1 
 
 UC-NRLF 
 
 3 14? 73fi 
 
 r 
 
.PROBLEMS OF THE SEGREGATED SCHJGL 
 
 R)a ASIATICS IK SAi; FRr'.riClSOi) 
 
 by 
 
 h&ry Bo-Tze Lee 
 
 int;SiS 
 
 3ub;-.:ii.i.ea in paruiai satiisxautxun oi x,ne requirements roi- tne degree of 
 
 Liaster of Arts 
 in 
 Education 
 in tne 
 GRADUATE DIVISION 
 of the 
 UNIVERSITY OF CALIK) 1t.;.IA 
 
 DECELBEH 1921 
 
 1 V' b/ipA.'7X\n54.e*'- 
 x-pproved ..'J............... 
 
 Instructor in charge 
 
 • •••••• 
 
 • •••••••••••••••••**• 
 
 Deposited in the University Library 
 
 Date t<ibrarian 
 

 f:"::' 
 
INDEX Page 
 
 I. Origin and history of Chinese vrho first cane to the 
 
 United States 66 1 
 
 II. Chinese Schools in San Francisco 2 
 
 III. Law Legalizing the segregated school 3 
 
 IV. Cases of Chinese entering American gra::uuar schools 4 
 
 V. Study of the Oriental School 8 
 
 1. Qualifications of teachers 8 
 
 2. Course of Study 8 
 
 3. Enrollment 8 
 
 4. Cost per capita 8 
 
 5. Relations vfith other schools 99 
 
 6. Discipline 99 
 
 7. Environment and population JO 
 
 VI. Segregation involves three main problens 10 
 
 1. Social proble.is 10 
 
 2. Educational problems 13 
 
 3. Results of educational tests 20 
 
 4. Psychological problems 18 
 
 Results of intelligence tests 18 
 
 VII. Sug^estedjJf changes for segregated school 29 
 
 1. Cost per capita 29 
 
 2. Qualifications of teachers 29 
 
 3. Special classes 31 
 
 4. Rules requiring the speaking of Englis-h in schoil* 32 
 
 5. Responsibilities of te- chers 33 
 
 VIII. Difficulties of Chinese who continuo to High School 34 
 
 IX. Srimnary 39 
 
1. 
 
 The segref^ated school to bo considered is one which has boen 
 of interest to manor in regard to the oaitse and present condition of 
 euch a school* The purpose is to aroviae i iterest for the betterment 
 of this school and the remedies siiggestod are few Iwt porliaps they 
 oay raggest otters » and really bring about a chan^ which would be 
 of benefit not only to the Chinese but to the public in general* 
 
 This school is segregated for the Chinese but instituted 
 under a law that applies to the lionf^olian itaoe* 
 Eistorlaal In order to understand clearly the problems it is iiecessary 
 to go back to the origin and history ot the Chinese who first came 
 to Anerioa* It was in the year 1848 ?hen the first Chinese oaae 
 to the United otates. After the first surrivals many more caoe and 
 the nunber gradually increased to such an extent that agitation was 
 started against them^ for Chinese were willii^ to receive lovrar wages 
 than laborers; t!iey were tnore thrifty and lived laore econoiaically, 
 thereby arousing sentioent arainst then* 
 
 In 1875 tlie first agitation started by a group of non-Anericans 
 tliat is by a group of Europeans* I'ho group was led by an Irish dray- 
 tnan by the natae of Dennis Kearny who often held "sand lot" oeetings 
 for the purpose of arousing aii unfirier41y feeling aginst the Chinese* 
 The slogan was "The Chinese oust go" and this feeling continued until 
 the result was tliat in 1862 Congress passed t)^ Chinese I^zcluvion 
 Act* 
 
 As the minber of Chiiiese adults who cans to this country inoronsed, 
 likewise the nucibcr of Chinese childi^en increased* 
 
2. 
 
 CMnese In the year 1859 the first school was opened for Chinese children 
 
 Schools 
 
 In £>an in ban i^Vanoisoo, located in tho chapel of a chui'oh on ^Jtookton and 
 
 Fryiciwoo 
 
 '——~—~''^ SacrriBionto btreets. Tliis remained open for a short time then was 
 
 rooponod in 1871 wlien it also closed alter a siiort duratioti. In 
 
 1884 tlie school tras roopened vith Ui&s icoee Thiayer as prlncinsl 
 
 until in 1904 when she was succeeded by •*«. C, C» Dewhall who 
 
 Is still the principal of the now exlstinp segregated school for 
 
 Chinose. 
 
 This school «M then a snail wooden structure, located on 
 Stockton and Clay Streets and was in existence until tlie year of ths 
 fire and earthquake, April, 18, 1906, On October 10, 190G the school 
 reopened with an enrolljaent of ten pupils, and from then until nam 
 the nujsfber increased steadily till in 1915 the wooden shack was tuMble to 
 house thes. A new school building was then erected on V;ashin(^on street. 
 
 The first opposition in regard to admlttinf^ Chinese children 
 to Astwrioan public schools was started In the year 1887, when tlio 
 children of a Chinese who oarried a Caucasian wooan desired to 
 enter an Aaserican public school* ^ The board of education refused ad- 
 nlsEion to the children. The Chinese broup;ht the natter up in cotart 
 and won the case, v.bilih prave these children the privilege of enter- 
 ing the p S)lio school as desired* 
 
 Sepegated The saiM year, a bill was passed in the Legislature, providingt 
 
 Scnool 
 
 Legalized "Ths govomin? body of the school district shall have power to es- 
 tablish separate schools for Indian children and for cliildren of 
 Chinese or ".tongollan descent* when such sepcurate schools are estab- 
 
 I 
 
s. 
 
 lished, Indian, itongolian or iJhines© children nust not be odnittcad 
 into anj- other echool." - School Lav of Califorrin - Article X, 
 Part III, section 1662 - rogarding the ElamentaryCPriinary and 
 Grsnoar) Schools* 
 
 This segregated 6c1kx>1 thon, vlilch has been In eristence for 
 60 loDgf etetercines that the Chinese children oaniio^: onter any otljor 
 school in oan i'ranoisco. This law to those who know and wjdorstand 
 vhat the Chinese cliildren can do, eeeos Tory unjust. The Chiiiose 
 see children of other nations adoltted to p'ihlic Gchools while 
 they Bxiffor the pain of discriiainatlon agtdnst thea and feel a 
 •ODBtanfc sense of ii^justice in a land where the "square deal" 
 is supposed to be an ethical l<nr« Ho9 about Japanese? 
 
 In 1911 when the wooden struotijre holding the Chi ©se pupils 
 WM decaying It was hop d that the sohool woiold not be rebuilt so 
 that the Chinese as Other nations would roooive the saae troatoent. 
 But tliis lujpe was destroyed for In 1915 a now buildlnr was construc- 
 ted, nov7 holdinf; about eight hundred pupils* 
 
 Since the lav was passed and a separate sehool establisl^d, 
 lot \is see as to whlcli races or peonies have been discrioinatod ar;ainst» 
 The law says '^he govfrninp body oi' the school district ehall ha«« 
 poner to establish sopara'*'e schools for Indian children and for 
 children of Chinese or ;onrolian descent," 
 Itengolians According to the Hew International Enc^tslopaedla^ the 
 
 Hon^lian race is defined as "That division of mankind which is 
 characteristically Viatic and hsd its prlndtive home on the oontln- 
 
4. 
 
 Iho Islande of the Pacific, and, in the opinion of eone authorl- 
 ties, even to the oontiiairtt of .-uwrica* Brinton, who torned this 
 the .Isian raca, incbided in it tlie bjicitic peoples (Chinese, 
 Tibetans, Xndo-Chineoe) and the oiboric peoples (Tunf:usic, 
 MBBpolic, Tatario, iinnlc, Artie, end Japanese, -Korean proupa) 
 while ho r0{<;arded the alayo-l'olynesian peoples as a branch 
 desoendad fron some ancestral tribe in .iSia* But one is surprised 
 to find only Chinese ohildrcn attendlns the echool aontioned* 
 
 Tthen the above bill was passed he Japanese olninwd that under 
 the Gontlera's Sfxe&OBnt between Japan and United otates they (tlie 
 Japanese) have the rifrht to enter any public school: Thay were 
 then perndtted to do so but in 1906 the Board of rducation of i>tai 
 Francisco passed a resolution conpellin» the Japajfiese to attend 
 the Chinese ochool, as tlia school was then callar}. ' he Japanese 
 of tian Francisco protestod afrainat tMa and the Japanese consul 
 sent a protest to the Jananeee siinister at v-ashinf^ton* PreBxdcnt 
 Boosevelt was quite indi^-nant over this natter because the 
 Japcuiese l-isve been treated so unjustly, and requested tlio mayor 
 and Boeurd of Iduoation of £>an i'r ancle oo to go to Washington w'.iich 
 thoy did* A coflpronise was brouc;ht about by uooeevolt by allowing 
 the Japanese olaic of being lialayans and not iLonr^olians* 
 
 A^ln rtforrinp to the iiew Internotional n-iioyclopaodla, ono 
 finds that th9 -AlcyrxvE belong to the brown raoe and "are denied 
 by many ethtwlorists i^ho position of a raoe and are regarded as 
 osrely tlie insxilar and oceanic divisions of tlio yQllow race* Their 
 prifldtivo hOBS was sotaewhsre in the noighborhood of the peninsula 
 
Chi new in 
 
 AaBrioan"~* 
 
 «f Mallaooa* FlgpM«illy the ^Alays of tl^e continent etand 
 nearer to the Tibeto-Chineee branch of thj© Yellow ivace. The 
 3ro\-m itace includes the ^iAlays proper oi Uallacoa, the oitndanoae^ and 
 Javaneae of Java« the bribes of ounatra, Borneo, Colebee,and 
 I'canaMa aiid tlie inhabitants of the i. hilipines where the r»st 
 iii^MMrtant fassily is that ox tl.e Taccile* Froe the above the 
 Japanese can claia no diBtinction by bel(»iglng to tlio ..aleyan 
 race* 
 
 But although the Japanaso have gained adcittenoe to American 
 Public ochoole Public ccl-iooic ecae Cliinese Iiave done so lilajiriec* The law exclijd- 
 Ing Chineac children frou entering the Asiericanpvdslic schools when 
 a ccpcffate eohool is ostablislied for Gricctals, was passed in 1887* 
 In 1903 it is known tliat eo e Uhinose fiaoilice livlnp, outside of 
 the Chinese center sent their children into boIiooIs otlter than the 
 Chinese school* There was no refusal of adQlttance^ oven when the 
 children claioed to bo Chi ese; and they t?ere treated in a very 
 friendly way by the Anericon children* These Chiueee children lere 
 not excluded probubly beccuise the low was then not vory uell known 
 nor tho existence of a Chinese uchool so tliese Chinese cliildron had 
 tlie privilege and advantage of oitigiing with Aioerioan Children* 
 
 The Chines* who cans to San i rancisco alnost always 
 cettled in one plaoe* The children in this Cliiness quarter w«re 
 of course sent to the chii ese dchool^ wliioh was establlshod for 
 them* After the eartliquake and fire in oan i-rancleco the oxistenoe 
 of the Chinese School again beears prooinent and the law excluding 
 Chinese or Ijongolian childron from entering Aiaarloan schools was 
 
6. 
 
 re rigidly eni'oroed> Positively no Jliinoeo children wr* allowed 
 aclnlttanco to m^y other public school in ^an irancioco* As a resiilt 
 of tho strict eiu'oroeneiit o£ this law oony oi the Ohinoee faiiiliea 
 recaincd in other citieij; aboutt 30fU0U in Oai^and where thoy had 
 souglxt refv^ ifon t)te ujaxt itrancisco fire ol' 1906 where better 
 •duoational oprMHrturati.Ta taay b& had* 'iiioy orijOj«ed tlw aoiaa privi- 
 legea as those enjoyed by ohildreu o£ other races arid v^rc-ro allowed 
 to play and oiz:g;lo ";fith theiu 
 
 Later isany of the iJh nese families ooved otttaido of ilie 
 Cluiiase district, 'ihe oliildron,acaording to the law, aost attend 
 the urioatal .^oiiool although thoy livo at oToa* distaixjea froa that 
 8cliool» Gradually, ho-.wvcr, a fea Uhiriese oluldroa applied for 
 estroi'ice to the ^oierican i^'ublic Graiaaar schools and vore accopted* 
 
 viuestions have boon asked as to how thcso children gained 
 •dKilseion to tlvose schools* It Lb true that Chinsso children 
 living in the v;Mne8e center cannot attend any other school tlian 
 the (Jhinooe uohool* But it is easier to ontor the Araerioan soliools 
 
 wljeii tlie pupils reside outside of tlie Chinese quarter aa also ihoss 
 who uove to oan .iranci-co from other towns and cities, ooveral 
 illustrative cases may be citod* 
 
 In 1^18 a uhir ese boy of about seven years of age applied for 
 ontrance in oi» o£ tho school^i near his hone, which is outside of 
 tho Chineso district. lie was askod as to which nation he belonged 
 and upon his reply, the principal rofusad to let idm enroll 'jnlosa 
 I» claiiasd to be a Japanese* This ths cluld refuaou to do and con- 
 a«vi«Bnfclv \\Ad to attend a ori^ate echool. But about a year later 
 
<• 
 
 this SEene Qhlld went to tbe maao school afraln to rofrister and 
 waa cdXoii^d to enter, without any aaention cade abotit hie na- 
 tionality. 
 
 A J5roup of Chineao cliildron, eevon in nuaabcr, all bolonfring 
 to the Bane fanlly entered orio of the 'serlosn P\ibllc c^^chools 
 in cim irancisco* The ohildron }'.ad roiae fros ^he oout.hern part 
 of tlje state wfeoro they had be^n att<fndlnp acliools with cliildron 
 of other races and nationalities or\d broiigrht (^r+iflcatea of trans- 
 fer* It was incsorvenient to tend tYva children to tte ahineso 
 School t?hioh Tas quite a dietaiice from -their hone, so '♦•hoy en- 
 tered tbe American Pxibiic . ohool and no objoctions Fore isade. 
 
 A girl who was attondinj^ the Orient ochool nwved outside of 
 tho Chinese district* bhe *as recuested to continue hor education 
 in tho Oriental cc^iool. The girl arrt^wd tliat if her carfare were 
 paid l«Br then she would contim» to littend the Oriental . chool. 
 Sho x.'&a alltmea. to enter an Aioerloan public school* 
 
 TlK Children of a v/eulthy Chinese nerohant livinr in one 
 of ths best residential dietriote in i^an trancisco tried to enter 
 a school near their hono* Thsy were refused adnittanoo :ind wer© 
 forced to rctui'n to study at tlw oriental -chool* Later they 
 tried another public school near their hoas and was aliased to 
 en er in spite of tho fact that tho-/ .Tore )avefm\ to be Chinese* 
 
 Proa the above oases cited, one oan say "that the exoluolon 
 law has not been so ricidly enforoed* Ihe children hfl-vo ontei'ed 
 other schools and are rtill a' tendinis tlion* Probably tho school 
 axithortties conoorne-T have failed, r.^ppaely or othnrmse, to 
 
8. 
 
 Study of 
 the Oriental 
 B«hool ~ 
 
 BttalifloatioMi 
 of teachers 
 
 Course >£ 
 Btuiy 
 
 BivollBont 
 
 Coat nor 
 oanita 
 
 recop;nizo tliat they have ^inoao childron in their ^icliools* 
 
 they have ooae to realize tlio injustice ol' the law or perhaps tliey haw 
 
 a iaore synpathetic feeling for the Chinese. But no natter what the 
 
 cause nay he, the Chinese have gained adadttanoe to Amrioan publio 
 
 •ohools. 
 
 Bvrt since the law has been passed^ and a segregated school !ias 
 been established, let us study the school as it exists today and see 
 if it presents any vital and iiap(vtant probloas that deoand atten- 
 tion and to see if any ohan^ws are necessary and if so how can -they 
 be broi^ht aboxit reineti>ering that there is a prejudice against it. 
 
 The cualificationa of teachers for the Oriental i>chool are the 
 same as other schools* Any teaclier dssirint; to teach in ttw oriental 
 oohool nay do so if sho has fulfilled th requiresents of the stat* 
 law in regard to teachinr in grataaar schools. 
 
 The co\xr8e of stuily is identically the sane as that for other 
 public schools* The subjects taught and text boolcs are the seoe and 
 the work for each grado is su^^posed to florreepond with the same ^ade 
 of other schools* 
 
 Tbs nuoiber of papilB in attendance about eight hundred in twenty 
 •^hree classes with grades running froa the low first through ths 
 high eighth, and taking; In pupils of all ages. Vhere are tt/enty 
 teachers and the distribution of the number of pupils lay be seen 
 froa the following table. 
 
 The averaro dally attendance for the year 1920 was 683, while the 
 state enrolloent was 81)4* The cost of runrdnl the school per capita 
 
"Table iirosentlrii; ,,r'.doa nnd ntjmbor 
 Of pupils in eaoh ^jTcuie v.i th per- 
 oeutage of pupils bom in Ohina. 
 
 Percent bom in Ohlna. 
 
 Lov. first 
 
 
 
 37 
 
 
 Low First 
 
 
 
 37 
 
 
 High First 
 
 
 
 38 
 
 
 Low i'irst. 
 
 High 
 
 First 
 
 38 
 
 
 Low second 
 
 
 
 35 
 
 
 Low Second 
 
 
 
 38 
 
 
 High Second 
 
 
 
 38 
 
 
 Hl^ oooond 
 
 
 
 35 
 
 
 Low I'hlrd 
 
 
 
 43 
 
 
 Hi^ Third 
 
 
 
 48 
 
 
 Low i'oiirth 
 
 
 
 50 
 
 
 Hi^h Fourth 
 
 
 
 go 
 
 
 Low Fifth 
 
 
 
 46 
 
 
 High Fifth 
 
 
 
 49 
 
 
 Lo-.-' Jixth 
 
 
 
 48 
 
 
 Low -ixth. High . 
 
 jixth 
 
 48 
 
 
 High Jixth, 
 
 nish 
 
 Seventh 
 
 48 
 
 
 Low Sevcaith 
 
 
 
 30 
 
 5 
 
 Low Eighth, 
 
 Hi^ 
 
 Sighth 
 
 42 
 
 10 
 
 Total 
 
 
 
 786 
 
 
 22 
 
 20% 
 
 ISfr, 
 16j? 
 
9. 
 
 yithother 
 aohoolg 
 
 i 
 
 DiBOipline 
 
 for Chinese '■as |S7»67 as oonparod to ^^67*32 the arerage cost 
 per capita of all of thn other sohools. 
 
 ThB pi^iils loTind in this aay bo divided into two erot^e. 
 The first group consists of childron who waro bom here in /jnerioaa 
 They iK\y bo oallei th3 nerion bom Chinese for thoy were bom in 
 America althoagh their parents aic Chnese oitizens. Bat w)iether 
 the parents are bozn in China or not, thoy may bv^ called Chinese 
 as they come frorr Chinese stock. The other group is made up of 
 those childron «*»o vsore bom in C ina. They are niostly older than 
 the Amerioan bom Chinese and are more .jerious. These pupils are 
 placed in different grades, roj^.rdless (if their a^^Q - soire b eing 
 15 yra* oi' age and placed with childj-en of the first (.a'ade, while 
 in the eit^hth grade stay be found jmxjils over tv.'enty years of age 
 m xed with pupils of about fovtrtoen years old* 
 
 She school as a vdiole does not of tan have aoolal, athletic 
 or other oontaots v/ith other /.r.erioar. publio schools* Athletic 
 contests take plz^.oe once in a v;hile, but when such contestsddo 
 take place, only those who take part in the gzaie attend it* True 
 they have very fow or praotioally no sec 141 relationship b.'t\'/een 
 this Oriental . school and others* 
 
 According to the teachers, the dl;.oipline of the Chinese 
 children causes no difficulty* Of c^«rse they are playful and 
 mlBOhievouB at timos, es[>ecially tho e \7ho are bom here in America 
 for thoy are youn^<^ and as a rule lllo) to p]bay *• all othr^r children 
 Of their nt'e lito to play. Snt the p'l-jlls '^^^ ©cm® fTom Ohira 
 
 /^ 
 
 Mn«i r^i-k VI *i ^ ««^^^Vtl A *-M f Vw^4 w* ^ nr%j*!h*^mtm «•rV1«^ t- «- rt AYTA ^» _ fV>ta«* fl MA aI^^OV Dru) 
 
10. 
 
 EnvironraCTitf 
 
 itnd 
 
 PODttlatiop 
 
 ProtloiM in 
 
 Sooial 
 
 Problem 
 
 they possess a puxpose of acfniqlng an eduoatlon* They are filled 
 
 with a sense of earnestness, willine; to deTOle their time to study 
 
 and to ^et as niuch leamL-ij as possible* But as a rule« Chinese 
 
 children are not di ff l^^iilt to mana^. 
 
 Another point to oo brought out n t^ils connection is the 
 
 popvilation and enviroiiment of the Cliinese* Aooordint; to the oensxaa 
 
 of 1920 there were 8500 Chi2ieae in oan Francisco* As has been 
 
 mentioned* the Chinese live together in a diistriot 'f tholr own 
 
 where they can obtain praotioally eTarythin^^ they need* Their 
 
 present onnditirai« sool-'^l and eeonoRiio, resemble the onvironr«nt 
 
 In 
 in China for they epeali/ their own native tan^e« hare their onn 
 
 customs and manners and nabits of living are praotioally the same 
 
 as tAien they wore In China* The children seldom speak English and 
 
 eldom oone in Contact with En^ish speaking people. After t' eir 
 
 dismissal f ron the gFELrmiar sohool most of the children attonA 
 
 schools where they leam to read and write in Chinese, ^tudyi g 
 
 from two to five or 3ix hours each day including Saturdays. 
 
 Chsn£,-e8 must talce plaoe and a study of the sohool in the way 
 of bettering it« is necessary* 
 
 In having- such a sogregatod school, threo nnin problems are 
 involved in oonneotior with Americanisation: the social, oduoational, 
 and the ps^hologioal p]T>blem3* 
 
 In regard to the sooial x^roblem, m oh oan be said* Let as 
 first take op the side of those irtio uphold the ezolusion Isar and those 
 who are in favor of having the secn^egated school* 
 
n. 
 
 Pointa of T;» points given t»y thoso are: 
 
 those v.ho 
 
 tevor aej^ra- (1) She two peoploe oan noTar be assla-.ilatod. 
 
 RPtion* 
 
 it) The ways of thoucht, of llfo, of govornasnt, of morals 
 
 and roligion of tha Chins sa aro difforont from those of 
 
 the Americans, and like ^mter and oil they oan not mix 
 
 together. These tno raoes mi^t exist side by side, Iholr 
 
 children stuiying toget^r* association brought about thru 
 
 basiness; but the Arsrloans irould r)e-7er really understand 
 
 the Chinese, nor the Chi- ese the Ar.srioans* 
 
 (3) Ihe Chinese ohildren intend to do their future aoric in 
 
 China, therefors, let than 3tu<ty together and learn 
 
 iQore of each other. They will fom their early friendships 
 
 In childhood and leam to unite to do thing's, so that when 
 
 they return to China, they can do their work better, being 
 
 tospt together t*9n tiiey were young. 
 
 Armaments These are the nnin ob.leotions sone of fee Amerioaas offer for 
 
 a/^inst the 
 
 above three segrei32.tlon: Let us discuss then* 
 
 t)Ointa 
 
 But in rognrd to the assilability more careful study is 
 
 required. The distinction between social assimilation and assimilation 
 thru intormarri ge muat be made dear. Those tv.t} processes are 
 entirel7 different, h£.vln{i different lav7s en trolling them., and 
 haTs BO connection viif.tsoeTer* The assimilation of i dividual s so- 
 cially can only be brou^^it about by IrteimintTling, laaml g the 
 lanjuage, customs, ideals, and amr>itions of each other* This 
 social assimilation can praotlcally bo oorapti^te without intermarriage. 
 
12. 
 
 Tbe aeoond argument given i^ that fiie tvo races are so 
 different that it is better for theci to be segrrigated for the one 
 oa^not understand the other* But if tt.is is so is it not all the 
 nore imi^ortant tbat they do endeaTor to study tho othez? H story 
 shovs that manlcind has passed thxou^ a process oi evolution, 
 oaused by isolation of one group fi-oai another, thus develoring 
 different raoes with different civilizations* 'r^ah of these 
 raoes, hatrever, has ]sissed through the same ezperianoe« births 
 and deaths, loves and )xttes, sorrows and Joys* ii^aoh has devclopod 
 its o«ra ways of thoxjght and action by which ttey make life vwrtli- 
 «^ile and t^i{^ifioant* But the tins iBs ocme when mutual help and 
 understanding must be broti^jht about* 'Phe bn.rrier8 t>^t have separa- 
 ted the raoes one front the other are artificial or nan icade: lan- 
 guages, c^o^tons and ireligions, prejudices, passions and animosities* 
 Bat ttie knowledge of modes, of tho^ght, of customs and nanners of 
 other nations eon noreowr cause a nation to be haj^pier and richer* 
 
 Oonoezning the th^rd argazBait, it is true that mo^t of the 
 Chinese children. Intend to return to China some day* But is this 
 segregation in school necessary in oi-der to croate unity, friend- 
 ship aTid understanding between the Chinese? Aro thoy not already 
 segregated by living in a district ol their owrt? They fomi friend- 
 ships with each other, not only in the school but ontside of 
 sohool as well* ant the friendships tbat should be formed should be 
 those betwee n the Anarioan and the C}i nese children* ?or instead of 
 developing a feeling of being uneqxial, untrust>//orthy, and disliked 
 tWtrA a^ntild htt tVLU^itkA n R^'li^tt nf f vfAndllnASA n.nd undAratandlBS. 
 
13. 
 
 Sduoat on&l 
 ProblGBi 
 
 bet«9«n thar. v)u9h rill iu turn cause li-jbtar feftliivji EBioiig thoir 
 ooimtries. If .ijr:erio:nizati''n is to "'i© 'brai^rht ebriut, Uus tiTO 
 Tsaea im-iot aii^-la icora with &H<sh oth? *. V,-ere the Ohlijesa laofctnfi 
 in ciTillKitl'jn, cultura and sdiioatifni there rcl£}it< be dliTi'ioultiea, 
 but \Jj: Clurvas icvn a r^jrfoctly ^cd <5 ivi 11 is. tl on of thfir ovm» 
 Thedr reancrs and oustoms are jrjt as hi^y 3y rogajt-ded ty tliaBi as 
 tho manners £*•• ) suitwns of .a^rf.'Jii RVf^ a« hlghlj^ regarded "by 
 the AmBrioasi... The Chinese co»»« to tJv? "ritsd ;'tatf:-a ^J-Hh & 
 friendly feolit\j end an essemeas to lea;i\; tJi& it ie ojily ' riti^.t 
 that thaj' arc {/:ivonthe best ovpoyfriri ty to Icem as rmY^ of .•.morioa 
 as possiblu; for vAicn the At«;rlc&ii8 Qj to Cliins, thej' tii-e jjlveu the 
 best in Ohlna and arc treated as «q\;ial if not as aaperiors* 
 The human raoo, iior;oTer» is oasei-itially of ouo blood. 
 Tiiay teve the a&ie lao^iies of nind "^nd heart and vrill, ru d all 
 uiai«rso the sane f^ttidawer.tal eaporiense, Chn races ai-© at present 
 fsoiiig a no;, ex-a» liot only the outor» nv th-^ inner, life is 
 rapidly ooralng in contact and &jt« vaiasn^xti^ onani-.ea. A i-erlod of 
 intorohringinL. of Ihn beat in oaoh £B» tJ.cn is taizb. develoiied and 
 tncj isolated 1 fo, cf rnontal, ooral aud iij)lritital are a^pi-oaohins 
 a ooHicnii extcmsil civillHitioa and life and the artificial 
 l>arriei*8 aro racJcir^- dcy/nand paaair.g awny. 
 
 I'TOD tho cdxioatioiml point of virw, thia aegreg tion is unjuut, 
 fhy should tho Chinese be placed in o. aohool by tliaaBelvos while 
 cl-»lldron of all oth<xr mt ionalitiea enjoj tho pr vilot;© of jtudyint; 
 tot;ot}\er? 3l» roi^sona as tr. \'/h^ the children ahoiild not be se- 
 
In ths first pla30« the r.ln,'^!!/ g with Arorioans both in ar»d 
 out of sOhool« at TsoiTc and at play compels tha constant xiao " of 
 tl» Si^linh lan^iage and gives the childron a bottar and. earlier 
 oosniBsnd of it than oan possibly be obtained from oooks ar from the 
 sohool room alone. The Ch'.:»so Gc^ool deprives their of this 
 opt>orii«il^; -for outside of preparation and rooltaticm, oo.-Tver- 
 sat ions are oondtetod in CJhiose, dtrlne rooess and out of sohool 
 ho irs generaljfj. The pros3^^«s seoui-od in Snglish prorwtos progress 
 in other stndies, for Sngliah Is the Ismeaage In which thoir t ?xt bool^s 
 ara written. If SncUdi wore bettor Tmdor stood we can oxp^ct the 
 ptzpils to i^^t al^nt: ve*y mich hotter in othor subjects. 7.1v>r. the 
 Airopioan and Chinese children are allowed to study tO'5ot\or, not 
 onl can the Chinese learn froin tha • ericans but the /j:orio.' iis 
 can 1 am from tho Chinese. 
 
 Chinese chlldran, partlotilarly those bom in Chinn, poss'^ss 
 an pamestnoss and oaeemess to acqi ire an ednoa. Ion. They jure 
 indnatriooB and are TTllllng to work hard in order to sec'ire an ' 
 ediTcatlonj fbr they reverence leam5rig itself. All of those 
 ■nrovide stimulating influences for tho /oierioan children. "Zlre 
 Chinese childr n have an ed <jation behind them anA are, tl or fore, 
 more interesting to to-ich than are those who have never had an 
 edKioated hacksmtxni, 
 Indeninlt.7 An illurtrctl ^n to sh w why tho pvipila shoxad not be segregated 
 
 my be fouwi in the Indermity /und cholarships. After th- Sorer 
 Uporislne of 1900 when nnny ioreijners won; killed tho various 
 
15. 
 
 of properties and Ut'^s iestroved. 3vit f iTUiag tliat the ainovint 
 
 siia deiT-mded f rem Oh ne was too larre Cu J.y^riann oOVi3*T«;iiaot 
 
 sqj^jiested t}nt thf» bslenoe be ured to san<l Chln^ao sUiOaots vith 
 
 saperior qunlirioatl -ms for advanced odocatdon iu 'tTwrioa. V' «ro 
 
 wfust be a reason why tiiis asor.ey is a;?snt on thoje who t>o to Btddy 
 
 in .Ar«rlcn. Is it not dste to the desire Oor tni^Qra.wcXinr; so that 
 
 Taetter understand ing B»y ^ developotl and cnntinuijd:? ir this were 
 
 not the idea good teaofaers oonld Tso iisnt to Chir^ arid od>oate U^o 
 
 Chinese there, and very nistih less niorey v.' -uld bo atxi-it* 
 
 The OhiuBse children -^han not Msrcgated can loam the idaals of 
 
 Anaricn, 1 am to wderst' nd thaoi and try to loj^ at thing's in ways 
 
 t»eRide their or?n« A e-irit of ^JosjBopolitanlsm Mcy bo dovr?l0]->od« 
 
 Type of But inoflt of the childrtEi rvho «orJO fro;:i 3hiu: are frrai; the Tilla{jBa« 
 
 Childrer 
 
 nfeo oome Before oomins to Vwriea, they noldrvxi go to the large oitles ot Chin*, 
 
 fyoci Ohina 
 
 th-y 8f>e few people and not icnowlng tl»e difforenoea bet^-een tlie 
 
 cotmtiy and Tillage wayo of livlr^, 'T^en jxkoh a boy cores from r:hina« 
 
 if he is -aio^^ed to nlntjle with the j oric-m ohildrar, bo oan adjust 
 
 hiT.Belf to A-erioan ryya fro» the .tart. He oan coaifore hnnelf ?lth 
 
 others and reccfini?e the differences. If 7>iat he does, does not bring 
 
 aooial epprorel, he rill ohar^e Ms habits and aotioas and 'gradually 
 
 learn fx> dlrtingulsb whet '^c should do and whe.t he should nnt do, 
 
 yot t«tain:jie; the good points ^*iIoh lis brin(j« '*<n (Jhina. If ho 
 
 reociine in the ChiTiese oerlisr, what ?» 800», h»ai-i» i.rii. ppoc is 
 
 practically the sane as viiat he sow in S ina* Ifo will not secviro the 
 
 American siirit and will not koovj what the good point* of the Ap«rioana 
 
16. 
 
 It la try© tljat tbs new arrival will feol uncomiortolile a;id 
 out of !)lno9» If he 1^ IroBedlatolj placed af t«r his arrival in 
 Aoarioa, aro'^ne '\iwjri09n chlldrej and "ti3re avprythlnfj Is so Aif- 
 fersnt to hiir. Tho ho»r» tminl (j that a toy reoeJVt^a in ths 
 ▼llla{r38 in C ina la -^agar and the altraistlo p)lnt of vJcw is 
 not so woll devclored. They ccese in acntpust '.i>ith only a f:^;; 
 tui t'fioae jp'nse horx?c are In the si ties in Chlwi reoQi'ro more 
 tx'ainiri^ and "hr.ve a troadcr Tiow oi lifo. But >is coros to 
 AT:ferioa with a pari;od« to o^talJi »a '.rs.rlsp.'^ adi?oatIon, In tho 
 troadast asr.ae, and lie oaiicot ho A:neri<5ar2l7;«>d In a r-»chool v.jjaro 
 ©Tery iV^il he *c-es is a Oh' nose, socsl't no .m^rioans o-zr-epl the 
 teiichcrs, auu siiiere hs Is not rMr to le«m and look at thi ^s in 
 an Areriofu? way. ^/T»t ths Oh' sso n«<sd Is tho social 30. tast 
 with Ai;:erlC£ii8 v-herx' they onn ico th' t.:^; Wnt are 'r^offioan stA 
 not Ohirdsc for an tatinato feeling; sjkI understardirvg of each 
 other Eujt bo devolox^JCl in tho scho -If. in order to Insure yjod 
 foeli/it; In Tutxire llf3« 
 
 lliora i3 no seip*»pated ni.h L^hool for 'aintlns 30 Mxrxi saj 
 that i: assofilatlon 1; so L»nnortont, thay o^n got It In hlrji schools 
 and coll.;t:«3» -J^t hv tpjo^' of thi^se who {;3iR4a?ite ftriK jnmj'ar 
 school oor.timie on with Ih* Mi^h i.ohool? ".>>on too, ^'111 it not 
 te oven r!0>T AJffictilt for than to jr-'t alonr; sncir.lly in hl^ 
 achool hvi-aao^.a thsy &-_t» not n.>2 to Ar^crlcaji v.-a^:;? Yn at-advln^; ths 
 prlncli-le* of tho aecO'idary school, ^o rssah ean^ha^is and srltlolrja Is 
 
 placed ui-on tho raddozi cJiar^je for tho j>;^lla when they lanve grarrap 
 
 s 
 
17. 
 
 f^p^ai^if of 
 yiijga^inp pf 
 Qhineaa In 
 United : tatss 
 
 school to ntor hlj;^i school - oharij^es in the o ur^e of stad^j, 
 rneth'vd of tfiaohins", org^^nizati n, and cdbdnistirtlTii, 5\a,j*.ct 
 ratt*»r, disoinliao rmd troatraont of nupila ~ ir ixll those cause 
 iiifficiltisi for tiiv . irjeu.-ictya r.n idion, hav: muohroi'o iiifioult 
 it Is for ths 3hif)ese» Tliis as.;oolaUoa b^tweea fcho lr©i*lcar 
 and the Ohiriaae ootnss too lale, and it is cilffiuult I'or the 
 Chinese student to uniea'siaiid tJij oUtjedts in aoooriiance 'vith 
 the A!»«rScan way of Ifeinlciirtg.. 
 
 There is an appreoiation for acoujaiicn of thg Chine ssc aud 
 ?ny section of a country th&t is-lls to prepar its oiti-ong 
 for adequate living,, leutens the str-er^th of that ration, for 
 a fflBjCrtty of the childi-aii, altJiuf^^ of Uhinesa parurtei;? are 
 A^Kricsn oitlzena; they ar« held to penoan the antios of .Uvsricnnj 
 in time of war, th*iy, as otl>er oiti leffju nu^t hoar crma an:J fijht 
 for the United jtatoa* Vhey are entitl*3d to veto and tiioy should 
 perform their duties la an int9lli£;<''nt \-rti-j» If -ha laities ijn;;oaod 
 both bv the state ard f aierHl tjovor/mco'ts aro e^iu-rsl to those of 
 other cltiEens, tiie opportunities ii eJacjatioii and in ov^ryth::'^' 
 else wur^t litetsriee be eqanl. Kduoation, tiion. Is not oviiy i.:ood 
 for tho Ch'nese bat is & step toward the protection of '."oriasa 
 institutions and tjov -mraont and Uie oatabllslttijit of ju.-t5.ce for 
 all peoples. >o snich i3 said about tne ia^portsmoe of learn: ng for 
 th3 shite mm that if Uie *hlte rmn need UiOroCt.li and sTund 
 edxioation training^ the Chineso need it uoro. Ar.srioon citizenship 
 Je 03inG to r.neoeed or fail in Lb tr^il of assiinilatin*.; »uid eduoa- 
 tlng peoples -t^o corns to Ar.-»rioa from all pav^ of thf> earth* 
 
IR* 
 
 
 ntfclli"encs 
 
 if Lhir.egc in 
 Ian : ra:.0j.GC3 
 
 IivSrell:: ^ 
 
 -cc 
 
 +e, 
 
 
 1 
 
 to 
 
 ohiltir. 
 
 >- 
 
 in 
 
 China 
 
 
 of c'lilr.fTri 
 
 cosg)argd to 
 lijtellire noi 
 of other" 
 
 OS 
 
 P8ycholo;'*.o«llv nonslAsirtsl, the eo«^rPfV;tod sol-.ool i4 iutoroB- 
 tiaj^. It is saW tl:at. Apjntic Moo^, brains, nxvX civilization are 
 inherent Xy liifaflor to tJioea oT ths ariilte race. 
 
 Results of 5r.tclllfeno« tsets <;lvan to tl>3 Chinoee children 
 01 las iranclsoo ah^w that the vhineee chil^rwi poaaaos a nornal 
 i»nt\l prairtli. The Stanford: iieTrSsI&n of tU-s 3inet»c")inion 1.'o8t vaa 
 thirt^'-thrc-^ friT?^ and th*-? gororal Intollirrence of th^ao Chinoao 
 chllcrer shir tVat they arg vjry nearly e^iUol to *Ik? Intelll.'^snoo of 
 ths Arericfj.n oVill(?re;a, Tlte :3cdi€Ba intslllpsnco cuotiert for the 
 Chirefe is 97 nni tbf\t for the ^aoricsu 4hildron la 99. The rasulta 
 ^];ow tV^t the Ghir.eeo otildren cor;:e out hi5;T>cr in tests containing 
 arlthfiictlc::! reaeoninf:, rensory dis.-jriinlr.itl on (tost of arranr^ng 
 t^elgl+c) and perosiT'ti've iv-t^rprqtaticn (tset of picture intflrpre- 
 tation) than do fi-racric-an oliildvsr* E«t the Chi:i««o cor;8 out loner 
 in tests ccntaiJtlr'? alittmct tldr.ifirir and roRsnni';.-* 
 
 Irrtollif^enco tests ware frlTen to 500 CMroBC ohi.ld.:on in China 
 and the reaulte obtiined wer© -Jtist ee food as thoao obtained for 
 the v'itea, althou^rri t?'.c children Trcrc miaad i n a entirely 
 d'.fferfcnt er.viror.jnmt, with different ciietoras, lanfiir.fro, rali^Tion, 
 habits, 9tc, 
 
 AfBln wV;er the ^sediar of the rtsvlt? obt<'\rf!i^ ir the intelltrre; 
 tertf? for Jhine-se c"Aldref> '.r^rc costpared to those of orhor natlonali' 
 tioE hccidoa Anerloine, it lo foimd that tho L-»di€tn of tlie (Jliineae 
 children tested ia '.losrer to thit of tha '-lort'i^^rn "iironoanB aM 
 Ataerioans than to t'lat of ths children of «>p9in, /CTt\»ral, and Italy 
 as is ahorm in the follouin;; tablo: 
 
1?« 
 
 t ychology 
 : segrogated 
 
 r- ila in 
 .ac£ roocuj 
 
 acs 
 
 Ko. oi c:ir.-s 
 
 c:pur.i£h 
 
 37 
 
 PortujnJiacs 
 
 23 
 
 Italian 
 
 25 
 
 Chlticse 
 
 102 
 
 ?iMrt;'.crn r.va*op3ar: 
 
 14 
 
 At^ri;;a 
 
 43 
 
 78 
 
 64 
 87 
 97 
 
 105 
 
 106 
 
 Since Ibo :.r elli^ence of the Chniesc la fo\indi to be alcwst 
 S'unl tc 'd-JXt of thr.' /.n«:ri.Of-.nG si--! rurcrlftr to the tpaiiich^ 
 -'orty,^\«3So OS,- italiuiij is it not uni'r.ir to jougc the Oidrreeo bo 
 uiuairiy crui segrcgiit© I'lhort? If the Chincsft were fcuTKl to bo 
 loHor ir» Intclli rontaj thnii ot'^er rsocR, the-v, it ^.s justlfloble 
 to iagi-egutG th;ia bat tiio/ a/e :-.^t, stkI thcrai'ora should bo friven 
 the saae appo3rir'jn5.t..^a of les\rni.n?; as «uo cliiidron of othwr 
 natioiitklitiss* 
 
 . Dixfofcxrc psyc!K}l?>r^iO!il oonditions aro broii.-^t abouJ; by 
 Jiii'ertu*: ti*uation.^« ?or Jntanco, if tha children oj." difiorant 
 r.n,tiojialltt«»B ase ,'rtTrj.i, norn ccnpjt5.tiar. *70uld aris^j, aach 
 •tzlvlKg tr ;io :.ic 'o«et and £tr:.Y:irir to \ii^h.3ld rho nans of tlw 
 nation -^-Ich tbcsy r?pr'9aent, thtia prod\i«inr; i-^trtrsat and bettor 
 Borl: ir the s chool -ooui. 
 
 1';?::: too, t* cboloj^ically thiri-dlnr, ?.*!tori the chiliiren are 
 •egrsgai-sd, recitatioi^a beoojo inert yrith no spirit Euii nothing to 
 stir thcas oii« Vorioty of intcrprctj^tiors 'n «iutU»8 is laokin;; arid 
 only ttse Chine so po'rrt of vloir is obtftincd. 
 
Wrrh lamB 
 
 lymte of 
 ■auoattonal 
 lest 8 
 
 Bixt alnoo ::uch a Iftv :ias bsea oaseuJ una such a soprs^ttd 
 school is in eineconco m:d tha piojejit coa-litio; i'OiTnd In the 
 ccliocl has "beeri riisciaaod, wiiat It t'l^re to be uor^? Are -re Batis< 
 fiod '.flth tlio O3ttilitiojas found, dods t'ns saiwoi. nooU aay c'iantrea 
 f.^j. ,•■■:,,. '^.**._,j,^ .^. aii3uij i^-^ continuo ou afi it io !ao->.'7 
 
 According to iluj va-itur'^ tlia jr^Jils i,ii "^iiia ftO(;vQg-:<t«d 
 3cbool> '^"^roiitfi .>£ thzRc cliidrcn oiki t»aiij- £y;s^"ijiiaoiS, t'\e 
 
 la t\\a first ;>l£«Eyc^ ©liucctioni*! ^1:6-^2 'jtwc ^ven to rive 
 chlliiren af tide F.r''.vMji fToa rbo lort; i'ourfcJi greuc up throuph tl« 
 Mrh eighth, 'c err. hv teen froi.i tJu- rollo?:ln;: tabicf; thR Tiork 
 of these eiiililrer. arc not i^ to tiui ii&i.daid CA ot*iti' children 
 in avory :;ub3€ctj ^et, ?aycl-iC>Joj»iC4llyj it Vj3A ae^en j."ound that 
 thoy are slsriost of es bifh iritclligciice as are .U'xirioan chililren* 
 
21* 
 
 Tlie -"syers «peliiug list of IQOO -^rord* -^ixfi j^iven ^.o tho 
 difforerrt r;i'ad©8 • t\,B yioTda ar<> th^po of ov^ry dny practical 
 use aiii uBeJ aost coipsorily in Knr;:ltsl> ^T^i■^■ v;* 
 
 Tlis atondard for the A-nerio^n chilr^ren laj' be coErparod to 
 tliat of tho iJhineae* 
 
 grade W. V. VT. \T[r. VIII 4 
 
 JLjerioaa 9^ 99^^ 99?5 995^ 99^ 
 
 CMnece dZmiiZ 96r 775C 9T^ 95 
 
22. 
 
 The Aritlmotio Tost \iBod xna Uooly .''toCall'a ixod 
 Fundaoontals, Form I, consletinf of arithnetioal problons In 
 addition, s\A»traotion, nultipllcotion and diviolon In uholo 
 nuribers, fractlona and dGoiraalo. Tho npilo viero nivon 
 <r.;onty lainu^'es in uhloh to do tlio work, \ltogotlier t'ncro uoro 
 tliipty- fivo problenM, 'ilio to*^al nudbor of correct ansuors 
 tfOre rocopdod and tho oedian of each rrado obtained. 
 
 Tha results arc as folloos oonparod to pocults obtained 
 trim othor school &• 
 Grade 
 
 !Sedian niriber of 
 
 
 
 
 
 
 corr* ct osonploo 
 
 IV, 
 
 V. 
 
 VI. 
 
 VII. 
 
 VIII. 
 
 Ariorioan 
 
 15.7 
 
 21.2 
 
 2(>.2 
 
 29.7 
 
 32 
 
 Cliinose 
 
 14.D 
 
 19.2 
 
 21.3 
 
 25 
 
 27 
 
28. 
 
 The Ileodinp; toct usod \iao tlio ocale \lplia 2, ?art II 
 w^Tich l8 dcsiRnoil to nat^vre the vmderstandinp of sontonooQ. 
 Tbo test oonsists of eport paragranhe, oaoh incroQSinR In 
 difficulty. At tho end of each paragraph aro tiiroo or four 
 cuestionGy tho onsuora of which can b© founi in the paragraph 
 Innodiatoly procedinr; It, I'ho pupils woro Rivon t\jenty-fivG 
 ndnutos in uMch to do tlw uork. Tlioy uoro askod to road a 
 parapraph at a titae and theti anowor tho quoetiono at tho ond of 
 tho paragyaoh. If the pupils undorstO':>a tlw paragraph^ they 
 vould bo ablo to aneoer tlio cuoetions* 
 
 i^our seta of quoations and paragraphs xiovo glwon to oaoh 
 class* 
 
 Tlie total nui.ibor oi' errors \7Gro rocordod and the per cent 
 of errors found* Tliis per oont of errors xfi.vsn oor rooted by 
 the correction of probable orros, gave tl» difficulty value 
 tliat oacii fjrado can perforru 
 
24* 
 
 Reading Toot .^oalo AlpliQ 2, , ortB I S: II 
 
 Orato 
 
 h of Test 
 
 
 i of toet 
 
 all of ,GBt 
 
 hm Fourth 
 
 100^ 
 
 
 60^ 
 
 
 
 02j: 
 
 nigh Fourth 
 
 icxi: 
 
 
 12 
 
 
 
 saj: 
 
 Loir Fifth 
 
 loa" 
 
 
 16 
 
 
 
 S7 
 
 Ilgih iifth 
 
 lOQl 
 
 
 16 
 
 
 
 50 
 
 Low Slrth 
 
 42^ 
 
 
 72 
 
 
 
 100 
 
 Illph Sixth 
 
 2r^ 
 
 
 .61^: 
 
 
 
 100 
 
 Lov tievcnth 
 
 ssr. 
 
 
 •GO 
 
 
 
 96 
 
 Illf^ seventh 
 
 2^. 
 
 
 155 
 
 
 
 60 
 
 Lov a nigh rifrhth 
 
 22,^ 
 
 
 60^ 
 
 
 
 .97 
 
 
 Score as co£:|>arod 
 
 to othor 
 
 children 
 
 
 Grade 
 
 IV. 
 
 Difficulty Value 
 
 V. ■ VI. m. 
 
 
 vin. 
 
 In uan Irancieoo &«2 
 
 6.1 
 
 G.5 
 
 G.9 
 
 
 7.6 
 
 Chineee 
 
 4.27 
 
 5.oO 
 
 5.02 
 
 G.49 
 
 
 G.OG 
 
 Tlwnicilk standard 
 
 5.25 
 
 e.i>i 
 
 G.12 
 
 G.75 
 
 
 7.25 
 
 Qniocions t3ay ^ duQ to (1) lacl: of tine 
 
 (2) lae^ of understanding of eontoncoo 
 
25. 
 
 Thorndtke lietdini^ > oale l-.-Z 
 Uord Snowlod|?:e or Vieual Vocabulary 
 
 This teat consists of a list oi one hundred and t'Arty 
 trordSf arrauged in ton roos, oaoh rou being noro difiiciilt tlian 
 til© rOCT prooodir^, ilaiies of bo-/e, anioals, flo^rore, rai~>o8, 
 books, ai'O included in tluLs liet besides uords u! ich noan eonsthi g 
 rood and soLiotiiiiip bad. The pupils at-re rocjXiested to piaoo tlio 
 letter F» under tlw naoo of a flouor, the letter ii. under tiio 
 nono of a bo^' and so on. Tlio total nurabor of errors •aero rooor- 
 dod for ©a<^ pupil» ai^ *^-o percent of errors obtained, and this 
 corr .ctod froa the correction lablo. 
 
 But tlio results uero very lov? - one Iialf lo^/or thasi tlio 
 standard of ottor cliildren oo tl>o results arc uot frivon« 
 
26. 
 
 The Xirby C-raaoar Test, vliioh voa arrttnged for tho •ovonth 
 grade up, uaa givon to the pupils of tlio seventh and oip^hth 
 grades* The ptipile of the eevonth proHio were unablo to take 
 tho to8t as toQcliore say tliat tlieir pupils Iiavo not studiod 
 enoup:h grassaar* So tho tost xaa given to the eighth r,^otLo 
 pupils only. 
 
 The test vas to see ho? t/ell tlic pupils Iokki oorreot i;n{;li8h 
 usage and hou xiell titey can celoot tlie rule or principle in accor- 
 danoe trith 'shich a usage ic correct, cm the left hand coluon v/as 
 a list of sentetices* In oacli Bontenoe there i/oro t»o foroo in 
 parontliosiB, one ccM^'oct, and the otter incorrect. In the rlp;lit 
 hand coliEin was a list of rules or principles, sooo one of i/luch 
 applies to tlie each sentonoe an^? each rule had a nadber before It 
 vhicl:i is to be used to identify it* 
 
 There are altogotlier forty~tuo eontenoea and foi ty-too 
 principles. The tioe alloted uas thirty-five ninutos. Tho 
 folladnr" uere rooord: 
 
 (1) Total nur£)or or sentenees attempt od. 
 
 {,2) Total nuDber of principles attaopted. 
 
 (3) Total ToxJbor of sontenoes correct 
 
 (4) Total nudbor oi principles correct. 
 
 The oodian iiuiri>er of each of tie abovo was obtained, tlio 
 result bein;: as folloas, cot:^arod to those of tlie children 
 of other soliools. 
 
87. 
 
 I led! on mu±>or of 
 sentences Oorroct 
 Principles ,.orr©ot 
 Son+onceG -^tteupt€>d 
 Principles attoiaptod 
 
 CliinsM 
 
 22 
 
 33 
 
 25.5 
 
 26 
 
 57 
 
 49 
 
 5C 
 
 43 
 
26. 
 
 hosulta of I Irby Gragaar Teat 
 
 SentenoGS 
 
 corroct 
 
 bontenoos atteopted 
 
 licOion S3 
 
 
 
 Ljedian 
 
 <15 
 
 
 No* of pupils 
 
 Ik>« of 8enter»»s 
 
 l!0. of 
 
 nupila 
 
 lio* oi' sontenoo* 
 
 
 
 correot 
 
 
 
 
 1 
 
 
 ' u ' •■ 
 
 3 
 
 
 1 
 
 
 25 
 
 56 
 
 
 4& 
 
 2 
 
 
 27 
 
 
 
 
 1 
 
 
 28 
 
 iTinolploe attonpted 
 
 2 
 
 
 29 
 
 IJddiau 
 
 4S 
 
 
 1 
 
 
 SO 
 
 Uo. of Pupilo 
 
 I'lOl o£ . rlnciploa 
 
 6 
 
 
 81 
 
 
 
 atto.;v)t©d 
 
 6 
 
 
 S2 
 
 8 
 
 
 2^.,.., 
 
 2 
 
 
 33 
 
 36 
 
 
 43 
 
 4 
 
 
 34 
 
 
 
 
 6 
 
 
 35 
 
 PrinoiplGB corroot 
 
 6 
 
 
 36 
 
 LJediaii 
 
 25 
 
 
 X 
 
 
 37 
 
 IJo. of 
 
 p-t^ile 
 
 l-o» of priiicinloe 
 
 2 
 
 
 38 
 
 
 
 correot 
 
 1 
 
 
 39 
 
 2 
 
 
 '■'•^ ■■ 
 
 
 
 
 1 - 
 
 10 
 
 1-24 
 
 
 
 
 1 
 
 12 
 
 5 26 
 
 
 
 
 3 
 
 IS 
 
 1 27 
 
 
 
 
 2 
 
 15 
 
 3 28 
 
 
 
 
 I 
 
 17 
 
 1 29 
 
 
 
 
 2 
 
 18 
 
 1 30 
 
 
 
 
 1 
 
 19 
 
 2 CI 
 
 
 
 
 1 
 
 20 
 
 2 32 
 
 
 
 
 1 
 
 21 
 
 3 33 
 
 
 
 
 1 
 
 22 
 
 1 34 
 
 
 
 
 1 
 
 23 
 
 2 35 
 
20. 
 
 iQnros 
 
 >COi 
 
 saar^ 
 
 L) cost 
 >r capita 
 
 tacheri 
 
 Doesn't this shovr tlmt sojtjothnf; lo tiroivr? Ghanfoe nuet tal:e 
 placo a»id a study of tho school In tlio way of bott€»rlnf: it is 
 nooooQ iry» 
 
 Lot ufi first look at tho cost per capita. "Tlio cost per capita 
 for tlx3 yoar 1920 for tlio Ghiueoo children tms 057,67 v/hil© tho 
 cost of the av(»rage school is ; G7,92, thus oViOoin.' a difforonoo 
 of about vlO»CX) for each oliild or about C8000 for tho entire school. 
 ThiSfln tho first placo. Is an injxistice for do not tho Anoricon 
 Chlnoso Children noed as tauolXylt not oore for oiiioatlcai t}ian do 
 tho aforage amount rertiirod for such undortnldnfrs? i;<Mro lujlp 
 sliould be ^iven t'oa and tho deoand for such is not too nuchf for 
 they do certainly need aore than wiiat thoy aro noi/ roooiving. 
 
 In tto second placo, rno toacliorB, as we havo soon are t!ie 
 saois for thoso childron as those for othor ohlldron* If tho 
 children wer 3 allowed to saix with t!io -ioorlcan cliildren, t!lo 
 vould bo porfootly justifiod, for wliatever tljoy do not pot 
 from ■'^hoir teuchero thoy can Rot from tho jnjpils, eocially and 
 educatlODally* Dut oogrerited as tliey are, irlthout contact with 
 Aaerloon ohlldi'on, thoy need aoro than what thoy ax'o f^'rtlnf^ odu^ 
 cationally* The l-oacliers who aro no^7 toaoliinf: aro prepared tlio 
 sane way as othor toachorQ, tliat Ic, thay aro collofo Rraduatos, 
 or normal school graduates* 
 
 According to niany, special te .chore should bo obtained for 
 toacliitig those children* Teachers vho are not only nornal school 
 or collego graduates but also ospocially trained in toaohing 
 
30. 
 
 forei;<7iora* She nmst be one vho undMratania tho Uhlnoae type 
 of nind, tlio terporanont of tho people vflth vhom she io doalin^; 
 and the dlfflcultloa of the OhinesG in ioarni i{^ tho r.ixrllQh 
 lan^ruQI^G* •'^ nust bo eyopathotic and hovo a kind feeling for 
 ths Ohinose* 
 
 If such teachers could not bo found for all the grades in 
 t!J.B segregated 8c!iool« perliape special toacljors co'jld bo 
 trained or obtained ohosc duty it is to prlvo special loasone 
 and attention to tho Knf;lish« puttix^ wore anshaals on that 
 part of the &i|>;liBh lottRuage that is most difficult to t!ie 
 Chinese* 
 
 At present ona teacher is ^ving special old in Lnf^lish to 
 all punils of ths grannar sclwol slio are nsetin^ vrith dirficultios 
 in learning; th3 English pronunciationa tone, eto« One luur is 
 Rivon to oach echool and durinfr this lu>ur all tho eighth grados 
 are f^ven special aid* Tlie i^Iiole school is divided into four 
 sections, 15 minutoa beinf: f^iven to each section* In tba 
 Oriental ochool, so ouch noro on hosis sliould be placed in 
 pronunciation that fifteen ninutes (rlvon siich a lar(,-o provp 
 of pupi^ is not onourh* It is not lilx dealing with Aaericin 
 ol^ldren, who liear, think, and epcak in . nglish* Bijtt with tho 
 Chinese children, ttto ^n[i;li6h hoard by th^a in their oon school 
 aaong thaws nlTsn is not larre in a^iount and by no nanns alim^'O 
 corroot* Itooy hoar v/hot they tera .nfrliah brit tlwy I'ail to 
 distinrruieh when tlwy lieor it oo to triiich is correct llnrlich and 
 
21. 
 
 wliioh la not* They we ao used te hearing the inoerrect fora 
 
 of Lnr,llsh tliat they coae to think that certciln expreaeions are 
 
 correct when tl»y roolly are not, 
 
 S) spocLQl In t'ne third 't)laoe« epaoial cloaaee should be foroed* At 
 
 loesea for 
 
 oroal chil- prosent, pupils oi* all ar:es are adcdtted into the 8cIk>o1 and in 
 
 rocu 
 
 ^adee« pu^^lla of xourtoen or liftoen years of ar-e are 
 placed in rooos with oliildrou of eii; or seven years of a/e. Con- 
 sidoro;! froa all angles social, psycholorrical, and e^aoational 
 and pic^iually this oethod is not for the beet* A big boy of 
 fifteen yoors of age oaimot study i/lth a ohild of six or covon 
 years • Vho yom^er otnea do not think as the older ones do« 
 their reactions are dirfere!lt4,ai^ it is rather e!Ti>arrassln(; to 
 sttjdy itndor such conditions* Then, too, so uuch tine is wasted; for 
 tiio older onos t/ant to loam English while the youngor children 
 play store than they loorn* laoy of tbs things the younger 
 children do are not of Interest to the older ones and vice 
 versa* The older boys plaoed in such clascoe aro not olr^ood there 
 due to laok of intellirienoe, louor uontality, or backuarinosc, 
 nontally, but bocauao of the fact that tlioy have only norjly 
 arrived froa oliina ani do not kXKKi any En{;lish« &s ve all knoa, 
 school .7ork in tlie f irsrt prade is siostly play uork, and progrosa 
 is vory slor/* The older oiief' desire to learn 'Jnrlish as fast 
 as possiblo and are anxioub to devote all of tliolr tiae in 
 stxidy 11 necessary* ,.\vm sudi a condition uxists it see:* 
 bettor to separate the oliildren uho aro bom in <JhinQ ind 
 
Z2» 
 
 .asses for 
 
 lOSO 
 
 a« 
 
 d sbove _ 
 
 il'clli.-enco 
 
 k) littles 
 
 ►ctiirlnp; tlio 
 >eQkirvT of 
 irllsh in 
 shool • 
 
 are of nattror nin-i frc^ those ^^ounpor AnorioMi bora 
 
 children ^\o are placed In grades corrospondinr to their aontal 
 
 ago* 
 
 T'lon, too, special cl^wss should be fonwd uhoroby 
 the aentally bacJcaard or slater ones con receive cpeoial aid and 
 attention, doinp no aore work than they coii do. There ore alao 
 those .i:o are above r>ornal, and they, too, should be treated 
 dlffe^-ontly, reoelvln?r the privilorrc of leamlne nore tlunjrs 
 and progroae taoro rapidly. As it ie now no such closees 
 are fornsd and the bacinssurd or stjperlor ohilJren have to labor 
 tEKier the ^ubs oondltioae ac are deslf^ned for tlx? average or 
 normal .: children* 
 
 In t!ie fourtl: place, ;rules ehotild bo sade thereby tits pvq^ilo 
 of this school ulll be co^apelled to epoak "n^ish durin,^ school 
 hotirs, TThetlier durinp ro<»ss periods or dxirinpr class periods* 
 As It Is at present, children talk Chinoee* In conversation, at 
 play, cMnese Is spolaen* Often a pupil m)uld say thin^ tliat Ie 
 should not say and the teaoher vould not knov what lie BniH xms 
 proper or not* "liey can say thinprs aftainat tlieir school nQtos, 
 their school or their teachers and they are left widleolpllned* 
 The older puplle espoolally ore diaatlsfled irlch cuch condltlone* 
 Eot only Is thie oondltion ::ound durinr tlie reoess period when tlio 
 oliildron are allaod to play tuid tall: to oacb. other, but oay bo 
 found In the oohool rooa in tlie tenchors' nresonoe* ..i»ch conJl- 
 tlone should not exist and t\.o one uay to elinlnate all this la 
 
33. 
 
 iponsibility 
 teaoheru. 
 
 to nako ruler, whoh would pryvoiit tJie ohlldren rror ape jcin^ 
 Ch nose dnrin^; school hours. If ouoh ;. rule orji bo ncdo Ir-provc- 
 ronts o.''n be roooinpllshod botli socially Djid "dixj; tlrnllv, ooiol 
 Inprovaront, doa'iuj© V-.a ohildron will iv>t ., -j tii ^a t^Jjuit 
 o:icJi othor, :'.j. Inst th^> sciool* norri;alnat the to oliorsj ducv- 
 ticji'JL teprov ront booL.ti e th4^ ill jlvc thons im opiortur.ity to 
 praotioo ~s,oriizini, -:njjlloli and v^liGnovor i;riBKiatio.^)l irleUilros -re 
 tsixlD tho pupila orxi bo oorroctod by tliolr toe ohora. ."^uoh as 
 a ny of tho i-iipils dcsiro to ^o^Jte nGlisii thoy fear that others 
 votild acy thiit they are u ttOBsp tixiG to "show ofT' thoir jicjliah. 
 Svoh a rulo saems to bo of an sdvantat^ to ^eiprot; ted fUi-ila 
 and srrfi a rule has toon au^yested by ctmy of tho i^upila thoir^olvos 
 vfho b"lox\; to tho irlent 1 chool. 
 
 . VhD to oliers alao miut feel a sp oirl rQS]X)nslbllity. ?oaohoPB 
 
 oi tho other t;K»nr?!r sohoolst jjorhtipj, fool their roaijonisibil t;/ uito 
 
 i<oef.3y. or the norician ixirents ioiov-/ oxotly how well thoir oril- 
 dron are jrou'ressint, in udhool. If a ol^iild's report wird is not 
 as good : j i t cmijtit to bo, tho ptirents vdllinvoati^nte tmd ..liost on 
 
 tiio cJ-ild hiriiolf or th- toaohor rs to tho cause of hi a f iilur«; 
 
 and ir tho child 1j not iro-ressln, s raplily as ho aliould, it 
 
 is -osslMo for thi:; parents to oeo thf) te ujhor and .;po;Jc to JiOP 
 
 in r jrrd to >T)r ch'ld. ITuu tho to;:.oh9r is m do to fool t^io 
 
 rosi)onsihility pl'-ood uj)on how. 
 
 Dut tfie mjority of tlio parents of thoao oliildrjn In tlio riontal 
 
 USiOOl csiJi not -Jixi'^Jc ..ntAltJi, In u ite oi' tic /-ot t}rt a ohild >iaa 
 
;34. 
 
 Ifioulties of 
 Pi Is v^o huvo 
 
 ; du tod i'Tom 
 ientcl cho ol 
 
 ro}X)rt O'.rds to take h ttjo to ahocr to his i>r.r3nta over:,' ao ortori, 
 tiiu itiroatJ do not "now txr:: ^-joll ids olilld la doi.g; and ovon if 
 tho child la gottino good rarks, hia v;ortc ia'::y not bo projjrosaine 
 as rr^)idl;; as ho sfiould. .hotror ha is protiPOSSinc or not tho 
 pux'oiits do not >aiDv;» 7?io pciraits think only in taiTs of tho 
 onount of time spCTit in sohool and not tho .oiov led<je that his 
 otilld is riociulrlno ^-hoy taiow that thoir o'nild is in school for 
 a certriin mcnbjr of hours a- oh day; but if tho ohild is not 
 rroj^rossint; raid not rooolvinj^ the rl^Jit Id d of instruotion, 
 both tirne "nd r noy is vested* 
 
 rho vosults of tho ohlldron's no A: c^y be seen by the 
 .; viplls v/ijo h>vo i.Tf>Aj; tod from the Oriental ohool* ;.inny of tho 
 ■ Aipils hi vo contin ed on to liijh shool and thoao say thtat v;hec Oioy 
 first entorod . i.^ chool thi^i it vsr.s diffioult for thon: in cvor:,' 
 wuy. Vhoy f: ilod to tjot rloaj 80ci:;lly v.lth the norioan stude:?ts 
 and difficiiltios :ilso r.rose from their ..ohool aubjootG. ot n.11 
 of tho iqiila who crridiL'-^ t© f ron tho Oriontol ohool 3-:n ontor hi^^h 
 school for their odiO^tlon hf<3 bocan insiif ficiont* any hvo 
 ontored h' Ji school end h v? h d to discontlmio i-ociuso or f.iilu:-o 
 to cojo Ith the jitu-.tl'ina ".vith v.-'.ijh they ooi o in contcot* 
 ^hey iJ ilod to iindorsfc n -. r.ll th:\t is tJOine, on booau^e of i'allTiro 
 in tJho undorst.j.ndin^ of the :nc;liah Ifint'^ii-tt^ and not until 1; tor 
 do thoy be^^in to .idjust thcjr...olvo8 ^nd do better* 
 
 A c so f tlio difficulty of ^ettit^ plon^.; In hit?i school mriy 
 bo cited, ..irl, vho jxnduatod frmn tho riontal cliool and tho 
 
36. 
 
 as posoiUo axxA at the end of oadb. somostcr ivas pronoted, riltiir^U(;h 
 sha herself ;\dnlttod ttiat she did not understand n.nd hr-d not lonrnod 
 ell tht.t «tw Ebouired in eaoh of th^so 4;mdoa« Jbe now tiv^t )jo 
 was not being oduor.tod in ttio ritjit way imd would not mind joing 
 Eioro alowly and r; sterlnc little o^ llttlo iiistoad of ralrino Jtanpa 
 from (jKulo to i:;Kido and not loumlnG rmioh, Jio doos not orr- to bo 
 proinotod rotjulai-ly at th-i cjnd of each torn: alia fAuiJO^cly Jtiyod 
 out 01 ^ahool durino finul ejtanination tiro, ioxovdn, tJr.t it to "aid 
 te iasijOGsiblo for tiio toaolior to procioto lior without riavin^. hor 
 final eic^Snation ciarks* 
 
 Aia tixsar^i-le sh' v/s clearly that booouse of t2ie at^e or tho 
 iU?)il, a teaohor i- willing to uah hin alouo rapidly., jo thr.t 
 they need not be .-.Ith tho yountjer pUvil..* ^ut thOi.ie • Idor Uiils 
 are the ones who ar^ eager to obtain e (lood and oo-'Ol truinirx; 
 educational ly. . ix-;:, , tii'Ji: elvos, rnaii.;c .. t Ui<?y r.ie older 
 tttan tho ordln.:.ry yi^Il oi tiie ^.Tode in wh]<^i thoy find thcr^vOlvoc; 
 but that doud not mxke tiny difference to thom so lent; as tht.^y ore 
 heint; educated thorou^ily* ^a\ny of th<>so jmi/ils uro primoted 
 i;rad9 tiftor t^nulo* done tsklppln^ o>io viiclo (jTude, v/hcai tho 
 pupils t^ieridelvoa ^dirlt {-hat thoj/ are inoapiblo or doii\. more 
 advrinoed \.t3r^ ixntll thqj,' kivo hiid u rjore thorou<.>h trr^inin in 
 the lower orridos* 
 
 Of coirao tiiera aro inmy \*o do all') to ooDii>leto ttw (^ rrr.r 
 uor^ool ooiiT.-iO In ; a amrt tine :s iOa-iblo» Jliiy in itrolf Is 
 
37. 
 
 ullovxiblo; but when tho i.^upll^ ars aLlo?/od to skip i^rtides and 
 aro prorjotod jiist beoauo thoy 'irc oldor in -u,,©, h:;nlor to tonoh 
 or Tcraii\{^t or havo obtninod spoci-l fr.vor in the eves of tho 
 toachor, suoh should not bo pinr.ittod. hri doos it profit a 
 f/upil if ho dooo-hold r. (jraarfir ociool ilploaaaa if he ornnot 
 sp'alc Snglish fluaitly, or^ hiii v;ci^.: \7ell in hlch ijohool rjid 
 in ool'ojiie* It not ouly rofloota on tho jUuIIb tiiensolvos bit 
 nlso on their ton.chers, their ^taool, tho oard of dnoctlon, 
 and the sta^Q as a vhole booau^ sush a ciyst(>r of oduoation iu 
 allor/ed» 
 
 Aho probler,s in x) nootlon vith tto segregated bobool 
 hxYd been diticussed and changes In to:ioher3« course of stuc^'* 
 oto mist bo rkido in ordor to prodvioe i;ood intolliosnt . coricrin 
 citizens. injc tho law has boon pcs^ied, rnd thij sej^regated 
 school estTibl jhed ;iilno3'i should b jjlvcn at lo.st tho o^uivalont 
 aonount and dogr-e of education that is jiven other ohlldi'en. 
 Thoy have been sopamtod ai«d cut off froir. mincl nj.: Tith otlior 
 dhildren In schools bit tills is no rjaaon 7/hy thny ahould not Lo 
 tivon the b ot kind of ^Ji odnc-ition thiit cui bo jjivon In such n. 
 3Q'jX':{^tQd. school. If joiidltlons ere not oh J^.^jod for tho Lottor, 
 Z&0I0.I in^ujti;-iO vdll o;:t,"oni©r Ul-vrlll, nlaxinder standings, 
 rosontr-Oflt, iudii^iv. tlon and hate* 
 
 ilnrilly those who uphold t*^ I 3 Ivm of aasTo lotion denioa 
 the funiLjnaitril i:irinoii'lo of t' ■ rioun 'oi:ctltutlon that od 
 Is the fithor of all non :ind all mon are croated o -u-l and v;hon 
 
36. 
 
 this 8i>irit i" brothBrhood cind love ia t'lUti^t in Jhiruv b„ . noriofin 
 missionaries but is not x>z'<^tioed hore, will not tho attitude / 
 
 t(x;ard tho 'hrJstlan riir>.;rioun nation ohan^'oV 
 
 Lot the tJood will botevoon the tvvo natiooi; be fostered by tiie 
 •xsiiutse of the best in eaoii. country and devolox^ respoot and 
 good vill b .'tween the t»'o nation;** 
 
39 
 
 In ooii'jluslon, '■ 'briof sunrary of the mln facta of this ctiidi'^ 
 rr.,7 bo i^lvon, 
 
 rhB first cro'^T of Ghii^eso v;ho ocir.o to Arnerion tjcs in tf>o 1M0» 
 Otliors onntl^vaod to ocro \mtil r^citnti-n vjcs st, rt'jd • ijiinot tlus Jh:no>.o 
 «ho oolnijotod wl th laborers of othar np.tlnnril tlus, Jl.ia f-?elinij ajr inst 
 the Chinese was so groat that Chinoso ohildron a)iind it difflo\ilt to 
 ontor the jno lean Itiblio shools till fiailly in t}» it)rjr in07 
 a bill was ps«edd In le^lsl txiro, laDvl'ilni; "She }ovomlnG boO;/ of tho 
 school district shall have pover to establish sepnmto ochools for Indl.-m 
 ohildrrsn and fbr ohildron of Chinese or i.oriyjli.'jn desoont* lien 3ix3h 
 seiiarate odhools &re establisyiod* India-:, i,on(^lian or Chinese diildron 
 BBist not be adknitted In any other soliool." But In spite of this lr>«« 
 rany Chinese dilldr n hcvtj boen acfcittod to rorioroi xiblic oiiools nnd 
 are still boin.^ rct^ittod. 
 
 Tho sogroGatod sa^ ool «a it exist., todx^y Is not aa t,t)Od as it 
 a- ould bo and Livigeostod ch?int;os for th' b ttement o/ th" school 
 IcvB boon made* 
 
 ijorre s- y that Iho intolllt^jnoe of tho Chinese chiJdi"on lu loivor 
 than that of tho . rorioans, • ut rcovats of Intol-l^ no tocts -.iv^n 
 to the 3hii»se of ti is aegr (jitod school Indioctte th^t tf^^lr int'^lll(.;e> oo 
 is air at as hi^h ' » that of the .rericar. children - ti?o I,3. beinG 97 
 for tho Chinose end 99 for tho roricfin fshildrcn* It v«8 also found thr'.t 
 the Intolllfc.'onoe of the Chimse children pmics higher than that oi 
 Spanish, Itall-ui or ortujuesc ohildron. 
 
40 
 
 ^duoatlonnl tosts in -jjolliiic, .ritTirotlo, Jr rm- r, voof.bulnry 
 and r^adinc ''or ijlvon to tho ohildren ami tho roc^iilts show thnt th'jso 
 Chinese chiMron aro belw/ tJio standi.rd oi" other ac;}x>ol ohlldron in isll 
 Oi" th030 tosts vith the o3ajoi:ition of ono« 
 
 If it ivxs been provon that tho intolli,.!jnco of Uwae ohildren 
 is a« hlt;h as that of jreriatm o/iildron, thCHi thoir ichool vwrk, if 
 imder yood suj«rvlsion should alao bo \X£) to th" sttmd' rd of othor 
 rerioan ochool^, -;ut. ince suoh is not thoofso, tho Lii'eoti'n of 
 eduoation for those ohildren raist be chEvntiOd whioh vADuld brinj-; thoir 
 v«rlc up to tho standfii-d of other schools. 
 
BIBLIOGRAPHY 
 
 Segreation — T.R. Cole. 
 
 School Review - Vol. 2S , pp. 550-554, Oct. 1915 
 Chinese Children in American Schools. 
 
 J.H.Langhlin-Overland, Vol .57, pp. 500-507, 
 
 May 1911. 
 Nations Responsibility to South for Negroe Education - 
 
 W.T.B. Williac-s. National Educational Association 
 
 1918, pp. 558-562. 
 Intelligence of Chinese Children in San Francisco and 
 
 • Vic inity — K . T .Young . 
 Political Code of State of California Section 1662. 
 Bancroft's Work — History of California. Vol. 24, Chap. 14. 
 
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