties, agreements, partitions by
there is anything in education then
bargain and sale. But again history
here would be its test.
has shown that when the racial instincts
It would seein to me that the dis-
are once aroused or the temption be-
cussions must conform pretty closely
comes too great, treaties and agreements
to this goal or we will have nothing
are mere scraps of paper. Nothing is
but a county institute of pedagogy.
ever settled until it is settled right, and
upon a foundation of controlled in- THE OBJECTIVES OF THIS
stincts and established habits.
CONFERENCE
Finally, and as yet submerged, is the
Dr. David STARR JORDAN
doctrine of education by which, through
control of natural instincts through in-
(An incompleic report)
telligence, or through habits built upon
There is one thing that I have always
intelligence, we can avoid war and the regretted in my career, that I have
cause for war, and that treaties, being
never been able to speak up quite to
based upon what is feasible, will hold
wliat my friends expect of me. In this
by virtue of this fact and not by virtue case many of them have told me what
of the mere tenacity of the paper upon
they expect and I will try to say some-
which they are written.
thing along this line.
It seems to me it is at this psychologi- We ask the question, Why should
cal point that the educational convention there be a conference of teachers? Why
should start its labors. It ought to
should this conference be held in the
formulate the answer of Education to middle of the Pacific Ocean? What are
PAN-PACIFIC UNION
29
you going to do? What are you driving Talk of war between England is foolish,
at? Is the memory of this conference for it is inconceivable. It is as Secre-
to last only for a short time and then
tary Root said. "When two nations
to be forgotten, or is its progress to want to fight, any cause is sufficient;
spread all over the world? I will when they do not want to, no cause is
answer this in just a word.
sufficient." We do not mince matters
We have a conference because we when we talk to Canada, and this is all
want to get together. The Pacific the more reason why we can say this.
Ocean has been getting narrower and Now our object is to extend the Rush-
narrower, ever since Perry made his Bagot Treaty over America, Japan,
memorable visit to Japan. And we who China, Australia and all other Pacific
live in the Pacific, naturally interested Countries, including the dominions and
in the problems which the narrowing of commonwealths, which are the same
that vast ocean has brought to the fore, thing under different names. We have
and wishing to hold a conference and set an example of how people can live
become better acquainted, decided that together, side by side, and know each
Honolulu would be a good place to hold other, without hate.
such a conference, and here we are, in
Hatred Must Be Abandoned.
a place where there are children from
nearly every country of the world.
Hatred is born of ignorance. It is
I think it was Heine who once said
very easy to start hate. It does not re-
that a teacher was a representative of quire any truth and once started is the
the Holy Ghost, and of idealism. He
worst weapon that can be found. It is
is not interested in what happens now,
a weapon that one cannot get rid of.
provided something better is to come
It has no part in Democracy, and has
in the future. The statesman is the one
no part in Christianity. Pure patrio-
who can take hold of these ideals of the
tism means love of one's country and
Holy Ghost and make them into fact.
the realization that the good of one's
What is our object? What are we
country never means the harm to an-
driving at? What we want to see is
other.
that the Pacific communities are brought
together, and that things are somewhat
I might cite here the Magdalena
as they are on the Great Lakes. There
Bay scare of a few years ago. We all
the people on both sides have set their
remember the reports that circulated
hearts on getting better acquainted.
through the West that hundreds of
Japanese were drilling at Magdalena
Relations With Canada.
Bay with Krag rifles, not wooden guns,
The three thousand mile front between as the Chinese were said to have used
the United States and Canada, without
before this, and were ready to invade
a fort or a soldier, is an illustration of California. The facts were simply this.
how two nations can live side by side There was a lobster cannery at Mag-
in perfect harmony. Where nothing dalena Bay, which employed, I believe,
is loaded, nothing exploded. It has been
five Japanese, and a number of Mexi-
said that the greatest cleeds of the world cans from Los Angeles. And yet the
are deeds of blood. But I do not think whole country was clamoring for war,
so. The things that make nations glor- their feelings aroused by hatred coming
ious acts like the Rush-Bagot from ignorance. It is the business of
Treaty, or the unfortified boundary be- the teachers to guard against harmful
tween the United States and Canada. propaganda and to dispel ignorance.
are
30
FIRST EDUCATIONAL CONFERENCE
on.
And there is a great deal of ignorance yourself, without the help of a middle
to dispel in the United States.
man, then you are pretty well educated.
Children are taught that the greatest The third is to learn the secret of
deeds of the countries are written in power. Knowledge is power, and the
blood. It was pointed out before the only power. The greater power lies not
Great War that everything Prussia had in the armies and navies of the world,
gained in the last forty years was gained but in the opinion of the world, that
by the sword. The real truth was that is, those who think. When democracy
Germany lost everything she had gained becomes complete it will be the opinion
by the sword. The same was true of of all, and there will be 110 more need
Napoleon.
The same
same is true
is true in all
of leaders. We are all in a state of in-
history.
fancy democratically.
Teachers Must Promote Idealism.
We cannot get rid of war hy war.
While in Japan, several years ago,
It will have to be peace that brings
was impressed by being invited to dine about peace. We can make this great
with a Buddhist priest. While I was
ocean a region of peace.
There is
there a group of school children were nothing in this war that will financially
brought up to sing, and they sang some- pay for war, nothing that we want that
thing about "land of the Pilgrims' we cannot get in some better way.
pride" and so They knew little What we hope to get soon is disarma-
about the Pilgrims, but it is this sort ment. In 1910 Herbert Hoover told me
of thing that is going to make them he never heard so much talk of peace or
friendly to us. The tune is a good one, saw so many men buckling on side arms.
and it is sung in German and England. The result we all know, and armament
as well as the United States, with differ- was behind it. The greatest day for
ent words. And when the Japanese Germany was Scapa Flow day, when
children who sang it to
to me hear it she got out of the armament race and
they will recognize it and feel friendly settled down to save money.
to the nations to whom it belongs.
As a result of the war, this nation
It is our business to do away with has a mortgage of 12 percent on every-
hate and develop peace whenever we thing. We can't afford it, Japan can't
want great things done. This does not afford it, England can't afford it. The
mean to do away with kings, the King future of the world in the long run rests
of England or the King of Japan. It with the teachers. It is in the schools
is the duty of teachers to be as near as of today that the future of tomorrow is
they can apostles of the Holy Ghost, to being written
promote idealism. The carrying out of
these ideals will take care of itself.
TWO IMPORTANT QUESTIONS
The most practical man that ever
FOR CONSIDERATION
graduated from Stanford was the most
idealist. I was at his home when the
DR. ARTHUR L. DEAN
call came to feed Belgium, and we went There are two fundamental questions
to Europe to do it. You all know the that we may ask at this Conference, and
result.
to the answering of which we may ad-
Education has three elements. The dress ourselves. The first of these has
first is learning to think. The second
· The second to do with the conditions of education
is learning to think for oneself. When in the various countries which border
you are able to get at the truth for on the Pacific Ocean or which lie with-
PAN-PACIFIC UNION
31
can
in it. In other words, what are the tion along these various lines from one
facts about education in the Pacific area another and we
see what fields
today? The second question is, what need special investigation in order that
can education do to promote the wel- we may have a better understanding of
fare which the different nations of the the actual facts of education in the
Pacific have in common? This means countries represented here. If we can
their material welfare as indicated by gain this understanding we shall know
such matters as their commerce and in- something of the kind of mental equip-
dustrial development, their intellectual ment with which the children in differ-
welfare, which means the body of ent countries are being provided and
knowledge and its dissemination and be able to judge better the part which
increase, and finally their relations one they can play in the active affairs of
with another, relations which were so
the individual countries in which they
remarkably stated by our chairman yes-
reside,
terday afternoon.
But I think we must go a little fur-
Education in Pacific Countries.
ther than this and attempt to tell one
another if we can what are the funda-
To consider for a few moments the
mental concepts of education in our
implications of a statement of the con-
respective countries and what, in the
ditions of education in Pacific coun-
last analysis, we are really driving at.
tries : In the first place, we want to
Often we are headed towards things
know what the facts are about educa-
which we do not recognize and are
tion in these countries and why those
sailing under orders which, for many
facts are so.
We want to know what
of us, are sealed. It is worth while
the organization is for educating the
occasionally as representatives of any
people of the different nations. I do
not know what the organization in
given country to take account of stock
and try to know what are the actual
Japan is, or in China, or Australia, and
aims of our own educational program.
it is quite within the bounds of imag-
And in this connection I should like to
ination that if I did know I might find
suggest a few things this morning
in such knowledge suggestions for the
which it seems to me we in this Terri-
improvement and development of our
educational system.
tory are aiming at. It is true that we
Furthermore, it
are often moving toward these aims
often happens that the conditions which
exist have most excellent reasons which
blindly, incompletely and inefficiently,
but if we can know what we really wish
are grounded, perchance, in the funda-
to attain we shall have made the first
mental psychological equipment of dif-
ferent peoples.
steps towards such attainment.
Dr. Anesaki has al-
ready suggested the importance of the
Aims of American Education.
study of the psychology of the differ- I'n the first place we have set before
ent races of the Pacific area and,
us the American ideal of universal edu-
may well believe that their differences cation. I think this perhaps had its
have arisen through the conditions of origin in the notion that in any gov-
their biological ancestry. Again it may ernment in which all members partici-
happen that the reasons for any given pate the citizens must each have at
educational system may lie primarily in least the fundamentals of education,
the amount of money available or the but we have progressed far beyond this
progress which knowledge has made in primary conception of the need of edu-
a given country. We can get informa- cation in a democracy; education in
we
32
FIRST EDUCATIONAL CONFERENCE
America has had continually wider and society at large the greatest contribu-
wider implications. We have set be- tion of which they are capable. We
fore us the democratic ideal of citizen- have therefore set before us not only
ship which says that every child should the idea that everyone should have an
be given an opportunity to develop him- education but that there should be such
self to the limit of his individual ca- a variety of opportunities in education
pacity in order that he may achieve in that different types of mental endow-
society that degree of useful occupa- ment with which children come into
tion, receive that degree of respect and the world may each be developed to
honor in his social relations, and make its best result. That is the ideal, I say,
that contribution to civilization which which we have set before us, althouglı
his mental endowment will permit. We we recognize only too clearly how far
are trying to offer this opportunity all we are from its attainment.
over the continent of America, and we
are trying to offer it here in Hawaii.
The Discipline of Human Emotions.
Now if all boys and girls were born
We have come in recent years to a
alike and had the same degree of vitality firm belief that this is a rational, order-
and mental ability, and the same moral ly and law-abiding universe. Men have
inheritance we could have the same not always thought this. They have
kind of education for everybody. We
believed in a capricious fortune. But
recognize, however, more and more
more and more clearly we are recog-
clearly that the population consists of nizing that there is no place for super-
those who are weak and those who are
stition and that this is a universe in
strong, those who approach physical which the flow of cause and effect is
perfection and those who have all their everywhere going on; that it is not and
lives to fight against physical disability, cannot be ruled by any God which
and the more I see how men are doing interferes with the affairs of men to
things the more I am impressed with
upset these laws of cause and effect;
the fact that notable accomplishments that it is abundantly true that whatso-
are usually made by those who have an ever a man soweth, that will he also
astonishing physical ability which al- reap; and that these laws of cause and
lows them to carry through things effect apply in the field of human ex-
which to men of weaker constitutions perience and of human conduct as well
would be impossible. We realize that as in the natural universe. It is our
there are variations in mental equip- business, therefore, to know as far as
ment all the way from the especially possible what these laws are
and
highly gifted to the idiot. All through furthermore that we cannot expect to
this range individuals are limited by
have this knowledge codified and given
the inheritances over which they have
to us, but that humanity must recog-
no control and in our ideal of educa-
nize that with the tools with which we
tion we are striving to have the natural are equipped we must attack the prob-
defects resulting from ancestry no more
lems of life. We must recognize clear-
of a handicap to the individual and to ly that one of the most painful lessons
the state than is absolutely necessary, which humanity has to learn is that
and at the other extreme we are at- knowledge is not enough and that there
tempting to find out those with out- is a field of human life in which the
standing mental ability and by our edu- mere facts of knowledge are insuffi-
cational system cause them to give to cient. We have seen that a nation may
PAN-PACIFIC UNION
33
be most highly trained, equipped with waii, with its people drawn from the
the greatest body of knowledge, that it various nations of the Pacific, and put
may be most completely organized ac- into practice here such ideals of Amer-
cording to the ideas of efficiency, and ican education, we shall have gone
that it may nevertheless run amuck. some way in answering experimentally
One of the greatest dangers of our some of the questions which Professor
modern world is that individuals and Anesaki has raised in reference to the
nations with extraordinary endowment fundamental mental equipment of the
and education may use their powers to- different Pacific peoples. We are try-
wards ends which are unsocial, or un- ing this experiment of democracy in
moral, or immoral. The schooling of Hawaii. We have said in effect that we
emotions, which if you please may be believe that these principles of Amer-
conceived to be the field of religion, is ican education can be applied to all the
one of the things which education must children born in Hawaii, whatever their
take into account, for without it we ancestry may be. By our policy here
have power without direction. Wheth- we have implied that if these ideals are
er you call it ethics or whether you worth pursuing in America with a
prefer to call it religion, or whatever population drawn largely from Europe,
you choose to call it, I think we all they are worth striving for in Hawaii
recognize the necessity of this disci- with a population drawn largely from
pline of human emotions and the syn-
Asia.
thesis of right endeavor, and that right I have tried to state briefly what I
here is one of the fundamental prob- conceive to be some of the fundamental
lems of education.
purposes of education in Hawaii, and it
Recognition of Individual Aptitudes.
seems to me that some statement of the
Some further ideals we have here in
fundamental underlying motives in each
of the Pacific countries is necessary in
Hawaii in common with the rest of
America, and one of them is that al-
addition to our knowledge of the actual
conditions of education and its ma-
though it is good that things should
be done correctly, it is good that every
chinery. We ought to know whether
these motives form
man should do the thing he is best
harmonious
whole for the Pacific area, or whether
adapted for, it is better that he should
do it because he has developed him-
there are irreconcilable differences in
self to do it, rather than that it has
the things which we are trying to at-
been imposed on him from above. In
tain. If we can recognize the commun-
other words, the development of the
ity of purpose or the conflict of pur-
individual is greater than the accom-
pose we have accomplished something
plishment of fine results. That system
definite toward mutual understanding.
of society, that system of government,
Promoting Better Understanding.
which is machine-perfect, in which
some controlling agency above has The second question to which this
made each man do the thing he is best Conference may address itself is the
fitted for, is, after all, not the organiza- problem of how education may be made
tion to make the strongest kind of hu- to promote the cause of understanding
man beings, and the problem of de- and of progress and of mutual ad-'
veloping the best and strongest human vantage in the Pacific. To the children
beings is the problem of civilization. who are in school we are giving im-
If we can fix these concepts in Ha- pressions which they will take through
an
34
FIRST EDUCATIONAL CONFERENCE
life, which will often
will often take concrete making a mistake, and can the situa-
form in words and actions.
We are
tion be remedied? Can those peoples
giving them impressions which will sub- by the adoption of the Roman or other
consciously underlie their future con- phonetic alphabet make it easier not
duct, and if we school into them race only for their own children but for us
and national prejudice, which is the as well? That is a question which this
outcome of fear and ignorance, and if Conference may well consider.
we leave them ignorant of the peoples Again in this process of mutual
with whom they must be associated understanding we ought to know more
across the Pacific Ocean, we are doing about the history of the peoples around
them, it seems to me, a great injustice the Pacific, something of their insti-
and laying the foundations for discord. tutions of government and social life;
The incorrect and biased teaching in something of their systems of finance. .
school text books has in the past been The dissemination of knowledge in
the cause of suspicion and prejudice for these fields will give us a community
which there was really no ground. We of understanding and interest which
ought to see to it that this does not will lay the foundations for the future
continue.
peace of the Pacific
There are certain barriers in the way
Finally, we have the expressions of
of mutual understanding and of pro- emotional life of a people in its works
gress in the Pacific basin, and perhaps
of art. These expressions may take
the greatest one of these is the barrier the form of literature, of music, of
of language. There is not any great painting, of architecture,—but whatever
barrier of language between the peoples form they may take they are the mea-
of Europe and America. It is not a sure of a people's sense of beauty and
difficult thing for a boy or girl to
of its aspirations. We should also have
learn to speak French, Italian knowledge of the closely related field of
Spanish. But it is a difficult thing. it emotional expression, that of ethics and
is a tremendous undertaking apparently. religion. We ought to know what the
to take a high school boy or a college
ethical and religious concepts of the
hoy and try to teach him the Chinese peoples are and whether they find them
or Japanese language. The methods vital.
of writing these languages are a tre-
Relation of Education to National
mendous handicap for the Chinese and
Advancement.
Japanese peoples themselves since they
have to spend so much time in acquir- In addition to understanding one
ing the mere tools of education through another we ought also to consider the
the committing to memory of large relations of education to the material
numbers of characters. The question
The question advancement of the different countries.
before us is whether we ought to teach I know that as Americans we are ac-
these oriental languages in our Amer- cused of materialism and that in many
ican schools as a necessary part of
quarters we are looked upon
understanding the peoples across the nation of dollar chasers. I venture to
ocean. We know that the Chinese and think, however, that we do not alto-
Japanese people are studying the Eng- gether deserve this opinion, and as one
lish language and that many of them bit of evidence we may perhaps regard
can read our books and newspapers, the calling of this Conference as an
but we cannot read theirs.
illustration of the fact that we do think
or
as
a
Are we
PAN-PACIFIC UNION
35
some
of something else besides money. Ma- cation in America, Japan, China, the
terial welfare as a means is of tre- Philippines and Australasia. We do
mendous value; as an end it may stunt have common interests and common
a people. Material welfare which al sympathies and we should have, it
lows men to have greater leisure and a seems to me, running through the edu-
life in which there is more time avail- cation in all of our countries some-
able and more opportunities for the de- thing of a common aim which may per-
velopment of the best qualities of hu- haps be best stated in the words of the
manity is something well worth our Leader of our Christian civilization:
consideration. The commercial and in- that men may have life and that they
dustrial development of the Pacific as may have it more abundantly. (Ap-
a means to such ends is of tremendous plause.)
importance. I have never visited China
but I have gathered from those who THE MEETING OF EAST AND
have lived there that there are millions
WEST
of her people for whom the problem
of bare necessities of a meager life
DR. M. ANESAKI
shuts out almost every opportunity for As every scientist knows, the solution
anything worth while. Before we can of a problem is partly or largely attained
expect to educate all the children of when it is rightly stated. However, it
that nation, must we not see for them is always a hard task how to formulate
measure of relief from the the problem right to the point or points,
struggle merely to support life?
and thus the duty assigned to me this
But
morning is in no way an easy one.
The Advancement of Knowledge.
fortunately Dr. Jordan, our president,
I' cannot end this brief and inadequate has struck the keynote of our Confer-
presentation of the reasons for a Pan- ence and we have perhaps to follow his
Pacific Educational Conference without leadership and, as much as possible, to
expressing my belief in the tremendous proceed on the basis of the keynote.
importance of the part which education The aim of the conference may,
must play in the advancement of knowl- think, be formulated as follows:-How
edge. Our search for knowledge has could we attain the ideal of humanity by
really just begun and we must de- accelerating international understanding
velop men and women who can make and cooperation, at least between nations
original contributions. This includes bordering on the Pacific, through edu-
the knowledge of the physical world in cation ?
this area of the Pacific, of the wonder- But the problem is not so simple as it
ful things which it contains, and of the
may appear, because of various compli-
means of controlling it; it includes the
cations and perplexities arising out of
knowledge of various peoples, of their the historical developments, the present
fundamental psychological characteris- needs, and the future prospects of those
tics and of their moral capacities. widely varied nations, long separated
I have tried to state some of the by the vast expanse of the waters but
reasons which are common to all the now being tied more and more closely
Pacific countries which make it worth by that very same Pacific Ocean. We
while for us sometimes to meet to- are nations living on the four quarters
gether rather than that there should al- of the great ocean but have come to-
ways be separate conferences on edu- gether to discuss whether we have prob-
as I
36
FIRST EDUCATIONAL CONFERENCE
or
lems common to us, and, if so, how we we are, in the westermost vanguard of
can solve them?
the West, which is at the same time
The Meeting of East and West
the eastermost outpost of the East.
Now the problem, a very vital one, is
Is it by mere chance of geographical
whether these two streams can ever be
location that we are assembled now here
harmonized fused together.
Ex-
in these islands, the center of the Pa-
pressed in another way, are the two cul-
cific Ocean? No saying, perhaps, has
tures entirely and radically different?
done inore harm to our common cause
Is there no hope of assimilation of either
than the famous verse of Rudyard Kip-
of the parties to the other?
ling, “East is East and West is West."
The question involves complex prob-
And is it not curious that the people lems concerning the contrast between
citing that verse forget the same poet's
idealism and realism, the attitudes of
saying, that “when man and man meet
contemplation and of activity I shall not
face to face there is no East nor West."
.go into details of these profound con-
This Conference ought to be, and cer-
trasts, but I shall be content in referring
tainly is, a living testimony to the lat-
you to a book by an American philoso-
ter of Kipling's verses. East and West
pher of the idealist school, `Amdas, on
are meeting here not only in commerce
"Idealism and Modern Age.”
and communication, but in spirit and
life. We are meeting here, man to
Are the Differences Fundamental?
man, not only face, but eyes to eyes I might state the point in question as
and heart to heart.
follows: Are the differences of the
On the other hand, however, there
East and West racial, i. e. biological, or
was a time when East and West, inainly a inatter of social environments, i. e.
Asia and Europe, inet face to face. But sociological? As an educational problem
it was more in combat than in faith or it amounts to asking whether some dif-
sympathy, if not to speak of coopera- ferences supposed to exist between the
tion. I mean by this the encountering so-called white and yellow children are
of East and West, when Alexander of racial and therefore unchangeable, or
Macedonia tried to subjugate the East, social and psychological, and if so, va-
or when the Ottomans, Huns and Mon- riable. I should rather prefer the lat-
gols overran Europe. After these ter alternative and think that the
dreams of subjugation had passed away, changes of social atmosphere and edu-
there was a period of mutual isolation cational methods could bridge over the
and seclusion, i. e., East and West stood gap supposed to exist between East
back to back; the centuries of alienation and West. But we must not be hasty
were, however, not spent in vain, be- in conclusion. What is needed is an
cause the Western people were proceed- open-minded, unprejudiced scientific in-
ing westward across the Atlantic and vestigation to be conducted by psychol-
the vast prairies of the Rockies, while ogists and pedagogues as to the differ-
the cultures of India, Persia and China ences or similarities of the mental ca-
reached the easterly extreme of Asia pacities, temperaments, sentiments, char-
and found their repositories in the archi. acters, etc., of the children of the differ-
pelago bordering on the western side of ent races or nations. No doubt, Hawaii
Pacific. As Christopher Columbus' vi- is an excellent experimental station in
sion proved a real fact, the two streams this regard, but not only desirable but
of culture and ideals have now
urgent are the cooperations of all the
pleted their respective circuits, and here pedagogues and educators of the na-
com-
PAN-PACIFIC UNION
37
tions represented here at the conference. whether through education or by social
When psychologists and educators have atmosphere. I cannot think either of
worked up a solution in this regard, the these two views is sound; but instead
result may be transferred to the hands of stating my own opinion on the point
of sociologists and of practical states- in question, I would propose to this con-
men and legislators.
ference that broad-minded educational
Thus I might propose to the confer- investigations be conducted as to the
ence that something definite be done as respective roles and mutual relationships
to the comparative studies of the differ- between the two branches of educational
ent races or nations as regards their disciplines, humanities and natural sci-
psychological qualities and if possible, ence. For a judicious and really educa-
the meanings of their respective inheri- tional solution of the question will throw
tances from the past and their future an immense light upon the fundamental,
aims and destinies.
and universal, structure of the human
Though I personally believe in a com-
mind, and consequently upon the real
mon destiny of all the Pacific nations, I
aim, or aims of education which should
shall not try to impose upon you my
be shared in and carried out by all the
hope or ideal but just submiť it to you
races and nations, apart from their
as a problem to be attacked by us all
. respective special heritages and needs.
in cooperation, and on the basis of the My proposal amounts, in short, to this:
universal nature of scientific methods
that this conference see what fundamen-
and truths.
tal principles should be established in
education in particular, as the correla-
Humanism and Science
tion between the two branches of human
culture, humanities and science.
This brings me to another aspect of
our problem, the relationship between If something could be attained in
what is called humanities or humanism this respect, we might proceed further
on one side, and natural science on the to the questions concerning idealism and
other, especially their respective roles realism, contemplation and activity, etc.,
or common aims in education. Humani- as I have suggested at the outset —
ties comprise literature, religion, ethics, woven with all phases of psychological
philosophy, etc., and perhaps the most difficulties the problem is intricately and
vital and practical aspect of humanities subtly intermoral, social, political and
is covered by moral ideals, in including religious.
the social and political,
These are the two proposals I would
Now a belief prevails still in the East,
submit to your consideration. The two
that the fundamental nature of Asiatic
are, to repeat them :-
culture is moral or religious, while that
1. A coöperative investigation as to
of western civilization is inaterial or
the psychological natures of the differ-
scientific. Similarly, but opposite in di-
rection, the West cherishes an idea that
ent races or nations.
the principles of liberty, individuality
2. An attempt at a far-reaching co-
personal initiative, etc., are the monopo-
ordination of the humanities and of
lies of the white race and alien to the
natural science in education.
Asiatics. Either of the propositions im-
There is perhaps little need of say-
plies an assumption that East and Westing that all these investigations and dis-
are radically different and each stock cussions should never lose sight of the
of inheritances is not subject to change, urgent practical needs of education.
38
FIRST EDUCATIONAL CONFERENCE
WESTERN SCIENCE AND EAST- images of things. This is intellectual-
ERN CULTURE
ism, it says that knowledge is in itself
DR. E. C. MOORE
a good thing, a good thing in itself,
knowledge exists because of knowledge,
I think that the suggestion which Mr. knowledge exists for the sake of knowl-
Ford has just made is a good one, but
edge.
the question for our consideration this
Now Pragmatism is not that. Prag-
afternoon is not primarily what was said
matism is quite a different thing. Prag-
in those speeches, or was recommended
matism starts out with the statement
by those speeches, but "Why a Pan-
Pacific Conference on Education ?” That
that knowledge has a meaning, and any-
thing that has a meaning is a means to
is our question for discussion from the
something
floor this afternoon. It is the same
Knowledge is always a
means to that sort of human life that
question that these five men discussed
folks want. I think there is much to be
this morning. But we are not primarily
said for this point of view, that knowl-
trying to discuss their speeches, we are
trying to answer that question each in
edge is a means, not an end in itself.
I want to keep thinking of this Confer-
his own way. Now I think it will be an
excellent plan to carry out Mr. Ford's
ence as a means to certain great things.
I want to keep thinking of this Con-
good suggestion next week, and discuss
ference as a means to peace. We run
these speeches, but can we not give this
the risk here, do we not, of merely re-
whole afternoon to this great question ?
affirming our pious wishes and repeating
The Meaning of Pragmatism.
our good intentions. We run the risk
After all we are going to discuss this of saying, “Peace, peace," when there is
question at all the other meetings of this
no peace.
We run the risk of over-
conference. This is the subject of the looking the fact, don't we, that peace is
Conference, the real subject of confer- not our objective but that the right kind
ence, and the only subject of the Con- of education which will bring peace and
ference. I have had the privilege of be- many other blessings is, primarily an
coming somewhat acquainted with that education conference.
movement in American civilization
Attention to Minute Particulars Needed.
known as “Pragmatism." Professor
James, who was one of the greatest ex- Now I picked up a magazine a little
ponents of Pragmatism, said it is a new while ago and found a quotation from
name for old ways of thinking. It is that queer spirit, William Blake, a sharp
a name for old ways of thinking that and pointed quotation which has no par-
go back to Protagoras and Socrates and ticular application to this particular sit-
Plato. I don't know whether I can uation, except to sharpen the distinction
make you understand in a sentence about that I want to put before you. He said:
these old ways of thinking, but I should
"The general good is the plea of the
like to try.
scoundrel, the hypocrite and the flatterer.
There are at least two views about
He who would do good let him do it in
knowledge, one is that knowledge is a
minute particulars.
fine, delightful thing to have, a kind of Thank God for "minute particulars."
luxury of the human spirit. Knowledge Let us get away from the general good,
comes from seeing things, observing
things, observing let us find out if we can in this Con-
things, getting a vast collection of things ference, just what we can do to bring
in mind. A vast collection of mental about this great thing which all the
PAN-PACIFIC UNION
39
world is hungry for, striving for, crying world by German science for propaganda
for, let us find a way to it. Now what purposes, they saw to it that they made
is the way? It seems to be through enough disciples to keep propagandizing
education. But we shall have to take this German theory of race.
I wonder
up and study the various phases and as- if we can not very profitably discuss the
pects of education, and I was particu- question of race in this conference. I
larly impressed with certain aspects of do not see myself how human beings
education that were proposed for our who believe in the evolution of species
further consideration in this Conference that they are not fixed but changing and
this morning, and I should like, if your mutable, can believe that races are fixed. .
patience holds, to read you sonie notes That is one of the subjects that im-
from my note book, as to what those pressed itself deeply upon me this morn-
particulars are that pertain to education, ing; another one is this very subject we
that we can take hold of and by means have just now been talking about, West-
of which we can perhaps lift peace into ern science and Eastern knowledge.
existence.
Western Science, Eastern Knowledge.
Race Differences.
First, I was struck by what Professor
Pragmatism has something to say
Anesaki said about race differences. Aft-
about that distinction too. After all, if
er all, I wonder how much pigmentation knowledge is a means, then all knowl-
of the human skin does represent in the edge is a means. If knowledge is an
great scheme of the All-Wise Creator. I instrument, a tool, of human life, then
am inclined to think that it does not rep-
all knowledge is an instrument. If we
resent as much in the great scheme of
can find out what things there are that
the All-Wise Creator as certain German are necessary for guiding people, we
scientists told the world it did. I don't shall then be on the way to understand
know how you may think of these things, what knowledge is.
but it does seem to me that German sci- Now Western science has a certain
ence, German philosophy, German psy- guidance value, Eastern culture has a
chology has led the world rather too certain guidance value, and since Western
completely in the past, that no matter science has a certain guidance value,
how forgiving our spirit may be, no and Eastern culture has a certain guid-
matter how eager we may be to overlook ance value, I wonder if we can talk
the past, we must not overlook—we must about culture with one hand, as it were,
not by any means overlook the fact that and about science with the other hand.
the human spirit is colored by its pecu- All knowledge is for the edification of
liar psychology, and that the psychology man; all knowledge is for utility isn't
of the German nation, from our stand- it? I don't know how you think about
point, is not a sound psychology, so I it, or about these things, but in recent
think we will have to make a very criti- months I have come to think of this
cal inspection of all the chief theories
word utility as a most glorious word,
that German science presented to the "Whatsoever things are useful”-useful
world.
for human beings-why religion is use-
Now this theory of race and of folk- ful, and poetry is useful, more useful
psychology is one of the theories that
than bread perhaps since it feeds aspira-
German science presented to the world tion. Literature is useful, and ethics is
for propaganda purposes.
And if the useful. Now why do we say certain
theory of race was presented to the
was presented to the things are useful, and other things are
40
!
FIRST EDUCATIONAL CONFERENCE
cultural? Don't you, just as soon as
The Language Need.
you make a classification of that kind,
I wish we might talk about language,
don't you immediately put cultural things
too. I had an experience a little while
down and other things up. This word
ago that filled me with shame, shame for
"useful" is the finest word in the lan-
myself, shame for my country. I went
guage.
from Los Angeles to Salt Lake City
Themes Which Should Be Discussed.
with four young gentlemen from Japan
who had been in the United States two
“Back of most of the men who are days. We fell into that deep spiritual
doing things, is an astonishing physical intercourse in the smoking compartment
ability,” said Dr. Dean this morning. If of the Pullman car, which all men who
that is so, then we ought to talk about smoke will recognize. They talked in
how to develop that physical ability. English, very good English too, and I
That is a part of education too.
asked them in the course of our discus-
We have come to the belief that this sion where they got their good English
is an orderly and law abiding universe, and they said, “We got it in the Impe-
there is in it a flow of cause and effect;
rial Commercial School of Tokyo," the
whatever man sows, whatever nations great school with which Baron Kanda is
sow, that will they reap. It took the identified.
human race nearly a million years to
I wonder how many people there are,
reach up to that idea, and we ought to how many young Americans on the
talk about science, about scientific meth- mainland of the United States who are
od, about what method science has and learning to speak Japanese, or who are
recommends for use.
learning to speak Chinese. And yet it is
quite clear, isn't it, if we are to have
Then again, Dr. Dean spoke of the
real
real understanding upon which
inculcation of motives which you phrase
peace is predicated, out of which world
sometimes religion, sometimes ethics. I
peace comes as a consequence, an inevi-
wish we might have a morning on the
table consequence, if we are to have that
subject of how patriotisın is taught in
these different countries, how civics—he
great thing, we must have hundreds of
young men in the United States who
spoke of civics—is taught in these dif-
study the Japanese language and know
ferent countries. I am sure it would
it, and hundreds of young men in the
bring out many interesting points.
United States who study Chinese and
Then again I took occasion to say in know it, and hundreds of young women,
the discussion of the program before too, for that matter.
the committee the other day, when Presi-
I wish we could work out some plan
dent Dean spoke of text books, that I by which our colleges could send, after
wanted to speak to that point too, be- they had spent a year or two years
cause it is the literal truth, 110t a figure with us could send a number of students
of speech; it is a literal truth, isn't it,
to Japanese universities for their fur-
that if we could only get text books of ther course, just as Japan has wisely
the right sort we could perhaps do more seen to it that numbers of her students
to bring about the peace of this world have come to us for their courses. I
than any league of nations could. That wish we could have some
have some means of
man who said, “Let me write the songs bringing American students to study in
of a nation, and I care not who makes Japanese universities, as well as in Chi-
its laws," was speaking quite literally. nese universities. We must have an
PAN-PACIFIC UNION
41
interchange of relationships, an inter-
hundred years ago.
He stated it in
change of knowledge.
terms of the relationship between the
I haven't much more to say on this active and contemplative life. We have
subject, but I do want one of the periods been discussing that question more or
of our program given over to the sub- less for these six hundred years, and it
ject of geography. I think it was John seems to me most pertinent, with re-
Bright who said that war does not teach spect to the purposes of this Congress,
anything unless it be geography. Yet that we should take some definite action
we pay a heavy price for that knowl- with reference to it.
edge. I think we might have one discus-
Cultural and Scientific Elements Both
sion of history. I wish on one of our
Needed.
programs we might have somebody try
to tell the history of the United States In Dante's time it was a question of
in fifteen minutes, somebody else try to
debate between the merits of one sys-
tell the history of Japan in fifteen min- tem of education or the other. We have
utes, somebody else try to tell the his- arrived at the point when we have dis-
tory of China in fifteen minutes. I covered that it is no longer a question
have an impression that we should mas- between “either-or," it is a question of
ter these subjects to the point of being "both-and." I call your attention to the
able to handle them as one handles an
fact that Dr. Dean this morning in his
accordeon, to compress them into 15
address could not debate the question
of materialistic advancement in the Pa-
minutes or an hour or to extend our
courses on them to weeks or even years.
cific, which he regards as important, as
But the best proof of our mastery of
we all do, without injecting into the
them will always be our ability to sep-
discussion the importance of idealistic
arate their main points from their sub-
purposes, because, as he truly says, our
ordinate points, their supreme essentials
aim in achieving materialistic advance
from their nonessentials. I wish that we
is to secure a margin of time for the
might take up history in that fashion.
development of the moral and cultural
values of life.
These are some of the points that oc-
curred to me as I listened this morning.
That is, we have arrived at the point
when we see the need for a closer and
(Applause.)
more conscious combination of these
two factors in education in order to
CULTURAL AND SCIENTIFIC
cultivate not only intellectual intelli-
ELEMENTS IN EDUCATION
gence but social intelligence as well.
DR. HENRY E. JACKSON.
Therefore Professor Anesaki suggests
I desire to call the convention's at- that we make an investigation of the
tention to a recommendation made in relationship between the two. It is one
the address this morning by Professor of the most fundamental questions be-
Anesaki. It seems to me to be funda- fore this Congress.
mental and one that this Convention I would make one supplement to his
should take some action on. I refer to suggestion. After we investigate the
his suggestion that what is now needed relationship between the cultural and
is an investigation of the relationship scientific elements of our system of
between the humanistic and the scien- education, I think we ought to go one
tific studies in our educational program. step farther, and I hope Professor Ane-
This is a very old subject, it is true. saki will see his way clear to incorpo-
It is a subject discussed by Dante six rate this additional suggestion, namely,
42
FIRST EDUCATIONAL CONFERENCE
that when we investigate the cultural of such a commission be referred to the
elements in our educational system, as committee on resolutions, with the fur-
between the East and the West, I think ther suggestion that such a commission
an interesting contrast will appear. We consist of nine members, three repre-
will probably discover, that in cultural senting the nations of the East, three
studies, as between the East and the representing the nations of the West,
West, there is a marked difference, that and three from Hawaii, which is the
the East in its cultural studies is em- meeting place between the East and the
phasizing the unselfish and moral ele- West.
ments to a much greater extent than I suggest that the three from Hawaii
the West is, because I would not be include one or two native Hawaiians,
surprised to find that the East puts its I make this particular suggestion for
emphasis chiefly upon duties, whereas this reason. To the investigation of
in the West we put the emphasis upon cultural and moral values the Hawa-
our rights. That is a critical difference iians have a distinctive contribution to
and if it is true, then the West has make. Their spirit of kindliness and
much to learn from the East on the generosity, their special endowment
question of moral and cultural educa-
with a capacity for social intelligence
tion.
very pointedly illustrates a chief factor
I would suggest, therefore, that if in the question to be investigated. (Ap-
this congress should undertake to in- plause.)
vestigate such a question, the investi-
gation cannot be fruitful of good re- IGNORANCE ABOUT PACIFIC
sults unless we resolve to be entirely
PEOPLES
frank. The discovery that the East
REV. T. H. HADEN
is morally in advance of the West if
such is the fact, would no doubt be
I want to second most heartily what
disturbing to those of us who are from
Dr. Stratton has just said in regard to
the West. But if it is true, we need to
the study of the phenomena of race. I
be disturbed and we should be honest
have lived among the Japanese for
and brave enough to face the facts. A
twenty-six years, have had them in my
question of this kind should be con-
home any number of times, have been
sidered in the spirit of fearless frank-
in their homes, have eaten with them,
ness, expressed in the great statement
slept with them and worked with them,
of Voltaire, "I wholly disagree with
and yet I do not know exactly what
what you say and will defend to the
to believe in regard to the question of
death your right to say it.” I express
race. I do not believe that any living
the hope that such open-mindedness
man knows exactly what ought to be
will characterize all the deliberations
done in regard to it. I refer to the
of this Conference. We can make pro-
intermingling of blood. I do not know
gress if we go on that policy, and we
where that would lead us biologically,
certainly have created a sufficient basis psychologically, morally, or socially, and
of friendship here in this convention
I do not believe any one else knows.
to risk being honest with each other.
When Dr. Anesaki suggested the in-
vestigation of that question this morn-
An Investigation Asked For.
ing, being a Methodist preacher, I said
Mr. Chairman, in order that this may "Amen." I feel that it ought to be
be brought before the convention, I dealt with, not by way of dogmatic
make a motion that the appointment assertion, without knowledge, but as
PAN-PACIFIC UNION
43
far as possible should be investigated
scientifically. Now, personally I have
felt that perhaps each race had a con-
tribution of its own to make to the
civilization of the world and the wel-
fare of man.
I know that the Japanese
stand on the integrity of their race. I
have rather felt that they were right.
And so with other races. But I am not
sure that they are right, or that the
white man is right. Probably each of
the races, certainly the great races like
the Chinese and the Japanese, and the
white race, would have some special
contribution to make to the welfare of
man. I do not think it is by any means
certain that we should be getting a bet-
ter result by a free mixture of blood.
But anyhow I would like to see the
question studied. Not by this Confer-
ence, of course. That is impossible.
But by certain agencies suggested or set
in motion through this Conference. That
is what I would like to see done. It is
the work of years, not of one year, not
of two.
I do not think it could be
done in ten years.
And I would like
all the more to see this done, because I
believe that the greatest problem there
is today is the race problem, and the
harmonious adjustment and coopera-
tion of the races. So I hope very much
that some time during this conference
will be given to this question.
I have just been to America on my
furlough. I have been in America one
year, and am now on my way back to
Japan. There is one impression that
has been left on my mind that is per-
haps the deepest of all, and that is the
profound ignorance of things Japanese
and folks Japanese on the part of the
American people.
Some time ago, I
was talking with a man in Atlanta,
Georgia, a man of average intelligence,
and as I listened to him talk I was
finally compelled to say, although I
had met him for the first time, “What
you are saying is absolutely false; it is
so a gross libel on the Japanese and on
the Japan missionaries,' and a personal
insult-to me." That kind of squelched
him, of course, but I don't think it con-
vinced him of anything.
Appalling Ignorance of Pacific Peoples.
One day I picked up a school geogra-
phy that was being used in the schools
of Virginia, and thought I would see
what it said on Japan. I found that
the author seemed to think that Mt.
Fuji was about the only thing of im-
portance in Japan. I examined a school
reader some years ago, put out by a
well-known publishing house, and to
their credit they had one selection in
the reader dealing with the Japanese
family, but it was illustrated by a pic-
ture of a Chinese family. (Laughter.)
That kind of thing is criminal, and
the lack of information of the lack of
conscience shown by the less responsi-
ble part of the American press is most
depressing indeed. While giving lec-
tures at an American university, I was
invited out one night to speak to an
International Relations Club. I wanted
a wall map of Eastern Asia, one that
could be used before a group of say
twenty men. Don't you know that they
did not have such a map in that uni-
versity. And in my class work in the
same university, I wanted such a map
and before I went there I had asked
the proper authorities to get one and
have it ready for me. They ordered it,
but it could not be had. Just think of
that,--that a good large map of East-
ern Asia could not be had in the United
States of America. At least they did
not get it at that university, although
they ordered it. Now, I want to second
very heartily what Dr. Moore has said,
when he suggested that we give some
time here in this Conference to the
question of geography and history. I
mean the study of these questions in our
44
FIRST EDUCATIONAL CONFERENCE
American institutions. I was giving ately, and yet I make bold this afternoon
such a course in the university men- to offer a few suggestions for your con-
tioned above and the dense ignorance of sideration.
Japan on the part of those college stu-
In the first place, it seems to me that
dents was something dreadful. I be-
we of the lands bordering on the Pacific,
lieve that in all our colleges and uni- who are considering methods and means
versities provision ought to be made of coming together a little more closely
for a short course, at least, in Chinese in order that we may see eye to eye, can-
history and Japanese history, and that not effect great reforms unless we seek
of some of the other Pacific countries also the aid that religion can give. If
with which we have such intimate re- the peoples of the Pacific could agree to
lations, and with whom we ought to co- make effective in their international rela-
operate in the most friendly and broth- tions those moral principles which are
erly spirit. If we can do something here
common to their religious systems it
at this Conference towards establishing would be a long step toward a more har-
short courses in the history and geogra- monious humanity.
phy of Japan and China, certainly of
Mistaken Assumption of Missionaries
these two, and possibly of some of the
other countries around the Pacific Ocean, Unfortunately in the past Christian
a great step will have been taken to- societies have sent out their missionaries
wards the solution of some of the most and teachers with the assumption that, as
difficult problems confronting the world a matter of course, they were going to
today. (Applause.)
convert what they regarded as rank
heathen, without any morality or ethical
PERMANENT PEACE AND system whatever. I think in most Chris-
RELIGION
tian denominations we have come to the
DR. WILLIAM F. BADE
point where we see this approach to be
As I have to absent myself today be- false in theory and practice. The only
fore the conclusion of the discussion, I right procedure is to approach other peo-
make bold to take the floor somewhat ple sympathetically, and endeavor to
early. I wish to say a few things about understand what their religion really
some of the points made in the very contains, before we try to replace or sup-
admirable address of Dr. Dean this
plement it with our own. It will streng-
morning, which interested me in partic- then a modern missionary's power to
ular, because it strikes into my particular persuade if he makes what is good in
field. He referred to the fact that in a non-Christian religions the starting point
general survey of educational plans and of his work. With this purpose in view,
purposes religion should have a place. the Pacific School of Religion is bring-
It is certainly one of the fundamental in-
ing to Berkeley Professor M. Anesaki
terests of the human spirit, and we can- of the Tokio Imperial University to de-
not go very far in this matter of educa- liver some lectures on the "Religious
tion without having to come to terms and Social Problems of the Orient” as
with it. Unfortunately it is a subject they arise out of contact with Western
that is beset with a good deal of deli- civilization. We want him to tell us un-
cacy, because there is no interest of the der the auspices of the Earl Founda-
human spirit with respect to which men tion, what the problems and interests of
feel so deeply, so keenly, as on this mat- the Orient from his point of view are,
ter of religion. Therefore it is a little and in what respect we can improve our
difficult to discuss it entirely dispassion relations with Oriental civilization.
PAN-PACIFIC UNION
45
was
It is evident also that we cannot ade- higher levels of thought and conduct,
quately understand Oriental religions if shows not only what has been sloughed
'we have them taught by a person who off, but also what ought to be sloughed
has never been in the countries where oif. No religion is so perfect as yet that
those religions are being lived, where the it cannot learn from its neighbor. Sym-
ideals which they foster are being pathetic relations between them inay
wrought out in the lives of the people. hasten the day when all good men will
Those religions must be taught by one recognize the highest ideals as divine and
who has seen them in actual operation, make them the goal of their common
and who therefore has that point of com- striving.
parison which rests upon an actual knowl- At the outbreak of the great war
edge of the facts.
commonly remarked as one of the strang-
So far as we are concerned we shall en-
est facts of our time that Christianity and
deavor to remedy that disability as much other religions had so little power to
as possible, and see to it that missionaries
check the outbreak of the world war. May
and teachers sent to the Orient do not go I suggest that one of the reasons was that
out with the assumption that the religions they were all divided. Christianity itself
with which they are to deal are wholly still is a disunity and one of the greatest
false and entirely devoid of good. It is
obstacles to its work in the Orient is this
for them, rather, to determine what facts
lamentable fact. Let us hope that the
Christianity and Buddhism, for instance, deliberations of this Conference will find
have in common and make that the point
some way of making available the sanc-
of departure. I am sure that in doing so
tions of religion for the permanent peace
they are following the lead of one of the
of the world.
greatest apostles of Ohristianity, who
said that “God never left himself without
a witness among men at any time.”
THE PLACE OF UNDERSTANDING
Historical Development of Religion
FRANK B. COOPER
In the next place, may I suggest that I am sure I cannot hope to add any-
in all the great religions of the world, we thing new to the facts that have been
have come to a point where we feel the presented this morning or this after-
necessity of studying each religion, in the
All I can hope to do is possibly
course of its historical development. Such to answer the question in a little differ-
study reveals new points of contact be- ent way, "Why a Pan-Pacific Educa-
tween the different religions because the tional Conference?"
experience of growth is common to all. It We are here in the first instance for
also familiarizes the student with the fact the purpose of clearing up misunder-
that all religions have a flowing and not a standings,-miunderstandings born of
static content, that each has left behind ignorance, misunderstandings born of
something that has been outgrown, be- prejudice, so that we and those whom
cause they have struggled toward higher we represent in a way, may have that
levels of faith and thinking.
misunderstanding no longer.
We are
Now this fact of development, recog- also here for the purpose of promoting
nized in the study of our and of other understanding, first the understanding
religions, ought to create a bond of better that comes, as Brother Anesaki said
understanding, it seems to me. The study this morning, of looking each other in
of some great system of faith, some great the face, "face to face and eye to eye,"
religion in the course of its struggle to and seeing that each of us is sincere
noon.
46
FIRST EDUCATIONAL CONFERENCE
in our approach to this question. We or calling the supreme being by what-
need to understand that we all are hu- ever name you will, but anyway, the
man, that all of us have the passions Most High, showing the course of re-
of men, and also the lofty ambitions conciliation to Him and reconciliation
that belong to men, intelligent men and of men and of nations to one another.
intelligent women. We are here also The closing scene of the spectacle
for the purpose of getting the truth showed a vast throng represented by
that will enable us to interpret each three thousand or more people repre-
other, the truth about our countries senting the nations of the earth, march-
that will enable the boys and girls in ing in harmony and in unison, to in-
the countries we represent to under- spiring music.
There were in that
stand and interpret other nationalities throng Americans, Chinese, Hindus, Ja-
in a proper and sympathetic way. panese, soldiers, sailors, Camp Fire
A Seattle Pageant.
Girls, Boy Scouts, every phase of civi-
Two nights before I left my home in
lization, all marching under the banner
the city of Seattle I was one of twenty
of PEACE AND GOOD WILL.
thousand people that witnessed a magni-
In the closing scene of this pageant
ficient pageant. That spectacle was in-
there was strikingly set forth the ulti-
mate end toward which mankind must
troduced by a scene laid in a village
in Belgium. The people of that peace-
strive, i. e. the nations of the earth
ful village were driven out by a band
dwelling in harmony and in complete
In the scenes depicting
confidence.
of German soldiers. It was burned,
devasted. A body of French troops had
the Wayfarer lead by Understanding
there is suggested the method by which
come in to drive the Germans out, but
It is to
they were almost defeated when some
this goal shall be reached.
American troops came in and helped
the attainment of these objectives that
out. The Red Cross bearers came and
we in this great international confer-
carried out the maimed and wounded.
ence must direct our attention. (Ap-
There was an onlooker there, a Way-
plause.)
farer, a common man, a common Amer-
THE PROGRESS OF HUMANITY
ican; he might have been a common
Englishman, he might have been
HUGH HUENG-Wo CYNN.
common Hindu, a common Japanese, Before entering upon the subject, I
a common Chinese, a common New
cannot let the opportunity pass without
Zealander; he represented the common
saying a word of appreciation in behalf
man of the world. This Wayfarer was of the Koreans to those who engineered
shocked and stunned by what he saw. the work of bringing us together here
Then there appeared to him, a queenly for the deliberation of educational prob-
woman, bearing upon her forehead a lems that confront the races that live on
diadem of peace, and in her hand the the shores of the Pacific, and particularly
wand of good will. She offered to to Mr. Alexander Hume Ford, who has
teach this stunned and bewildered man been the prime mover in this difficult
and lead him out of his bewilderment.
but great work, and a word of thanks
The name of this woman was Under-
to the people in these beautiful Islands.
standing. Then Understanding guided To the immigrants who came fron
the Wayfarer through scenes of his- Korea some twenty years ago you open-
tory, intended to depict the coming of ed up your plantations, your shops, your
reconciliation of men to the Most High schools and welcomed them to your
a
PAN-PACIFIC UNION
47
midst. I do not care to dwell upon say, fellow-delegates, that the biggest
what has been accomplished by my peo- one thing that crushed Prussian auto-
ple during the past decades, but what- cracy was the common idealism of man-
ever they have accomplished is mainly kind, and, if the world had stood by
due to your hospitality and true gener- the same idealism after the war, we
osity.
would have, instead of a saying that
A few days before I left home a “God won the war, but the devil won
young lady came into my office with the peace," a real peace of justice and
a letter from a friend which said that humanity. Idealism seems to be going
she was an American journalist trying through a reaction now and is at its
to get the facts concerning Korea. After lowest ebb in many parts of the world,
satisfying her as far as possible, I be- but in Korea it is still held high and
gan to ask her some questions with re- the people are clinging to it with their
gard to the feelings and ideals of the heart and soul. They have a faith that
people in America. With a downcast there is going to be an ultimate peace
look she said, “You know that the peo- founded upon justice and humanity,
ple nowadays are emphasizing the prac- which will sweep away all autocratic
tical, expedient side of all problems, imperialism and those elements that
forgetting the high idealism which they make one people hate another. With
once had during the war.
They say,
this faith and through persistent en-
You cannot put those empty theories
deavor in education they will attain a
into practice. After doing what I noble, higher and fuller life, and they
could to cheer her, I said, "After all, will go to the four corners of this
humanity is making progress, as some-
earth to help all the races—black, yel-
one said that 'Society moves in a spiral' low and white—to receive the blessings
That is, they seem to go back or retro-
that are intended by the Supreme Being
grade to the same place from which
for them to have through this high
they started, but they do achieve a
idealism.
higher level.”
Activities in Korea.
Idealism of Mankind.
In conclusion, allow me to invite you
You remember how some of those to turn your mind's eye to the penin-
soldiers who fought in the Great War
sula of Korea and see what it is going
poured out their hearts in books and to be ten years, fifty years, or a hun-
magazines, such as Eugene Cassalis' dred years from now.
You will see
"Faith and France”. At that time the
the mountains covered with verdant
idealism in schools and upon platforms forests, the country strewn with a net-
soared to a lofty level and it took work of telegraph lines and railroad,
mothers, wives, brothers and sisters by
and the fields raising abundant crops.
the hand before the high altar of the Turn your eyes to the harbors of Ko-
Eternal and made them to see God rea and you will see ships laden with
Himself. As soon as the war ended gold and precious metals dug out by
people began to inquire as to who or
Korean hands; various articles of art
what won the war. Some thought that made by Korean hands; fish, and grain,
it was the navy of Great Britain; oth- and silk that have been caught and
ers say that it was the money and man gathered with the ever-industrious hands
power of America that won the war. of the Koreans; and then you will find
All these factors certainly contributed men and women who have their faces
to winning the war, but allow me to set toward foreign lands, going away
1
48
FIRST EDUCATIONAL CONFERENCE
from their homes to become mission-
bitious leaders. They must have edu-
aries and teachers of the gospel of this cational propaganda to carry out their
Idealism. Then, perchance, if a stranger objects. If we examine German edu-
asked, to what all these transformations
cation before the war, we know that it
were due, he would be told that in the
was based on the principles of pan-
second decade of the 20th century the Germanism. As France was the enemy
Korean people had clung to the ideals
of Germany and England was afraid of
of justice and humanity; and that those losing her prestige as a naval power,
who lived in other countries and had
they must cultivate the anti-German
the fostering care of the education of
ideas in the schools. That was one of
the younger generations, had joined the main causes of the late war, the
hands with them in bringing about the disastrous consequences of which are
transformation of peace and good will.
too well known to be reiterated. If we
(Applause.)
want to avoid war on the Pacific, we
must spread the ideals of peace by the
TWO CHIEF PROBLEMS
educational process.
CHANCELLOR Y. P. TSAI.
Nowadays, educators know that we
I feel that it is an honor to be asked
by the chairman to express my opinion
should teach the spirit of love and co-
in regard to the Pan-Pacific Educational operation in regard to the social prob-
Conference. According to my opinion lem within a nation in opposition to
the Conference has two main objects:
selfishness and exploitation, but with
first, to discuss the problems arising out
reference to international problems we
of the relations among the Pacific coun-
are still educating the young to worship
tries; secondly, to find out what re-
war heroes and shrewd diplomats. That
sponsibilities we have in the Pacific means we are encouraging the spirit of
countries toward the development of a
conquest and slaughter. That kind of
world culture. I have often thought international morality can, on the one
that since the beginning of the history hand, bring about international war and,
of mankind the greatest achievement is
on the other, exert a harmful influence
on personal morality.
the conquest of nature by human effort
and the creation of human civilization.
What we
we should do
educators
Through the help of art and science we is to extend the principles of personal
have been able to solve many problems, morality to the sphere of international
but there are still many problems un- morality by emphasizing the ideals of
solved. That is due to the fact that co-operation and love through school
we diverted much of our energy in war-
text-books and the materials for social
fare among ourselves, so that we have education, such as literature, plays, and
been rather slow in resisting the oppres- moving pictures.
sion of natural force and in creating
A New World Culture Needed.
civilization. It is to be hoped that from
now on we shall be able to use our Another thing that the Pacific coun-
mental power for controlling nature and tries should do to cultivate friendship
for developing civilization instead of among ourselves is to develop a new
carrying on warfare. It is our duty to culture. We are all familiar with the
begin this task in the Pacific countries. glory of Greek civilization. Their arts,
War to Be Avoided Through Education philosophy, and literature were remark-
The outbreak of war is not due able in many respects, but Europe went
merely to the intention of a few am- through a period of dark ages and
as
PAN-PACIFIC UNION
49
1
European culture was not further de- The other countries, bordering on the
veloped until the renaissance. It may Pacific and meeting the currents of new
be said that European civilization has culture coming from America, China
undergone marvellous transformation and India, will inevitably be influenced
and that it requires the growth of a by the new tendency. It is to this task
new culture to sustain further develop- of creating and developing a new world
ment.
culture that we are called upon to make
I think the time has come for the our contributions. (Applause.)
Pacific countries to take the lead in the
development of a world culture. There
"PEACE," THE WATCHWORD OF
are many reasons for saying this. We
EDUCATION
know that the present American civili-
zation has been largely influenced by
Jackson HEE.
the development of science and material
Not being a man of much attain-
possibilities in Europe during the last
ment, I would not have been so bold
three centuries. America has not been
as to come and speak before such an
able to distinguish herself in arts, assembly of eminent educators. But
literature, and philosophy, but it is
our superintendent of public instruc-
gratifying to note that she is tending tion, Mr. MacCaughey, has so kindly
toward that direction as is shown by invited me to be present that I cannot
the fact that the Americans are break- but comply with his request. This is
ing away from the German idea of
indeed the one fortunate and happy oc-
studying pure sciences and finding out casion of a lifetime.
a more spiritual philosophy of life. The
Then and Now in Hawaii.
renaissance in Europe began with litera-
ture and art, thence went to philosophy Thirty years have swiftly gone by
and science, while the renaissance in
since I came to Hawaii. The time of
America found expression first in my arrival saw the death of King Kala-
science and then in arts, philosophy,
kaua and the succession of Queen
and literature.
Liliukolani to the Hawaiian throne. In
those early days the brown natives,
• The New Cultural Movement.
huddled together in little villages,
In the Orient we have witnessed the sometimes indulged in the “hula” dance
spirit of renaissance in India as mani- when they were merry, a pleasure which
fested by the literary movement under would be considered indecent by more
the leadership of Tagore and in China enlightened people, and when they were
as exemplified by the new
new cultural angry, resorted to the "kahuna," a
movement. The outlook of the situa- practice by which the help of the evil
tion in China is most encouraging as gods were summoned to wreak punish-
the new cultural movement has become ment upon the enemy.
an integral part of the spirit of new But gradually American teachings
China. Confucianism may be said to had been introduced which served to
have had its own days and that when dispel the clouds of ignorance and the
the old and new cultural elements meet practice of indulging in superstition
together struggling to find their ex- and pleasure. Even then the native Ha-
pression, it is destined that there will waiian language was still extensively
bé developed a new culture of unique used and the old customs were still
character which will be richer and practiced. The note of the ukulele and
fuller than the old one.
other instruments of pleasure was still
50
FIRST EDUCATIONAL CONFERENCE
as
heard throughout the islands while the have a warm interest, for, we know
sound of the "kula" (the native word that a man from one country even if
for school) very seldom reached my he were well versed in the language
ears. Although there were
there were schools and literature of another country, but
which were open to the public free of is ignorant of his own, cannot possibly
tuition, the number of students of the represent the country of his parents in
different races resident here, was its relations with the other. Thus he
small as that of the stars of early dawn. helps to promote good feeling to
Even after the annexation of these create harmony and to develop an inti-
islands to the United States, children mate understanding between the two
regarded the schools as criminals would nations. For example, in chemistry,
look at the prisons. It was no uncom- we know that there must be at least
mon sight, rather it was a very com- two elements before there can be a
mon sight, to see probation officers compound, as oxygen and hydrogen
taking wandering urchins and forcing combine to form water. If either oxy-
them to attend school. And children, gen or hydrogen were lacking, there
going to school with their little bags could be no water. In mathematics,
and baskets, oftentimes, on seeing the there must be at least two numbers be-
door of an institution of learning, gave fore there can be any calculation. If
vent to their fears and unhappiness by there were only one, there could be no
bursting into sobs and tears. Such progress beyond the figure itself. In
were the thoughts and conditions of music, there are high and low notes.
those early days.
When the chords are touched, the notes
But today everything is changed. produced, blend together in harmony to
Both in the day and in the night, insti- form music. If there were only one
tutions are pouring out their knowledge kind of note, there could be no music.
to those who will only seek for it. In As the elements are to chemistry, as
every home and family, education is not the numbers are to mathematics, and as
neglected and music is highly esteemed. the different notes are to music, just so
Regardless of old and young everybody important are the Chinese and English
wants to learn. Regardless of race languages to the work and success of
and color, children apply for admission the American-born Chinese.
into the schools even before the school Today the Chinese boys and girls are
terni begins. In such cases where no studying the English language. But
rooni can be obtained, great sorrow in their spare time I have tried to
and discomfort are experience by the teach them a little Chinese, so that
unfortunate seekers for knowledge. In should some of them return to China,
comparing the present and the past, no matter whether they take up political
we can readily see how important edu- work, whether they enter the education-
cation is in moulding the thoughts and al field, or whether they engage in busi-
customs of a people. The difference is ness enterprises, they will have the
surely as great as that between heaven
sympathy of China and America at
and ocean.
heart, and will cement the friendship
Importance of Knowledge of Chinese of these two countries. That this would
and English.
be true, there is no doubt.
But being a Chinese, I have put my
President Harding's Message.
efforts, in the thirty years I have been It is well to repeat the message that
here, to the teaching of the Chinese President Harding sent to the Confer-
language. This is a work in which I
He said: “The Pan-Pacific Con-
>
ence.
PAN-PACIFIC UNION
51
our
gress on Education soon to meet, has Jee Hee, the Great Chinese Teacher.
greatly appealed to my imagination,
In our country's history, there was
and I want to express my hopes that
At
it will be marked by a measure of suc-
- a great teacher called Jee Hee.
Bark Look Doong, the valley where he
cess that will justify all the hopes that
taught, he laid down the following pre-
have been entertained for it. It seems
cepts: “The relation of father and son
only yesterday that we thought of the
should be governed by affection; that
broad Pacific as separating two unre-
of high and low, by righteousness; that
lated worlds; now we have come to re-
of husband and wife, by their different
gard it as a world by itself, the greatest functions; that of old and young, by a
of neighborhoods, the romantic place of
proper order; that of friend and friend,
East and West, where each merges into by sincerity—these are important ideals
the other and both discover that at last of teaching
the supreme interests of humanity are "Extensive study of that which is
common to all men and races. Two-
good, accurate inquiry about it, care-
thirds of the earth's population live in ful reflection over it, clear discrimina-
the lands of the Pacific, numbering the tion in regard to it, and earnest prac-
oldest and the newest of organized com- tice of it; this is the order of study.
munities, and, characteristic of
“A person should speak frankly and
times, their mighty ocean is come to be sincerely; he should act honorably and
regarded by all of them as a bond
courteously; he should suppress un-
rather than a barrier. In a large way righteous wrath and dispel selfish ambi-
we must feel that the future of the tions; and he should seek the good and
race, the hope of creating a true com- forsake his shortcomings: these are the
munity of men and nations and civiliza- important points in the development of
tions, each retaining its own traditions, self.
character and independence, must great- "Have regard for others and plot not
ly depend on the development of your for selfish gain. Cherish principles and
fine ideal of a Pan-Pacific neighbor- care not for personal glory. These are
hood. With better acquaintance, more the rules that should govern our ac-
intimate interdependence, riper mutual tions.
understandings, we shall advance to- “That which you do not want others
wards the realization of such an ideal. to do unto you, do not unto
not unto them.
I feel that your Educational Congress Whenever disappointed in the execution
is one of the most practical means of
of an undertaking, ask yourself the
drawing these communities thus closer reason why you have failed. These are
together, and therefore have special
the rules in your intercourse with your
fellow men."
reasons to wish it well."
These teachings, so noble and so
The words of the President greatly complete, readily sank deep into the
appeal to me, for they harp upon my heart of the individual and then gradu-
heartstrings. Let me ask a question ally permeated and spread out every-
or two. What is the highest, the lofti- where until they have become absorbed
est ideal in education? What is the into the life of the nation.
Let us
last, the final object in education? In mention the home life of the Chinese,
giving an answer, even the materialist not to speak of anything else. The five
bent on seeking wealth and power social relationships of man, which are
cannot ignore morals.
being so carefully observed in China,
52
FIRST EDUCATIONAL CONFERENCE
THE MEETING OF ORIENTAL
AND OCCIDENTAL CIVIL-
IZATIONS
have won the admiration and respect
of the world. Here again we witness
the importance of education in shaping
and changing the thought of a country.
The recent stand of President Harding
for justice and friendship to all, and
for the creation of a “true community
of men, nations, and civilizations," and
his hope that this conference would be
productive of such happy results, are
really in accord with the principles set
forth by the great teacher, Jee Hee.
It is my earnest wish that you edu-
cators and leaders gathered here to-
night, would, in your unoccupied, mo-
ments, study the literature and search
into the old books of the Chinese. You
will then find that the objects of our
teaching are, the search for truth, the
encouragement of manly virtues, and
the dissemination of peace.
“Peace" the Watchword of Education.
CHANCELLOR YUAN PEI TSAI
When Dr. John Dewey was invited
to give an address at the opening exer-
cises of the National University in
Peking in September, 1919, he said in
the course of his address: "Nowadays
scholars have to consider themselves as
intermediaries between
between Eastern and
Western culture. I am willing to do
my part and I hope that all the mem-
bers of this university will do their
best to bring these two civilizations to-
gether." As I think of the remarks of
Professor Dewey, I feel that we must
be responsible to introduce Western
culture intu the East and to spread
Eastern culture in the West.
a
There is another thing that I would
like to bring before you. In this. ocean,
so vast, so broad as to be almost
boundless, we find the oldest peoples to-
gether with the newest countries on the
face of the earth. The world has so
fortunately and appropriately ascribed
to it the name of Pacific, the ocean of
peace. It is this one thing I would
like to tell you.
I would ask you,
you who represent all the lands about
and in this ocean, you who are leaders
in the countries you represent, and who
are the molders of the future thought
of these countries I appeal to you to
take from this conference back to all
these lands, this simple word, this word
of "peace.” Teach it in the schools,
and make it the watchword of educa-
tion. The children of today will learn
it and sing it, and the citizens of to-
morrow and the generations to come,
will rise up and answer "Peace.” (Ap-
plause.)
The Rise of New Cultures.
History shows that when the cultures
of the different peoples meet together
and react upon each other, there will be
produced a new culture. For instance,
when the Greeks became acquainted
with the Egyptians and the other races,
the culture of Athens was the product
of their intercourse; when the Romans
came into contact with Greek culture,
new Roman culture was developed ;
when the Gauls, Anglo-Saxons and Ger-
mans became familiar with the cultures
of Greece and Rome, there resulted the
modern civilization of
of the
the various
European nations. It had the same
effect when China was influenced by
the civilization of India as it gave rise
to the further development of culture
from the tenth century to the first half
of the nineteenth century.
All these
are outstanding examples in history
concerning the possibilities of develop-
ing new cultures.
The various nations in the East have
been anxious to introduce Western cul-
ture during the last century. For in-
PAN-PACIFIC UNION
53
stance, Japan and Siam have dissemi- life, and with the habits of paying spe-
nated Western culture very widely in cial attention as if using a microscope
their respective countries through their to the analytic method of investigation
students who have studied abroad. and of forgetting the unity of all things.
China, possessing a large territory and Learned persons attempt to go further
a huge population, where the reacting to obtain a better theory of life and the
forces of the old culture have been universe, but they are not yet satisfied
weighty and
preponderant, could with their endeavor. Hence, they con-
neither rapidly or extensively spread ceive that Eastern culture, not well un-
Western culture within her boundaries. derstood hitherto by them, may possibly
But at present China has many new have some means of gratifying their
schools established in various localities aspirations; and so they are making
and has sent year after year a large every effort to enter into a full and
number of students to Europe and clear understanding of Eastern culture.
America to study and has also trans-
Now I have travelled over some of
lated many of the famous work of the important European countries where,
European and American authors with among the authors I have met, there
much industry and enthusiasm. It is no one who did not refer to this
seems certain that all Chinese people condition of affairs. Eucken, the Ger-
within ten or twenty years, can make man philosopher, has a profound de-
a thorough acquaintance with the cul- sire to go to China to lecture as John
ture of Europe and America.
Dewey and B. Russel did, but his wife
Western Civilization has, of course, prevented his going because of his ex-
relied on those arts, ideals and institu- treme' age, he being more than seventy
tions of the Hebrew, Greek, Roman and years old. Recently, he requested my
Christian races and nations for its friend, C. P. Chang, to translate some
foundation. But at that time, the per-
Chinese works about theories of ethics,
iod of the Renaissance, the culture of
and also to write a book called "Ethics
Arabia and China had some effect upon
of Chinese People." Plainleve, the
that of Europe. Indeed, there are few
French mathematician, has not only pro-
of the noted authors who have not been
moted the institute of Chinese literature
influenced by Eastern philosophy. To
in the University of Paris, but also
illustrate: Shopenhauer's pessimistic recently invited several Chinese scholars
philosophy adopted the principle of In- to give instruction in that university.
dian philosophy; Nietsche's moral the- Wallas, professor of sociology in Eng-
ory embraces some important points of land, and his fellows, formed with me
the old Arabian learning; Tolstoy for- an agreement that both England and
mulated the doctrine of Non-resistance
China should recommend respectively a
by borrowing the fundamental idea of few men of erudition to establish a
Lao-tze; the philosophy of Bergson, the
mutual correspondence for exchanging
founder of the school of intuitionism, information concerning sciences and
has some intimate connections with the
arts on both sides.
old Indian philosophy.
From these statements we
how great is the endeavor which Euro-
Scholars Examining Eastern Culture.
pean scholars have, made to understand
Since this Great War, the intellectual Eastern culture. Moreover, there are
world feels dissatisfied with the old in- some of the poets of the new school,
terpretation of the Universe--with the who highly estimate Li-Pei and some
worship of money and power in human other Chinese poets. The European
can
see
54
FIRST EDUCATIONAL CONFERENCE
artists of the new schools, in talking its lack of that philosophic treatment
about impressionism, expressionism and that characterized the contributions of
others, have declared themselves to be my immediate predecessors and for the
profoundly influenced by Chinese pic- fact that I have had no time to set
tures.
down my thoughts' systematically in
In addition, Chinese scholars, who written form.
have felt that the translations of Chi-
When I happened to mention to a
nese philosophy being word by word
certain public man in New Zealand, -
and too much Europeanized, cannot and it wasn't the minister who held the
satisfactorily reveal the genuine feature portfolio of education,—that I was com-
of Eastern culture to the peoples of ing to the Pan-Pacific Educational Con-
Europe and America. They therefore
ference in Honolulu, he said:
set theniselves to extract ideas, theories,
“Why, that is an American move,
and principles from the old Chinese
that is purely convened for Americans,
books, then to reconstruct and rewrite
it will be predominantly American; in
them in a scientific and systematic man-
fact, I am inclined to think that it is
man, and afterwards to translate into
one of the contributing agencies or fac-
Western Languages these works, one of
tors in the Americanization of the Pa-
which is the "Philosophy of Maitze," bycific. Well, Ladies and Gentlemen, I
my friend, Hu-shu.
trust that comment is needless, but it
From the preceding remarks we know
simply shows that the education of our
that the opportunity has come for the
public men in New Zealand is not com-
contact of Western and Eastern Cul-
plete.
ture. We feel that there rests upon us
America a Leader in Education
the obligation of aiding the enterprise
of such contact by every means within
You know I have long thought that
our power (applause).
America is preëminently endowed for
leading the New World in educational
THE ERADICATION OF RACIAL
ideas. America has been described as a
PREJUDICE
world-unifying laboratory wherein com-
posite peoples of all types are imbued
FRANK MILNER.
with the ideals of democratic citizenship.
Mr. President, and Ladies and Gen- This fact has endowed the American
tlemen, I wish first to say how much I mind with distinctive mental hospitality
have appreciated, how very much I have to new ideas. This racial synthesis has
been impressed by the speeches of my given a new angle of vision in regard
predecessors on the subject of the ob- to the problems affecting the whole of
jective-objectives rather, of this Pan- mankind. This accounts, too, for the
Pacific Educational Conference. I have marked reaction of American education
enjoyed so much hospitality here in on the Orient, where educational insti-
Honolulu, have been treated to such a tutions are increasingly taking an Amer-
junketing since my arrival, such an ab- ican impress.
normality, I might say, of bodily re- In view of America's attitude to dis-
freshment, that I don't think that my armament and her clisinterested support
mental processes are working in their of the territorial integrity of China, I
ordinary normal condition, so that I don't think myself that your President
want to apologize for myself before I made any extravagant claim when he
start to speak, for the somewhat frag- arrogated for America the moral hege-
mentary nature of my contribution, for mony of the world, as he did in a re-
PAN-PACIFIC UNION
55
was
cent public delivery. It is true that in and its undying heritage which you en-
certain quarters your great nation is re- joy in common with us, but there are
garded as having primarily material many golden names responsible for great
ideals, that you stand primarily for com- contributions to thought and to ideal-
mercialism in the world-in cetrain ism that I could mention here, quite
quarters—and in certain biased quarters. apart from your own distinctive litera-
In this connection we should remember ture, literature which you have so prodi-
how Napoleon taunted the British with gally contributed to the world.
being a nation of shop-keepers, and yet Now I was saying, in certain quarters
the idealism of our race has found its
you are regarded as primarily a com-
noblest expression in an incomparable mercial people, and I know as long as
body of literature. History has tragi- the ethical code of the Rotarian club
cally disproved the injustice of this val-
which was explained to us so eloquently
uation.
by its president yesterday, as long as
Spiritual Quality of English Literature
that ethic is incorporated with your com-
What then primarily in the
mercialism, -well, your description of
ascendancy as the so-called moral motive being a commercial people would be
force in France was love of military
one of the very highest moral, if not
glory, and that has been, as you know
spiritual attributes that a nation could
claim. Those of us who know the truth
contrary to American sentiment, a force
realize what a tremendous leaven, what
working to the detriment of mankind in
Europe, and the apotheosis of this force
a spiritual ferment for national right-
found itself in Napoleon. As a member
eousness is working in your midst. We
of a British democracy, I wish to tell
have been impressed by the public spirit
you that we claim that the greatest glory
of your leaders, by the organization of
of the British nation is the spiritual community education, by the vast array
of remedial and socially regenerative
quality and philosophic content of its
literature, in which idealism, I believe,
forces which you have marshalled to
has found its most artistic expression.. meet your problems and face all your so-
When we think of what you inherited
cial and political difficulties.
in common with us. Shakespeare, Milton,
Ideals of Education in New Zealand
Spenser, and the other great names in I was speaking of our ideals of educa-
the galaxy of stars of the first magni- tion in the little country I come from.
tude in our firmament of literature, you Our problem there is merely one of deal-
will agree with me that Britain has been ing with one stock, of British origin.
most distinguished by its literature. It Our education there is free and compul-
is that claim that we are proud to sup- sory right throughout our common or
port as irrefutable testimony to the fact grade schools to the age of 15. At pres-
that Napoleon's description of the Isl- ent we are undergoing the usual transi-
ands was completely baseless. “We tional stage, in trying to allocate the
must be free or die who speak the tongue period of transition, to ascertain the
that Shakespeare spake; the faith and most fruitful age for passing from the
morals hold, which Milton hell." primary school to the intermediate
And it is not only Shakespeare and school. I have come over here to gain
Spenser, but the intellectual glories of information about the administration and
the whole Elizabethen era, in which the organization of your own high schools,
rennaissance found its supreme expres- especially as to the most suitable age
sion. It is not only that great period at which pupils should take up interme-
56
FIRST EDUCATIONAL CONFERENCE
Our
diate education, and how they may be pecially in the Latin, also in Greek, to
trained through education to their ut- the disadvantage of all other interme-
most capacity, and thus be better pre- cliate education. These extravagant
pared to fulfil their duties to the .com- claims have been finally refuted.
munity and to themselves.
Now I merely want to tell you I am
We have in New Zealand, an educa-
not biased in asserting my own valua-
tional highway the same as you have in
tions of the classics, because my educa-
America. The qualifying credentials re- tion has been almost purely classical,
quired by pupils passing through the
right throughout my high school course,
high schools is of rather low standard, and my university course, and the bulk
so that anybody of ordinary talent, any of my time occupied in the classics, par-
normal child can pass through freely. ticularly Latin language and literature,
So that all education is free
and the history and philosophy of both
throughout the whole system. Of course
countries. I have no quarrel with the
that is the case in all progressive com- educational value of the classics, if they
munities. New Zealand is a very young are studied thoroughly, and especially if
land and we have a very good deal to the student is familiarized with the rich
learn. That is why we are continuially
contenť of Greek literature. We know
trying to learn, or profit by the experi-
what a tremendous contribution to the
ence of old countries. In this democratic
world in culture and in art the age of
aspect our educational machinery corre-
Pericles has made, for in that little city
sponds to that of the American schools.
of Athens was concentrated educational
Protest Against the Classics forces of such potency that the whole
Now as regards the educational ideals
world today cannot rival their consum-
mate achievements in so many fields.
at which are are aiming, we as a democ-
But that heritage has been passed on,
racy wish that all our young citizens
should be equipped with the ability to
and has been assimilated by the litera-
ture of our own race.
use their knowledge, to be able, and to
be prepared to become efficient factors We have found, just as I am sure
in the community, and I can assure you that in certain quarters in America you
that although we are making a very have found, that if we are to continue to
strong effort towards the practical ap- make Latin compulsory, as it used to be
plication of essentials towards education, compulsory in comparatively
recent
we are in no way incurring the accusa- years, it necessarily shoulders out sub-
tion that we are tainting our educational jects of far higher value in the equip-
ideals with utilitarianism. Some of us ment of the normal pupil. It must have
have been called "educational Huns" a place in the curriculum if education is
simply because we refuse to live in edu-
to qualify for the contemplative life, and
cational bondage to the classics. You
certainly always in the professional or
know the invincible conservatism of the academic course. Now, I don't wish to
old exponents of the classics. I suppose labor the point, but I want to say that
I am already jarring on the tender sus- to me, education, the secondary educa-
ceptibilities of some of the educational- tion, in the high school, intermediate
ists here. I understand that there has
education, can never be accused of being
been some compensatory swing of the utilitarian, if it includes such cultural
classical balance in America recently. studies, or subjects as English, English
Now the old exponents of the classics literature, and a wide treatment of mod-
believed in the study of the classics, es- ern history, and I think great practical
PAN-PACIFIC UNION
57
L1S.
good is going to come out of this appli- fronting the nations, and what they had
cation. You know the literature of to deal with in the Old World. In fact
England-English literature, is perhaps after the first eight hours of discussion
the greatest body of literature in the they felt the position was hopeless. We
world, I think greater even than the remember at that time how the whole
body of Greek literature, certainly great- world was waiting with lushed expect-
er than the body of German literature, ancy for the issue of the tremendous
and, I take it, of such noble proportions struggle that your ex-President, Wood-
that no student can really be a scholar row Wilson, was waging in the defence
unless he is endowed with it.
of the idealism of the world. (Ap-
When you finish reading Latin litera- plause.) I don't suppose that any man
ture (and I claim to have studied all in the history of this world occupied the
produced in the so-called Golden Age position that he did at that psychological
of Rome), after all, this Latin litera- moment. (Applause.) I don't suppose
ture is a very feeble reproduction of the that any other man was ever elevated to
greater literature of Greece. It has such an apex of sublimity before man-
none of the distinctive beauty nor of the kind as the saviour of mankind; I don't
philosophic content, which the extrava-
suppose any other man in our history
gant laudations of its admirers lead us was elevated to such heights. Now,
to suppose it possesses, certainly none Ladies and Gentlemen, you know what
of those inherent education virtues
happened; you know when President
which our own literature has in it for
Wilson, with all his glorious idealism,
That is merely one facet which I
was face to face with the astute diplo-
thought I might as well emphasize when
mats, exerting their subtlety and diplo-
endorsing a vocationalized system of
matic procedure in favour of selfish ter-
education as practiced here in these ritorial gains and mandates—when they
islands.
assembled around that historic board,
Tribute to Woodrow Wilson you know that he found it impossible to
Now in passing on to another phase,
win through on his points. He was
confronted with such an organization,
I wanted to say that there is danger
such territorial greed, such hatreds, and
of our being carried away by sentiment
in looking at the ideals
of this gathering, pansion of territory, that the course that
such suspicions, such desire for the ex-
and allowing, as Dr. Burk said, this to
he had set himself to run was beyond
be a mere transitional field of inspira-
human accomplishment. The Covenant
tion, not pinning it down to and trans-
bears witness to his idealism, but the
lating it into definite machinery so that
this work may make a permanent con-
treaty, the patched-up compromise he
tribution to the inter-knowledge of the
had to accept declared his failure. When
nations around the Pacific.
the peoples of the world, who had been
We here in the Pacific have a com-
expecting a deliverance from this inter-
national bondage, when the whole world
pletely new field, and it is just as well
understood what had happened, the re-
for us to know that. America has an
vulsion of feeling was terrible.
outlook so different from the nations of
the Old World, and as I have said be- I am just a humble student of these
fore, the Versailles Conference brought great international questions, far from
home to a great number of persons, if I
the center of the world's happenings.
appreciate the application of it, brought But I must tell you how I view this
home to them, the terrible problem con- dramatic spectacle. General Smuts was
>
:58
FIRST EDUCATIONAL CONFERENCE
sitting at the table side by side with no means of an insular type, a man who
Woodrow Wilson, at that historic gath- has no mental obsessions of locality, who
ering, and he bears eloquent testimony can think deeply on the progress of man-
to the idealism of the man. I do believe kind upon this world, has made a dis-
with him that when these obscuring tinctive contribution toward that com-
mists around the situation clear up, and munity of interests, and in his usual
when in the distant future we all gain characteristic way. I allude to his pub-
the right perspective, you will place lication, "An Outline of World History. "
President Wilson in his proper place, Now that is a stupendous, work for any
that you will group him with Washing- man to achieve. It has been done has-
ton and Lincoln, as a great exponent of tily, because the lessons of this ghastly
pacific principles, as a champion of ideal- war have taught us that we better hurry
ism. (Applause.)
up with our educational work. Now he
Now, why do I mention all this? It is anxious that this work should be stud-
is simply to show you that although we iecl by all educationalists, so that they
are told on very high authority that can grip the fact that they are all factors
idealists are led away by the projection in this great drama of mankind from the
of their own mental attitude all over the dim past of travail right down to the
world, that they hitch their wagon to the organization of the social forces we see
stars, and consequently stumble and fall, in the world today. He asks us to un-
and that realists make the only true derstand this great drama of nations
progress in the world, I can't believe interacting upon the theater of this
that I can't believe that bad is to tri- planet, and working towards great issues
umph over the good in the world today in the future, transcending anything that
-when I see such examples in the is personal, anything that is local, or
world, as there was when President anything that is national. If we grip
Woodrow Wilson raised aloft his banner that fact, of our common origin, of our
with the glorious words of idealism
great interests in common, then I am
stamped on it before the nations of the
quite sure that we educationalists are
world. The very unanimity of the
going to feel inspired towards enlisting
world, their collective expectancy at all of our machinery to eradicate these
this dramatic moment, heartens us to a racial prejudices which are so deeply
fuller realization that mankind the world
rooted and imbedded in mankind.
over yearns for emancipation from mili-
tary ambitions:
China Will Play a Big Part
The Eradication of Racial Prejudice Now it was said of old, and I know
I am anxious to get down to practical
all of our teachers used to impress upon
work on international lines in our school us, that the great Roman empire was a
rooms, I am anxious for us to get right world-unifying force, that it was capa-
down to that work, quite apart from ble of unifying all those types that it
any attempt to translate into practice came into contact with, and that it was
this philosophic survey of the underlying all comprehensive in its scope. But we
causes of war that was so eloquently know that contemporaneously with the
sketched out by Dr. Burk. And, Ladies Roman empire there was existing anoth-
and Gentlemen, one of our own sociol- er empire greater than our early organ-
ogists, H. G. Wells, well known to ized civilation, far greater and better
America and American people, and organized than Rome, the Chinese em-
American audiences, who is a man by pire, which dates back many thousand
PAN-PACIFIC UNION
59
)
years B. C. China ages ago was grap- I know perfectly well there is such a
pling with many problems, for she tried fundamental bond of interests that it
communism, and gave it up; she tried · cannot pervert that mutual understand-
socialism and gave it up. China has had ing.
a wonderful history.
Suspicious of British Naval Superiority
I don't know if any of you have come
Unjustified
across the "Historians' History of the
World." I think it was published in the
I am aware of the propaganda that
attempts to tell the world, tell America,
United Kingdom. It was a compilation
that it is not up to America to make the
that failed signally to do justice to its
first move in disarmament, because there
mighty theme. However, there was one
is danger that another race will imme-
valuable feature of this work there was
diately take advantage of that and sweep
one valuable study from an educational
upon them. I do not feel downhearted
standpoint, and that was a chronological
when I hear that because I do not think
colored map.showing the progress from
the dark backward of time to the pres-
that it is really justified by the facts of
the international situation as we see it
ent day, tables of the peoples of the
today. I know you will bear with me
world. As you gaze upon that, from
for a minute, while I tell you why, as a
the top to the bottom on the right-hand
representative of the British race I can
side, there is one great unbroken con-
claim that the old suspicions that you
tinuity in the same color from long be-
entertained towards the British naval
fore four thousand years B. C. It is
superiority really have no longer justi-
a wonderful story of a wonderful past,
fiable foundation. It was perfectly true
the example of continuity of national
that the old three-power and two-power
imperial existence such as that of great
standard which Britain claimed for her-
China, of the Great Chinese Empire.
These people are going to play an enor-
self, was very provocative of race diffi-
mous part in the future development of culty, especially to America, which was
the world, and when one thinks of what especially trying to develop her maritime
marine. You will all sympathize with
Japan has done in discarding feudalism
the fact that the British Empire is so
and age-old encumbrances and in assimi-
world-wide that it must use the arterial
lating the most progressive ideals of
lines of the sea as its means of commu-
western civilization—in these few years
since Commander Perry visited the
nication, and depends upon a paramount
shores of that country, one can hardly
and adequate navy, not a three-power
put one's thoughts into adequate words. navy or a two-power navy, I willingly
Now, Ladies and Gentlemien, from grant and admit, but Britain has aban-
around the Pacific we have come to
cloned that superiority of standard.
teach respect for those people; we have When the German menace was re-
got to do all we possibly can to encour- moved, I am pleased to be able to tell
age the younger generation to have that you from authoritative official figures
broad international outlook towards all
Britain immecliately cancelled all her na-
these friends around the Pacific ocean. val ship building programi.
You have
With the two great English branches, to go back to the seventeenth century to
two great English speaking peoples, the find any parallel in the British dock-
task is comparatively easy. I am aware yards to that which is existing today at
of the fact, for instance, of the propa- home. For three years Britain has not
ganda that tries to keep them apart, but laid down a warship, and for seven years
60
FIRST EDUCATIONAL CONFERENCE
has not laid down a battleship.. When equally with all the nations suffered
the armistice was declared in 1918, she from that war. She has a debt of forty
cancelled the construction of the three billion dollars, but she is wiping off that
great sister ships to the "Hood;" which is national debt in a single generation, and
the greatest battleship afloat, 42,000 the budget of the treasurer includes not
tons, practically a super-battle cruiser, only the cost of the national administra-
but as the “Hood” was 70 per cent tion, but interest on that debt, and a
completed it was allowed to be com- sinking fund to pay off that huge debt in
pleted. Some two hundred and fifty thirty years, and that is a point that will
ships were broken up and sold as junk. command the admiration of the world as
The South American Squadron was a great economic feat. And remember,
withdrawn, battleships put in commis- Ladies and Gentlemen, the vested inter-
sion were reduced to sixteen, although ests and ramifications of these large arni-
before the war there were thirty-eight. . ament making firms that we have in
The Navy League, which had been a Great Britain. This may be operating
sort of an aggressive agency, talking to in Japan to some extent, and in the
the people about the necessity of a huge United States to a greater extent than in
navy, took a different attitude, and
Japan, but to this extent in Great Brit-
worked for an amicablė understanding ain, that it is very insidious, and very
between the United States and Great provocative, and that the influence of the
Britain, and when the question of a one- interests is brought down on the heads
power naval standard came up, the First of all campaigners.
Lord of our Admiralty said, in order to
Now I am referring to the question of
settle the matter, fully a year and a half
disarmament and would say, "What is
ago, that he was quite willing to go to
going to be the outcome of this confer-
Washington at any time to meet your
ence that has been called by your great
authorities in order that the question of
President?” I trust we shall be able to
readjustments of armaments might be
discussed. Lloyd George said, on behalf
send a cablegram of congratulation, this
Pan-Pacific Eduoational Conference, to
of the British Parliament and British
Ministers, that an entente with America
your President, congratulating him on
his splendid initiative in calling this
was to be a cardinal feature of British
Conference, affirming the principle of dis-
policy, and Lord Curzon said that there
armament among nations, and hoping
should be a proper working understand-
that it may be fruitful of results. (Ap-
ing, an entente cordiale between the
United States and Great Britain.
plause.)
I do want to mention this, it is only Better Knowledge of History Needed
fair to my country, and for me, to say As I told you, I speak in a fragment-
that she is going to the disarnament
ary way, but there may be some contin-
conference with absolutely clean hands.
uity in these isolated thoughts that I
I cannot say that of her approach to am stringing together. I do want to say
other like events in the past, but I can as a teacher that it is a great source of
assure you the British people are thor-
satisfaction to find that the perversions
oughly earnest in this matter. It is not
of history are being shown up and that
a matter of absolute compulsion, I as-
a better knowledge of history is working
sure you.
to clear up misunderstandings between
The aftermath of the war has econom- the great Republic of America and the
ically upset the whole world. Britain British Empire.
PAN-PACIFIC UNION
61
You know our chairman made a sig for it shows the governing minds of two
nal contribution to this very phase of the great nations at that time, when race
matter when he discussed the famous prejudice, hatreds, and suspicions that
Rush-Bagot agreement by which the had been engendered by recent wars be-
armaments were eliminated from the tween those two great countries, rising
Great Lakes, of that great border land superior to such petty estrangements and
of three thousand miles between United affirming trust in democracy as the sav-
States and Canada.
ing principle of the world.
Now you will remember, that it was Jefferson said, writing on October 24,
in 1815 that Count Metternich of Aus- 1823, and this letter is a fac simile copy
tria, devised his scheme of a federation
from the Congressional library at Wash-
of the autocratic monarchies of Europe ington:
in repressing the extension of democratic
"The question presented by the letters
government in the world. They out- .
you have sent me is the most momentous
lined their proposals in the form of a
which has ever been offered to my con-
Holy alliance, and said that the principle templation since that of independence
of responsible government was incon-
that made us a nation; this sets our com-
sistent with that of democratic govern-
pass, and points the course which we are
ment, and they were to accomplish this
to steer thro' the ocean of time opening on
by utilizing all their forces, military and
our views. And never could we embark
naval, for the purpose of crushing de-
on it under circumstances more auspi-
mocracy wherever it appeared in the
cious. Our first and fundamental max-
world. This menace was primarily
im should be never to entangle ourselves
aimed at the young democracies which
in the broils of Europe; our second, nev-
were growing up in South America.
cr to suffer Europe to intermeddle in Cis-
Now we know that the Holy alliance
Atlantic affairs. America, North and
failed to enlist the sympathies of Britain, South, has a set of interests distinct from
and that Wellington at Verona
those of Europe, and peculiarly her own.
fused to acquiesce in their proposals.
She should, therefore, have a system of
Canning asked for a working alliance
her own, separate and apart from that
between the United States and Great
of Europe. While the last is laboring
Britain in order that the cause of democ-
to become the domicile of despotism, our
racy might be safeguarded, and you
endeavor should surely be to make our
must remember that it was a liberalized
hemisphere that of freedom.
One na-
England which was then speaking, not
tion, most of all, could disturb us in
the autocratic England of George III
this pursuit; she now offers to lead, aid,
from which you had emancipated your-
and accompany us in it. By acceding to
selves.
Letter of Thomas Jefferson
her propositions, we detach her from the
band of despots, bring her mighty weight
That question was discussed by your into the scale of free government, and
President, and I have taken the liberty emancipate at one stroke a whole conti-
of bringing with me a fac simile copy of nent, which might otherwise linger long
a letter which the famous Thomas Jef- in doubt and difficulty. Great Britain
ferson wrote to President Monroe on is the nation which can do is the most
the occasion when Monroe consulted harm of any one, or all on earth; and
him about the advisability of enlisting with her on our side we need not fear
the support and sympathy of Great Brit- the whole world. With her then we
ain. I mention this as it is important, should the most sedulously nourish a
re-
62
FIRST EDUCATIONAL CONFERENCE
cordial friendship; and nothing would can never be obtained, even with her
tend more to knit our affections than to
own consent, but by war, and as her
be fighting once more side hy side in independence, which is our second in-
the same cause. Not that I would pur- terest, and especially her independence of
chase even her amity at the price of tak- England, can be secured without it, I
ing part in her wars.
But the war in have no hesitation at abandoning my
which the present proposition might en- first wish to future chances, and accept-
gage us, should that be its consequence, ing its independence with peace and the
is not her war, but ours. Its object is friendship of England, rather than its
to introduce and to establish the Amer- association at the expense of a war and
ican system, of ousting from our land all her enmity. I could honestly therefore
foreign nations, of never permitting the join in the declaration proposes that we
powers of Europe to intermeddle with
aim not at the acquisition of any of
the affairs of our nations. It is to main- , those possessions, that we will not stand
tain our own principle, not to depart in the way of any amicable arrangement
from it. And if to facilitate this, we
between any of them and the mother
can effect a division iu the body of the country; but that we will oppose, with
European powers, and draw over to our
all our means, the forcible interposition
side its most powerful member, surely
of any other power, either as auxiliary,
we should do it. But I am clearly of stipendiary, or under any other form or
Mr. Canning's opinion that it will pre-
pretext, and most especially their trans-
vent war, instead of provoking it. With
fer to any power, by conquest, cession,
Great Britain withdrawn from their scale
or acquisition in any other way.
and shifted into that of our two conti-
I should think it therefore advisable
nents, all Europe combined would not
that the Executive should encourage the
dare to risk war. Nor is the occasion to
British government to a continuance in
be slighted, which this proposition offers,
the dispositions expressed in these let-
of declaring our Protest against the atro-
ters, by an assurance of his concurrence
cious violations of the rights of nations
with them, as far as his authority goes,
by the interference of any one in the
and that as it may lead to war, the Dec-
internal affairs of another, so flagitiously
laration of which is vested in Congress,
begun by Bonaparte and now continued
the case shall be laid before them for
by the equally lawless alliance, calling
consideration at their first meeting under
itself Holy
the reasonable aspect in which it is seen
But we have first to ask ourselves a by himself.
question. Do we wish to acquire to our I have been so long weaned from po-
own confederacy any one or more of the litical subjects, and have so long ceased
Spanish provinces? I candidly confess
to take any interest in them that I am
that I have ever looked on Cuba as the sensible that I am not qualified to offer
most interesting addition which could
opinions worthy of any attention. But
ever be made to our system of states. the question now proposed involves
The control which, with Florida point consequences so lasting, and effects so
this island would give us over the Gulf decisive of our future destinies, as to
of Mexico, and the countries and the kindle all the interest I have heretofore
Isthmus bordering on it, as well as all felt on these occasions, and to induce me
those whose waters flow into it, would to the hazard of opinions, which will
fill up the measure of our political well- prove my wish only to contribute still
being. Yet, as I am sensible that this my mite in what may be useful to our
PAN-PACIFIC UNION
1
63
lis
Till virtues often seem to trans-
gressionis;
And thus men rise and fall, and
live and die,
Not understood.
country, and praying you to accept
them at only what they are worth, I
add the assurance of my constant and
affectionate friendship and respect.”
You then see Thomas Jefferson, with
all his presidential experience, full of
years and full of honours near the end
of his great career, was able to rise
above all these petty feelings of criti-
cism and affirm cordially the contem-
lated union of effort in defense of
democracy.
It has been shown that British sym-
pathy at that time was no inconsider-
able factor in the promulgation of the
Monroe doctrine, and we find these
young countries down in South Amer-
ica emancipated from the Spanish yoke
by the bold championship of the United
States which all Europe knew to have
the overwhelming support of the Brit-
Not understood. Poor souls with stun-
ted vision
Oft measure giants by their narrow
guage;
The poisoned shafts of falsehood and
derision
Are oft impelled 'gainst those who
mould the age,
Not understood.
Not understood. The secret springs of
action,
Which lie beneath the surface and
the show,
Are disregarded; with self-satisfaction
We judge our neighbors and
they often go,
Not understood.
ish navy.
or
The Poet Laureate of New Zealand
Before I sit down let me quote a few
stanzas to you from our own poet
laureate in little New Zealand. We
haven't any poet laureate but we have
one who has been styled our poet lau-
reate . Thomas Bracken's lines have a
direct bearing on our educational work
for the promotion of better understand-
ing of peoples.
Not Understood
Not understood. How trifles often
change uis!
The thoughtless sentence the
fancied slight
Destroy long years of friendship and
estrange uis,
And on our souls there falls a freez-
ing blight;
Not understood.
I
Not understood. We move along asun-
der,
Our paths grow wider as the sea-
sons creep
Along the years; we marvel and we
wonder
Why life is life? and then we fall
asleep
Not understood.
Not understood. How many breasts are
aching
For lack of sympathy; Ah! day by
day,
How many cheerless, lonely hearts are
breaking!
How many noble spirits pass away
Not understood.
Not understood. We gather false im-
pressions,
And hug them closer as the years
Oh, God! that men would see a little
clearer,
Or judge less harshly where they
cannot see;
go by,
64
FIRST EDUCATIONAL CONFERENCE
races.
Oh, God! that men would draw a little particularly the Polynesians; but there
nearer
is every reason to extend this research
To one another, they'd be nearer to all the peoples bordering on the Pa-
Thee,
cific Ocean. Now there is no way of
And understood. getting at the facts except by scientific
Thomas Bracken, Dunedin, N.Z. methods. One has to discover or de-
velop a method of psychological experi-
A STUDY OF RACE DIFFERENCES
ment which does not as yet exist and
NEEDED.
which will apply to different nations
and
The National Research
DR. GEO. M. STRATTON.
Council at Washington is moving in
There has been very much said this that direction, and there has been keen
morning and this afternoon that is of interest in the matter expressed by
interest and importance for our dis- several persons in the University of
cussion. I shall follow Dr. Moore's California. I wonder whether this Con-
suggestion in one respect, of coming ference would not be willing to add its
down to particulars, rather than re- support in the same direction. For the
maining anong generalities. And I
facts of race difference are important,
shall carry his principle even farther not simply that we may adapt our meth-
than he lid, by speaking of one par- ods of teaching to whatever differences
ticular only (laughter),-a matter that
there may be, but that we may teach
has been referred to by Professor Ane- what is true with regard to the races
saki and others, namely the need of themselves. I am certain education in-
knowing the facts with regard to mental volves more than the mere handing over
likeness and difference of different races. of facts to others; it involves an ideal
But there is, by scientific means, the by which we shall attempt to reorganize
posibility of answering the question the very facts themselves. But the facts
whether there is mentally any racial have all the while to be reckoned with:
differences at all.
we cannot go far if blind to facts.
It is clear that the Binet tests will I shall therefore move, Mr. Chairman,
not work when you apply them to that some suitable committee consider
peoples upon the other side of the
the propriety of giving our support to
world from the particular region where the movement in the Scientific Confer-
these tests have been developed. The ence of this Pan Pacific Union to study
Scientific Conference at Honolulu a the mental difference of races. It is
year ago began a movement which is
to be hoped, also, that attention will
important for us to know about, and not be confined to the sensory and in-
if possible to support, a movement to tellectual life, but that the study will
study the mental and other character- include the emotions and the will of
istics of certain peoples of the Pacific. all these peoples of the Pacific. (Ap-
The Scientific Conference had in mind plause.)
PAN-PACIFIC UNION
65
1
3. THE RELATION OF EDUCATION TO NATIONAL
AND INTERNATIONAL POLITY
THE TASK OF DEMOCRATIC tion, but into a practical conviction,
EDUCATION
something to be done, and done by
EDWARD O. SISSON
them: such a practical state of mind
World thinking is not new projects
we may call a will-attitude, for want of
a better name. The two main elements
for the whole orbis terrarum dot the
in this will-attitude of Germany were,
pages of history; but none of them has
first, that the Germans were the chosen
yet triumphed. Most of these projects of God, or the Divine Super-race, and
sought to make one race supreme over
that the destined future of the whole
all the rest: they were "pan-something,"
pan-Assyrian, pan-Persian, pan-Greek, universal dominance of Germanism : sec-
world hung upon the perfection and
pan-Roman, pan-Spanish, latest, and let
ond that the sword was the divinely ap-
us trust last, pan-German. All the pan-
pointed means of achieving this domi-
schemes one after the other suffered de-
nation.
cayor catastrophe, or both. Every
would-be super-race has come to grief,
Education in Prussia and America.
and none of them with a more dramatic For decades, and indeed in less di-
and sudden disaster than Germany : "But rect form, for centuries, Prussian edu-
yesterday the word of Caesar might cation and Prussianized education all
have stood against the world; now none over Germany, under the control of the
so poor to do him reverence."
State, labored with unmurmuring fi-
The terrible thing is that Germany delity and marvellous efficiency at the
almost pulled down the world with her task of working over human babies in-
in her fall: how have the innocent suf- to Prussians. No task was too great to
fered with the guilty! If we invite our be undertaken, and no detail was too
fears to play prophet they would surely small to receive attention. The world
show us a vision of still another super- had a complete lesson, if it will only
race,--God knows which,-armed with learn it, in the thorogoing, rigorous,'
a thousand new means of destruction, unflinching application of education to
again running amuck, and this time, national ends. I know of no more
falling in ruin herself as always in the significant fact in modern education
past, but only after the whole power than the banning of the kindergarten
and beauty of Man had been wounded from Prussia in 1851 : the minister of
to the death! Happily faith, the eternal education rightly perceived that the kin-
antagonist of fear, has another pro- dergarten explicitly fostered an element
phecy, of which we fervently hope this which was absolutely antagonistic to
Congress is to be an effective voice and the Prussian system,—the element of
free self-realization. From his point of
Prussia's scheme, like all pan-schemes, view the innocent-seeming kindergarten
was relatively simple: it was based on was a national peril, and it had to go.
certain clear and well-defined ideas, In America the great danger is the
which had been sedulously worked into exact opposite: a childlike faith in any
the mind of the whole people, not how- kind of education. On the question of
ever in the form of a passive concep- the actual content of our instruction
means.
66
FIRST EDUCATIONAL CONFERENCE
there is surprising placidity and a gro- just as the whole problem of the Prus-
tesque multiplicity of opinions. There sian school was the production of the
is hardly anything that all children peculiar type demanded for Prussia's
learn, beyond the elements of the so- aims. The task of democratic education
called school arts, which are socially is infinitely more difficult than the pro-
and politically negative. Happily our blem of a system like that of Prussia :
instinct has been good, and the funda- and this is equally true of the qualities
mental spirit of the American school which fit the democratic citizen for his
has been as true to American ideals as national life, and those that fit him for
the fundamental spirit of the Prussian his duties and responsibilities to the
school was to Prussian ideals. Thru other nations of the world, or rather to
this spirit and atmosphere we have fared the world as a whole. The Prussian
well thus far. I hazard the statement system simply had to impose a well-
that no other institution in the world defined national order on the people of
has so closely approximated the loftiest the nation, and train them to aid in im-
principles of democracy as the Ameri- posing a well-defined world order on
can public school : indeed I cannot per- the world as a whole. Democracy is
sonally doubt that it is among the
bound by its very nature to advocate
greatest and truest embodiments thus
and promote the maximum of self-
far achieved of the spirit of Jesus him-
determination for all men and all na-
self. These are powerful supports to tions. This is the acid test of demo-
our faith when we are disturbed by our
cracy, yet at the same time infinitely
shortcomings in minor details.
difficult of application; especially is it
Because the spirit of our school is
easily confused with the impossible doc-
sound we found we had attained a
trine of permitting full autonomy to
splendid war-patriotism: once into the
every group however small or however
war, we comprehended our task because
it was definite and simple; we threw
closely knit to a larger unit. The war
for the Union in the United States was
all our energies into it because we were
thrilled with its vital bearing upon our
a democratic war, true to the funda-
own national existence and upon our
mental principle; Lincoln was speak-
dearest political ideas. But it is an open
ing of the maximum self-determination
secret that we are yet far from perfec-
of South as well as North when he
tion in what is even more important said, “We won't go out of the Union,
than war-patriotism, that is peace-pa-
and you shan't.”
triotism. For that a far higher degree We have even now certain territorial
of intelligence is needed, and a far situations that call for the most earnest
higher quality of devotion: we must application of this principle: we must
have an intelligence that can cope with simply be sure that our own purposes
the more complex and constructive prob-
are both intelligent and sincere: that
lems of peace, in the field of economics,
we are not moved in the slightest de-
social order, and practical government.
gree by greed, and that we act in ac-
We must have a devotion that keeps
cord with that other great utterance of
burning of its own virtue, in the ab-
Lincoln's that we desire all men every-
sence of the fierce stimuli of war.
where to be free. Then these de-
The Task of Democratic Education.
pendent peoples will in due time become
The whole problem is the production fully free, either thru independence or
of the true type of democratic citizen, thru statehood.
PAN-PACIFIC UNION
67
The Test of American Education. further side, no great decision shall be
The final test of American education
reached without Germany and the Ger-
is the production of the democratic
man Emperor.' "
mind. The essential element in the Yet this same business man consid-
democratic mind consists of will-atti- ered himself “100% American” because
tudes. These will-attitudes are as definite he bought Liberty bonds, gave to the
and specific as the power to speak Red Cross, and stood up when the na-
English or play the piano-and infi- tional anthem was played (that is if he
nitely more vital to the political ends happened to notice it.) What he has
of our country, both national and inter- never grasped is that the true lover of
national. It is probable that they are liberty is not he who simply desires
almost as much the result of education: freedom for himself, but only he who
but the conditions of their develop- in Lincoln's words, "desires that all men
ment and the method of their opera- everywhere shall be free.” The true
tion are hidden in the recesses of the democrat does indeed insist that he
psychic nature; the science of mind has have the right to look every man in the
thus far penetrated but little into this eye without fear or subservience: but
part of its field. The production of he also demands for every other man
these will-attitudes is by far the most the same right, and is ready to devote
potent phase of education, and the best himself to safeguarding that universal
efforts of our research should be di- liberty.
rected to the whole problem of the edu-
One of the most encouraging signs of
cation of the volitional nature.
the times in business and industry is
Let us illustrate. In a saying too the increase of the democratic mind in
little known or heeded, Lincoln defined the relations of employer and employee,
the democratic well-attitude thus :
and of business concerns and the pub-
"As I would not be a slave, so I lic. The man who is going to run his
would not be a master. This is my own business, as he calls it, to suit his
idea of democracy. What differs from own ideas, regardless of all other opin-
this, by the extent of that difference, ions and interests, is gradually becom-
is not democracy.”
ing obsolete; in his place is the higher
This sounds innocent enough so long type who sees that worker and customer
as we follow our usual practice and re- are partners in the concern, and that the
frain from following it out into the only way to run any business is with
actualities of life: but it cuts to the an eye to all who are affected by it.
quick. Some time ago, a so-called lead- One of the most critical of our western
ing business man in a small American industries, the lumber trade, is enjoying
town was boasting of his domination today, in a most critical time, the im-
in his community: “They come to see mense benefits of a great mutual organ-
me! Believe me, they come to see me!”
ization founded absolutely upon the
he repeated with exultation. And joint counsel and control of employer
doubtless they did.
Little did he re- and worker-I refer to the Loyal Le-
alize that his state of mind was abso- gion of Loggers and Lumbermen. It.
lutely Prussian: the late Kaiser, in one is also a sign of the times that when
of his characteristic moods, expressed this organization was seeking a chief
the same will-attitude when he declared executive two years ago, it selected a
at the opening of the Kiel Canal: teacher, who is now directing the work
"Henceforth, on the ocean and on its of the organization with consummate
68
FIRST EDUCATIONAL CONFERENCE
!
skill and absolute fidelity to the true tions and who always obstructs the ad-
principles of American democracy. vance of the great world principle that
The Spirit of the Declaration of Inde-
the Declaration, first of all political
pendence.
documents, laid down.
The Declaration of Independence was
Consider the Declaration of Inde-
addressed to all mankind and embraced
pendence, which we honor with our
all mankind; it did not say all Amer-
lips, but, alas, little understand. It is
icans, but all men are created equal.
the utterance of a will-attitude, and
It was thus the first political document,
may surely be taken as the most au-
as Christianity was the first religion,
thoritative embodiment of true Amer-
to advance from the racial to the hu-
ican democracy. It is a will-attitude:
man level. Our children should under-
certainly not a fact, for everyone knows
stand that the citizenship to which they
that men are not created equal in any aspire carries with it unique and tre-
factual sense, and the authors of the
mendous responsibilities springing from
great charter knew that when they
this fact. This is the truth which will,
wrote and enacted it. The only true
if securely grasped, protect us from the
meaning of the Declaration is the pro-
fatal error into which other powerful
found faith that men should treat each
and successful races have so often fal-
other in a human and mutually re-
len; they have thought themselves the
specting spirit. It is in accordance with
Chosen people of God to the end that
that spirit that the United States has
they should rule; we must also think
treated Cuba; and there is no reason ourselves the Chosen of God, for every
to apprehend that our government will
potent race believes this, but we must
be false to this spirit in its ultimate know that we are chosen to serve and
dealing with the Philippines and Porto
not to dominate.
Rico and this fairest of her outlying
Let us make no apologies for the ex-
lands, the Hawaiian Islands.
What we need is the penetration of
treme idealism of these interpretations
all our relations both among ourselves
of our national polity: the so-called
and with our fellow nations with this
practical men have had their day, and
have failed signally: Germany was the
same sovereign spirit. Our children
should understand that whoever speaks and material efficiency, and her fate
last word in solid, practical shrewdness
contemptuously or thinks unkindly of
fellow man
shows where that leads when its ideal-
or fellow race it false to
the most sacred principles of his coun-
ism has become gross and material.
After all is said and done, the Devil is
try and is disloyal to his flag. The
business man who exults in the sub-
an ass, in spite of all his cunning. The
serviency of his fellow townsmen would
most practical thing in life is the ideal
be shocked to think that he is a dis-
-provided only it is true.
loyalist: yet his conduct negates the
Lincoln the Embodiment of the Demi :
first great utterance of the great
cratic Mind.
Declaration. The American who per- I have already quoted from Abraham
mits his own private interest to blind Lincoln, and shall do so again without
him to the rights and welfare of hesitation, for the reason that I con-
another people must understand that he sider him the most perfect embodiment
has to that extent fallen to the level of the finest spirit of democracy who
of the autocratic exploiter who has has figured in the political life of the
been the curse of international rela- world; for this reason, and because of
PAN-PACIFIC UNION
69
the immense potency of human person- ters of Gettysburg, of the Wilderness,
alities in education, I consider his life, of Cold Harbor, of Appomatox had not
acts and personality the greatest asset yet been committed. He believed the
of American education in the creation plan would knit North and South to-
of the democratic mind, and, therefore, gether in new bonds of mutual respect
I am deeply convinced that we should and love; contrast with this hope the
devote far more attention to the study actual half century of bitterness and
of Lincoln.
hate left by the four years' struggle
In 1862 Lincoln made his great peace
and the final exhaustion of the brave
proposal to Congress, and Congress re- South, In addition to all this which
jected it with scorn.
This incident is Lincoln saw, there is another point be-
full of instruction, is peculiarly apt to yond the range of his vision: the plan
the present situation of the world; yet would probably have mitigated and per-
sad to say, it is absolutely unknown to haps averieu entirely the menacing
the mass of the American people-in- negro problem with which the United
cluding those most highly schooled. States of today is confronted, the
Lincoln always believed in compensated answer to which no man can yet even
emancipation and always advocated it. guess.
In December of 1862 he addressed to The fundamental difference between
Congress one of the few long messages
Lincoln and the congressmen who
which he ever wrote, beginning with a flouted his message was in will-attitude:
clear, logical, painstaking presentation Lincoln was bent on applying intelli-
of a plan; he went into every detail of gence and good will: Congress was
time, cost, probable outcome; he closed unable to reach so high: they cried an-
with a passionate plea for consideration grily, "We won't appropriate money to
culminating in one of his most eloquent buy niggers!” and seemed to think that
and eternally true utterances :
foolish slogan an answer to Lincoln's
"The dogmas of the quiet past are patient argument and touching appeal.
inadequate to the stormy present. If there had been enough Lincolns in
The occasion is piled high with dif- Congress in 1862 the wise, just, simple
ficulty, and we must rise with the plan of compensation would not have
occasion. As our case is new, so we been pettifogged and rejected; if there
must think anew and act anew. We had been enough Lincolns in the North
must disenthrall ourselves, and then and the South in the late fifties and
we shall save our country.”
early sixties, there would have been no
I have quoted this in full because it
secession and no civil war. If there
embodies the democratic mind, and be- had been some Lincolns in power in
cause one may well believe that the Europe in 1914 there might have been
world is being addressed today from
no world war.
some quarters by an appeal equally true The supreme task of democratic edu-
and momentous.
cation is to foster good-will and equip
Lincoln sincerely believed first that it with intelligence concerning its job.
the plan was just to all concerned, and For good-will you may take if you
he desired to do justice even to the prefer a half dozen other terms--loy-
men with whom he was at war; he alty, unselfishness, public spirit, hu-
sincerely believed the plan would end manity; perhaps best of all the great
the war within a few months, and there word of all religions-Love. Only the
is good reason to agree with his view; shallow or the inhuman will be moved
remember this was in '62: the slaugh- to sneer at these words; only the pur-
70
FIRST EDUCATIONAL CONFERENCE
we
blind will fail to see that these things, and implacable antagonist: there is
so immaterial, so far beyond the grasp much in the father's injunction to Tom
of the senses, are the most practical in Hughes' story: “Don't fight unless
things on earth.
you have to, but once in, fight as long
Intelligence minus good will spells as you can stand and see."
ruin to itself and damage to all around The correct and remedial will-attitude
it. Alexander, Caesar, Genghis Khan, of Lincoln's words to the people of the
Frederick called the Great, Napoleon, South, spoken in his inaugural address
and lastly the Prussian War Party, all in 1861: “We are not enemies but
embodied immense intelligence, in the friends; we must not be enemies.” But
service of selfish ambition. In the long there were too many, perhaps on both
run they ruined their own party and sides who said rather: “We are ene-
devastated the world.
mies, not
not friends :
cannot be
friends." So the war came.
Methods of Settling Differences.
In 1914, whatever may have been the
There are two plans for settling hu-
antecedent guilt for the situation, it
man affairs, all the way from two men
was mainly one group who refused all
camping together in the wilds, or five
proposals for even an effort at peaceful
human beings living in the same family,
settlement: their will-attitude was fatal-
clear up to a billion human beings oc-
ly wrong; and it was the result of long
cupying the same planet: one is to split systematic training and cultivation.
apart and fight each other; the other is
to unite and help each other. It is easy
The Disarmament Conference.
enough to unite with people you like, The central theme in world politics
and help your friends; the real test of just now is the coming disarmament
the will-attitude comes in uniting with conference; its outcome will be de-
people you don't like-or think you termined mainly by the will-attitudes
don't like-or in helping people you of the members, which will largely re-
don't want to help. "I'f ye love your flect the dominant will-attitudes of the
friends, what credit have you?” asks governments and peoples which they
Jesus; "The heathen do that. But I represent. Intelligence will act only as
say unto you, Love your enemies." The the servant of these attitudes : if the
stone which the builders rejected it will to disarm is present, intelligence
must ultimately become the head of the will devote itself to the discovery of
corner!
appropriate methods and means; if the
There is hardly a more fundamental will to disarm is lacking, intelligence
difference among men than in this par- will be employed merely in setting up
ticular element of will-attitude: they the difficulties and obstacles. It is con-
range all the way from the brawler who ceivable that a single power should
is ready to fight "at the drop of the block the beneficent purpose of the
hat," either with words or weapons, to whole enterprise, just as a single power
the ultra-pacifist, who will not fight at wrecked all efforts for peaceful de-
all. Moreover, it will not do to forget liberation in 1914. It is useless for us
that the brawler is not seldom really a to pray for a desired outcome; instead
coward, and that to be a pacifist often we must do all we can to stimulate the
nds almost incredible courage. It right will-attitudes in the conference,
has been noted further that sometimes and also, as educators, to bend our en-
the man who is hardest to provoke is ergies upon the problem of the further
when once aroused the most terrible development of these attitudes in the
PAN-PACIFIC UNION
71
in the way.
peoples of our various countries. If education in America is the promotion
this conference makes the hoped-for of the democratic will and its neces-
beginning, still education will have its
sary servant, political and economic in-
task to generate the larger spiritual re- telligence.
sources for the fuller later advance.
Democracy dictates our policy, both
In such a conference as we are en- national and international: within the
gaged in it is natural that the problem nation friendly unity among all classes
of international relations and world and individuals; toward the world,
order should take a leading place in friendly unity among all nations.
To
our discussions; it should be remem- subserve these ends education must be
bered that the problem of the economic remodeled and supplemented, and no
order and the relations of so-called traditions nor special favors may stand
classes within the nations is quite as
critical and urgent as that of world
Definite Tasks of the School.
order, and that the two problems will
It was wise counsel which bade us
inevitably react upon each other. So
far as America is concerned, and I sus-
to seek to do good in minute particu-
pect the whole Anglo-Saxon world, our
lars, and I pass now to propose some
only possible solution lies in the reso-
definite ways in which our schools may
lute application of the principles of
more effectively promote the democratic
mind.
democracy to both problems. For us
However slight may be the
the die is cast; we have left the forks
merit of the suggestions themselves,
of the road far behind us; for us the they may serve to emphasize the abso-
only cure for democracy is more de-
lute necessity of positive concrete ac-
mocracy. If democracy is not
not the
tion, and to stimulate further discus-
truth then we are doomed to failure
sion of ways and means.
and to extinction as world powers.
First we need a totally different
We may not dogmatize for the rest treatment and content in history. To
of the world, but we know our own begin with our own: at least two-thirds
path and our inexorable destiny; as the of the present content of our text books
ancient Hebrew said, "As for me and and teaching is, to use the legal phrase,
my house, we will serve Jehovah," so, irrelevant, incompetent and immaterial.
as for us and our house, we must fol- It has nothing to do with either the
low democracy; we must try out the principles of our government and insti-
old Declaration fully and test its valid- tutions, or with the problems confront-
ity by thorough application to all our ing the citizen of today. Certainly
affairs, both domestic and foreign. there is no objection to knowing all
Be it far from us to claim even an these facts, except we waste upon them
approach to perfection; our faith is the the precious hours and years that
only really solid thing we have thus should be devoted to gaining a true,
far. We still have our
own inter-
intimate and emotionally potent grasp
mingling of Prussianism,
our
of the actual background and real
"pans,” pan-industrialists, pan-business, meaning of the essence of our national
pan-finance, pan-labor.
life and ideals.
This democracy of the Declaration Worse, if possible, is the treatment
and of Lincoln must as rapidly as pos-
of world history; the student is dragged
sible take full possession of the vast thru a weary and meaningless mass
forces and resources of the United of wars and politics of medieval and
States, and the principal business of modern Europe, hardly ever reaching
Own
72
FIRST EDUCATIONAL CONFERENCE
to the time in which our own world be- matter clearer by saying that Well's
gins; he may also get a year in so- Outline of History is at least an ap-
called ancient history, from which he proach to the right kind of history for
emerges with a sense of complete de- the purposes of education for life in
tachment, as from reading a fairy tale the present.
or a historical romance-without, how- In this connection let us tell the
ever, having tasted the delight afforded whole truth about war: we need not
by such reading. Only a short time
Only a short time ignore nor belittle such glory and great-
ago I asked forty juniors and seniors ness as the facts justify; even a mild
in a university why Socrates was put exaggeration of these elements may do
to death, and found them devoid of little harm. But let the veil be drawn
even a glimmer of comprehension on from its futility and its horrible dam-
the subject, although every one had age, both of which have been sedulous-
"had" Greek history. Yet Matthew ly and dishonestly cloaked from view.
Arnold's essays on the social and po- The free reading in and out of school
litical thought and action of his own of such books as Sir Phillips Gibbs'
day is almost a plagiarism of Plato's "Now It Can Be Told," and Irwin's
Republic; and demagogism in the “The Next War," may serve this end in
United States is of the same species if part. I suspect we shall have a lot of
not exactly the same variety as that good instruction on this score from
which ruined Athens.
some at least of the two million young
I must here protest or at least de- men who witnessed and in many cases
plore the almost entire exclusion of the suffered from the miseries and agonies
Hebraic and the Christian element from of the recent world war.
our school courses in history, which
has resulted from two causes : our po-
Already an Overcrowded Curriculum.
litical separation of church and state- The great task of replacing our
which God forbid that we should ever present interracial mutual misunder-
abate one jot; but which certainly standing and antagonism—a relic of
should not denature the true account of barbarism—by a sense of common
the history and evolution of our world; interests and friendship, will, I am
and the scientific objection to much of sure, be treated effectively by others
the content of the Hebrew and Chris- in this congress. It must be done and
tian scriptures, which has no bearing can be done, of course. I am moved to
at all on the indubitable facts of the sound a warning against any hope of
potent influence which Hebriasm and giving the pupils of any country any
Christianity have played in our life and large amount of information about
development. It is time that we at other countries; the curriculum is al-
least recognize that European culture ready crowded and is daily crammed
and especially modern democracy draw fuller ; but a moderate amount of well-
a vital part of their being from the selected matter will accomplish the de-
teachings of Jesus of Nazareth, and sired end. I must also dissuade from
that quite regardless of the historical any idea that the acquiring of foreign
truth of any or all the so-called Bible. languages is either feasible or effective;
I need hardly add that I do not refer the time spent on these is usually so
here to anything in the nature of the much stolen from far more valuable
history of the church as an institution, occupation, and has little results of any
which is an entirely different matter. sort. Let such instruction be limited
I may make my general view in this to a relatively small number who will
PAN-PACIFIC UNION
73
really master the language for definite JAPAN AND THE INTER-
practical ends in their special career;
NATIONAL SPIRIT
some of them, of course, to serve as
medium of sympathetic communication.
DR. T. HARADA,
There is no single need of education I am going to give a few remarks on
greater than the enlightenment of all the subject so well presented by Dr.
the youth in the elementary truths and Sisson. What I am going to say is
concepts of those branches of human
from the Japanese standpoint. Education
thought known commonly as economics, in Japan, as far as its moral instruction
sociology and politics. These consti-
is concerned, has been based on the so-
tute what may well be called the new called Imperial Rescript, which was pro-
humanism; they dominate the thought claimed in 1890. Let me read a few
and profoundly affect the action of to-
sentences from that rescript.
day. The minds and hearts of boys
and girls and still more of the youth
“Ye, our subjects, be filial to your par-
of both sexes respond to these ideas
ents, affectionate to your brothers and
and grasp them eagerly and effectively.
sisters, as husbands and wives harmo-
Every young citizen should be intro- nious, as friends, true, bear yourself in
duced to the best clear scientific truth
modesty and moderation, extend your
concerning money, labor and capital,
benevolence to all, pursue learning and
human welfare, the actual practice as
cultivate arts, and thereby develop in-
well as the dominant principles of gov-
tellectual faculties, and perfect moral
ernment. Most particularly do we in powers; furthermore, advance public
America need to rescue the word poli- good and promote the common interests;
tics from its present low estate, and always respect the constitution, and ob-
make it clear that politics is exactly
serve the laws; should emergency arise,
the business of everybody, from which offer yourselves courageously to the
no one may be excused, but which state; and thus guard and maintain the
rather may properly claim the services prosperity of our Imperial Throne."
of the most talented and powerful mem-
It goes on to say: “the Way here set
bers of the nation, and the devotion of
forth is indeed the teaching bequeathed
all.
by our imperial ancestors, infallible for
By such means as these, and many
all ages and true in all places."
others, we may pursue our great ends;
seek ever to raise our youth from the
Now you may say that in this rescript
there is no mention made of the inter-
narrowness of selfish aims, and the
poverty of materialism, to the richness
national spirit, nor anything of aspira-
of human relations and the nobility of
tions beyond national citizenship, except
idealism; to foster his sense of the perhaps the sentence, "extend your be-
beauty of his own land and his own
nevolence to all.” But I wish to call
people, and at the same time of the your attention to the fact that in the
common humanity which transcends latter part of this rescript the appeal is
language and customs and complexion, made to the so-called "way,” sometimes
knowing always that the aims of the called the "way of heaven and earth.”
nation and the great impulses of world The way is infallible for all ages and
order can be realized only if and when true in all places. And that shows, I
the prevailing majority of the people believe, that no moral precept is suffi-
have themselves attained the necessary cient without appealing to something
qualities of intelligence and heart. superior and more fundamental.
74
FIRST EDUCATIONAL CONFERENCE
all ages.
Further, it should be observed, that the different countries. The fundamen-
long before this rescript was proclaimed, tals are the same; the applications are
as early as fifty odd years ago, in the different. For in spite of the apparent
beginning of the new era, one of the contradictions and variations, all man-
Imperial proclamations advised the peo- kind is concordant in the essentials and
ple as follows:
fundamentals of moral conceptions. I
“Knowledge and learning of all the
may say that all people, both of the
world should be studied and thus the east and west, when you come to the
foundation of the Imperial Polity will fundamental point of moral ideas, do not
be greatly strengthened.”
differ from one another. And those
Japan Needs International Spirit.
fundamentals should be emphasized in
the teaching of children in all countries.
Now this spirit of inquiry and study
Let me give a few of those ideas. The
of the conditions of things has encour-
first, the idea of the "way," as it was
aged beyond measure the students of
said in the Japanese rescript, the "way,'
Japan to learn things, European and
meaning the same as "principle" dr
American, with admiration and respect.
“truth,” which is infallible and true for
I believe I am not saying too much when
The knowledge of such an
I say that as a whole the students in
idea should be emphasized more than at
Japan learn much more about things
present.
European and American than the stu-
dents of America learn of the things
Secondly, the love of another. That
may be named benevolence, or philan-
Japanese, or Chinese. But after saying thropy, or by some other term, but when
all this, I will, and I fully admit, that
you come to the fundamental idea it is
Japan needs more of the international
nearly the same. Love of one another,
spirit and the super-national, if I may
love of man as a man should be greatly
speak so, not only in politics, but espe-
emphasized, more than at present, it
cially in education. And this fact is be-
seems to me.
ing gradually recognized by the leaders
Thirdly, the spirit of loyalty, or serv-
in Japan. No pure national education
is sufficient for the use of the present
ice, which is the foundation of the social
order. The idea of service is empha-
day in Japan as in any other country.
sized a great deal in America. From
(Applause.)
But may I say on the other hand, that
the Japanese standpoint it may be called
the spirit of loyalty, the spirit of loyalty
America also needs inore of the same
to the state and to fellow-men. That
spirit? (Applause.) I have great ad-
spirit of service must be more emphati-
miration for Americanism, and I be-
cally inculcated in our education.
lieve in one hundred per cent Ameri-
cans, but what I believe in is not the
Too Much Emphasis on Differences.
Americanism of the Hearst type, but
Oftentimes too much emphasis has
that of Washington and Lincoln, which been put on the differences between the
is broad enough, I believe, to include
east and the west. I know there are dif-
internationalism as well as nationalism.
ferences, there are different characteris-
(Applause.)
tics of the east and the west, but the
fundamental ideas of the people as mor-
The Fundamentals of Education Alike.
al beings, they are not different at all.
I wish to say that so far as the funda- They are the same men and the same
mental principles of education are con- women, and there is no difference what-
cerned, there is not much difference in ever. And in spite of the differences,
PAN-PACIFIC UNION
75
once.
the east and the west are coming nearer limitation, according to their opinion,
to each other, and these fundamental could be brought out only when the
ideas are becoming the common prop-
international relations, both material
erty of all mankind.
and spiritual, shall be readjusted. We
Before concluding may I add a few earnestly desire that the conference for
words? First, as Miss Cavel said in naval limitation would bring some good
her famous saying, “Something more results, but even if it fails in carrying
than patriotism is needed.” Patriotism out its object we should have no rea-
is all right, but it is not enough for hu- son to be disappointed, because it would
man beings, as real human beings. give us further chance to search for
Secondly, the brotherhood of all man- a deeper cause that prevents the na-
kind is the idea that should be more tions from disarming themselves.
emphatically taught. I don't mean, in
Chief Cause of Trouble
saying this, that all racial discrimina- There may be mentioned several
tion and differences could be put off at causes for the international troubles
What I want to say is that no 110 w going on, but I believe there is
man liveth for self alone, so no nation one great cause which is dominating all
stands for itself. As Dr. Sisson has others. I mean the international eco-
so well put it, that great truth should
nomic relations. In olden times we
be emphasized. When Colonel Harvey might have had many international re-
said in his London speech, that America
lations which were simply political, but
fought for America alone, I think he
what modern international troubles are
told only half the truth. (Applause)
there which we could not directly or
When we fight for our own nation,
indirectly trace to the economic dis-
pute? If economic interests could be
we are fighting for the world at the
same time. Because as H. G. Wells put
entirely eliminated, we can see no rea-
it so well, “There can be no peace now,
son why America and Japan should,
we realize, but a common peace in all
as now, have to take a rather unpleas-
ant attitude toward each other concern-
the world, no prosperity but a general
prosperity." (Applause).
ing China and Siberia. “Trade follows
the flag' is a dogma universally be-
THE FUNDAMENTAL BASIS OF
lieved today. Thereby the competition
INTERNATIONAL PEACE
for naval supremacy between America
and Great Britain is much stimulated.
POLITY
Whatever we may say about the im-
PROF. Isoo ABE
mediate cause of the European war, we
No problem is more important and can not doubt that the economic neces-
pressing than that of international peace sity of the German people to expand
at present.
The fact that the great their foreign market was at its bottom.
naval powers in the world readily ac- If, therefore, economic imperialism
cepted the invitation sent them by Pres- could only be abolished, universal dis-
ident Harding to discuss the question armament would follow as a natural
of naval limitation, shows plainly how consequence. At present economic im-
naval competition has been unbearable perialism is causing much trouble in
to them. But even pacifists would international relations in two ways:
entertain some doubt about the success first, foreign trade; second, investment
of the conference called by President of capital in foreign lands.
Harding at this time, because inter- The growth of foreign trade in the
national disarmament, at least naval past two decades is something marvel-
76
FIRST EDUCATIONAL CONFERENCE
ous and the nations of the world have produce more for domestic use and pro-
got an idea that the easiest and quick- duce only those goods for the foreign
est way of making their own country market which other countries can not
prosperous is to increase the amount produce to best advantage.
of their exports. But to put too much (2) All foreign trade should be car-
importance into foreign trade means ried on by government, not by indi-
the expansion of the foreign market, viduals.
which necessarily leads to competition, (3) In order that each nation might
dispute and enmity of the rival na- not sell more than other nations really
tions. Every nation is always watch- demand, a commercial league of nations
ing for a chance to expand her own should be organized, by which the an-
territory or to put some weaker country nual export and import of the nations,
under her protection simply because she the amount and price of products
may thus obtain an additional market should be so regulated as to avoid such
for her goods. Foreign trade is now unnecessary competition as we have
trespassing upon its reasonable limit by today.
artificially creating foreign demands These propositions may look quite
even at the expense of domestic trade. impracticable, but I do not see how the
Demand comes first, then supply fol- goal of universal disarmament can be
lows, This must be the natural eco- reached without a proper control of
nomic order. But this law is often foreign trade.
reversed in our industrial system. Those If there is something which is giving
who supply goods must sell them more harm to international relations
whether they meet the demand of buy- than anything else, it is, I' think, the
ers or not. If there is not much de- investment of capital in foreign lands.
mand for them, the sellers must arti- As long as the surplus capital of one
ficially create or at least stimulate de- country is invested in another country
mand by other means.
Hence the ex- in form of loan or bond, there is no
pensive advertisements --- posters, sign
posters, sign harm at all. But when it is invested
boards, show windows, illuminations in foreign enterprises with the condi-
and what not. Worst of all, buyers tion that the investor shall share the
are compelled to bear all these ex- profit therefrom, the situation becomes
penses. But the waste incurred in this
very complex. Capital goes where it
way in our domestic trade does not can get the highest interest just as
bring us much harm, because a terrible water flows to the lower level. That is
collision has never arisen from this sort the reason why capital goes abroad
of competition. The case is quite dif- even when it is badly needed at home.
ferent, however, with foreign trade None would compete in loaning money
which has been a constant source of with reasonable
reasonable interest
interest to foreign
international misunderstandings and countries, but there is always a keen
disputes for the past two decades. competition for investment in foreign
enterprises with the purpose of gaining
Foreign Trade Should Be Controlled
profit. It is not only the incoming of
Of course we cannot abolish foreign immigrants that causes much interna-
trade entirely, but it is extremely im- tional trouble as we see it in California,
portant for us to put it under our con- but to the same extent, perhaps to a
trol to a certain extent. Let me make
greater extent, the flowing of capital
the following suggestions:
into the foreign land stimulates inter-
(1) Let each nation try hereafter to national dispute and enmity.
PAN-PACIFIC UNION
77
What is the cause of international sequently China then would cease to be
rivalry in China and Siberia at the pres- an arena for the greater powers.
ent time? It is nothing but the collision
of economic interests represented by the
Overflowing Population a Menace
capital of the different nations investing
But in order to maintain a permanent
there. It is an almost daily occurrence
peace it is necessary not only to stop
to see the great powers trying to get the export of capital but also of man-
some permanent control over certain namely, the immigrant. An overflow-
portions of China. They call it their ing population is as great a menace to
"sphere of influence." What an auda- the peace of the world as overflowing
cious action it is! If they really wish capital. Each nation must take care
to help China in developing her in- to adjust the size of her population to
dustry from a true benevolent motive, her means of subsistence.
why do they not provide her sufficient Unfortunately, increase of population
capital at a reasonable rate of interest? has been considered as an index of the
Sometimes they say that the Chinese national strength, and consequently a
people would never be able to utilize colonial policy is looked upon as an
their immense natural resources unless important problem for a growing na-
they were helped by foreign enterprise. tion. But as almost every acre of land
Well, if the Chinese do not know how on the earth is now mapped out for
to exploit their natural resources today, each nation, no immigrants can enter
let us wait until the next generation is
into another dominion without much
well prepared for the task. No nation difficulty. As long as the right of
has any right to commit robbery under ownership is established, any nation
a pretence of helping others.
can refuse immigrants' entrance into
But export of capital as well as
her own country however large a stretch
of uninhabited land she may possess,
foreign trade has always been looked
upon as the most important source of just as a wealthy man in a large city
national prosperity, and consequently
may close the gates of his large estate
often identified with patriotism. It is
against the slum people. The nation
which suffers from over-population can
no wonder, therefore, that wholesale
robbery is widely committed under the
no longer depend on the generosity of
mask of nationalism or patriotism.
a less populated country. She must so
control her own population that every
If the nations of the world could
one may lead a decent and happy life
come to an agreement that no capital within her own boundary. This is a
should be invested in countries indus-
vital problem that concerns not only
trially undeveloped and that all vested
China and Japan, but even America and
interest should be transferred to them
Australasia who will sooner
or later
with proper compensation, they would confront this difficulty.
be able to approach the question of
universal disarmament. Then Japan
False Indexes of National Superiority
should not only give up her control in Therefore I want to propose to this
Shantung and Liaotung peninsula, but Pan-Pacific Educational Conference the
also transfer the South Manchuria obligation of finding some means by
Railway to China if proper recompense which the twenty-two nations repre-
be given therefor. Great Britain, sented here, comprising nearly two-
France and America would be expected thirds of the world's population, may be
of course to take the same policy. Con- urged to revolutionize their principle
78
FIRST EDUCATIONAL CONFERENCE
of education so that their young men various nations, or similarly, labor-
may not be misled into thinking the ers or labor unions, superceding and
increase of population and export of over-stepping national boundaries, al-
capital an index of national superi- ways work together for a certain cause
ority. It is high time for all the na. or interest. So too we here, men of
tions of the world to give up the old science, or men of education, are as-
traditional idea of identifying economic sembled to work together in co-opera-
imperialism with patriotism, and teach tion; so too, in this way, militarists or
their young men how to bring forth capitalists or labor, or men of science,
international peace by not trespassing or men of education, can have a cer-
upon the boundary lines of other na- tain kind of international mind, and
tions, whether economically or politi- work according to their respective
cally.
standards and interests. The question
I believe it is the duty of this con- pertaining to the problem we were dis-
ference to do something on this line. cussing in connection with the relation-
ship between national and international
EDUCATION AND NATIONAL principles in education is not simply
POLITY
whether to encourage the international
mind of whatever sort it be, in con-
DR. M. ANESAKI
trast to the national mind, but to de-
We have heard interesting and in- termine what kind of nationalism, what
spiring remarks from our colleagues kind of international mind is to be
I am not going to have any discussion, encouraged in education We men and
not to speak of controversy or debate, women in education have to consider
but there is just one point to which I what is the real content, the real mean-
want to call your attention. It is to the ing of national and international minds.
meaning of the word "international."
Kinds of Internationalism.
Anything which pertains to the nations,
various nations, is international, to be Now to be brief, as it occurs to my
sure, and today we speak of interna- mind, there are various kinds of inter-
tionalism, or the international mind, national minds. I might classify them
perhaps, almost always, in its good into two kinds, (1) international or
meaning. But I doubt whether there national minds which work for domina-
be more than one kind of internation- tion, as pointed out by Dr. Sisson and
alism, as our colleague, Mr. Wei, has others, and (2) those which seek co-
said, when he says that the militarists, operation. I think herein lies the cardi-
as he thinks, in China and Japan, are nal point in our problem, where men
working together. I don't know. I do and women or nations or parties may
neither endorse the point, nor contro- work together. When they work to-
vert it, because I suppose there are gether for domination, whether it be
certain points to be qualified.
national or international in appearance,
In any event, inilitarists, whether in it is not the international mind in a
Japan, or Russia, or anywhere else, true sense, or in a moral sense; it is
who have sympathy among themselves, simply the will to dominate expressed
and are working for a certain cause, a and embodied in the individual groups
certain
common cause common or parties or nations.
interest may be said to be working On the other hand, the mind for co-
together. Just with capitalists operation, real harmonious co-operation
who doing similar things in which mutually satisfies in the essen-
or
SO
are
PAN-PACIFIC UNION
79
cause
tial points, is the mind which co- Anesaki has pointed out. Almost every-
operates.
thing that our newspapers print from
other countries of an international char-
Ideal of Loyalty and Service.
acter has some relation to the dominant
Dr. Harada has put forth an essen- quality. We have printed every mean
tial connection existing between the thing we have heard said in England,
Japanese and Chinese, the ideal of loy. in France, or in Japan, or in Germany,
alty and the modern idea of service. we have overlooked the fact that there
I might add this, every ideal of loyalty, is a great body of internationally-minded
whether to a person or to a community men in all of those countries, and I
or to a cause, that is, service to a per- think that one of the greatest mistakes
son or to a group, or to a community made in our politics that we have never
or to a cause, has been called, by Budd- tried to join hands with those men of
hists, "dedication"; dedication of one's democratic national principles that are
own merits and achievements for the in the countries with which we have
of others, mutual dedication, been fighting. There are men in Ger-
which translated into Christian terms, many who will have a very great effect
is, "sacrifice of self for others." That on the future of the world, perhaps
is the "Way" of the Cross, as well as they can do more for the future of the
the "Way" of Life and Truth, as we world in those countries with which we
cail it in Oriental religion. Now this have been fighting than any of the rest
you call “service," and it is the spirit of us in the other countries combined. .
of co-operation. That spirit may be (Applause.)
carried out or embodied in the relation-
ship between persons, between groups, CHINA'S PROBLEM IN RELATION
between parties, between nations. This
TO NATIONAL POLITY
is the real principle of moral life, the
moral element, or the moral factor of
DR. SIDNEY K. WEI
human life, whether national, or com-
Following the example of Professor
munal or international.
Harada, I would present to you the
have been perhaps a little too
problem as we have it in China in re-
lengthy in bringing out my ideas on
lation to our national policy and our in-
"sacrifice" or "dedication," but what I
ternational problems.
have wished to state is that the dis-
I think the issue is between culture
tinction, the mere distinction of "na-
and internationalistic education. I don't
tional” and “international” is not ade-
know how many of you have studied
quate. We must, on the other hand,
the ancient system of education in
distinguish between the two cardinal
China, which was largely cultural. That
differences, the attitude of human life
is to say, we emphasized in training the
and human will, as pointed out by Dr.
human mind, we emphasized in the
Sisson, the will to dominate and the
classics, mathematics and literature, a
will to co-operate. This is the cardinal
tradition that was similar to the tra-
distinction in our problem which I
ditions that you had in the west. But
wish to call your attention to, and to
since the political reform in China, we
ask your opinion about. (Applause.)
realize more and more the need of na-
DR. JORDAN: I think that in our dis- tionalistic education. What do I mean
cussion of international relations we by nationalistic education? It is the
often overlook the difference that Dr. emphasis on training our citizens to
80
FIRST EDUCATIONAL CONFERENCE
So we
meet our national needs, training for take time to explain to you our poli-
citizenship.
tical troubles, because that would take
Now I know that in America you at least an hour. However, I want to
have the same tendency, you have what point out to you that our object is to
you call the social theory of education. develop the moral and intellectual char-
It has been variously put by your emi- acter, but at the same time not all the
nent educators. Some say that educa- people in China agree that we shall
tion is for the training of socialized in- have that kind of aim. The old im-
dividuals. So you see on the one hand perialists, and militarists, will not tol-
you have cultural education, on the erate such an education. But the edu-
other hand you have nationalistic edu- cators would not follow them.
cation.
are in China on the one hand fighting
Old and New Education Contrasted
against those imperialists who are try-
ing to put the old education through.
During the Manchu dynasty the aim Now you must remember that the dura-
of education as declared by the Imperial tion of the Chinese republic has been
edict, was the training for loyalty to very short. We have thus far only ten
the emperor, devotion to public welfare,
years of existence. Now in that ten
reverence for Confucius, admiration
years, I may tell you in passing, that
of the martial spirit and respect for in- of the ten years, about eight years of
dustrial pursuits. You can see at once our republic administration were con-
that aim of education was for the inain- trolled by the old imperialists and mon-
tenance and safety of the old dynasty. archists, we have had just two years for
The first thing to be put was loyalty to those democratic leaders working in
the emperor, then devotion to the pub- China. You can imagine our task in
lic welfare.
trying to bring about democratic educa-
I am very glad to tell you since the tion in China.
Republic we have entirely reversed our
Then in the second place, we have
aims in education. The aim of Chinese
great needs for vocational education.
education as set forth by Dr. Tsai Yuan
The idea of training the moral and in-
Bei when he was minister of education,
tellectual character seems too idealistic.
was the development of the morals and
Some say we ought to train our citizens
intellectual character, supplemented by
to be good engineers, good politicians
physical culture, practical training and
etc. Why talk about the development of
esthetic appreciation. The aim of edu-
intellectual and moral character in such
cation, and I think most of you will
general terms. Now you see we have
agree, as to an ideal education, is the
another problem in China, and that is
development of the moral and intellec-
the problem of those men who were
tual character supplemented by practical putting too much emphasis on practical
training and physical culture and es-
education against those who would have
thetic appreciation.
democratic ideals supreme in education.
Difficulties in Receiving Democratic
Then we have another problem, which
Education
was more serious than our international
problem. Now I want to be realistic in
But in China we have had difficulties
niy explanation, so that I don't want
in trying to put through our aims. Be. just to say in a diplomatic way as to
cause in recent years we have had con- our relation to Japan and America and
stant political troubles. I would not to the other countries.
PAN-PACIFIC UNION
81
Relations to Japan.
those educational leaders, how the dem-
ocratic leaders can overcome the influ-
I first want to correct the impression
that some of you may have about Japan.
ence of the old monarchists and impe-
rialists in China. In the last three years
Some of you may say of Japan that they
are all military people, whereas that is
we have done this quite successfully in
not the case. Before I tell you about
some respects. I am sure you are famil-
the military party in Japan, I want you
iar with the student movement in China.
That student movement was the attempt
people to have the impression that there
of the educational democratic leaders to
is a group of Japanese who are quite lib-
eral, who are quite in sympathy with the
control our national politics, and, as you
Chinese, who are quite in sympathy with
know, because of the effort of the stu-
America, but unfortunately the liberal
dents and the professors in the national
party in Japan is not strong, be-
university of Pekin, some of their stu-
dents and teachers in other parts of Chi-
cause if you are familiar with Japan,
na have combined in an united effort
Japan has been built up by the hands
of the imperialists, militarists, so that
that actually drove out the traitors of
the liberal men have had very little
China, so-called. That was the militar-
chance to work out their own problem.
ists working together with Japan to per-
The problem in China has been that
petuate their imperialistic aims, and if
one military party in China working
you are familiar with the student move-
with some of the militarists in Japan try
inent in China, you know that we did it
to control Chinese politics. They be-
very successfully, at least in that matter.
come friends, they discuss their own
But our problems are still coming up,
problems, they support their own aims.
because the militarists and imperialists
So you see in China we have one inter-
in both of those countries will not give
national problem. The militarists in
up until the democratic forces are much
China and the militarists in Japan work
stronger.
together against the democratic leader In China we are trying to work out
in China. The present struggle in China this problem as to how the educational-
is not a struggle between the south and ists and democratic leaders may exercise
the north; it is a struggle between the a tremendous influence in politics and in
militarists on the one hand supported our national life. I am expecting that
by a political clique in Japan as against the Japanese liberal leaders will do the
the democratic leaders in China.
same thing; they are beginning to do so
Those in the main are our educational I have talked to many of them, and
problems in relation to our national and they are beginning to give us their sup-
international polity. If I may be port. And I think in all countries, in
permitted, I will give you a few sugges- America, more emphasis should be put
tions as to how the problems in China on educational ideals that they may work
may be solved. I hope at this conference together with national politics. More
we have some time to devote to the dis- must be done in China, and more must
cussion of the problems in China and
be done in America, and I think some
Japan in relation to America, because of our American friends are too self-
that seems to me to be the issue of to-. confident in regard to the question of the
day - China and Japan in relation to democratic ideals working together with
America.
our educational ideals.
Our problem in China has been in re- Another suggestion is that in an in-
lation to our control of education. How ternational community like the Hawaiian
82
FIRST EDUCATIONAL CONFERENCE
an
islands, there is a good opportunity to lem from an international standpoint.
see that democratic education shall hold No matter how many languages you
sway. You know that you have the know you have this difficulty sooner
problem of the foreign schools in the
or later.
So that I think there is
Hawaiian Islands. Since I have been need of international language.
here I have tried to get information, I Some of you may say that English
have been trying to be a student of your language ought to be the ideal one
problem here, and I think this problem because so many study the language. For
is good democratic education as against some time I had the same opinion, but I
the other systems of education in these discovered more and more that the Eng-
Islands. That problem has been misun- lish language is a very difficult lan-
derstood, I think it has been very unfor- guage, and I know of some professors
tunate that the problem in this Territory in China who have spent years studying
has been the problem of the foreign it and yet it is difficult for them to speak
schools. I think emphasis ought to be it. It is too difficult a task. So I think
put in the content of your text books, we must have a simpler international
no matter whether in English, Chinese, language. And you have heard about
Japanese, Portuguese or in Spanish, it is many different proposals, and it seems to
democratic ideals, democratic education, me that the Esperanto language is the
that should receive first attention. It best for international purposes.
It is
is not so much whether so many hours really an international language, true to
of foreign language are taught in for- its name, because it is made up of dif-
eign schools. So I hope that in these ferent languages, all the good points of
Islands it will be possible under our the different languages being included
American leadership to have deniocratic in Esperanto. So I would propose to
ideals support these mediums of educa- this Conference that we would at least
tion.
discuss the problem of an international
Need of An International Language. language.
Another suggestion that I have in I hope that I have presented to you
mind: Is the question of an interna- first all the problems in China, and the
tional language. I know our delegate, suggestions that I have in mind, and it
Dr. Tsai, is very much disappointed- is my sincere hope that this Conference
because he knows French and German, will actually plan out
some definite
but not English, and because of this things to be done so that when the Chi-
handicap he cannot talk to you, to nese delegates go back to China they can
many of you people, but that gives tell them what to do to bring about in-
you an idea of the language prob- ternational peace. (Applause.)
PAN-PACIFIC UNION
83
4.
INTERPRETATIVE DESCRIPTIONS OF SYS-
TEMS OF EDUCATION IN PACIFIC
COUNTRIES
1
are
EDUCATION IN AUSTRALIA
ling School." A van is provided in
Rev. WILLIAM A. TATE.
which the teacher travels, taking with
him a tent to be used for himself and
I have been asked in the absence of
one for a school, and provided with a
a regular and official delegation, to
supply of text books and equipment
speak a few words concerning educa-
suited for primary grades. Much atten-
tion in Australia and its relation to the
tion has been given in recent years to
problems of this conference.
kindergarten training and methods.
Throughout Australia primary educa-
Another tendency has been the centra-
tion is compulsory and free of charge.
Education however, is left to the States
lizing of schools. In some states sums
of money are granted to parents whose
and is not a Federal matter. In Au-
homes are over three miles from the
stralia the State not only controls but
nearest schools to pay the expenses of
completely supports the system of public
instruction. Liberal provision is made
transportation for their children.
for scholarships and bursaries to the
Passing from the elementary grades
High Schools and Universities.
there is at present a widespread demand
New Features.
for Junior and Senior High Schools.
Junior Technical High Schools
Among the important features that
established apart from the regular high
have been introduced especially into
schools in Victoria and the Department
Now South Wales and Victoria are
of Public Instruction grants scholarships
manual training schools, medical inspec-
to approved pupils. In New South
tion and à travelling hospital with
Wales arrangements were made in 1917
travelling opthalmic and dental clinics
for the teaching of Japanese in selected
for the rural and sparsely settled dis-
high schools and in 1918 classes in two
tricts. In such districts three kinds of
such schools were held.
schools are provided for (1) Provision-
In Australia we have a number of
al Schools in which the attendance does
not go below 10 or 12 children (2)
evening schools which are intended to
Half-time schools for those districts
help the working boy improve his gen-
where the pupils number less than 10
eral education and to add to his know-
ledge. There is at present some talk
or 12 and where the teacher goes alter-
of making attendance at these schools
nate days. (3) In those districts where
the children
scattered far the
compulsory for certain children.
teacher goes from house to house. In
Recommendations for Future.
Queensland there are also what are Arising out of an educational con-
called Saturday schools in which several ference held in May, 1916, some inter-
hours of instruction are given on that esting recommendations
made
day by teachers from some nearby town. along the following lines:
In addition to these methods of carry- (1) That certain "general principles
ing education into the rural districts, should govern the preparation of re-
there is what is known as the "Travel- ports in order to insure uniformity so
are
were
84
FIRST EDUCATIONAL CONFERENCE
rose
far as the compilation and presentation goats and that they who dare to regard
of statistics is concerned."
them as such nourish a blind life with-
(2) That the school age limit be in the brain. As Witter Binner says:
raised from 14 to 16.
The people's day has dawned, ,
(3) That schools for defectives be a deeper sky
provided when necessary.
Than any day that ever
(4) That other special school experi-
from sea
ments are now being made in types of And more than any captain dared
industrial and secondary instruction and
is won.
that opportunity should therefore be And this great light that opens
given an interchange of experiences.
carries high
(5) Sex Hygiene. The conference
Justice that none had dreamed,
was opposed to the teaching of sex hy-
not even we
giene in the schools, but suggested that Who still are blind awhile, facing
a pamphlet be prepared setting forth
the sun.
the duties of parents in the matter.
(2) The peoples of the world are
It will be seen that under the present determined in spite of the diplomat and
system of education in Australia desery- politician, that the foundations of the
ing boys and girls may win scholarships, future shall be built not upon the art
all the way from the elementary school and science of war, but upon the art
to the university and for instruction all and science of peace.
Because war is
forms of vocation and professional old and grey, that does not mean that
training
it must always be. The temper of great
A Spiritual Renascence.
peoples has been tried as by fire and
We have talked much and wisely they are ready to respond to the spirit
about our tasks and responsibilities and
and the calls of the new day, ready to
that is only natural for men of reputa-
see that the moral forces of the world
tion of experience. But as a young man
shall be so organized as to make right-
I feel we need also to talk about some- eousness and justice the predominating
thing else. We need to emphasize to and controlling forces of the world.
the utmost our assets and our oppor-
Was a Spiritual Victory:
tunities. Anyone who has travelled re- (3) In the third place, we have be-
cently cannot help being made aware of come possessed of a new spiritual con-
the fact, as Dr. Bunker reminded us, sciousness. Whenever you find men and
that we are at the beginning of a spirit- women talking deeply and earnestly
ual renascence. The tide is running about the matter they are saying that
with us and it is rising high in Austra- the war was a spiritual victory won not
lia. This new renascence has for its by human power but by divine might.
function three things.
The braggart Bernhardi could tell us
(1) The world is entering into a new that political morality differs from in-
estimate of human value. The average dividual morality because there is no
man, woman and child counts for much power above the state. But never again
more now it seems to me, than in any in this generation will men get away
other period in the history of the world. with stuff like that. We know that
We are discovering as never before that there are powers above the state, we
men and women no matter how for- know that the spiritual resources of the
tunately or unfortunately placed in life universe, and the force of right are
are still something better than sheep or greater than any force of might.
.
A
PAN-PACIFIC UNION
85
re-
A prominent statesman talking of the school compulsory. The great weak-
great problem of reconstruction ness of the educational system of Rus-
marked "What the world needs is an sia lies in the lack of education for the
emperor.”. “An emperor,” said one of child. The foundation of every educa-
his friends, "I thought that we were tion is the home and the preparatory or
done with emperors and kings.' But elementary school. The large majority
the statesman went on.
"What the of the people of Russia do not derive
world needs is an emperor and his name any educational benefit from
from their
is Jesus Christ.”
homes. Duty is not impressed upon
Here then are three great assets. Let them. Kindergartens do not exist. The
us take knowledge of them and as we teaching element in the villages, and
go forth from this conference, you to that is where the majority of the pop-
your way and I to mine, preach the ulation lives, is deficient in quantity and
gospel of our moral and spiritual oppor- quality. At the best they are only
tunity. For it is in the capacity that we teachers and not educators. The law of
cause of peace reconstruction, which is the transformation of energy has not
ourselves manifest for leadership in the reached their souls. The sense of duty,
the cause of education, and in the abil- an essential requirement, is lacking.
ity we display to look not only on our
The Russian Community Organization.
own things but also on the things of
An interesting organization of the
others that the objectives of this con-
Russian people is the Zemstro. The
ference and the noble ideals of the Pan-
idea back of this gathering of groups
Pacific Union shall find their realiza-
can be traced to a peculiarity in the
tion.
character of the Slav. Although indi-
vidualistic in the inatter of expressing
RUSSIA AND SIBERIA.
their ideas, these people have always
Dr. C. F. REPPUN.
had a tendency to flock together in co-
There is no marked difference be-
operative groups.
tween the educational system of Rus- Their simple community relations
sia and that of any other continental were governed by the so-called Vetche,
European country. Elementary and in- or assembly of all male adults. This
termediate schools lead into the uni- Vetche exists now in every Russian vil-
versities and technical high schools. lage. It is called Skhod from Skhodity,
The difference between the latter two that is, “coming together.” This vil-
classes of schools lies in the teaching of lage council, formerly with considerable
the abstract sciences in the universities political power is now concerned almost
and of applied science in the technical exclusively with questions purely local
schools.
in character such as the division of
Russia Lacks Schools.
pasture land every spring, etc.
There are only about ten universities
In 1917, however, these village coun-
and a similar number of technical
cils were confirmed by the temporary
schools in Russia today. Their stan-
government as the political unit, the po-
dards are high, but there are not en-' litical cornerstone, which it unofficially
ough of them to be of benefit to the always was. Under mediaeval and mod-
whole nation
ern absolutic rulers these village coun-
Parents themselves are still childlike
cils had lost all their powers and only
and uneducated in Russia. Moreover,
Moreover, questions of purely local character were
there is no law to make attendance at submitted. The right of free assembly
86
FIRST EDUCATIONAL CONFERENCE
to discuss politics or civics was one of banks and swept everything away to
the principal demands presented to the their own suffering and sorrow.
The
monarchical government. It is to a crude force, not transformed and not
great extent due to the fact that every- restricted, destroyed its own self.
body takes an interest in community
work and loves to gather and talk over
EDUCATION IN CHINA.
community affairs, that politics are so
DR. SIDNEY K. WEI.
interwoven with the social life of the
people.
The Chinese delegation will have, some
Out of this civic cooperative inclina- papers to be published in the proceed-
tion of the Russians the Zemstro organi- ings of this convention, so that I have
zation emerged. It is entirely demo- only to speak to you very briefly this
cratic, entirely for the benefit of the peo-
afternoon on the educational system in
ple, entirely progressive, even socialistic
China. The first thing I wish to im-
in the best sense of the term.' During press upon you is that modern educa-
the Great War the all Russ-Zemstro
tion is rather a recent achievement in
Union and the all Russ-Town Union did
China, and the second thing is the im-
wonderful work in spite of continual
mensity of our problem. Imagine the
friction, petty jealousies and inefficiency
education of four hundred million peo-
among the working staff.
ple covering a territory of more than
Later History of the Zemstro.
four million square miles! I shall be-
In 1917, after the overthrow of the
gin with our elementary education. In
monarchy, the president of the all Russ-
China the kindergartens take our chil-
dren from three years old up to six
Zemstro Union was made prime min-
ister. The plan was to use the existing
years of age, and then we have lower
primary schools in China which covers
Zemstro organizations, enlarged and
a period of four years. These four
with new power, as the conerstone of
the future reorganization of the Empire.
years are compulsory for all the chil-
dren of China; although we have not
The village assembly became the po-
been able to carry out this idea in all
litical and administrative unit as well as
parts of China, we have been able to
the legislative organ for local affairs.
do so in the more advanced parts of
It involved decentralization of author-
China, however.
ity. The elections were held on
broader basis. Everybody over 25
The Primary Schools.
years, male and female, of good stand- Then come the higher primary schools
ing, had to take part. The decisions of which cover a period of three years.
the assemblies were submitted to an ap- The higher primary schools are open to
pointed government official who, being all the students who can attend, but
politically educated, was expected to they are not compulsory. According to
watch over and guide judiciously the the statistics of 1918 we have 119,000
actions of the mass of uneducated coun- lower primary schools, and we have
try people. This was intended only as 7,862 higher primary schools. Then
a temporary measure to control the after the higher primary schools stu-
overflowing energy of the people until dents may go to the vocational schools
they had gained some political exper- of class A, which covers a period of
ience. But the liberated serfs recog- three years. I ought to say that after
nized no boundaries and in their ten- the lower primary schools students may
dency to expansion they overflowed the go to industrial schools of class B.
a
PAN-PACIFIC UNION
87
our
That is to say, after going to lower course, and the period of training varies
primary schools they can then go to from three to four years, according to
the vocational schools, if they have no the courses. If, for instance, the stu-
means of getting an education. We dents wish to take medicine, it will re-
therefore have two kinds of vocation quire four years.
schools. Class B schools are for the
System of Higher Education
graduates of the lower primary schools
and the class A schools are for the
Our system of higher education is
graduates of the higher primary schools. very peculiar as you may have noticed.
That is to say, we have the university
Middle School System.
course and the professional course and
Then comes the middle school sys- also the higher normal courses, so that
ten. Our period of training covers the students who may want to take
four years of middle school. If the some other lines of education can go to
students don't wish to go to middle many different schools. Our university
schools they can go to the normal curriculum is very similar to the Conti-
schools. We have normal schools for nental system, that is to say, we don't
'training teachers for
primary allow all the schools of higher educa-
schools. In the normal schools there tion to be called universities, as you
is one year of preparatory work. After may do. In order to be a university it
that the students must spend four years must have several faculties, the faculty
in the normal schools before they can of science, of arts, of medicine and some
get a teacher's certificate. After that other faculties, so that our plan is dif-
students may go into the Universities ferent somewhat from the plan you
or professional schools or the higher have in the United States.
normal schools. You see we have three
I will give you some statistics. Ac-
schools for the middle school graduates cording to the report of 1918 we have
to go into. First, the University. 477 technical schools. That means in-
order to go into the Universities in cluding all those industrial schools of
China the students must have two
class A and class B. I was going to
years of preparatory course. Our prob- look for the number of colleges and
lem is very peculiar. We must have
universities in China, but I find there
two years of preparatory training in is no total number that I can give you.
order to allow the students to be more We have six universities in China. That
proficient in foreign languages, as most means those large universities in China,
of the text books are in English or and there are a number of other col-
other foreign languages. The same leges.
thing is true of the universities and col-
This is only a very brief report of
leges of Japan as I understand.
the educational system in China, and, as
In case the students do not want to
I said at the beginning of my report,
enter the universities they can either
there will be publications published in
enter the professional schools or the
the proceedings.
higher normal college. There is one
Social Education.
year of preparatory course and after
one year the students must spend three I may say in China we are also mak-
years for the upper course or the high- ing the effort of trying to educate the
er normal college. In case the students masses of the people, --what we call in
wish to enter the professional schools China "Social Education" or "Com-
there is also one year of preparatory munity Education.” One interesting fact
112
88
FIRST EDUCATIONAL CONFERENCE
is that in Canton we have a "People's
University," a university very similar
to that of which Dr. Jackson spoke this
morning. In that university we have
all the professors of the higher institu-
tions of Canton who give lectures in the
evenings, and the university is open in
the summer and in the spring for the
benefit of those who want to get a
higher education, but who can't afford
to do so by going through a regular
four years course in our universities;
and we have lecture courses in China
for the purpose of those who wish to
learn about a democratic government,
also circulating libraries. All these
agencies are new in China, but will give
you an idea of what China is trying to
do for the education of the masses. I
shall be very glad to entertain any
questions.
Discussion.
A DELEGATE: Do the women attend
the higher schools in China ? What
schools do girls and women attend in
China?
Dr. Wer: I may answer this ques-
tion by saying we have separate normal
schools for the boys and girls, and re-
cently a movement has sprung up for a
co-educational system in China. Canton
is the first place to start a co-educa-
tional system. In our college we have
thirty girl students. In the normal col-
lege we have about twenty. In addition
to that we have a separate normal school
for girls in Canton, and in our National
University in Pekin girls are admitted,
and in other universities, but as you
know, women's education in the past in
China has not had much progress, but
we
are opening up opportunities for
them in China.
A DELEGATE: When a student starts
in Canton at three years of age, how
old will he be when he is graduated in
medicine or one of the sciences ?
Dr. Wer: He will be 23 years old,
and if he wants to get more education
he can do research work. We have
graduate schools for those who wish
more work.
A DELEGATE: Is the phonetic alpha-
bet being taught in the schools in China
generally?
DR. WEI: Yes, we have a new pho-
netic alphabet, as I suppose you have
heard. Our language being so difficult,
we have to get a new phonetic alphabet.
We have probably a more scientific sys-
tem than you.
We have one symbol
representing one sound. In
In the new
phonetic system we have at present 39
letters, and in combination we can rep-
resent all the Chinese sounds in our
language. That means we are trying to
teach only one language in China. As
you know we have many dialects in
China, but we are trying to teach only
the Mandarin. The time is too limited
for me to go into that in detail.
A DELEGATE: Is adequate provision
made for primary education in China, -
that is for the first four years—are there
schools enough for the children?
DR. Wer: No, we haven't all the
children in our schools, for we have
forty million children of the school age
in China. That is a tremendous task,
and we can't hope to provide schools for
them in less than ten years' time.
We
haven't schools for all children in China,
but those we have are of very good
standing
A DELEGATE: What proportion of
those children are actually in school in
China?
DR. Wer: I will give you the statis-
tics and you can figure it on that basis.
We have the total number of forty mil-
lion children, and we have 3,513,313 in
the lower primary schools.
A DELEGATE: Something like one-
tenth?
DR. WEI: Yes, one-tenth.
PAN-PACIFIC UNION
89
are
.
A DELEGATE: One
One more question. Bishop Museum; the University of
Has as good provision been made for Hawaii; the Nuuanu Young Men's
the girls in China as for the boys? Christian Association; that beautiful
DR. WEI: All the boys and girls go flag drill by the children of the Kaiu-
together to the primary schools.
lani public school; the drill of the Girl
A DELEGATE: I supposed that, but Scouts; the Territorial Summer School
above that grade?
at the McKinley High School; the
DR. Wer: Above that grade we have beautiful pageant presented by the
the higher primary schools, and we also Dramatic and Story Telling League; the
admit boys and girls to these, but above Korean Christian Institute; the Chil-
that we have separate schools, a middle dren's Society Mission in their exhibit
school for girls, and a middle school for yesterday afternoon. All these
boys. As I say, we have tried to get kaleidoscopic fragments, as it were, of
co-educational schools, and Canton is
a very rich diversified educational situ-
the first to do this. It is more eco- ation, an educational situation that goes
nomical in getting teachers and so on. far back into history, and which has
A DELEGATE: Has it been accepted
many extremely interesting features.
by the Government?
The Federal School Survey Report.
Dr. Wer: Yes, the provincial gov- Furthermore, a detailed statement
ernment in Kwang-Tung is accepting concerning the educational system of
that.
Hawaii is rendered more or less un-
A DEAEGATE: Are you doing prac-
necessary by the remarkable document
tically the same thing for the girls as to which I have already made reference,
for the boys?
a "Survey of Education in Hawaii.”
Dr. Wei: Yes, there is no class dis-
Many of the sections of this epoch-
tinction in modern China as between making report are extremely interest-
men and women,
ing; there is a certain amount of statis-
tical material, but other sections are as
EDUCATION IN HAWAII fascinating as the "Saturday Evening
VAUGHAN MacCAUGHEY
Post.” This report covers our situation
Someone has spoken of Hawaii as
so thoroughly, describing the public
schools, private schools, foreign langu-
"a little tugboat with all the internal
workings of a great battleship.” The
age schools, high schools, and the Uni-
simile is excellent.
versity of Hawaii, that there is no oc-
You, who have
casion for elaborate statistics, or for'any
come recently from overseas, have
detailed statement. I therefore, shall
already discovered, no doubt, that Ha-
waii is a highly organized community;
confine myself, in the few minutes at
my disposal, to a few items that I
highly organized along every line.
It
is impossible, in the few minutes at my
thought would be of particular interest
to our overseas visitors.
disposal, to give you a complete picture
of the highly complicated educational Education Among Primitive Hawaiians
organization of this Territory.
I speak of this because it is over-
During the past few days you have looked in many accounts of our educa-
had an opportunity of becoming per- tion. Those of you who have seen the
sonally acquainted with certain phases wonderful collections at the
at the Bishop
of educational work here.
Museum and who have seen the pa-
Glancing over the program, I noted geants, during the past few days, by
the demonstration kindergarten; the the Hawaiian people, recognize that
90
FIRST EDUCATIONAL CONFERENCE
race.
these productions imply educational con-
The Hawaiian People.
tent and technique. The building of
At no other
other time in history nor
great outrigger canoes, for example; amongst any other people has popular
the creation of those priceless feathered education made more rapid progress
garments, such as you see on the sta-
than amongst the early Hawaiians after
tue of Kamehameha standing yonder;
the coming of the missionaries. The
the composition of the beautiful meles, rapidity with which they became literate,
chants and songs of the old Hawaiian
Christianized and "Americanized" is un-
literature all denote a genuine educa-
paralleled and is a permanent tribute
tional process.
The education of the
to the large innate intellectual, spirit-
old-time Hawaiians, before the coming
ual and civic capacities of the Hawaiian
of the white man, was a real education.
The splendid physique, kindly
The ability to make the great trans-
disposition, beautiful hospitality, and
Pacific voyages between Tahiti, Samoa
delightful, kindly disposition and the
and Hawaii, in open canoes, using the
delightful psychic traits of the Hawaiian
winds, currents and stars as guides, people constitute a genuine racial con-
showed a high order of intelligence, tribution of inestimable worth.
remarkable courage and heroic spirit.
With the coining of foreigners from
In these days of modern industrial- overseas, there developed a variety of
ism in Hawaii, it is well for us to private schools. The most notable of
pause and reflect that the so-called these schools is the Punahou School or
"primitive Hawaiians' with their SO- Oahu College, which has a long and
called "primitive agriculture” developed notable history. I hope that sometime
a food supply which supported a popula- during the program, President Griffiths,
tion of 300,000 people. Today, after of Oahu College, might make some
seventy-five years of assisted immigra- statement concerning the remarkable
tion from all parts of the world and story of that old missionary institution.
the assiduous applications of modern
Since the founding of Punahou down
science, we have only a population of
to the present time many other schools
of various kinds have been established.
290,000.
The Kamehameha School for Boys and
The old Hawaiian knew every fishing Girls' of Hawaiian ancestry; the Mid-
place along the reefs. He had names
Pacific Institute; the Hilo Boarding
for all the fishes, all the trees and plants School; the Lahainaluna School; the
in Hawaii. The old Hawaiian gave a schools of the Young Men's Christian
beautiful poetic name to every wind
Asociation, the Young Women's Chris-
that blows. Every little wind from
tian Association, St. Louis College and
every direction has a charming name.
These private schools cannot
The old Hawaiian named the different be considered in the same category as
kinds of clouds. Our English seems commercial private schools in many
poverty-stricken compared with the other countries. These so-called "pri-
wealth of beautiful word-pictures in vate" schools of Hawaii are really in
that old Hawaiian language. I cite the nature of semi-public institutions;
these random examples because they not private in the sense of being opera-
represent a type of civilization, a type
ted for revenue.
of education, which we must not brush Another category of schools are the
aside, and we cannot afford to forget foreign language schools. When the
or lose.
various peoples were brought into Ha-
SO
on.
PAN-PACIFIC UNION
91
!
All ap-
waii from their own lands, it was most ship of prominent men.
ship of prominent men. These teachers
natural and reasonable that the parents prepared themselves for the new condi-
should desire to bring up their chil- tions. We look upon the language
dren in their own language, so that the school situation in Hawaii with hope
children might have some knowledge and optimism. We recognize there are
of the language, history, traditions, and difficulties. We recognize that all the
customs of the homeland. There grew problems are not yet solved. Through
up in Hawaii, in a purely normal and the fine cordial spirit of cooperation, we
spontaneous manner, a system of foreign know that the problems will be solved
language schools.
These schools, al- as they present themselves.
though possessing many features of
Our Centralized Department.
merit, have been much misunderstood,
particularly during recent years.
In A few words concerning the work of
early times, when foreign laborers first the Department of Public Instruction.
came to the Islands, to work on the Our department is quite peculiar as
plantations, the great majority had no compared with mainland States and
idea of making Hawaii their perma- other countries. As a result of the old
nent home. They came here to work feudal or patriarchal system, which was
for a few years, amass a comfortable characteristic of the early days in Ha-
sum of money, and then return to their
waii, the department is highly centra-
homeland to spend the remainder of lized. All public school teachers in this
their existence. It is only within recent Territory are on one pay roll. They
years that these peoples have decided are all paid from one office.
to stay in Hawaii and make their homes pointments and promotions, and so
here. We are now in this transitional
forth, are handled by one office and by
condition. Of course, all transitional
one board. The supervising principals
times are periods of stress, misunder- for the various islands are all under
standing and difficulties. The language one board, they all report to that board
schools, Japanese, Chinese, Korean, and are responsible to it. We have
and others, have been established in
resident commissioners on the various
various parts of the Territory. Some islands, who represent the best local
are independent, others are under re-
public opinion of that island, and who
ligious auspices. They teach the langu- serve in a valuable advisory capacity.
age of the parents and a limited amount
The department is much more highly
of subject matter.
These schools are centralized than is true of state depart-
now working in cooperation with the ments of education on the mainland.
Department of Public Instruction.
Under the Department are all public
I suppose one of the finest examples schools, including high schools, trade
of friendly cooperation and mutual schools, Territorial Normal School,
understanding that has been staged in Territorial Summer School, and several
any country was that which was staged other special schools.. The Boys' and
in Hawaii a few months ago,
Girls' Industrial Schools are under a
the Japanese teachers, (I speak of the special board. The University of Ha-
Japanese, because they represent the waii has its own board of regents. The
larger group; the same thing is true Department, by law, has supervision of
of the other races), banded themselves all private schools, including all foreign
together, many months before a certain language schools. The supervisory
law came into effect, under the leader- power is explicit, but is not exercised to
ago, when
92
FIRST EDUCATIONAL CONFERENCE
as
any very considerable degree, because Hawaii's leadership has been, in part,
we do not have an adequate supervisory due to three factors: First, the early
staff. One of the next steps in the interest of the native Hawaiian people in
development of education in this Terri- education. Following the coming of
tory is an adequate supervisory staff, the missionaries one of the first acts of
to cooperate with the private schools, the Hawaiian chiefs was to cooperate
including the language schools.
in the organization of schools. After
The Equalization of Educational
the missionaries had established these
Opportunity.
schools, practically the entire adult popu-
lation of these islands became literates.
I think I may safely say, there is no
Second, these missionaries were college-
other part of the United States of
America where public education is more
bred men and women, New Englanders,
democratically administered and distri-
with zeal for establishing "the little
red school house." We have, maps in
buted than in Hawaii. Hawaii can well
be proud of her record in public educa-
the Department showing the old school
tion. Public schools are established in
lots with the “meeting house" on one
the
remotest hamlets.
corner of the lot and the school house
All public
on the other corner.
schools are
The
are under one system.
Third, all the
teachers in the smallest and most re-
peasant peoples who have come to Ha-
mote school are on exactly the same
waii, (brought here for the sake of
certification and salary schedule
their brawn, brought to work in the
teachers in Honolulu. Women are paid
cane fields), have desired education for
their children.
on exactly the same scale as the men.
Although these were
There is no discrimination as to sex.
lowly peoples, “of the soil,” “Proletar-
The school year is of the same length, ian,” yet, in the breasts of those people
one hundred and ninety school days
has been a hunger for education. They
throughout the Territory. I make the have wanted their boys and girls to have
a ""better chance" than their parents.
statement without fear of contradiction,
that Hawaii, U. S. A., holds the world's Can anyone gainsay that desire ?
“batting average" in equality of educa- The Support of the Public Schools.
tional opportunities.
Another point, not well understood,
The differences between the best pub- is the tax support of our public schools.
lic education in a city like Honolulu, for There is no time now to discuss the
example, and the smallest country vil- details of our taxation system. Public
lage, are very much less than they are education in this Territory is supported
in many parts of the mainland.
from general
general property taxes . The
In Ayres' report on the index numbers schools of the Territory are supported
of state school systems, Hawaii was by the industries of Hawaii. In other
ahead of thirty mainland states. Ha-
words, the great plantations and other
waii stands twenty-third in Ayres' list. industries of this Territory, support the
Its public school system is recognized schools, although, as one of the leaders
as being practically on a par with such of the industry has stated, "the public
great mainland commonwealths as Illi- schools do ruin plantation labor."
nois and Nebraska.
Hawaii's great basic industries pay
Nowhere in the United States is the
the bills of public education in this Ter-
public school, as an Americanization
an Americanization ritory.
agency, of greater significance or poten- I wish I had thirty minutes to talk
tiality than in Hawaii.
on this subject, instead of two minutes.
PAN-PACIFIC UNION
93
I wish to say as emphatically as I can, about government. She ought to know
in big capital letters, that one of the something about practical civics so that
most important features of an educa- when she goes to the polls she won't
tional system is the kindergarten and be fooled, as men have been fooled for
primary division. This statement is not so many years. We will not have ar-
to disparage the university, or higher rived educationally until we give the
education. The latter field is important. women a full and adequate place in the
We need the higher schools to train for
educational program.
leadership We need the thorough We have heard a good deal about
training of those talented individuals
peace during the past few days. I feel
who are capable of rising to positions
that in our civic life we need a good
of leadership and outstanding service.
many of the military virtues. This is
The great masses of people, however,
a fighting world. We must direct the
around the Pacific will never get inside
military exuberance of youth, along
the doors of the university. The great
constructive lines. Let us find a virile
masses will never enter the doors of
terin for the "moral equivalent for
the colleges, or even of the high schools.
war.” The fighting spirit, the spirit
The plastic age, the impressionable age,
to do, to conquer obstacles, to over-
is the kindergarten period. If we can
come difficulties, is the spirit that is
reach the children during these years,
used so splendidly in the Boy Scout
we can make tremendous headway. It
movement. There is a certain type of
is our hope that, within the next few
soft, mushy pacificism that is obnoxious.
years, we may have a public kinder-
I believe in pacifism with a fighting
garten in every public school in this
edge on it.
Territory
I have spoken of pacifism in educa-
America is just awakening to the
tion. Let us not forget that the people
tremendous significance to the kinder-
who have the greatest stake in peace
garten. It is not an accessory but a
and war are the women of the Pacific.
vital and necessary part of an adequate
Women are the ones whose homes are
educational system.
wrecked, whose children are destroyed,
Domestic Science and Home-Making.
whose lives are blighted, broken down
America's educational system has been and ruined. It is the women who
very largely a man-made affair. The
suffer most.
population of this earth is about fifty
per cent women. Our education must
Hawaii's Most Significant Crops Are
adapt itself for that fifty per cent. One
Hawaii's Boys and Girls.
of the great significant strides of edu- In conclusion, I am a great believer
cation development in recent years is in slogans. One of the first things I
the recognition of the women-subjects did when I became Superindendent of
in education. The girl should be trained Public Instruction, was to invent a slo-
in home-making, and in dress-making,
gan.
I am going to give it to you.
and in cooking and sewing, and in civic You can use it all around the Pacific.
affairs, and everything else that she is We talk a great deal of our crops of
going to participate in.
It is just as Hawaii. Some people say that sugar
important for her to know something is the greatest crop of Hawaii. Other
about trimming a pretty hat as in people say the pineapple crop is more
parsing irregular French verbs. It is important, and that the pineapple crop
important that she know something will exceed sugar. Others say, "No,
94
FIRST EDUCATIONAL CONFERENCE
you are both wrong, tourists are going more, comes under the administration of
to be the big crop in Hawaii. All we the Bureau of Common, Industrial, or
need to do is to bring the tourists Special School Affairs of the Depart-
down, and coax the collars out of their ment.
pockets. This is our great crop.” The
Elementary Schools
slogan we use in the Department of
Elementary schools are divided into
Public Instruction is, "HAWAII'S
ordinary and higher. These two school
MOST SIGNIFICANT CROPS ARE
course may be con-jointly established
HAWAII'S BOYS AND
AND GIRLS.”
in the one school.
The boys and girls of the Pacific are
Ordinary Elementary Schools are for
the greatest assets of the Pacific world.
children who have attained the age of
One of the outstanding tasks of this
six years, and they give a six years
Conference is that of making our world
course of compulsory education. The
suitable for these boys and girls. All
higher elementary course lasts for two
of our possessions, our knowledge and
or three years, and is not compulsory.
our ideals go to them as their heritance.
In both the ordinary and the higher
There can be no finer or nobler task
course, the elementary education given
than this labor of world improvement
is but of a general nature, the object
for the sake of the happy and smiling
being to instil into young minds the
children of the Pacific:
elements of moral and national culture,
and the knowledge and ability essential
SCHOOL TRAINING IN JAPAN
to good citizenship, care being taken at
JUNJI NAGAYA.
the same time to develop the physique
of the children.
I have the honor of bringing before
you the subject of school training in According to the statistics of March,
Japan proper, excluding Korea, For-
1919, there were 11,326 ordinary, 14,008
joint, and
mosa, and Saghalien, the scholastic sys-
287 higher elementary
tem of which does not come under the
schools, making a total of 25,621; the
administration of the Japanese Depart- Nearly all of these schools are public
children cared for numbering 8,134,741.
ment of Education.
Education in Japanese schools may
Recently, as the establishment of new
be divided into general and special, schools has lagged behind the increase
looked at from the standpoint of the in the number of children of school
object of education, or into common,
age, a half-time or half-day school sys-
middle and higher, according to grade, tem has been adopted in many schools.
The schools may be classified as Gov- The cost of maintaining the elementary
ernment, Public, and Private, as regards schools having increased in 1918, to
the nature of their establishment and
more than 90,000,000 yen, the national
maintenance. By Government is meant treasury has since then assisted to the
schools coming under the direct control extent of 10,000,000 yen per annum.
of the Department of Education; by In March, 1919, the children who had
“Public," those schools which are main- reached the school age of six numbered
tained and supervised by the prefectures, 1,413,923, and those who entered the
cities, towns and villages of Japan; and ordinary
ordinary elementary schools
by “Private” those which are established 1,398,225, a percentage of 98.86. In
and managed by individuals or by pri- the same year those who graduated
rate corporations. A school, further- from the ordinary elementary schools,
ones.
were
PAN-PACIFIC UNION
95
i. e., who finished their six years' com- only 42,163—a little less than half.
pulsory course, numbered 977,351, of The Girls' High Schools were 672 in
whom 439,861—a little less than one- those admitted 66,238-a little more
half—went on to the higher elementary" than one-half.
schools.
Both the Middle Schools and the
As is generally known, the Japanese Girls' High Schools are for the most
language is a very complicated one and part public schools, 81 of the former
the characters in which it is written are and 155 of the latter being private
very difficult for children to learn; two establishments, and only two of each
factors which necessitate the expendi- kind of schools being government estab-
ture of much time and labor, and are lishments.
great drawbacks to education in Japan. In about two-thirds of the Girls'
Compared with those countries where High Schools, in addition to the gen-
the language is simple and regular, and eral subjects some attention is paid to
the characters are easy to write, Japan vocational or industrial subjects. In
cannot hope to reap the same harvest some of these schools there is an elec-
of education in the same number of tive course or a higher course, of two
years of schooling. Thus a reform of or three years' duration beyond the
the language and of the written char- ordinary course, the former aiming to
acters has become a serious question, give special or professional education
which many are eagerly investigating and the latter higher general culture.
with a view to solving the difficulty, The foregoing four kinds of schools,
while those persons are perhaps not i. e., ordinary elementary, higher ele-
less numerous who insist upon the mentary, middle, and girls' high schools
lengthening of the term of compulsory are institutions intended to give a gen-
education to eight years.
eral education to boys and girls, the
Middle Schools and Girls' High Schools
lower or common grade of education in
the elementary, and the higher or mid-
The aim of the Middle Schools and
dle grade in the other schools.
Girls' High Schools is to give such a
higher general education to boys and
Vocational and Industrial Continuation
Schools
girls as shall prepare them to become
good and capable citizens. The Middle The Technical or Industrial Continu-
School receives those boys who have ation Schools are a continuation of the
finished the ordinary elementary course, ordinary elementary schools, and their
while the Girls' High School admits purpose is to afford an easy and simple
girls of the same standing.
technical education in agriculture, com-
The course of study in a Middle merce and the mechanical arts. They
School extends over five years, and are mostly of the public establishment
that of a Girls' High School covers class, and the work is done in the eve-
four or five years.
ning.
In 1919, the number of the Middle The length of the course varies in
Schools was 337, with 158,962 students. different schools, being from two to
Though the schools are increasing in four years, or sometimes even longer,
number year after year, the Middle' according to the circumstances of the
Schools are not, at present, sufficient to district. The minimum, 200, and the
admit all the boys who apply for en- maximum, 420 school hours per year,
trance. In 1919, the applicants were are settled by the ordinance; and the
84,747, while the schools could admit individual schools are free to fix the
96
FIRST EDUCATIONAL CONFERENCE
number of school hours within these (seamanship), etc. The course is from
limits.
three to five years. They are all day
At present the number of these schools and have more than five hours'
schools comes next to that of the ordi- lessons every week-day. Although the
nary elementary schools. In 1918, it nature of the schools resembles that of
reached 14,175. The number of boys the vocational or the industrial contin-
and girls in attendance was 1,077,935 uation schools, the subjects taught and
and the total expenditure was 4,737,952 the number of hours given for teaching
yen.
These schools have, generally them are different. These schools are
speaking, no buildings of their own, the of the middle grade.
work being carried on in the build-
According to the statistics of April in
ings of elementary schools.
this year (1921) there are 657 of these
Unfortunately, there is great diffi- schools, of which 90 per cent are of
culty in procuring a proper supply of public establishment. About half are
efficient, full-time teachers; and so the agricultural schools; next in number
regular teachers of the elementary come commercial, technical and wo-
schools are required to teach in these men's professional schools, in this
schools as an addition to their ordinary order; there are 11 nautical and 10 fish-
work, with results that are not at all
ery schools.
satisfactory, and the authorities are en-
The total number of the students is
deavoring to find some method of im- 119,734, and the expenditure for a
proving the present condition of things
year is 16,010,453 yen.
so as to ensure an efficient system of
Recently the applicants to enter
teaching.
schools of this sort have greatly in-
Not a few of those interested in edu-
creased in number, and in April last
cational matters would make this in-
dustrial continuation teaching obliga-
year there were 97,823 applicants, of
whom 41,075, i. e., only 42 per cent,
tory, and relieve the present shortage
were admitted. This is simply owing
in compulsory elementary education.
The grade of education in these
to the development of the economic
conditions of the country, and shows
schools is common rather than middle.
Vocational schools are apprentices
the necessity for the establishment of
schools and are in all respects very
new institutions.
This increase in matters pertaining
similar to the technical continuation
schools, save that they are more pro-
to industrial and technical education
fessional, and the work is conducted in
led to the establishment by the De-
the day time.
partment of Education, in 1919, of the
Bureau of Industrial School Affairs,
Some of these are of the middle, but
most of them are of the common grade.
which is now operating with a view to
that
In 1919, there were 135 schools, mostly
the adequate improvement of
branch of education.
public, with 17,149 students.
Outside the department also, there are
Industrial (Technical) Schools
many who are inquiring as to how best
Industrial schools also admit the to meet the demands of society. In
graduates of the ordinary elementary particular, certain distinguished
schools. Their aim is to equip the gineers and scientists belonging to
students for the pursuit of agriculture, fourteen different scientific associations
fishing (marine products), engineering have formed a united committee with
(mechanics), commerce, navigation the object of bettering the technical
en-
PAN-PACIFIC UNION
97
are
education of Japan. These gentlemen, ligious institutions of an educational
after careful investigation, passed a kind belong to this group of schools.
resolution in March of last year and There were, in 1918, 2,518 of these
made public their views on the need schools, of which a little more than
of changing the present system of in- half were private schools, and the rest
dustrial schools and improving educa- public, and they had 62,368 students.
tion, in order to stimulate originality in The number of these schools is com-
scientists, to increase the ability of paratively speaking growing less.
mechanics, and by promoting national
The schools of higher grade are
morality to put an end to unreasonable
special schools, higher norinal schools
strikes.
for both sexes, and high schools, to
Normal Schools
which may be added colleges and uni-
The object of normal schools is to versities which of the highest
train teachers for elementary schools, grade. Government schools of the
and each prefecture must establish at higher grade are at present
four
least one such school. This class of higher normal schools, 17 higlier
school receives boys and girls who schools, five special schools of medicine,
have finished the three years' course one special school of pharmacy, one
of a higher elementary school, or ad- school of foreign languages, one tine
mits to the preparatory course those art school, one academy of music and
who have finished the two years' course 25 higher industrial schools, which in-
of a higher elementary school. It has clude higher agricultural, technical and
a four years' course, is public, and is commercial schools, schools of mining,
of middle grade.
of sericulture and filature, and of dye-
In 1919, there were 93 normal schools ing and weaving, and one nautical
in Japan, of which 48 were for men, school, making 55 in all.
36 for women and nine for both; the Besides, there are two public and
number of male students was 17,317, about 50 private special schools of
and of females 7,968; the expense for various kinds, such as law, economics,
the year was 5,077,738 yen, and the literature, religion, science, art, gym-
graduates of the same year numbered
nastics, dental surgery, etc.
6,796.
In the higher normal schools and in
At present the regular teachers of
the special schools of medicine the
the elementary schools are much fewer
course is for four years, it having been
than are needed, and every means is
decided that these latter shall be pro
devised to increase the number.
moted, before long, to the rank of col-
Each normal school has attached to
leges. In the fine art school the course
it an elementary school and a kinder-
is for five years, but in most of the
garten to serve as training schools.
other special schools it is for three
Miscellaneous Schools
Under this heading are grouped all All these schools, except the higher
those institutions affording instruction schools, admit as
schools, admit as a rule youths who
of the common, middle and, in a very have finished middle school course, and
few cases, high grade, but which have the graduates from the other middle
been established under regulations dif- grade schools may also, though not
ferent from those of the other schools. necessarily, he admitted. The applicants
For instance, as religious teaching is greatly surpass the number that can be
not allowed in the general schools, re- admitted, and these schools are in-
years.
98
FIRST EDUCATIONAL CONFERENCE
now
creasing in size as well as in number the universities. The seven years'
year after year.
course of the higher schools gives the
students a middle grade as well as a
Higher Normal Schools
higher grade education. Both kinds of
There are two higher normal schools higher school, instead of serving mere-
for men and two for women. They are
ly as preparatory schools to the uni-
all government schools, and their ob-
versities, may keep the students, if they
ject is to train teachers for the middle choose, for another year, and, after
schools and girls' high schools, though giving them instruction in special
the graduates may serve as teachers of
branches of science or literature, may
industrial or other schools. The quali-
then send them out into the world; in
fication for admission is having com-
this, approaching the functions of a
pleted a normal school, middle school
special school. But this has not as
or girls' high school course. Gradu-
yet been put into practice.
ates of other middle grade schools may
The 17 higher schools with a three
also be allowed to enter.
years' course (B)
have 9,393
The total number of the students of
students. The applicants in March of
the four schools in 1919 was 1,807, and
this year were more than five times the
the graduates numbered 456. The
number of admittances, and the 'au-
total expenditure was 1,050,124 yen. thorities are planning to establish
Each of these schools has attached to
seven new schools of this kind, beside
it an elementary school, and either a
the one with a seven years' course.
middle school or a girls' high school to
Besides these government schools,
serve as training schools.
two private higher schools with a seven
Teachers for schools of the middle
years' course will be established in the
grade are very deficient in number, so
course of next year, as already men-
since last year the higher normal
tioned.
schools have been expanded, and from
Universities and Colleges
the spring of next year there will be
established several special institutes for By "College" is meant an institution,
training teachers in order to meet the in which the grade of education is equal
need.
to a faculty of a university, and not
Higher Schools
lower as is sometimes understood by
High schools (B) are for boys who
the term.
have gone through the fourth year
Universities and colleges are those
class of a middle school. At present
institutions in which the highest class
they are all of government standing of instruction in every branch of
and the students, after passing through science and literature is given.
a three years' course of higher general
A university has several colleges or
culture, pass on to the Imperial uni-
faculties and a university hall, where
versities. By the spring of next year,
research work of a high order is carried
however, there will be in existence one on, and forms a post graduate course.
government and two private higher There are now five universities and
schools of another kind-in the diagram one college of government rank, two
described as higher school (A). These public colleges, and two universities
schools admit boys who have gone
and six colleges of private standing.
through the ordinary elementary The four government universities get
course, and, after giving them instruc- their students from the higher schools
tion for seven years, pass them on to
while one university and one college of
PAN-PACIFIC UNION
99
1
as
government rank, and all the public and blind and the dumb, educating 1,999
private universities and colleges have blind and 1,217 dumb children. The
a two years' preparatory course of their expenditure of the two government
own, for graduates of the middle
middle schools was 65,232 yen, and that of the
schools or sometimes for those of other seven public schools was 72,627 yen.
middle grade schools.
The cost of the 65 blind and deaf and
The university course lasts three
dumb schools of private maintenance
years, except in the faculty of medicine
can not be stated with certainty.
which has a four years' course.
The ordinary and higher elementary
In 1920, the number of the students schools, schools for the blind and the
of the five government universities- dumb, the middle schools, the girls'
which are known as "Imperial Uni- high schools, the normal schools and
versities"-was 16,186 in all, and the
the higher normal schools come uider
number of graduates of the same year
the control of the Bureau of General
was 2,541, while the expenditure for
School Affairs; the vocational schools,
the year was 11,564,422 yen. I am sorry
the industrial continuation schools, the
not to be able to give the statistics for
industrial schools, and the higher in-
the same year of the one government
dustrial schools are superintended by
college and for all the public and pri- the Bureau of Industrial School Af-
vate universities and colleges, because
fairs; and the other special schools
most of these institutions were first
such those of medicine and of
recognized in 1919 as universities or pharmacy, the fine art school and the
colleges and their courses are not com-
school of foreign languages, the higher
plete yet.
But the gross number of schools, the colleges and the univer-
the students in them all would not be
sities are under the administration of
less than 30,000, the Waseda and Keio
the Bureau of Special School Affairs.
universities each claiming one-third of Miscellaneous schools are under the
that number.
superintendence of one or other of the
bureaus, according to the nature and
Blind and Dumb Schools
grade of education represented by the
school. Details of any school can be
Deformed and defective children who
had from one of these bureaus.
are unfit for ordinary school training
are exempt from compulsory education.
In Japan there are schools of other
But those who attend blind or dumb
descriptions than the foregoing, e.g.,
schools are provided with such a gen-
the schools of the Army and Navy, of
eral education as can be given, and
the Department of Communications and
while the blind are taught the arts of
of Agriculture and Commerce, etc. But
music, acupuncture and massage, the
as these, together with the schools in
deaf and dumb are trained in painting, Korea, Formosa and Saghalien, do not
wood work and sewing. The course of
come under the administration of the
study differs according to the school, Department of Education, I am not well
but the shortest period is for four enough acquainted with them to make
years, and ten years in the longest any report upon them.
In 1919 there was one government In conclusion, ladies and gentlemen,
school for the blind with 177 students, I desire to express my warm thanks
one government school for the deaf for the kind attention with which you
and dumb with 226 students, and seven have listened to the dry details of my
public and 65 private schools for the subject.
100
FIRST EDUCATIONAL CONFERENCE
a
EDUCATION IN JAVA
There were very handsome stores be-
MRS. LEOPOLD G. BLACKMAN. longing to the Dutch in large cities,
My experienc in Java dates a great conducted by Arabs and Chinese, but I
many years back. It was a very pa- have never seen any natives engaged in
ternal sort of government when the commercial pursuits. There were vast
Dutch took over Java in exchange for millions of toiling laborers, and there
Ceylon. They were determined to put were the two Sultans of Djokja and
down all the civil wars which were Solo, the Rajahs and then there were
decimating the natives, and, as a re- other lesser chiefs. But the mass of the
sult, the natives have increased enor- natives work in the rice fields. In the
mously. There are now almost forty
now almost forty lower regions there are beautiful tropi-
millions of them, and the care which cal fruits, such as we don't have in
is taken for them bids fair to enable this country. We have no real tropi-
them to continue to increase.
cal fruits here; and in the upper regions
There is no famine, because the gov- they cultivate the coffee. The coffee is
ernment insists on their cultivating the Government monopoly. I believe
rice fields, so they always have plenty
now that education is beginning with
of food and plenty of clothes : but they these people and they will be allowed
didn't want any of the natives to have to learn more of foreign languages and
any of the Western ideas of education.
customs. I know of one occasion when
I am speaking of it as it was. years
the Sultan of Jahore, near Singapore,
ago. However, I don't think it has wished to visit the Sultans of Djokja
changed very much since then. Schools and Solo. He was refused because he
didn't exist in those days and the na-
had been to Europe and they might not
tives hold their lands from the big be so amenable after his visit. Up to
estates. They work one day a week the 14th century the natives were Hin-
for the owners of the lands and one dus and then they were converted to
day a week for the Government, and
Mohammedanism, and Mohammedanism
they are paid nothing. The things they is still prevalent there along with
ate and wore were free otherwise, but, Hinduism, but they were all converted
as far as the schools were concerned forcibly in the 15th century to Mo-
the Dutch didn't encourage any further
hammedanism
education. They kept them very much
The people drink nothing stronger
as they had been for hundreds of years.
than weak coffee and their lives
The schools I saw consisted of a few are very much as they lived hun-
hutches. They were Mohammedans, dreds of years ago. They weave their
and the boys were taught various pre-
own clothes, they grow practically all
cepts and maxims out of the Koran, their food, and live pleasant, carefree
and they learned a slight amount of
lives. The weddings are always at the
reading. The girls were not educated
rice harvests. Each person has a very
at all, beyond learning cooking and
small knife which is placed between
house-keeping and so forth. I suppose the fingers of the right hand, and each
now that has changed. They will prob- separate straw is cut. The rice is then
ably educate them more. Their lives tied up in bunlles and one-fifth of the
were easy and comfortable. They had rice is paid to the estate, and one-fifth
plenty to eat and plenty to wear, but to the people who have helped to har-
they were not educated in any way.
vest it, and the rest to the owner of
They were allowed only to use their the little rice patch, and at the end of
own language.
the rice harvest come the weddings.
PAN-PACIFIC UNION
101
2
Every one who is going to marry is fication for admission is the completion
married then, and the roads and streets of the four year Common School.
are filled with wedding processions for e. Special education consists of three
weeks, and that is all of the weddings .years in Technical School, three years
until the next rice harvest.
in Agricultural School, three years in
Law and Economics School, and four in
THE EDUCATIONAL SYSTEM IN the Medical School. The entrance quali-
KOREA
fication for these schools is the comple-
HUGH HEUNG-Wo CYNN
tion of the Higher Common School.
Though an interpretative report is
School Statistics
called for, I will confine myself to the
statement of facts in answer to the
According to the latest official statis-
questions that have been put in the pro-
tics there are at the present moment 563
Public and Government Common
gram and leave the interpretation to the
judgment of the Conference.
Schools, 5 Government Higher Common
I. A brief statement of descriptive
Schools for boys and 2 for girls, 4
character covering the educational sys-
Government Special Schools, 17 Public
tem of each country—its organization, Agricsultural Schools, 5 Public Com-
purpose, machinery and methods.
mercial Schools, I Public Industrial
School, and 55 Elementary Industrial
The outstanding features of the edu-
cational system for Koreans in Korea
Schools, including 2 for fishery, most
of which are carried on in conjunction
as outlined in the Educational Ordi-
nance published in the year following of Public Common Schools when com-
with the Common Schools. The number
the annexation of Korea by Japan, i. e.
pared to the number of schools of same
in 1911, are as follows:
grade that existed ten years ago shows
a. The purpose of education in Ko-
an increase of 330, and the number of
rea shall be the making of “loyal and
pupils increased from 28,207 to 103,380.
good subjects."
While the number of Public Schools
b. Education in Korea shall be of
shows this increase, the number of Pri-
three kinds, i. e. “common, industrial
vate Schools makes a different show-
and special."
ing. There are now according to the
c. Common education "aims at im- same official statistics 34 private com-
parting common knowledge and art,
,
mon schools, 9 high common schools
special attention being paid to the en- for boys and 5 for girls, two special
gendering of national (Japanese) char- schools and 608 ordinary schools which
acteristics and spread of the national
carry on their teaching under the old
(Japanese language."
charter. The latter schools which num-
It consists of four years in the Com- bered 1,973 eleven years ago show a
mon School both for boys and girls and decrease of 1,365. The number of
four years for boys and three years for students taught in these schools fell
girls in the Higher Common School, from 80,760 to 39,053. In other words,
making a total of eight years for boys the number of pupils as well as that
and seven years for girls. Instruction of the schools shows a marked decrease,
is given in the Japanese language. namely, a decrease of 43,707.
. d. Industrial education consists of
The foregoing is only with regard
two or three years in agriculture. com- to the schools of modern type. There
merce or technical industry. The quali- are besides these what is called the
102
FIRST EDUCATIONAL CONFERENCE
one
sohdang, or study halls, which are of has a population of 18,000,000 within
the old type. These have come down
These have come down Korea, and 800 is far too few, as any-
to the present generation from cen- one can readily see.
turies ago, and in them are taught . b. The educational system in Korea
reading, writing and the old classics. needs additional years in the existing
There are today, according to the latest schools and higher branches of learning
figures, 24,030 with a total enrollment after them. The Government again has
of 275,920 pupils.
promised extension of the common
These are wholly private institutions, school course by two years and the
or two to be found in each village, high common school course by one
and they meet the needs of giving the year, and in some cases these supple-
rudiments of education. They are sup- mentary courses have already been add-
ported by the villagers, especially the ed beginning with April last, but there
parents of the pupils, who contribute yet remains the fundamental revision
both in money and in kind. During of the Educational Ordinance to in-
the recent years an ordinance control- corporate these desired changes.
ling these schools has been promulgated, c. To so revise the Educational Or-
and the Japanese language and elemen- dinance and the system of teaching as
tary arithmetic have been added to the to allow the teaching of all subjects in
curriculum.
the school curricula excepting the Ja-
The figures relating to the Mission panese language in the mother tongue
schools or the Christian schools will be of the pupils, namely the Korean langu-
of special interest, even though they age, is the problem that comes closest
were already included in those of the to the hearts of the Korean people.
private schools in this report. The first
Ideals of Education
Mission schools, one each for boys and 3. What should be the ideals of edu-
girls, were started in 1885 by the Amer- cation in each country?
ican missionaries. That was three years The widening of the educational
after the country was opened to foreign ideals in order to include those ideas
intercourse, and they were the first that promote the international good
schools of modern type in Korea. Since will is vitally needed. In this regard,
then, the number has steadily grown un-
a petition drawn up by a body of 109
til about 1908 there were 746 of these private citizens, composed of private
schools with an enrollment of 21,723
school principals, teachers and other
pupils. Of these there now remain 294
educationalists, countersigned by 1,706
with 18,020 pupils.
other Koreans and submitted to
and submitted to the
official Educational Commission, which
Educational Problems
met in session last spring, and on which
2. What are the outstanding educa- was our much esteemed fellow-delegate,
tional problems of each country? Prof. Anesaki, is very significant. The
The outstanding educational problems 3rd article on educational ideals found
are three in number:
in the document reads:
a. Korea needs a far greater number “The world-ideas and humanity-feel-
of schools than there are now. The ings should be made to deepen.”
Government has, indeed, promised to The first two articles deal with indi-
increase the number of public common vidual character-building and the har-
schools to about 800 by 1922. It must, monization of the racial characteristics.
however be remembered that Korea While Prof. Anesaki's name is men-
PAN-PACIFIC UNION
103
Young
tioned, it may not be out of place to throughout the whole course have been
state that he, while serving on the Com- incorporated.
mission, championed the cause of giv- 7. By what means may the schools
ing instruction in the Korean language and other educational agencies assure
and pointed out the futility and injus- the continuity and still further strength-
tice of the existing policy.
en the cordial relations existing among
4. How are the ideals affected by
the countries in the group?
forms of government and by the social
The inclusion of some lessons on in-
ideals of the respective countries?
ternational friendship and cordiality in
It is a well known fact that educa-
the teachings of morals in each country
tional ideals are dominantly influenced by
will enhance the friendly relations and
will make for international peace.
the forms of government. The honor-
able delegation from China showed us
Adult Education
how monarchy emphasized loyalty and
8. The extension of adult education
democracy fostered individual develop- through community activities and other-
ment.
wise.
5. What elements should be included At the present moment there is going
in the education of these countries to on in Korea a tremendous movement
serve international relations?
for the general education of adults
The teaching of foreign histories, through community activities.
geography and languages act power- men and women form various groups
fully upon international relations, both to carry on lecture meetings, evening
commercially and politically, and it is schools, physical culture and other wel-
greatly desired that greater efforts than fare work. In many cases the students
heretofore allowed . should be made have organized themselves into public
from now.
lecture teams, and they utilize the va-
6. What is taught in the schools of
cation seasons to itinerate the whole
each country in regard to the other
country.
countries of the group—as to resources,
9 & 10. The need of research from
industries, commerce, people, civiliza-
the standpoint of practical results in
tion, ideals, government, etc?
agriculture, homemaking, industry, com-
merce, etc.
In the curriculum of the common
The preparation and pay of the teach-.
schools none of the above namedi sub-
ers of all grades
jects are found, excepting those that
These last two points have already
pertain to Japan. In the higher com-
been covered by others in the discussion .
mon schools, however, one or two hours
of general topics and they will not be
of foreign history and geography dur-
repeated here.
ing the last school years and two hours
of elective English during the same
Korea's Greatest Need
two years were permitted. This condi-
In conclusion, the crying need of the
tion prevailed up to the end of last educational situation in Korea is more
March, when a supplementary course of schools—more schools to meet the ever-
one year was instituted, and it makes growing and most insistant demand for
it possible to give additional teaching education. Taking a single case to
in those subjects. In this revision we illustrate this urgent need, there were
find that 5 hours per week of a foreign something like 7,000 applicants for ad-
language, English, French or German, mission in the eight secondary schools
104
FIRST EDUCATIONAL CONFERENCE
in the city of Seoul last April, when acting committee, but an advisory com-
the new school year opened, whereas mittee, was to provide the means of ex-
those schools had an aggregate capacity tending opportunities of education for
for only some 1,200 new students. After all the Koreans and Japanese residents
the selections were made, all the rest and settlers in Korea. Another of the
had to return home to wait for another chief aims was to find out means of
opportunity next year. There is what accelerating, chiefly through education,
may be called an educational fever, and and also by all other possible means,
the fever is running very high now. mutual understanding and approach-
As far as the present indications show, ment between the Korean and Japanese
there is not going to be any abatement people.
of the fever.
The Extension of Common Schools
The people desire and ask for com-
pulsory universal education, and they Now, for extending opportunities of
are told that that is not practicable at
education, the government has proposed
the present time. It can be readily to extend, first of all the four years'
granted that until the people come to a term of the primary school, as stated
place where they can bear the financial by Mr. Cynn, to six years, and to in-
burden that is necessary for universal crease the number of schools—the com-
education and until there have been mon or primary schools, from about
made proper preparations for it, such as 550 to (for the present) 800. That
the training of teachers, etc., such a plan
means an extension of about two times
is impracticable for immediate execu- --that is, not two times in number of
tion. Having this recognized, the next
schools, but in number of classes as the
alternative is to allow more private system at present exists. .
schools supported by private persons to As another means of approach be-
come into being. If the regulations con- tween the Koreans and the Japanese
trolling the private institutions are re- people, a system of coeducation has
vised so as to remove some of the rigid been introduced; I mean by coeduca-
restrictions, more schools can be had, tion, not coeducation of the sexes, but
and the financial burden will be borne of the two peoples, Koreans and Jap-
voluntarily by those who are able until anese. Under the former ordinance or
such a time arrives when the govern- regulation those schools established for
ment can enforce compulsory education Korean children had to take only
and have the people taxed on an equi- Korean children and not Japanese, and
table basis. The people need and want vice-versa. Now under the new regu-
more schools, and more schools they lation either can take the children of
must have, no matter where they come either people according to the option
from or how they come about.
of the child's parents.
Discussion.
The Official Language.
DR. ANESAKI: I thank Mr. Cynn And here the question of the lan-
for having kindly mentioned my name guage, the official language of these
in connection with the commission for schools, was an important matter of
reforming the educational system of discussion. As Mr. Cynn told you, I
Korea, recently convened in Seoul, myself stood for having the Korean
Korea.
language used at least during the first
Now the chief aim of the commis- two years of the primary schools for
sion, or committee it was not an en- the Korean children. But I found on
PAN-PACIFIC UNION
105
nan.
discussing the matter that it was im- salary according to the grades he makes
possible to provide teachers because there are three or four grades in the
about one-third of the teachers in the attainment of the Korean language. I
primary schools are recruited from the hope through these efforts, both politi-
Japanese, who do not know the Korean cal and educational, the understanding
language. Moreover it was pointed out of the two people will be accelerated.
that the acquisition of the Japanese
Curriculum of Primary Schools.
language, as much as possible, was
beneficial to the Korean children. Any-
Will you allow me a remark, on the
curriculum of the primary school of
way the question was a delicate and
difficult one, as in similar conditions
Korea. Mr. Cynn mentioned the case
in other countries.
of geography and history, but now in
this connection I must say that the
But on the other side I wish to point case of the children, both the Japanese
out that the Korean and Japanese lan- and the Koreans, cannot be judged by
guages have much affinity, the differ- the same standard as your boys and
ence between them being perhaps like girls in the United States, because they
that between the Dutch and the Ger- have to learn a very difficult system of
And the Korean children learn
writing; that is, writing the Chinese
the Japanese language very easily. I characters or ideographs, besides learn-
was astonished at the ease with which ing the Japanese and the Korean alpha-
those little children used Japanese, who bet, and it is almost impossible for
had been studying it for only four to them to take up other subjects than
six months in the school.
reading, writing and counting in the
My own impression, or my own pri- four years of the school term. There
vate opinion, is that the people in are more burdens for the children of
Korea, that is, the Korean people them- Korea than perhaps of any other coun-
selves, and the Japanese residents and try, for under the former educational
settlers in Korea, will soon be able, system of four years for the primary
under the present plan of education, to school there was hardly any room left
understand each other and to be able for history and geography, because the
to use both languages. I might men- time had to be given to reading and
tion another fact in this connection, writing in Japanese and Korean. But
though not concerning directly the under the new regulations the primary
educational problem, and that is the school is going to have a six year
encouragement which is given Japanese course, which will give more time for
officials in learning the Korean lan- such subjects as geography and history
guage. There is no need of saying that which will be taught in the last two
to understand a people one must be years. Here I may add that the Korean
able to speak the language.
language is also taught in those pri-
Up to the year before last when
mary schools, both to the Korean chil-
several measures of reform were intro- dren as a matter of course, and to some
duced in the administration of Korea, Japanese children.
there were very few Japanese officials
Korean Text Books.
in Korea who understood the Korean
language, but now under the new gov- I may add another point. I have
made a recommendation to the commit-
ernor, the learning of the Korean lan-
guage is encouraged, and every Jap- tee, that in the teaching of music more
anese official is
is paid an additional Korean songs should be used. At the
106
FIRST EDUCATIONAL CONFERENCE
anese.
present time only a few Korean songs sized the dignity of the teacher, and
for the school children are used. Be- that the teacher was to be revered, as
cause the expression of sentiment is a a father. The reverence of the people
matter of an intimate nature, singing in for the teacher was an eminent virtue
the mother-tongue would be a good of perhaps all Oriental peoples, but
thing for the nature, giving them the times have changed according to condi-
opportunity of expressing their love of tions, because you know under the old
sentiment and emotion. I think the
I think the regime of feudalism pupils used to sit
committee which is to compile the text under one teacher nearly their whole
books for these schools is going to life, from the highest primary school
have more songs in the Korean lan- grade up to the university grade, so that
guage.
the personal attachment to the teacher
By the way, I might add that the was immense, as you may imagine, and
committee on the compilation of the it is no wonder that the teacher was
text books is composed of both Jap- revered in our country. But under the
anese and Korean members. I have
brought some of these text books used
present system one boy attends the pri-
by Korean children. Those who are in-
mary school, then must go finally to
terested are invited to see them, I shall schools of a higher grade. Teachers
leave them here on the table. In the change from time to time according to
back of the music books there are the
the subjects, and the personal affections
songs written in both Korean and Jap- of the pupils toward the teachers, their
.
reverence for the teacher in the old
The Study of Religions.
sense, is decreasing in consequence. And
In connection with the department of this is much regretted in many quarters.
theology in Japanese universities as re-
One of our present problems is how
ferred to by Dr. Haden and Dr. Hara-
da, I might say, that the government is
we can provide that equivalent of moral
in no way antagonizing the study of re-
force which seems to be declining as
ligion, and that I can tell you this of respect and reverence for the teacher
my own knowledge, because I am the
are waning.
head of the department that we call the
science of religion in a government uni-
As to the social status of the teachers,
versity. Besides this chair or profes- I must say that the teaching class is
sorship, we have two chairs for the paid rather poorly everywhere. In the
study of Buddhism, scientific and his- former days we used to say that we
torical, one of Confucianism and one of
were rather proud of being economic-
Shintoism. Thus, you see, the national
or state university is in no way antagon-
ally in a worse condition than other
classes, but we are beginning to be dis-
istic to the study of religions, but what
is objected to is the establishment of a contented with that condition. The
denominational theological school with question of the position of teachers is
in a university.
an economic question as well as an ethi-
Position of Teachers.
cal and educational one. I think we are
confronting nearly the same questions
May I be allowed to say a few words
on the position of the teacher in Japan?
and the same problems as you are.
Confucian ethics inculcated and empha- (Applause.)
1
PAN-PACIFIC UNION
107
EDUCATION IN NEW ZEALAND. The legislative experiments of New
Zealand in the direction of social re-
FRANK MILNER.
form and especially of the betterment
Before I read this I should like to
of the working classes have been of
speak of one aspect which is, I think,
such a radical type as to constitute the
predominantly presented by New Zea- whole country a laboratory for experi-
land to economic investigators, and that mental social legislation of an advanced
is in connection with our advanced social type. So carefully fostered has labor
legislation. New Zealand is looked up- been by an array of legislative safe-
on by investigators in economics, equal- guards that New Zealand is often de-
ly in Britain as in America, as a social scribed as the Working Man's Paradise.
experimental laboratory, in which all In certain fields of labor legislation
sorts of risky moves are being tried out. New Zealand has been a pioneer and
It is probably thought that we have the results of their legislative ventures
very little at stake, as we are a people are still under careful observation by
of only about a million and are in a students of economics throughout the
new country, and people are ready for world. The principal acts alluded to
all sorts of daring ventures.
are, The Female Suffrage Act, Old Age
Pension Act, Factories Acts, Industrial
Legislative Experiments.
Conciliation-Arbitration Act, Shops-Of-
As far as we are concerned, this is a
fice Act, Workers' Compensation Act,
primary aspect presented by New Zea-
Laborers' Accommodation Act, Rent-
land to students of economics and so-
Restriction Act, Advances to Settlers
ciology, and you probaby expect to find
Act, Advances to Workers Act, Work-
a parallel acceleration of progress in
ers Dwelling-Housing Acts. Legisla-
measures of education. New Zealand
tion continues to be of a radical type in
has been able to keep clear of a good accordance with the need of a pro-
many mistakes of our motherland, where gressive democracy.
educational conditions are by no means When it is remembered that the early
fully democratised. When I say New New Zealand settlers put a high valua-
Zealand has a national system of edu- tion on education, that they were tem-
cation I mean that in its broad lines it
permentally progressive, that the legis-
is now unified under the direction of lative framework of the country was
the department of education. There is
pronouncedly democratic, we naturally
not a tinge of feudalism about the sys-
expect to find that the educational ma-
tem—no perpetuation of caste distinc- chinery kept pace with the needs of an
tions nor any fetishistic devotion to the advanced democracy. The scheme of
old classisal conception of education. organization contemplates the needs of
Our system is free, compulsory and a progressive community of practically
secular, but its freedom of movement the one, social type in which both meni
has not been cramped by a bureau-
and women enjoy the privilege of the
cratic regime. Our centralization of ad- franchise at the age of 21.
ministrative machinery has shown noth-
ing of the Prussian spirit. I say be-
Organization.
cause we have left any amount of room Over the Department of Education
for personality, experimentation, and in- presides the Minister whose portfolio is
dividuality in our schools, although in regarded as second in importance to
the main lines it is completely coordi- that of the Prime Minister only. A
nated from top to bottom.
General Council of Education composed
108
CONFERENCE
FIRST EDUCATIONAL UCA
no
of experts thoroughly representative of there were 2400. public primary schools
all branches of education exercises pure- in operation in 1919 comprising an at-
ly advisory functions and makes recom- tendance of 196,000 pupils. In addition
mendations to the Minister. The Cen- to this 21,000 attended registered pri-
tral Department of Education, the chief vate primary schools and over 5000
executive officer of which is the Di-
were pupils of the Native (Maori)
rector of Education, assisted by sub- Schools. Pupils are classified in eight
directors for each field of education grades by head teachers of primary
(primary, secondary, and technical) schools. It is now proposed to termi-
manages directly the Maori and Special nate the primary course at the sixth
Schools, and also administers the Edu- grade and to institute Junior High
cation Act.
Schools based on the experience of
Primary Education.
other countries which have already
taken this step.
There are State Kindergarten
In comparing the standard (grade)
Schools except for practising purposes
age of New Zealand pupils with those
at the four Teachers' Training Colleges.
in other countries it will be found that
But at all the chief centers there are
when a lower age is taken as being
such schools established under the con-
normal the syllabus of instruction is
trol of free kindergarten associations.
less comprehensive than in New Zea-
The Government subsidises all such
land.
schools.
Primary pupils in the highest grade
Education at the common or public
are examined annually by the visiting
schools is free and purely secular.
inspectors for proficiency certificates
Attendance at a registered school is
which entitle them to two years' free
obligatory upon all children between the
education at the high schools. On an
ages of 7 and 15. A further extension
average about 70 per cent of pupils in
of the superior limit of the age of com-
the highest grade receive these awards.
pulsion is
contemplated. The
schools are inspected by officers of the
Special Features
Education Department. For the pur- Physical exercises based on the syl-
pose of primary education the Domin- labus of the English Board of Educa-
ion is divided into nine education dis- tion are practised in all public schools
tricts, each of which is presided over under the supervision of a staff of
by the Education Board. Those in turn physical instructors. There are also
are subdivided into smaller districts, in corrective classes for children with
each of which a school committee elect- physical deformities. School medical
ed by householders has authority. The officers, school nurses and dental offi-
School Committees of each education cers visit the schools regularly and
district elect the Education Board, and notify parents when medical or dental
are subject to its general control. treatment is required.
The currimulum of primary instruc- Classes for elementary hand-work
tion provided by the Education Act in- exist in 2166 primary schools and in
cludes English, Arithmetic, Geography,
1562 other branches of manual instruc-
History and Civics, Drawing and Handi- tion are taught. The Department pays
work. Nature Study and Elementary subsidies on all such work.
science, Physical Instruction, Moral In- The total number of teachers em-
struction, Singing. The last report is- ployed in primary schools for 1919 was
sued by the Department shows that 5626 (1729 males and 3897 females).
now
PAN-PACIFIC UNION
109
Probationers numbered 436. Taking all In 1919 there were rural courses at 47
schools with two or more teachers the district high schools.
average number of pupils per teacher
Secondary Education.
was 38, and in schools with six or more
teachers the average number was 45.
This is conducted at 34 secondary
There are four Teachers' Training schools, 60 district high schools, nine
Colleges providing for practically 1,000
technical high schools, 20 Maori (na-
students.
tive) secondary schools and 21 private
The
secondary schools (registered).
Any private school may apply to be
total number of pupils attend the 34
registered under the Education Act. At
the end of 1919 there were 212 regis-
secondary schools was 9754 (5446 boys
tered with a roll number of 21,000. Of
and 4308 girls). It may be remarked
that co-education in secondary schools
these private schools 173 were Roman
Catholic with 19,000 pupils.
is very limited in scale in New Zealand.
The sexes are also segregated in the
There were 119 native village schools
upper standards of the primary schools
in operation at the end of 1919 with
in most cases, so far as the city schools
an attendance of 5,000 children.
are concerned. In the 34 secondary
Technical Education.
schools the average number of pupils
per teachers was 22.
The Education Act provides for pub-
During 1919, 16,500 pupils were re-
lic instruction in such subjects in art, ceiving secondary education. Approx-
science and technology as are specified imately 13,000 pupils received free
in regulations. Classes recognized under
secondary education through the award
the Act receive grants for buildings of proficiency certificates (junior free
and material and capitation and subsi- places) or of senior free places tenable
dies of pound for pound on voluntary
to the age of 19.
contributions. Provision is made for
The curricula of secondary schools
free technical education,
are practically determined by the re-
Technical high schools are of secon- quirements specified in departmental
dary grade and provide industrial, regulations for their junior and senior
commercial, domestic, agricultural, and free places. In all cases English, His-
art
There
nine such
tory, Civics, Physical Domestic
schools with a roll number of 2926 of Science and Arithmetic are specified
whom 2754 were free pupils. In addi- and these subjects constitute a portion
tion to these high schools there were of every secondary school course. A
technical classes comprising 2014 pu- large range of electives is provided to
pils, practically all of whom received
make up the total number of units of
free education.
work specified. Most of the secondary
Under secondary education it should schools provide at least three courses
have been mentioned that there are in of work, viz. : (a) Professional or
the 60 secondary departments of dis- Academic, (b) Commercial, (c) Agri-
trict high schools 2275 pupils of whom cultural or Domestic Science. In the
69 per cent of the boys and 32 per case of all these vocationalistic insti-
cent of the girls study agricultural tutions there is a compulsory common
science, 24 per cent of the pupils take nucleus of cultural subject comprising
dairy work, 55 per cent of the boys English Literature, History, Civics,
learn woodwork, and 52 per cent of Geography, Arithmetic and one branch
the girls take cookery or needlework. of science. There is no longer any ad-
courses.
are
0r
"
110
FIRST EDUCATIONAL CONFERENCE
Its pro-
herence to the academic interpretation some forty entrance scholarships ten-
of education. Our secondary schools able for three years, by fully thirty
are making the fullest provision for privately endowed scholarships, and
the broader categories of human activi- mainly by university bursaries which
ties. These vocational courses incul- confer a rebate of tuition and examin-
cate the scientific principles underlying ation fees to all entrants who secure
the future life work of the pupil while higher learning certificates from the
at the same time equipping him with secondary schools for which awards
basal cultural subjects. The secondary certain courses and units of work are
school system of New Zealand is there- specified.
fore providing a full course of general
The Workers' Educational Association.
culture—but concurrently it affords a
generous range of optional courses and The Workers' Educational Associa-
elective subjects. Such a judicious com- tion, working in conjunction with the
bination of alternative educational types
councils of the four university colleges,
constitute an harmonious whole of lib- has established a large number of
eral and technical studies.
classes for men and women in such sub-
nounced cultural constituents redeem it jects as economics, history, literature,
from any accusation of materialistic psychology and hygiene. Members of
aims.
the staffs of the university colleges and
Higher Education.
other prominent educationists act as
tutors of the classes, which are steadily
The University of New Zealand con- growing in number and popularity. The
trols higher education. Its affairs are
University of New Zealand distributed
in the hands of three courts: (a) Sen- portion of the income from the Nation-
ate, (b) Board of Studies, (c) General
al Endowment Fund paid to it by the
Court of Convocation. The Senate
Government to the four colleges for the
consists of 24 fellows, four nominated promotion of this work, three colleges
by the Cabinet, eight by the Governing
Governing receiving £300 each and the fourth
Boards of the four affiliated colleges, £350. In addition, by the provisions
four by the Professional Boards, and
of the University Amendment Act of
eight by the four District Courts of
1919, each college is to receive an an-
Convocation, consisting of graduates nual grant of £500 for the same pur-
belonging to the several university dis-
pose. Otherwise the Workers' Educa-
tricts.
tional Association is supported finan-
The University is an examining and cially by grants from local and trades
not a teaching body. The four teaching bodies.
colleges are affiliated to it and branches
Expenditure on Education.
providing the usual university courses
specialize in certain departments, viz. : For the fiscal year 1919-1920 the sum
Otage (medicine, dentistry, mining), of approximately thirteen million dol-
Canterbury (engineering and art), Wel-
lars was expended on
on education in
lington (law and science), Auckland New Zealand, of which sum about ten
(mining and commerce). The revenue
million dollars was devoted to primary
of the university is derived froni a sta-
education. The appropriation for the
tutory grant and from fees and inter- year just terminated, viz., 1920-21 has
est on endowments. In 1919 a total of reached fully fifteen million dollars.
3,000 students was in attendance. Free In conclusion I want to say that our
university education is provided by
is provided by Government is very anxious to learn
PAN-PACIFIC UNION
111
i
from the experience of other countries. A DELEGATE: I should like to ask
That is why at the present moment an the speaker if he remembers the date
emissary has been sent by the Govern- when equal political suffrage and rights
ment to visit the chief institutions on were granted to the women of New
the Atlantic Coast, and I hope he will Zealand ?
be followed by the Director of Edu- MR. MILNER: I think New Zealand
cation himself. I wish he were at this
was the pioneer in that respect, but I
conference. He is infinitely more able
regret to say that I don't know the
to speak at this conference than my- exact date. She was the pioneer in
self. Although we
Although we are advanced in
opening courses at the university to
many ways, we are tremendously be-
women in the British Empire, but I am
hind in certain educational matters, and
sorry to say also I don't know the exact
I am going to say to our government date of that.
we ought to send a representative dele-
DR. JORDAN: I may perhaps be per-
gation not merely to give our views
mitted to say that in 1907 I was in
of education on every occasion when
New Zealand, and was asked to lecture
the Pan-Pacific conference is held, but
in all the colleges there as to our edu-
to garner fruitful information from
cational system, with a view to what
your experience. (Applause.)
New Zealand might learn from us, and
Discussion.
I was asked when I left New Zealand
A DELEGATE: Are the Maori chil-
to write a report, asked by the Chan-
dren segregated in their education all
cellor of the University, to write a re-
port on what I thought was necessary
the way through? I gathered you had
to improve matters. I wrote a report
separate schools for the Maoris and for
and I understand it is still being dis-
the others.
cussed, but no action has been taken.
MR. MILNER: Segregated from the
I made three points, namely: One
whites?
was that the University of New Zea-
A DELEGATE: Yes.
land, having four colleges affiliated with
Mr. MILNER: No, I believe I am it, was only a degree granting institu-
right in saying that there are just as 'tion. To my idea a university that
many of the native children in public granted degrees to students, who had
schools or private schools as there are not studied in the university is not
in schools of either. The separate working on a good plan, because it
schools established in localities
seems to nie the most important part
where there are perhaps hardly any of of a university education is contact with
the New Zealand people and where the scholars, and contact with scholars is
population is predominantly native.
not a thing that can be measured by
There is where the native schools are examination. I found in Australia when
established. There is no idea of estab- they established a university at Queens-
lishing native schools where there are
land they said it should not be a uni-
common schools already built for the versity because they wanted another at
needs of our population.
Charters Towers, for it was too much
A DELEGATE : In the native schools trouble for people to come down to
you speak of is the language used Eng- Queensland to be examined. .
iish language?
A second point I made was this. In
MR. MILNER: Oh, yes, English lan- the colleges of the universities of New
guage entirely
Zealand the professors did not examine,
are
112
FIRST EDUCATIONAL CONFERENCE
men
but that was all turned over to the person we would most like to have de-
University of New Zealand and the grees, because he has had less personal
papers sent on to London to be graded. contact with scholarly men. That is
One year the ship was lost, together the sort of an argument I put up to
with the examination papers, conse-
Sir Robert Stuart, but he didn't agree
quently all the candidates lost their de- with me, but, as Mr. Milner agrees with
grees until they could be duplicated me for the most part, I think I must
again. I stated that among the members get it off on the rest of you. (Applause.)
of the faculties of the Universities of
New Zealand were some of the best THE PHILIPPINE EDUCATIONAL
in the world in their different
SYSTEM.
fields. One young man in the College
HUGO H. MILLER.
at Christ Church had a reputation that
extended all over the world. He had The Philippine Educational System is
a call to Stanford University. I called the direct result of the occupation of the
him; and he had a call to the Univer- Philippines by the United States and is
sity at Birmingham, and he finally went the production of the hundred of Ameri-
there. I thought he could examine the cans and the thousands of Filipinos who
papers as well as any other man. His have served in the Bureau of Education.
name was Rutherford,
There is probably no other educational
And the third thing was this: I said system that enjoys such a sense of pro-
to the Chancellor a University was prietorship by the people whom it serves.
greater than the sum of all its parts,
This is because the outstanding object
and if they could bring it all together of the Philippine educational system is
in one place they could have a great the preparation of the Filipinos to live
body of students and teachers and a in their own land as contented and active
great library. Of course New Zealand citizens.
is not a populous country, but if they Indeed, the whole government of the
could gather them all together, I sug- Philippines is a great educational en-
gested at Christ Church, they could terprise, having for its object the fusing
have a great university instead of four of the Filipinos into a homogenous
colleges, and these colleges sending people capable of self-government.
their papers to England to be graded.
I remember the Registrar asked me
Achievements
what a Registrar's duty should be, and
In the past twenty years this govern-
I told him. "To put the papers in the ment has accomplished among other
grate and burn them up and ask the things the following results:
professors what they thought of the stu- The establishment of peace through-
dents' work.”
out the archipelago.
To give up its splendid Otago Col-
The training of a body of 17,000
lege and its Wellington College and
teachers and the maintenance of about
Auckland College and to bring them all
5,000 schools.
together is not quite possible, but it is
The evolution of a plan whereby each
quite possible for the men to examine of the 1,200,000 children of the Philip-
their own papers and above all to lay pines will be given at least seven years'
stress in university education on the elementary schooling and the appropria-
quality of a teacher and his personal in-
tion of money so that this plan will be
fluence. A person who gets a degree actually carried out in the course of a
without having been taught is not the
few years.
PAN-PACIFIC UNION
113
The accomplishment of this plan of four years primary, three years inter-
general education to the extent of about mediate and four years high school.
50 per cent. even at the present time. The fact that industrial work occu-
A system of education whereby it is pies a place of equal importance with
possible for a Filipino young man or
academic and athletic instruction, that
woman to secure an education at pub- its purposes are not only cultural, but
lic expense from the first grade through also practical, and that it is confined to
the senior year of the university.
the elementary grades (1-7). Voca-
The reduction of illiteracy from 70 tional work begins in the fifth grade.
per cent in 1903 to 30 per cent in 1919. The fact that English is taught as a
The spread of the English language subject and used as the medium of in-
until it serves at the present time as a struction, although it is not the lan-
common medium of communication guage of the people.
among the Islanders, although they also
Industrial and Vocational Education.
still speak their own dialects.
The building of about 5,000 kilo-
In the beginning, industrial work was
meters of excellent roads and several introduced into the Philippine school
hundred miles of railroad..
system to counteract the scorn for la-
The autonomy of the Filipino people. bor which usually results from a purely
Che increase of foreign trade from a academic curriculum and which was
dead level of $35,000,000 under the especially manifest in the Philippines.
Spanish government in 1898 to about
In the early stages no centralized direc-
$300,000,000 in 1920.
tion was given to the work, each teach-
A financial system which has suc-
ceeded in supporting the entire govern-
er or supervisor being allowed to work
ment and its enterprises without finan-
out his own plans in the best way that
cial contribution from the United States.
he could. In 1910 a survey of mater-
ials, products, and economic conditions
The Educational System.
in the Islands was made. The next im-
The keystone of the arch of govern- portant step was the origination of
ment in the Philippines is the Bureau structural and ornamental designs for
of Education and the success of the handicraft products. This was done on
government in developing the people a large scale. Finally the lines of work
has largely depended upon the policy, which had been developed were definitely
the curriculum and the teaching force organized into courses and subjects and
of the Bureau of Education; for the educational and vocational curricula.
Filipino has actually been developed As a matter of fact, the original aim
and not given merely a certain amount of industrial and vocational education
of culture.
in the Philippine educational system is
The outstanding features of the Phil- now usually overlooked. This is be-
ippine educational system have been: cause the attitude of the Filipino to la-
Close relationship with the life, the bor in relation to education has been
needs and the ideals of the Filipino.
revolutionized. Labor has been elevated
The degree to which the people have to a plane of much greater dignity, to-
adopted the schools as their very own day the outstanding feature of indus-
and have given them their direct finan-
trial and vocational education is that it
cial support.
is compulsory for all children, is car-
The degree to which the schools di-
rectly reach not only the pupils but the
ried on only in elementary grades, and
adults.
has as its aim the improvement of the
The organization of the schools on condition of the people and the better-
the four-three-four year basis, that is ment of their standards of living.
114
FIRST EDUCATIONAL CONFERENCE
lise
To accomplish this aim the bureau in- bamboo and rattan furniture, wood-
troduced (1) courses such as farming, working and gardening.
gardening, housekeeping, cooking and
Agricultural Extension Features
sewing, which would raise the standard
The extension features of the agri-
of living ; (2) those branches of school
cultural work of the Bureau are the
industry which tended to provide by
home manufacture the articles needed
most highly developed of all school
activities. I'n 1919 the 145,830 regularly
in the home; and (3) instruction which
inspected home projects in vegetable
taught the making in commercial quan-
tities of articles such as lace, embroi- raising, fruit growing, chicken and hog
dery and basketry, which could be ex-
raising linked the home with the school,
ported and which would thus produce thereby extending the school influence
income with which to improve home
into the home life of the people; the
conditions.
1,230 garden-day celebrations brought
fully one-half of the adult population
General Sales Department together in open competition where
The supplying of industrial materials
farm crops, farm animals and handi-
to the schools and the marketing of in-
crafts were displayed. Schoolboys and
dustrial products of the schools is now
schoolgirls were able to compare their
· being directed by the General Sales products with the products of practical
Department of the Bureau of Educa-
farmers, and the farmers
were able
to note the
tion and forty provincial branches. The
results obtained by
General Sales Department is a branch
the younger generation through the
of the Industrial Division of the Gen-
of modern methods.
During
eral Office. This department not only
the year 4,385 school gardens and
handles materials intended for use in
120,975
home gardens
culti-
the making of commercial articles but
vated by school pupils. The total area
also supplies materials and equipment
of these gardens was 1,918 hectares and
for plain-sewiing classes and for handi-
the local value of the production in
craft work in general. "Busy work"
them was $400,604.
finds no place in the Philippine curri- Agricultural Education Program.
culum. The products of the industrial
Vocational education is developed in
and vocational courses are either useful
the Philippine schools of grades five to
to Filipinos or saleable in foreign coun-
seven 'inclusive, and the courses consist
tries. Pupils in the schools of the Phil-
of domestic science, farming, commerce
ippines receive thousands of dollars
and trade. All of the activities of a
each year from the sale of industrial
well-regulated Philippine farm
articles made in the classrooms and from
carried on last year at 189 schools, or
the products of school and home gar-
at 51 more schools than during the pre-
dens and home projects.
vious year. Of these 189 schools, 13
When a girl graduates from the were classed as agricultural schools; 14
seventh grade of the General Course as farm schools, and 162 as settlement
she has received practical training in farm schools. The agricultural-educa-
cooking, house-keeping, sewing, and the tion program has now expanded far be-
care of children, and, in addition, is able yond the financial support which it re-
to turn out commercial articles in em- ceives. Trade schools are equipped with
broidery, lace, weaving, etc. Boys re- modern power machines, and besides
ceive instruction in commercial basketry, giving elementary instruction in wood-
were
were
PAN-PACIFIC UNION
115
1
working, they offer courses in cabinet English as the common language in the
making, blacksmithing, iron working, Philippine Islands. The aim was there-
and mechanical drawing. 'Orders are fore to give every child a knowledge of
accepted from private individuals and English and a schooling which would
from municipal, provincial and school make him a good citizen capable of car-
authorities for the making of furniture ing for his own interests.
and school equipment. The number of Today English is considered the most
pupils enrolled in trade schools during important single study in the public
the school year 1918-1919 was 3,605, schools. The present aim of the Philip-
and the value of the production was pine educational system is to provide
$3,505,380.65.
every child with an elementary educa-
School Expansion.
tion of seven years. The old distinc-
tion between the primary and inter-
The population of school age in the mediate schools is being done away
Philippines is about 1,200,000. In 1919
with. The average statistics show that
the annual enrollment was 776,639, or
this aim of general elementary educa-
104,910 more than in 1918.
The re-
tion was attained to about 50 per cent
port for 1920, Bureau of Education,
in 1919. However, plans are very defi-
Manila, is not as yet available, but it is nite for the absolute realization of these
known that over 900,000 pupils have
aims by the year 1923. These plans
been brought under the influence of
cover finance, school houses, equipment
schools.
and teaching force.
The annual enrollment for September,
Finance.
1919, was
The school financial system as at
4 year primary course.. .612,503
present constituted requires that the
3 year intermediate course.... 81,335 Insular Government render financial as-
4 year high school course.... 15,476 sistance in all branches of school work.
In addition there is a university with
The Insular schools are supported entire-
an attendance of about 15,000. These ly by the Insular Government. For the
facts do not take into consideration the provincial, normal, high, farm, commer-
large private enrollment.
cial and trade schools, the I'nsular Gov-
Until 1918 the chief concern of the ernment pays the salaries of teachers,
Philippine educational system was to
the provinces provide the buildings and
give as many children as possible a
the equipment, and the pupils furnish
primary education of four years. Pro-
their own books. Schools offering the
bably the greatest unifying factor and primary and the intermediate courses
the most important tie of political union
are supported largely by the municipali-
in every country is a common national
ties from local school revenues, but
language. English is more appropriate they are given Insular aid in the em-
as a national language than any other ployment of teachers, in the payment of
because it is best suited for communi- current expenses and in the construc-
cation with the outside world. The tion of equipment and buildings. The
most appropriate text books for school entire
cost
of superintendence and
use are written in English and practi- supervision of schools is borne by the
cally the entire field of literature is Insular Government.
open to those who know English. The
Inadequacy of Funds.
Bureau of Education has always em- With the passage of Act 2782 in 1918
phasized the importance of the use of providing p 30,000,000 for school exten-
116
FIRST EDUCATIONAL CONFERENCE
are
sion, the problem in connection with Cost of education per pupil based
the handling of elementary schools has on average monthly enrollment
been solved for five years at least. (569,744)
27.353
But no provision has been made for
Buildings.
the provincial high schools and for
the provincial schools giving normal,
At present there are 3,432 govern-
farm, trade and commercial courses.
ment school buildings, of which 919
Lack of funds make it impossible (1)
are classified as permanent, 816, as
mixed-material; and 1.687, as tempo-
to maintain more than one high school
in each province, (2) to establish, to
rary or provisional. Of the 919 perma-
equip and to maintain the number of
nent buildings, 475 are constructed ac-
normal schools required; (3) to oper-
cording to standard plans, and are
known as Galbadon school buildings.
ate farm and agricultural schools suc-
There
cessfully; (4) to give adequate support
now 3,647 school sites.
to trade schools, which even now are
Much help in the construction of school
powerless to provide the large number
buildings is received from the people
of trained men needed to meet the in-
in the form of voluntary contributions
dustrial demands of the country; (5) to
of money, materials, labor and land.
In connection with the school extension
maintain more than one commercial
school for the entire Islands; (6) to
funds provided for by Act 2782, it has
furnish adequate support to the com-
been the policy to give preference to
mercial courses which are given in a
those communities which contribute
most to the schools. This has encour-
few high schools. It is hoped that
some sort of legislation will soon be aged the donation of a large number
made to provide for the founding, the
of buildings and sites by friends and
operation and the maintenance of more
patrons of schools. In some barrios
provincial high and vocational schools.
the people have secured land, construc-
ted schoolhouses, and provided the
In 1919 the total school expenditures school equipment, with the understand-
were as follows:
ing that the Government would furnish
Total Insular
p 10,087,449.92
the necessary teachers and supplies.
Provincial expenditures
Teachers.
for school purposes
The expansion of the teaching force
(1918)
715,614.63
of the Bureau of Education is perhaps
Municipal expenditures
the greatest problem of all. For in-
for school purposes
stnce, in 1919 almost 3,000 elementary
(1918)
4.098,808.01 teachers were added to the teaching
force. Along with this expansion it
Total government funds p 14,901,872.56
has also been possible to increase the
In addition, voluntary
average salary of municipal teachers to
contributions
682,549.58
p 30.65 and the Insular teachers to
p 65.83. Without question the one step
which would most effectively improve
Total expenditures for
education in the Philippines would be
education
p 15,584,422.14
to provide a much higher minimum
Expenditure for educa-
wage for all teachers, both Filipino
tion per capita of
and American. It has been the policy
population (10,350,640)... 1.505 of the Bureau to assign practically all
PAN-PACIFIC UNION
117
American teachers to secondary work. EDUCATION IN THE PACIFIC
During the last year, because of the COLONIES OF PORTUGAL
great shortage of American teachers, FRANCISCO DE PAULA BRITO, JR.
the number of Filipino teachers hand-
Consul General for Portugal
ling secondary subjects was greater
I must state first that I am not an
than the number of American teachers
educator and consequently my address
handling the same subjects. In 1919
is not a thesis but only a simple attempt
there were 14,430 teachers employed
to give information about the condi-
for the Bureau of Education, of which tions of education in Portugal and its
374 were Americans, the rest being colonies.
Filipinos. Quite naturally with the The Republic of Portugal is a Pa-
great expansion in the native teaching cific country as far as geography is con-
cerned due to the fact that we possess
force the average qualification of teach-
ers has suffered but every effort is
two colonies bordered by the great
ocean-Macao and Timor-and not less
being made to meet this situation by by the fact that all our activities are
the expansion of normal schools and
impregnated with our Pacific spirit.
normal courses, the most careful super- All social movements with the object
vision of teachers and the encouraging of attaining the confraternity of the dif-
of teachers to improve themselves pro-
ferent races of the world are regarded
fessionally through reading courses. in my country with the highest sym-
The teachers' vacation assembly held in pathy. The essential condition for the
Manila every year and followed by nor-
good understanding of the different
mal institutions in every province, is an
branches of humanity is the knowledyr
of the ideals of civilization of each
important factor in the teaching force
of the Bureau.
people. It seems to me that with gond
will we could eliminate all the mis-
Summary.
understandings that now divide man:-
The present director of education in
kind. But for this purpose it is essell-
the Philippines is L. B. Bewley, whose
tial that all people be convinced that
we are all members of the same family,
report for 1919 has been freely used in
with the same rights to live and de-
the preparation of this article. He has
velop our activities according to our
undertaken the task of conserving what own national tendencies.
the Bureau of Education has achieved In a meeting of the "elite" of the
in the last twenty years and is expand different races these universal princi-
ing its activities so that every child in ples are always recognized as true. But
the Philippines will receive at least why is it that governments do not act
some times in accordance with these
seven years of elementary education.
At the same time he is improving the principles? I think that it is because
the leaders of a people, as Georges
teaching of English and academic in-
Sorel says, in a remarkable book, "Les
struction in general. It is probable that
illusions du progres," are only the
the next few years will witness a de-
executors of the dominant ideas of their
velopment in these subjects as note-
epoch, and these ideas are the result
worthy as the growth of industrial and
of the average intellectual elaboration
vocational instruction in the last few of the people themselves. That is why
years.
the education of the people is the only
118
FIRST EDUCATIONAL CONFERENCE -
way leading to a better understanding
The Educational System
among the different races of the worl.i.
Education in Portugal consists of
Portugal, although a small country in three divisions, namely: Elementary
Europe, possesses one of the largest schools, high schools and universities.
colonial territories in Africa and Asia.
The elementary schools teach read-
In Africa we have the islands of Cape- ing ,writing and grammar of the Portu-
Verde, Guinea, S. Thomas and Prince,
guese language; arithmetic, history and
the vast colony of Angola, including geography of Portugal and its colo-
about 780,000 square miles and Mocam-
nies; civic education; ethics; natural
bique with 470,000 square miles. In
sciences; drawing and gymnastics. The
India, we possess Goa, Damao and Dui,
course in these schools covers five
and finally Macao and Timor in the
years or grades.
Pacific, that is to say, about 1,260,000
The object of teaching in the high
square miles of colonial territory.
schools is to give the students the ele-
The Golden Age of Portugal
ments of a general culture, and to pre-
pare them for the universities. It in-
Our language is spoken in all the cludes the range of human knowledge,
continents of the world by more than a progressive intellectual development,
40 million people. The golden age of
The golden age of physical culture—“mens sana in cor-
Portugal was the 15th century. It was pore sano"-and the education of the
at this epoch that our navigators, edu- artistic sentiments and of the will.
cated in the naval college of Sagres, The high schools or lyceums are
made their excursions into hitherto un- established in each of the seventeen
known seas. Bartholomeu Dias doubled
chief-towns in which Portugal is di-
the Cape of Good Hope, and in 1498 vided for the administrative purpose.
Vasco da Gama reached the East Indies Lisbon, however, has four high schools
where a Portuguese empire was found- and Porto two. In each capital of the
ed due to the military genius of Af- Portuguese colonies a high school is
fonso d'Albuquerque. 1500 Pedro Al- found. The lyceums include seven
vares Cabral discovered Brazil.
years of study, the first five years being
Starting from India the Portuguese
common for all students and consti-
navigators arrived in Canton, where a tuting the general course, and the two
powerful pirate named Chan-Si-Lau
last years, named the complementary
was ravaging the region from Canton course, are divided into two sections:
to the island of Formosa. The Govern-
a science course and a letter's course.
ment of Canton made an alliance with
The general course embraces the first
us and asked our help, promising to
five years of study including Portuguese
give to our king the peninsula of
language, Latin, French, English, His-
Macao if we could defeat the pirate tory of the World, Geography, Natural
fleet. This was accomplished and
Sciences, Physics, Chemistry, Mathe-
Macao was given to us forever. Ulti- matics, Drawing, Gymnastics, Singing
mately we reached Japan where we ob-
and Manual Training.
tained authorization to settle in Na- The complementary course, or the
gasaki. All the commerce with the two last years of study is divided into :
Orient was therefore in the hands of Complementary course in Sciences and
the Portuguese. At this epoch the popu- Complementary course in Letters. The
lation of the kingdom of Portugal was complementary course in letters includes
about 1,500,000 inhabitants.
the following subjects: Portuguese Lan-
PAN-PACIFIC UNION
119
guage and Literature, Latin Language the manufacture of cement which is ex-
and Literature, English Language, His- ported to Manila and Hongkong. Tex-
tory, Philosophy, Geography and tile mills supply the neighboring coun-
Mathematics. The complementary tries with cotton cloth. Some oils are
course in science includes: Portuguese also exported. However, the majority
Language and Literature, English Lan- of the people is occupied in commer-
guage, Philosophy, Geography, Physics, cial work.
Chemistry, Natural Sciences, Mathe- Public instruction in Macao includes
matics and Drawing. Individual prac- 125 elementary schools with an attend-
tice work is carried on by the students ance of 5,500 students, one lyceum con-
under the direction of the teachers, in sisting of a general course and a com-
laboratories, museums or in the fields. plementary course, similar to that which
The object of this work is chiefly I have already discussed when speak-
the development of the scientific edu- ing of education in Continental Portu-
cation in order to create in the pupils gal, and a number of commercial
the habit of scientific research and schools. Education is gratis in the
criticism. In their work the attention elementary school and a very small fee
of the teachers is called to manual is payed in lyceum and commercial
ability, the faculty of observation, the schools.
personality and the initiative power of
each student.
EDUCATION IN THE UNITED
There are in Portugal three univer-
STATES
sities, the University of Coimbra, the
oldest of our universities, established in
THOMAS E. FINEGAN, LL.D.
the 13th century, was organized under It is not my intention to attempt to
the same basis as the universities of outline the American system of educa-
Paris and Bologna. Instruction is given tion for the benefit of Americans in at-
in four faculties: Theologie, Law, Medi- tendance upon this conference. I shall
cine and Philosophy.
assume that they understand it quite as
There are also the University of Lis- well, many of them even better, than
bon and the University of Porto, in- myself. I hope to be able to visualize
cluding the faculties of Medicine Law,
the American system as it is in opera-
Sciences, Letters and Mathematics. tion throughout the several states so
Besides these faculties there are col- that it will be possible for our friends
leges of applied sciences, namely:
who are here from other countries to
Engineers of Mines, Electricity, Chem- have a fair understanding of the general
istry and Constructors of Machinery, plan under which our public schools are
Commercial Sciences, Agricultural and administered, what tlte nation seeks to
Veterinary Colleges, Naval Academie, accomplish through its schools, and
and Military Institutes.
what some of their outstanding weak-
The Colony of Macao
nesses may be.
The port of Macao is situated in the
Education a Matter of State Control.
extreme southern part of the island of The most of you know that the Con-
Hian-Chau. The total area is about stitution of the United States is
three square miles. The total popula- written document which defines the
tion is 83.984 inhabitants, including powers of our
powers of our national government.
79,807 hCinese. The chief industry of There is not a word in that document
Macao is fishing. Another industry is relating to education. There is, how-
a
120
FIRST EDUCATIONAL CONFERENCE
upon them,
ever, a fundamental principle of Amer- This provision of the Constitution is
ican constitutional law to the effect simple and is in substance as follows:
that those powers of government which The legislature shall provide for a free
are not expressed in the constitution
system of common schools wherein all
are reserved to the several states. the children of the state may be edu-
cated.
The great fundamental principle of
American education therefore is that
State Departments of Education.
"Education is a subject of State con-
Each state has therefore established
trol.” It is not a subject controlled
a state department of education posses-
or regulated by the national government
sing more or less authority in relation
nor is it a subject which may be regu-
to the administration of public schools.
lated or controlled by localities. The
This department exercises authority
legal power to control education in
over the certification and training of
America is the State and by the State is
teachers, the courses of study, the
meant the legislature which is composed
supervision and inspection of schools,
of representatives chosen by the people.
the enforcement of the compulsory at-
The people of a given locality in a tendance laws and the enforcement gen-
state have such powers and obligations erally of laws relating to the adminis-
in relation to education as the legisla- tration of the schools. In several states
ture of the state may impose by law
there is a state board which is the
We therefore have in
legislative body at the head of the
America forty-eight systems of educa-
state system. This board is called
tion. I am not going to outline these
State Board of Education. State Board
to you in fifteen minutes.
of Regents, or State Council of Educa-
It may appear to you at the outset tion. The chief executive officer of the
that there is no national system of edu- State system is called State Commis-
cation in America, but on examination sioner of Education, State Superinten-
you will learn that there are not such dent of Public Instruction or State
great differences between the systems Superintendent of Schools. This execu-
of the several states as you might ex-
tive officer is chosen in various ways,
pect to find.
The early settlers, the in some states by the state board, in
English and the Dutch, believed 11 others by appointment by the gover-
education and as soon as they insti- nor, and in others by popular election.
tuted government they established a More are chosen by the latter method
church and a school house. The lead- than under all others.
ers of the several states who built the In some states the powers are more
foundations of the Republic were be- centralized than in others. In no state
lievers in public schools. Schools are such powers exercised by the head
were therefore maintained from
of the state system as the superinten-
early date and it became the tradition dent of these islands exercises. I com-
of the several states that schools mend in the interests of the schools
should be maintained.' Laws were from the powers conferred on Superinten-
time to time enacted which made it dent MacCaughey. After an experience
mandatory upon every community to of thirty years in the departments of
provide free schools. Each state has two leading states of America I must
also from time to time incorporated confess that the nearest approach to
into its constitution an article which the principle founded upon the consti-
requires the establishment of schools. tutional requirements in relation to edu-
an
PAN-PACIFIC UNION
121
a
cation, viz: "That equal education op- dency is to increase the amount paid
portunity shall be accorded every boy by the state. The state of New Jersey
and girl in the land” is more nearly pays about one-half the cost of its
approached on these islands than in schools, New York about one-third of
any other place in America. This prin- the salaries of the teachers in its pub-
ciple means that each boy and girl shall lic schools. Pennsylvania pays fifty
be given opportunity to attend school per cent of the required salaries of its
for equal periods of time, shall have rural teachers and from twenty-five to
teachers of equal qualifications and the thirty-five per cent of the initial sal-
right to pursue such courses of study aries paid teachers who are employed
as they may desire to take in order in the schools of the cities of that state.
that they may be properly prepared for California has recently adopted a con-
the life work which they desire to stitutional provision which insures a
follow
large contribution from the state for
In each state local officers are chosen the support of schools. Each year the
by the people-usually at a school elec- people of the nation through the action
tion, to administer the schools. The of local officers in each school district
state is subdivided into districts, authorize a tax upon their property for
townships or countries, and each of
gates about $900,000,000 for the na-
these subdivisions elects school
tion. This is done year after year
board. This board employs and dis- without hesitation and with very little
misses teachers, fixes their salaries
the support of schools which aggre-
when such salaries are not fixed by the criticism. This action by the people
state law, repairs and erects school
must be regarded as their irrevocable
buildings and is responsible for the
belief not only in education but in
local enforcement of laws relating to
the schools. These officers therefore
clemocracy as well. In a few states a
exercise important functions in relation
per capita tax ranging from one to five
to the schools.
dollars for each person twenty-one
The standard main-
tained and the advancement made in
years of age or over has been author-
public education depend in a large mea-
ized recently for the support of public
sure upon these boards. This plan, of
schools.
course, involves the procedure which
Compulsory Attendance.
must obtain in a democracy and such
plan undoubtedly increases the interest The attendance of children upon
of all the people in public education by school is compulsory now in every state
placing direct responsibility in such in the Union. In some states there is
matters upon them.
a feeble enforcement of such laws. Gen-
erally all children are required to at-
Financial Support.
tend school while it is in session dur-
The financial support of public
of public ing the first six years of school work.
schools is based upon the same demo- In some states children must attend
cratic system.
Only one-tenth of the until they are fourteen years of age
cost of education in the several states and unless they are employed in some
is paid by the state. The other nine- lawful occupation between the ages of
tenths is paid from funds raised by fourteen and sixteen they are also re-
local tax upon the property within the quired to attend school. This is a re-
district of other division which main- quirement which hope to
tains the schools. The present ten- adopted for every child in America.
we
see
122
FIRST EDUCATIONAL CONFERENCE
There is also a wide difference in the to supply a body of trained teachers
legal school term of the several states. is first to set a high standard or pro-
This is a vital factor in the efficiency fessional qualifications for teachers
of a school system. The term ranges which should be state-wide and then
from six months in some states to ten fix a salary schedule sufficient to in-
months in others. This illustrates one duce the young people possessing the
of the weaknesses of the American pub- best intellectual talent of the country
lic school system and the inequality in to enter the teaching profession.
school opportunity which prevails. The question of adequate compensa-
Rural schools in the great majority of tion to the teachers of the country
the states have not only a shorter term has been a national issue. The lead-
than that provided in the cities but
ing professional and business men of
they also have teachers of less aca- America have within the past two years
demic and professional training
recognized the value of education to
The Teaching Corps.
the great commercial, industrial and
There is no uniformity in the quali- political affairs of the country by urg-
ing such action as might be necessary
fications exacted of teachers in the sev-
to provide the schools of the nation
eral states. One of the real weaknesses
with an adequate supply of trained
of our school system is the method
teachers. Many of the states in the
which prevails for the certification of
East, the West and the Central-west
teachers. In many states this function
have adopted salary schedules which
is exercised by local superintendents
and serious abuses are perpetrated upon
give hope that educated and trained
teachers will be supplied in the schools.
the schools under official authority. In
Pennsylvania has set a state-wide quali-
this important matter the tendency is
fication of four years high school work
to place the certification of teachers
and thereafter two years in a normal
under the authority of the chief educa-
school as the minimum qualifications
tional officer of the state.
for all teachers in the elementary
Normal schools for the training of
schools of the state. These qualifica-
teachers are maintained by each state.
tions apply to rural as well as urban
There are about 300 of these institu-
teachers. The initial salary of $1200
tions in the country. They prepare
is paid to each teacher who enters the
about 30.000 teachers annually for the
service and annuities of $100 are au-
elementary schools. which is only about
thorized for a period of eight years
one-half of the number required to fill
provided satisfactory and efficient
the schools. The deficiency is obtained
service are rendered and such advanced
from high schools and even large num-
work in preparation of better service
bers are employed who have received
as the state shall require is satisfied.
no education beyond that received in
In other words compensation is based
the elementary schools. The teachers
upon service and qualification and this
required for the secondary schools are
principle applies alike to men and
supplied largely from colleges and uni-
.
versities. Some of the normal schools
are maintaining courses for teachers de- Text-books and Courses of Study.
siring to prepare to teach in high Text-books and courses of study are
schools.
very largely matters of local regula-
The most vital factor in a school tion. In some states a state board de-
system is the teacher. The only way termines the text-books which shall be
Wonien.
PAN-PACIFIC UNION
123
used in the schools. Books are usually system of public education girls have
adopted for a period of five years and been accorded the opportunities which
not generally changed within that time. have been provided for boys. While
In the majority of the states the text- vocational schools are provided in many
books are adopted by each local board. school systems we do not begin to pro-
This board is generally advised on
vide such courses as the public de-
these matters by the superintendent of mands require
schools and a committee of teachers.
The School Population.
In some states the chief educational
officer of the state is authorized to In 1914 more than one million immi-
prescribe the courses of study which grants came into this country with the
shall be given in the schools. In other intention of making the United States
states such officer prepares courses their home. Every nation of this vast
which are generaliy accepted by the earth was represented. The great ma-
schools throughout the state. Nearly jority of them could not read or write
every state department of education English. They brought with them their
prepares
children. These children were sent to
courses of study for the
schools. Committees of leading teach- public schools.
public schools. There they were to re-
ers and superintendents usually pre- ceive their first great lesson in de-
pare such courses upon the request of nocracy
the state department.
I should like you to visualize this
morning the two hundred thousand
The Public School System.
educational institutions in America.
The traditional elementary school They are found in every hamlet, vil-
course in America is eight years and lage, borough and city. They are in
the high school four years. The work the sparsely settled portions of the
of the public schools therefore covers country--on the hill tops and in the
twelve years. The introduction of the
The introduction of the valley's, as well as in the densely popu-
junior high school is rapidly changing lated
lated sections. See them scattered
the courses of study in our public throughout the length and breadth of
schools. Under this plan courses are
this Republic and remember that they
organized as follows: Junior high are very generally supported by taxes
school course for three years and sen-
which are voted by the people them-
ior high school courses for three years.
selves. Listen to the tramp of the feet
In some schools the courses are on the of 25,000,000 of the children of Amer-
basis of six, two and four. The pro- ica marching to and from these insti-
gressive schools now include, in addi- tutions every day. In the elementary
tion to the usual subjects, such sub- schools will be found 20,000,000 and of
jects as art, music, nature-study, gen-
these 18,500,000 are in public schools
eral science, health, which includes and 1,150,000 are in private and paro-
physical training, home-making,' agri- chial schools. In the high schools you
culture, and various vocational courses. will see 2,000,000 boys and girls and
Those who desire to go to college may
of this number only 150,000 are in
prepare and those who desire to pre- private and parochial schools.
par
for commercial occupations gen-
In the 575 colleges and universities
erally have the opportunity. In many
of America there are 3,500,000 stu-
of the cities of the country technical dents and of these 130,000 are in insti-
and commercial high schools are main- tutions like state universities supported
tained. From the very inception of a by the state and 220,000 in institutions
124
FIRST EDUCATIONAL CONFERENCE
re-
maintained by private endowment or children of the great mass of common
contributions. In the central and west- people of America, the children of all
ern states the schools system terminated races and all creeds are here brought
in the university. This is not true of together in one body to receive an edu-
the eastern states. The only eastern
cation which shall lead tủem to
state east of Michigan which maintains spect the rights of others, to under-
a state university is the state of Maine. stand their obligations to their coun-
This is due to the fact that the great try, to be liberal and tolerant in their
colleges and universities in the east views and understanding of others and
were founded even before the public to become good American citizens. In
school systems were established in other words these institutions are de-
these sections and yet in these sections veloping that attitude of mind and that
many of the states are making contri principle of democracy so clearly and
butions to higher education. New Jer- eloquently described by Dr. Sisson yes-
sey makes certain appropriations to her terday forenoon. (Applause.)
colleges. New York makes large appro- The legal school term will be in-
priations to certain institutions and creased so that every boy and girl
maintains a system of 3,000 scholar- shall be accorded not only the privi-
ships which entitle the holders to at- lege of attending school ten months
tendance in any college or university each year but shall be required to com-
in the state. Pennsylvania appropriates plete at least the elementary and junior
annually several millions to colleges and high school courses. The over-crowdei
universities in that state. Similar ac-
conditions of our high schools shall be
tion is taken in other states.
remedied and there shall be a seat in
the senior high school for every boy
A Straight Track for All.
and girl who may desire one and there
America contemplates, as I have be- they shall receive instruction in those
fore stated, that her school system shall fields that shall prepare them for serv-
start in the kindergarten and terminate ice in our great American democracy.
in the university. Every boy and girl Every class-room shall have an edu-
in the land shall be given the oppor- cated, trained teacher and teachers shall
tunity to make this race. There is not, receive compensation which will enai):
however, a state which now maintains them to live like other respectable
a public school system which affords people and to travel and study for their
its boys and girls this full opportunity. intellectual improvement and to enjoy
We appreciate the great power exerted that recreation which is essential to
upon the institutions of America and
successful work.
in the development
development of her ideals
Provision will also be made some
through our system of public school
day for a proper and adequate plan of
education. This system is the greatest adult education. Every American citi-
democratic influence in the world. These
zen and every person living in this
2,500,000 children in attendance upon country and earning a livelihood should
the public schools, colleges and uni- know how to read and write English.
versities of the country represent all
classes of people. The children in at-
Inadequate Provision for Higher
tendance upon the public schools and
Education.
universities of the country represent An adequate plan of health instruc-
all classes of people. The children of tion should be provided and every pu-
the poor, the children of the rich, the pil in a public school should receive as
PAN-PACIFIC UNION
125
.
an
regular and scientific instruction in dollars. In my own state, if the taxes
health and recreation as such children which the property owners of that state
receive instruction in reading, spelling, paid had been put into a special fund
writing, numbers or any other sub- for the support of education, it would
ject. Nearly every college and uni- have produced at five per cent, a suffi-
versity is over-crowded. Many young cient amount not only to operate the
men are denied a college education school system of the state perpetually
when the needs of the country call for at its present cost but to produce an
increased number of college- increase of twenty million dollars per
trained men in every field of human en- year for the expansion of educational
deavor. Ma
Many of our colleges and facilities. War is expensive.
universities have an enrollment of 5000, If we wish to provide funds to ac-
10,000, 12,000 and even 25,000 in Co- complish all the desirable ends which
lumbia University. The heads of
I have specified as necessary for our
some universities had the judgment
civilization, if we wish to develop
years ago to limit the number of stu- our public school system so that it
dents which would be received. One may provide the facilities demanded
of the leaders in this movement was by the public, if the nation is to estab-
our distinguished President in the ac- lish libraries and provide educational
tion which he procured in relation to
extension for the common enlightenment
Stanford University. Others have fol- of all our people, if we are to build
lower that lead and more will follow more and more high schools, colleges
it.
This means that increased provis- and universities, if we are to build
ion must be made for the education of great systems of public highways for
men and women in the numerous fields the convenience, comfort and needs of
of higher education.
the people of all parts of the nation,
As we survey the needs of the entire if we are to develop and improve the
educational field we find that the one agriculture interest of the land, if we
essential element is more money. How are to meet the needs demanded in the
are we to get it? It seems to me the
conservation of our coal, forests, water
way is simple.
and other natural resources, if we are
to provide society with the agencies
Federal Appropriations Needed.
which shall improve mankind, we must
In 1920 appropriations made by the provide vast sums of money and the
government of the United States for
money now expended in the contempla-
war purposes were five billion dollars. tion of future wars must be diverted
For all civil and governmental purposes from such sources to be used for the
only four hundred million dollars. If
great needs of humanity. Our great
the United States had determined problem is therefore to deveiop such an
create a fund for the support of educa- interest and understanding with the na-
tion, and had put into it a dollar for tions of the world that all misunder-
every dollar which she was compelled standings shall be settled by peaceable
to put into the war, we would have
. (Applause.)
a fund which at four per cent would
Discussion
not only provide one billion dollars
which is the annual cost of maintain- MR. HADEN: I would like to ask a
ing education in America, but provide question, or rather, make a request. I
in addition thereto for educational pur- would like to have Dr. Finegan give us
poses seven hundred and sixty million some idea of the part that is played by
.
to
imeans.
i-
126
FIRST EDUCATIONAL CONFERENCE
private enterprises in education in the given it to me, because a large part
United States, and the relation of the played in private enterprises in America
to the state systems.
It is such a very is in the colleges and universities, you
important question in the United States didn't touch that at all, for instance,
that I would like to have him do that. Harvard, and many other institutions of
Dr. FinEGAN: Mr. Chairman, really, private enterprise—and I would like to
have you say a word about those.
the relation of private education to pub-
lic education is not so important as you Dr. FINEGAN: There are in atten-
would think. Let me bring these facts dance upon what you might call the
to your attention again; of the twenty public university, universities supported
million boys and girls in the elementary solely by state funds, one hundred and
schools of the states, 18,500,000 are in thirty thousand students. In the private
the public schools. One million five- universities and private enterprises like
hundred thousand are in the private or Harvard, Columbia and others, two hun-
parochial schools, and of the two mil- dred and twenty thousand. We do not
lion boys and girls in the secondary look upon these institutions as purely
schools only one hundred and fifty thou- private institutions—they are what you
sand of them are in the private or pa- might call quasi-public institutions, they
rochial schools.
are chartered by the State, and the State
Very generally the laws of the dif- has the right to revoke the charter.
ferent states provide that children in There is no public necessity which would
attendance upon private schools shall warrant any action on the part of the
pursue courses of study which are the state in interfering in any way with the
equivalent of those given in the pub- freedom of these institutions, or the
lic school currimulum. In some of the manner in which they are carrying on
states, as in New York and Pennsyl- their work. I think I express the at-
ania-I cannot speak of the others- titude of the American people on the
the head of the state system has the question of control of higher education,
same authority over these schools which when I make this statement, and I think
he has over the public schools in the that the best evidence of that is the fact
matter of inspection. In other words, I chat to my knowledge no legislation has
prescribe in my official capacity the been proposed to modify the powers of
minimum courses which are given in the these corporations, or to confer on the
public schools of the state, and also in state authority over them.
the private schools of the state. I have
Now, have I covered your point?
the right of inspection of these institu-
tions to see that the courses are properly Dr. HADEN: Yes, I think sufficiently,
given and executed. In some states, for but I thought it was very important
instance, this last winter the state of that those points should be brought out
Michigan passed a law which places the here, the large part played in private
certification of all private school teach- enterprises and the comparative freedom
ers under the state department. Very of those institutions. You see there are
generally, however, certification of teach- more in private institutions than in the
ers is not under the control of the state public ones. Now, there is one other
authorities. Have I given you the point, Dr. Finegan, that I want to ask
thought that you had in mind?
you. I don't know exactly what you
MR. HADEN: In part, Dr. Finegan, meant by "east of the University of
you have, but only in one point have you Michigan," which is Ann Arbor, wheth-
PAN-PACIFIC UNION
127
case.
er you included in that for instance, a I must confess that I was astonished
state like Virginia ?
that according to Dr. Finegan's statis-
DR. FINEGAN: I did not include the tics there are more students in endowed
southern states—did I say there was no
institutions of higher learning, than
state university east of Michigan?
in State institutions. I am quite con-
DR. HADEN: No state university-
fident that this will not long be the
DR. FINEGAN: There is one, I should
I think the facts of the last
twenty-five or thirty years, at the out-
have said one, the State of Maine, that
side, make that perfecly clear. If you
is the only university in what we call
the east.
We speak in this country of go back as far as 1886, which happens
to be to me a rather interesting date,
Virginia as being south.
you will find that there was only one
MR. Haden: I think the first univer-
state university in the whole United
sity in America was one established by States which could claim to be an in-
Thomas Jefferson in the state of Vir-
stitution of first rank, that was Michi-
ginia.
gan. In comparison with Harvard, Yale,
DELEGATE: If I may ask Dr. Finegan Columbia, Pennsylvania, all the other
a question about health instruction ?
state institutions, were insignificant. To-
Dr. FINEGAN: There is a great move-
day, after a lapse of twenty-five years, a
ment in all the states of the Union in considerable number of state universi-
relation to health instruction, and that ties are absolutely in the first rank. One
includes of course physical training.
training of those state universities is the largest
Many of the states have made it manda- in the whole United States, and I be-
tory, and many of the states have pro- lieve without exception, that four or five
vided subsidies for such work. Teach- of them are absolutely in the first rank
ers are being supplied as rapidly as pos- of institutions of higher learning. I re-
sible and are being employed just as
fer to such institutions as California,
rapidly as they are trained for the work. Illinois, Wisconsin, Minnesota, and these
I know that many states are doing some followed by a list of fifteen or twenty
work in physical training. There is an state institutions, or state universities,
hour's talk on that subject if you take that are rapidly rising to distinction in
the broader subject of health instruc- science, research, and education, and in-
tion.
creasing in size at enormous speed, so
SAME DELEGATE: Is it general, that
fast that the increase in size constitutes
the medical inspection departments are one of our most serious problems. I
under what you might say, the control feel it would be a mistake in your de-
of the health department?
scription of the American school system
Dr. FINEGAN: The plan differs, but to pass by, especially in view of Dr.
in a great majority of the states medical Haden's question which he has raised,
inspection is under the control of the without looking this inevitable trend
school authorities. In some states it is squarely in the face. I will refrain from
under the control of the health authori- prophesying, but I call attention to the
ties.
enormous sweep of things in the last
Dr. Sisson: If I might talk for a twenty-five years which has taken in
minute or two, I would like to speak on the secondary education, and the same
one or two points.
thing has taken place, as Dr. Finegan's
First, I want to speak with regard to statistics show, in respect to the public
the question which Dr. Haden asked. high-school which is already clear out
128
FIRST EDUCATIONAL CONFERENCE .
were
we
of reach of the private high school, finest training, and most indomitable
whereas twenty-five years ago there courage, and the highest qualities of all
more in private than in public sorts of men and women, and it must
high schools.
have those qualities. And I want to
Now before I pass from this, I thought say this, after speaking for the past
Dr. Haden was going to bring out what eight or ten years, and very frequently
is probably the gist, the real gist, of before groups of business men and pro-
this interest in this matter, namely, that
fessional men, that they are entirely
the privately endowed institutions may
ready to listen to this, for they know
be contributing a quality and element,
it is true. Now what we need is this,
regardless of its size, regardless of the we need that they shall learn to look
number of students, contributing an in-
up to the teaching profession, and in
gredient, as it were, in our higher train-. order that that may be the case
ing, which state universities have not
have got to be proud of the profession
yet been able to master so fully.
ourselves, and instead of saying, "I am
Now I want to go into one other only a teacher”, say, “I am a teacher."
thing, suggested by Dr. Finegan, re-
(Applause.)
ferring to the vital problem of getting DR. FINEGAN: May 1, Mr. Chair-
real potency into the educational pro- man, say a further word about state
fession. That, from the point of view universities, I don't want the opportunity
of education, is absolutely the greatest to pass by without saying that it was
part of the problem. I agree that sal- impossible to say all the things I wanted
aries must be improved, I don't want to say. I think it is not far distant
to abate one jot what was said with re- when some of these great conversative
gard to that, but I am absolutely con- states in the east, which have been satis-
vinced and I wish I had an hour to fied with the institutions—private insti-
argue--I am absolutely convinced that tutions, will establish state universities.
salary is not the most important part, I know that the question is under con-
by 110 means the final thing. I think sicleration in at least three of the great
there is another thing, far more to the
conservative states of the East.
profession which if attained, will guar-
Dr. STRATTON: As a member of one
antee more than anything else the neces-
state university I think I shall not be
sary salary improvements, and that is
charged with prejudice if I speak a
increasing the dignity of the profes- word in favor of those universities that
sion. (Applause.)
are not upon state foundations. The
I want, most of all, to appeal to distinction has been rather sharply drawn
the teachers to quit apologizing for their between those that are on foundations
profession. I want to look my fellow and those that are state supported. That
citizens in the face, bankers, lawyers, distinction cannot be so sharply drawn.
doctors, and the leaders of the Ameri- For example, the University of Cali-
can people, the business man, and tell fornia, represents in general, I think,
them that my job, no matter how un- the enthusiasm in many of the states
worthy I may be personally, and this whicii individuals themselves have for
is not a matter of personal pride on the education. So strong is their desire for
part of any of us, that my job is the education that they have amply and most
most important, the most difficult in generously supported state universities
the world. (Applause.) That it calls by private gifts, comparable to the great
for the best brain, and intelligence, the gifts that have gone into private insti-
PAN-PACIFIC UNION
129
tutions. So while we have a privately of similar consecration who stayed be-
endowed institution, in one sense, yet it hind and became protagonists of the
is also governmentally controlled, al- spirit of America, and of Christianity,
though a large measure of freedom is and founded and fostered the great pub-
secured by vesting its control in what lic school system of the United States.
might be called a private corporation, Those protagonists of that spirit who re-
the Board of Regents.
mained behind like Ralph Waldo Emer-
Dr. MOORE: We of Harvard and son and Horace Mann did no less serv-
Yale maintain another distinction than
ice than the missionaries have done all
that which has been brought to your at- about this great Pacific sea.
They
tention, namely, that Harvard and Yale
were knights of the Holy Spirit as
are national universities, not state, 'but Heine said the teacher should be."
national universities.
Dr. HARADA: I want to say just a
As a matter of history the first state word about what Dr. Haden said, to
university was one founded in 1636 by
correct any misunderstanding, when he
the general court in Massachusetts. It said that in the new university regula-
was more liberally endowed, by private tion in Japan the school of theology is
individuals than by the state, and there-
not allowed. I think he did not mean
by secured a greater degree of inde-
that the study of theology or to teach
pendence.
theology is not allowed, nor that religion
It is a very ancient point, it is not al- is tolerated in private institutions. In
together material how the university is the Doshisha University, for instance,
funded or how the university is directed, we have the department of literature,
what does affect us far more materially which is divided into two sections, one
is, what its purpose is, and its service. purely literary and another section for
I have some friends who want to throw theology. What the new regulations-
bricks whenever I speak of Plato, but university regulations, means, is that
he is our captain. He founded the first theological school is not recognized as
university in the western world. It was a department of University, nor degree
private, though in all his writings he in- of theology be recognized by the new
sisted that education should be public. regulations. I hope it may not be mis-
Then there came a moment in history interpreted; personally I feel that the
that put Aristotle and Alexander side by regulations may be changed so that a
side, that moment, that fortunate mo- department of theology could be estab-
ment, led to the founding of the great lished. But as far as it goes I hope what
museum of Alexandria and the library Dr. Haden said may not be misunder-
of Alexandria. The first purpose of stood, that religion is not tolerated in
these institutions was that they should private institutions or the teaching of
be public, and do a public service. theology is forbidden by the new regu-
Now I have been meditating this
lations.
morning, as I have been listening to the
DR. JORDAN: May I say just a word.
moving and splendid talk that Dr. Fine-
The division between the private and
gan gave us, and I meditated to this public institutions in the greater part
effect:
of our country means this:
The pri-
"Blessed be that spirit that drove vate institution has to call
its
those New England young men to leave alumni and their friends for money, the
home and become missionaries in these state institution goes with more confi-
foreign parts. Blessed also be the many dence to the legislature, and the legis-
on
130
FIRST EDUCATIONAL CONFERENCE
lature is bigger than individuals, and MR. HADEN: Dr. Sisson has cor-
in time will get more and more money. rectly sensed what was in my mind in
We see very clearly that state institu- part, namely, the question of what pri-
tions in a short space of time are going vate institutions can contribute to pub-
to be more wealthy than any private lic institutions. .
institution; and there comes the danger Take universities like Yale, or Prince-
of measuring the value of institutions,
ton, which are private in the sense that
not by the thoughts that it starts and they are on great private foundations ;
sends out, but by the number of people they take the place of the state universi-
that come there, and a great institution
ties in providing education, but they
may not be a populous one, or it may
have a larger measure of freedom in
be; that has nothing to do with its
practical matters, and in the teaching
greatness. There has been, especially of morals and religion. They can set
since the war, an enornious rush of
on foot and develop certain things
young men and young women to col-
with greater ease, and perhaps with
leges, because they believe, and believe
greater success, than the state universi-
justly, that they can get something of
ties. But the state universities are in-
value that they did not get before.
fluenced by them, and have a quality
Now the state university is bound that they probably would not have if
more or less to cater to the needs of the
there were no private universities. I
state in asking for money from the agree with Dr. Sisson in his forecast
state. The private institutions are at in regard to the increasing number and
liberty, if they wish, to look forward influence of the state universities, but
to the future, beyond the present time. I am all the more anxious on this ac-
There is no future for Harvard, Yale count for the continuance of the pri-
or Stanford, or any private university, vate ones.
unless they can look forward to the
Take, for instance, the theological
future and act with reference to that,
school. Yale can have its theological
while the others have, more
or less,
school without any trouble, and so can
not entirely, but are more or less bound
Harvard, or the University of Chicago,
to meet the immediate needs of the
or any of the great private universities.
And that is a very great thing. They · not only can have them, but
as well as others.
many of them do. The state universi-
I notice, however, that Stanford,
ties do not have theological schools,
twenty years ago, was seventh in num-
and perhaps should not have them."
ber of the country, now it is about 50.
There is a greater measure of freedom
One more point: The private insti- in the private institutions. This is true
tution is the creator of the public in- in the United States, but it is not true
stitution, they came before. The Cali- in some other countries. They might
fornia university was influenced by the well consider the fact, that if a uni-
early professors of Yale who, came versity is established by private enter-
chere. I remember when I graduated prise, and maintained by private money,
from a private institution, Cornell, some it is entitled to have its grade recog-
fifty years ago, one of the things that nized, and at the same time have a
President White laid down was this: school of theology.
“Stand by your state universities, for That is not so in Japan. Although
they are the educational hope of the the law has been liberalized consider-
country.” (Applause.)
ably in the last three years, no private
state.
+
*
PAN-PACIFIC UNION
131
I see
university is allowed to have a theo- religious. I was present this summer
logical department. We are right up at the Centennial celebration of the Uni-
against that problem in Japan at the versity of Virginia.
versity of Virginia. It was a grand
present time.
no good reason affair. More than one hundred uni-
why private universities in Japan versities and colleges, from the Uni-
should not have the same measure of versity of California to the University
freedom in this respect as those in of Christiana, had their representatives
America. I hope the day is not far there, and more than fifty college presi-
distant when it will be granted.
dents
present. Practically the
There is one other point to which I whole of the first day of the celebration,
want to call attention. As I see it, the which lasted four days, was given up
American state universities are
non-
to religious exercises, wholly non-
sectarian, but are not irreligious. On sectarian, but in their spirit and in their
the other hand, many of them are very form, religious. (Applause.)
were
132
FIRST EDUCATIONAL CONFERENCE
5.
WHAT KNOWLEDGE IS
ON THE NATURE OF KNOWL- the States that are governed by public
EDGE.
opinion must see to it that the public
DR. ERNEST C. Moore.
can have an opinion, and that is made
common
My subject is sufficiently forbidding possible only through the
school.
to have made the audience small, and
I say this because today our
entire discussion is to be about the
I am rather surprised that it is not small.
After all, knowledge is our stock in
common school and elementary educa-
tion.
The whole day is given up to
trade, and we ought to find out what
it is. We ought to talk about it. We
that subject.
ought to have fairly well-defined no-
Two Views of Knowledge
tions concerning it, and that is my
justification for bringing in and offer-
The common school professes to lead
ing to you here at this time what prom-' everyone to knowledge, and the com-
ises to be a very dry discussion.
mon school must see to it that the
Many of us here among the delegates knowledge which everyone inherits, the
are university men, and we think that knowledge which is generated in the
university education is vastly important, country, is real knowledge, not pseudo
and it is; we tend to think that if uni- knowledge. That brings us back to the
versities flourish and university educa- question what is knowledge, what do
tion goes forward all will be well with we mean by that word? I can tell you
the world. But that evidently is not so. the difference between two views of
You may have universities, and you do knowledge in this fashion. The folks
have them in oligarchies and in tyran- who go to a football game and sit on
nies. The university by itself is not the bleachers have a certain knowledge
enough. We must have university edu- of football, but it is very different from
cation, for this world is governed, as the knowledge of football which the
Lord Bryce says it is, by majorities. players have. The knowledge of foot-
That, you will remember, is his defini- ball which the people on the bleachers
tion of a democracy. It is not neces- have is observer's knowledge, and the
sary that a democracy, to be a demo- knowledge which the players have is
cracy, have a president. Its chief of- player's knowledge. Now observer's
ficer may be a king. I suppose, he knowledge is the thing that ordinarily
might even be an emperor, although I passes for knowledge, and player's
am not quite clear on that point, but knowledge is the thing that I want to
Lord Bryce says, “The essence of a commend to you this morning as the
democracy is government by a major- thing that ought to pass for knowledge.
ity;" if that is so then the common Some folks believe that since we have
school is the school which makes gov- minds we ought to use our minds in
ernment possible. The common school getting mental pictures of all that
is the school which must be served. exists, and when we have succeeded in
The common school is the school whose getting pretty complete mental pictures
interests must be kept alive and foster- of the things that exist then we can say
ed as much as possible, for government
we have knowledge, but you can see
by a majority is nothing more or less that would be observers' knowledge, the
than government by public opinion, and knowledge of lookers-on. .
PAN-PACIFIC UNION
133
The other view is that knowledge is God hath made the mind of man a look-
that something which will help us playing glass, capable of the image of the
the game. Some folks are much to be universal world, able to reflect an image
envied, some Americans, because they of the things that exist, for knowledge
know the Japanese language. Now, is a double of that which is.
there is a difference between knowing Now, are our minds looking glasses?
the Japanese language and merely know-
Are they cameras?
You know very
ing about the Japanese language. You well if we stand before a looking glass
and I and all of us know something it will reflect all that is in front of it,
about the Japanese language perhaps, and if you set up a camera in front of
but only a few of us know the Japanese a scene it will take impartially all that
language; and I am going to say that is in front of it. Now are our minds
our knowledge about the Japanese made so they will reflect impartially all
language is of no moment in compari- that is brought to their attention? When
son with a knowledge of the Japanese Shakespere talked about "Holding the
language
mirror up to nature" was he talking
Now, all schools ought to go in for about the business of man. Is it the
knowledge of things, knowledge which business of man to hold his mind up as
helps to play the game, rather than the a mirror to nature and to get complete
knowledge which the spectators get from images of all the things that exist? I
the bleachers. These two views of think I can prove to you in about a
knowledge, which, in technical terms, minute that our minds are not that sort
are known as the view of intellectualism of thing at all. They are different from
and the view of pragmatism, the view of cameras and looking glasses. They
intellectualism being the view that knowl- don't work after the looking-glass fash-
edge is the awareness of things as they ion at all; they don't work after the
exist, and the view of pragmatism is
camera fashion at all.
that knowledge is the means by which
we can do the things that human beings
Suppose we put up a screen here and
on that screen we write all sorts of
ought to do. These two views are con-
trasted, -and go back to two different
numbers. Now, having written those
views of mind which are contrasted.
numbers, I will ask you to look at them.
How many of them can you see at one
Two Views of the Nature of Mind
moment? A looking glass will reflect
Lord Francis Bacon is sometimes them all at once and the camera will
spoken of as the founder of modern
make pictures of all of them. Now,
science. It is said that Francis Bacon
does your mind do that? No; you see
pointed out that knowledge is power.
one particular number clearer than all
Knowledge is not merely an awareness
the rest, and then look at another par-
of that which exists. "Knowledge" he
ticular number, and so on.
said "is power", and yet Sir Francis
select first this number and then that
Bacon did say other things which are
one and give attention to one at a time
quite confusing ; certain other things
to the exclusion of the rest? I think
very different from this statement that
“Knowledge is power;" for example, he
you do. Our minds work by selection.
says in one place, “God hath made the They work by attention; they work by
mind of man like a glass, capable of an
focalization; they work by picking out
image of the universal world, for knowl- some one part of a scene and giving at-
edge is the double of that which is." tention to that and excluding the other
Don't you
134
FIRST EDUCATIONAL CONFERENCE
parts or at least keeping them in the
If I am wise, I put them on the book
dim background.
shelves in such a way that if I come to
the shelves next week or next year I
Genuine Knowledge Due to Selection
will be assisted in getting the book I
Now, if man is a creature whose mind
want. I arrange my books for the sake
works by attention, then knowledge can-
of the use or in anticipation of the use
not be the image of that which is all
I am going to make of them tomorrow
about us, but must be an awareness of
or next week or next year. I have the
a certain part of that which is about us,
notion of use in my mind, repetition of
emphasized to the exclusion of all the
use day after day. I am going to work
rest of the things about us.
with these books, and now I anticipate
This is pretty dry and pretty abstract.
what I am going to do next month by
But let me make it very concrete. I am
putting them on the shelves in such a
saying that all knowledge, all real
way that I can come and take them
knowledge, is due to selection. All real
down without loss of time. Isn't that
knowledge is due to the tendency of the
the principle and don't I disregard the
hunian mind to pick out certain things
number of “A's" in all these voluines. I
from other things and to disregard al-
don't stop to count them. I don't stop
ways more than it regards. Now, let
to count the number of commas or the
me illustrate. I have moved into a new
number of times the exclamation point
house, let us say, and all my books are
is used. I disregard far more facts in
in a heap on the floor, and I must in
arranging my books than I regard. I
the next day or two arrange them on
must do it. There is no other way.
the book shelves. There are five thou-
sand volumes and it is going to be a
The Selection Which Science Makes
considerable task to arrange
these The French mathematician and physi-
books. First of all, why do I arrange cist, Poincare, makes a quotation from
the books on the book shelves? Won't Carlyle in one place in his discussion of
the books be just as happy on the floor science. Now, Carlyle is characterized
as on the shelves. I don't think I ar- by overstatement, and this quotation is
range them for the sake of the books, one of the most characteristic quotations
i' arrange them for my own convenience, that could be made. Carlyle says, “John
and when I start to arrange them on Lackland passed by here." John, the
the book shelves in how many ways King, passed by this spot, John, the
could I arrange them there? I could
I could King, whose barons relieved him of his
arrange them according to the color of land, and whose subjects called him,
their bindings, and make a beautiful therefore, John Lackland, and Carlyle
wall paper of them, some people do ar- goes on to say, “Here is something ad-
range their books in that fashion, and
mirable. Here is a fact for which I
they do make beautiful wall paper.
I would give all the theories in the world"
could arrange them by the size of the and then Poincare says, "The physicist
volumes or the number of times the would not talk that way. The physicist
letter "a" appears in them, or the num- would say John Lackland passed by
ber of times the word “The" appears in here. That is nothing to me, for he
them, or the number of times a comma will never come this way again.'” That
occurs in them, or the number of times is, the physicist is interested in things
a period occurs in them. I could ar- that come this way again. The physi-
range them in an indefinite number of cist and, I take it, every scientist, is in-
ways; but how do I arrange my books. terested in repetitions of faċt; not in
PAN-PACIFIC UNION
135
facts but in repetitions of facts, in He has a speaking vocabulary which is
principles or laws, if you please. Science by no means so large as his reading or
is the awareness of that which is going listening vocabulary; and he has a
to happen tomorrow and next month writing vocabulary which is very much
and next year, and science must be smaller, because most of us do not dare
studied because it helps us to get ready to write most of the words we speak.
for it, and that is what Sir Francis When we take our pens in hand we find
Bacon meant when he said, "Knowledge our vocabulary has shrunk.
is Power.”
How many words do people use when
Knowledge is that which enables us they take their pens in hand ? It oc-
to get ready for things that are coming curred to Dr. L. P. Ayres, of the Sage
and provides the possibility of repeti- Foundation, that it might be useful to
tion, of use.
find out how many words people use
Selection Applied to the Subject of
when they write, and he gathered to-
gether a large number of letters, some
Spelling
two thousand letters of all sorts, love
Let us now apply that to elementary
letters, business letters and so on, and
education. Children are taught in the he employed a staff of readers to read
elementary schools in our country, a the letters and list the words in them,
subject which is called “Spelling," a and he found that there were only two
very difficult subject, and one which al-
thousand words in all these letters, and
most nobody ever masters. There are
five hundred words would do the busi-
four hundred thousand words, more or
ness of writing all of them, practically;
less, in the English language, and we and Dr. Ayres says the first duty of
must teach spelling. Now, what does
those people who teach spelling is to
the knowledge of spelling mean? Does
find out the words people use when they
it mean the ability to spell these four
write. Their vocabulary is much smal-
hundred thousand words more or less,
ler than the total number of words in
or spell the largest possible number of
the English language. Moreover, if
them? It is grotesque to think of being
anyone will find out what these words
able to spell four hundred thousand
are, he will find that all of us can learni
words, and, I think, it is useless to be
to spell, we can have lessons on these
able to spell the largest possible num-
words, two words a day, as they use:
ber of them. The study of spelling to teach in Cleveland, Ohio, and eight
ought to mean more than that.
words in review, until all the words
When do you have occasion to spell have been learned, and the spelling of
words? Do you have occasion to spell them will have been established as
the words you hear? No; no one spells
matter of habit on the part of the
the words he hears. Do you have occa-
pupils. Spelling, when you learn to
sion to spell the words you read? No,
spell, is a vast improvement over the
no one has occasion to spell the words
thing we have in most of our schools.
he reads, as a rule. Do you have oc-
casion to spell the words you speak?
The Principle of Selection Applied to
No, we speak without spelling. Each
Geography
one of us has four vocabularies. He
Let me go on to illustrate by the sub-
has a hearing vocabulary, which is per- ject of geography what knowledge is
haps the largest of all, and he has a not, and when I do that I may perhaps
reading vocabulary. I am not quite call your attention to what it should be,
sure which is the larger of these two. and is. Sometime ago, along about the
a
136
FIRST EDUCATIONAL CONFERENCE
year 1915, the director of the Bureau whạt results ? With an astonishingly
of Educational Research in the great disappointing result. 8.7 per cent pupils
city of Boston, together with the pro- of the eighth grade passed, and 4.3 per
fessor of geography in the Normal cent of the high school pupils passed,
School of Boston, decided that they and one out of the 86 students in the
would, if possible, work out some sort Normal School passed in the geography
of a yard stick, or a foot rule by which of the United States, and nobody passed
to measure, if they could, the knowledge in the geography of Europe.
of geography which the students were
A Geography Examination in Boston
getting in the schools of Boston. Now,
Now, I say, Boston knows, or thinks
Boston, thinks it knows, and this was
she knows at any rate, and she was dis-
highly important for Boston. They
appointed in these results. They were
worked out two examinations on geo-
talked over in the drawing rooms and
graphy. One a series of questions on
at the dinner tables of Boston, and I
the geography of the United States, and
in that series of questions were such
was present when they were talked about
in one of the great houses on Beacon
questions as these: “Locate New York
Hill. Our host was a member of the
City, locate San Francisco, on an out-
school committee of Boston, and he had
line map which was given the pupils on
which they were to do the locating.
as his guest the president of the State
Board of Education and the director of
Why should the flood plains of the
its bureau of research and the Superin-
Mississippi Valley be good for agricul-
tendent of Schools of Boston. The dis-
ture?” “Flood plains" is a technical
cussion was all about education that
term, but the students were familiar
with it because it was used in the geo-
evening, finally somebody said, "How
graphy book which they studied. "Why of the examination in Geography were
do you explain the fact that the results
does the region east of the Rocky
Mountains have less rainfall than the
so poor.” Some of the older men ex-
Eastern Coast.” Questions of this sort
plained it by saying, "It is because the
children of this generation are so much
were asked on the geography of the
inferior to the children of our day," and
United States, and on the geography of
someone else said it is because the teach-
Europe questions of this sort were
so poor, and then somebody
asked: Locate two seaports of Europe- spoke up and said. "Would you tell me
an Russia. Why has Germany become
how many facts are brought to the at-
a manufacturing country? Why does tention of a pupil in the schools of Bos-
Great Britain import wheat?
ton who studied geography for one year?
These questions were carefully con- Would you say ten thousand facts?”
structed to test the geographical knowl- And they said, "Yes, fully ten thousand
edge of the students who were to write facts are brought to the attention of a
the answers.
The examinations were pupil within one year.” If you try to
submitted to some 565 eight grade teach ten thousand facts you simply
elementary school pupils in selected teach none. You simply foster chaotic
class rooms in the schools of Boston, confusion in the minds of the pupils.
and 166 third year high school pupils Are there ten thousand facts in geogra-
in the high schools of Boston, and to phy that any child ought to know?
the whole freshman class of the Boston What makes a river so important that
Normal School, which was composed of every child must stop and give a part
86 graduates of the high schools. With of his expectation of 70 years of life to
ers
are
PAN-PACIFIC UNION
137
the consideration of that river? What each of different subjects taught in the
makes a fact in history so important that schools, and we put to them the ques-
it must be brought to the attention of tion, "What is geography for?" That
every child in the United States or Ja- was the question which the geography
pan or China. Is not a consequence of committee tried to answer.
“What is
futility so terrible that we must find an arithmetic for?" "What is history for?"
answer to that question if possible? They spent two years or more in trying
I think it was Dr. Sisson who said to answer those questions, and then they
from this platform yesterday that most went on to answer the questions, “What
of the facts we are taught in history are are the essentials of this subject in the
not pertinent. He said, using a famous . light of my answer?” I think I might
legal phrase, that most of the material
say that the MacMillan Company has
of history which is taught is incompetent, undertaken to print the reports of those
irrelevant and immaterial. If that is so, committees on these subjects, and some-
we must, as educators, set ourselves to
time this fall we shall have those books
find out what history is competent, rele- for use in the schools of Southern Cali-
vant and material, and we must set our- fornia.
selves to find out what geography is My purpose is to bring before you and
competent, relevant and material, and
urge upon you this view of teaching
what physics is competent, relevant and elementary school subjects. This work
material, and what ethics is competent, we must do in making text books. We
relevant and material. I understand this must adopt this view in the task that
new philosophy which William James is ahead of us in defining our job. It
advocated and to which John Dewey is seems to me this is not an American
giving his life, I understand that it is an point of view; it is just as pertinent to
effort to find out what history, what Japan and China and New Zealand as
geography, what ethics and what religion it is to the United States.
is competent, relevant and material. It
After all, since our lives are short and
is an effort to dissect the accumulation there is so much we must spend our
of facts which tradition has given us, to minds upon we must if possible find out
cast aside the husk and get to the heart what the objective of knowledge is, and
and kernel and substance of the matter. then we ought to cleave fast to that.
A Movement to Determine Essentials
Now, I haven't any more time, but I
THE UTILITY OF KNOWLEDGE
should like to tell you, if I had, about a
HUGH HEUNG-Wo CYNN.
movement we have had in Southern Cal-
Knowledge may be defined in various
ifornia for the last three years,-a teach- ways, according to the standpoint of the
er's movement to pick out the essence ones who define the meaning, but for
of the various subjects which are taught the purpose of educationalists who are
in the elementary schools. We were as- interested in international peace, it may
sociated with the superintendents of nine not be altogether incorrect to consider
different cities and these men appointed the thought as expressed by the late
committees of teachers; they appointed Prof. Lester F. Ward in one of his
certain of their best teachers in history books on Sociology. Knowledge, ac-
to a history committee, and appointed cording to him, is the accumulation of
certain of their best teachers to a geog- facts discovered and things achieved
raphy committee, and we had sixteen or by the generations past and handed
eighteen different committees, one for down to the present generation as
а
138
FIRST EDUCATIONAL CONFERENCE
common heritage, to be appropriated cational condition in nation A is not
freely by all men. Whatever that has flourishing, its harmful influence is
been discovered and achieved could not bound to react upon nation B; and,
and have not been bequeathed to the even if it did flourish, it will have a
descendants of those who made those very serious bearing upon B, if A's
discoveries, and achievements, but they educational aims are unholy. To make
have become the common property of it more concrete, when laborers from a
society at large, in which everyone has less civilized nation migrate to a coun-
a rightful share.
try where the civilization is of higher
Then, the idea of pragmatism, as type, those of the lower standard of
often referred to by Dr. Moore on this living which go hand in hand with
floor, points out and emphasizes the lover scale of wages will underbid those
question of use, or utility, of given of the higher standard and will eventu-
facts. As soon as anyone speaks of ally control the labor market, which
utility, he is immediately stigmatized as means ruin to the higher type. It also
"utilitarian," but we are all anthropo- means a great misfortune to mankind
centric, if not egocentric, and unless a as a whole, and it should be combatted
thing or fact has its utility to us, in the interest of the advancement of
does not concern us. This makes us civilization.
inquire whether I owledge has any The inter-relation of the educational
use or not, and if it has, what it is. standards of different nations shows that
We find that it has an all-important use we all have a mutual interest of vital
in that it gives a tremendous help in character in the educational problems of
man's struggle for, and enjoyment of, our neighbors. This truth makes itself
life. It is a means to a fuller and evident to us not only as a matter of
nobler life.
duty and altruism, but, even more as a
matter of self-interest. To recapitulate,
Knowledge a Common Heritage.
(1) knowledge is the common heritage
The fact that this instrument is a
of mankind, (2) knowledge has its
common heritage makes it apparent utility in man's struggle for higher and
that the amount of knowledge pos-
nobler life, and (3) the diffusion of
sessed by a given group, much or small
knowledge, or education, in one nation
as the case may be, is bound to react
has a vital bearing upon the advance-
upon the remaining groups, and it in
ment of another, and in turn upon inter-
its turn shows the necessity of a uni-
national peace.
form defusion or equal sharing of the
total stock of knowledge. In this con- CHINESE VIEW OF KNOWLEDGE
nection, it might be of interest to quote
CHANCELLOR TSAI YUAN-BEI.
a portion of a lengthy editorial on the
Pan-Pacific Educational Conference in (Translated by: Dr. Sse Nioo Ling)
one of the leading dailies in Korea, the I have taken five minutes to translate
Far Eastern Daily, the day before my
Dr. Tsai's paper.
He speaks about
departure from the city of Seoul: knowledge from the Chinese point of
"Viewed from a broader and higher view, and he says in ancient times in
level, education is not a problem of one China the meaning of knowledge was
nation or one race, but of the whole greatly confused with the meaning of
mankind. Especially is this true now memory.
when easy communication has made the I think it is very difficult to explain
whole world one household. If the edu- to you, because the word "knowledge"
PAN-PACIFIC UNION
139
in Chinese is composed of two Chinese dary schools and although we have
characters. One means "know," and the new text books, still we want to
“know” means “recognize.' In old find out what education is. Take, for
times, for instance, you meet a man on instance, the citizen of a republic. The
the street and that means knowing him, most important duty of a citizen of a
but af'er a certain time suppose you republic is to vote. Dr. Tsai wants to
meet this person again, suddenly you ask you whether every citizen is going
can tell who he is; maybe you can tell to vote by himself or with someone else
when you did meet him. So they bind who is standing behind him, and, in his
these two characters together, forming opinion, a great many newspapers, with
a term “knowledge,” So this term seems pictures and so forth, might be able to
to me entirely to suggest "experience." mislead the people, so it is a very im-
And then there is another definition of portant problem for China to solve.--
the term of knowledge, as Professor how to lead the citizen correctly by the
Moore pointed out, and that is that correct method of education, Thank
knowledge, that mind, is something like
yoli. (Applause).
a looking glass, that receives the image
from the outside. Now, this is know- KNOWLEDGE FOR THE SAKE OF
ledge. Knowledge is to receive the
KNOWLEDGE.
things, the observation, from outside.
Dr. T. HARADA
So these two definitions seem
to be
confused with each other.
You have been discussing the form of
According to Dr. Tsai's opinion,
Tsai's opinion, knowledge, but there is another point in
knowledge is capacity to receive the
question and that is, what is the nature of
outside, to observe the outside thing knowledge. I am not accurate in my ex-
This capacity for observation is entirely
pressions, perhaps, but I might formulate
this matter in another way. The acquisi-
dependent upon the power of initiative,
and this depends upon the mental power
tion of knowledge is largely desired by
of the individual. So he was greatly
every person for the sake of utility. A
knowledge of that kind is essential to hu-
impressed by what they call mental
tests. This
man life, and is subject to 110 question, but
branch of science
there is another purpose in the acquisition
seems to have developed very fast in
of knowledge, and that is what has been
Europe and America.
called by the ancient Greeks and some
Chinese Education Facing a Great
other peoples, knowledge for the sake of
Struggle
knowledge. Our interest in knowledge,
He also points out that from the
that is our impulse or desire to acquire
Chinese point of view education, both
knowledge, not for the sake of its utility,
in the primary schools and in the secon-
but for the sake of knowledge, means,
dary schools, is facing a great struggle, admiring the truths, admiring the exist-
because in old times in China to study
ence of the fact or truths, and of the 1117-
simply meant the exercise of only
derlying principles or laws, or, you may
menory.
Now this is entirely wrong.
use the word “logos," in the place of law.
So we have to introduce the moderni
And then comes, perhaps, another kind
scientific way.
of knowledge, not admiration of things;
Dr. Tsai wants to know what is the
you may call it enjoyment, and on this
real meaning of education
While we
point knowledge verges on aesthetic en-
have introduced the modern method of
joyment, and I don't know where the ex-
education in primary schools and secon- act boundary lies. For the sake of knowl-
new
10
FIRST EDUCATIONAL CONFERENCE
edge, that is knowledge in admiration of apparently useful suggestions, but very
facts, and knowledge, and aesthetic enjoy- few of them would be fit to be practised.
ment,—here comes in our lives intellect- All nations, almost without exception, are
uality leaving merely what-may be called plaintiffs and defendants at the same time
platonic knowledge, and in listening to the before the judgment of history. Unfortu-
addresses this morning my mind reverted nately, however, human weakness, indi-
to this point. Knowledge has various
Knowledge has various vidually and socially, is prone to tell
functions. There is our interest for the falsehoods when to tell the truth is of the
sake of control, for the sake of activity, utmost necessity, and in the teaching of
for the sake of activity and use; but on history, truth must be always adhered to,
the other side, human nature wants some- howsoever inconvenient it may be to cer-
thing to admire, to contemplate, and to tain countries or persons. Therefore, it is
enjoy. Now I wonder whether educa-
not a very easy matter to utilize history-
tion, perhaps all education pertaining to teaching in order to attain the realization
human life, does not depend upon rela- of the world's peace thereby. Yet by pro-
tionships and perhaps it is a coördination viding better text books and teaching in
of those various aspects that is the real a manner more international than now, we
nature of knowledge. (Applause.) shall be able, I believe, to contribute to
the cause of the world's peace in not a
CONTRIBUTION OF HISTORY
very small degree.
Dr. K. HARA
AMERICAN EDUCATION IS NOT
DR. JORDAN, Chairman: A book which
COMPLETELY DEMOCRATIZED
has just appeared, of which I have only
lately seen a copy, is Dr. Hara's history
DR. FREDERIC BURK.
of Japan, and it has this very great value
I have a few words to say which
for international purposes-that it is a
may possibly be regarded as being in
book written from the inside, not about
a minor key. I really think that this
what Japan has done on the outside
Conference has been too harmonious.
world. I think it is a very illuminating My good colleagues, I fear, regard me
book from an international standpoint. I
as "the bad boy" of our delegation and
call next on Dr. Hara of Japan, the
have been apprehensive lest I utter some
author.
truthful but embarassing faut pas. I
DR. HARA: Ladies and gentlemen: I
feel that I am about to do so. I can
wish to speak a few words about history
but hope that if I speak through some
and its teaching in general. Needless to
wickedness inherent, nevertheless I may
say, history is one of the most important
make virtue apparent. Be assured that
classes of knowledge in cultivating inter-
I shall not say aught against educa-
national ideas, and today the entire inter-
tion as a principle for no one can go
national business is being talked of louder
further than I in the conviction that
day by day. In such a time how to treat
education is the greatest force, if not
history in an international way is a very
the only salvation, for human better-
difficult though very important problem.
ment. It is the means of education
In spite of all the talk about interna-
which is at issue.
tionalism almost every country is grow-
ing more and more nationalistic. In such
The Curse of War
a time, how to teach history in an inter- I would recur again to the curse of
national way is a question very delicate to war--not to the comparatively lesser
handle.' We would be able to make many curse visible in the millions of fresh
PAN-PACIFIC UNION
141
graveyards, in the wrecked homes of lowing the military formula, aristocracy
the survivors, in the bankruptcy of na- emerged, reserving for itself exclusively
tions, but I would ask your attention the right of judgment. The whole duty
to the more far-reaching ravages of of the serving class, as of soldiers, was
war accomplished by its influence in to obey unthinkingly in order better to
establishing for us an administrative
serve.
system in schooling which has dwarfed Similarly also, in the organization of
and shriveled the possibilities of edu- religion, the right to think independent-
cation.
ly was a privilege reserved for the
Let us turn back the pages of history high priest and even the idea of a per-
sonal conscience for the worshippers
some centuries of time. Let us reflect
upon the fact that for untold ages war
was as foreign to religious thought as
was the chief business of human life.
the right of a soldier to determine his
Such a condition naturally developed
own action.
and perfected an administrative system Education Adopted the Machinery
which was magnificent and effective-
of War
for purposes of war. But this experi-
Finally, as education came
to be
ence went further. It naturally so dom-
undertaken its development was along
inated the human mind that all other
agencies of civilization were shaped, by teacher became modeled upon the ideal
precisely the same beaten patíı. The
imitation, upon this war system without
of the war chief, the autocrat, the aris-
realization that it is pure assumption
tocrat, the high priest with exclusive
to declare that the system best for
rights of thinking judgment to set be-
operating an army must also be the
fore the pupils what to learn and how
best for operating political government,
to learn. The pupils' duties were
religion, society and education. Herein
shaped upon the models of those of
lies the tragedy of human civilization.
obedient and unthinking soldiers. The
The essential principle of military historical process by which this situ-
organization is that the warrior chief
ation was developed is clear, natural
shall do all the thinking and planning, and logical. Yet, after all, is obedience,
and that the soldiers shall implicitly, however sound and efficient in military
blindly, unthinkingly obey. This is the organization, a teaching tool?
foundation of military organization, and
History also reveals the outcome of
the wiser the chief and more unthink-
this blind copying of the military or-
ing the soldiers, the greater the mili-
ganization. A blunder eventually must
tary efficiency.
be rectified. There came the revolu-
The earlier political system imita- tions. First, in the revolution in re-
tively borrowed this formula and there- ligion, the cry went up for the rights
by emerged autocracy. As in the mili-
of personal conscience. Then, assisted
tary system, so in the primitive politi- by this religious revolution, the strug-
cal system, only the autocrat exercised
gle in politics for democracy, and in
judgment. The whole duty of subjects, social organization for the open door
as of soldiers, was to obey-blindly, un-
to social equality, began, and the end
thinkingly, absolutely. There could be
no recognition, nor even conception of
Education alone has as yet had no
personal rights of subjects to life, lib-
active revolution. The doctrine that
erty or the pursuit of happiness.
education is a passive process of obedi-
Similarly in social development, fol- ently absorbing words still prevails.
is not yet.
1+2
FIRST EDUCATIONAL CONFERENCE
Yet as absurd, as impossible, as tragic, compulsion towards political conduct
education of the twentieth century es- generated by forces within the individ-
sentially consists in memorizing what ual. Religion, similarly has emerged
is taught, without notive other than from taboo superstitions by the exercise
obedience to the teacher, with out ade- of individual conscience. In industrial
quate opportunity for personal objec- relations we are getting at least in sight
tive, initiative or constructive thinking of the realization that the intelligent
It is true that, to the degree that word initiative of the workman is the chief
memorizing constitutes education, the asset of both employer and employee.
army system has been fairly successful, Social relations are being transformed
but the trouble is that the higher types by placing the responsibility for con-
of thinking-reasoning, invention, dis- duct, not on external compulsions but
covery, initiative, etc.--are not reach-
upon the intelligent, self-generated
able by this system of army obedience. judgment of individuals.
A pupil, under obedience, may learn Again, however, our school system is
the words of Lincoln's Gettysburg Ad- the hindermost laggard. It is back, in
dress but no degree of obedience can principle, with the windjamming ship.
induce the pupil to understand, to feel, The force the schools are using to
or to carry into personal action the teach is that of external compulsion, by
meaning of this prose poem. Further-
Further- punishments and rewards.
more, until the nineteenth century, we Our schools have not yet developed
may say, education existed not to de-
the principle of self-generated initiative.
velop truth, in its modern scientific We proceed by imposing tasks. It is
meaning, but to establish beliefs--be- true that, as in the case of windjam-
liefs of religion, beliefs in the divine ming ships, that some progress is made
rights of kings and aristocrats, beliefs by external compulsion. We do make
in social taboos and privileges, beliefs use of the memory. But reasoning,
even of reputed facts in the scientific initiative, invention and the higher
field. The world had indeed little use flights of mentality which constitute
for education in the sense of determin- the essentials of civilization are not
ing actual truth, regardless of the con- affected by the windjamming principle.
ditions affected. The evil is that we
Two Kinds of Thinking
have carried over, into the nineteenth
and even into the twentieth centuries, a Latter day psychology is fast estab-
type and system of education entirely lishing the fact that there are two kinds
at war with the civilization of these of thinking—a low grade kind by which
centuries.
word memorizing and certain types of
Education in the Windjamming Stage
unthinking habits may be slowly and
with difficulty established; and, second-
Let us approach the matter from ly, dynamic thinking by which the
another angle. Formerly ships were higher levels of intelligence of reason-
propelled solely by wind acting exter- ing, of artistic and dramatic appreci-
nally upon the sails. During the past ation, of scientific research, of social
(plury sea transportation has becii, conduct, etc., alone are reached. Ad-
revolutionized by the engine whereby ministration of education in the schools
the ship is propelled by force from uses but one of these kinds of think-
within it. By analogy, democracy may ing--the first. The second has hardly
be said to represent a transition from, been attempted. Probably it can only
political conduct excited by external be established by revolution, similar to
PAN-PACIFIC UNION
143
those through which democracy, re- anachronism by so setting the educa-
ligion, and social conduct are now be- tional stage that the dynamic forces of
ing reborn.
Such a revolution would personal purpose, initiative and inven.
require that we place the responsibility tion shall be called for. It is a new
for reaching desired goals upon one's thing and the principle is a hard thing
own constructive thinking, just as in a
to grasp and still harder to hold. As
democracy the citizen becomes respon-
a consequence terms expressing this
sible for errors in his own judgment. principle become popular, wane
wane and
It seems a strange anachronism that finally sink into obloquy. Such has
when the United States passed from been the fate of such terms as “motiva-
autocracy to democracy, politically, of-
tion," the "project method," and "prag-
ficial notification of so important a matic education,” etc. But the initial
change was not given to the Bureau of
intent of each has been the same. Each
Education. As a consequence, we are seeks educational democracy.
faced, after a century, by the fact that
we are attempting to train young citi-
I therefore hope that you will agree
zens of democracy by means of the
with me that the curse of war, in
same old machinery by which the serfs
establishing its formula as the main-
and subjects of autocracy were trained
spring of education has wrought more
--students who are expected to accept
damage to civilization even than its
beliefs through obedience rather than
ravages in visible fields.
to construct by exercise of their own Clearly, until schoolmasters in
mental powers, scientific judgments. democratic nation can substitute for
Through our text books, recitations the system copied imitatively from the
and lectures students are expected to military system for the purposes of
do no more than accept obediently and training unthinking serfs, a truly demo-
later, in examinations, to regurgitate cratic system which calls for vigorous
what has already been printed or said. constructive thinking, it ill becomes us
At best it is a warming-over process. to be too boastful. The best we Amer-
It does not call for constructive think- icans can at present say for ourselves
ing upon the part of the student. The is, in our vernacular, we are hopefully
newer movement seeks to remedy this "upon the way."
a
174
FIRST EDUCATIONAL CONFERENCE
6. THE NEEDED KNOWLEDGE CONTENT
THE NEED FOR BECOMING the East to recognize that the control
GEOGRAPHY-MINDED.
of that river and the good of the folk
MYRTA L. McCLELLAN
in the central part of the United States
There is a word used the wide world
is the good of all. Let us apply it to
over, "Cosmopolitan."
It has a spe-
the world. We need to be geography-
cific meaning to most of us. We have
minded for the world. Every nation
learned to use it in reference to a citi-
has its particular problem which we
zen of the world. A citizen of the
could help to solve, which we could
world is a person who has touched help bring to a successful conclusion
elbows with enough folk in the world
more quickly if we all worked together.
so that he has become mellow through
Geography Valuable to the Common
that contact with those people, and he
Man.
sees things with a broader vision. He
is no longer alien to any group of
Two years ago, a group of teachers
people
in Southern California attempted to find
If this conference is to succeed in out Why teach geography? What is
its purpose, we must, I feel, become
the value of the teaching of geography ?
more geography minded. That is what We interviewed many prominent busi-
a cosmopolitan is, geography minded. ness men and asked them outright the
We in my country are not sufficiently question, “Does geography function in
geography-minded as yet. Let me give your every day experience, the geogra-
you a specific instance, Dr. Moore phy which you learned in your ele-
suggested that there might be rivers mentary school? We were told by most
that every child in the United States of these people that the elementary
should know. Perhaps the Mississippi geography which they learned did not
is one of those. Every year, almost,
function. When they wanted to use
the great Mississippi at the time of geography they had to use a particular
the melting of the snows on the high type, which they got for their profes-
mountains goes on flood and lives and sion or business, but when we asked
property are lost. We are told that this question of several hundred busi-
in one year's time with an expenditure men, housewives, workers
the
equal to that which the United States ranches all the way from bankers and
government undertook in the building teachers to
workers in the orange
of the Panama Canal, the Mississippi, groves,, “Does geography contribute to
the Ohio and the Missouri rivers, its life? the answer was unanimously yes.
affluents, could be controlled for the your understanding and enjoyment of
benefit of that part of our United States If geography does contribute to the
of America and great national benefits enjoyment and understanding of life,
would result.
it becomes, utilitarian, does it not?
And the rivers themselves could be If it be utilitarian let us dicuss what
made much more navigable if they geography is for a moment. One of
were controlled. Why has that not been our geographers in the States says that
done? Simply because the people of geography is more like philosophy than
the United States are not sufficiently
not sufficiently any other subject, because it has no
geography-minded in the West and in content of its own; it has to borrow
on
PAN-PACIFIC UNION
145
We can go
from every other subject. That is un- of the man working alone out in the
fortunately true, but more fortunately twilight forests, in the heat of the
too, we do have a core for teaching tropics, that you and I may be comfor-
us geography, and the core is nian, table. It is not only that they are giving
the peoples of the earth.
us service, but our boys and girls must
merrily and call upon history to inter- learn that work must be done, and there
pret one particular phase of man's life, is a glory in work well done. I must
and we call upon agriculture or forestry, tell you of the dignity of Mary. She
or chemistry or astronomy, etc. We are comes to our house to clean, and is so
like David Grayson, who said that all proud to leave things in neat order that
the world was his. He was richer than she dignifies a task which most people
a king, because he could go where he would consider a menial one.
And our
liked. We geographers are like that. boys and girls should learn that it does
We make any subject matter function not make much difference what you do
so long as it interprets what man is as long as you do it right. Percy
doing and what he ought to do. Does Mackaye has written a poem about a
it serve a useful purpose from the stand- boy who hated to hoe beans. One day
point of the enjoyment of life? We he broke his hoe handle and ran away.
interviewed people from all classes of He fortunately ran away to school, and
life and it was my pleasure to interview fortunately came in contact with a man
the butcherman who supplies my family who was a real teacher. When he fin-
meat, and when he wound up his state- ished his course he went back to the
ment he said, “I think it is rather nice ranch, mended the hoe handle and
to know the climate that grows prunes." started to hoe beans; his father looking
(Laughter.) It may be that is not
on wonderingly and not understanding,
utilitarian, but if it gives one pleasure asked, “Enos, what did you learn at
it is worth while.
school ?” and Enos, who had been hoe-
The Interrelations of the World: ing in his dreams and his visions, re-
In these days when we are talking plied, "To hoe.” Geography ought to
utility we must be more specific. I
do this for us.
talked to a gentleman at a luncheon Teaches Respect for Other Standards.
since I came to Honolulu who is en-
I mentioned the other evening that
gaged in a large business and he tells proverbs of a country get at the heart
me pessimistically that he has business
of a people. Here is one from the
opportunities galore for young men who
Arabic. “Never choose for your judge
will make these positions their job, but
the man who has not sinned your sin.”
they want easy hours and the first thing How can we take our measuring sticks
they ask is as to whether they are going and say another person
or another
to have Saturday afternoon off
people, is wrong until we know the
Geography is worth this, if we study long course of training, the long course
it sympathetically: we discover that
of thought, that has brought them to
everybody in the world is working for
the point where they see as they do?
us, and that we are working for every-
The cosmopolitan is mellow because
body else. If one wears silk he can go he has seen back of the tradition of
into the countries of the world and see those other people, and he has learned
the making of the silk. We are riding to judge them with a sympathetic regard
in every country in the world on rub- for their standards. Geography ought
ber tires. We need to stop and think to teach us to respect and understand
146
FIRST EDUCATIONAL CONFERENCE
.
our
a
the traditions of other people, and, if I could mulitply indefinitely the re-
we can so present it, it then becomes sults of man's enterprise. I was talk-
utilitarian in the highest sense.
ing to a man in these islands who de-
What point
point of view should
clares that if it were not for the co-
geography give us ? This may well tell
operation of people and the pooling of
a part of the story. We are talking interests and finances here Hawaii could
today abount the cross-roads of the not be in the position that it is today.
Pacific, but our boys and girls shall
These are some of the aims, some of
learn through the teaching of geography the big results, come of the big ideals,
that there are strategic positions the
which geography can bring to us. For
world over. Some countries have stra-
the furtherance of this
we need
tegic positions because of climate; some
wealth of information; not facts as
because of soil, and some because of
facts but facts related, until every child
position; and we, as individuals, have shall see a reason for things. If you
strategic positions because of natural don't believe a child can reason, let
aptitude, and it is necessary to find out me tell you a story of my little neighbor,
whether the person in a strategic posi- Jimmy, seven years old. One morning
tion or the nation in a strategic posi- during the war his mother and father
tion uses his position for the highest were talking at the breakfast table about
good.
a ship which had been camouflaged for
a trip across the Atlantic. Childlike
Nature's Forces Harnessed.
Jimmy asked, “What is Camouflage?”
Another thing is the matter of ini- It was explained to him, and presently,
tiative. What can we do? Geography for curiosity, his mother inquired,
covers so large a field.
One of my
“What do you think originated camou-
educator friends contends I am wasting flaging?"
flaging?” Jimmy replied, “Do you
time in teaching climate. Perhaps I remember the story you told me about
He says there is no such thing the polar bear? He is white So his
as climate any more. Man has con-
enemies can't see him against the snow.”
quered climate. My city of Los Angeles If a child of seven can think indepen-
had reached a few years ago its limit of dently, then you will agree that geo-
growth, so they said. It had a lack, and graphy should be taught more nation-
that lack was water. By the coopera- ally.
tion of people, by the enterprise of
The Need for Travel.
people, by the application of up-to-date
One of the great needs in the teach-
scientific principles, Los Angeles
ing of geography is travel, getting first
ceives its water from a river 250 miles hand experience. This map (wall map
away. The water was led over deserts,
of world) has become alive to me.
under mountains and a great siphon, Whenever I see Hawaii on the map
large enough to drive an automobile
now I shall think of the days over the
through, conducts the water over the blue sea and the quiet palms and the
mountains and into Los Angeles. hospitality and music of its people. Can
They have done the same thing in we all travel? Perhaps not. Can some
Australia, and the Perth aqueduct ranks of us carry the message back? I think
with the Los Angeles aqueduct as one of so, because all love to hear stories of
the great mechanical achievements of foreign lands, but it depends on what
the world, which has changed an arid we take back.
Are we going to take
climate into a productive climate. back the bizarre, the peculiar, the differ-
am.
re-
PAN-147
-
PACIFIC UNION
ent? We may if we wish. What are the boys and girls the vital information.
we going to take back? We ought to I am proud to say that the Pan-Pacific
take the message of little Alta who Educational conference is planning to
spontaneously sprang up in class and recommend to the Pan-Pacific Union the
exclaimed: "Other people aren't queer preparation of authoritative material
at all. They are just different, aren't which we can use around the Pacific to
they?" And why are they different?
make us better acquainted with each
Because they have a different environ- other.
ment. When we think of the warm
Geography is a word which is used
yellow sunlight of the Tropics we
to express something. I am willing
should realize the growing of things, the
to have this something called by any
prolificness of the land. When we think
other word under the sun, so long as
of 65 degrees, going toward the north,
it brings about the results which makes
our children should be able to see the
us think of things in the terms the
the long, long day where there is no
people of the world and if geography
darkness, but only twilight, and where
is that, under any name what so ever,
Nature turns that northern land into
its final result can be stated in terms of
a natural hot house, so that in Alaska,
its aims that it has made us sympa-
wheat has ripened in a six-week's term
thetically acquainted with other folk,
for the last twenty years.
This will
and has made us realize we are inter-
help in understanding the assertion that
dependent among all the folk of this
Alaska is to be one of the great agri-
world. (Applause.)
cultural lands of the future because of
its natural setting.
Discussion.
We must recognize this weakness, DR. JORDAN: I think one of the great
that we lack travel. We must bring causes of the war in Europe was the lack
the experience to our boys and girls. of knowledge of geography, .
Can we do it? We have to discard the
The people in Germany didn't know
old method of teaching it by memory
anything about America, or else they
if we do. It can't be done that way.
would have known America would have
It can be taught rationally by assisting
been against them after the invasion of
students to interpret their own exper- Belgium and after they had sunk the
iences. We also have a lack of vision
Lusitania. A knowledge of geography
of the subject. Lack of training is would perhaps have saved Europe from
largely responsible for this, but in my the war. If you are going to be a prime
country I am sorry to say, that school
minister of any country, I should ad-
authorities do not feel that geography vise you to study geography by travel-
is of sufficient importance to teach at ing.
ing. I think until 28 years ago not
the age when children are most rational one of our presidents had ever been be-
in their thinking. We must crowd yond the Mississippi river-as though
geography up through the grades to the that part of the United States west of
place where students are able to see the Mississippi was of no importance.
relations in a big way.
We are also In a sort of fashion I have been a
handicapped by the lack of good ma- scholar for a good while, over fifty
terial or too much poor material. We years I studied in a university, and have
have material which gives wrong im-
been mustered out lately, although I am
still connected with it, but I must say
pressions, and is out of date, and we
that all my studies of fish, of politics,
lack the material which should give of snakes, of trees and flowers, of edu-
148
FIRST EDUCATIONAL CONFERENCE
cation, are all based on one thing, earth answer I'll ask the next boy, and if he
knowledge, geography. The fundamen- can't answer I'll ask the next, and so
tal basis of what I know is geography. on, I'll keep on asking questions until
Other people know something else. Von someone is able to answer, then he can
Humboldt called it "erd kunde," earth carry on.” The boys thought that would
knowledge, and he wrote a book and
be a pretty good game to try out and we
called it “Knowledge of the Universe.” entered right into the sport of it and
found it was the best game we had ever
KNOWLEDGE THROUGH played; we forgot about recess. I made
GEOGRAPHY
up my mind then and there that I would
ALEXANDER HUME FORD.
study it my way and by personal contact
I learned this morning that I was to
with people and not from one master.
Often since I have played that geogra-
say something at this educational con-
ference. I was startled, but after Dr. phy game with children of a larger
school for hours at a time.
Moore arose and gave his illustration of
the expert knowledge that belonged to Geography Knowledge Should Be
the baseball player and the visual knowl-
Gotten Pleasantly
edge possessed by the man in the audi- I believe in getting geography in a
ence, I thought perhaps my knowledge pleasant way. After I got through with
might be equal to the knowledge of the my schooling I went into newspaper
man in the audience, but not to that of work, then later into the magazine field,
the player or of the teachers. Dr. Moore but there was not a magazine that could
spoke of dictionaries with a command of hold me one minute after I had earned
four hundred thousand words, and he a few thousands with which to travel
allotted to some of us common folks a and study geography my way. My great
vocabulary of five hundred words as all dream from the time I was a very small
that is necessary for us. I think 500 boy was that when I should become pres-
words will do me.
ident of the United States I would give
My first interest in geography was a command that every vessel of the Uni-
gained during the only hour I spent in ted States be used in taking college
school that I got anything out of in graduates away to really learn some-
geography, every other hour was wasted, thing. They could be sent to foreign
I could have gone out into the fields and lands so that they might realize that
learned much more geography.
there are
some things they do better
youngster I was in the class with Charlie
abroad than we do them at home. I
Summerall at the Porter Institute. He
had something of an opportunity of that
is now our General. I remember once
kind when I went around the Pacific and
at this school I was licked and forced to arranged for a pound a day cruise
tell what I was mumbling about. I final- around the Pacific, that all teachers
ly admitted under pressure that I had might travel to every land about our
said, "If I couldn't teach geography bet- great ocean at a cost of five dollars a
ter than the teacher I would go and day.
drown myself.” So I was told to make I took a boy with me whom I was
good and show how to teach geography. training. I made him keep a diary
I was scared, but got up and looked around the Pacific
Pacific and around the
around at my classmates. “Now, boys," world. I made him take notes and ob-
I said, "I will ask you a question in serve. I know his high school course
geography, and if the first boy can't did not count to him as much as did that
As a
PAN-PACIFIC UNION
149
tour of the world, and his master in the It has been a life delight to me and I
high school was Professor M. M. Scott, have sacrificed a college education for
whom every Japanese loves and reveres the sake of travelling and I don't regret
as his master of English. We went it. I have sacrificed money, but I don't
around the Pacific and made arrange- care for it. I don't need it.
ments with steamship companies that If you travel on these islands you can
they would take care of round-the-ocean get a replica of almost any part of the
travellers at five dollars a day, and the world. Go to the Volcano, for these
government tourist bureaus of all the
Islands tell you the whole story of the
Pacific countries fell in line to help car- creation of the world. The volcano re-
ry out this idea. I prepared a highly gion and the islands form a great geo-
illustrated number of the Mid-Pacific graphical experiment station for all of
Magazine with a description of that trip us to study, and when you get to the
around the Pacific, telling how you volcano Dr. Jagger will tell you how the
could make such a voyage for five dol- world is built and he will show you a
lars a day ashore and afloat. We had all replica of the world in formation as it is
the steamship companies interested, the today.
Toyo Kisen Kaisha, the Pacific Mail, the
They are just starting an aeroplane
Oceanic and the Canadian-Australian
passenger service today among these
and practically all the smaller transpor- Islands. There is a chance for the study
tation lines. Then came the war.
of geography every student in the Uni-
Since Dr. David Starr Jordan made
versity of Hawaii and every student in
his first talk here ten or eleven years
the high schools should take. We have
ago as a guest of the Pan-Pacific Union, everything from coral strands to moun-
then "The Hands Around the Pacific
tains nearly 14,000 feet high.
Club," we have published each month in
I have some very wonderful photo-
the Mid Pacific Magazine one illustrated
graphs of this Island that Mr. Willis T.
article on each country of the Pacific.
Pope took. He walked around this isl-
Value of First Hand Information
and and took pictures the whole way
That is my idea of geography. .
I
around toward the sea. Next he went
don't know whether it is right or wrong. around by boat and took pictures from
I am not an instructor, but I believe in
It was a wonderful lesson in
going and getting your information at
geography, but, believe me, from the
first hand. I would like to see every
aeroplane it will be a still more wonder-
cent spent on our Army and Navy di-
ful sight to view these islands from the
verted to education through travel, be-
air.
cause it will bring us and the peoples of Can't we divert the money we
the world together. The Japanese Gov-
spending on our army and navy to send
ernment is doing a great thing in that men who have had ambition enough to
respect. Every year I am called upon to go through a college course on a great
entertain Japanese who are coming cruise that they may study world geog-
through Honolulu as cadets. They come raphy and the people of the world. You
and look me up and when I go to Japan can't hate a man you know. It is the
those young fellows look me up again man you don't know you hate. We are
and they teach me geography by taking trying it here in the Pacific. We are
me all over Japan. I, of course, feel getting to know each other and to re-
that it is the way to learn geography spect each other; we are finding our
and learn the people at the same time. points of contact, and every year we
the sea.
are
150
FIRST, EDUCATIONAL CONFERENCE
find we know more of each other and
got an insight into her soul he turned to
that there are additional points of con- his companions and said, "This woman
tact. That's the way I have learned has more of the spirit of truth than any
geography and am learning it, and I of our own people.'
think that's the way we are learning it On the other hand, I know of no more
here, at this First Pan-Pacific Educa-
geography-minded people, in a totally
tional Conference. (Applause.)
different sense, than the German High
Command and the German officers. . A
THE CONTENT OF GEOGRAPHY.
friend of mine told me she sat at din-
Dr. E. O. SISSON
ner in England before the war with a
I am subject myself to overheating, German officer and in the course of table
therefore I think I know the symptoms
talk she mentioned casually something
when I perceive them in others. I think about the countryside in which she
we need a little cooling draft at this lived, and he corrected her; in astonish-
point. I suspect the clinical thermome- ment she said, “How do you know so
ter would register rather high if we much about my country," and he said,
could apply it to our mental state. “It is in my section, and I know every
I want first to express my full agree- hedge and every turn in the road there.'
ment with what I believe is intended by
this geography discussion. You know
Being Human Minded.
we have so few words, compared to our “Knowledge comes but wisdom lin-
ideas. You know most of us have only gers," and still more does righteousness
a few of the four hundred thousand
linger. Knowledge comes because it is
words in the English dictionary, but all the first step, a meager, petty, paltry
of us have flowing through our minds
sort of thing; wisdom lingers because
probably four hundred million ideas and
it is richer, and righteousness lingers
shadows of ideas and forms of ideas
still more because it is still richer.
and modifications of ideas. So that one
Knowledge comes early in limited forms,
of the most serious dangers in the dis-
and wisdom comes later because it re-
cussion of anything more abstract than
quires a more extensive grasp and con-
the discussion of pots and pans and
trol, and righteousness comes last be-
stones and bricks, is the utter lack of a
cause it is a final synthesis. I believe
vocabulary to meet the infinite multi-
that is as true as any fact in evolution.
plicity and variety of ideas. So I may
Here is another fragmentary thought.
say some things now which may sound
George Fitch wrote a wonderful little
like a contradiction of the ideas that
essay about Abraham Lincoln, which you
have been expressed, but they are not.
should read, and among other things he
Types of the Geography-Minded.
said, “Abraham Lincoln in his youth had
The first geography-minded man I only five books, consequently he grew
can think of now was a man who lived
up with an unlittered mind."
at the east end of the Mediterranean partly because he had an "unlittered”
Sea, and he went up one time towards
mind and had only five books that he
the northern end of his little country, was the best educated man in the United
about as big as a county, I suppose, and States in 1858. But tho his mind was
there he met a woman of a different unlittered it was not empty; when he
race; in accordance with the prejudice went down and saw that black woman
of race, he was at first inclined to be on the auction block he doubled up his
unsympathetic toward her; but when he fists and said, “If I ever have the chance
It was
PAN-PACIFIC UNION
151
I am going to hit that thing and hit it is due to one of those many misunder-
hard."
standings as to the meaning of words.
What we really mean, when we speak For instance if we should hear this
of being geography-minded is that we morning that a little boy had been killed
must be human-minded, and a man can by an automobile in an American town
be human-minded without any geogra-
that would be a fact. It would mean
phy, and he can be devil-minded with all nothing to us. We would say, "That
the geography in the world. (Applause.) happens every day.” But suppose I get
Let us above all things beware of easy a cable and learn that it is my little boy.
solutions. There aren't any. Herbart In other words, “A little boy” is not fact,
says somewhere, “Education is a cease- it is a part of fact, but, when it is "My
less round of strenuous endeavor."
little boy" or "Your little boy" it be-
Do you know of that story of the comes fact.
American who went to Christ's Church And the same way in geography, if
in Oxford and admired that wonderful you learn something in geography, some-
lawn? He accosted the old gardener thing about climate and about crops,
and slipping a shilling into his hand, what you learn in that way is only a
asked, “How do you get such wonder- little fragment; it is only a part; it is
ful grass?" and the old man answered : only as we get these things run out into
"Oh, it's perfectly easy, sir!" he said. their connections, get them linked up
"First you prepares your soil, and then with other things, and finally linked with
you gets your very best grass seed, and human welfare, that fact becomes edu-
then you sows it and when it comes up cative. Into this great complex we call
you cuts it and cuts it and rolls it and fact and out of that great complex, at
rolls it for hundreds of years!"
every moment, at every tick of the clock,
The Wealth of Educational Material. our conduct is emerging, and over and
There is no danger of filling the mind. over again this morning, from Dr.
Of course we know that, but people
Moore's presentation down to the pres-
sometimes forget it; every piece of real
ent moment, we have been impressed
knowledge we get enlarges our capacity
with this truth that knowledge is prag-
for more knowledge, but it is very easy
matic, that is that it leads into conduct.
to fill the time-table. Youth is so short,
That is the whole problem, morality it-
and the thing we call knowledge is so
self translated by knowledge into con-
duct.
vast, so enormous! The poet somewhere
says, "We drag an ever lengthening
I said yesterday that most of the
chain," and one of the terrible obstacles things in history were incompetent, irrel-
of education today is the wealth of pos-
evant and immaterial. I think the same
sible educational material. The Greek thing is true about geography, and cer-
had a certain advantage in the poverty tainly the same thing is true about arith-
of his printed and written material: the metic, and perhaps the same thing is true
of civics and economics.
fact he hadn't any books and magazines
or libraries left his imagination free. As Vital Teaching of Civics.
a matter of fact in our colleges the stu- I went into a high school class in a
dent is simply swamped with a mass of little Montana town, in a class called citi-
what are called facts. I am not sure zenship, and what do you think they
that there is any such thing as a fact; were studying ? They were studying the
there is such a thing as fact. The ad- fire ordinances of that little town of
miration of fact and contempt of facts Dillon. A boy was explaining an 'ordi-
152
FIRST EDUCATIONAL CONFERENCE
nance concerning the cornices of business the beauties, the capacities of peoples,
buildings; that the cornice should pro- are educative facts.
ject a certain distance for the hook and There is one lesson we have learned
ladder company to hang their ladder on. here. We have learned the beauty, the
Now, that study was real, concrete, prag- enthusiasm, the charm, the power, and
matic, cogent. The teaching of civics the wonderful humanity of all these
and economics must start by hooking it- races with which we have come in con-
self on to things like that, but must not tact, and which has done us good. (Ap-
stop there. It must go clear on up or plause.)
clear down in to those elemental prin-
ciples which dominate all our civil life, THE PLACE OF METEOROLOGY
and which are expressed finally in such
IN EDUCATION.
a document as the Declaration of Inde-
LAWRENCE H. DAINGERFIELD,
pendence or in the deeds and words of
such men as Washington and Lincoln Meteorologist, U.S. Weather Bureau
and Robert Morris, and other men in Meteorology if defined in the terms
our history.
of the original or more ancient mean-
You remember a book called “Viri ing of the word, is a "treatise on
Romae," which we studied in our youth.
celestial phenomena." A modern defi-
I believe we need a “men of the world”
nition would be “the study of the atmo-
text book, a Viri Mundi.. Socrates and sphere and its attendant phenomena.”
Plato are modern; they belong to our It is a good, old word.
It is quite
own day. That old man walking about probable, however, that long before it
the streets of Athens and talking to the came into use, that some far more
young men, striving to teach them to ancient word was in vogue among our
lead a temperate and higher life; told most primitive ancestors to express
that he might go free if he would refrain the hazy idea of the great ocean of air
from further teaching and preferring to
in which we live, and the numerous
die than to prove traitor to the truth; eccentricities of the same.
he belongs to us today, quite as much It is, also, quite probable that our
as to the men who happened to live in
arboreal and cave-dwelling ancestors
his time. Socrates is far more modern chattered about the weather as a favor-
than the men of the Mediaeval world in
ite theme of conversation, when human
our text books. He is far more modern
speech was in its very infancy. No
than men in our modern history, and he doubt there was abundant cause for all
belongs to every age and race; and so sorts of chatter then as now.
does Jesus. One of the tragedies of
Unfortunately, this old and hoary
our school system is the fact that we
subject was considered largely as a sub-
are hindered from using the cosmic hu-
ject of ordinary conversation in those
man significance of that great soul, Je- days and continues so
to this
sus, in our education, as we ought to
moment on the part of the general pub-
do. As far as I am concerned, I have lic. The fact that the atmosphere and
kicked over the traces and have used
its attendant phenomena were subjects
Jesus as freely as I have used Washing- requiring the most abstract thought
ton or Lincoln. (Applause.)
failed to register in the human mind in
Men of the world, of whatever color, antiquity, much as they have failed in
from wheresoever they come, should be receiving general serious thought even
part of the teaching. The achievements, to this moment.
•
even
PAN-PACIFIC UNION
153
The very commoness of this prole- The orchardist is at the mercy of
tarian subject robbed it of much of its weather changes and must prepare to
glamor and romance, thus causing it meet them when warned of their
ap-
to be tossed aside like a husk, forget- proach.
ting the ripe kernels of corn hidden be- The ranchman must protect his stock
neath the cover. In fact the subject against the time of storm and "make
has finally become so common, that one hay while the sun shines.”
is considered prosiac if he even men- The railway must protect perishable
tions it in polite society; yet we are freight against extremes of both heat
taking this very risk at this moment in and cold; bring forth the snow plows
order to attempt to place the subject when the blizzards come.
on a little higher plane.
The automobilist, traveling over the
It is "passing strange” that we neglect roads in pursuit of business or pleasure,
the study of that vital composition, is aided or handicapped by the vicisi-
known as the atmosphere, without which tudes of weather.
life would abruptly cease to exist, to Our property, and, indeed, our very
chase the faintest stars even
to the
lives are ocassionally the stake along
outermost reaches of the greatest tele- the rivers at times of impending floods,
scopes.
over the plains, when intense local
The atmosphere is so fundamental
storms appear, at sea, when the deadly
that we
can not think of life itself typhoon or hurricane crosses the trade
without thinking of the elements and route of the ship, and in a multitude of
compounds composing the earth's gase-
ways.
ous envelope. When we sleep, life is
The Subject Ignored
unconsciously maintained by the oxy-
And yet, despite the intimate relation-
gen we breathe. In sickness, health
ship of the earth's atmosphere and its
may be restored through the ameliora-
attendant phenomena to "life . . . and
ting influence of climate. In
the pursuit of happiness," we find me-
merce, the atmosphere plays its pri-
teorology, the one great science dealing
nary part. Wealth is multiplied
with this intimate subject, generally ig-
in three ways only: Through trans-
nored or only slightly glossed over in
mutation (agriculture), transformation
the study courses of our schools.
(manufacture), and transportation. With
To be sure brief discussions of the
all of these a basic knowledge of me-
subject are found in our physical ge-
teorology is the first essential to suc-
ographies and physiographies in our
grade and high schools; but even our
In the days of old, and even to a
great colleges and universities have not
little less extent at present, the ships adopted anything like as comprehensive
plying the seven seas were at the mercy a study of meteorology as they have of
of the shifting winds. And now the the other branches of natural science,
sky craft has developed a new vital de- and, in most cases, ignoring the sub-
mand for knowledge of the upper atmo- ject or relegating it to a subordinate
sphere.
place in the general scheme of geogra-
The engineer who plans great irriga- phy.
tion schemes, all manner of structural There are evidences, however, of
work, highways, railways, etc., finds larger recognition of the importance and
knowledge of atmospheric conditions scientific value of this branch of natural
fundamental.
science, which forecast a happier fu-
com-
cess.
.
154
FIRST EDUCATIONAL CONFERENCE
ture for meteorology. It is with the what he might expect to encounter while
hope of securing a larger place in the in flight?
study courses of the schools of Pan- These are only a few of the many im-
Pacific countries that the case of this
portant ways in which the science of
highly utilitarian subject is placed be- meteorology, and the practical applica-
fore the delegates to this congress for tion of the same, touches the public
their kind consideration.
in every-day life. They should be suf-
Importance of the Subject ficient, however, to emphasize the utility
Abstruse and difficult as is the study
of the old, but little known, science of
of the subject, it is so practical and im- meteorology.
portant that it must gain a greater place Owing to the general lack of educa-
in the scheme of life.
tional facilities, it has been the misfor-
Think of the study of climate alone!
tune of the United States Weather Bu-
What man of intelligence-what busi- reau, and probably the weather ser-
ness concern would dare to enter any
vices of other Pan-Pacific lands, to as-
part of the world for agricultural or
sume the education of the members of
commercial reasons without first gain-
their several forces along the line of
ing an intimate knowledge of the cli- meteorology, after entrance in the ser-
mate of the country under considera- vice. This method has not only worked
tion? What engineer would dream of a hardship on these weather services,
planning a dam for the empounding of but has, to a degree, lessened the effici-
vast millions of gallons without first ency of the men and reacted unfavorably
gaining from the proper sources know- upon the character of the service ren-
ledge of the normal monthly, seasonal, dered the general public.
and annual, as well as extreme rainfall There is a real demand at the present
over the drainage basin involved? What time for trained meteorologists, both in
irrigationist would venture to construct the public service and the commercial
ditches and raise crops in the valleys life of the several countries bordering
and over the plains without first obtain- on the Pacific. It is a vital demand be-
ing knowledge of the rainfall and the
cause of the intimate relationship be-
water content of the snow in the hills
tween meteorology and all of life's
and mountains above his ditches? What
activities. It is an urgent demand be-
railway management would clare to con-
cause of the lack of consideration for
struct a transportation system through the same in both the remote and im-
climatologically uncharted regions,with-
mediate past. As a matter of fact, the
out first obtaining an approximate time has come, or is near at hand,
knowledge of the several factors that when physicians should specialize in
combine to make up the climate or the medico-climatology: when engineers
shorter periods of changes known as should attain intimate knowledge of the
weather? And more recently, but in- relationship existing between their work
creasingly important, what aviator and meteorology; when the trained
would enter the realm of clouds for any fariner should receive instruction in
flight of consequence, without consult- agricultural meteorology; when every
ing the most recent survey of the air aviator (and they soon will be legion)
lane involved by means of pilot balloons, should acquire large knowledge of the
etc., and obtaining the best judgment mysteries of the upper air; and when all
of the government forecasters to mankind will desire to learn more inti-
as
PAN-PACIFIC UNION
155
mately the great truths of the ocean of work was broadened, given the name of
air in which we live, most of which the Weather Bureau, and transferred to
truths are esoteric-confined at present the then new Department of Agricul-
to the inner, although not clannish, ture. Section three of that act follows:
circle of the elect.
“That the Chief of the Weather
Representing the U. S. Weather Bu-
Bureau, under the direction of the
reau as we do, it is a great pleasure
to state that our Service gladly wel-
Secretary of Agriculture, on and
comes at all times the opportunity to
after July 1, 1891, shall have charge
give to the world's stock of valuable
of the forecasting the weather, the
knowledge the fruit of our experience.
issue of storm warnings, the display
There is nothing esoteric about the
of weather and flood signals for the
benefit of agriculture, commerce and
Weather Bureau. We cherish the op-
portunity to be of real service and last-
navigation, the guaging and report-
ing utility—to aid the great body of
ing of rivers, the maintenance and
loyal and faithful educators of all lands
operation of sea-coast telegraph lines
and the collection and transmission
in the disemination of useful knowl-
of marine intelligence for the benefit
edge.
The U. S. Weather Bureau
of commerce and navigation, the re-
porting of temperature and rainfall
Perhaps a few words about the U. S.
conditions for the cotton interests,
Weather Bureau and its work will not
the display of frost and cold-wave
be amiss at this time.
signals, the distribution of meteoro-
In 1867-1870, the late Professor
logical information in the interests of
Cleveland Abbe, then Director of the
agriculture and commerce, and the
Mitchell Astronomical Observatory at
taking of such meteorological observa-
Cincinnati, Ohio, organized and conduc-
tions as may be necessary to estab-
ted in minature form a daily weather
lish and record the climate conditions
service. The success and beneficial re-
of the United States, or as are essen-
sult of this private enterprise was quick-
tial for the proper execution of the
ly recognized, and the Congress of the
foregoing duties."
United States, by joint resolution on
February 9th, 1870, provided for the It will be seen that utility was the
establishment of the meteorological work keynote of the proposed work of the
under government auspices and under meteorological service of the govern-
the immediate supervision of the Signal ment as enunciated in the joint Con-
Service of the Army. This resolution gressional resolution of February 9,
follows:
1870, and the Act of October 1, 1890.
"that the Secretary of War be, and
Fifty years have passed since our
he hereby is, authorized and required
to provide for taking meteorological
meteorological service was placed on a
observations at the military stations in
government footing. It is fitting to con-
the interior of the continent and at
sider at this time some phases of the
giving notice on the northern lakes
work of the Weather Bureau, and ob-
and on the sea coast, by magnetic
serve briefly the manner of approach
telegraph and marine signals, of the to some of the meteorological problems
approach and force of storms."
and making their solution of real bene-
By act of Congress, approved October fit to "agriculture, commerce, and navi-
Ist, 1890, the government meteorological gation."
156
FIRST EDUCATIONAL CONFERENCE
re-
are
Organization of the Bureau gages, wind vanes or anemoscopes, ane-
The work of the Bureau is performed
mometers, thermometric sunshine
by something over 800 commissioned corders, triple registers, nephoscopes,
employees, a somewhat larger number
and telethermoscopes; also river and
of non-commissioned employees (with
snow gages in some instances, and, oc-
nominal pay), and about 4,600 unpaid casionally, with
casionally, with water thermometers,
cooperative observers, scattered all the evaporation and aerological apparatus-
way from the Central Office at Wash- the last being for the uper air research
ington, D. C., to the borders of the work, so essential to successful aviation.
mainland, Porto Rico, Alaska, and Ha-
All of these field stations of the
waii.
Weather Bureau, and, especially, the
Washington is the administrative cen-
Central Office at Washington,
ter of the work of the Bureau. Here
sources from which a vast amount of
are centered all of the more intimate de- general and specific meteorological in-
tails of our work, and in addition, the formation may be obtained by the pub-
following sub-divisions of the activities lic, and they gladly perform this valu-
of the Bureau:
able function, in addition to their duties
Forecast Service: Forecasting and as defined in the joint resolution of
“supervision of all forecast work; fore- Congress of February 9, 1870, and Act
cast study; verification of forecasts." of October 1, 1890, previously stated
“Climatological Service: Comprising herein.
work in agricultural meteorology, ma- A number of these stations are situ-
rine meteorology, statistical work in
ated in college and university centers,
general climatology and its publica- thus creating an opportunity for the
tions," etc.
officials of the Service to give instruc-
Seismology and Volcanology.
tion in meteorology, in addition to
“Instruments: Developinent, standar-
their regular official duties. Officials of
dization, and issue."
other stations, not so favorably situated,
Library
gladly give instruction to classes in pri-
“Studies, research, and investigation:
vate or high schools, usually during
I. General in all lines of work. II.
visits to the offices of the Weather
Special-(a) aerology, (b) solar radia-
Bureau, in meteorology and instrumen-
tion, (c) evaporation, (d) frost and air
tal equipment used in measuring the
drainage relations," etc.
several meteorological elements.
Washington meteorological observa-
The daily weather maps and bulletins,
tory.
river, corn and wheat region bulletins,
Associated intimately with the general weekly weather and
crop bulletins,
public are the regular field stations of
monthly and annual climatological bulle-
the Weather Bureau, numbering about
tins of the forty-five Section Centers of
200, distributed throughout the main- the Bureau, and, preeminently, the
land states and the Territories of Porto Monthly Weather Review, all aid in
Rico, Alaska, and Hawaii.
filling a public demand for meteorology
These stations are supplied with such for both practical and scientific pur-
standard meteorological equipment as poses. The collection and distribution
mercurical barometers, barographs, max- of meteorological information by tele-
imum, minimum. dry, and wet bulb phone, telegraph, and radio—the last
thermometers, thermographs, hygro- named especially adaptable in connection
graphs, ordinary and tipping bucket rain with ships at sea-have widened our
PAN-PACIFIC UNION
157
sphere of operations tremendously over The beauty and utility of the subject
the vast land and ocean areas, giving is undenied. It is intermingled with
the Weather Bureau an ever increasing all human activities, dealing with a sub-
clientele on land and sea, and, more ject having a vital bearing on our very
recently, in the air.
existence. The general crudeness of
It is through the Press, however, that understanding of the subject matter of
most of the meteorological information meteorology is appalling and extremely
-daily forecasts and tables especially unfortunate. The lack of profound at-
reaches the public. The knowledge thus tention to the subject has enabled a
gained of this practical science is high- certain amount of quackery to acquire
ly useful; but, necessarily, extremely a foothold in the field, thus supplanting
limited in scope and giving slight in- a real science with a pseudoscience of
sight into the vast amount of work car- meteorology. This method of propaga-
ried on by the Bureau in collecting and tion of erroneous ideas is not only
interpreting weather data.
wrong, but dangerous to the well-being
The issue of elementary and more of the myriad individuals thus mislead.
technical books
on meteorology has What is the answer?
aided in the general diffusion of know- There is but one reply—a self-evi-
ledge on this important branch of na- dent and simple answer.
tural science. This method of educating
Teach meteorology. Give it a promi-
the public is expanding and gathering nent place in the curriculum of all
momentum.
educational institutions. Give the ris-
ing generation a better opportunity to
Place in Curricula Needed
know and appreciate the subject than
In the final analysis, however, there was the bad fortune of past generations.
is only one efficient manner in which We leave the science of the atmo-
meteorology can ever be brought suc- sphere to your tender consideration, as-
cessfully to the great masses of the suring you that the Meteorological ser-
people, and that is to give it as broad vices of the several Pan-Pacific lands
and general a place in our study courses will gladly cooperate with all educators
as geography in the lower grades, and in promoting a wider knowledge and
physics, botany, chemistry, or astronomy higher estimate of the subject herein
in the higher realms of education.
considered.
158
FIRST EDUCATIONAL CONFERENCE
7.
THE FUNCTIONING OF THE DIVISIONS OF
PUBLIC EDUCATION IN PREPARATION FOR
ACHIEVING WORLD PEACE
THE KINDERGARTEN.
drawn upon for the education of chil-
dren below that age without special
JULIA WADE ABBOTT
legislation. The fact that all but four
While the Kindergarten has been of the states that need such laws have
adopted by many countries as a phil-
now passed them, is an evidence of the
anthropic and educational agency, it increasing interest in kindergarten edu-
has had its most extensive development cation.
in the United States. Approximately Another evidence of growth in recent
1,300 cities have kindergartens as a
years, has been the establishment of
part of their public school system and kindergartens in the public schools of
40 of the 48 states make special pro-
many small towns of less than 2500 in-
vision for kindergartens in their state habitants. This means that kindergar-
codes. Before the kindergarten was in-
ten education is applicable to the needs
corporated in public school systems in
of children in towns as well as in cities.
the United States it was supported by The fact that a system of education
private kindergarten associations, large- developed among the peasant children
ly as a philanthropic agency for the
of Germany 80 years ago, has proved
improvement of the condition of chil-
its adaptability to the needs of native
dren living in the congested districts of and foreign children, amid the varying
large cities. As the value of the kinder-
conditions in village and town and city
garten was demonstrated, it began to
in the United States suggests that its
be taken over by school boards and
principles are applicable to the educa-
supported by public school funds. In
tion of children in all countries.
some localities the kindergarten is still
supported by private funds, and earnest
Results of Experience
efforts to bring about its incorporation The 60 years of kindergarten develop-
in public school systems are being car- ment in the United States seems to jus-
ried on in many parts of the country. tify several conclusions.
A recent movement has been the forma-
I. A child may profitably begin his
tion of State Kindergarten Associations school life before he is 6 years of age.
which are especially interested in secur- 2. The kindergarten furnishes the
ing favorable State Legislation. The
best type of education for this period.
establishment of kindergartens as a part 3. The academic type of education at
of school systems presented greater
the beginning of a child's school life
difficulties than has the adoption of
has not proved successful as one child in
other progressive features because in
four has to repeat his first year of school
most cases special legislation was work in the average city of the United
quired. The school age had been fixed States.
in most states before the kindergarten 4. Every child should begin his
became known. This is six years or school life in a kindergarten and there
more in thirty two states, and in these, should be no break between the kinder-
the general school fund could not be garten and the grades.
re-
PAN-PACIFIC UNION
159
are
5. The period of childhood from 4-8 conversation periods in the kindergar-
years should be considered as a Kin- ten, the stories and rhymes increase the
dergarten-Primary unit, and teachers child's vocabulary, and provide a basis
should be given special training for for learning to read. The child of kin-
this work.
dergarten age is curious, he comes to
The principle that education comes by school an interrogation mark, The
way of the child's own self-activity, is formal school expends its energy in
having an influence of far reaching turning him into a quotation mark!
character on the aims and methods of As one teacher remarked, "My chil-
the kindergarten and primary grades dren were full of questions when they
and is helping to unify the work. The came to me, but I soon took that out
impulses, instincts and interests of the of them.” But the wise teacher knows
young child form the basis for the
that curiosity is a child's key to know-
course of study. In the kindergarten ledge, and she can appraciate what Kip-
there is no direct teaching in terms of ling wrote of his little daughter:
reading and writing and number, there
"I keep six honest serving-men;
is no instruction from books in the kin-
(They taught me all I knew)
dergarten. Ideas
necessary to
Their names are What and Where
understand books; ideas
books; ideas are gained
and When
through the senses, our first teachers.
And How and Where and Who.
The kindergarten period is an experi-
I send them over land and sea,
ence-getting period. While the work is
I send them east and west;
informal, in the kindergarten activities
But after they have worked for me,
there are the beginnings of all the sub-
I give them all a rest.
jects of study.
Child's Activity
I let thenı rest from nine till five.
The kindergarten provides many kinds
For I am busy then,
of play materials to satisfy the child's
As well as breakfast, lunch, and tea,
sense hunger. He experiments with For they are hungry men.
these materials, finds what he can do But different folk have different
with them, and through them he ex-
views,
presses his ideas.
Crude as this ex- I know a person small
pression is, it is the beginning of Fine She keeps ten million serving-men,
and Industrial Arts. In making things Who get no rest at all!
to carry out his play purposes, the She sends 'em abroad on her own
child is also getting an idea of quantity
affairs
and measurement which is the begin- From the second she opens her
ning of arithmetic. The normal five year
eyes-
old child enjoys talking about what in- One million Hows, two
Hows, two million
terests him to those around him. Spoken
Wheres,
language is his natural means of com- And seven million Whys!"
munication. All the written expres-
What the Kindergarten Supplies
sion of later years must have for its
foundation the spontaneous, untram- Not only does the kindergarten satis-
melled, conversation of children living fy a child's curiosity through conversa-
together. The social recitation should ticn, stories, excursious and experimen-
be the direct outcome of the social in- tation with materials, but it strives to
tercourse of the lower grades. The awaken this divine spark in the apa-
!
160
FIRST EDUCATIONAL CONFERENCE
seen
thetic children whose mental life has is a miniature community made up of
been starved before they come to children in the most plastic stage of
school. Children must live-and learn. development. The ideal of such a com-
Naming words in a book gives but munity has been described by Dr.
meagre experience, if the words have Dewey in "School and Society." When
no meaning. The 1-A reading class the school introduces and trains each
laughed when the teacher asked, “How child of society into 'membership with-
large is a cow?", and Sarah answered, in such a little community, saturating
About as big as a mouse." But Sarah
him with the spirit of service, and pro-
had seen a mouse and she had never viding him with the instruments of
a cow.
Their pictures had ap-
effective self-direction, we shall have
peared on opposite pages in the primer, the deepest guarantee of a larger so-
and the cow as the size of the mouse,
ciety which is worthy, lovely and har-
hence Sarah's generalization. Nature monious. "Little community," "larger
study and geography begin in the kin- society"-in those two expressions is
dergarten excursion to farm and market the explanation of the relation of the
and shop.
Kindergarten to this great Union of
Songs and rhythmic activities in re-
countries bordering on the Pacific. For
what are nations but an aggregate of
sponse to the piano are the beginning
of the child's music education, and are
men who were once innocent children,
based on the child's interest in rhythm.
and the children who are entering for
He is not only interested in rhythm,
the first time the portals of the school
hold the fate of nations in their hands.
but the young child is dramatic, he de-
lights in playing out the life around
I remember two lines from a poem that
I recited in school when I was a little
him. The kindergarten believes that
"play is the serious business of child-
girl. These lines always troubled and
hood."
Through initiative play the perplexed me. .
child enters vicariously into others' ex-
"When a nation's life's at hazard,
We've no time to think of men.”
perience, and begins to draw upon the
ethical and spiritual inheritance of the Development of the Individual Child
race.
I would try to form a concept of a
And the kindergarten satisfies the
nation that was not made up of men,
child's need for companionship. “Teach
with something of the same bewilder-
children by children," said Jean Paul
ment that I used to try to solve the
Richter more than one hundred years
problem as to whether
waterfall
ago. "If men were made for men, so
would make a noise if there were no
are children for children, only much
one there to hear it! Nations or
more beautifully.” In the happy at-
schools, it is all the same, we forget the
mosphere of the kindergarten children
individual in the mass.
And in this
are free to learn from one another.
connection, I am happy to represent the
But back of all the apparent freedom,
youngest children in our schools, be-
is the guidance of the wise teacher who cause I think that I may justly claim
realizes that the most important part of
that the kindergarten has placed more
education is the establishment of right emphasis upon the development of the
habits and attitudes, and that the most individual child than other parts of the
delicate part of her task is the direc- school system. This has been the re-
tion of untrained wills and the develop- sult not only of the theory that each
ment of personality. The kindergarten child must develop through his own
a
PAN-PACIFIC UNION
161
activity, but because the kindergarten pendent upon external control. Every
has been less under the domination of school room should be a small demo-
a formal curriculum, and has been cracy where children learn to make
privileged to develop children instead laws and to obey them. Children in
of subjects of study. The contribution our United States of America do not
of the kindergarten to the school is its learn citizenship by memorizing the
emphasis upon the social character of Declaration of Independence but by
education. And it stands at the strate- living with their fellows according to
gic point, the entrance to the school. its principles. Children may go through
the form of saluting the flag, repeating
Every child must at some time make
such words as, "One nation indivisible.
the transition from the family circle to
the larger life of society. If his family
with liberty and justice for all,” when
life has been normal and happy, if his
the deeper impression made by the
practice of the school room may
be
first experience in school is what it
should be, the transition from the home
cultivating a selfish individualism based
society to the larger society of the
upon competition.
school will be a natural one. The child
Kindergarten is Democratic
has learned obedience to his father and
The significance of the kindergarten
mother, he has shared in the work and
as the first step in school education, is
play of the family group.
I'n begin-
the democratic nature of its organiza-
ning his school life, he engages in a tion. It takes children when they are
more definite round of duties, and most impressionable and it helps every
through the ordered life of thirty or child to find himself in the school so.
more boys and girls of his own age he ciety. It takes children as it finds them.
grows into a more conscious ideal of
If a child has come from a home where
behavior. The enrichment of life
he has either been spoiled by foolish
through larger social contacts develops indulgence, or where he has been
in him a larger loyalty. He is uncon- crushed or made rebellious by arbitrary
sciously entering into his citizenship, authority, it is through the instrumen-
and his loyalty to the school and the tality of the kindergarten that he can
ideals it embodies is the germ of his be brought into right relations with his
larger loyalty to the State.
fellows. This social adjustment is the
In addition to this growth in citizen- only sure foundation for his future life
ship in a school community, the school
as a member of the school community.
makes a more conscious appeal in patri-
The kindergarten has leisure for this
otic exercises. If the school room is a
kind of "human-engineering.” It was
real society so that there is harmony created to meet the needs of children.
between the ideals presented in patri-
A child's natural attitude is that of "a
otic teaching and the social order of
little friend to all the world." If,
the school room, then the ideals of through an abnormal experience, he has
citizenship will be made more conscious, lost this birthright of friendliness, it
But when children are taught one set
must be restored to him.
To get on
of principles, and made to live accord- with other people is a fine habit for
ing to other principles, "actions speak individuals and for nations alike. As
louder" to
to them, “than words." A some one has said, “All the abuses
school room that is an autocracy is not which are the objects of reforni are
teaching children how to exercise self- unconsciously amended in the inter-
control, but is training them to be de- course of friends." We need to culti-
162
FIRST EDUCATIONAL CONFERENCE
vate in our youth more understanding of taxpayers' money,''are hurled at the
of one another. “What, then, is our teachers' heads when they ask for the
neighbor ? Thou hast regarded his things that make for culture and the
thought, his feeling, as something dif- intelligent use of leisure. Stupid. Feed
ferent from thine. Thou hast said, “A
the soul to its content. Satisfy its
pain in him is not like a pain in me, craving for the better things.
The
but something far easier to bear.' He spirit of discontent will be laid. It is
seems to thee a little less living than a man who looks back upon a cheated
thou; his life is diin, it is cold, it is a childhood who becomes a menace to
pale fire beside thy own burning de-
public peace.
He is neither fad nor
sires
So, dimly and by in- fancy. He is not cheap. He holds a
stinct hast thou lived with thy neigh-
bill of arrears against society, and he
bor, and hast known him not, being
intends to collect it. If society were
blind. Thou has made (of him) a
wise it would incur no such debts."
thing, no self at all. Have done with And yet nations go on incurring
this illusion, and simply try to learn debts to their youngest citizens in terms
the truth. Pain is pain, joy is joy, of cheated childhood. In times of war,
everywhere, even as in thee."
a nation takes stock of her youth, and
Opportunity for Self-Realization tries to overcome in a few months the
But while the school must cultivate neglect that has been going on through
sympathy and understanding from the
all the formative years.
But all the
kindergarten on up through the Uni-
millions of babies and young children,
versity, we must not forget that no in-
the little citizens of the great peace
dividual can become a worthy member
army, a nation's most precious posses-
of society unless he has been given the sion, are they not worth consideration?
opportunity for self-realization. How In the majority of communities the
can he think of his neighbor as most neglected period of childhood is
"Self," when he has been cramped into
the pre-school period. New Zealand
a "thing?” The child owes school and with the lowest rate of infant mortality
society loyalty, but it can only be the among nations, England with the pro-
highest kind of loyalty when these in- vision for nursery schools for children
stitutions have helped him to live up to
from 2-6 have set the standard for
the highest that is in him. A New
other nations. But in general, society
York schoolmaster writes: "When the is not awake to the significance of this
boy grows up and looks with a man's period. Dr. Gesell of Yale University
eyes down the years he knows what he says: "The kindergarten derives much
had a right to expect. He knows then of its power from the fact that it lies
that he should have received that gift
within the borders of the pre-school
of soul growth, should have been period, which, all things considered, is
handed his talent that he might have
the most important period in the whole
increased it tenfold. He will remember
span of development. The very laws
the overcrowded classroom. Why was of growth make these the most forma-
that done? He will question our up-
tive of all years. The years of pre-
side down process of education that
school childhood are forgotten but they
crams a head full of facts and leaves do not ever completely depart; they are
the spirit of the child starving. There registered in the submerged portions of
is no money. 'Bear and butter,' 'facts the mental life which they helped to
not theories,' 'fads and fancies,'. 'waste create, and there they continue to dis-
а.
PAN-PACIFIC UNION
163
we
zens.
pose and predispose the latter day indi- ment should be established at the be-
vidual."
ginning of his school life. Too often,
Importance of Elementary School however, the large play spaces of the
Education
kindergarten room, the play apparatus,
outdoor play and excursions are left
It is the importance of this early
behind when a child leaves the kinder-
period that justifies the claim that kin-
garten. The normal activities of child-
dergartens should be part of every Na-
hood should be carried on into the
tional program of education and
elementary school if the nation is to
need to place more emphasis not only
build up the health of its future citi-
upon the kindergarten where a child
may begin his education in the elemen-
tary school, but upon the whole ele- But not only must the elementary
mentary school. Higher education is school carry on the health program of
important, but for many years to come,
the kindergarten but it must carry on
those activities which foster intellectual
in every nation, the great mass of chil-
dren will have only an elementary growth. Children beyond the kinder-
school education. Eighty-nine per cent
garten are still "sense-hungry.” Work
of all the school children in the United
with materials of various kinds, excur-
States are enrolled in the elementary
sions and dramatic play, enrich the
schools. Of what use are High School
child's intellectual life and bring the
gymnasiums to the boys and girls of
life of the school into touch with the
stunted growth who have gone to
life outside. An Irish mother in Boston
work? How can interests and apti- said, “Believe in the kindergarten?
tudes be discovered in the Junior High
Sure I do! I've had five children in
school, if the interests and aptitudes
'em. It helps the children to git hold
of the young child have been ignored,
of their brains and when their studies
and if he has been subjected to a me-
come down upon 'em, it makes 'em able
chanical regime for six of the most
to bear it!" This may be a generous
precious years of his life? No, if any
tribute to the kindergarten but in the
nation would build aright, it must build right kind of a school the 3 R's do not
from the bottom up, not from the top
"descend" upon the little victim after a
down. The human engineering that
halcyon period in the kindergarten. In
should be begun in the kindergarten
the true conception of a child's develop-
must be carried on in the grades. Every “getting hold of his brain” through the
ment, from the time he is a baby he is
child is the Nation's ward, and if he
has not had a fair start in life, the
experiences that come to him. Educa-
school must help the child to start
tion is only a more conscious selection
again. A child's health should be the
of certain types of experience. “Studies”
primary consideration in his school must grow out of real experience in-
career. Health should be given as im-
stead of being a substitute for it. If
portant a place in recruiting the great
children in the primary grades are
peace army of children, as it was in forced to spend all their time on the
recruiting soldiers for the war. As has
drill aspect of the "3 R's," they are
been stated, the kindergarten, because being given no material for real think-
of its flexible program, has an unusual ing. It is only in real situations that
opportunity to discover the child's we test our thinking Facts are easily
strength and his weakness, and the forgotten, but thinking attitude
right standards for health and develop- should be cultivated in these little citi-
а.
164
FIRST EDUCATIONAL CONFERENCE
zens in the making. Kilpatrick de- "Each day and every day, to school,
scribes this kind of education as train- and from school, I meet you. You
ing children to be "better citizens, alert, smile, and the welcome in your eyes is
able to think and act, to be intelligently wonderful to see. Do you feel that
critical not to be easily hoodwinked eith- you have need of me? Know then, oh
er by politicians or by patent medicines, my children, that I have far more need
self-reliant, ready for adaptation to the of you. The burdens of men are heavy
new school conditions that impend." and you make them light. The feet of
And when the spirit of service is men know not where to go and you
coupled with this quality of self-reliance show them the way. The souls of men
we have the promise of "a larger so-
are bound and you make them free. It
ciety which is worthy, lovely and har- is because of you that the world grows
monious."
and grows, in brotherly love. I look
The Kindergarten in Hawaii
a thousand years ahead and I see, not
men, ships, inventions, buildings, poems,
It is difficult in words to describe a
but children, shouting, happy children.
kindergarten society of little children.
You, my beautiful people, are the
But we are fortunate in meeting here,
dreams, the hopes, the meaning of the
in Honolulu, where there has been de-
world."
veloped under Miss Frances Lawrence's
supervision, kindergartens that repre-
sent the best in modern thought. And
The International Kindergarten Union
we are fortunate in having a kinder-
BARBARA GREENWOOD
garten session in operation at the Ter- I am happy indeed to bring greetings
ritorial Summer School so that we may
from the International Kindergarten
see for ourselves the satisfaction which Union I't is fitting that this body
little children enjoy in the right kind of should be represented in the Pan-
kindergarten. The younger the child, Pacific Educational Conference because
the more difficult it is for him to voice its business, from the first, has been to
his real desires to plead his
establish relations similar to those
cause. If that band of young children which this gathering makes possible.
who opened the conference could be The leaders of twenty-eight years ago
increased a million-fold, if all the chil- who founded the Kindergarten Union,
dren in these lands of the Pacific could I am sure had a vision of just such a
form a Children's Crusade, and pass gathering as this, where representatives
before our eyes in a great and wonder- of the peoples of different lands should
ful procession, I think we should feel come together to discuss matters rela-
in the deepest parts of our natures that
tive to the little child as well as all
nothing that we have to give is too
other matters pertaining to education.
precious for these children who are the As early as 1884 the kindergarten
hope of the world,
was brought from its obscurity, and a
In developing any program of educa- kindergarten section was created in the
tion it is necessary to discuss machinery
N. E. A. From this section 1892 was
and organization, but let us not forget the I. K. U. established. This was ac-
the children for whose welfare we are complished through the efforts of the
met together. And so, in closing, it is noble women who have
who have from the
the children theniselves that I want to earliest days, given up their time, their
bring before the conference in Angelo money, their energy to the promotion
Patri's words:
of the kindergarten cause. To these
Own
PAN-PACIFIC UNION
165
pioneer workers we owe all honor and Second Purpose--To bring into ac- .
praise. With them were associated tive co-operation all kindergarten inter-
those men whose phychological under- ests. The activities of the I. K. U. are
standing of the basic principles of edu- largely accomplished through its com-
cation early led them to recognize the mittees. A glance at the list of these
place of the kindergarten as funda- will give something of the scope of
mental. The purposes of this organi- the work attempted. We note the Ad-
zation known as the I. K. U. as stated visory Committee, the committee of 19,
in the first constitution are:
committee on training, committee on
supervision, committee on foreign cor-
Purpose of the I. K. U.
respondence, on child study, literature,
First-To gather and disseminate
music, graphic arts, salaries, legisla-
knowledge of the kindergarten move-
tion, finance, bureau of education com-
ment throughout the world.
mittee, committee on co-operation with
Second-To bring into active co-
the National Education Association and
operation all kindergarten interests.
the committee on. affiliation with the
Third-To promote the establish-
Congress of Mothers
Mothers and Parent-
ment of kindergartens.
Teacher Association. Each committee
Fourth--To elevate the standard of
is composed of specialists. For reasons
the professional training of the kinder-
of expedience and convenience the
garten teacher.
members are selected for the most part
These aims so broad in their outlook,
from the United States. The Commit-
so far-reaching in their effect, so in-
tee on foreign correspondence, how-
clusive of all we hope to attain have
ever, has, in addition, members from
led to important results. Upon them is
New Zealand, India, China, Japan, Can-
based the practical work of the I. K. U.
ada and England. Largely through
We shall consider the results of these
this committee are we kept in touch
purposes but briefly.
with the work in foreign fields. Among
First Purpose-To gather and dis-
printed reports from the various com-
seminate knowledge of the kinder-
mittees are the following:
garten movement throughout the world.
The organization has gained steadily
From the committee of 19 came “The
in strength through its greatly in- Kindergarten,” a volume setting forth
creased membership. From a begin-
principles and practices. A second vol-
ning in 1892, with thirty charter mem-
ume is in preparation which will record
bers
have 148 branches
the present status of the kindergarten.
From the Bureau of Education Com-
spread throughout the United States
and other countries, totaling over 30,-
mittee has recently come the very prac-
000 people connected with the union
tical bulletin “The Kindergarten Curri-
through the branches. In addition to
culum." A companion bulletin, "The
this we have 1500 associated or indi- Primary Curriculum,” will soon fol-
vidual members. There
seven
low and doubtless prove as helpful and
branches of the union in countries out- far-reaching as the first. The commit-
side of the states. Six of these seven tee on lierature has published the little
are in Pacific countries, namely, two in pamphlet, “Suggested Poems and
China, one in Japan, one in New Zea- Stories for the Kindergarten, First and
land, two in Canada. Japan has been Second Grades," this has proved its
connected with the Union almost since worth as a reliable guide for mothers
the first
and teachers.
we
now
are
166
FIRST EDUCATIONAL CONFERENCE
on
a full
a
can-
The achievements of these commit- ciation of the work accomplished for
tees nientioned are typical of the va- their children in this great time of need.
riety and effectiveness of the work in
Plans for the Future
general.
Third Purpose–To promote the What hopes do we entertain for the
establishment of kindergartens. The
future of the International Kinder-
slogan this year, "A Kindergarten for
garten Union? Today this organiza-
tion
Every Child,” expresses the indomitable has greater opportunities for
faith in its mission.
progress and service than ever before
in its history. With its large member-
Fourth Purpose-A fine purpose of
ship, splendid officers, efficient com-
the Union, to elevate the standard of
mittees, it imust press to
the professional training of the kinder-
realization of its capacities.
garten teacher has been mission
First-We shall continue our
achieved. A demand has been created
А
for the best trained teachers, the scien- paign for kindergarten extension.
tific expert if possible, to direct the kindergarten for every child in the
world shall still be our slogan. Al-
work with little children. Our train-
though the work lias advanced more
ing is broadening, including not only
the kindergarten, but also the early rapidly in the United States than else-
grades. To this end many universi-
where, much remains to be done there
as elsewhere. One feature of exten-
ties and training schools are placing
sion work that will be undertaken next
kindergarten-primary courses. This
unification has resulted in the mutual
year is a moving picture film that is to
understanding necessary for success.
be inade up of units from 16 different
cities, and which will be assembled by
The biggest thing ever attempted by
the kindergarten division of the Bureau
the Union, as a whole, was the work of
of Education. This is for general use
the Unit of France. This reached the
throughout the countries.
hearts of all peoples and unified efforts.
The idea of this Unit was conceived
2. Hope the publication of the vari-
by the Supervisor of the New York
ous committees will be increased as
definite material is collected by them;
kindergartens as she saw the terrible
condition of little children in the de-
in this way all members everywhere
vastated regions of France.
may share in the results of the re-
peal brought a wonderful response. The
search work. Especially do we need
work began over four years ago and
scientific data on kindergarten measure-
will continue for some time. Over
ments and tests, tangible evidence that
$25,000 has passed through this organ-
is of the benefits of kindergarten activ-
ization, contributions coming from indi-
ities, to enlighten the public as well as
viduals and groups in the different
to help the teacher and child. I may
countries. This has kept twelve kinder-
say that a committee has this under
consideration.
garten teachers from
from American in
France on the field and established,
3. The future will see a great de-
equipped and maintained
oases of veiopment in the unification of the
refuge, as they call the kindergartens, kindergarten and primary grades; this
in the afflicted regions. It has saved will come largely as stated through a
the lives of thousands of children. The like training for kindergarten and pri-
French authorities have ever been most mary teachers; early education with
prompt in their expressions of appre- co-ordination of methods and ideals
Her ap-
PAN-PACIFIC UNION
167
will result in economy of effort and in ideas. How is this to be accomplished ?
1. Connection
this process of education.
with the Union
4. We must help meet the need of through membership must be furthered.
training for parenthood. This, the We hope the future will see kinder-
most intricate of human relations, has gartens established in every land; we
been the least considered in the formu- hope that every Pacific country repre-
lation of curricula. It is a compara- sented here may have its kindergartens,
tively new idea to the public at large and that all kindergarten teachers
that definite training for this responsi- everywhere may be members of this
bility is as necessary as that for teach-
great kindergarten body. “Every Kin-
ers.
dergarten an Associate Member," is one
The parent who says, “What is the of our slogans. I have talked with
use of having children if they cannot several representatives from different
be better than you yourself are?” is countries at this conference regarding
asking for guidance and scientific train- this movement.
ing. Intelligent parents everywhere
2. A larger representation from all
feel this need. After investigation we
countries at the annual meeting must
feel convinced that courses in home-
be urged. If any one doubts the pro-
making in higher institutions of learn-
gress of the kindergarten movement or
ing for women place too much empha-
the power of this organization, let him
sis on cooking and sewing and too
attend one of these gatherings; the en-
little on “The Child” as the center of
thusiasm which comes through numbers
the home. Instances 1 and 2.
and contacts, through the comparison
Our organization, through its Bureau
of Education committee, is formulating special messages brought by represen-
of methods and results, and through the
suggestive courses in “Parenthood."
tative educators make
Effort will be made to see that right meetings noteworthy indeed.
these annual
A com-
training regarding this most important parison of problenis helps not only to
subject will be more generally offered
between the workers. Nations need to
May we not hope then from these and
solve them, but to promote friendship
like efforts in child welfare work, for
know each other today as
men and women who shall far surpass
never be-
fore, and so our organization must do
our own in understanding and ideal
its share in this world work.
achievement ?
3. Help
toward internationalism
Have Become More Internationalized
would be to hold meetings in different
5. The Kindergarten Union must be countries where practicable.
come more internationalized. The
United States has developed the kinder-
4. An exchange of teachers is as de-
sirable in the kindergarten as elsewhere.
garten idea to a fuller extent than any
other country. Hence it has become a
Those in the foreign fields should come
great demonstration school for the na-
more frequently to some center for fur-
tions, free to all. But this does not
ther study and inspiration; again a
mean that we have nothing to learn
specialist from some center should be
from other countries. The open mind
sent to more remote districts. By bring-
and the scientific spirit characterize the
ing new ideas and by demonstrating
progress we hope to make, and so the new methods she could wonderfully
Kindergarten Union must serve as a strengthen weak places and encourage
medium for the general exchange of and promote the cause of education.
168
FIRST EDUCATIONAL CONFERENCE
are
a
mean
The Kindergarten Union has this under enthusiasm was the first person to rea-
consideration.
lize that while the missions had schools
Finally, the aim of education, and we and classes for the older children, the
hear this constantly, is good citizen- very little ones were the important ones
ship. Ideals of good citizenship begin to reach, so he started a kindergarten
in the cradle, hence the kindergarten in the Chinese Mission in 1892, with
assumes a grave responsibility to the eleven children, a teacher, a blackboard,
state to help establish habits of equal- two erasers, and six pieces of chalk.
ity, of co-operation, of freedom under So interested was every one in this
law, or industry. These are principles first kindergarten, that the next year
of ideal citizenship. Wherever a kin- three kindergartens were started by the
dergarten is establisher, there habits of Women's Board of Missions of the Pa-
social serviceableness
fostered. cific Islands, a committee being appoint-
Scattered all over the world these quiet ed for this purpose.
The work grew
forces are at work. It is our privilege so rapidly that in another year the
as a Kindergarten Union to fuse them committee developed into the Free Kin-
into oneness which shall
dergarten and Children's Aid Associa-
strength. Our organization means just tion, which was incorporated in 1895.
this: that nations are united through These first three kindergartens for
the blessed work for little children the
Hawaiian, Japanese and Portugese chil-
work that pays better than anything dren respectively, were opened in what
else in the world. Because of this, the
had been the home of Queen Emma.
International Kindergarten Union shall Here under the shade of great trees, in
have a share-is it too much to say, a
the midst of green lawns and gay
large share?--in the promotion of that
flowers, in a house built for a queen,
peace for which the nations yearn.
the Free Kindergarten and Children's
Aid Association had its beginning. After
THE KINDERGARTEN IN HAWAII
two years at Queen Emma Hall, the
FRANCES LAWRENCE
Portuguese kindergarten moved to
tiny white-washed cottage on the slopes
This is a happy day indeed for every
of Punchbowl, nearer the homes of the
member of the Free Kindergarten and
children. As I remember it, the small-
Children's Aid Association. Some of
est of small rooms were filled to over-
us have looked forward for twenty-five
flowing with chairs and tables, there
years to the time when there should be
being scarcely room for the teachers
public recognition of the kindergarten.
to walk between, and the children--how
A score or more women of Hawaii have
well I recall the children swarming like
given their best efforts to this work for
so many ants in and out of the doors
years and I am sure you will understand
and windows, over the tables to their
their thrill of satisfaction that the kin-
seats. The following year a gift of a
dergarten is being recognized by this
thousand dollars enabled us to erect a
convention as an integral part of edu-
suitable building to house this kinder-
cation,
garten.
The Beginnings.
While the members of the Associa-
The kindergarten in Hawaii, as in tion were busy getting the money to run
many places, was an outgrowth of re-
these kindergartens, the teachers, in-
ligious missionary endeavor. Mr. F. W. spired by missionary zeal, were equally
Damon, a man of wonderful vision and busy. Without training, with only a
a
PAN-PACIFIC UNION
169
love for children, great courage and tens affiliated with the Association, there
much faith, these earnest young women is room for many more. Outside of
worked by themselves, reading Froebel's Honolulu there are three plantation kin-
Pedagogics and Kraus's Guide to the dergartens and four others in Settlement
Kindergarten. They interviewed every- houses. Our only hope of providing at
one they could find who had visited a all adequately for the children of Ha-
real kindergarten and got such help as waii is through the public school kin-
they could. It was, however, felt that dergarten.
more training was necessary and in 1895
Miss Eastman, a trained teacher from
Attitude of the Public School System
the Golden Gate Training School, San
For many years the Free Kindergar-
Francisco, was secured to take charge ten and Children's Aid Association has
of a kindergarten in the mornings and
fought hard for the recognition of the
start a training school in the afternoons.
kindergarten by the Commissioners of
“It will be expensive," says the report,
Education. We were met with indif-
“but we cannot expect to do great things ference, ignorance and racial prejudice.
without great effort.” The next year a
With a change of administration in 1919
change was made and the present su-
there was a change of attitude toward
pervisor, fresh from Colonel Francis, the kindergarten by the Department of
Parker's school near Chicago, known
Attitude of the Public School System bf
then for its radical methods, accepted Public Instruction. The recommenda-
the position. Since then many teachers
tions of the Federal School Survey
have come to us always from the freerer
favoring the universal establishment of
schools of training, notably the former
kindergartens in Hawaii also had a
Free Kindergarten Association of Chi-
strong influence. That year two public
cago.
school kindergartens were started and
From time to time new kindergartens last year three, so at present there are
were established in Hawaii, always by five kindergartens maintained by the
the Association, a plantation, or a mis- Department of Public Instruction with
sion in some district where it was need-
the assistance of local committees. These
ed. Three years ago the Kalihi Kai kindergartens are all in country districts
Welfare Club representing the com-
where the children have far less ad-
munity decided to open a kindergarten vantages than in the city. Last year
and applied to the Association for as-
there were twenty thousand children in
sistance. They offered their club house,
the first grades on the Islands and not
their children and part of the support.
more than two thousand of them had
Again, last year the Japanese com-
been to kindergarten. Each year
the
munity was much exercised because so
problem grows greater.
To provide
many children had to be turned away kindergartens for all these children,
for lack of room. They solicited money
even allowing eighty children to
from their people and asked the As-
school, will require two hundred and
sociation to use it in starting a new
fifty teachers, as many rooms, assistants,
kindergarten. This we consider an im-
and literally tons of equipment. Yet,
portant democratic development, but somehow, it must be done, one school
however great our zeal, private subscrip- at a time, until all the children are pro-
tions are limited, and though we main- vided for; otherwise we are not true to
tain eleven kindergartens in Honolulu our American ideals, equal opportuni-
and there are besides three kindergar- ties for all our children.
a
170
FIRST EDUCATIONAL CONFERENCE
Each one of the kindergartens is in dren lived. This made it easy for us
the hands of a committee of five in- to enroll those who applied without re-
terested women who then become mem- gard to race. Since then we have tried
bers of the Association. Their duties to keep as even a balance of racial
are to visit the kindergarten at least groups as the neighborhood would per-
once a month, be interested in the teach- mit, preference being shown only to
er, the children, the locality, and the the Hawaiian children, of whom there
problems that arise, to assist in securing is always a smaller number.
equipment, help with excursions, parties, Our experience makes us very sure
and mothers' meetings. The Depart- that the kindergarten has been and is a
ment of Public Instruction evidently contributing factor to the pleasant and
considers this a desirable way of bringing harmonious relations of the various
the school and the community together races living side by side. The children
for, in opening public school kinder- are delightfully democratic. What little
gartens it has appointed a local commit-
racial feeling we have noticed has been
tee to supply all the needs except the traced to adult influence, and easily over-
director's salary and a minimum of come in the proper atmosphere.
equipment. The usefulness of this com- The mixture of races in our kinder-
mittee depends a great deal upon the gartens includes numbers of children
teacher. She must interest them in the
of Japanese, Hawaiian, Chinese, Portu-
problems she has to meet, devising ways guese descent, with a few Filipinos,
of assistance for them within their Koreans, Porto Ricans, Russians and
resources.
almost all the possible mixtures of these.
Establishment of Mixed Kinderartens.
When the kindergarten was first started
You will notice that at first all the
in Honolulu, many parents, especially of
kindergartens were started as
the Orientals, looked askance at this
as racial
schools. This
natural, as the
new form of education that gave the
Woman's Board of Missions worked
children toys to play with and made
through missionaries of the same race
them take baths. I can well remember
and tongue as the people they tried to
the trouble we got into by removing a
reach, and the kindergartens were estal)-
few of the soiled clothes from a small
lished to enlarge the work of these va-
boy whose mother put on a clean gar-
rious sections of the Board. However, ment over his dirty one every time she
there was much criticism of this plan
cleaned him up until he looked twice
by thinking people. One mixed kinder- the size he really was! I believe we
garten was opened in the chapel at also gave him a bath in cold water, an
Palama and proved a success, so
awful offense, and not likely to be re-
contemplated making some changes in peated after the mother got through
the others, when the plague and fire of
with us.
Now, the parents of all the
1900 took the matter out of our hands races represented on the Islands are
and made the change for us. For three eager to have their children go to the
months the kindergartens were closed, kindergarten and will do anything the
and when it came time for them to re-
teacher asks. They even bring ten
open, the map of Honolulu had cents a week for equipment and a small
changed with the burning of China- bag of rice for their lunch.
town and the consequent redistribution
Work With the Mothers.
of the people that we found it advisable Our Mothers' Meetings have meant a
to move to the districts where the chil- great deal. Sometimes mothers were in-
Ivas
ive
SO
PAN-PACIFIC UNION
171
ex-
vited to spend a morning in kindergar- of last year was always clean, although
ten and the children's play was her dresses were pinned together with
plained to them. They always bring safety pins, one at the neck and one
their babies and enjoy a good visit with at the waist, showing a line of little
their friends, get acquainted with the brown back between, a white stocking
teacher, learn a few songs, and under- adorning one thin leg while its mate
stand a little more of what the children
was black.
a program of music and games is ar-
Ordinary dirt the teachers could get
do in this queer kind of school. Again, rid of with soap, water and tact, but
ranged just for the mothers with, per-
there were other things we did not know
haps, a little talk upon some subject of how to handle. Some of our teachers
interest or need. The kindergartner has became infected with skin diseases, SO
a great responsibility as she realizes after
we had to look for outside aid. This
her first mothers' meeting. Her clothes, led to the establishment of the hygiene
manners, habits of behavior and social
department of the association and was
usage are all under inspection. It is
the first step toward district nursing
not long before the mothers are coming
so wonderfully developed later by the
to her as a friend in time of perplex-
Palama Settlement. Now the children
ity or trouble and she is able to estab-
are under constant physical care, and it
lish relations for them with other con-
is a very insignificant ailment that can
structive social agencies in the com-
get by the watchful nurse.
At present,
imunity.
the city is districted, a branch dispen-
No Rigid System Followed. sary and trained nurse in each district.
We kindergarteners in Hawaii have This nurse visits the kindergarten in her
never been hampered by trying to fol-
district twice a week, the daily work
low a particular system of education, but being done by an assistant under her
have been free to work out our own
direction, The children are all exam-
methods to suit our own particular ined from time to time, and proper
needs. About the first need in the early medical care provided when necessary.
days was the physical care of the chil- Our experience in Honolulu proves that
dren. You would scarcely believe me under no other conditions is it safe to
if I should explain some of the condi- bring large groups of little children to-
tions of the children, who came to us. gether. The practiced eye of the nurse
Sometimes we spent the whole morning detects ailments the teacher would never
bathing the children, cleaning heads, notice. One case of trachoma, pink eye
and helping the children to wash their or Porto Rican itch can do vintold harm
own dirty clothes. We held several in a few hours, and with these little
mothers' meetings and taught some of children we have no right to take any
the mothers the kind of clothes their risks.
children should wear to kindergarten, Several years ago
we employed a
even providing them when necessary.
(entist to examine the children's teetlı
One of the concrete achievements of
ill one kindergarten and do such work
our work has been the effect our early
as was necessary. He found most harm-
efforts in this direction have had upon ful conditions in 95 per cent of the
the people. It is now a rare thing for children's mouths, due to lack of care
the children to come to school dirty, and improper feeding. This experience
and usually their clothing is neat and led to the opening of a free dental
suitable. Even our little Filipino pet clinic at the Palama dispensary which
172
FIRST EDUCATIONAL CONFERENCE
did a splendid work, although it could kindergartens should be of great ad-
take care of only the worst cases. Now vantage to the school system.
with the opening of the Honolulu Den- The Free Kindergarten and Chil-
tal Infirmary we hope it is only a ques- dren's Aid Association has also been a
tion of a short time before all the chil- pioneer in establishing supervised play-
dren of Honolulu will have their teeth
grounds. In 1911 it opened the Bere-
properly cared for.
tania playground for little children.
Possibilities of the Kindergarten
Since then the City and County have
turned over four other playgrounds to
There is room right here for a long
the Association for supervision provid-
discussion of the things this department
can do for children of kindergarten ageing about half of the funds required,
along the line of corrective work, saving
the rest being raised by private subscrip-
tion.
many children from complete or partial
Our Association has, I fear, many
loss of their senses or the function of
years of work ahead of it as its ob-
some part of their bodies. Proper feed-
ing has its place in this department and jective is that every child in Hawaii
shall begin his education in a good kin-
is of the greatest importance. Mental
tests come right along in line, for much clergarten, and all the children in the
can be determined of the possibilities Territory have opportunity for organ-
that lie hidden in each child, even at
ized play. We believe with all the force
this early age.
that is in us that both of these are
In our situation the kindergarten is
strong factors in the development of
particularly valuable because of the very
our boys and girls. (Applause.)
large proportion of non-English speak-
ing children on the Islands. The per-
THE ELEMENTARY SCHOOL
iod before six is the language age in
FRANK B. COUPER
i hich nature seems to be bending much As I have thought of the function-
energy toward the development of a ing of America's common schools in
working medium of communication. It relation to the establishment of world
is then that the child acquires the ac- peace, the conclusion has seemed to be
cent of a language more easily than at inevitable that in so far as they are
cily other time of his life, and it is
able to promote the sway of true de-
1?121 velous what a vocabulary he will
mocracy so shall they also be able to
pick up if thrown with people who use
assist in achieving peace for the world
words with discrimination. In fact, it
because in a democracy recognition of
is comparatively easy for him to acquire the rights of fellow men is fundamen-
te ready use of two or, in a few cases, tal and because the knowledge and
more languages at this age. He plays practice of the principles of peace and
liith words, imitating, testing and re- good will must begin at home and be
1.eating them for the pure joy of their first appreciated and applied in the
sound. At home our children, beside home land.
their own foreign language hear only The form of the course of study in
pigeon English, which, once established,
the elementary schools of the United
is very difficult to change. It is said States is practically the same through-
that only about two per cent of the out the country. It provides for in-
children in the public schools come from struction in the school arts, in geog-
English speaking homes, so it has raphy, history, hygiene, physical train-
seemed to us that for this reason the ing and handwork. In content it varies
PAN-PACIFIC UNION
173
or
with local administration and super- When the income for schools is de-
vision and with the equipment, power rived largely from local taxation the
and consecration of individual teachers. tendency is to keep down the taxation
Where latitude and the play of ini- and so curtail expenditures for edu-
tiative on the part of the teacher are cation. Just now in the United States
allowed, every school room exhibits a many communities, as a result of rising
different course of study, richer taxes are undergoing an attack upon
poorer, according to the lights and ad- school expenditures coming particularly
ministration of the teacher. The same from the few who are more interested
is true of methods and treatment.
in costs than in children. Added to
Every system of schools, particularly the problem created by the drain upon
in the towns and cities in the United resources to pay the costs of war,
States, is a law unto itself in the working comes the greatly accelerated and un-
out of the course of study and in precedented demand for secondary edu-
achieving the ends of elementary edu- cation. To meet this demand expendi-
cation. The conception of those ends tures have to be greatly increased to
and the character of the processes em- an extent that prompts concern for the
ployed depend upon the vision and fate of liberal appropriations for
power of the superintendent as influ- schools in the immediate future. It is
enced by current educational thought gratifying, however, and reassuring to
and movement. Conditioning factors in know that in numerous communities
the production of educational effects in in the United States where the question
a community are to be found in the of liberal allowance for schools has
extent to which local expenditures for been put to vote, the people have not
schools are allowed, the support given failed to stand loyally for adequate
to progressive school programs by the
financial provision.
community, the amount of freedom
The most serious question for citi-
from political influence in the appoint-
zens of the United States is not whether
ment of teachers and the selection of they are costing too much or whether
text books, and the height to which
they are as efficient as they should be in
espirit de corps rises in the teaching teaching the three R's, but rather
body. Local self determination has had whether they are functioning in making
several important effects, not all of
the youth of the land fitter for the ful-
them, however, being salutary.
fillment of the duties of citizens in a
Handicaps to Efficiency
democracy. The idea is prevalent to
It has frequently happened that the
an important degree that good citizen-
self-interest of individuals in the com-
ship rests upon ability to recall dates
munity has been permitted to dominate
and describe events in history and give
school affairs, and brought them under
the location of places upon the earth's
the sway of politics and politicians.
surface. Popular criticism of the
The people, however, always jealous schools is directed mainly against fail-
of the welfare of the schools when ure to achieve an approach to perfec-
brought to realize the sense of this tion in the field of memory. Literacy
baneful influence, do not fail to apply is judged by ability to read, write and
a decisive remedy. There is a notice- cipher and admission to citizenship
able advance among the communities upon a scant knowledge of facts in
of the country in keeping the schools American history and civic regulations.
out of the hands of the politician. These are but the mint and cummin of
174
FIRST EDUCATIONAL CONFERENCE
sures.
elementary school education, while the rapidly, away from education by pla-
weightier matters of the law and gospel toon and have centered attention and
of education are not considered by educational practice more definitely au.l
many of our home critics.
properly upon individual neecis. The
A third effect of local self-determina- most remarkable significant and prom-
tion is to be noted in the spur given to ising phase of educational developinent
spontaneity and enterprise in the de- in the United States during the past
velopment of local school systems, and derade is to be found in movemerits 111-
in the application of progressive mea- tended to have individuals in the
Forward movements are con-
schools met at the door of their re-
tagious. The general level of school spective needs. Numerous administra-
accomplishment is continually raised ly tive devices and plans, the Cambridge
the upward educational development of Plan, the Batavia Plan, the Gary Sys-
individual communities.
tem, the Six-Six Plan and others have
Autonomy in the nianagement of all had the service of individuals for
schools fosters a a sense of responsi- their objective.
bility and encourages distinctive at-
The segregation of individuals not
tempts at improvement of the schools
capable of having their needs met hy
on the part of the community. This
the ordinary school, and adaptation of
principle is applied also within the
treatment according to their particular
local system itself in many communi-
needs has given rise to the establislı-
ties of the country so that each school
ment of special classes grouped accord-
room becomes the field of self-determir.- ing to like instructional requirements.
ation in the development of the course The establishment of parental schools
of study and in the manner of marking
for embryonic delinquents, classes for
out desired effects in character. Courses
the deaf, the blind, the stammering, the
are so framed and regime so arranged crippled, the sub-normal, has 110t only
that the initiative and vision of the proved a boon for these classes of un-
highly powered teacher will be given fortunates, but has relieved the regu-
full play, while the mechanically-mindel
lar school of a drag it could ill afford
will have something definite enough to
to bear. Medical inspection and its
do her best upon.
tangential activities looks also to meet-
The Need of Individuals
ing the physical needs of individuals.
America has only recently begun to
In the train of this broad movement
realize the significance and the chal-
for attention to individual needs has
lenge of democracy. We have been
followed quite naturally a study of
thinking of ourselves as a republic and
ways and means and a challenge to
relying upon representative forms and enterprise to provide more justly and
means to the partial exclusion of demo- adequately for those gifted members of
cratic ideals The schools, reflecting
the school to whom the pace adapted
the public mind, have therefore only for the moderately endowed is an af-
partially met democracy's demand. front and constitutes not only an in-
Since the opening of the recent cen-
justice to them but also a curb upo: the
tury and especially during the past five development of leaders.
years new light has come and a new As we in the United States have not
sense of privilege and obligation has completely comprehended as yet the full
been awakened. We have been turn-
We have been turn- meaning of democracy and its responsi-
ing more and more, and more and more bilities, so the elementary schools are
PAN-PACIFIC UNION:
175
only in the stage of approach to realizing attended school units and provision of
the challenge of democratic principles easy and safe means of transportation,
and ideals. It was J. G. Holland who ex- and from the making of teaching worth
pressed the idea that a man's character while financially, and an esteemed and
is better represented by what the man honored vocation. The schools of the
is striving to become than by what he United States are not by any means
has actually attained, so it may be that uniform in the character of their or-
a school system as projected in its ganization and administration. . It has
leadings is a better index of its real not been so many years since most of
character than what it has so far actu- them were systematized to a painful
ally worked out. What the United degree, they were rigid and formal.
States is striving for in its elementary Their processes were stereotyped, the
schools particularly is to prepare indi- instruction mechanical and the disci-
viduals for the exercise of their powers pline rigorous. There are some such
to the end that they may live up to the schools now, but not many. Latterly
measure of their capacity, use liberty the schools have become flexible in
justly and amiably, and engage in the organization to suit varying needs, and
pursuit of happiness. These are the facilitate the application of the prin-
inalienable rights of the children of ciples of freedom in both administra-
men, and it is the plain duty of the tion and instruction. Classification by
state for the sake of its own protec- examinations in subject matter has
tion as well as for the benefit to its given way to or been modified in great
citizens to provide for every child an degree by estimates of the worth of
open door to an education suited to his
accomplishment of pupils and that is
needs and capacity, and to insist on its now being further modified by intelli-
use. In so far as his ability will admit gence and achievement tests. Along
every child, male or female would have with such determinants, some schools
opportunity to live life freely, and en- are undertaking surveys of all ele-
joyably, always with respect to and mentary school pupils according to age
regard for the freedom and happiness distribution and semester progress in
of others.
order to classify to better advantage
Equal Opportunity Not Given All.
and to discover individuals who need
Unfortunately as has been pointed tional progress or noticeable retardation.
special attention on account of excep-
out in former discussions from this
platform the United States has not yet
Following upon tests of intellectual
learned the full significance and power
power and of achievement and com-
of this ideal, for equal opportunity is parative studies of progress come ad-
not afforded for all the youth of the justments in classification and adapta-
land because of inequalities in financial
tions of treatment designed to acceler-
provision, because of the difficulties in ate progress and intensify asquisition.
affording recognized facilities in rural Teaching is thus invested with a great-
communities, and because the teacher er significance, its problems are simpli-
supply is inadequate both in quantity fied, and its dignity enhanced. And it
and in quality. The remedies for these will not be long until American ele-
weaknesses in our system of education mentary schools generally will have
must come from a larger income for entered upon this more nearly scientific
schools and a more equitable distribu- method of measuring instructional and
tion of it, from unionization of scantily administrative effects.
176
FIRST EDUCATIONAL CONFERENCE
an
ac-
Fundamental Aspects
made the means of the discovern and
So far in this attempt at an interpre- practice of the principle of neighbor-
tation of America's elementary schools
liness and regard for the feelings and
I have directed attention to questions rights of neighbors.
The opportunity offered in the daily
involving organization, administration
administration of school affairs on the
and the program of studies. I have
part of children affords a means of
left to the last certain aspects in the
cultivating what Dr. Sisson might call
operation and life of an American com-
will-attitudes and the appropriation and
mon school that seem to be to be most
pursuit of that opportunity is most
fundamental in the development of na-
tional and world citizenship.
profitable for the development of the
These
phases are collateral with those already higher qualities of citizenship. Where
there is a maximum of wisely and deli-
mentioned. They are bound up in the
cately guided freedom in a school,
constitution of the school, in the char-
choices need to be made as
acter of its administration, in its
methods of instruction and in the point complishment of the working out of
studies of the project variety or in the
of view, and the personal and profes-
social contacts, so that such weighty
sional equipment of the teacher. They
matters as conduct, occupation, co-
constitute the social aspects and in-
operation and service fall into the field
fluences of the school, While the
of choices.
studies pursued in the school have an
The free time daily provided in some
important part in the development of
schools when children may select how
ideas, they do not bring clearly into
they will occupy themselves, the team
the intelligence and the acquisition of
relief knowledge of relations
plan of studying out projects, student
with
participation in working out school
others or show how work and play and
problems as in school government, are
all the various engagements of the
valuable school practices because they
school group are forwarded or hindered
incur responsibility, exercise the selec-
by observance or non-observance of the
tive abilities of children and call the
principles of interdependence and co-
co-operation spirit into action.
operation. The course of study in
school is one thing, the course in con-
Dependence Upon Our Neighbors
tacts is quite another. Obedience to
All the while, there should be, and
constituted authority in the well regu- there is as represented in the pre-
lated school finds in the well-being of scribed course of instruction and in
the little democracy and in welfare of the mind of the teacher, revelation of
the whole group its motive for exercise. the thought through history, as an ac-
The will of the group is good will when count of the events in which men have
rightly guided and influenced and may been related, and through geography,
he made the law of the school.
another account of the relations of men
A remarkable effect upon the spirit in place, through these let there be in-
of the elementary schools has been stilled the impressive thought that the
wrought by the kindergarten influence. world is a great neighborhood, that we
The fine spirit in that institution de- have to depend upon our neighbors and
veloped under the operation of the law they upon us, that as we suffer they
of love has found its way into the pri- must suffer, that as they are hurt we
mary schools and even higher so that are hurt, that as they may have limita-
association in work and play has been tions so we have ours, that as we may
PAN-PACIFIC UNION
177
To para-
excel here or there, so they may excel Think of the mighty motive force
us in this or that, that we do well when when these little worlds of your land
we attempt to correct our own weak- and mine, where the teacher rules su-
nesses and to respect our neighbors' preme, are joined in a common cause,
excellencies, that selfishness and its the great cause of world peace.
Let
long train of evil followers are blights the teachers be imbued with the idea
upon accomplishment and happiness and of world peace and its meaning to meni
bludgeons to liberty, that good will and and nations, let them become saturate i
self-sacrifice are the open sesame to with desire to put it over, and it will
peace and to prosperity as well. Re- come to pass in spite of the oppositions
liance for the production of desired of the designing and corrupting, in
school effects is, however, in the last spite of politicians and vested inter-
analysis to rest upon the teacher, No ests, the children of the world will,
matter how much we may labor over fortified now for peace and good-will,
courses and procedures, no matter how
put war away forever.
we may create policies and devise plans,
no matter what composes the courses IS EDUCATION EQUAL TO THE
or what goes into the text books, the
TASK?
teacher is and must always remain the
DR. FREDERIC BURK.
arbiter of school effects.
phrase what a far-sighted German said:
This Conference has assembled, I take
"What you would have come out in
it, that the peoples of the Pacific may
the life of the nation must be in the
dwell with one another, and with the
mind and heart of the teacher." What peoples of the world in their economic,
we in this conference would have done political and social relationships, ever
in the way of education for each must
more productively, wisely and happily.
be first enshrined in the heart of the
It is a noble purpose. Nevertheless each
teacher. Let who will make the courses
of us, survivors of the Great War, feels
of study, and select the text books,
that this purpose is vain unless our
but he who picks out the teachers can
amity rests
firm assurance of
easily put the prescriptions of the permanent peace and mutual good will.
course and the teachings of texts to
Until this assurance is established, be-
naught. Our chief hope rests here. yond peradventure, we know that pro-
The school teacher is the most influen-
testations of friendliness and mutual
helpfulness unsubstantial words
tial factor in society and she doesn't
know it. Little children yield to her
rooted in phrases of sand. The present
sway in questions of opinion, habit and
problem of permanent peace is the only
conduct. There is a time when father
business the world has before it.
and mother are found to abdicate and
Upon the surface the situation seems
absurd. There are today, in all the
the teacher is installed upon the throne
world, no nation and few people who
of the child's adherence. Often the
desire war. The usefulness of profit of
family life yields to the influence of
war is universally discredited. Before
the school.
its consequences humanity stands aghast.
The school is life-an absorbing life It has been stripped bare of its former
in the earlier stages of school attend- chivalric glory. The world now faces
ance it is the nation—it is the world the naked realization that war is antago-
in miniature and the teacher is the nistic to every purpose its civilization
inspiring genius of that little world. seeks or honors. Yet today we make
upon firm
are
178
FIRST EDUCATIONAL CONFERENCE
Very
ready for war, and few there are who, would be no war.
War decisions are
facing facts fairly, feel that the end of instinctive and as such are instantane-
war yet has come. The pall of the ous, immediate discharges into action.
Great War hangs heavily over us, his- They wait for no argument, logic or
tory, psychology, sociology, politics and
reason, nor heed any. Agreements not
economics fail, in any scientific sense, to war are tinsel ornaments, deceiving
to point to any except one pitiless con- in times of peace, and when war comes,
clusion. Unless some new factor, some
become mere scraps of paper.
hitherto unknown force, offers a solu-
obviously then the only two remedies for
tion where is justification of hope?
war the world has ever consciously em-
Some such thoughts as these doubt-
ployed, in all human history, are worth-
less have floated through the minds of
less. They have sought to bottle up
every delegate to this Conference upon
and suppress instinctive forces and, like
the way hither. In the minds of some,
all psychological suppressions, they have
probably, the question has risen whether
developed complexes, more powerful,
education might not be the saving fac-
more ferocious, more insanely madden-
tor. It is to this possibility I would di-
ing, and more irreconcilable than the
rect your thought.
original cause. At best they have merely
Only Two Remedies for War seared the surface of running sores,
Throughout all history, two-and leaving the festering cause to generate
only two-remedies for war have ever
fresh wars any time. Remedy for war
been consciously attempted—war and
must first remove the cause of war.
treaties.
Moreover, wars for subjugation, and
The first of these-war of one nation peace by forced treaty, are tools peculiar
to exterminate or subjugate all nations to government by autocracy and auto-
dangerous to it has proved like cutting cracy now lies wrecked upon the battle
off the Gorgon head whence sprang one fields of Europe. The sword has failed.
hundred heads anew. The futility of Diplomacy has failed. Autocracy never
this method has been demonstrated re- again can command the confidence and
The residual
peatedly and largely accounts for the the loyalty of mankind.
perpetuation of wars, as Silesia, Poland hope of the world lies in democracy but
and Alsace call to mind. Even disarma- democracy is no mystic talisman-no
ment can be offered only as a means shibboleth, which by its mere pronounce-
of impeding war, not of curing it. ment creates right out of wrong, order
The second remedy is that of treaties
out of chaos. Democracy is far more
and agreements not to war. Too often
complex in its factors, more difficult of
such
agreements
are accomplished construction. In an autocracy, only the
through diplomatic duress by which one
monarch, if he be sufficiently powerful,
nation drives a sharp bargain with its
need be capable of thinking, or be
neighbor and the issue of the treaty responsible. The less thinking the sub-
festers as a cause of war. Treaties are
jects do the safer for the state. But
always based upon the psychological democracy requires as the cornerstone
fallacy that the decision to
is
of its possibility that each citizen shall
amenable to logical reasoning Few think intelligently and wisely, and that
true war situations have so
have so remedial concerted judgment and action follow.
a basis. The underlying forces which Democracy without universal education
precipitate war are not intellectual, logi- to the degree of concerted judgment is
cal nor reasonable. If they were, there obviously
obviously impossible and unthinkable.
war
PAN-PACIFIC UNION
179
An educational system adequate for suc- and huge masses of raw data of physical
cesful democracy has not yet been estab- heridity, social heredity and psychology
lished.
now lie ready for assembling and con-
Education to Prevent War
struction. But aside from the content
The turn of the tide in the present
of scientific contribution there is also
The
state of human affairs possibly offers hope from the scientific method.
singular opportunities to this educa-
methods of the two past remedies of
tional congress.
Whatever the future
war have sought only to hold war in
leash. The universal method of science
disposition of the war-wrecked Atlantic
nations, simple physical exhaustion will
is first to discover the cause and then
prevent serious war for some years.
to remove or destroy this cause. In
The Pacific—by tradition Pacific—has medicine, science first has sought to dis-
yet developed no serious antipathies and
cover the cause or bacillus making pos-
there is certainly no rational occasion
sible a particular disease and secondly
visible why it should develop them. to remove or destroy this bacillus. So
In this natural armistice, or breathing long as medicine attacked disease by
time, might not this Conference seize the forced suppression, as has been done in
opportunity to become at least the or- the case of war, science made 110 pro-
iginating impulse to inaugurate perma-
gress. By analogy, the scientific ap-
nent peace upon the earth through the proach to the problem of war will be to
agency of education and its forerunner, lay bare, segregate, and specify the
science. Let the difficulties of exter-
causes,-biological, psychological and
minating war be recognized to their full-
social--which create war; and secondly,
est degree; let the project be regarded to apply the anti-toxins of education
in terms of harmless chimera, neverthe- which shall destroy them and thereby
less, achievements of science in certain make impossible the development of
fields of human civilization during the war.
past generation are so stupendous that
Application of the Scientific Method
neither the theorist nor the man of
The scientific method therefore intro-
myopic practicality can safely dogna-
duces two processes of method which
tize upon the impossibility of any iin-
are entirely new in the history of effort
solved problem—even that of war. We
to do away with war. To illustrate con-
have, in our memories seen the time of
cretely; Let us suppose a world-wide
intercommunication annihilated and
scientific commission, selected by virtue
in transportation unbelievably of the qualifications of its members, be
foreshortened. We have seen the pro-
created to undertake an inventory and
duction, manufacture and distribution of
to analyze all causes which in any way
the chief commodities reorganized by
are found to contribute to war.
forces we could not explain to our of eminent scientists would be necessary
immediate fathers. We have
-historians, geographers, economists,
modern medicine's conquest of diseases sociologists, ethnologists, psychologists,
which heretofore have held population biologists, etc. It would be the duty of
in check. It is true that up to the this commission, through apropriate
present the chief conquests of science specialists, to discover, test and deter-
have been confined to the inorganic field, mine conditions which lead to
and the war problem is chiefly a problem Some of these conditions would be su-
of the organic sciences. But an ap- perficial and obvious, for example, exist-
proach in these fields has been made ing disputes; public jingoism; direct
space in
A corps
seen
war.
180
FIRST EDUCATIONAL CONFERENCE
school instruction in nationalism of an unnecessary. The method of education
offensive type as it now appears in is therefore by peaceful penetration.
much history and geography teaching;
Is Education Equal to the Task?
active war cults rooted in self interests
of military and profiteering classes; race
Is education and our educational ma-
propagandists and their propaganda; chinery equal to this gigantic task?
issues of territory or privilege of any Certainly the project is beset with stu-
nature which already are or are likely pendous difficulties which we must not
to become bones of contention, etc. underestimate. It is as easy as it is
A
truthful for science to confess that at
second group would comprise
causes less obvious, for illustration:
present it has little knowledge concern-
limitation of food areas with conges-
ing the cause of war that is final and
definite.
tion of population, industrial popula-
With even greater discretion
tions unable to obtain access to raw
might education point to the present
materials; different standards of living infeasibility of removing the causes of
by peoples competing in production of
war, even if science should discover
the same commodities; political, social
them. Well might education express its
or religious institutions, race customs,
doubt that democracy can ever hope to
which having outlived their usefullness
educate all its citizens to support even
remain as a menace or irritation.
truths reduced to the form of axioms;
for science already goes far, in the evi-
A third group will comprise more
dence of mental levels, to raise the ques-
remote and technical types, as the biolo-
tion that only a minority of people
gic heredity of combativeness and fear; have the intelligence to comprehend the
levels of mental intelligence in nations
civic conceptions adequate for democ-
affecting possibilities of democracy etc.
racy. If, as the mental measurements
It would remain for a second and
of 1,700,000 of our soldiers seems to
similar commission of educators to de-
show, 65 to 70 per cent of the people
vise means of extirpating these causes. of the United States possess an intelli-
It is at this point a new method of
gence equal only to that of a thirteen
procedure would again offer hope and
year old child, how can education hope
possibility where the method of politics
to serve as a sufficient foundation for
and autocratic enforcement have failed.
democracy? Nevertheless science and
The method of autocracy has ever been education must solve the problem of
to decide upon a policy and to compel
war if human civilization is to endure.
obedience of the subjects regardless of No other rescue is visible. It is true that
their lack of information or opposition.
at present the data of history, from
The educational method is slower of the data of biologic instincts, from all
action, and more roundabout, because we learn of mob psychology and nation-
each of the citizens, or at least a ma- al hysteria, the extermination of war
jority, must learn the facts to discuss justly seems merely a comforting but
But is it
and interpret their meaning and finally unbelievable hallucination.
agree upon a concerted procedure. Such
more unbelievable than, to our fathers,
is the price of democracy. But the was the posibility of speech across a
democratic method has the advantage continent, the wiping out of fever in
that the final product is upon a solid
Panama or the cure of leprosy?
foundation of acceptance which makes Let us admit at the outset that our
enactment a formality and, theoretically, educational equipment in no country as
PAN-PACIFIC UNION
181
yet is adequate to undertake the huge cational machinery, any remodeling of
program this project implies. Let us ourselves, and any expenditure of money
admit that educational administration however fabulous. Permanent world
in every nation would have to be radic-
peace is cheap at any price.
ally reconstructed to meet this new
and tremendous purpose.
And finally
It may be interesting as well as im-
portant to know that this project of
let us admit that we educators ourselves
drafting science and education into ser-
and our present conceptions of the pro-
blem will have to be made over in many
vice of exterminating war is practically
Doubtless we have not pos-
respects.
the plan already adopted by the Car-
sessed the firsthand acquaintance with negie Endowment for International
facts of war situations, have sentimen-
Peace in 1911. The procedure adopted
tally magnified the beatitudes of human was one recommended by the presiding
nature and accepted a wholly undue officer of this body, Dr. David Starr
faith in the potency of rational persua- Jordan, who advised as set forth here,
sion. War psychosis is responsible to first that the causes of war should
no logical treatment, knows naught of be discovered and enumerated and sec-
beatitudes, and obviously springs from ondly that
ondly that education should under-
take the removal of these causes. A
deep wells of instinct of which few
academic schoolmen have yet taken fund of $500,000 was set aside to meet
the initial expenses.
Before the war
cognizance. Consequently many of our
scholastic proposals to prevent war have
broke out in 1914 considerable had been
done. There were some publications
contributed chiefly to the literature of
issued and centers of distribution estab-
beguiling Utopias and thereby to the
lished,
gayety of nations. But evidently the
porject is a life and death challenge to Therefore, in conclusion, I submit to
the posibilities of education. The goal this International Educational Confer-
to be reached, permanent world peace, ence of Pacific nations the question :
justifies any reconstruction of our edu- Is education equal to the task?
182
FIRST EDUCATIONAL CONFERENCE
8. EDUCATION AND THE STATE
.
a
EDUCATION FOR DEMOCRACY I cannot take this view of human cle-
Dr. DAVID STARR JORDAN
velopment. I am willing to admit of
course, that ours is a minor planet; I
Introduced by BARON KANDA
see how astronomers claim that Jupiter
BARON KANADA: Delegates to the is bigger but softer, that Mercury is
Educational Conference, Ladies and better warmed; that the sun is very
Gentlemen : We are often apt to fail large compared with the earth, and very
to realize our good fortunes and privi- small compared with most of the other
leges while we enjoy them, and look suns. I may concede while life has
back upon them with regret when they existed on Earth one hundred million
are gone. I do not think that the same years or so, we have not got on so very
criticism could be made in regard to far. Our last great achievement is little
you ladies and gentlemen, who have to our credit, for we have accomplished
shown such great interest and enthusi- the worst slaughter ever yet known or
We have lived as men
asm in attending these meetings during recorded.
the Conference. Another good fortune
hundred thousand years more or less-
which I think we all appreciate is the nobody knows. But for a long time
fact of our having had as chairman dur- man kept no records; he paid very little
ing all the sessions of this Conference, attention to himself until he had been
a gentleman who by his distinguished here a long time getting acquainted with
career in the sphere of education and by folks and gaining a little leisure in one
his wide knowledge of the peoples way or another. He slowly found him-
around the Pacific is eminently fitted to self afloat in a "fathomless universe"
occupy that position,—Dr. David Starr without sides or limit, without begin-
Jordan. (Applause.)
ning or end. No one yet can tell us
I understand that Dr. Jordan is what happened a year before time be-
obliged to leave us this afternoon, and gan, nor can he guess. We cannot con-
will therefore give us a farewell before ceive of space as limitless, nor can we
the sessions are ended. It gives me
conceive of an edge of space, beyond
great pleasure to take the chair, as Dr. which not even space extends. If space
Jordan has so kindly referred to a simi- is a huge unbounded sphere, how many
lar occasion when he gave an address more spheres does the fathomless uni-
before the Tokyo University of Com- verse contain? Some philosophers get
merce a few years ago, and to
so mixed up with these conceptions that
nounce his subject : *Education for
time, place, something, and nothing be-
Democracy." (Prolonged applause, all come the same thing. Even truth and
the (lelegates arising in their places. )
falsehood in Balfour's view are indis-
DR. JORDAN: Members of the Confer- tinguishable, and we may as well be-
ence, Ladies and
and Gentlemen : Mr.
lieve whatever we like the best. But it
Arthur Balfour a while ago, in less en-
is for us to take a loftier view. In
couraging words than those just quoted Carlyle's phrase, “Every meanest day is
from Mr. H. G. Wells, said in part,
the conflux of two eternities.” This
that “the whole process of evolution 18th day of August, 1921, is the point
was a disreputable episode on one of the where eternities meet, the eternity of
minor planets.
the past and the eternity of the future.
an-
PAN-PACIFIC UNION
183
of peace.
Eternity is a long while, then another Minister of Public Instruction, a very
long while. But however long, they able man, and a thorough going friend
must come together here today, and for
Mrs. Andrews spoke elo-
the moment they are in our hands. quently of her efforts to instill in the
We may remember the excitement in hearts of the teachers the idea of peace,
the University of Edinburg over a cen- and some notion of the wickedness and
tury ago, when Professor Hutton as- futility of war; that its deeds of cour-
serted that "Time is as long as Space is age are the same in nature as those a
wide.” In those days space was already fireman may accomplish in a blazing
spread out, but time was still contracted, building; that the best of human nature
six thousand years at the most, and the was brought out against the worst con-
unbounded expansion was paralyzing to ceivable background, but that we do not
the narrow-minded of those times. want to burn our buildings in order to
This Is Our Day.
display the bravery of our firemen. Dr.
Buisson agreed with all she said, but
This happens to be our day, the only questioned its necessity. “Already in
day we have, the day in which we do
France my ministry has issued an order
our work, great or small. It may be
that every teacher shall explain the
that our work is only a little in the
nature of war and the reasons for
great process of evolution. It is our
peace."
little, our own contribution, our grain of
sand, of which future mountains are
A "Knight of the Holy Ghost.”
made. It is true enough that not one
Here we find an element in education
man in a million leaves a trace after a of importance; democratic education,
thousand years, not a bone, nor the only education worth much, in the
thought going on to the future. But long run, cannot be imposed from above
so long as some of us even do our best, in that way. To work intelligently for
the whole product cannot be "a disrepu- peace, every teacher must feel the in-
table episode.” In this, our universe, spiration of personal faith. It must be
there is no difference between great and
the work of love. To be a "Knight of
small. Telescope and microscope tell the the Holy Ghost," quoting Heine's
same story. Little things and great phrase, demands that the spirit be at
things, each play their part. The little
home within. There can be no holier
invisible animalcule has a structure just crusade than along the line of interna-
as complicated as the Constitution of tional peace. We have to stop killing
the United States, and maybe just as
if we are going to do anything else,
elaborately marked as the most beautiful for all worthy human activities rest on
flower, and as elaborately painted as the peace. In war everything stops; no
most beautiful lady.
forward movement goes on: 110 pro-
I wish first to speak of certain fea- gress is possible; a dull, dead uniform-
tures of education, what they are, and ity ensues which some mistake for na-
how they relate to democracy.
tional unity.
I was present at a dinner given in Once when I was young, as a col-
Paris eleven years ago in honor of a lege president, instead of an Emeritus
very notable woman, Mrs. Fanny Fern like a down-turned leaf of a coconut
Andrews of Boston, founder of the palm, I made an address on higher edu-
School Peace League. This dinner was cation, in which I referred to the
given by the leading teachers of Paris, American incongruity, that in the land
and presiding was Ferdinand Buisson, of democracy the university is estab-
a
184
FIRST EDUCATIONAL CONFERENCE
lished on an autocratic plan. With the test, a struggle between perfection and
president of the university rests the ini- perfectibility. Perfection means stag-
tiative of leadership and for the most nation, for the essence of education is
part he can successfully carry through growth. A perfect school, or a per-
whatever he may desire to achieve. fect state, or a perfect institution is
Germany is the most autocratic of all already petrified. A perfectible insti-
nations, the one where the people have tution, no matter how imperfect it may
least inlook in public affairs, while the be, if it is capable of going on, of be-
German University is wholly demo- ing improved, of winning and holding
cratic, the Rector having virtually no the interest of the people concerned,
powers not delegated by his fellows. citizens and pupils, is bound to meet
A report of this talk somehow reached the needs of society. It is vastly better
Berlin, and Professor Paulsen, one of to have the perennial strive to improve,
the most eminent philosophers that than at any stage to come to rest. In
Germany has produced, said to a friend other words, we want not standardiza-
of mine, then studying in the Univer- tion, but divergence. We want to have
sity: "Tell Dr. Jordan that I think he just as many kinds of people, if they
is mistaken, that there is no autocracy are good people, as possible, not have
in education so severe as that in Ger- them brought to one particular stan-
man universities, but it doesn't rest dard. This is my main criticism of
with the Rector, but with the minister British education, which aims through
of public instruction." The minister of examination to enforce standards, the
public instruction determines all that is standards of a favored few, on educa-
done, all appointments, the kind of men
tion at large.
chosen as teachers and the kind of men
A similar criticism applies to the re-
to be left out. From one end of the
quired course of study in the higher
system to the other, each detail is
institutions of America. Good work in
planned; not for the development of
any field involves as a rule, the element
the student but for the exaltation of the of volition. This must rest on the love
state. Its function was to check free-
of the work itself, or on some vision as
dom, turning its powers into other to whether the work is leading some-
channels. As the kindergarten tended where and what is its relation to fu-
toward freedom rather than standardiza- ture usefulness in life. The cut-and-
tion, it was early dropped from the dried courses of thirty years ago were
system.
like the ready-made clothes of the
Struggle Between Perfection and stores—they were cheaply made and
Perfectibility.
nobody feels any pride in them. The
In America, under our method, not
prescribed course of study in college,
to be called a system, for we have
as a rule, constitutes the acme of peda-.
many fragments of a system, each indi- gogic laziness. Outside of the profes-
vidual state has schools as good as it
sional courses it is not often that two
may demand or pay for, at times alter- students require the same kind of edu-
nating between one extreme and the cation. It is the individual who is to
other, as in Pennsylvania, but all the be educated, not a class. And the indi-
time going on each in its own way, the vidual in a democracy is not a mere
one saving grace being that it goes on
unit of the array.
Education requires
toward better things. The school prob- intellect, while standardization is main-
lem of the world is at bottom a con- ly a matter of machinery.
PAN-PACIFIC UNION
185
can
save
as
The Ruler Governs in His Own Interest The perfection of German organiza-
,
tion or Kulture was summed up in three
Some eight years ago Doubleday,
words, "Dienst, Ordnung, Kraft," per-
Page and Company, asked me when in
fection of service, of order, of power.
Europe to get up a book for them,
Service under mandates from above,
through interviewing leading men in
order through discipline enforced from
Europe. I was to find out what they
above, power through team work, never
thought of America, finally summing
self-directed. An education to be per-
up the series with an argument for
fect in this sense demanded the study
democracy and an explanation of its
of the same thing by all, for the same
ideals and workings. I entered on the
purpose, the affairs of the state, from
work with some enthusiasm, because I
which all dangerous doctrines should be
believe in democracy, not in all the
excluded, and the great national slogan
things that democracy may do, any
was, "strengtens verboten," which is,
more than I believe in all that a child
"keep off the grass,” raised to its high-
three years old may do, but I have
est terins.
faith in democracy as I have in the
A German professor, in answer to
future of that child.
Unless we
my questions, thanked God that Ger-
go back to tribal isolation, there is no
many had “no parliament government."
future in any government,
The Reichstag was in fact, as in name,
ruled by the people governed. Whoever a “Hall of Echoes.” It was the peren-
rules in any country operates in his
nial fear of the ruling class, that the
own interest. An autocracy, of what-
people would some time arise to break
ever sort, ruled by the wise, the rich,
up their system, which was the funda-
the privileged, is doomed to fail. It
mental cause of the war. Of this I
will be run in the ruler's interest, and
have not the slightest doubt. It was
in the long run privilege dominates
not the greed of the traders or the
over justice. A paternal government financiers which brought on the war.
such as that of Germany was, has as
It was the knowledge that the perfec-
its basis the effort to make conformable
tion of the nation was based on a sham,
the common people, that they may sooner or later to be exposed and ex-
regularly be sheared in the spring, thus
ploded. So far as I know every ag-
yielding to the privileged few a never- gressive war has had the fear of de-
failing harvest Even a government by mocracy as its primary motive.
the wisest and best comes at last to
Many Irregularities in America.
the same ends, the perpetuation of
privilege. It is, of course, not easy to
In America, try as we may for stand-
ardization and perfection, 'happy-go-
find out who the best minds are and
lucky conditions still endure.
men have at last agreed to assign di-
In the
"land of contracts" irregularities ob-
vine right to the oldest son of the
last failure the Lord has made. I have
tain, everywhere, and it is well that
heard professors in Germany talk flu-
they do, for they contribute to the wel-
ently and vigorously of divine right,
fare and effectiveness of the people, and
and then in the next breath deny the this lies at the heart of eclucation. In
existence of deity. The divine right of London, I had a talk once with two
the king is a denial of the existence of prominent British journalists, George
God. Divine right is merely a conven-
Perris and Robert Young. They had
ient phrase, without real meaning, a just come back from Lancashire, and
phrase of the agnostic or the atheist. were greatly impressed with the fact
186
FIRST EDUCATIONAL CONFERENCE
that they found so many of the coal counted on always to submit and men
miners widely intelligent, with clear that will not dare to rise up against
notions of right and wrong, of justice oppression. To keep the common
and injustice. My friends thought that people down in the interest of power
England should be proud to have such and privilege is the purpose of military
I
men among her common laborers.
drill in time of peace.
held a different opinion. To me it It has been said officially the three
seemed a shame that men of intelli- first duties of the German citizen are
gence, of better intellects than
than some
these :
prime ministers, should be compelled to “Soldat sein; steuer zahlen; mund
go through life rendering no higher halten" (Be a soldier, pay your taxes,
service to their country than that of keep your mouth shut.) They are not
shovelling coal. It was England's loss main functions in a free republic.
that she should let these men grow up
“Good soldiers" we may be, when a
without free schools and without ac- crisis demands, but we do not live with
cess to the essential elements of educa- that end in view.
tion, unable to put their talents to “Pay our taxes.” This we cannot
greater use than to work underground, avoid, and most of them in this and
competing thereby with a basket of
every other country go to the upkeep
coal and a bucket of water. There is of the army and navy.
none too much of talent or intellect in
"Keep your mouth shut.” It will be
any country, and what there is should
a sad day when American citizens dare
be cared for, as the most important of
not or cannot utter their opinions and
all products.
thought. “Mum's the word” with burg-
“Der Staat," the End of German System lars and tyrants, not with freeborn men.
The final end of the German system In like fashion the four "K's" were
is the exaltation of the State. “Der commended by the Kaiser as the whole
Staat” is not a state merely but the duty of women: "Kinder, Kochen,
one State on which all else depends, a Kirche and Kleider." (Children, cook-
gigantic entity that involves the whole ing, church and clothing.) Under this
of the nation as the heavens envelop system the church itself is a mere de-
the earth. It exists in a moral vacuum, vice for holding the people down.
high above the reach of its people. Democracy a Great Training School.
The state has its duties, paternal and I was told in Bulgaria, that in this
protective, toward the people, caring for region the church has nothing to do
them till they cannot care for them- with morals or religion. Where the
selves. As most or all of the people church joined the state, it becomes in
do not know how to govern them- greater or less degree a function of
selves, they must be directed. The politics. For this and other reasons
greatest man in Ireland, Sir Horace we wish our schools kept from its con-
Plunkett, once said to me that if any trol. To be separated from the church
people were incapable of governing is not to be divorced from religion. It
themselves, the only remedy is self- has been urged that democracy is the
government.
rule of the ignorant. It may be so at
The requirement of universal military times but never permanently, for a
service at the call of privilege is not Democracy is the great training school
for the sake of making good soldiers, in civics through which alone good
but bad citizens, men that be government may come.
There is no
can
PAN-PACIFIC UNION
187
no
one
can
other way, for suppression breeds in- Too long have histories concerned
justice. To say that all men are born themselves with the affairs of the rich,
free and equal is merely to say that learned and powerful. A great man
each is entitled to the right of fair will leave a great mark on all with
play. Nobody can assert that men are all with whom he comes in contact, and
born with equal ability. The inborn the aggregate of great influences con-
powers of each are borne down through stitutes the progress of history.
long generations, and no one can rise
Democracy Means Freedom.
above his potentialities of inheritance.
Democracy involves freedom; above
We have each gained a well-sifted and
all, freedom to know, for knowledge is
varied inheritance. We are each worth
truth and truth alone makes free. Free-
while and entitled to such measure of
dom of the mind is much more impor-
justice as we may attain. Not one of
tant than the freedom to speak or
us, in fact, ever had an ancestor SO
write or harangue from the soap box,
weak or so unfortunate as to have died
though all these are important, for all
in infancy. They had at least the
needless restraint is mischievous. This
energy to pull through. Selection is
freedom should have but one limit; one
always going on, always the fool-
should be free to do whatever he likes
killer is ever active and because the
fool-killer has not been unduly busy we
so long as his freedom does not inter-
fere with the freedom of others. The
are able to be here. (laughter.)
freedom to run saloons interferes with
Now democracy to be successful must the freedom of other people. This is
be intelligent. While
our justification for prohibition. We
change or modify in any degree his don't care what a man drinks so long
hereditary qualities, nor affect those of
as he limits its effects to himself, con-
the next generation in any degree, he suming as it were his own smoke, but
can bring about by education that
if he uses it to entrap our youth we
higher heredity which will shape future
have a word to say. The limit of indi-
civilization. Men of average ability vidual freedom is order, and righteous
may rise to a higher and higher place order must spring from within. No
through entering into the work of order worth the name can be enforced
action. I heard a proverb in Japan, from without.
that a dwarf on the giant's shoulders The final purpose of freedom and
can see the shallows of the river better order is found in justice. Justice in
than the giant can.
this higher sense is not a matter of
Whatever the blunders, stupidities
courts or penalties. By justice we
and crimes chargeable to democracy,
mean a condition of society in which
there is no other way out. Govern-
every child may make the most out of
ment of the people and for the people
life. In one of niy first addresses at
must be by the people, and the problem
Stanford University the Governor was
before us is to educate our
our rulers. pleased with a sentence which he asked
After all, the great fact of history is
me to put on the cover page of the
the forward movement of the people, Register.
“A
generous education
the masses finding themselves. It is
should be the birthright of every boy
not the record of kings, princes, capi- and girl in the Republic." A generous
talists or statesmen borne aloft on the education means, of course, one adapted
current, and modern histories, in so far to whatever the powers of the child
as they are modern, recognize this fact. may be; each within his own capacity
188
FIRST EDUCATIONAL CONFERENCE
You may
to make the best out of life. Each of many different kinds, and the end
should be taught those things he is in view is to make the most of every
capable of digesting and to each of us individual life. However great the task
then was attainable through education and little our contribution, we should
a higher possibility of happiness and realize the great end in view. Mean-
service than we have ever known. The while, this day is our day, the day in
school does not of itself educate any- which we work. No matter if it be a
body. It gives the opportunity for small effort on a minor planet, it is no
self-education, and the final result rests disreputable episode, for it has the
with the individual. This is especially greatest of purposes, and the noblest of
true of the university, where a boy may
results.
be exposed to educational influences,
I was asked to say something about
but unless there is in him some skill
another subject, a subject about which
to seize the advantages and opportuni-
I know very little. I may perhaps
ties he will not be educated. You can-
shed a little light on the darkness, by
not fasten a ten-thousand dollar educa-
a word on the races of men.
tion to a ten-cent boy
standardize a boy without educating
Races of Men.
him, marking each standardization with
The races of men are the result of
an appropriate degree.
what we sometimes call in biology,
On a train not long ago a man said
friction. It is zoological friction, the
this to me: "My father was a French-
influences of barriers of mountains and
man, my mother a German. What do
sea, of climate and food which separate
I care? Those old hates and jealousies
men into ever diverging groups. In-
are nothing to me. I am an American.
This is the land where hatred dies.”. I gives rise to race distinctions, to differ-
ability to meet and merge in the mass
have thought many times that the
ences in dialect and language, to all
greatest pride of our flag, of those who
differences in men, animals or plants
live under it, that ours is the flag
to which we give the name of races or
where hatred dies away.
species. With men as with other crea-
A German once told me of a visit to
tures, the tendency is toward expansion
France in his youth. In France he
Those who wander and
saw the conscript soldiers getting into
those who are left behind grow differ-
their cattle cars to go to their drills.
ent because there are so many obstacles
One of them on the platform reached
in the way of their getting together or
down and kissed his mother as he
returning to the places they originally
went away. The German said he was
started from so that, subject to new
a good deal appalled at that, because
conditons, they become more or less
he had been taught that all Frenchmen
different. Isolation through biological
were fiends at heart, devoid of human
friction is the initial phase of the origin
affection, fit only for war extermina-
of species. Human inventions have
tion. Here was one of them who kissed
made this, again, a world more and
his mother just as a German might or
more fluid.
Barriers of land or
any other man.
have been beaten down, and the scat-
Dangers of Standardization.
tered fragments of the human race
For the needs of democracy, schools are again brought together face to face
should not standardize too much; we with varying results. Many of these
should have teachers as well as scholars
are yet far from determined and here
of range.
sea
PAN-PACIFIC UNION
189
arise many of the most complex prob- tainly to have had a mixed origin, far
lems of statesmanship.
from homogeneous. The Japanese
islands were once inhabited by a race
The Beginnings.
of men, the Ainus, big bearded fellows
The races of men sprang undoubted-
allied to the people of the south of
ly from one original stock somewhere
Russia. These people, of whom some
in Asia ; we cannot restore that original 20,000 are left in the northern island,
stock very well, but we know that in
are the aboriginies of Japan, cared for
the early times they must have formed
or neglected in much the same way as
an almost continuous series from the
we Americans treat our Indians.
nomadic or wandering apes. . They
No Universal Nation.
were never monkeys, for the creatures
we call by that' name have diverged as
In all the world there is not a single
far from the parent stem as we have race without its branches or variations,
and they are not traveling at all in our and not a single nation really universal.
direction.
The isolation of centuries is the cause
Now the earliest bones of man are of their separation and the movements
those of the Java creature, Pithecan- of civilized man bring them into blend.
thropus erectus, a dull and quick tem- Whether we will or not, steam and
pered fellow with a weak intellect, a
electricity are converting the world into
small brain. Remains more and more
one huge melting pot, and the separa-
human have been found in different tion of 'races and nations is only a
places in Europe and in time a division temporary phase in the history of hu-
into races becomes indicated. Each manity.
isolated group is forced by selection
There are about as many people in
to fit itself to its environment, and the
China or India as in all Europe, and in
results of differentiation have been pre-
each case these are about as subdivided
served and accentuated through natural
as the people in Europe are. Sone of
barriers .of sea and mountains, which
those who came from the north of
kept races apart. And extremes of Europe claim to be superior to other
differentiation have set apart
sonie
Others deny with equal vigor
forms as if they were different species
that any superiority exists in race. It
of man. The group that went to
is with the individual that superiority
Africa is more sharply set off than the
exists. It is claimed that the schools
other groups in Asia and Europe. of Honolulu show that the best in each
Those that lived in hot countries seem
race are about equal in capacity. One
to have got along better with the dark
of the greatest scientific men of our
pigment in the skin, because it is be- day and one of the finest characters I
lieved that too much sunburn irritates
have ever known was Dr. Kakichi Mit-
the nerves and the dark colors absorb sukuri, dean of the college of science
the light. Thus it came about that the
in the Imperial University of Tokyo.
ancestors of people in the tropics in
We should all seek to look upon man
general had black hair, and dark pig- simply as a man without reference to
mented skin. The Chinese race is the race
or nationality to which he
somewhat further from the European may belong.
than the Hindu, and the Japanese are It is true that every race is made up
mixed with the Chinese rather than of minor strains and the preservation
related to them. Nobody knows where of the best of these is vitally important.
the Japanese came from, and it is cer- Personal heredity counts more than
races.
190
FIRST EDUCATIONAL CONFERENCE
race heredity and racial traits are in oped a high civilization, a civilization
fact the aggregate of individual ones. which will endure. Biological friction
stands at the bottom of all differences.
A Family Record.
The civilization of Japan was largely
Lately I looked over the record of developed during the years when Japan
an ancestor of mine, a Puritan pioneer was shut off almost entirely from the
typical of thousands who followed rest of the world. There were good
from England the landing of the May- reasons no doubt for shutting out
lower, Deacon Cornelius Waldo and foreign elements at one time, leaving
Ann Cogswell, his wife. Waldo came to the Dutch alone the right of access
over to Boston from Wiltshire in Eng- to the country.
land in about 1740. Of this worthy
A country which ceases to be cosmo-
pair there were in 1905 17,000 descend- politan becomes provincial, the two
ants, now scattered about America in
words indicating simply the relation of
16,000 different towns, and I remember
the people to world currents of action
under 500 different family names. or of lieredity. A cosmopolitan country
A similar record might be made of is one in which the people move back
thousands of the Puritan fathers, and the and forth, thus acquiring familiarity
conjunction of their hereditary traits with usages of other nations. It is not
have given the backbone of the char- that one set of customs is better than
acter of the American people, the blood another, but sets of customs differ just
of free men and women flows in our in proportion to the amount of biologi-
veins, and this is the chief guarantee cal friction met in going from one coun-
of our continued liberty. Alongside of try to another.
Those barriers sepa-
this New England strain was that of rate nations and races and determine
their Virginia cousins, like in blood, what racial qualities will be. And
somewhat different in environment; the these racial traits are of two types, the
one devoted to free religion, the right one hereditary, firmly fixed, "bred in
to worship God, the other to free com- the bone” as it were, and the other the
munities, the rights of the state as results of education, fuctuating with
against the centralized nation.
individual experience. The Australian
The Nordic Race Created Civilization.
Blacks are the lowest of all races of
men, though related to the white races,
There is one thing that might be
not to the Negroes nor to the Chinese.
said in defense of the superiority of
Yet in Adelaide a short time ago, I met
the white Nordic race and that is that
a full-blooded Black, David Aunpon,
he has unaided built up his own civili-
an educated mechanical engineer, en-
zation. If it be true that the white
gaged on a problem of conservation of
race had much better opportunities for
education than any other, he has won
energy. We will find in all races that
there are individual men representing
them for himself. We can only ask
individual strains of a high type. I
this question: Who gave those oppor-
tunities ? History has been one long
have seen a few kings in my day, but
path of blood, races have struggled the one among them for whom I held
along, fighting one another, killing off most respect was Uataafa, King of
the very best of their own and of
Samoa, because he was every inch a
others, delaying the normal progress of
evolution on every quarter.
Yet, in The races of men have spread out
spite of all, certain races have devel- like the branches of a tree! They
man.
PAN-PACIFIC UNION
191
in war.
become differentiated simply because that engage in it. No nation ever
individuals could not move back to underwent racial decline save through
where they started from, and mean- one or all of three causes, emigration of
while these races, long separated, come the best strains, immigration of inferior
together again, and no one can fore- peoples, and the killing of the strong
tell the final adjustment, or rather no
Of this matter I have spoken
adjustment that any nation or race may in many countries, using as my favorite
make can ever be final. In the problem text these words of Franklin: "War
of mixed races, no one can dogmatize is not paid for in war-time; the bill
The best of either is better than the comes later." (Applause.)
average of either, and when best mates BARON KANDA:
:
Before Dr. Jordan
with best the result is superior. When leaves us, nothing, I think, is more ap-
worst mates with worst the result is propriate than to express our sincere
what would be expected. It is an Arab thanks for having had him guide our
saying: "Father a weed; mother a deliberations during these warm days,
weed; do you expect the daughter to and I think I am expressing and voicing
be a saffron-root?” There is no truth
your sentiments. The success of the
in the generalization that a mixed race Conference is in no small degree due
has the faults of both parents and the to his guidance of our deliberations.
virtues of neither. It is simply a ques- (Applause, all members standing.)
tion of actual parentage.
Dr. JORDAN: As I shall not be here
again during this session, I would like
Effect of Education on Racial
to turn the Chair over to Dr. Ernest C.
Differences.
Moore, asking him to act in my place
Education changes the appearance for the rest of the session. (Applause.)
and efficiency of men and women; it
does not touch their hereditry traits EDUCATION AND DEMOCRACY IN
save to expand their expression. There
CHINA.
are young Japanese growing up in Cali-
DR. SIDNEY K. Wer.
fornia not
to be distinguished by
thought or speech from other native
The question has often been put to
Their general features are fixed
me as to what progress China has made
by heredity, their assimilation is a
in education and government that will
matter of education. All races may be
contribute to world peace. I take it
assimilated to the degree that their
that one of the essential conditions of
individuals are capable of. In this re-
peace is the development of free and
gard the races of Europe are in no wise
democratic nationalities; accordingly,
more easily adjusted to our ways than
the question just mentioned is not out
the native-born Japanese.
of place.
That education is fundamental to na-
War Kills Off Best Strains.
tional welfare is too well known a fact
One word more. We cannot lay too
to be reiterated. The old education in
much stress on the fact that the long China, though it possessed certain mer-
cost of war, that which counts in the its, was formal and classical, being a
final analysis of its effects, is the killing process of learning the language and
off the best strains of whatever races the classics. It was an acquisition of
are engaged in it. War weeds out the the knowledge and experience of the
weaklings, leaving them to breed. War past rather than to obtain a broad
is a species of suicide for the races knowledge of life for controlling the
sons.
192
FIRST EDUCATIONAL CONFERENCE
present and future possibilities of ex- institutions were not included in the
perience. The change of the old sys- calculation. It is also gratifying to
tem of education 110m formal learning note that in some parts of Shansi, Ki-
to the growth of the system of com- angsu, and Kwangtung the number of
petitive examination, followed by its children in schools reaches as high as
modification and abolition, and finally 90 to 95 per cent in spite of the fact
succeeded by the establishment of mod- that compulsory education is a recent
ern schools during the later part of the movement. .
Manchu dynasty, was an indication of
Democratizing Education
the fact that education was gradually
being adopted to social and national Among the things that China has
needs.
done in democratizing her education we
should mention the reforms in language.
The Manchu dynasty defined the aim
The adoption of the new phonetic sys-
of the imperial system of education to
tem was an important step taken in
be the inculcation of loyalty to the
simplifying the learning of the language.
Emperor, reverence for Confucius, de-
The proposal of writing in the style of
votion to public welfare, admiration of
the spoken mandarin has greatly facili-
the martial spirit, and respect for in-
tated the learning of how to write,
dustrial pursuits. When Dr. Tsai Yuan-
whereas learning to write the literary
p'ei became the minister of education
language in the old days was a cumber-
immediately after the establishment of
some affair. Thus the adoption of the
the Republic, he declared that the aim
of education should be "the develop- vernacular language as the proper means
phonetic system and the use of the
ment of moral character, supplemented
of expression are the tools for demo-
by military and industrial training, and
cratizing learning. Education can be-
rounded out by esthetic education.” Ac-
come the possession of many instead of
cording to his conception moral educa-
being the privilege of a few.
tion should instill in the mind of the
We may remark in passing that the
young a right knowledge of liberty, impartation of learning to the common
equality, and fraternity. It was sug-
people often marked significant periods
gested later by the council of education-
of intellectual and moral awakening in
al investigation that the aim of educa-
history. The golden age of Greek cul-
tion as defined by Dr. Tsai should be
ture was ushered in by the spohists
made more specific by adding the state-
who rendered a valuable service in
ment that education should be for the
making the Greek people acquainted
development of wholesome personality
with their own civilization. The Re-
and the diffusion of the democratic
naissance in Europe was preceded by
spirit. That shows how China has been
the effort to abolish Latin as the aristo-
moving in the direction of democratic
education.
cratic language of a few. The language
reforms in China can be similarly view-
It is significant to note that in 1910
ed as marking an important epoch in
there were 52,650 schools, but the num- Chinese history.
ber had been doubled in eight years
Chinese Political History
as it is shown by the statistics of 1918
that we had 134,000 modern schools. Turning to the consideration of the
The number of students had been also
progress in government, one must bear
increased by three-fourths. This means in mind some special features of Chi-
that the private schools and missionary nese political history. The Revolution
PAN-PACIFIC UNION
193
in 1911 was not a sudden convulsion. Chinese people had been yearning for
It was one of the many revolutions that a constitutional government as mani
we frequently had in history whenever fested in various political movements.
the government proved to be inefficient The revolution of 1911 which was pre-
and unworthy of loyal support. Here ceded by many outbreaks and which
it is important to note that the Chinese was carefully planned by the revolu-
believe in the right of revolution as the tionists represented the wish and effort
fundamental requisite of good govern- of the people to establish a liberal and
ment.
efficient government.
Furthermore, the Chinese believe in
The recent political history in China
the supremacy of the people. Although calls for sympathetic understanding. In
the authority of the government is to order to apprehend its significance, one
be revered, it implies that the govern- must have an accurate knowledge about
ment must act according to the will of the march of events in recent years.
heaven which, in turn, is interpreted as The success of the revolution did not
the will of the people. The statement afford the revolutionists much of an
that heaven' sees as the people see and opportunity to carry out their program
heaven hears as the people hear bears as they had to yield to the conservative
testimony. When Mencious was asked party under the leadership of Yuan
as to who was the most important ele- Shih-kai who met his fate when he at-
ment in the state, he replied by saying tempted to make himself Emperor. His
that the least important of all is the downfall was significant, because it in-
king, next was the state, the most im- dicated that the democratic leaders with
portant of all was the people. He fur- the support of public opinion compelled
ther stated that it was not a crime to him to give up his dreamed empire in
kill a bad monarch.
spite of his strength. The important
Finally, it should be borne in mind point is that it was moral force rather
that the Chinese have been enjoying a than military supremacy which decided
large measure of self-government. They the issue. The later attempt to restore
believe in laises-faire, maintaining that the Manchu monarchy failed again for
the best government is the least gov-
similar reasons.
What recent events
erned. Consequently, the individuals show furnishes a weighty reason for
and the communities have been left believing that China will not return to
comparatively free to manage their own
a monarchical form of government.
affairs. It is a valuable experience in
Success of Democracy
self-government.
The present political situation also
Historical Background for Democracy gives evidence of the success of demo-
What has been said points to one
cracy. We see that the militarists are
conclusion, namely, China has a his- rapidly losing their influence while the
torical background for democracy. The democratic forces consolidating
establishment of the Republic ten years
themselves, becoming more and more
ago was, therefore, not an accident. It formidable. There cannot be any doubt
should be considered as a natural polit- that the reactionary and military party
ical development as China was influ- with the support of a foreign clique
enced, on the one hand, by her own will strive to assert itself; but we are
traditions and, on the other, by West- confident that it is doomed to fail, for
ern ideals of democracy. During the what moral force and public opinion
later part of the Manchu dynasty the have accomplished in the past gives as-
are
194
FIRST EDUCATIONAL CONFERENCE
surance that a larger measure of success ter in Indian villages. To that place
will be attained in the future.
they congregated evenings to discuss
I have endeavored to show in this local problems, and to give out the news
brief exposition what progress China from other villages and in that process
has made in education and democracy. of discussion principles of action
It is essential to bear in mind that one emerged without anybody working for
of the indispensable conditions of peace or against a particular plan. By an
is the development of free and demo- interchange of views they come to know
cratic nationalities. China is the center the direction in which the village as a
of the Far Eastern problems. Every whole should move, so that it has hap-
good wisher of China and every advo- pened that every action necessary for
cate of world peace should therefore, the village as a whole to take with re-
realize that the growth of democracy gard to the entertainment of guests, the
and the development of education in preventing of thievery and plundering,
China must be hastened and unhampered etc., have always come within the pur-
in order that peace in the Far East may view of this religious community as a
be permanently secured. (Applause.) whole, and action in regard to each
has always proceeded without hitch or
VILLAGE REPUBLICS IN INDIA. quarrel. This primitive organization
has always existed in village communi-
DR. K. KANNAN
ties, as testified to by investigators like
The principles which Dr. Jackson ad- Sir Henry Manie, Lord Metcalf and
vocates have been brought home to you others, and it seems to me we may well
with such eloquence and force that I take a lesson from them.
do not feel that any words are neces- I take it, that the principle which
sary from me, except to commend thein
Dr. Jackson advocates is the principle
to your acceptance.
I endorse every
that goes back to the past and seeks
word that he has said.
to revive the resemblances established in
Coming, as I do, from a civilization
a community. I believe in the prin-
which has always exalted the principle ciples he advocates, carried out in the
of duty before the principle of right, spirit which he urges. To the degree
much to its own disadvantage, much to
that we shall understand more—to have
the ruin of the country as a whole from
more brotherly love and brotherly fel-
a material standpoint, I should like
lowship, to that degree we shall move
nevertheless to refer with some pride to
forward, eliminating those causes which
the institutions which have made the
expression of that ideal possible, namely,
are making for war. Therefore I think
the community organizations described that the scheme that Dr. Jackson has
outlined is admirable.
by him under the name of Village Re-
I hope it will
publics.
have the approval and hearty support of
Under that organization all the men
the members of this Union, and that we
of the village who owned plows were
shall be able to support the idea em-
considered equal, and discussed village bodied in that scheme further and fur-
affairs on a footing of perfect equality. ther until we shall have spread those
They always met evenings in a place principles far and wide.
I give my
called the chavadi, a small building at Hearty approval to the principles which
the head of the street, a little way from he has placed before the audience. (Ap-
the temple, which is usually at the cen- plause.)
PAN-PACIFIC UNION
195
1
9. THE RELATION OF RELIGION AND EDUCATION
RELIGION AND EDUCATION. True education expressing itself in
Rev. KEI YUEN TSE.
this twofold way affects and exalts four
The purpose of education in the light phases of man's nature, namely, moral,
of modern analysis is twofold: cultural intellectual, physical and social. None
and scientific. The result of the devel-
of these phases should be over empha-
sized. No one of them should be de-
opment of scientific methods has been
far-reaching. Science has unfolded be-
veloped at the expense of the others.
fore men the wonderful mysteries of
The moral and social need development
life and turned their secrets into the
as well as the physical and intellectual.
The purpose of education is to develop
most practical cultures in the all-ab-
sorbing work of earning their daily
the right relationship between these
four sides of a man's nature. When
bread. The cultural purpose of educa-
tion have not always been so evident
this right relationship is established, a
in material results. They have always
man ceases to be a mere animal and
chosen to deal with values "not seen
becomes spirit and his education is a
with the eyes.” They seek to place
spiritual achievement.
the proper valuation upon the soul of True education is functionally related
a man and to develop that spirit which to social activities. It is a treasure
makes man the highest in the realm of which, when obtained, is not locked up
living things.
in a strong vault. It is a spirit of
Culture and Science Must Be
life whose value is best known when
Co-ordinated.
it is applied to human relationships.
The combination of these
We have passed the stage when the
two
branches of education is vital to the
hermit living in the fastnesses of the
lives of people. True education will
mountains or the wilderness is the ex-
achieve its purpose when it has been
ample of the best educated man. We
directed to the co-ordination of them.
are glad to enter upon the era which is
It is conceivable that a man might be calling for the nations to undertake
able to spend his whole time upon the
the almost super-human task of edu-
scientific phases of life and contribute cating everybody. The reason for this
wonderful things to the progress of the insistance is that education is a thing
world's civilization. It is further con-
which will vitally affect society.
ceivable that a man might follow the It is obviously true that the philos-
cultural side of education and enrich ophy back of education will help to
the literature and the fine arts of the determine the direction which it takes
world. But it is inconceivable that the and the emphasis it puts upon life.
people as a whole who have a right to The philosophy of Confucius directly
education will reach the normal heights affected the educators of the days gone
of development by such a one-sided em- by. Some philosopher will affect edu-
phasis. A well-educated man is the cation in the days to come. Back of
one who respects and applies modern that philosophy there has usually been
scientific methods. He also follows a spiritual religion. Therefore the re-
the gleam of culture and seeks to ligion which affects philosophy that in
interpret the things written upon life's its turn influences educational relation-
horizons.
ships is vitally important in determin-
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FIRST EDUCATIONAL CONFERENCE
them up
do ye
ing a nation's destiny. I have spoken culcated its ideals of service and hunian
of the various functions of the life of brotherhood, China
China took them
mankind, which education must influ- quickly for she knew that they are the
ence and affect and develop. Certain basic principles of peace. The people
religions such as Confucianism affect who live around the Pacific Ocean
one or more of these functions. They know that the best progress in civiliza-
however contribute to the over-empha- tion is made where Christianity is be-
sis and over-development of man's life ing accepted.
through the neglect of others that are
The Spirit of Hawaii.
equally important.
It is significant that this first educa-
The Contribution of Christianity. tional conference is being held in the
Hawaiian Islands.
Christianity offers a well balanced
We have just fin-
ished the commemoration of the first
program. It inculcates the doctrine of
a sane mind in a sound body. It exalts
hundred years of Christian missionary
effort. In the observance of this oc-
high moral character. Furthermore, we
in China have come to know that it
casion the great forces of trade and
has an important social function. Its
learning joined hands with the religious
founder gave his life in an effort to
forces in acknowledgment of the fact
eliminate class distinctions and to estab-
that Christianity has enabled our citi-
lish right social relations between man
zenship to make this remarkable pro-
and man. He summed it up in the
gress. Under the influence of a Chris-
golden rule which says, “As ye would
tian ethics and a Christian philosophy
that man should do unto you
of life the people of many lands have
even so to them." Probably the near-
lived here at peace with each other and
est approach to this rule of conduct is
have united in the suppression of evil
attributed
and the exaltation of righteousness.
to Confucius. Let it be
noted, however, that whereas Jesus
The motto of Hawaii says, “The life
makes it a rule of conduct and expects
of the land is established in righteous-
his followers to observe it, Confucius
ness." This is more than a trite say-
confesses it to be Utopian and says
ing. It is part of the spirit of Hawaii
that man is not likely to attain it in
and becomes the spirit of her newest
this world. My conclusion from this
as well as her oldest citizens.
comparison is therefore that in the de-
Education solicits the help and co-
velopment of the
operation of the most effective religion.
true educational
standards, the religion which
The most effective religion is the one
most
vitally affects the whole of life is the
which affects most widely the relation-
religion which should be cultivated.
ship of man and man and man and
Christianity has proved itself to be
God. Based entirely upon the evidence,
the friend and promoter of education in
I desire to submit that Christianity has
all parts of the world. The Christian proven itself worthy along these lines
in China as well as in the rest of the
religion and true education speak the
world.
same language. They deal with the
same relationships and when they go
Religions in China.
hand in hand the effect of their infiu- The history of our country shows
ence upon the nation becomes evident that China has today at least four re-
to the most material minded, as well ligions. They are Confucianism, Tao-
the most spiritually minded ob- ism, Buddhism and Christianity. Two
servers.
In fact, when Christianity in- of these namely, Confucianism and Tao-
as
PAN-PACIFIC UNION
197
ism hardly deserve the distinction of upon these things from the point of
religion but they have widely affected view of their effect upon conduct, not
the lives of the people. We think first as acts of worship, and as a result,
of all of the great Confucius whose Confucianism has failed to prevent the
philosophy has been for 2500 years the development of class distinctions, super-
guiding principle of the life of the stitions, and jealousies which arise un-
Chinese people. He sifted out the facts less a people are dominated by a bigger
of Chinese history from the mass of spiritual idea.
myth and vague tradition. He pleaded It is interesting to note in this con-
for truth, industry, justice, moderation nection that the two great
two great so-called
and public duty. He set up a school "religions" of China were founded by
of thought of his own, the essence of men who were contemporaries, Con-
which seems to have been “how to get fucius, founder of Confucianism, and
through life like a courteous gentle- Lao-Tsze founder of Taoism, and that
man .” He died at the age of 73 leaving neither of them gave to China a real
behind him a number of valuable works religion.
and in addition a group of inspired In the year 67 A. D. the Emperor
followers who were able to perpetuate Ming Ti sent out an embassy to look
his teachings. It is said that during for a religion. Evidently he was con-
his life time he visited Lao-Tsze the scious of the insufficiency of the re-
founder of the Taoist religion, who ligions then in China. These envoys
was at that time keeper of archives at made their search and returned bring-
the Imperial Court in Honan province. ing with them from India two Buddhist
Lao-Tsze was a celebrated mystic and monks with their books, their pictures
became the founder of Taoism. His and their customs. The emperor offi-
somewhat incomprehensible philosophy cially introduced Buddhism at this time
was then the religion of the better edu- and erected a celebrated temple called
cated classes. The uneducated people "The White Horse Temple,” to com-
were then, as now, largely animists and memorate the occasion. It has been
nature worshippers. The aim on the frequently restored and is preserved to
part of Confucius in making his visit the present time.
was to
better balance of
The introduction of Buddhism has
thought. He came away unconvinced had a certain effect upon China and
by the famous mystic and developed
has been able to root itself in the lives
independently a school of thought
of thought of the people.
which has been more influential than The Introduction of Christianity.
any other philosophy in China.
The most significant event that has
I have designated it as a philosophy taken place in China has been the intro-
rather than a religion, for such it is. duction of Christianity. Roman Catho-
Its ethics when translated into conduct lic missionaries first entered the king-
produces good citizens. It lacks the dom in the eighth or ninth centuries.
compelling force which characterizes The real business of presenting Chris-
a spiritual religion. Confucianism puts tianity to the Chinese began in the 19th
emphasis upon self-sacrifice, ceremon- century. Christian missionaries from
ialism, honor and worship of heaven of various lands began to tell the story of
earth, trees, mountains and rivers and a Jesus whose ethics were more defi-
gives the impression of emphasizing nitely practical than those of Confucius.
religion thereby. But stress is laid with which they had much in common,
secure
a
198
FIRST EDUCATIONAL CONFERENCE
រ )
more
and whose spiritual ideals met a long society has been turned in the direction
felt want that had not been supplied of the development of good and the
when the emperor's envoys returned retardation of evil. Underlying all of
from a search for the light in the first the movements in behalf of a
century A. D. These missionaries progressive and enlightened nation we
worked along several lines but espe- find the fact of Christian education..
cially in educational activities and medi-
Christian Schools.
cal missions. Our people found that
what Confucius desired but designated
In the development of high ideals
as impossible, Christ desired and made for society we have found that some
the rule of life for his followers. When people are afraid to do evil because
they found it impossible. He supplied they fear the law which will punish
them for so doing. Hence they are in-
the power to achieve. Those who fol-
clined to do good.
lowed His teachings were able to de-
Some people do
velop the four-fold program of educa- good for popularity's sake, and some
tion, namely, physical, moral, intellec-
because of a variety of other reasons.
tual and social. Not only so, but they These classes do not really form re-
were able to maintain the proper pro-
liable citizens for a city or a nation.
portionate balance between these four They have not had a proper emphasis
qualities thus making the highest man-
placed upon the spiritual elements that
hood possible.
enter into their education. They may
Since Christianity began to operate
appear to be cultured, but based upon
a test of real values they are ignorant.
in China not more than one hundred
The past hundred years has been a
years ago, it has been a powerful force
period marked by the establishment of
in bringing about social reforms.
a system of religious education by
In addition to this purging of the
Christian people in China. In this the
national life, Christianity has been in- missionaries led the way. Recently
fluential in the reorganization of the
some of our own wealthy men have fol-
educational system of the nation, in
lowed their example, and this system
the establishment of montheism, and
of education has endeavored to offer
in the inculcation of the message of to all classes of society both male and
peace and good will among men which
female the opportunity to achieve the
is so evidently the keynote of this con-
highest of which they are humanly
ference and which is so distinctively capable. Christian education has re-
the contribution of Jesus the Prince
vealed the girls and women of China
of Peace to the world.
an asset and not a liability. The
Under the benign influence and lead- True Light Seminary, a school for
ership of Christian missionaries and girls, was established fifty-three years
their converts in China there is grow- ago and has been maintained
ing up a system of hospitals and the since. Its graduates now number thou-
consequent emphasis upon individual
sands and the effect upon the human
and community sanitation which has life and the social life of China is more
done untold wonders in the prolonga- and more apparent. The Canton Chris-
tion of human lives and the prophylaxis tian College is an outgrowth of mis-
which determines the health of a nation. sionary effort and has become a very
Stricter emphasis is being placed important fact in the life of southern
upon civic as well as individual right- China. Other schools that may be
eousness and reliability. The aim of
The aim of mentioned are St. John's University in
as
ever
.
PAN-PACIFIC UNION
199
Shanghai; Wuchang Union University our land. With the fund our govern-
and Wesley College in Wichang; Uni- ment founded a college called the Tring
versity Medical School in Canton; Foo- Hua College for the education of the
chow College in Foochow; St. Ste- youth and has set aside the funds to
phen's College, Hongkong; Union Col- enable the graduates to pursue further
lege, Hangchow; Nanking Nniversity; education in the land whose idealism
Union Medical School at Hankow; Yale made the college possible.
College in China, Changsha; Peking
How Christianity Can Aid China.
University and the North China Edu-
cational Union, Peking; and the Shan-
My conclusion is that Christianity
can aid education in two principal ways.
tung Christian University, Shantung.
First, as a socializing process the evan-
Recently there has been a movement
gelization of our citizens
citizens with the
on the part of our Chinese Christian
Gospel of Jesus will let in the light and
leaders to carry on the education of
arouse latent ambitions for achieve-
the youth in many places and we find
ment. Thus it is a great process of
boards of trustees and faculty composed social education. Secondly, the support
largely of Chinese men who give of
of a system of Christian education will
their wealth and their services to the
make a unique and valuable contribu-
development of the ideals of Christian
tion to education which the government
education and the practical application schools are unable to make. Christian
of these ideals in training the youth
education is a broadening influence. It
of our people. Of the significant and
is not adapted to selfish national ends.
inspired evidence of this is the gift It calls men to enter upon a program of
of Mr. Chan Ka Koung, a patriotic world citizenship.
Its prayer to the
Chinese Christian living in the East
Father of us all is “Thy Kingdom
Indies, who donated $4,000,000 for the
come, Thy will be done on earth as it
establishment of the Amoy University. is in Heaven." In order to reach the
This gift is in addition to his annual goal of an educated citizenship and at
contribution for the maintenance of the
the same time to avoid some of the
institution. The University opened its pitfalls into which both Oriental and
doors this year and gave promise of Occidental are liable to fall, China
great service to China. The gift of
needs and will obtain not only modern
Mr. Chan is so magnificent and so ob-
educational systems, but also the higher
viously the evidence of his estimate of
type of idealism. This we expect con-
the value of education, that we are in-
fidently to find in the religion of Jesus
spired by his example. However, there
who “grew in wisdom and stature and
are many others who do not possess in favor with God and man.'
the wealth of this gentleman, but whose
service in behalf of education indicates
the same loyal devotion.
MISSIONARY EDUCATION
I think China best understood the
Rev. T. H. HADEN.
ideals of Christian civilization when I want to thank the committee for
she received a refund from the Boxer giving me a chance this morning to
indemnity paid by China to the United say a word for missionary education.
States of America as a result of the I happen to be the only missionary who
uprising in 1900. The Christian states- is a member of this conference.
manship which inspired the U. S. Gov- delegated by the Kwansei Gakuin, an
ernment to refund this money thrilled international school for young men.
It
I am
200
FIRST EDUCATIONAL CONFERENCE
is international in the sense that it is a ness of the Christian schools and col-
British-American-Japanese institution leges of Japan is not narrow proselyt-
for Japanese young men, and for any ism. We should like for every girl
Chinese or Korean students who want and boy in our Christian schools to
to enter and that we are willing to re- become Christian, for the simple reason
ceive.
that we think the Christian represents
Perhaps the greatest peace agency in the very highest form of fullness of
the world is the missionary. As I said life. We do not expect all Japanese
the other day, there are more than a to agree with us in this, but that is
thousand Protestant missionaries in what we believe. But we do not bring
Japan alone. They are all good citizens any undue pressure to bear on, for
of the countries from which they came, instance, the students of Kwansei Ga-
but they are all firm friends of Japan, kuin, to become Christians. We do,
and one of their deepest desires is that however, give them the opportunity to
there be a firm friendship between
between get a high school and college educa-
Japan and the United States, between tion while they are breathing a Chris-
Japan and China, and between Japan tian atmosphere. We want these young
and the rest of the world.
men and boys, while they are in the
plastic and formative stage, to get edu-
Work of Missionary Educators.
cation under Christian conditions. We
I doubt whether any agency in China believe that will promote most effec-
has been so influential in producing tively and fully real life. That is
modern China, with all of its defects, what we want, nothing more, nothing
but with all of its almost infinite possi- less.
bilities, as the missionary school and
college in China. The missionary edu-
Product of Missionary Schools.
cators have peacefully and quietly pene-
We
are turning out from these
trated the mind and heart of Chinese schools a certain type of leadership that
youth, and are turning out from the we do not think is turned out from the
mission schools a leadership, having a state system of schools. We do not
mind and a conscience, and I trust, to think it is enough to turn out preachers
a certain extent at least, well-coordi- alone. We want to turn out men who
nated. That is the plea of Dr. Bade, will go out into the various walks of
a coordinated mind and heart applierl life and be a leaven there. The numbers
to religion and to life. Nothing else are comparatively insignificant, but
is really of a practical and thorough- when a Christian man representing real
going kind. In Japan the missionary Christianity, not in any narrow, small
school is insignificant in numbers and sectarian sense, is, for instance, at the
in the number of students, as compared head of a great factory, that man will
with those of the great state systems of certainly look after the moral and
education in Japan. I wish that Pro- physical welfare of the employees in
fessor Nagaya had had the time the that factory, and then other factory
other day to read in full his report on
heads will see what he does, and if it is
the state schools of Japan, because really better than what they have, they
most of the leaders of Japan are being will say, "we want this too." What
produced in the state schools.
we are after in the Christian schools in
But there is another kind of leader the countries around the Pacific Ocean
coming out of the Christian schools of
is a leadership that is worthy in the
Japan. And let me say that the busi- highest and fullest sense of the word
PAN-PACIFIC UNION
201
to lead that shall be well-equipped in- their custom, nay, with their freehold:
tellectually, up-to-date in its thinking, and though they find no content in that
and that shall put a conscience into all which they have, yet they cannot abide
that it does.
to hear of altering.' This inherited con-
The great mission boards in the servatism of the human mind with re-
United States, Canada and Great Bri-
spect to religious things has not failed
tain, and to some extent those in other of its effect during the past half cen-
countries, are making education one tury. Side by side with the varied new
of the main features of their work in intellectual furnishings of our time the
the countries around the Pacific Ocean. popular religious mind has kept the heir-
It is for the purpose of turning out a looms of traditionalism and of a false
leadership that shall be worthy in supernaturalism. These two sets of ideas
every sense to lead. (Applause.) have as much in common as oil and
water. Some feel the incompatibility so
COORDINATION OF RELIGIOUS strongly that they are inclined to think
WITH GENERAL EDUCATION. the very existence of current religious
WILLIAM FREDERIC BADE.
institutions depends on whether or not
It is a peculiar situation that today they will get themselves adjusted to the
confronts the man who is called upon
new intellectual order. Never before has
to gear the unsectarian essentials of
an adjustment so radical · been called
for, hence there is no analogy of pre-
Christianity into the educational machin-
ery of our time. Within the compass of
vious experience for this new chapter in
a human lifetime there has been a great
the history of the human spirit.
intellectual house-cleaning and refurnish- Let me not be understood as seeing
ment. Practically the entire scientific cause for disheartenment in the conser-
furniture of the educated human mind vatism that opposes itself to the critical
had to be partly rearranged, partly re-
study of the Bible. One of the greatest
placed. The process has been attended factors of social stability is the slow-
with all the distress which is proverbially ness, even active hostility with which
associated with house-celaning. The human societies receive all new ideas.
publication of the Authorized Version A growing age can
never be one of
in 1611 was nothing compared with the unanimity of opinion. Life is growth,
magnitude of this upheaval. Yet the and growth is disturbance. It is the
translators in the preface of that splen- living who differ, the dead who agree.
.
did version feel moved to ask 'Was
But now we have to deal with differ-
there ever anything projected that sav- ences that are no longer phenomena of
ored any way of newness or renewing normal growth. In their effects they are
but the same endured many a storm of more comparable to a mutiny on ship-
gainsaying or opposition?
Who- board over the sailing directions. They
soever attempteth anything for the public are of the kind that arise between a
(specially if it pertain to religion, and scholarship devoted to factual apprecia-
to the opening and clearing of the Word tion of past epochs of spiritual develop-
of God) the same setteth himself upon a ment and a religious propagandism de-
stage to be glouted upon by every evil
voted to their reproduction and perpet-
eye; yea, he casteth himself headlong uation. The fault may lie on both sides.
upon pikes to be gored by every sharp but the result is lamentable.
tongue. For he that meddleth with As matters now are we are forced to
men's religion in any part meddleth with witness the extraordinary anomaly of
202
FIRST EDUCATIONAL CONFERENCE
a
one view of the 0. T. Scriptures being Göts-After dinner.
taught in the seminaries, colleges, and
Carl—I know something else!
Göts-What is it?
universities; and quite another being Carl-Yaxthausen is a village and castle on
presented in the Sunday-schools and the Jaxt, appurtaining by possession and by
from the majority of pulpits. Thousands
heredity to their honors the Knights of Ber-
lichingen for two hundred years.
of students are now hesitating between Göts-Do you know the Lord of Berlich-
these two attitudes: that of traditional- ingen?
ism, and that which is demanded by the
Carl stares vacantly at him.)
Göts—The weight of his erudition prevents
correlation of all their knowledge, by the him from knowing his own father. To whom
general enlightenment of our time. does Jaxthausen belong?
Carl (taking up his parable again]--Jax-
Biblical Instruction Unrelated
thausen is a village and castle on the Jaxt.
I
Göts—That is not what I am asking.
Indeed that is the problem: the corre-
knew every path, road, and ford before I
lation of Biblical instruction with gen- knew the name of the river, the village, and
eral education. The creative power of
the castle.
new idea entering the mind depends
Little Carl's knowledge was in that
chiefly on the intimacy of its relations to state of complete detachment which a
ideas already there. When it comes as
certain student exhibited during an ex-
a stranger and remains as an alien its amination in physics. He was asked:
power to serve is gone, and it may even "What planets were known to the an-
become an impediment. If the value of cient?" "Well, sir," he responded.
facts is in their relations, how much "there were Venus and Jupiter, and
more is this true of entire studies. Iso- [after a pause] I think the earth; but I
late one of them and it becomes worse
am not certain." In hundreds of thou-
than useless, for it inevitably leads to a sands of young minds current Biblical
divided personality in the student. Mind or religious education has achieved this
is not built up on an aggregotional, but state of complete isolation,
It is separ-
on the congregational, method, to the ated from all other studies in time and
end that it may yield a unified person- place, making its appeal to authority on
ality. A unified, harmonious personality Sunday, where other studies make their
is indispensable to the production of a appeal to reason and experiment on
strong character.
Readers of Goethe's every other day of the week Perlaps
Götz von Berlichingen' will remember this is inevitable under a complete sep-
an incident of the drama where Götz aration of the Church and the State, but
returns to his Castle Yaxthausen from the result is unfortunate in its effects.
one of his many forays. His little son Not less serious is the separation in
Carl, who has been learning things on
method and aim. But worst of all is its
the aggregational don't-recognize-it treatment of the factual side, involving
method, runs out to meet him and the a point of view entirely different from
following conversation ensues :
that of other studies. Until the afore-
Carl-Good-morning, papa!
mentioned intellectual house-cleaning this
Göts-Good-morning, my boy! How have
point of view dominated education as a
you spent the time?
Carl-Very cleverly, papa; Auntie says I
whole, and so long as its supremacy re-
am very clever!
mained unchallenged no internal dishar-
Göts-Indeed!
mony could threaten the efficiency of the
Carl-Did you bring anything along for me?
Göt:-Not this time.
personality developed under it. To say
Carl-I have learnt much.
that the Puritan fathers faced no such
Göts-Really.
Carl-Yes! Shall I recite to you the story
problem is to assert at the same time
of the pious child?
that what was their glory then would
PAN-PACIFIC UNION
203
inevitably be their weakness now. For the Deuteronomic reformation was,
them the Bible was the norm and goal "Hear O Israel: Jahweh our God is one
of all study. It was the magnetic pole Jahweh, and thou shalt love Jahweh thy
to which the needle of every intellectual God with all thy heart, and with all ihy
discipline turned. They read the litera- soul, and with all thy might." That
ture of Israel until their owu writing meant the rescue of the religious, in-
was heavy with 0. T. phrases. Abra- stinct from a mass of heterogeneous im-
ham, Joshua, Amos, and Hosea were no
pulses-meant the unification of the
remote figures of history. They were idea of God. Our time needs the com-
sitting around the family table—the plimentary truth of the unification of
brothers of Priscilla, Hepzibah, and Abi- knowledge in a unified personality. It
gail. And when the great leveler had may be stated in the form of its corre-
passed that way some O. T. word of im- late: “Hear Israel, all thy heart and
mortal hope was found to accompany all thy soul, and all thy might,-to-wit,
the name on the tombstone. The deca-
intellect, feelings, and will ----constitute
logue was the foundation of their laws;
one personality, and thou shalt worship
the Mosaic commonwealth the ideal of
God with the whole of it.” Religion can
their government. Knowledge and ideal
never have stability or authority in the
so unified were bound to produce a char- minds of persons who do not worship in
acter at once simple, stalwart, and self-
the realm in which they do their think-
coherent.
ing. Nor can it long command the as-
Need of Coordination
sent of strong minds if the factual frame-
But
never return to the
work on which it is conveyed contra-
Puritan point of view in education. .
venes the basic principles of modern
the Puritan point of view in education.
Never again can the Bible be our geol- thought, or raises a suspicion of forced
Strong men
ogy, our biology, or our psychology. The accommodation to them.
unity which the Puritans secured by the shrink from feeble measures, convinced
subordination of all intellectual disci- that the religion of the present or the
plines to the Bible, we must now secure future will help men to achieve their
by the co-ordination of Biblical and re- destiny as children of God only if it
ligious instruction with every other springs from the whole circle of human
form of instruction. The watchword of knowledge.
we
can
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10. A PAN-PACIFIC UNIVERSITY
THE PAN-PACIFIC UNIVERSITY who would be willing to work their
The idea of a Pan-Pacific University way through a practical education that
has been the growth of many years; a
would fit them to return to their home
university that would bring the youth
countries to lead and educate in modern
of every country bordering on the methods the armies of laborers that are
greatest of oceans together at a certain
needed under intelligent guidance to
point where the oldest and newest civil- raise the standard of living in the lands
izations of the world meet together and
about the Pacific.
mingle in harmony; a university that Again in Peking the plans for such
would serve the lowly and teach the a university were discussed and ap-
dignity of labor as well as the honor proved, China, north and south, work-
of knowledge; a university that would ing in accord on this one plan, setting
teach first the useful leadership in labor
herself to work at once to raise her
that is needed in raising the standard quota for enrollment in such a uni-
of living in any land.
versity.
Such a university has been chartered In Japan the project was received
with the idea that those of its students with favor, it being suggested by a
who so desire might attend their classes
member of the Diet that even if all the
during the evening hours, while work- students return to China by their lead-
ing for their support during the day at ership they would so raise the standard
labor that might be a part of the curri- of living among the laboring masses of
culum.
China that the industries in every part
Beginnings.
of Japan would be benefited.
This project to establish a Pan-Pacific
Hawaii Natural Location.
University at the crossroads of the Hawaii. was chosen as the most ap-
ocean about the shores of which live propriate place in which to establish
and exist nearly two-thirds of earth's the Pan-Pacific University, because here
population, received its first forward the laboring men of all races in the
impetus at a meeting in August, 1920. Pacific meet, mingle and labor in per-
at the home of the great Chinese fect harmony and without race preju-
scholar, Wu Ting Fang, in Shanghai. dice. Hawaii, lying at the crossroads
There were present such men as Sun of the ocean, happily needs for its vast
Yat Sen, born and educated in Hawaii, sugar and pineapple plantations tens of
and first president of China, Tong Shao thousands of laborers. These laborers
Yi, four premiers of China; U. S. are trained as a part of their daily labor
Senator Harris of Georgia ; Hon. Ste- in sanitary construction, modern house
phen G. Porter, chairman of the for- building, engineering, railway construc-
eign affairs committee of the House of tion and operation, road building, do-
Representatives ; Dr. Paul Reinsch, ex- mestic science and modern intensive
U. S. Minister to China; Alexander cultivation of the soil.
Hume Ford, Secretary-Director of the More and more in Hawaii the ten-
Pan-Pacific Union, and others. Unani-
Unani- dency is toward the abolition of the
mous was the approval of this idea of labor camps on the plantations or the
a university that would throw its doors centralization into one well-built town,
open to the students of all Pacific lands of modern structure.
Here the com-
PAN-PACIFIC UNION
205
munity buildings are erected and on At the ocean's crossroads these stu-
each plantation Pan-Pacific University dents would meet, mingle,
, study and
halls might be erected and the evening labor with young men from many Pa-
courses .conducted.
cific lands. Points of contact would
be established that woud tend to bring
Nature of Work.
the leading men of these lands in later
Th first year in the course of instruc-
years into closer contact and knowledge
tion would necessarily be given over to
of each other's countries. It would
the study of the English language and help to bind the Pacific together.
visual education by means of stereopti-
Foremost in the Pan-Pacific Univer-
con slides and motion films.
sity would be the ideal that there is
The students might be housed im-
dignity to labor and that the laborer
may so educate himself that he may be-
mediately about the instruction build-
come an industrial leader in his own
ings and paid wages for their day labor
land and a credit to his race, leading
that would enable them to take the
his people to a higher standard of life
courses and at the same time accustom
and work.
themselves to a higher standard of liv-
ing, while also saving toward a small
Charter Provisions.
working capital to invest in business The charter of the Pan-Pacific Uni-
on the return to their native land at versity is broad enough in its scope to
the end of a five to seven-year course permit the establishment of a real labor
of instruction. At the end of this university. Its incorporators are men
period they might well be fitted to lead of the highest standing of the several
as foremen in construction gangs build- leading Pacific races.
ing railways, roads, modern structures, To recapitulate briefly, its objects as
or in leading and teaching sanitary set forth in its charter are:
squads, or intensive cultivation under 1. To organize, create and conduct
modern methods, as well as taking posi- an institute or institutes of learning to
tions with engineering groups thus give thorough instruction in the Eng-
mounted on the steps to useful labor in lish language, in all manner of educa-
a higher field. In many Pacific lands tional courses in Mathematics, History,
the crying need is for intelligent edu- Philosophy, Agriculture, the Sciences,
cated men not ashamed to labor with
Literature, Engineering, Hygiene, Mu-
their hands while leading and teaching nicipal Management, Civil Government,
others to do so.
Political Economy, Commerce, and Pa-
The object of the courses in the Pan- cific languages, as well as other courses
Pacific University would be, not
that will make for the welfare of man-
much to train men for political life, kind in the Pacific, and for the accom-
but for actual leade-ship in the physical plishment of which objects, to organize
building up of the country to which and conduct such courses of instruc-
they are to return. In China the Pan- tion and subsidiary schools as may be
Pacific Association there has enrolled desired or required in fulfilling its pur-
thousands of would-be students who are poses.
unable to pay their way through insti- 2. To establish and maintain an en-
tutions of learning and would gladly dowment fund or funds for the main-
avail themselves of such an opportunity tenance of such institution its
as the Pan-Pacific University would branches and to accept and receive
offer
noneys and other property for the same
SO
or
206
FIRST EDUCATIONAL CONFERENCE
and in every manner foster and render along modern plans for town building.
such fund or its income available for These might well be inhabited by stu-
the purposes of its or their establish- dent laborers, and here they, with
ment.
proper training and instruction, might
3. To establish and conduct Pan- absorb and practice the ideals of civic
Pacific Commercial Museums.
government as well as receive training
4. To establish and conduct perma- and inspiration for a desire for sani-
nent Pan-Pacific Agricultural and Hor- tary housing conditions which they may
ticultural exhibits.
carry to their homeland with them. In
5. To establish and conduct Pan- these modern towns it would be pro-
Pacific art collections.
posed to erect either university build-
6. To establish and conduct educa- ings or buildings for extension courses.
tional exhibits.
Labor conditions in Hawaii seem to in-
7. To establish and maintain circu- vite the foundation of the first great ex-
lating libraries of motion films and perimental Pan-Pacific University at the
lantern slides from Pacific lands, both ocean's crossroads. Such an institution
educational and commercial and to might well inspire capital to new en-
cause the same to be exhibited in such deavors for the welfare of the laborer,
place or places as may be deemed ap-
and the laborer with ideals that would
propriate, or to co-operate in the main-
remain with him for life and serve his
tenance of such service.
country and himself.
8. To secure in carrying out its
VAUGHAN MACCALGHEY, Chairman.
work of education, appropriations and
W. R. CASTLE,
financial aid from the legislative bodies
A. H. FORD,
or any and all Pacific governments,
C: K. Ai,
commercial bodies, and individuals.
IGA MORI,
9. To establish an Educational Re-
D. N. HITCHCOCK,
search Council or Councils that will GEORGE DENISON.
seek out those in each land best fitted
for the courses and the methods of edu-
THE PAN-PACIFIC UNIVERSITY
cation, studying their progress during
Dr. Paul S. REINSCH
university life and after they have re-
Er-Minister to China.
turned to their native lands, aiding
The plan to establish a Pan-Pacific
them to keep in constant touch with University at Honolulu will surely have
each other in an effort to bring several
the support of all who are interested
lands into closer and more friendly co- in the relations between the countries of
operation and understanding.
the Pacific and who know how admir-
10. To confer honorary degrees on able a center for these relations Hono-
all students and others who may be-
lulu has become. The ready accessi-
come entitled to receive them in the bility from all countries of the Pacific
judgment of the duly authorized gov-
will of itself attract students to any in-
erning board or boards of such a cor-
stitution established there. It will also
poration.
be possible to attract great specialists
to devote their entire energies to the
Unique Opportunity.
University or to work there for a time,
In Hawaii there are villages and or at least to pay it a passing visit and
towns that are built for workingmen. leave the imprint of their influence. A
Many of these are being reconstructed group of scholars established at Hono-
PAN-PACIFIC UNION
207
lulu will not only be surrounded with tion. It is of course to be expected
influences stimulating to their work, but that an institution of this kind will
they will constitute a center from which from the start give sound instruction in
the influence of science will radiate to the language and literature of the va-
the entire Pacific region.
rious countries.
It has been wisely planned to include
The keynote of the institution should
in the organization of the University be productive work. The instruction
such institutions as a commercial mu-
should consist of sound training courses,
seum, educational, agricultural and in- teaching men and women to think and
dustrial exhibits, and an art institute.
to know by their own practice how the
A University is more than a school, as
work of the world is done. Laboratories,
its name implies it is as universal as craftsmen's shops and experiment farms
human life and embraces all human in- should be the essential parts of the in-
terests. The point of having all these
stitution. A purely literary or political
institutions associated with the Univer-
education is required by some, but it
sity is that it will be a center where should not be the aim of large bodies
will converge the influence of the arts,
of students as it so often still is in some
crafts, traditions and activities of all the
countries. The countries of the Pacific
countries concerned. They will be there
need business
business managers, engineers,
as seen in their relation to each other artists and artisans, teachers who can
and their meaning to the world at large think-men and women who can pro-
wil be brought out clearly. For instance,
duce something useful with the work of
Chinese art and Chinese craftsmanship, their hands and brains.
will here be studied in juxtaposition
It is greatly to be commended that
with the arts and industries of Japan, there is no desire to exclude students
India, the Pacific Islands and America. who are partly self-supporting. Work
For the beginning I can visualize a
carried on concurrently with studies in
small group of men and women work-
an institution of learning can be made
ing with their students on these fasci- to have an important educational in-
nating problems. The economic organi- fluence.
fluence. Before all, however, the dig-
zation of the different countries could nity of labor must be vindicated by
be represented by the work of one in making its possible for a man or wo-
structor, another would give attention man desiring to improve their abilities
to the political institutions. Still others by systematic training, to engage in
deal with the arts, the processes of useful work meanwhile, for the purpose
manufacture, the methods and problems of gaining the support necessary to
of agriculture, or with social organiza- carry out their object.
208
FIRST EDUCATIONAL CONFERENCE
11. STATEMENTS BY REPRESENTATIVES OF IN-
STITUTIONS AND ORGANIZATIONS
SO
THE NATIONAL COMMUNITY Division of this Conference and will be
BOARD.
mailed to each of its members.
DR. HENRY E. JACKSON, President
The first of the two papers is called,
Before I left Washington I was re-
"The Only Path to Peace". This is the
first time, so far as I know, when the
quested to prepare two papers, each an
hour long, on the two phases of Interna- place on an international program. When
community principle has been given a
tional Community which I deemed to be
this principle is applied to problems of
most important. We were at that time
embarrassed by the fear that there might
international politics, what happens ?
The obvious result is that we must at-
not be a sufficient number of men pre-
pared to fill the program.
Since we
tempt to educate communities called na-
have assembled we are embarrassed by
tions to discover that they have like in-
the large number of delegates
terests, to recognize them as common
interests and to draw the necessary con-
equipped. It is a pleasing kind of em-
clusion that all wars are civil wars. This
barrassment.
I have here the manuscripts of the
is the path to peace and it is my convic-
tion that there is no other. How shall
two addresses as requested but have been
allotted only a half hour in which to pre-
we begin to operate this process ?
sent them both. It is obviously impos-
Definite Causes of War.
There are certain definite causes of
sible to present the papers, but I will
war whose removal would greatly ad-
endeavor to compress their substance
within this period, together with a state-
vance us toward our goal. Such causes
ment of the three concrete activities
as these; too many people, too much
which they urge this Congress to inau-
dishonesty and too small a sense of hu-
mor. But the paper tries to show why
gurate. I will undertake to send you
it is extremely difficult at present to re-
copies of the papers after I return to
Washington. Had I delivered them
move these major causes. We must be-
here, you would not have escaped them, gin with something more humanly pos-
but when you receive them through the sible. Such an outstanding and remov-
mail, you need not inflict yourselves able cause is stupidity. It can be re-
with them unless you so desire.
moved by a process of Education. There
is hope of success, because it is an ap-
Community Problems.
peal to self-interest. It is no longer pos-
The program committee has asked me sible for any nation to win a war, either
to conduct a round-table discussion on victor or vanquished. The life of every
community problems for three afternoons nation is based on the principle on which
this week. Our aim will be to build up Plato built his Republic, the lack of self-
a report on the nature and progress of sufficiency. A community of interest
the community movement in the several among them is a physical and spiritual
nations here. represented. This inven- necessity.
tory together with the two papers, which Although obvious enough, this discov-
I have not time to give you here, will ery will be made only through a mental
constitute the report of the Community revolution.
revolution. The obvious is always the
PAN-PACIFIC UNION
209
*
last thing to be discovered. It seems obstacle. In my address I make known
clear that we must appeal from govern- for the first time what effect the Party
ments to people. A government is essen- Spirit had on this project. I do so to
tially only a police power for protection, make clear that this is the biggest dan-
We must deal with the forces that con- ger to the enterprise in all nations and
trol governments and create public opin- to make clear my conviction that the en-
ion. One of the chief merits of the Pan- terprise, if undertaken at all, must be
Pacific Union is that it is not a govern-
conducted by some such agency as the
mental but a volunteer agency and can
Pan-Pacific Union.
therefore be a trail-blazer.
The manuscript which I am proposing
Among the people, it is also clear, as the beginning of the suggested text-
that our appeal must be to the Youth, book, uses the present League of Nations
because they last longer, affect a bigger Covenant. It attempts no special plead-
future and have the capacity for new ing in its behalf, but makes it merely the
ideas. What we need is to establish a basis for study. For three centuries we
course of study on international ethics have debated such proposed covenants.
in the schools of all Pacific nations. It Now it is an accomplished fact and
is a difficult and unoccupied field. It is eighteen out of the twenty-two nations
not only that the conduct among nations here represented have officially adopted
has been wrong. Our trouble is much
it. It is not too much to say that the
more serious. It is our moral standards three American documents of which
which are wrong.
America may most justly be proud are
“The Declaration of Independence”,
Text Book Needed.
"The Emancipation Proclamation” and
For such a course of study a text-
"The Covenant of the League of Na-
book is needed. I desire to urge this
tions". To make this Covenant the basis
conference to undertake the task of pre-
for study in the proposed course will not
paring such a text-book. In order that
only help to make The Covenant known,
this enterprise may not harmfully be de-
but will prevent the course of study
layed I make bold to submit for your
from being an isolated theoretical harm-
consideration a manuscript as the begin-
ning of such a text-book. I feel free to
less process, and will vitalize it by wed-
ding it to actual problems of politics,
propose it, because it is not mine. It is
to which the new ethical standards are
the product of many collaborators in the
intended to be applied.
United States Government and the
I urge this conference to undertake
League to Enforce Peace. It has been
this enterprise, so that the text-book
tested by the distribution of one hun-
dred and twenty-five thousand copies.
may be the product of no one man and
The National Community Board of
no single nation but the joint product of
all of us working together. I urge you
Washington plans to re-issue it in text-
to begin it now. The test of success for
book form, but is willing to make it
our Conference is not in the number of
available for use by this Conference in
its fine speeches nor in the number of
case it undertakes the enterprise.
pious wishes expressed in harmless res-
In the paper which I have not time to
olutions, but in the number of wise and
give you today, but which you will re-
ceive, I explain why this book, although practical activities it sets going.
prepared under the direction of the Unit-
Dangers to be Avoided.
ed States Government, could not be is- In this connection, there are two dan-
sued by it. The Partisan Spirit was the gers, suggested by some remarks made
210
FIRST EDUCATIONAL CONFERENCE
on this floor a few days ago, against this Conference, in the order of their
which we should carefully guard our- importance, are for an idea, for courage
selves. They have reference to the use and last of all for money. The money
of a survey and of money. It was sug- is of the least importance and will be
gested that we make a survey of the forthcoming if our idea merits support.
causes of war. This would no doubt be
The Second Address
interesting and might be helpful, pro-
The subject of the second paper which
vided it was an honest one, and in case
I cannot now give you but will send
one needed to supplement his informa-
you, is "People's Universities". In it I
tion after having passed through the
bitter and humiliating experience of the izenship by mutual aid in self-develop-
set for a plan of adult education for cit-
recent World War. The truth is that on
In
most subjects we have been surveyed to
ment through community centers.
death. The danger I warn you against
the United States we call it the Commu-
is the very common habit of using a sur-
nity Center. I have stated the principles
on which it rests and described it in de-
vey as a means for side-stepping a moral
responsibility, the danger also of using nity Forum, and a Neighborhood Club.
tail as a Community Capitol, a Commu-
up so much energy in making a survey
that there will be none left to take action
It is the most popular movement in the
United States and essential to the prac-
on its findings. It is like the steam boat
tice of the ideals on which America's
with a seven-foot whistle and a five-foot
boiler; every time the whistle blew the
experiment in democracy was founded.
engine had to stop working. What we
In this paper I have also described its
need to do is to take action on the infor-
counterpart in the Swiss Cantonal As-
mation we already have.
sembly which has been in successful op-
eration for centuries. I do this to indi-
The other danger is in reference to
cate that this is not only an American
inoney. It was suggested that we hand
institution, but an ancient and wide-
over our educational task concerning spread movement. In our Round Table
war to an Endowment Foundation in
Discussion we shall see that it exists also
New York. I agree with the gentleman in England, in Russia, in India, and I
making the suggestion that this par-
dare say in other countries as well, about
ticular Foundation has done some very
which we have not known. When we
good work and will doubtless do more.
discover how widespread it is we will
I also agree as to the value of a certain
agree with Mark Twain when he said,
amount of money, provided it is not too "The older I grow the more I am im-
much. But I protest that it is this body pressed with the amount of ignorance
and not any Endowment Foundation, one can contain without bursting one's
which ought to engage in the task now clothes". This is particularly true in
before us.
If we do 'it, it will be done
reference to our ignorance of each other
in democratic and effective fashion rath-
as nations.
er than by the overhead method of hav- The fact that the community move-
ing it done for us by some endowed ment, in spite of serious obstacles put
gentlemen sitting in a New York office. in its way, should have persisted in so
It is worth remembering that Christian- many countries and over so long a pe-
ity did not begin with an endowment riod, shows clearly that it is the answer
fund. It began with a poor man, a
to a Universal and essential human need.
working-man, who had an idea and the It bears an organic relation to the pur-
courage to stand by it. The needs of pose of this Conference. Because if
PAN-PACIFIC UNION
211
citizens cannot learn to practice the com- what I give to you. To think in terms
munity principle in their own neighbor- of duties, therefore, compels us to put
hoods with people whom they have seen, ourselves in the other fellow's place. A
how can they learn to practice it among nation's mental hospitality to the needs
nations with people whom they have not of other nations is the key to interna-
seen? My second proposal, therefore, tional understanding. A Bill of Duties
is that this Conference undertake as one has for its object the creation of mental
of its permanent enterprises the task of hospitality. Until it is created, most of
promoting the Community Center move- our efforts towards peace will be like the
ment among its member nations and attempt to purify the water in a well by
furnish them the inspiration and infor- painting the pump. It no doubt improves
mation necessary for its wholesome the appearance of the pump, but the
growth.
water which comes from it will remain
Bill of Duties.
unchanged.
The third practical proposal which I
Summary.
wish to submit and which is treated in These, then, are the three definite ac-
both papers is that this Conference draft tions which I urge this Congress to
and adopt a Bill of Duties as an expres- take: First, to promote in the schools
sion of a new and needed international of Pacific nations, the study of interna-
moral standard. It is true that no such tional ethics and provide a text-book for
Bill of Duties has ever been adopted by this purpose; Second, to promote the
any international conference or legisla- organization of local self-governing com-
tive assembly. This fact constitutes their munities for the practice at home of the
big sin of omission. They have thought principle we are asking the nations to
exclusively of their rights. The French practice abroad; Third, the adoption of
Assembly passed a Bill of Rights—the a Bill of Duties to embody the new men-
United States added one to its Federal
tal attitude in which all international
Constitution. They have never consid- questions should be considered.
ered a Bill of Duties.
I very much hope that this may be an
I express the earnest hope that this
action Conference, that its deliberations
Conference will be honest and fearless
may fruit into fact. The world's present
enough to adopt a Bill of Duties as an
condition of moral bankruptcy calls for
expression of the urgent need of a new something more than the expression of
point of view from which to consider pious wishes or harmless theoretical dis-
international problems. There is little cussion; it calls for an honest and fear-
hope of progress toward their solution less facing of the facts. In this con-
until we acquire such a point of view. nection I have one serious complaint to
I have prepared a draft of a Bill of Du-
register against you teachers and Edu-
ties merely as a suggestion, in case a cational leaders. You are too modest,
suggestion is needed. I would much
you underrate the importance of your
prefer that the Conference prepare one work. You have permitted the type of
of its own.
men, who have brought the world to its
If this Conference would prepare such
present verge of ruin, to classify and
a document, it would help to work a label your work with the term "ideal”
mental revolution. It would help men in distinction from the term "practical".
to acquire the ability to put themselves This label is a libel and should be ex-
in the other fellow's place. My rights posed and resented. Education in its
are what you owe to me; my duties are new and democratic form is the practi-
212
FIRST EDUCATIONAL CONFERENCE
cal solution of a nation's problems and has its headquarters and office in Wash-
there is no other. You ought to say this ington, D. C.
so loud and so often that the world will The name of the organization indi-
discover it. You ought to put your-
cates its membership-mothers, fathers
selves in the forefront of the world's and teachers, principally.
leadership in thought and action.
its object is the welfare of children,
Our Educational Problem.
and is set forth in its charter as fol-
lows:
For the achievement of this result this
Conference furnishes a fresh inspira- The Objects of the Organization.
tion. At the Swiss Cantonal Assembly
"The objects of this Congress shall
it frequently happens that a strange hush be to raise the standards of home life;
will settle down over the body of citi-
to give young people opportunities to
zens, as if it were a religious meeting learn how to care for children, so that
It is due to a wave of self-consciousness when they assume the duties of parent.
that they are engaged in concerted action hood they may have some conception
for the common welfare; it is due to of the methods which will best develop
their public-mindedness. Frequently in the physical, intellectual and spiritual
this congress have I been conscious of
nature of the child; to bring into closer
the same impressive fact.
relations the home and the school, that
I am sure you all have felt the potent
parents and teachers may co-operate in-
force of the spirit dominating our delib- telligently in the education of the child;
erations. Our educational problem is to to surround the childhood of the whole
devise methods for the transportation of world with that wise, loving care in the
this idea and spirit from the throne-room impressionable years of life that will
of this Capitol in which we meet to the develop good citizens; to use systematic
Pacific Nations which we represent. The and earnest effort to this end through
three definite activities I have proposed the formation of Parent-Teacher Asso-
are offered as suggested ways of meet- ciations in every public school and else-
ing the problem of the transportation
where, through the establishment of
of ideas, which I regard as the big prob- kindergartens, and through distribution
lem of the present and immediate future.
of literature which will be of practical
It is an inspiring challenge. The oppor-
use to parents in the problems of home
tunity is great. The door is open. The life; to secure more adequate laws for
time to go through an open door is when the care of blameless and dependent
the door is open.
children, and to carry the mother-love
and mother-thought into all that con-
NATIONAL CONGRESS OF MOTH- cerns childhood. The Congress believes
ERS AND PARENT TEACHERS
that with the aid of Divine Power these
ASSOCIATION.
objects will be accomplished.”
Of twenty-five years' growth, this
MRS. HUBERT N. ROWELL.
Congress has now become one of the
It is a privilege to present before strongest social agencies of our de-
this body the aims and work of the mocracy, and is said to be the largest
National Congress of Mothers and child-welfare organization in the world.
Parent-Teacher Associations of the In the past fiscal year dues were paid
United States of America.
by 278,721 active members. Besides
This organization, incorporated under these there are associate, sustaining and
the laws of the District of Columbia, life members who pay special fees to
PAN-PACIFIC UNION
213
are
help the cause, and not a few benefac- ganized bodies for effective work in
tors who have given large sums. The existence. Its aim is to work, not so
active member pays into the national much for people, as with people.
treasury only five cents yearly as dues. Our slogan has been “Child-Welfare
Details of Organization.
in Home, Church, School and State."
Of all the activities of a parent-
But the Congress is divided into
teacher association, perhaps the most
State Branches, nearly all the States
important are those of the Home De-
being organized or on the eve of organ-
partment.
ization. The States have their Dis-
Home Education Division.
tricts, County Federations and City Fed-
erations. The unit of organization- The National Congress of Mothers
membership is the Parent Teacher As- and Parent Teacher Associations is
sociation, Mothers' Circle, Home and proud to have had the opportunity to
School Club-any local association of assist our former Commissioner of Edu-
people organized to work for the wel- cation, Dr. Claxton, in establishing in
fare of children. A very large per- the U. S. Bureau of Education a Home
centage of these units Parent- Education Division, and because the
Teacher Associations connected with Government was not ready to finance
the public schools and holding their its work, our organization had the priv-
meetings in the school house.
ilege of paying the salaries of the of-
It is clear, therefore, that the organ- fice force for the first five years of its
ization is non-sectarian and non-politi- existence.
cal. Its by-laws forbid the use of the This Home Education Division las
name of the organization or the name rendered a peculiarly valuable service
of any member, acting in an official to the country, as you will doubtless
capacity, in any connection with a com- learn from other sources at this con-
mercial organization or its products. It ference.
will be realized that these are essentials A minor feature of its work, though
to unity and definiteness of purpose in not an insignificant one, is to prepare
promoting the object of the organiza- lists of authoritative books on child
tion.
welfare. These have been of great
The governing body of the Congress value to Parent-Teacher Associations.
is a National Board of Managers made One simple and effective method of
up of the national officers, state presi- reaching the home is as follows: A
dents and chairmen of departments of menber of the Parent-Teacher Associa-
work.
tion acts as hostess in her own home to
These departments are established to a neighborhood group of mothers, pro-
take care of the different phases of viding a care-taker for young children.
child welfare, and are many.
She has procured a book recommended
The national chairman of a depart by the Home Education Division-it
inent has as a committee all the state may be on proper food, dental care,
chairmen of the corresponding depart child nature, moral education, physical
ment, and the state chairman has the exercise, or whatever seems to be the
various district and federation chair- peculiar need at the time. Two or three
men as a working committee; the fed- persons read aloud in turn; the others
eration chairman has the corresponding are busy with their needlework. It is
chairman in the local association. We understood that points shall be dis-
believe this to be one of the best or- cussed as the reading progresses, but
214
FIRST EDUCATIONAL CONFERENCE
discussions must not turn from the sub- The State Branches of the Congress
ject of the book. Often a timid mother have the responsibility of promoting
who would not speak in a meeting, or legislation favorable to children in the
one who could not attend a regular several states. Registration of births,
meeting, will give most helpful sugges- kindergartens in the public schools, in-
tions. This taking part is what gives creased school revenues, physical edu-
zest and value to the exercise. Then
cation, vocational education, care of
the mothers become sufficiently inter-
exceptional children, juvenile courts-
ested to read for themselves, and get
these are some of the benefits that have
the books from the public library or
been secured through the energies of
buy them for their own libraries.
parent-teacher
Some associations have only one
associations, working
often in conjunction with other agen-
home meeting a month; others have
cies.
several on different topics.
The spiritual nature of the child
It is fully recognized that teachers
must be the special concern of parents
must have proper preparation for their
and teachers in the churches. The important work, and training schools
Congress urges upon all parents that are supplied in every state.
they join classes, or organize classes
Training of Parents.
in their respective churches with the
co-operation of their pastors, and study
Our large cities too have provided
how best to lead their children in the
schools with qualified teachers where
most important aspect of their develop-
men and women may have free instruc-
ment.
tion in subjects that will make them
Relation to the School.
more proficient in their business or in
Thus far the preponderance of work the home. But there has been scant
of the Congress has been done by provision for the training of parents,
Parent-Teacher Associations in connec- who have the full responsibility for the
tion with the public schools.
children in their most impressionable
No mother can afford to neglect the years.
It remains for the parent-
duty of knowing her child's teacher teacher associations to secure in the
and conferring with the teacher on the schools classes where fathers
fathers and
child's work and welfare. No teacher mothers may get the help they so much
can do her best work in the dark, so need in the care and training of their
to speak, not knowing the child's home children. This will require courses in
environment.
the normal schools and universities, for
When parents meet in the school the training first of competent instruc-
house, familiarizing themselves with
tors.
school surroundings and school needs,
they (the taxpayers) will soon see that
With a parent-teacher association in
the needs are met.
every church and school, and these
When the boy or girl finds that
working together in a great national
mother and teacher are on good terms, organization, we may look forward to a
that they confer on his work and de- time when every child shall have oppor-
portment, teacher's burdens are light- tunity to reach the highest development
ened and few complaints about teacher which nature has made it possible for
or school are brought home.
him to attain.
PAN-PACIFIC UNION
215
NATIONAL LEAGUE OF reaching in conclusions. It has two
TEACHERS' ASSOCIATIONS general objectives, an immediate and
an ultimate aim.
NINA O. BUCHANAN.
These may seem
rather selfish in the beginning but altru-
Some years ago the president of the istic in the final, as you will surely see.
National League of Teachers Associa- We seek not to camouflage by saying
tions was invited as a representative of that educational ideals are
our chief
the class room teachers of America to
objectives--but we say boldly and
sail across the stormy Atlantic into a without shame that our immediate ob-
tornado of world war on a ship known jective is to raise the status of the
as the peace ship-chartered by our busi-
class room teacher socially, economi-
ness genius, Henry Ford. As president
of this organization, I am very happy realize that what blesses us will bless
cally and professionally. Of course we
that we had the good fortune to be
invited to sail on other peace ships
all in the profession, and the children
whom we serve, and rejoice in the
across the peaceful, placid Pacific under
the direction of our friendship genius,
knowledge.
Our ultimate aim is to place in every
Mr. Ford of Honolulu, and it is ours to
school room in the United States and
see to it that the Conference shall not
have been in vain.
her territories a
a fine, well-educated,
I am pleased to have the opportunity
well-qualified, professional and a free
teacher.
of addressing this conference, however
briefly, as a representative of the or-
Platform of League.
ganized class room teachers of America
I shall state briefly the steps that we
on the subject of our organization, its have set ourselves to take in order to
principles, plans, policies and projects reach the heights of our immediate and
as related to American education.
ultimate goals and I wish that I might
We are not trying to solve the entire have time to enlarge and show you
educational problem, but only to make conclusively how each step affects the
a small contribution to its solution. betterment of education.
This organization came as a resultant First. We are evolutionary and not
of the common interests, common re- revolutionary. We believe in proceed-
structions and common objectives of ing along the lines of good sense and
the class room teacher. Common inter- good will. We realize that the funda-
est is the powerful magnet that groups, mental triune of the modern school is
common objectives the strong band that the pupil, the teacher, the administra-
binds people into effective working
effective working tive, with equal rights to all and special
units, and common sense is the mind privileges to none and that all groups
quality that realizes this and motivates of teachers must co-operate for the good
it into accomplishment.
of the child.
The National League of Teachers Second. We stand very definitely for
Associations is made up of various as- a separate organization of class room
sociations of class room teachers in al-
teachers, certainly not in antagonism to
most every state in the union and in
any other groups in the profession but
some 75 of the larger cities of the that there may be a closer community
country.
of interest, that there may be greater
Function of League
freedom of expression, more personal
Its function is rather narrow in responsibility and that leadership may be
scope-quite intensive in focus but far- developed.
216
FIRST EDUCATIONAL CONFERENCE
creain.
Third. We believe in a high and possible for it to be just and fair, and
broad standard of certification of teach- for the fact that it would tend to break
ers, a high character of teaching serv- down the morale of the teaching force-
ice and compensation commensurate causing jealousy, toadism and show, and
with these demands.
because of the undue nerve strain that
Fourth. We stand for an adequate it would put on most teachers.
living, cultural and saving wage and Tenth. We are opposed to misappro-
equal pay for equal work, in other priating public money, wasting chil-
words, the one salary schedule for all dren's time and teachers' nerve force by
class room teachers provided they have trying to teach the non-essential, obso-
equal preparation and equal experience. lete, the unappropriate, the namby
Surely the teacher of reading is just as pamby and the folderol. Let us have
valuable to society, to the state, as the an appetite for bread and meat, pota-
teacher of Latin, and it is just as im- toes and beans as well as candy and ice
portant to have superior teachers in the
.
6th grade as the 12th.
Eleventh. We stand for recognition
Fifth. We propose to have suitable from society and from our co-workers,
tenure laws governing the employment a place in our profession in councils
of teachers, such as will protect her and on its programs. If we may not
against political manipulation, personal hope to receive special mention we wish
animosity or incompatibility of tempera- to be listed among those present.
ment. hasty judgment, class prejudice.
Tavelfth. We believe in affiliatory co
and false witness ; and such as will pro- ordinating and co-operating with other
tect society against the unconcerned, the
educational and social agencies within
unprofessional and the unfit teacher.
and without the profession that are
Sixth. We advocate reasonable, hu- working for educational and school bet-
manitarian, and just pension legislation terment.
-such as will reward the teacher of
long service without over-burdening the
Effect of Proposals.
young teacher or the state.
We believe that this platform carried
Seventh. We propose to work for forward to accomplishment, as we are
educational laws that will distribute the
determined that it shall be, will tend to
burden of taxation and afford equal
attract to and hold in the teaching pro-
educational opportunities for every child
fession the best type of young manhood
in the land.
and womanhood that the nation affords.
Teachers' Councils.
And what would such teachers mean to
or
this Educational Conference
Eighth. We are intensely interested
any
other educational undertaking?
in establishing teachers' councils with
the administrative force and with boards
Ten years ago
ago our program
of education thereby making a contri- thought to be radical—today it is con-
bution that would tend to rationalize sidered progressive, tomorrow it will be
courses of study, eliminate waste, and assured and thereby conservative. It is
stimulate the general efficiency of the
thus that the world do move—but we
school.
are thankful that it has been given to us
Ninth. As to rating of teachers we to help to press open the door, and to
are opposed to a so-called merit sys- help to mould the teacher to be, and
tem, for the fact that it would be im- the education that is to come.
was
PAN-PACIFIC UNION
217
GREETINGS FROM THE COMMU- as it is pathetic. As for the bulk of
NITY SERVICE (Incorporated) our people, all too many devote their
RAYMOND B. FOSDICK
golden hours after work to amusements
Community Service (Incorporated)
(Incorporated) which are hectic, shallow and joyless,
through its officers, Joseph Lee, presi- and never know the satisfaction of self-
dent; Myron Herrick, treasurer, and realization through the outdoor life,
Howard S. Braucher, secretary, sends through music, through drama and
its greetings to the Pan-Pacific Union
other constructive pursuits.
with its best wishes for the continued
Modern Life Needs Play.
success of the splendid activities for Play-joyous, recreative, whole-heart-
which the Union was created. Like
ed play-is the medicine, the antidote
the Pan-Pacific Union, Community that our drab, modern life needs. John
Service is working for cooperation and Burroughs said, "Lucky is he who gets
unity in certain fields. With Com-
his grapes to the market with the
munity Service it is the broad field of bloom on”, by which he means to ad-
leisure time, the after work hours. monish men and women to keep young,
The problem of leisure is universal. to play. Community play in which all
Apparently it is in an acute stage in religious creeds, nationalities, and so-
a region with which you are all famil- cial groups may join makes for com-
iar, if Frederick O'Brien had the cor- munity spirit and community action. It
rect facts when he stated in his “White
has been asserted that the failure of
Shadows of the South Seas”, "I am
farmers to play together when they
persuaded that the Polynesians, from were boys accounts for their inability to
Hawaii to Tahiti, are dying because of
cooperate in business as
grownups.
the suppression of the play instinct, an
Whatever the political safeguards to a
instinct that had its expression in most
man's democratic rights and privileges,
of their customs and occupations." In he comes to a sense of belonging in a
the United States it is only within the community only when he shares in its
last decade or two that the people at
recreational and social life. When men
large have begun to approach an in- share the joys of leisure, there develops
telligent understanding of the oppor-
the feeling of brotherhood and com-
tunity of leisure.
Labor having won
munity consciousness.
its fight for a shortened work day is There is, too, a fundamental connec-
still at a loss how to enjoy its addi-
tion between leisure time and crime. We
tional non-work hours. On the other are coming to see that crime is often
hand, it is only the exceptional man of simply misdirected energy. Given an
affairs or of business who, like Ed- outet in play, the challenging, surging
ward Bok, noted editor, retires from spirit of youth may often be utilized
his profession or work at an age when for the good of society, denied such
he still has something of the play spirit outlet it often turns to acts hostile to
in him,-before he drops in the har- society's good. It is claimed by Henry
ness. The typical American of the Barret Chamberlain, directors of the
novel who reads business at the break- Chicago Crime Commission that "in re-
fast table, does business over
his
tracing the tortuous path of the youth-
luncheon and talks it even
at the
ful criminal it is seldom found that the
opera, to say nothing of grinding away trail leads back to the playground, the
at it in business hours is still a reality diamond, the athletic field or the com-
whose case is not so much humorous munity center. * * I can state with
*
218
FIRST EDUCATIONAL CONFERENCE
come.
conviction", he goes on, “that the more
for all our citizens as prevailed for ser
social centers, baseball and football vice men in and around camps in thi
fields, playground and open spaces, the country and in France during the war
less crime". Writing to Community Ser- It works to make possible a broade:
vice in San Francisco December 11, citizenship for foreign and native bori
1920, Chief of Police Daniel O'Brien, citizens through the development of :
stated, "I realize so fully the relation of community wide program of activitie
the present outlook of crime to the built up on the basis of common inter
wrong use of leisure that I consider it ests in which all may participate. I
my duty not only to train every energy
believes that through playing and work
to suppress it by the means at my com- ing together men may come to a greate
mand, but to see if something more can-
understanding of each other and to :
not be done in a constructive way to
true neighborliness. It proposes to pro
prevent it. The work of your organiza- mote through all existing agencies and
tion has been effective in certain dis- neighborhood organizations a broade:
tricts. Can't it be extended?" The social and recreational life for the in
field of leisure time is broad enough
dividual and the community. It build
and vital enough to command the en- up and trains a vital volunteer leader
ergy, thought and power of the most ship. It strives to draw out for thei:
public-spirited citizens and the most personal good and for community use
able workers in the country for years to
the strength and genius within the peo
ple and to make them conscious and ef
Origin of Community Service.
ficient directors of their own affairs.
It is because of the constructive ef-
Activities of.
fects of good play on home and neigh-
To state in detail all the leisure time
borhood life and thus on the community,
activities which fall within the choser
because of the effects of play oppor-
field of the organization would be a:
inity on the degree of crime and delin- unnecessary as it would be tiresome. A
quency and because of the unsatisfied few are as follows: the organization o
hunger for self-expression among so
neighborhood committees, the use o
many people that Community Service
schools and libraries as recreation cen
was organized. This organization makes ters, vacant lot play, block dances, help
no claim that it is responsible for or ing organize church hospitality and
constitutes in itself the leisure time church hospitality and church suppers
movement. Community Service and the dramatics, girls' and boys' clubs, pic
effort it is putting forth are but a pro- nics and outings, neighborhood sings
duct and outgrowth, a logical offspring backyard play, information service
of a bigger community movement which training classes for volunteer play lead
is daily gathering more and more pow- ers, song leaders and amateur actors
er, the ultimate triumph of which is as forums, holiday celebrations, community
sure as that the sun shall rise out of the singing, choruses, orchestras, opera
east. Community Service (Incorpo- band concerts, pageants, art exhibits to
rated) was organized in November 1919 encourage local talent, lectures, athletic
as the successor of War Camp Com- leagues, physical efficiency tests, al
munity Service in the hope that men outdoor and indoor sports, playgrounds
and women by planning and acting to- swimming pools, drinking fountains
gether might make possible in com- bathing beaches and helping to create
munities as good recreational conditions such groups as Boy Scouts, Camp Fire
PAN-PACIFIC UNION
219
group in
Girls, church social groups, Parent- numerous neighborhoods in the city in
Teachers' Associations and Girl Scouts. organizing their social and recreational
The national organization adminis- life through the agency of neighboor-
ters no activities It gives its help hood councils. In addition Seattle's suc-
through its field representatives in or- cess in its drama institute and in its
ganizing local self-governing committees recreational work is distinctive. San
or councils which do administer the ac- Francisco may point with pride to its
tivities. This help is provided under seven neighborhood recreation centers
certain conditions mutually agreed upon
each with a wide range of well patron-
between the community and Community
ized dramatic, recreational and music
Service which never undertakes to as- activities, to its new community theatre,
sist the local group except on invitation the building for which the city donated,
from responsible and representative citi- to its willing group of over two hun-
zens. The organizer sent by Community dred volunteer entertainers, singers and
Service helps the local
amateur players who carry sunshine and
working out a leisure time program joy to the inmates of hospitals, prisons
suited to the local needs and aids them and charitable institutions, and to its
in organizing their committee and in community opera. Cincinnati, Ohio;
securing financial backing in order that Houston, Texas; Washington, D. C.;
the organization and activities may be Boston, Mass., and many score other
permanent. When this is accomplished cities including some that are quite small
the representative withdraws and the have each their own work suited to their
local Community Service continues with own needs and actively functioning.
a program and policies of its own mak- It was Theodore Roosevelt who said,
ing, related to the national organization “This world will not be a good place
only by affiliation. Special organizers for any of us to live in if we do not
for community music, recreation and make it a good place for all of us to
dramatics are at times available to the
live in.” There is a profound warning
local committees for the purpose of add-
in his epigramatic statement. It is the
ing to or strengthening their programs.
endeavor of Community Service to make
this a better, happier world for all. Cal-
Function in Each Community.
vin Coolidge, vice-president of the
How does Community Service operate United States, had such an idea in mind
in a given community ? Each local com-
for the work of Community Service
mittee naturally enough approaches its
when he said, "I take great satisfaction
problem in a different way and each
in commending the efforts of Commu-
program has its own distinctive ear-
nity Service.” Community Service en-
marks. We may refer briefly to a few
joys the approval and cooperation of
Pacific Coast cities. In San Diego the
both labor and capital.
committee has extended large handed
generosity in its entertainment of the
EDUCATION IN UTAH
sailors of the U. S. fleets, has built up
MAUD M. BARCOCK.
numerous girls' clubs which devote
themselves to Red Cross work, dancing, I appreciate very much the oppor-
rowing, social events, hiking, riding and tunity of speaking this morning, but I
other activities, and has carried on an didn't know I was set clown to make a
active community music program. The speech until this moment. I heard only
Seattle office has been virtually a ser- the end of the report on the Education
vice station for the assistance of the in Portugal, and probably as I am here
220
FIRST EDUCATIONAL CONFERENCE
representing the University of Utah, There are 600 pupils in that high
which is the head of the educational school, so you see it is rather a large
system of Utah, I should tell you some- school, and yet it has to draw upon a
thing about education in our state. very large agricultural district, close to
the center of population as Sandy is.
Secondary Education.
Most of you know of Utali's mining
Had I known I would be called upon industries because of the great Utah
to address this audience, I could have Copper Mine, the silver, coal and other
brought figures, but I must be content mines of that state. But you may not
to speak entirely from memory. Utah know Utah is essentially an agricultural
is organized very much, educationally,
state. Its agricultural products far
as the other States in the Union.
At
exceed in value its mining products,
least, it is organized according to the and for that reason and because the
State I am most familiar with. New
early pioneers urged upon the people
York State, my native state. The ele-
the cultivation of the soil, its people
mentary school system is, however, six
are largely in rural districts.
years. Utah was the first state to put
The Davis County High School,
the Junior high school plan into opera- which is situated north of Salt Lake,
tion throughout the state. The curri-
between Salt Lake and Ogden, has a
culum of the elementary and secondary junior high school in the southern part
schools is standardized much the same
of the county and a senior high school
as elsewhere. One of the big problems
in the northern end of the county.
in Utah was the high school problem, Since there is an electric suburban road
because of the sparsity of settlement
running through that county these pu-
of the state. The population of Utah pils are taken to and from the high
is so scattered, except in the Northern
schools with the suburban electric rail-
part of the State. There, of course, it
There, of course, it road, and their fare is paid by the
was easy to form high schools. But
county. So much for elementary and
the whole large portion of the state
high school education.
lying south of Provo was a difficult
The state has a very elaborate sys-
problem for the State Board of Educa-
tem of vocational supervision in the
tion. I believe Utah is the first state
state, resting in a vocational director,
to carry out throughout its length and
and in the State Board of Education.
breadth the idea of community high
schools. So there are now high schools supervision, which is supervised en-
It also has a very thorough health
located in at least every county in the
tirely by the Physical Education and
state, and county is paying either for
Hygiene department at the University.
the transportation of the pupils to and
from this high school every day, or
The University of Utah.
else, if they are too far away, the The University of Utah, as I said
county pays for the board and room of before, is the culmination of the State
the high school pupils, wherever the system of education.
system of education. It has three big
high school may be located. Even in land grants, for the then three main
Salt Lake County at the Jordan High schools, when it was founded in 1852.
School, which is at Sandy, about 12 It is not a young institution at all, as
wiles south of Salt Lake, and really a state institutions go. The land grants
suburban high school, they send out are for the school of Arts and Sciences,
every morning 20 automobile trucks the School of Mines and the School of
to bring the high school pupils. Education The other schools which
PAN-PACIFIC UNION
221
ence.
have been added since have no funds state, at St. George, they have a Junior
accruing from the sale of public lands College, the Dixie Normal Academy.
in the State. The University and Agri- Coming a little farther north, they have
cultural College are maintained by a a secondary school at Beaver called the
pro-rata tax. As far as maintenance is Murdock Academy. A little to the
concerned we rest upon the good will east across the mountains is the Snow
or the bad will of the legislators every Academy, at Ephraim. Farther north
two years as to whether we shall have the largest of all their institutions is
new buildings and extras. As the Pro- the Brigham Young University. It is
fessor of Chemistry once said, "One situated at Provo. Salt Lake has a
year is like living in Heaven at the
very large high school known as the
University of Utah, but the other year Latter Day Saints high school. Ogden
is like the other region, because of the has the Weber State Normal College,
legislature's meeting." I suppose every which is a junior college; in the far
institution depending upon its legisla- north at Logan they have a Brigham
ture has somewhat of a similar experi- Young College which is also a Junior
College, and at Preston, just over the
Besides the three fundamental border into Idaho, they have the Pres-
schools, the School of Education, the ton Academy, which is a high school.
School of Mines and Engineering, and I think in Idaho they have some other
the Arts and Science school, we have a schools. The Episcopalians have one
preparatory school of Medicine, lead-
elementary and secondary school for
ing to a B. A. degree, and two years girls in Salt Lake City, Rowland Hall.
of certificate in medicine. I am proud The Presbyterian Church maintains
to say, the University of Utah medical Westminster College in Salt Lake,
board has always been rated in the which is largely a secondary school,
“A” class and so its certificates are and has secondary schools also at
accepted anywhere. It has Law Provo and Mount Pleasant in the soutlı,
School, a school of Business and Fi- and at Logan in the north. The Catho-
nance. We are trying to furnish the lics have girls' schools at Ogden and
teachers of the State from the School Salt Lake City.
of Education, but do not succeed very
The Agricultural College.
well.
I
remember when the
School of Education was the largest
I am afraid, were I in Utah, they
school. Now it is one of the smallest.
would laugh at me because I have for-
The School of Arts and Sciences also gotten the Agricultural College. They
furnishes a large number of teachers
say University people always forget
for the secondary schools in Utah and
the Agricultural College. It is our
natural athletic rival. This state insti-
surrounding states. The extension de-
tution is in the northern end of the
partment has a third of our enrollment,
which was
some over five thousand
state, at Logan. Although the student
this past year.
population is small, in comparison with
the University of Utah, still the insti-
Schools of the Mormon Church.
tution is a very important factor in
As to private schools, the Latter- education in an agricultural state. The
day Saints Church, the Mormon Church extension division reaches the smallest
as you know it, has several very large settlement in the farthest corner of the
institutions in a number of districts. state. They have also a large and in-
Beginning in the southern end of the portant experiment station. I am sorry
a
can
222
FIRST EDUCATIONAL CONFERENCE
Did you
ever
I can't tell you more of the institution A Symbol of the Association.
in detail, but I am sure it is one of the
I would like to have you for a mo-
best agricultural colleges we have in
ment try to picture our Association as
the states.
a human figure in the world. Let us
Utah also maintains a school for the
think of the Association symbolized by
deaf and blind, and an industrial school,
both located at Ogden.
a woman a little over fifty years old.
She is a mother, a mother of girls of
all sorts, and if she is a true mother
THE YOUNG WOMEN'S CHRIS-
of that age and experience she has
TIAN ASSOCIATION
learned and is learning by adaptation,
MRS. WALTER F. FREAR
She is feeling day by day the new needs
that her different daughters have. She
I am thinking that some of you are is growing in grace to meet their re-
saying under your breath, "Young quirements.
Faults ?
Women's Christian Association-Yes, know a mother who was not full of
we have a little association in our home faults? But, if she is the right mother,
town. ' They teach millinery and type- she is trying to outgrow those faults.
writing. What is the big idea? Why She uses the laboratory method. She is
a delegate to this Conference?" Because full of experiments in the class-room
I want us all to think of this Y. W. C. and in the kitchen. She is learning day
A. as thoroughly human and as unin-
by day new methods of teaching, and
stitutional as possible, I am going to
growing with the growing needs. She
answer your supposed question by an finds large numbers of her daughters in
illustration.
the colleges and there she is among all
One of our young secretaries coming other institutions the leading spiritual
out here to work received a letter from in the discussion of modern problems
her mother, saying "Remember you are force, giving that freedom of expression
to work for an Association that bears that young girls today demand. She
the name of Christ." The spirit of finds that many of her daughters live
Jesus is the big idea. The spirit of in cities, full of everything that distracts.
Jesus, who was neither Romanist nor These must have something unifying,
Puritan, but whose teachings have been something stimulative, something sup-
interpreted widely by both, is the spirit plementing what city life gives them..
that, we hope, animates our great As- She finds many of her daughters liv-
sociation, which is not only national buting on the outskirts, the lonely places,
international, for twenty-nine different
and there she sets up a “town and
countries have asked for its services and
county" arrangement for them, where
two of those, it may interest you to there shall be a chance for physical
know, are in the Balkan States. Jesus development, a chance for social life,
said "I am come that they might have
a chance for study and a chance for
life and that they might have it more spiritual growth. In the summer time
abundantly." That is the animating she leads her daughters to the moun-
spirit. The blue triangle, so familiar tains or by the seashores of the country
to some of you, symbolizes this idea- where they may learn of God through
one arm standing for physical, one for the teachings of inspiring men and
intellectual, and one for spiritual life; wonien and through the ministrations of
the forces of the Association being nature itself. She has gone into the
directed along these lines.
factory where daughters have gone to
PAN-PACIFIC. UNION
223
seek industrial self-expression, and she girls are reaching out for the best there
is there to demand that her daughters is in life. These girls are thinking, al-
shall not become parts of machines, but though they have become mere parts of
that instead, when the monotonous tasks a machine in a factory, they are think-
are over, they shall have a chance for ing. We must more and more find ways
their souls to grow.
to train them in their thinking." So
Pioneer work.
there is this new note,-girls from fac-
tories are now in the sacred halls of
She believes that the proof of the
Bryn Mawr. Shall we not all go on
pudding is in the eating. Therefore
and on, up and up? I hold up to you
she goes into communities and says,
the door. Let not only China have the
“This municipality is not ready to put
open door; let's all liave the open door,
physical education into its schools," or
and with stronger minds and hearts and
"It is not ready for supplemental train- intensified ideals carry out the purpose
ing in nursing" or "It does not yet feel
of Jesus, that the people of the world
the need of a night school. Go to !
shall have the abundant life. (Ap-
We will stimulate ideas and action. We
plause.)
will make a pudding and the muni-
cipality shall taste it, and by and by
ORGANIZATION AMONG TEACH-
the municipality will set up this form of
ERS.
activity for itself.” She is the experi-
MISS IDA C. IVERSON.
menter; she is the pioneer. Isn't this
reaching out effectively toward the I do not belong to universities or
abundant life? Peace and war are ever government bureaus, but I belong to
in our minds. Human relationships, that large group of workers and edu-
brotherhood and sisterhood are ever in cators called the class-room teacher. I
our minds.
Here is a fresh example, am here particularly to carry back a
experiment. Perhaps Bryn message to my own organization, a
Mawr stands in our country as the group of 1800 elementary class-rom
most exclusive of our women's colleges, teachers.
but she has opened her doors this sum- This organizing of teacher folk into
mer to industrial girls, and has through their various homogeneous groups is,
the intervention and planning of the as you know, rapidly growing in the
Y. W. C. A. offered a six-weeks course States. I am not here to discuss that
of instruction, that the factory girl may phase of the profession that is left to
share the life and advantages of the another delegate. I want to say, how-
student.
ever, that I know organization is a
This summer I heard Miss Owers, right idea. It has been tried and
an industrial secretary, speak of in- tested. I know furthermore that it is
dustrial girls in a way that was thrilling. right because our esteemed friend in
She said a lecturer standing before this conference, Dr. E. C. Moore, said
them often could not tell from their
He told us to do it some dozen
attentiveness or otherwise whether they years ago and we have been moving
were industrial workers or regular stu- forward ever since.
dents. She read a long intelligent let- No one need fear class consciousness
ter from a factory girl and said, “You of this order and we will not admit class
can't see the spelling. This girl has antagonism for there can't be really any
been denied training in spelling, but such thing among school teachers. We
listen to her meaningful words. These are too busy with bigger things.
а.
new
So.
224
FIRST EDUCATIONAL CONFERENCE
My own group is gathered together conference it is the class room teacher.
to know itself. This knowledge pro- Here we are reaching out for the
jects itself into a better understanding eternal verities, the truth, which when
of all other groups and the result is a realized will make the world a neigh-
unifying school program which makes borhood. It has been emphasized here
for the good of all,
that the chief business of a teacher is
We elementary teachers have much to to preach the gospel of peace to the
learn and it is in group thinking that
children of men. There are so many
this crystallizes into a definite program. children in the world, perforce there are
We want to dignify our work. We need so many classroom teachers and because
more academic and professional train-
of this it becomes our unexcelled oppor-
ing and I appeal to you as leaders of tunity to bring the world into a neigh-
men that this sort of thing be made
borhood. That word has a meaning to
more accessible to all of us.
nie as never before.
We class-room teachers inust realize
One of the healthy signs of teacher
organization is the readiness to affiliate
our opportunities and dedicate ourselves
with larger organizations. The Los
to our work. We must be geography-
Angeles City Teachers' Club was en-
minded, history-minded and all the other
titled to twelve delegates at the N.E.A.
things that make for brotherhood. We
They were there. Where twelve teach-
ourselves must honor our profession,
then it will indeed be honored, all of
ers from one group leave the delectable
climate of Los Angeles for the execes-
which we endeavor to foster in our or-
sive sunshine of Des Moines, Iowa, they ganization thinking.
mean business. It would be so easy to
The aim of organization among teach-
come to Honolulu. These teachers have
ers is to be better teachers. The teacher
a serious purpose and they will take organization movement is a peace move-
ment for the sake of the child in the
something back to the teaching frater-
nity of our city that will leaven the public school. And let me say in clos-
whole.
ing that I am most grateful for this
The N.E.A. was a fine get-together
conference. I shall try to take back to
my own organization and to any other
meeting. It was of course a family af-
that will let me, some of the living
fair.
There were
no serious internal
fire. It has been good to be here.
struggles but I think had my friend
Dr. Burk been present he would have
THE NATIONAL EDUCATION
said there was dynamic thinking al-
ASSOCIATION
though the dove of peace did seem so
constantly to abide.
THOS. E. FINEGAN, LL.D.
To come to the conference is to learn I want to say a very brief word in
that the family is only the center of our regard to the National Education Asso-
being, but it is not the circumference of ciation, and bear its greetings to you
being. We must learn to live at peace and express the hope that this Con-
with all other families. I wish the
I wish the ference may co-operate and supplement
twelve N.E.A. delegates from my organi- the work of the National Association,
zation were also here. Everytime I see and that the National Education Asso-
a vacant chair in this room I wish a ciation may co-operate with this con-
class room teacher were in it, for I ference.
think if there is one group more than
The National Education Association
another that needs the fruits of this has a paid membership of seventy-five
PAN-PACIFIC UNION
225
thousand in the United States, and it tion of University Women to tell you
is growing every day by several hun- first something of the organization of
dred. The Association has a commit- women in general as we find it in my
tee on International Education Rela- own state, California. Someone said
tions, and that committee made its first the other day in one of the meetings
report at the annual meeting of the that if we want to exercise the com-
N. E. A. last year. This committee munity spirit in an international way
has made a survey of the different or- we must learn first to practise it at
ganizations and agencies in the coun- home, and I believe the women through
tries which are interested in interna- their various organizations are really
tional education. The Association has in a very vital way developing the
also recommended that in 1923 there community spirit, and the spirit of co-
shall be held in connection with the N. operation, and the spirit of democracy.
E. A. an international meeting, and has I want to interest chiefly the foreign
requested the United States Govern- delegates who are here, because I want
ment to make suitable provision for ex- them to take a message back to the
tending through the proper channels women of their country.
I feel sure
invitations to all the civilized powers the rest of you realize, and perhaps
of the world to send delegates to this with some little sense of American
meeting.
humor, how insatiable is the appetite
I just want to bring this matter be- and how tremendous is the capacity of
fore you and say just one further word, the American woman for organization.
and that is this. The other morning You know, if left alone on a desert
one of the members of our delegation island, she would organize, even though
said to me, “I wish that something there was nothing to organize for, and
might be done to inject into the spirit then she would find the “for” after-
of the N. E. A. that idealism which wards. (laughter)
prevails in the meetings of this con-
Foreign Impulse in America.
ference.” Now the way is open to do
that by bringing together in 1923 in the
I want to say to the foreign dele-
meeting of the N. E. A. representatives
gates, what it may surprise you to hear,
from all the nations of the earth, so
that you through your countries gave
that this great body of teachers in
a very definite impulse to the organiza-
America shall not simply be thinking
tion of our women, and it all came
about in this way:
It came about
of their special problems related to
the class-rooms and their social and
through that interesting and very im-
professional and economic standing, and
portant national event, the Panama-
Pacific Exposition. Before that the
so on, but that they may center their
thoughts on the great world problems.
women of California had had clubs and
So again I present to you the greet-
clubs galore, and sections and sections
ings and best wishes of the National
galore-though I may add parentheti-
Education Association. (Applause.)
cally these were chiefly for the elect';
and I should recall, too, that during
ASSOCIATION OF UNIVERSITY
suffrage times, those thrilling days of
WOMEN
1911, they certainly did good organized
work, though it was work done by the
CAROLINE FREAR BURK.
leaders mostly and not by the many.
I think perhaps l shall deviate a But when we come to the Panama-
little from the subject of the organiza- Pacific International Exposition then
.
226
FIRST EDUCATIONAL CONFERENCE
it was
we find that all the women of Cali- small enough so that people really get
fornia banded together in a fine com- together, and yet they are large enough
munity way. In 1915, when you Jap- for diversity of interest.
anese sent us replicas of your delight- I cannot stop to tell you of the
ful tea houses and tea gardens, and you
varied interests of the women's clubs.
Chinese sent that quaint pagodaed vil- You know them, ranging, as they do,
lage, and you Filipinos and Koreans from child welfare to world peace. One
sent your beautiful embroideries, and most important committee is a legis.a-
other wonderful exhibits. then the tive committee which always keeps an
women of California joined together as
open eye on proposed legislation in the
never before, and you were the impetus State, particularly legislation pertaining
of it. For the women were to be to the welfare of women and children.
hostesses to the visiting peoples of the I wish I could tell you about the won-
world. The women had a rather inter- derful co-operative drama, which was
esting organization at that time because given in Yosemite this summer, where
so wide-spread. They had a the women of the whole state of Cali-
state chairman, and there was a county fornia, from Shasta down to San
chairman in every county, and every Diego, took part in a pageant repre-
county chairman had a chairman for senting the history of California, and
every little town and hamlet in the although this was handled in outline by
state, and every woman in California a central committee, the details were
was given an opportunity to act as worked out by the separate organiza-
hostess. They didn't go about trying tions throughout the state. It was a
to get large sums, which would have
wonderful example of community spirit
been very easy, but they went about in
on a large scale.
the democratic way to get a little froni
Association of University Women.
as many as possible, and they got it,
and they got the spirit of the thing, The second organization, the Parent-
too. This same detailed type of or-
Teacher Association Mrs. Rowell has
ganization was later a workable basis told you about, and the third organiza-
for Red Cross activity during the war,
tion is the one we are perhaps particu-
and now continues as the basis for wel- larly interested in today, and that is
fare work in many countries where
the Association of University Women.
there is no associated charities organi- It was formerly known as the “Asso-
zation.
ciation of Collegiate Alumnae" and it
was composed of graduates of uni-
Federation of Women's Clubs.
versities in the various states. Its aim
I want to speak now about several has always been educational and this
large organizations for women, three has been carried out in two ways. The
in particular, three of the large secular first was to establish scholarships for
organizations which have educational women for higher research work and
value. One is the Federation of Wo- the second was to raise the standard of
men's Clubs, which is a national organ-
women's colleges.
ization, and under which are the state Recently the name has been changed
organizations and also the district or- to The American Association of Uni-
ganizations. Now the county organi- versity Women, and now an interna-
zations are forming everywhere, and tional federation of similar associations
we are finding that they are an espe- has been formed. The first meeting of
cially workable unit, because they are the International Federation of Uni-
PAN-PACIFIC UNION
227
versity Women was held a year ago in Some of the aims of this organization
London, and there were present dele- are to encourage the exchange of lec-
gates from fifteen countries. On that tures and students, to endow interna-
occasion Viscount Gray said, "The only tional scholarships and fellowships, and
sure basis of peace is international to establish clubs and centers of inter-
understanding. Universities are spe- national hospitality in the cities of the
cially fitted to promote this under- world. In Washington, in our own
standing.” The countries represented country, there is now being established
were Great Britain, the United States, an international club house for uni-
France, Czecho-Slovakia, Italy, Spain, versity women.
Holland, Canada, Australia. Belgium, I want to ask the delegates from
Denmark, India, Norway, Sweden and foreign countries to take a message
South ‘Africa. The first eight coun- home, urging particularly their uni-
tries were able to affiliate with this versity women to organize, and I want
international organization because they to urge this Pan-Pacific Association,
had their own national associations at when it has its next meeting, to have
home. Australia, India and Norway are an official delegate from the Interna-
now endeavoring to form associations tional Federation of University Women,
of their own, in order to affiliate with because the large aims of the two
the international organization. The organizations are identical, namely uni-
next conference of the International versal understanding, world education,
Federation of University Women will world peace, and world good citizen-
be held in Geneva, in July, 1922. ship. (Applause.)
:
228
FIRST EDUCATIONAL CONFERENCE
12. TRIBUTE TO MR. M.
M. M. SCOTT
THE WORK OF MR. M. M. SCOTT. man to us, it is almost a matter of un-
JUDGE SANFORD B. Dole and
written history that he had so much the
confidence of the Japanese, --he had be-
BARON N. KANDA
friended them when their name had been
Dr. E. C. Moore, Chairman: The first
order of the afternoon's program is to
traduced as an immoral race,—that he
became a kind of unofficial ambassador
do honor to a quiet man to whom honor
is due, and we are greatly privileged in
of Japan to this country, unknown and
having with us this afternoon the presi-
unsalaried, and yet when the Japanese
dent of the Hawaiian Republic, the first
officials were in trouble they came to
Governor of the Territory of Hawaii,
him. We don't know how many diffi-
culties he smoothed out in the delicate
Judge Sanford B. Dole. May I intro-
duce Judge Dole to this conference?
situations that occurred between Japan
(Applause, and audience rises.)
and this country. I believe his services
JL'DGE DOLE: I am glad to say some
have been very great in the way of
appreciative words of Mr. Scott. For a
peace, and in adjusting delicate situa-
long time he has been the leading educa-
tions between this country and Japan.
tor of these islands. It has been a bad His Work in Honolulu Schools.
practice to wait before saying anything
Mr. Scott has been a very fortunate
good about a man until after he is dead,
and then firing off something they call
man in being connected with one insti-
a eulogy, which does him no harm and
tution for a generation. Fortunate, I
generally does him no good.
say, because it has given him the oppor-
Mr. Scott needs no eulogy. He has tunity of directing the administration
been here forty years. Almost the whole
and controlling it in a way and organ-
of this time he has been engaged in the izing it, putting his influence into the
service of education in this country.
schools, the little school he became prin-
Previous to this time he was for some. cipal of after a few years. He was, first,
ten years a very useful man in Japan. A assistant principal and they moved to
good experience in California as a school the building now occupied by the Cen-
teacher brought him into prominence tral Grammar School, which had been
and he was chosen as professor, a pro-
the residence of Ruth Kealioukalani and
fessor of English, I believe, in the Uni- Princess Pauahi Biship, and through the
versity of Tokyo. Then they got him generosity of Mr. Bishop had been al-
into the very delicate and important most given to the government. In that
work of organizing a common school building the school gradually became a
system for Japan. I don't know how high school. Then there developed over
many assistants he had, but I believe he here by Thomas Square the McKinley
was the leading man in this work, and High School. He had first to put that
this school system has been organized high school in the Kalioukalani building,
and put into effect under his sympa-
and he still conducted and administered
thetic administration,
the school and has done so until about
He came to Honolulu very well post-
three years ago, as long as his strength
ed in Japanese lore, customs, traditions,
lasted.
sentiment and public sympathy, and A whole generation of the boys and
while he was a very great and useful girls of Honolulu have gone to school
PAN-PACIFIC UNION
229
to him. Very sympathetically, very in- Dr. MOORE, Chairman: I wish to call
telligently, and without very much stand- on Baron Kanda for further remarks
ardization, -I sympathize very much concerning Mr. Scott and his work.
with David Starr Jordan's protest BARON KANDA: It gives me great
against standardization—a principal like pleasure to say a few words in appre-
Mr. Scott put into harness and limited ciation of Mr. M. M. Scott and give, as
as to his freedom would not have done it were, a few facts supplementing the
half the work he has done in building remarks made by ex-President Dole as
up this school, a school of real democ- a sort of internal evidence of what he
racy. I don't know how many of you said and of what Japan owes to him.
have seen it, but it is a truly ideal school Just a little over forty years ago,
of democracy, with all the races of these when I began my pedagogical career in
islands represented.
Japan, conditions of education were
As time went on and he had more very different from what they are now.
teachers he could let go of the details There were more foreign teachers and
and for years past he has given his fewer native teachers compared to the
school something in the way of a lecture present situation. Subjects other than
or an address, daily,—something which, English, such as history, geography,
I believe, was beneficial to the school in mathematics, chemistry, physics and so
an educational way and in a building up forth were taught by foreign teachers
way and something really appreciated by through the medium of English. So it
the pupils. His influence over the pupils is a well known fact that those who
liad their school training 30 or so years
was fine.
ago are much better in practical Eng-
His Life Outside of School
lish than those graduated from our uni-
Outside of his school Mr. Scott was a
versities and colleges in later years.
quiet man, fond of books, well to the In the preparatory department of what
front in all intellectual enterprises of
is now the Tokyo Imperial University,
Honolulu; did not care much for society,
where I began my work, there were sev-
eral splendid teachers among my col-
though he appeared well when he went
into society, a good speaker, and intelli- leagues who are to this day remembered
gent. He was fond of books. He was a
with gratitude and affection by their
former pupils, and among them was
strenuous and helpful member of our
social science organization and every-
your respected fellow-citizen, Mr. M. M.
Scott. He had been invited to teach in
thing else in that line that came to hand.
the normal schools, which he helped to
He was a good out-door man, fond of
exercise and fond of nature. When he
organize, and was already familiar with
was an old man, for a long period he
the psychology of our students and very
successful with his work when I re-
was known to go to the summit of Tan-
turned from America in 1879.
talus every week on foot. Very few do
Order Conferred.
it now, very few in the prime of life
do it now.
In recognition of his long and faith-
ful services our government honored him
So I would like to have you think of with a high order of decoration, the Or-
Mr. Scott as a very useful man, very der of the Rising Sun, and the Impe-
public spirited, very quiet and unselfish rial Education Society welcomed him on
and as having lived a blameless life. the occasion of his second visit to Japan
(Applause.)
a few years ago and presented him with
230
FIRST EDUCATIONAL CONFERENCE
a gold medal. I remember being present government and other spheres of life.
on the occasion of the presentation, and It is my great pleasure, therefore, on
the hearty welcome that was given to visiting these islands, to meet my old
him by the educationists present, and colleague and friend again and to find
how glad his old friends and pupils were him enjoying, amidst the charming sur-
to welcome him again.
roundings of these beautiful islands, the
But, better than these visible signs of peaceful years of well deserved rest, and
recognition of his past services to the I cannot think of a better word to greet
cause of education in Japan is the invis- him with on behalf of the people of Ja-
ible monument erected in the hearts of
pan and our delegation than that which
her sons who were once his pupils and expresses so much here, "Aloha Oe"
who have since risen to high positions in (Applause.)
PAN-PACIFIC UNION
231
13. WHAT THIS
THIS CONFERENCE HAS
MEANT TO ME
RESPONSES.
We have heard of peace, education,
Dr. E. C. MOORE, Chairman: I am
democracy, justice, humanity, all of
instructed by the good power that has
these certainly are the ideals and aims
we have to look forward to, but I won-
directed us thus far in our deliberations
that we shall now convene as a Metho-
der whether even any one of these, if
dist experience meeting and that I may
made an idol, accepted without criticism
and made an object of propaganda,
call upon certain of our members for
without regard to the circumstances, as
"testimony,"-I think that is the word,
is it not, testimony? Five minutes of
well as, I might say, the background of
human life, whether the individual or
testimony as to "What this Conference
national may degenerate to a supersti-
has meant to me,” and the first member
tious panacea or idol. Now we are a
of the Conference whom I am asked to
call upon is Dr. Anesaki of Tokyo Uni- people looking forward, and we must be
united in vision and outlook, but I can-
versity.
not help thinking that everyone of us
DR. ANESAK1: Ladies and gentlemen, as individuals, as well as the race, as
Five minutes testimony and not a revi- well as the nation, has the background
val! But my mind is going through a
of its own life which must be taken into
stage of conversion. I don't know
account in looking forward.
whether the revival might come after
Now and then we hear very much of
that or not. At any rate it is hard for exploiting, control, activity and so forth,
me to exhaust all the benefits, impres- but as I tried in my poor wording in
sions, I have received from this Con-
one of the meetings to express it, we
ference, in having listened to so many have in our natures that which may be
instructive and inspiring speeches, and changeable or unchangeable. I don't
in having been inspired by the ideas and
mean to discuss this here,—but in our
ideals which are now moving us, the nature there is something which wishes
peoples of the Pacific.
to go forward, which impels us to go
You may remember a saying of forward. The fighting instinct, is one of
Schoepenhauer, a German philosopher
those tendencies of the impulse to ac.-
and pessimist. He says, "An historian quire. At any rate there is a progressive
is a prophet looking backward; the law- side in our human nature, but at the
yer is a moralist looking inside.” Which same time I believe there is another side
of these are we? I think we are neither to our nature in which we try to have
of them. We are a people looking for- something to admire, to contemplate, not
ward. We are united in outlook and as an idol or as a panacea, but as the
vision, but here I wonder if there be a very basis of human life, whether indi-
danger for us at the same time, because vidual or national.
we are apt to make of our vision a uni- If I may formulate my idea, the im-
versal panacea. When any principle or pulse to go forward may be called, in
idea is made an object of superstitious philosophical terms, a pragmatic tendency
worship, an idol, it is unworthy of hu- in respect to our proceeding anywhere,
man life.
and this is the motto of the present day,
232
FIRST EDUCATIONAL CONFERENCE
and we have to go forward in this direc- know that there are forces in this uni-
tion with this in our view.
verse controlling our destiny, but it has
But at the same time we have in our been a very recent awakening for human
nature a tendency to contemplate, to have beings to realize that if they want to
something on which we can depend, control their destiny they must work
something which we can admire and
and together. We must not depend on the
contemplate, and which is expressed in natural and impersonal forces. I think
the life of a nation as its history. The this Educational Conference bears the
historical background of a nation is as testimony that when human beings work
precious as heredity in the life of an in- together to control their destiny, the fu-
divdual, and in going forward and in ture is their own.
looking forward I think we must take
So I say emphatically that the future
heed of both of these sides of our
of the Pacific is in our hands. It is up
nature.
to us to make the Pacific countries dem-
And this concludes my expression on ocratic countries, and it is up to us to
this occasion. I was thinking in coming realize our noble ideals and to that end
to these Islands that I myself have
we must have understanding and this
sailed from Tokyo eastward, while those
Conference offers us the opportunity to
from the Anerican mainland have come
understand each other.
from San Francisco westward, and oth-
I hope that I have been able to pre-
ers have come from other parts, north-
ward, but here we meet. It is not nec-
sent to you the facts concerning China
that I wish you to understand, and I
essary that every individual go in one
hope that I have been able to invite your
and the same direction, if one and every
sympathy for what we. are doing in
one of them have the same idea, and I
think this Conference has taught me
China, and my last wish is that you may
there is a democracy of human minds, cooperate with us for the development
of our democratic ideals, not only that
a unity in aim and ideal, and that is
China and America may work together
wliat I have been impressed with most
of all by this Conference, and, if this is
as they have been doing, but that Japan
and China will also join hand in hand
a testimony meeting, I might call it a
gospel which I shall take back to my
to work out the destiny of the Pacific;
not only China and Japan but the Uni-
country. (Applause.)
ted States will also join together and all
Dr. Moore: Let me call next on Dr.
of the Pacific countries will join together
Ling of the Chinese delegation. Dr.
to have a common understanding, deep
Ling is not here at this moment and I
sympathy, and hearty coöperation in
will call on Dr. Wei of the Chinese
carrying forward the program of the
delegation.
Pacific. That is my sincere wish to
DR. Wer: Mr. Chairman, Ladies and
you, and I may deliver to you the invi-
Gentlemen: It is difficult for me to tell tation of the Chinese people that you
you my opinions concerning this wonder-
may come to us and see what we have
ful Conference, because I have so many in China, and to give you what we have
that are in my mind that I feel it is in China, and, above all, for your direct
impossible to present them to you in five observation of the things going on in
ninutes.
China. My invitation is sincere and I
One feeling I have now is that this hope I will be able to meet you some day
Conference has been a good training in China and say to you, "Aloha!
course for me at least. I think we all Aloha!" (Applause.)
PAN-PACIFIC UNION
233
DR. MOORE: Next I will call upon The authors of the conference "build
Dr. Sisson, a delegate from the United hetter than they know."
States.
We have received here many bless-
Dr. Sisson: Mr. Chairman, Ladies ings; the greatest of all is the renewed
and Gentlemen : If anything that I
assurance of the truth and profound
should say should seem inappropriate, significance of that great saying: “Ye
I think its inappropriateness should be
shall know the truth and the truth shall
appreciated by the others who shall
make you free.”
have to speak in this experience meet-
Now that the Conference is closing,
ing.
our hopes are high for the fruits that
However, the only way one in this
shall result; it is certain that these
symposium would be sure not to say
fruits will be more rich, varied and
something said by someone else would
beautiful than any present imagination
be to say something inappropriate.
can picture.
First, the economic and industrial
We cannot make direct return for the
has no such degree of harmonious un-
great boon of sharing in the Confer-
derstanding as has the Pan-Pacific Edu-
ence; we can only dedicate ourselves
cational Congress; would to God it had;
anew to those noble ideals of freedom
the Golden Age would be near at hand.
and humanity and the advancement of
We are going back into the hurly burly.
Man, from which this Conference
I ask indulgence to mention two phases :
sprung, of which it is a true embodi-
First, the economic and industrial
ment, and to the realization of which
world is in no less need of a peace-
it will prove a great contributing factor.
movement than the world of internation-
Dr. MOORE: Next may I call upon
al relations, and education has a great
Dr. Kannan, delegate from India ?
duty to perform in that field, using the
DR. KANNAN: Mr. Chairman, Ladies
same spirit and closely similar methods.
Second, private interest and national and Gentlemen: I have been more a
ambition still complicate the problem spectator of the proceedings of this Con-
and often obstruct progress, in all lands
ference than a participator, but I liave
that we represent, without any excep-
heard and observed so much during the
tion.
days of this Conference that I don't
Finally, let us consider the scripture know that I can compress in a short
speech all that I wish to say. I feel
maxim: "To whom much is given, from
that my vision has been broadened by
him much shall be required.” This con-
contact with the new ideas and new
ference has put us deeply in debt; no
words can even feebly express our sense
thoughts that have come out in the pa-
of the rich benefit which we have re-
pers and the discussions that followed
ceived. Many labored that the Confer-
ence might be. To them, one and all,
I feel that perhaps it may be said we
each of us is deeply grateful, not only
have rather battled about the outskirts
on our own part, but on behalf of those
of the subjects and not proceeded into
whom we have the privilege to rep-
deeper waters. If that is so, it is as it
rescnt.
should be, for this is a new venture and
The Conference has far exceeded our
for the first time, and it is best that we
highest hopes; indeed, no mind could proceed slowly.
have imagined days like these, for no The waters of international under-
such days ever occurred in the past. standing are deep and oft-times troub-
those papers.
234
FIRST EDUCATIONAL CONFERENCE
lous, and we should not venture far this house of friendship.
This capitol
without preliminary training.
building for ten days, has been in a
I think the ideas that have resulted as marked way the house of friendship,
an outgrowth of the Conference have and this, it seems to me, is the great
amply justified this Conference and suc- significant fact about this conference.
ceeding Conferences that I hope will be
Second, this Conference has been dis-
held in these Islands, and as a result of tressingly peaceful. Now Colonel Allen
the Conference I trust the ideas back in
said the other day that if we can make
the minds of the originators will be the question of education of as much
realized. I hope these ideas contributed
interest as the prize fight at Hoboken
to the Conference will be carried out by had for the people of the world, we will
the Governments whose delegates are
then get universal publicity for it. I
interested in the Pan-Pacific Conference.
had a notion, however, when he spoke,
(Applause.)
to get up and say that that illustration
Dr. Moore: Next I will call upon implies that in order to get publicity
Dr. Jackson, from the mainland.
into the educational field we must have
DR. JACKSON: It seems to me this a fight. People cannot become good
may be the most important session of friends until they have had one good
our entire Conference, on the principle fight. I think that principle is a sound
stated by Goethe that "Knowledge does principle. I think we ought to realize
much, but enthusiasm does all." It pro- peace is not the negative of war. Peace
vides the motive power to put into oper- is not the absence of war, it is the anti-
ation the great principles and ideas we dote for war and has to be fought for
have debated. I have many impressions. · just as war has to be fought for, and
Among them, first-three that stand out: when we come to that and discover that
First, in this Congress we have had fact, that education is a great peace-
an exhibition in dramatic and handsome maker and has to be fought for, we
form of the one thing which I believe have gone far.
the world most needs for its salvation. Now the Conference Committee of the
The emblem of the National Communiity. Pan-Pacific Union has the power to in-
Board is a triband circle of the national
tepret and correct this.' For your infor-
colors. In that we have put a little mation the objects of the Community-
poem in three lines to state our ideals
Center Section have been put into type
and objects, by Markham,-
and they have been mimeographed. The
“He drew a circle which shut me out, first has as its object to put into opera-
But Love and I had the wit to win; tion the 14 resolutions passed here yes-
We drew a circle that took him in.'
terday by the section. I am hoping
That is what this Conference has done, they will cause some disturbance. What
it has drawn a circle big enough to take is killing to a cause is neglect. If a
in the nations of the Pacific Ocaen. subject or proposition causes some con-
I shall never forget this experience, troversy, then we know it has aroused
one of the most illuminating and inspir- some interest.
ing adventures of my life, because it has The second is to put into practical
set in my heart this great principle, operation the community center move-
which might be called, “Love." I am ment in this nation, because until we get
not thinking about love as a sentiment. our principles and objects into operation
I am speaking of it as a principle of among the people themselves we shall
political procedure. Hawaii offers to us not make real headway. Lincoln said
PAN-PACIFIC UNION
235
once when they wanted him to run the covered yet the answer to it, how to se-
campaign, "I cannot run the campaign cure autonomy among the nations of the
because I have enough to do in the Pacific and yet secure peace.
I think
White House, but it is the people's cam- that ought to be debated here.
paign, and if the people get into it and
The third impression is that the Pan-
get warmed too much they will find they Pacific Union in my judgment is on a
have to sit on the blister."
big track to do a big piece of work,
A third sentiment which has been ex- because it is a semi-official body only, a
pressed in this convention a score of semi-official body, but a volunteer agency
times, and it seems to me the finest note to promote mutual understanding and
struck in this convention is a standard exchange of services among the peoples
of morality of fair play and of justice, of these nations on the Pacific, and isn't
and that is the only way in which ques- handicapped by having to employ diplo-
tions of international politics ought to matic or governmental methods of pro-
be debated. To formulate that into a cedure. I believe that is a notable, fact
document that we can all agree upon. about this Congress, and I want to
That is what that third resolution desires
remind this Congress that it has been
to do.
free from diplomatic or governmental
Now, referring to a fight or a scrap methods of procedure, for I believe
or debate,-there is no difficulty about there is no surer way to peace than that,
having a fight if we can observe one and I am proud to have a part in this
thing,—how to differ in opinion without Congress because I think it is doing the
differing in feeling. That resolution de- most important piece of constructive
bated yesterday was so smooth all the work of any international congress that
way through, we didn't have a debate. has yet been held. (Applause.)
Now, I think we ought to have a debate Dr. Moore: Next may I call on Miss
by assisting each other to make vivid the Julia Abbott, delegate from the United
functions for which we stand. It seems States ?
to me this is the big trouble; it is a con- Miss ABBOTT: I am glad this has
flict between two principles, namely how been called an experience meeting, be-
to secure concerted action on the whole
cause that means that one may give
without interfering with freedom in the
one's own personal point of view, and
parts. That is a political question and
also that one may be emotional. Now
always has been from the beginning of
I started out on this course from Wash-
time. That is the political question to- ington with that disagreeable feeling
day, and that is the problem before the that all our school children have, when
Pacific.
we take them on an excursion and tell
In America we went through that them they must write it up when they
problem and debated both sides, Jeffer- come back, and we have all perpetrated
son taking one side and losing out at that trick.
first, and Hamilton taking the other, The good ship Wilhelmina engaged
and winning out at first, but losing in in a hula for about twelve hours, after
the end and Jefferson won out perma- leaving San Francisco, and then I found
nently. And so we have perfect free- this first feeling supplemented by an-
dom and autonomy on the part of the other feeling which I shall not describe;
States, and yet have one strong central but after that I took out a black bound
government. We have come out of volume in which I was going to write
that problem. The world hasn't dis- down impressions every day. That was
236
FIRST EDUCATIONAL CONFERENCE
new
an easy thing to do during the sea through education, that itself is a
voyage, but, needless to say, since my wonderful experience to me.
This is
arrival in Honolulu the volume has re- a testimony meeting, so this may be
mained closed, and I have been much compared to a man who, leaving his
relieved to see the full press accounts daily task and going into the mountains
that have appeared daily in the morn- as the Savior Jesus Christ, often did,
ing and evening papers; but now I am to contemplate and commune with God,
faced again with this dreadfully in- the Supreme Being, in order that his
human request to give my impressions mind should be refreshed, in order that
in five minutes.
he should be endowed with a
I want to say very seriously that the
power to go out and help and uplift
contribution some of our friends from humanity,—I think our experience here
Eastern countries have made is some- is quite comparable to that. In that
thing I think we need to keep before contemplation Christ himself, no doubt,
us, and that is, activity is the beginning saw humanity with a clearer vision than
maybe and the end, but in between
he did when he was mingling with the
there must be contemplation in any people.
great experience.
So in this same way, we here have
When one has lived in touch with
gotten a clearer vision of the conditions,
the transcendent beauty of nature in aspiration and efforts of the different
these islands, when around and in all
peoples who lived on the shores of the
has flown that entrancing Hawaiian Pacific Ocean. We understand the
music, when we have come close to
problems that confront each group and
one another in these contracts of friend-
all the groups much better now than
ship and when all veils of convention
we did before.
have been rent aside, and
Furthermore, to carry that analogy
dared to talk about the deepest things still fu
still further, Christ himself in his con-
in human nature, when we have talked templation saw
templation saw more clearly what hu-
about the welfare of children whom we manity should be and ought to be. So
all love. --when we feel we have touched here have seen
seen in Honolulu an
those things which we cannot express example of what the different races in
immediately, we need the communion of one community should be and ought to
sea and sky which will conie to us on be, and as they are; that is, living in
the return voyage, and I want to say peace and perfect legal, political and
in the face of these stupendous things, social equality, sharing their common
a thing we need to say with great lot with one another, caring for the
reverance “Be still and know that I welfare of one another.
am God.” (Applause.)
Now this is quite significant to me,
DR. MOORE: Mr. Cynn, from Korea.
because in my school days I was told
MR. CYNN: I am a Methodist, so that the comingling of blood or mingling
I am quite used to "testimony meet- of different races would cause degenera-
ings."
tion, would be a detriment to the ad-
To be called away from daily work vance of the human race, but here I find
and stay here for ten days and shut the contrary is true.
That is, we find
out all other considerations and concen- peoples of different races, and peoples
trate my mind, as you have yourself, of different parentage all come up to
upon one question, that is, how to the forefront without any appreciable
bring peace and happiness to humanity difference in their intellectual attain-
we have
we
PAN-PACIFIC UNION
237
1
ment, in their personal qualities, in their boundry, and we have so many people
moral characteristics, and they all come from different races here, I know truth
on the same level and carry on their in- 'permits no racial prejudice. I don't
dividual responsibilities without any dif- see the reason why the international re-
ference, so far as I have been able to lations cannot be settled by just sitting
find.
around a table like we have here today.
So that itself is a wonderful lesson. Although the world is very wide, and
It is a great lesson, a lesson that ought the international relations are very com-
to be taught to the other races which as plicated, but if we can gather together
yet haven't
haven't learned. Then the next and discuss the problems with the ut-
thing is this. This thing is very signi- most sincerity for the common interest
ficant to me too. When I was leaving of the people, not for the few only,
home I was somehow led to believe as we have discussed them in this edu-
that this whole world had gone back cational conference, I see no reason why
on idealism, but in my individual con- we could not settle those controversies
tact with the many friends here, and that arise day by day among the nations.
in listening to the splendid papers that So I take this opportunity to say
were read to us, I find that the heart
now, let us discuss the international
of humanity is still sound, and after all problems open mindedly, sincerely, let's
when everything is sifted down, hu- forget, let's wipe out secret diplomacy,
manity is hungry for the realization of
or you can call it secret treaties among
the highest ideals. This gives new the nations. I don't know what was
strength to me.
the cause of the war, but this secret
In conclusion, in order to make this diplomacy was at least one of the
a genuine revival or testimonial meet- causes of the war, because the secret
ing, I will tell you this: I will rededi-
treaties were trying to create national
cate myself to the cause of this ideal boundries, to create racial prejudices.
ism and go back to my people as a
So the first lesson I have learned here,
missionary, and I will do the best I can
I am quite confident in the future I will
to preach that idealism until all my
look towards this Conference, this
people shall be converted and shall live
Union. We can discuss all the interna-
in a happy and blessed life. (Applause.) tional problems sitting together as we
DR. MOORE: I call this time upon have, all working towards the common
Dr. Ling, delegate from the Republic interest of the people.
of China.
The second lesson seems to be very
DR. LING: Mr. Chairman, Ladies
minor, but it seems to me to be the
and Gentlemen: I am really a very
great interest. This Conference is not
poor speaker. It is really a matter of only a Conference of educators. It is
peculiar gratification, since this confer-
rather an international institution. We
ence gathered in the Territory of Ha-
have seen so many things geographical-
waii, to have seen the prominent edu- ly of Hawaii; we have seen so many
cators coming from different parts of things sociologically of the community
the Pacific. We have also discussed the of Hawaii, we have seen so many things
many problems with full sincerity, and biologically, those vegetables and the
we have also outlined many problems as trees, we have never seen in some parts
reported by the committees yesterday. of China at least, and we have also at-
Now the first lesson I have learned tended so many entertainments, dinners
is that truth recognizes no national and luncheons and have been entertained
238
FIRST EDUCATIONAL CONFERENCE
by different races or different communi- resolutions as possible may be realized,
ties. How we have learned from this and put into action. I attended this
lesson the people can easily get together. conference several times myself, and I
Although the communities as we have was inspired by those speakers very
seen during the last few days seem to much, very deeply.
be different Yet they can get to-
One of the speakers who impressed
gether very easily; and why not the me most was one who dealt with the
countries of the Pacific?
backwardness of the system of educa-
The second lesson I learned, if I tion. He stated that in spite of politics,
can use the same method, by means of speaking politically, many countries are
the educational channel, we can probably democraticised, while in the educational
get together as we have here during the world it is still very backward, unde-
last few days, attending the different veloped and controlled by dogmatic
entertainments given by the different principles. There lacks a spirit of
communities, So these two lessons I democracy or free advancement. I was
have learned here, that I will take back greatly impressed by that speaker, and
to China, to our country.
I couldn't help thinking of the system
And I also hope the other delegates of education in my own country, and
will take back these two lessons to their that we have many subjects in connec-
respective countries, to settle interna- tion with education in my country which
tional problems as we have here today. ought to be radically ameliorated and
Thank you. (Applause.)
improved
Dr. Moore: Let me next call on The second good which will result
Consul General Yada of Japan.
from this Conference is, in my opinion,
MR. YADA: Mr. Chairman and clele-
this: That the delegates coming from
gates of different countries. It is a several countries here to Honolulu, and
great honor that I was given today, the seeing with their eyes the real true
opportunity to speak before you, in this conditions of people living in this Island,
closing session I am not one of the
so harmoniously and so peacefully, no
delegates so I believe I was not called matter in spite of their difference of
upon for the testimonial meeting. I blood and races, as Mr. Cynn, the Ko-
understand I was called upon to say a rean delegate from the Y. M. C. A. re-
few words bearing upon my impressions peatedly stated, this is indeed a wonder-
of this Conference.
ful land. As you know, this Island
I believe this Conference has done a seems to be a veritable exhibition of
great deal of good in two ways. First, races. There are Americans, English,
your assembling here and speaking and Spanish or other Caucasion races, Ja-
discussing several iinportant questions panese, Chinese, Koreans, Filipinos,
regarding education and educational Porto Ricans, Hawaiians, and I may
systems and institutions. I notice in enumerate many others. They are liv-
the paper that you have passed fourteen ing perfectly in harmony, and have no
odd resolutions in connection with very quarrels.
important phases of the educational I have this view about the future
questions. I sincerely hope the dele- people of the Hawaiian Islands, that is,
gates will take back to their respective in Hawaii there will be created a unique
countries those resolutions and the gov- race, which may not be American, it
ernment will take them into their serious
may not be Japanese nor Chinese, nor
consideration, to see to it that as many Koreans, nor any races of Europe, but
PAN-PACIFIC UNION
239
race.
there will be one peculiar and unique responsive to American ideals than to
race produced here in years to come, Japanese,
imbued by the surroundings, the pecu- Really, many don't know where Ja-
liar surroundings, the peculiar surround- pan is,-they don't know the history
ings and environments and education, of Japan at all, while they are more
which is most adaptable to this par- conversant with American history, and
ticular climate and the conditions, and these people, owing to the cooperative
in my view we are already proceeding working of the Japanese themselves
towards that mixed, unique, distinctive and American authorities and American
people, these young people will be
Speaking of Japanese, we have some thorough Americans before the lapse of
111,000 people out of a total popula- another ten years, I am quite sure. And
tion of this Island of more or less than thirty years or 25 years or rather 15
a quarter of a million population, ex- years after, there will be very, very
actly 275,000 population, which com- few Japanese people who can under-
prises forty per cent of the whole popu- stand any Japanese. They will be heart
lation. From this numerical supremacy and soul Americans themselves; and my
of my people I notice that there is some
government has never had any clesign
mis-understanding about the peace situ- or any idea to keep these children as
ation of the Japanese people here, that thorough Japanese. If I understand
is, that the Japanese people being para- the principle of my government cor-
mount over other races in numbers, rectly, my government
my government views these
Japan has some designs in these Islands.
young people, Hawaiian-born people, as
That is to say, for instance, that they
a means or a medium of better under-
wish to control the industries of these
standing between both countries. If
Islands. Now, this question perhaps somebody imagines that Japan has to
may not be proper to discuss on this rely upon these Japanese people, not
occasion, but I want to take advantage
more than 111,000, then Japan is lost.
of this oportunity to deny the untrue re-
I dare say Japan may not be a strong
ports which seem to be propagated now
country, not as strong as America or
on the Mainland in this connection.
some of the European countries, but
It is true, as I said before, the Ja- strong enough not to depend upon a
panese are numerically superior to any handful of population which happens to
other race on the Islands, but as you be Hawaiian and whose destiny is that
know, the fact is that almost half of of American residents. (Applause.)
that population are Hawaiian born Ja-
And so my government will be great-
panese ; American citizens of Japanese ly satisfied if those Hawaiian-born chil-
parentage. This is why a rather deli-
dren may mingle with American boys,
cate and difficult problem is presented,
and be educated along American lines
but from the American view-point these and become genuinely good American
Hawaiian-born Japanese are recorded
citizens. (Applause.)
as American citizens, and, in fact, these
Dr. Moore: I now call upon Mr.
boys and girls who are born here in
Frank Milner of New Zealand.
Hawaii are more American, much more MR. MILNER: Mr. Chairman, ladies
American than Japanese. It is true they and gentlemen: With other delegates
know, they could understand something I have been deeply impressed with the
of the Japanese language, but they pre- unlimited possibilities before the educa-
fer to speak English, and they are more tional section of the Pan-Pacific Union.
240
FIRST EDUCATIONAL CONFERENCE
We feel that the foundation has been but from all parts of the Pacific Ocean,
well and truly laid, and we feel that is a tremendous education for me, and
that great superstructure which has I am feeling already that I am becoming
been latent in the soaring imagination an ardent internationalist, and I feel
of Alexander Hume Ford is going to that on my part I can go back to my
be realized in all its nobility of line, little country and strike sparks from
and we feel that the more confidently, the most flinty individual when I come
when we realize we have in our practical to speak of this subject, and of those
and sagacious secretary of the Con- ideals towards which we are so dimly
ference a director, I may say, the fore- groping .
man of the works. And it is a great
One of the things I wish to mention
joy to us to know that our Conference is
is that though the business of this con-
not going to terminate merely in a flux
ference deeply impresses all of us, we
of words, merely in a competetive at-
will not meet with a warm reception
tempt on the part of the delegates to
from a big section even among our
outline those glorious educational ideals
own friends. I dare say many of those
of international humanism we have so
who are engaged in the very work
deeply at heart.
of teaching will meet our enthusiasm
There is something more than rhe- with a considerable degree of cynicism.
toric and something more than a flood
But I am sure we can each go away
of sentiment that is going to come out from here and in our respective com-
in practical work, and we know it is
munities be a focus irradiating out all
going to be translated into realities for
these splendid contributions to our Con-
all the countries around the Pacific.
ference which we have heard so freely
There is no use of disguising the fact discussed and that very broad human-
in spite of diplomatic amenities we know
ism, for which we are all striving and
that stark ignorance of one another which we found so splendidly exempli-
tends to lend force and impetus to the
fied by and concretely embodied in the
big elementary powers that work for
great personality of our Chairman, Dr.
man's destruction, and we all think
David Starr Jordan.
and feel that the salvation must come
I would like to pause to pay my
through coordinated education. I feel
that strongly and that is why I am here
respects to and express my admiration
for that great American. He is one of
today.
the great Americans who is one of our
I want to tell you that my impressions great international assets.
You know
must have been more overwhelming as I listened to that great man, bearing
than those of the majority of the dele- all his weight of learning as lightly as
gates, because the whole of my life has a flower and giving us such splendid
been spent in New Zealand with the advice, fortifying us to be strong in
exception of a pitiful three weeks in
democracy as the salvation of the world,
which I visited Australia, and conse-
and irradiating everything he said with
quently, having been born in New Zea-
that seemingly spontaneous irradiation
land and having been reared and nur- of epigramatic brilliance, I felt if we
tured there, my horizon has been very could only have such a personality as
limited indeed, and to come out from that in all our lands what a splendid
a wee little community and a wee little impetus it would give to those ideals
island, and to meet here distinguished of internationalism and understanding
delegates, not only from the Mainland of each other that all have at heart.
PAN-PACIFIC UNION
241
I was
more
That is the reason I make so bold to making a few remarks in retrospect of
pay this tribute to that man whose what seems to me to have been accom-
wise guidance has made such a success lished. during the ten
ten days of its
of this gathering
sessions.
I want to say to the educators here
It was most appropriate that here in
how much I appreciate your great liber- these islands which have become the
ality, which is the dominant character-
home of so many different peoples bor-
istic of your outlook on life.
dering the Pacific the question should
told in certain quarters that I would
have been asked at the outset “Why a
get a sort of indifferentness of atmo-
Pan-Pacific Conference on Education ?”
sphere when I got to America. but, you
Here we find not a homogeneous com-
know, I feel perfectly at home with the
munity but a heterogeneous one, among
Americans. I speak of the Americans
whom the languages, the traditions and
because there are more of them here
habits of life of the parent countries
than of others, but I feel at home with
have been
or less preserved.
the other delegates too.
Different as they are in race, color, re-
I remember when an American visitor
ligion and in various other respects,
came to my school,—she was an Amer-
there is perfect harmony among them,
ican who had been prominent in edu-
because there are certain other respects
cating the people in the matter of the
in which they are common.
This sug-
prohibition sentiment, and I was taking
gests the possibilities whereby misun-
her through the corridors of our uni-
derstandings arising out of racial and
versity, where there were busts of many
other differences may be obviated, that
Americans, your great men, George is, not by legislation or diplomacy but
Washington and Abraham Lincoln, and
by the knowledge of another
other presidents, and your great stars
through contact and education.
in the literary firmament,-Lowell, Ir-
With this in view, the conference set
ving, Hawthorne, Emerson, Longfellow,
itself to secure a better knowledge of
and others whose works we use in the
the educational conditions and systems
study of literature, and whose influence
of the Pacific lands.
Valuable papers
on the young generation of New Zea-
dealing with the wide range of topics
land is not disputable,--and as she saw
from the kindergarten to the university,
all that, and those familiar teachers, she
the system of education in the different
said, "My! It is just like being at
countries, the teaching of special sub-
home!” I want to tell you that I feel
jects like history and geography, etc.,
like that after this Conference, and I do
were contributed by the delegates and
clap myself on the back when I was able
these were followed by discussions.
to go to Toronto, but I triumphed over
These papers contain valuable data and
nationalistic sentiment and I came here
suggestions pointing to the ultimate
to an atmosphere of international hu-
solution of many of the problems aris-
manism. (Applause.)
ing in Pacific lands, thus tending to
DR. MOORE: Baron Kanda of Japan further the cause of international peace
shall say the last word in this experience and friendship.
meeting.
An important factor which has con-
BARON KANDA: Mr. Chairman, Ladies tributed to the full benefit of the Con-
and Gentlemen : At the close of the ference has been that which may be
Educational Conference of the Pan! classed under the general name of "en-
Pacific Union, I take this opportunity of tertainments.” They were in many cases
one
242
FIRST EDUCATIONAL CONFERENCE
instructive object lessons and illustra- us during our stay here, to our honor-
tions of the history, tradition and life ary chairman, Dr. David Starr Jordan,
of the different peoples represented int to Dr. Frank F. Bunker, to Dr. A. L.
these islands.
Dean, Messr's. Vaughan MacCaughey
We canont express too highly our and Alexander Hume Ford and others
grateful appreciation of the painstaking for organizing and carrying out the
preparations made by the committee on Conference to its successful conclusion..
entertainment under the direction of
We now part and return to our re-
Mrs. F. M. Swanzy and by the various spective fields of work being assured
sub-committee, to whose untiring efforts that the Conference has accomplished,
for our pleasure, comfort and informa-
among other things, the tangible result
tion we are indebted for the pleasant of bringing into closer touch the promi-
impressions we carry home with us and
nent educators of the Pacific lands and
which ministered in no small degree to has paved the way for more intimate
the success of the Conference.
fellowship with one another in the
Let me also express our sincere thanks future and more mutual cooperation in
to His Excellency the Governor of the great cause of education to which,
Hawaii for his generous hospitalities to our lives are dedicated. (Applause.)
PAN-PACIFIC UNION
243
14. THE CONCLUSION OF THE
OF THE CONFERENCE.
THE RETURN OF THE EDUCA- Someone has said this is a gesture in
TIONAL CONFERENCE TO THE the direction of peace. Yes, it is a
PAN-PACIFIC UNION.
splendid gesture, and out of such ges-
Dr. E. C. MOORE,
tures come human action.
This round world of ours is young.
GOVERNOR FARRINGTON
Next year it celebrates its 400th birth-
DR. MOORE: Now, Honored President
day and every man of us must in thought
of the Pan Pacific Union and Governor
go with Magellan around the world be-
of Hawaii: It was the creative imagina-
fore he can say, with the aspiring Stoics
tion of the ministering company over
of old, "I am a man and nothing human
is foreign to me."
which you have the honor to preside,
Sir, that conceived the idea of this The Kingdom of Friendship is not
first Pan-Pacific Conference on Educa- yet upon the earth, but there is a pat-
tion thereupon it made plans for this
tern of it in our minds, which we may
meeting, and forth with by its invitations look upon and looking upon it we may
it assembled us from the ends of the
set our houses in order, and now we go
earth; and when we came here you wel-
back to live in that kingdom and to
comed us and allowed us to share your persuade our people, our peoples, to
high hope, you gave us your benedic-
live in that Kingdom.
tion. You set us the task of comparing
I have the honor, Sir, and the privi-
our education and finding out, if pos- lege of returning this Conference to
sible, what aspects of it, might be most
the President of the Pan-Pacific Union.
helpful to us all.
(Applause.)
We thank you from our hearts for
GOVERNOR FARRINGTON: Mr. Retir-
this privilege of having sat together ing President of this Conference, Dele-
here for the past ten days in contempla- gates, Fellow Citizens, and Friends: As
tion of our common ideals; in trying to
I have sat here this afternoon my mind
work out common denominators of our has gone back to the regions of New
striving. There have been moments in England. In my home life one of the
our deliberations when the spirit of un- red letter days of family history was
derstanding was present to our minds. when my father and mother could at-
Civilization is a new thing, a thing of tend a church conference, and it has
the day-before-yesterday only. It has occurred to me that as these inspiring
come through the ordeal of fire. Broken remarks have been rendered here this
and distorted humanity lies depressed afternoon, it was very much like the
and forlorn, and some men can find in atmosphere of the old time church con-
their hearts only the comfort of that ter- ference, only this was a wider circle.
rible thought of Chamfort when he said: And my mind also goes back to the
"Only the futility of the first deluge little red school-house, back to the time
prevents God from sending a second." when the school agent of the district,
We are not of that company. We be- the time having come for the opening
lieve that though man has done badly of school, went to the school house to
in the past he can do better in the fu- deliver the key to the school teacher,
ture. We believe in the creative word, and the school teacher carried on her
the logos, the thought and the word. work for the required period, as you
244
FIRST EDUCATIONAL CONFERENCE
delegates have done here, and in due tended, and from the delegates, that
season the school teacher returned the your discussions have been very profi-
key to the school agent. And he locked able. We feel very proud of the record
the door and the school house remained that is being made by these conferences,
closed until another period of educa- because it is satisfying our belief of
tional conferring was due. That was
of our mission in life here. We are in
in the old days. As time has gone on, the midst of the Pacific, the friendly
as enlightenment has given us a freerer outpost of a friendly nation; friendly in
scope, the old-fashioned school house is
every respect, and it is particularly
no more, but it has become rather a
gratifying to the citizens of this Terri-
community house. It is closed at no tory that we can here give you and
time during the year but is always open give others who are minded to come
for community affairs.
here at the invitation of the Pan-Pacific
And it occurred to me that this Pan- Union, or any other organization,-come
Pacific movement or Pan-Pacific Union,
here from all parts of the Pacific, all
and the mechanical equipment which we
parts of the world, the opportunity to
have here in this Territory is open to discuss the problems in which you are
the service of people interested in edu- especially interested, and discuss them
cational conferences, not only for this
in an atmosphere that is absolutely free
session which you have just closed, but
from any prejudice, anything which
for all time.
might prejudice your discussion, or any-
It is really a great pleasure to have thing which might prejudice iyout con-
been associated with this conference. I
clusions. I might say, to a certain ex-
regret that it has been impossible for
tent, it is neutral, ground, and 1 could
me to attend any of your sessions other also better describe it in that pharse
than the first and the last. I feel that or in that word which has now become
I have,—that my position rather, is one
properly defined to the delegates from
of the school agent, whose business
over sea, the atmosphere of "Aloha."
duties in his other affairs are such that
On your arrival here we greeted you
it is impossible for him to attend the
with the friendly word of Hawaii,
classes,—although it would be very
"Aloha." On your departure, and in
profitable for him to do so. I judge taking over the machinery under which
from what I have read in the papers
you have operated so successfully, on
vou have dealt a great deal with the
behalf of the Pan-Pacific Union, on
general peace of the world, and it is
behalf of the people of the Territory
a splendid topic. I suppose you have
of Hawaii, and, I am sure, I can also
also dealt with the three r's of reading,
say on behalf of the President of the
'riting and 'rithmetic, and where they United States, who joined in the greet-
belong in the general scheme of the ing to your original assembly, I can say
youth and of international life.
to you, “Aloha!" I now declare this
I am sure from the comments I have
Conference, the first Pan-Pacific Educa-
heard from the citizens of Honolulu, tional Conference ever held, adjourned.
citizens of our Territory who have ar. (Applause, delegates rising.)
GROUPING OF ADDRESSES
Page
1. Addresses of Welcome
1
-
-
-
24
-
2. Why a Pan-Pacific Educational Conference?
28
1
3. The Relation of Education to National and International
Polity
65
4. Interpretative Descriptions of Systems of Education in
Pacific Countries
83
5. What Knowledge Is
132
I
1
1
6: The Needed Knowledge Content
144
1
1
1
7. The Functioning of the Divisions of Public Education
in Preparation for Achieving World Peace
158
8. Education and the State
182
1
1
--
1
9. The relation of Religion and Education
-
-
mm
195
10. A Pan-Pacific University
-
204
1
-
1
11. Statements by Representatives of Institutions and
Organizations
208
1
12. Tribute to Mr. M. M. Scott
228
1
1
1
13. What This Conference Has Meant to Me
231
I
14. The Conclusion of the Conference
243
1
246
FIRST EDUCATIONAL CONFERENCE
INDEX OF ADDRESSES
!
ABBOTT, JULIA WADE. The Kindergar.
ten, 158; What This Conference Has
Meant to me, 235.
DOLE, JUDGE SANFORD B. The work of
Mr. M. M. Scott, 228.
ABE, ISOO. The Fundamental Basis of
International Peace Polity, 75.
FARRINGTON, GOVERNOR WALLACE R.
The Return of the Conference to the
Pan-Pacific Union, 243.
ALLEN, COL. RILEY H. (Chairman). Re-
port of Committee on International Pub-
licity, 18.
FINEGAN, THOMAS E. Education in the
United States, 119; Representing the
National Education Association, 224.
ANESAKI, M. The meeting of East and
West, 35; Education and National
Polity, 78; Discussion of Korean Edu-
cation, 104; What This Conference Has
Meant to Me, 231.
FORD, ALEXANDER HUME.
tunity of Educators, 26;
Through Georaphy, 148.
The Oppor-
Knowledge
FOSDICK, RAYMOND. Representing the
Community Service (Incorporated), 217.
BABCOCK, MAUD M. Representing the
University of Utah, 219.
FREAR, MRS. WALTER F. The Spirit of
"Aloha," 25; Representing the Young
Women's Christian Association, 222.
BADE, WILLIAM F. Permanent Peace and
Religion, 44; Coordination of Religions
With General Education, 201.
Educa
BLACKMAN, MRS. LEOPOLD G.
tion in Java, 100.
GREENWOOD, BARBARA. The Interna-
tional Kindergarten Union, 164.
HADEN, T. H. Ignorance About Pacific
Peoples, 42; Discussion of Education in
the United States, 125, 130; Missionary
Education, 199.
BRITO, FRANCISCO DE PAULA, Jr. Edu-
cation in the Pacific Colonies of Portu-
gal, 117.
HARA, K.
Contribution of History, 140.
BUCHANAN, NINA O.
National League of
ciations, 210.
Representing the
Teachers' Asso-
KARADA, T, Japan and the International
Spirit, 73; Discussion of Education in
the United States, 129; Knowledge for
the sake of Knowledge, 139.
BUNKER, FRANK F. (Chairman). Report
of Executive Committee, 22.
BURK, CAROLINE FREAR. Representing
the Association of University Women,
225.
HARDING, PRESIDENT WARREN
Greeting to Conference, 24.
G.
HEE, JACKSON. “Peace," the Watch-
word of Education, 49.
BURK, FREDERIC (Chairman). Report of
Committee on Permanent Organization,
17; The Function of the Conference, 28;
American Education Is Not Yet Com-
pletely Democratized, 140; Is Education
Equal to the Task? 177.
IVERSON, IDA C. Representing the Los
Angeles City Teachers' Club, 223.
COOPER, FRANK B. The Place of Under-
standing, 45; The Elementary School,
172.
JACKSON, HENRY E. Cultural and Scien-
tific Elements in Education, 41; Repre-
senting the National Community Board,
208; What This Conference Has Meant
to Me, 234.
CYNN, HUGH HEUNG-WO. The Progress
of Humanity, 46; The Educational Sys-
tem in Korea, 101; The Utility of Knowl-
edge, 137; What This Conference Has
Meant to Me, 236.
JORDAN, DAVID STARR. The Objectives
of This Conference, 28; Discussion of
Education and National Polity, 79; Dis-
cussion of New Zealand Education, ill;
Discussion of Education in the United
States. 129; Discussion of Geography,
147; Education for Democracy, 182.
DAINGERFIELD, LAWRENCE H. The
Place of Meteorology in Education, 152
DEAN, ARTHUR L. Two Important Ques-
tions for Consideration, 30.
KANAN, K.
194.
Village Republics in India,
PAN-PACIFIC UNION
247
KANDA, BARON N. Introducing David
Starr Jordan, 182, 1911. The Work of M.
M. Scott, 229 What This Conference
Has Meant to Mo: 342
LAWRENCE, FRANCES The Kinder-
garten in Hawaii, 168.
LING, SZE MOO. What This Conference
Has Meant to Me, 237.
ROWELL, MRS. HUBERT N. Representing
the National Congress of Mothers and
Parent Teachers Association, 212.
SISSON EDWARD O. The, Task of Demo-
cratic Eduoation, 65; Discussion of Edu-
cation in the United States, 127; The
Content of Geography, 150; What This
Conference Has Meant to Me, 233.
MacCAUGHEY, VAUGHAN. Education in
Hawaii, 89; (Chairman) A Pan-Pacific
University, 204.
MCCLELLAN, MYRTA L. The Need For
Becoming Geography-minded, 144.
MILLER, HUGO H. The Philippine Edu-
cational System, 112.
STRATTON, GEORGE M. A Study of
Race Differences Needed, 64; Discussion
of Education in the United States, 128.
SWANZY, MRS. F. M. The Meaning of
"Aloha," 25.
TATE, WILLIAM Á. education in Aus-
tralia, 83.
TIGERT, COMMISSIONER JNO. J. Greet-
ing to Conference, 24.
MILNER, FRANK (Chairman). Report of
Committee On Resolutions, 20; The
Eradication of Racial Prejudice, 54;
Education in New Zealand, 107; What
This Conference Has Meant to me, 239
TSAI, YUAN BEH, Two Chief Problems,
48; The Meeting of Oriental and Occi-
dental Civilizations, 52; Chinese View
of Knowledge, 138.
MOORE, E. C. Western Science and East-
ern Culture, 38; Discussion of Educa-
tion in the United States, 129; On the
Nature of Knowledge, 132; The Return
of the Conference to the Pan-Pacific
Union, 243.
TSE, KEI YUEN. Religion and Education,
195.
NAGAYA, JUNJI.
Japan, 94.
School Training in
WEI, SIDNEY K. China's Problems in Re-
lation to National Polity, 79; Education
in China, 86; Education and Democracy
in China, 191; What This Conference
Has Meant to Me, 232.
The Pan-Pacific Uni-
REINSCH, PAUL S.
versity, 206.
REPPUN, C. F. Russia and Siberia, 85.
YADA, CONSUL-GENERAL. What This
Conference Has Meant to Me, 238.