B 3 im 2D5 
 
 DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 BULLE TIN. 1920 , No. f e^.^e'R'l,^^''^^''^ * u# 
 
 A SURVEY OF EDUCATION 
 IN HAWAII 
 
 MADE UNDER THE DIRECTION OF 
 
 THE COMMISSIONER OF EDUCATION 
 
 WASHLNGTON 
 
 GOVERNMENT PRINTING OFFICE 
 
 1920 
 
DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 BULLETIN, 1920, No. 16 
 
 A SURVEY OF EDUCATION 
 IN HAWAII 
 
 MADE UNDER THE DIRECTION OF 
 
 THE COMMISSIONER OF EDUCATION 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 
 1920 
 
EDUCATION DEPT 
 
 Lh 
 
 U- 
 
 ADDITIONAL COPIES 
 
 OP THIS rUnUCATION HAY RE PROCURED FROM 
 
 THE SUPEBlNTENDE!<rr OF DOCUMENTS 
 
 GOVEEXMEXT PKINTIXG OFFICE 
 
 ■WASHINGTON", D. C. 
 
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C O N T E NTS. 
 
 Page. 
 
 Letter of transmittal 1 
 
 Inteoduction S 
 
 Tlie function of a i>c'liool system 4 
 
 Chief features of the report 5 
 
 Commendable features in Territorial scliools 6 
 
 ClIArTKi; I. Ax ANALYSIS OF THK El)rCATl')X AT. pROn.EM OF HAWAII. 
 
 ]. Tlie mixture of tiie races 
 
 '2. The character of the present population 12 
 
 o. Tlic extent to which tlie raceti are intermarrying 25 
 
 4. The occupational needs and opportunities of the Hav,alian Islands 29 
 
 .1. ^^'herein the situation differs from that on the mainland 30 
 
 0. Agencies dealing- with the educational prohlem 4(j 
 
 ciiAPT}-:!: II. — The Ougaxization, AuiiixisTKATiox, SupEuv^sI0^', and 
 
 FiXAXCtXG OF THE DePAETMEXT OF PUBEIC IX.STErCTIOX OF THE HA- 
 WAII AX Islands. 
 
 1. The .superintendent and the school connnissioners ->i 
 
 2. The Territorial board of school commissioners and county boards of 
 
 education 58 
 
 3. The supervisors and the Territorial board of school commissioners 60 
 
 4. The school commissioners and the sheriff's office GO 
 
 5. The school budget 63 
 
 G. The high schools should be brought closer to the people 63 
 
 7. The supervision of private schools Q'< 
 
 8. The Territorial department has made a beginning in organizing the 
 
 kindergarten 70 
 
 9. The supervision of the department 7o 
 
 10. The work of the Territorial normal school 78 
 
 11. The Lahainaluna Trade School ^95 
 
 12. Financing the Territorial department of pnluic instruction 99 
 
 Chapter III. — The Foreigx Laxovage Schools. 
 
 1. The founding of Christian, Buddhist, and " Independent "' schools 107 
 
 2. Organization, sui^port, and administration of tlie Japanese schools 113 
 
 3. The character of the textbooks used in the Ja.panese schools 116 
 
 4. The influence of foreign-language schools 125 
 
 5. Proposed legislation respecting language schools 134 
 
 Chaptei: IV. — Teachixg Staff of the Public Elementary Scfiools. 
 
 Distribution of teachers by racial descent 144 
 
 Distribution by sex — married and unmarried 147 
 
 Distril>ution by age 149 
 
 Assignment of grades to teachers and of pupils per room 151 
 
 Education and training of the elementary staff 152 
 
 ^238212 
 
 hi 
 
IV CONTEXTS. 
 
 Page. 
 
 Length of service in Hawaiian schools 154 
 
 Improvement of teachers after enterin.t,^ the Hawaiian school system 157 
 
 Teachers are familiar with the islan<ls, hut n<»i with the T'nited States 150 
 
 Pi-ofessional readint,' hy teachers - 160 
 
 Teachers' meetings and the leadership of principals 161 
 
 Promotion and rating of teachers 165 
 
 Salaries of the elementary staff 171 
 
 Important considerations favoring higher salaries 176 
 
 IM'oposed salary schedule for Hawaii 177 
 
 Ilecruiting teachers from the mainland 170 
 
 Ch.'vI'jkk A'. — Cr.Assitoo.M Pkocedure and the Coi'ksk of Stidy of the 
 
 ELEifEXTAltY SCHOOT.S. 
 
 Comments from the teadioi-s ISl 
 
 Some general conditions in 1h(» elementary schools that have a hearing on 
 
 the course of study 185 
 
 School liandicaps in Hawaii 186 
 
 Tlie formal examination system 188 
 
 Insuflicient supplementary matei-ial 100 
 
 Suggested improvements 100 
 
 The course of study 102 
 
 Time allotment 193 
 
 Handwriting 193 
 
 Heading, literature, and story work 195 
 
 Ha^^■aii's young people .^ 107 
 
 Language and granunai- 107 
 
 Arithmetic '_'__ 100 
 
 Spelling ^ 200 
 
 Geography 200 
 
 History and clvies 201 
 
 Hygiene 202 
 
 Music 202 
 
 Elementarj- science and nature study , 203 
 
 Physical education 204 
 
 Vocational and industrial education 205 
 
 Concerning the ]-evision oi' the course of study 207 
 
 Texthooks 210 
 
 Melhod for distrilmt ing t«'xthooks 211 
 
 Chai'']i;k ^'^. — 'i'Hi: Pria.ic Hu.ir S< iiooi.s. 
 
 1. Oenei-al conditions 212 
 
 2. The high-school pupils 215 
 
 :>. The cui-riculums 222 
 
 4. The ttachers 231 
 
 5. Organization, administration, and supervision _ 245 
 
 (). Lihrary facilities 250 
 
 7. Pnildings and equipment 251 
 
 CiiAi'TFii \n. — The UxiVKitsrrv or Hawaii. 
 
 1. The puhlic high-school system 250 
 
 2. Higher education in Hawaii 264 
 
 3. The development of a university of Hawaii — graduate and professional 
 
 schools 204 
 
 4. Summary of recommendations 303 
 
CONTENT;?. V 
 
 Chaptiir VIII. — The 1'rivate S< hooi.s oy Hawaii. 
 
 Page. 
 
 1. General eoiulitioiit.^ 303 
 
 2. rnnahou School 319 
 
 3. The Hcnoluui :vli]itary Academy 333 
 
 4. The Mid-Pacific Institute 338 
 
 5. Tlie Episcopal schools 343 
 
 a The Hih. Boarding School 347 
 
 7. Kamehanieha schools 352 
 
 8. Boarding schools for Hawaiian girls — ^Kohala Oiiis* School and ^Nlan- 
 
 naolii Seminary 371 
 
 ft. Conclusions and recommendations 374 
 
 Ai'pKxmx. 
 
 Contents of the Japanese-language school textbooks 379 
 
 Japanese high-school (Hongwanji Buddhist) textbooks 388 
 
 The textl)ooks for higli-scaool grades (independent schools) 397 
 
 TxDKx 405 
 
 ILLUSTRATIOXS. 
 
 TE lA. Types of kindergarten children 32 
 
 IB, The melting pot 32 
 
 2A. Hauling sugar cane to mill 33 
 
 2B. Taro patches — Waimea 33 
 
 3A. An Hawaiian type 32 
 
 3B. Primitive Hawaiian home 32 
 
 4A. Hawaiian fisherman 33 
 
 4B. Other Hawaiian fishermen 33 
 
 5A. Athletic team — Mid-Pacific Institute 112 
 
 5B, Mid-Pacific Institute 112 
 
 6A. Student types (girls)— Mid-Pacific Institute 113 
 
 6B. Student types (boys) — Mid-Pacific Institute 113 
 
 7A. Lower campus — Punahou Scliool 112 
 
 7B. Alexander Field — Punahou School 112 
 
 8A. Campus — Punahou School 113 
 
 8B, Another view of campus — Puna.hou School 113 
 
 9. Honolulu Military Academy 240 
 
 lOA. Hawaiian Girls' School, Kohala, Island of Hawaii 241 
 
 lOB. Baldwin Hall, Maunaolu Seminary 241 
 
 llA. Wash day at Miller Street Kindergarten 240 
 
 IIB. Honomakau School bus, West Hawaii ._ 240 
 
 12A. Gathering papayas at Maunaolu Seminary 241 
 
 12B. A swimming party of Maunaolu girls 241 
 
LETTER OF TEANSMITTAL. 
 
 Depaktmext of the Interior, 
 
 Bureau of Education, 
 WasMtigton, D. C. July Y-5, 1920. 
 
 Sir : I am transmitting herewith for publication as a bulletin of 
 the Bureau of Education the report of a survey on education in the 
 Territory of Hawaii, made under my direction as Commissioner of 
 Education at the request of the governor and the superintendent of 
 public instruction of the Territory, which request was made in com- 
 pliance with an act of the legislature, wliich act also appropriated 
 money to pay the incidental expenses of the survey-. 
 
 The survey was made under the immediate direction of Dr. Frank 
 F. Bunker, specialist in city scliool administration of the Bureau 
 of Education, assisted by Dr. "W. W. Kemp, chairman of the educa- 
 tion deioartment, I^niversity of California: Dr. Parke R. Kolbe, 
 president of the Municipal Universit}^, Akron. Ohio: and Dr. George 
 E. Twiss. professor of secondary education and State high-school 
 inspector. Ohio State I"ni\'ersity. It includes both public and pri- 
 vate scliools of the islands, the private scl-ools being included at the 
 request of representatives of these schools. 
 
 Many conditions and problems connected with these schools, par- 
 ticularly thxC fact that a large majority of the children are of other 
 races than those which are dominant in the United States, made the 
 work of the su.rvey imique and difficult; but I believe most of the 
 problems ha\e been solved wisely, and that this solution will liave 
 interest and Aalue not onh' for the people of Hawaii but for students 
 of education in the United States. 
 
 Respectfully submitted. 
 
 P. P. Claxtox, 
 
 The Secretary or the Interior. 
 
 1 
 
A SURVEY OF EDUCATION IN HAWAII. 
 
 INTRODUCTION. 
 
 Every American public-schooi system has abundant reason for 
 making sharp analyses of the peculiar needs to which it should be 
 ministering; yet, in practice, the kind of training provided by the 
 schools of one section is very similar to that given by the schools of 
 other regions, though it must be apparent that occupations may 
 differ widely. The ability to render a service in an agricultural 
 district does not mean that one can render equal service in a mining 
 region, or in a cattle country, or in a section given over to fruit 
 growing or lumbering or fishing. The penalty for a failure to 
 recognize the larger occupational needs of a local community on 
 the mainland, however, is partly removed because of means of rapid 
 interchange and of intercommunication and because of the ease with 
 which individuals shift from place to place. Because of the multi- 
 tude of opportunities for service there to be found, individuals quickly 
 make adjustments, find their own niches, and become relatively 
 satisfied and satisfactory workers in needed vocations. So far, with 
 little difficulty, the mainland has been able to absorb all who have 
 the desire to serve and to put them at the things which they can do 
 best. 
 
 Not so, hovrever, vdth Hawaii. Set down midway of the Pacific; 
 with six days and 2,100 miles separating her from her nearest neigh- 
 bor; with a total population no larger than a number of mainland 
 cities, the larger proportion being orientals; with but two industries 
 of first magnitude, though with vital connections with the Orient 
 and with America and having a future of v/onderful possibilities, 
 obviously Hawaii does not so readily and easily come \dthin the 
 influence of the balancing and adjusting flov/ of human currents. 
 By force of her situation Hawaii must be largely seK-sufficient iuid 
 seK-contained. She can hope for Httle aid from outside her bord.-.rs; 
 she can expect to render little assistance to her neighbors in their 
 problems of vocational relationships and of occupational adjust- 
 ments. Her isolation, then, conditioning all her problems, must be 
 taken account of in every phase of her thinldng. It is this thtit 
 demands that the public-school system of Hawaii, perhaps beyozid 
 that of any other American commonwealth, shall give to the que^£- 
 tion of its proper function a penetrating examination and aimlysis. 
 
 3 
 
4 A BURVEY OF EDUOATIOX IN HAWAII. 
 
 THE FUXCTIOX OF A SCHOOL SYSTEM. 
 
 Every school system that is going about its work intelligontiy 
 and effectively is subserving at least three important interests: 
 The Nation, through preparing, along with other agencies, dependa])le, 
 patriotic, and worthy citizens: the community, thorough shaping the 
 training it gives, so that the community v>'ill have competent leaders 
 and efficient workers in all its occupations: the individual himself, 
 through helping him to fine} ^is aptitudes and abilities and through 
 providing him with the means for so developing these that thereby 
 he is enabled to render a service alike satisfying to himself and to 
 society. The citizenship needs of the Nation, the occupational needs 
 of the community, and the tastes, aptitudes, abilities, and ambitions 
 of the individual, then, are the guideposts which point the pathway 
 of the public school: and these are the considerations, likewise, 
 which must be held in clear view in any appraisal of the work of the 
 schools of Hawaii. 
 
 Furthermore, ib should be pomted out, the system that holds 
 unswervingly to this threefold purpose, intelUgently shaping its 
 practice the while by these ends, can never be charged, rightly, 
 with influencing its children to turn away from legitimate labor of 
 any kind. The influence of a system dommated by such high purpose 
 will be not to free men from work but to free them in their work. 
 
 This is the function v)f education, and it is a spurious education, 
 an education unworthy the name, that teaches, even hy impHcation, 
 that in this democracy of America there are necessary occupations 
 unworthy of any but the ignorant and the illiterate or that there is 
 room an^^vhere in this country for a group of men, however small, 
 who shall be forced to their occupation through dire need. Men 
 who work in occupations deemed unworthy, and who do so only 
 because driven to it by the biting lash of necessity, are in reality 
 not free men. They work only in the sphit of the slave. There 
 is no place in Ameiica for such, and it is as much the business of 
 education to teach men this as it is to make them literate. 
 
 Children growing up in Hawaii, coming as they do in their plastic 
 years under the influence of the public school, preparing themselves 
 for the assumption of the responsibilities which life in Hawaii 
 demands, should come to feel that, in cutting cane on tlie plantation, 
 in driving a tractor in the fields, in swinging a sledge in a black- 
 smith shop, in wielding a brush on building or fence or bridge, as well 
 as in sitting at a doctor's or merchant's or manager's or banker's 
 desk, there is opportunity for rendering a necessary as well as an 
 intelligent, worthy, and creative service. Reciprocally, they should 
 likewise recognize that they have a right to follow such occupations 
 under fit and tolerable conditions and to receive as a tangible reward 
 
INTRODUCTION. 5 
 
 for service rendered a wage that is more than an existence v/age, 
 more even than a mere thrift -^.vage; in fact, that it shall he a cultural 
 wage, one which may he defined as a wage which not onlr hrings 
 relief from, worry hut provides a margin sufficient for recreation, 
 self -improvement, spiritual uplift. 
 
 V/hen, in the islands, education shall have fully functioned in the 
 lives of hoth those who serve hy employing and directing othei^ 
 and those who serve through toiling with the hands, then all ^-ill 
 be working as free men. Then all vnV be doing that which they can 
 do best, and doing their best at tha^ which they undertake. Then, 
 too, there will disappear from the minds of the men of Hawaii the 
 thought that the great enterprises of the islands are dependent for 
 success upon successive waves of cheap, ignorant, illiterate, alien 
 laborers who stick at their jobs only through fear of want and through 
 inability to do anything else. In short, when education shall have 
 accomplished its true pm^pose there will be conferred upon man, 
 VN'hatever his occupation, an enlarged individuality, a \\dder range 
 of thought and action, a higher and more permanent peace. And 
 when this consummation shall have been achieved no longer can the 
 public schools of Hawaii be justly charged with educating the 3'outh 
 of the islands away from those occupations w^hich require toil vath 
 the hands and makina: of them, relativelv inefficient, '•white-collared 
 folk.'' 
 
 CHIEF FEATURES OF THE REPORT. 
 
 Chapter I sets forth the significant facts about the population 
 elements of Hawaii, their interrelationships, their rates of growth, 
 the part they are likely to take in the afl'airs of the Territory as 
 citizens, the occupational needs of the islands, and the agencies at 
 work upon the problems which race and occupational needs have 
 raised. 
 
 Chapter II treats of the administrative machinery of the school 
 system of the islands, the Territorial Normal School, and of the 
 financial support accorded the schools, showing how, in the judgment 
 of the survey commission, changes can profitably be made, thereby 
 enabling the^chools to function more efficiently. 
 
 Chapter III deals with a serious obstacle in the v/ay of the work 
 of the public school in its task of Americanization — the system of 
 foreign-language schools, "which exists nowhere else in the United 
 States. 
 
 The remaining chapters of the report treat, successively^, the details 
 of the work of the elementary school, the high school, the university, 
 and the private schools — all with, the question in mind as to how well 
 they are meeting citizenship, occupational, and individual needs, and 
 how school practice can best be modified to secure improvement in 
 results. 
 
6 A SURVEY OF EDUCATIOX IN HAWAII. 
 
 COMMEXDABLE FEATURES IX TEKRITORIAL SCHOOLS. 
 
 It must not be inferred that, because this report gives much space 
 to a discussion of means for securing improvements in results, the 
 commission is bhnd to th.e man}" features of excellence already 
 incorporated in the work of both the public and private schools. 
 The role of constructive critic demands that recommendations for 
 changes in the established order be accompanied by reasons; that 
 which is sound in accepted practice requires no such detailed com- 
 ment. For tliis reason, then, a survey report may appear to be 
 unduly critical when in reality it is only calling the attention of 
 interested authorities in an earnest way to opportunities for improve- 
 ment in a sA^stem genuinely sound in its structure and work. 
 
 In point of fact there is very much about the schools of Hawaii 
 which deserves positive commendation. The leadership of the 
 schools is in excellent hands, the citizens of the Territory are taking 
 a much greater interest in the education of the children of alien 
 parents than ever before, the very fact that a public school has been 
 placed within the reach of practically every child in the islands, how- 
 ever remote his home, is an achievement as well as a testimonial to 
 the earnest work of school administrators and of the school corps, 
 while in the erection of teachers' cottages and in improving the living 
 conditions of teachers the Territory has outstripped all other of the 
 chief divisions of the United vStates. A glance at tlie list of items 
 marking recent educational advance in the islands affords ample 
 proof that the school authorities are alert to the need and determined 
 to meet it. Such a list of actual or prospective advances includes 
 among other items : Insistence upon informing the public about every- 
 thing the department does; securing the counsel and advice of repre- 
 sentative laymen of the various racial groups; eliminating obsolete 
 offices from the organization; advancing teachers' salaries and doing 
 more for their comfort; raising the standards of training and qualifi- 
 cation required of teachers; making a beginning in the incorporation 
 of the kindergarten as an integral part of the school system; reducing 
 the size of elementary school classes; providing school buildings of a 
 more permanent and more modern type; creating -x division for 
 organizing work of industrial character; modifying a rigid and 
 inflexible promotion system; decentralizing a highly centrahzed and 
 mechanical s3'stem; and providing opportunity whereby teachers and 
 other members of the school corps may have more of a voice in deter- 
 mining educational policy. 
 
 This study of the schools of Hawaii, moreover, is intended to be a 
 study of policies and practices, not of persons. The survey com- 
 mission has consciously avoided either praising or blaming, crediting, 
 or discrediting individuals. The matter of placing an estimate upon 
 
INTRODlTCTIOIv. 7 
 
 the Taliie of the services which individuals are rendering is the duty 
 of local authorities; it falls outside the province which has been set 
 for the survey commission and has not been attempted. 
 
 THi: SURVEY COMMISSION. 
 
 The- survey was made imder the direction of the United States 
 Commissioner of Education upon request of the governor of the 
 Territory of Hawaii, the legislature, the school commissioners, and 
 the superintendent of public instruction. To assist the Commissioner 
 of Education in making this study he appointed the following 
 commission: 
 
 Frank F. Bunker, Bureau of Education, director of the survey. 
 TT. TT. Kemp; chairman education department, University of 
 
 California. 
 Parke R. Kolbe, president Municipal University, Akron, Ohio. 
 George R. Twiss, professor of secondary education and State 
 high-school inspector, Ohio State University. 
 
 APPRECIATION. 
 
 The survey commission desires to express its appreciation of the 
 courtesy and consideration shown its members by the citizens of 
 Hawaii universally. A special word of thanks is due the governor, 
 the ofhcers of the Territorial government, the members of the board 
 of school commissioners, and the superintendent of public instruction 
 and his staff, for the interest which they have individually taken in 
 the survey and for the help and cooperation which they have sever- 
 ali}^ extended. The commission is also indebted to Miss Faast for 
 the use of the copyrighted picture, ''The Melting Pot," and to Mr. 
 Alexander Hume Ford, secretary of the Pan-Pacific Union, for the 
 use of other photographs. 
 
Chapter I. 
 AN ANALYSIS OF THE EDUCATIONAL PROBLEM OF HA WAIL 
 
 CoxTExis. — 1. The raeo mixture; Early attempts to assist iiniaigration,: Japanese imimgration; Poitu- 
 guese immigration; immigrants from northern Europe. 2. The character of present population: Bii-th 
 and death rates of the races; laomentum of Japanese race; Japaneco entering many vocations; explanation 
 of Japanese activity; Japanese political control of the islands; nationalities in the jjublic schools; Judga 
 Vaughan's com-t decision. 3. Intennarrying of races: Japanese picture brides; progeny of racial inter- 
 marriages. 4. Occupational needs and opportunities of the islands: The small farmer; plantation and 
 milling activities; the public school in relation to island needs; a lengthened school day required. 5. Situ- 
 ation contrasted vdth that of mauiland: Children ignorant of English; no EngUsh-spsaking cliildren on 
 playgroimd; an tmstable teaching force; many ptorly qualified teachers; inadequate supervision; the for- 
 eign language schoo-s; sch<x)Is inadequately supported; compensations. 6. Agencies dealing v/ith the 
 problem: Private schools; Kindergarten Association; Young Men's Christian Association; Young Women's 
 Christian Association; weifare activities on Maui. 
 
 1. THE MIXTURE OF THE RAXES. 
 
 The deliberate and persistent efforts, extending over the past half 
 century, made by the various governments of Hawaii, to secure 
 cheap laborers in sufficient nunabers to care for the crops of sugar 
 cane have resulted in a racial situation in the Havv^aiian Islands proba- 
 bly nowhere else to be found in the world, certainly in no other of 
 the chief political units of the United States. 
 
 Prior to 1850 the population of the islands was relatively homoge- 
 neous, although in consequence of the trade in sandalwood which 
 sprang up at the beginning of the centur^r and because the islands 
 later came to be looked upon as a desirable rendezvous and refitting 
 station for the great north Pacific whaling fleets, there was in the 
 population a sprinlding of sailors of many nationalities, Vy-ho for one 
 reason or another had left their ships and were livdng among the 
 natives. With the rapid development of the sugar industry, which 
 set in strongly about the middle of the century-, and in viev^ of the 
 steadily and rapidly decreasing native population, it became evident 
 that a supply of new and cheap labor must be found. 
 
 EARLY^ ATTEMPTS TO ASSIST IMMIGRATION, 
 
 The first step v*^as taken by the Royal Hawaiian Agricultural So- 
 ciety, which, in 1852, employed a shipmast-er to bring to the islands 
 180 Chinese coolies on a five-3'ear contract at S3 per month, m addi- 
 tion to passage, housing, food, clothing, and medical attention. 
 Within a few months 100 more were brought over on the same terms. 
 This was the beginning of Chinese immigration, which was encour- 
 
 9 
 
10 A SURVEY OF EDUCATION IN HAWAII. 
 
 aged for a time, only to he restricted at a later period and finally 
 prohibited; but not until a population of some 21^000 had been 
 brought to the Territory. 
 
 Kamehameha III made an unsuccessful effort to bring to the Ha- 
 waiian Islands the entire population of Pitcairn Island. The project 
 failed, however, because the British Government would not permit 
 these people to transfer their allegiance from Britain in order that 
 they might become Hawaiian subjects. In 1855 Kamehameha IV 
 appointed a commissioner to study the question of the suitability as 
 immigrants of Polynesian peoples. As a result, in 1859, about 20 
 South Sea Islanders were brought in, likewise under contract. Others 
 were imported in 1868 by the ''Bureau of Immigration," organized 
 to superintend the introduction of immigrants. During this period, 
 among other groups, some 84 ^fanahikis from Reirsons Island and 
 Humphreys Islan.d and 42 Bukabukas from Danger Island were 
 brought in. These people proved most unsatisfactor}', and the plan 
 of bringing in Polynesians was dropped for more than 10 years. In 
 1877, however, the plan was resumed, and a sea captain was sent to 
 Fiji and New Zealand to secure emigrants. During 1878 and the six 
 years following nearly 2,000 Polynesians, mostly from the Gilbert 
 Islands, Irat with some Melanesian cannibals, were brought into the 
 country. This vv^as a costly experiment, for neither as laborers nor 
 citizens did they give satisfaction. 
 
 JAPANESE I^r:vriGRATION. 
 
 The next race sought was the Japanese. In 1868, 48 laborers, under 
 a three-year contract which called for S4 per month, besides food, 
 lodging, and medical assistance, wore brought in from Japan. They 
 gave excellent satisfaction, but reports of ill treatment reaching 
 Japan brought about an investigation ])y that country with the result 
 that, although no grounds for complaint were found, some 40 of this 
 group v\"ere permitted to return to their homes on the naive condi- 
 tion, however, that each was to work three years for the Japanese 
 Government in order to reimburse it for the expense of the return 
 passage. 
 
 In 1884, after a long correspondence with Japan, consent was 
 obtained for bringing Japanese to these islands. Under this arrange- 
 ment nearly 1,000 came over, but the emigration was stopped tempo- 
 rarily because of the fact that many misunderstandings with the 
 Japanese Government arose. In 1886 an emigiation convention was 
 concluded and ratified with Japan, after which time and until annex- 
 ation to the United States immigration was large and constant. 
 
 A COT.ONY FROM THE STATES. 
 
 In the meantime (in 1870) a little colony of white immigrants 
 from the United States was brought in, settling on Lanai. The con- 
 
ANALYSIS or THE EDUCATIONAL PROBLEM. 11 
 
 tract under which the mem})ers came obhgated each person to take 
 up at least 12 acres of hind for at least 12 months, the proprietor to 
 supply the tenant with lodging, working animals, seed, and tools. 
 The crop was to he equally divided between landlord and tenant. 
 In the event that the latter failed to carr}^ out the terms of the con- 
 tract, his deposit of $35, passage money, was to be forfeited. Severe 
 d-Toughts prevailed during the year of the trial, and the experiment 
 was abandoned. 
 
 In 1872 the Hawaiian Immigration Society was organized. This 
 was composed of the chief busiiiess men of the country, who dis- 
 cussed at consideral)le length the relative merits as immigrants of 
 laborers from China, Japan, Malay, Hindustan, the Azores, and the 
 islands of the south Pacific. This society made gi-eat efforts to per- 
 suade the island government to enter into an arrangement with 
 England for securing Hindu coolies from India, but met \vith no 
 success. 
 
 PORTUGUESE IMMIGRATION. 
 
 At the same time arrangements were made to secure Portuguese 
 from the Azores and Madeira. The pioneer company of 180 arrived 
 in 1878, followed by 750 others a little later. In 1882 an understand- 
 ing with Portugal was reached which resulted in some 7,000 Portu- 
 guese being brought over from the same islands during the next six 
 years. By 1899, through immigration activities, nearly 13,000 Portu- 
 guese had been imported, chiefly from Madeira and the Azores. 
 
 Though not a race cognate to the Hawaiians, they proved to be a 
 valuable addition to the Territorial population. The early comers 
 began work on the plantations as laborers at the monthly rate of $10 
 for males and $6 for women. Later many succeeded in reaching 
 better situations on the plantations as ''lunas,'' teamsters, and 
 mechanics, rising to positions in some instances commanding $125 
 per month. A few among the first cf these immigrants were expert 
 stonecuttei's and builders, giving the fii^st impulse in the Territory 
 to the erection of substantial buildings out of the hewn lava rock. 
 Later still, many became storekeepers, typographers, stenographers, 
 and sales people, and many came to accept positions of trust in banks 
 and offices. Others gained high place on the bench, in the Territorial 
 legislature, on county boards, and as lawyers. Altogether, the 
 experiment of importing the Portuguese has been distinctly successful. 
 
 IMMIGRANTS FROr NORTHERN EUROPE. 
 
 The experiment was also tried of bringing in Norwegians. In 
 1880 the board of immigration agi'eed to assist in procuring immi- 
 grants from Norway, offer mg to pay one-half the passage of women 
 and full passage of all children under 12 years. About 600 persons 
 were brought over at the time under this arrangement and given 
 
 10146°— 20 2 
 
12 A SURVEY OF EDUCaTI02n IX HA\VAII. 
 
 employmeut on the plaiitatioiivS. It was found, however, that a few 
 only of the nuinber were really agriculturists, the remainder having 
 been recruited from the idle class of towns. This experiment proved 
 uns a tisf ac tor y . 
 
 Similar assistance vs'as given in prociu-ing laborers from. Germ^any. 
 About 90D Germ.ans came over m response, but they proved to be 
 restless and discontented, giving their employers no peace until 
 theh contracts were canceled, whereupon the majority emigrated to 
 the United States. The experiment of bringing in peoples from 
 northern Europe, as with the attem.pt to seciu*e a satisftictory class of 
 laborers from the South Sea Island races, cognate to the Hawaiians, 
 proved on the whole to be unsatisfactory. 
 
 As a result of a half centm-y of effort, on which the Hawaiian 
 people expended more than $2,000,000, the population of Hawaii, 
 accordins: to the 1S96 Territorial census, was as follows:^ 
 
 Germans 1, 4o2 
 
 Norwegians 378 
 
 French 101 
 
 South Sea Islanders 455 
 
 Others 600 
 
 Native Hawaiians 31, 019 
 
 Part-Hawaiians 8, 485 
 
 Japanese 24, 407 
 
 Chinese 21, 616 
 
 Portuguese 15, 191 
 
 American 3, 086 i 
 
 British 2, 250 ' Total ,109, 020 
 
 2. THE CHARACTER OF THE PRESENT POPULATION. 
 
 Thi'ough the natural growth of population and because of influxes 
 of peoples which have taken place since annexation, the estimated 
 population of the Hawaiian Territory in 1919, segregated accordii^g 
 to racial groups, is as follows: 
 
 Estimated population of the Hauaiian Territory, (^ June 30, 1919. 
 
 Nationality. 
 
 Total. 
 
 Percent- 
 ace of 
 total. 
 
 Asiatics 
 
 
 159, 900 
 
 00.6 
 
 
 
 
 Japanese 
 
 h liO, 000 
 
 22,800 
 
 5,i00 
 
 22,000 
 
 41.7 
 
 
 
 8.6 
 
 Korean.... 
 
 
 1.9 
 
 l^Iipino. 
 
 
 8 4 
 
 
 
 
 
 39, 260 
 
 14.8 
 
 
 
 
 Hawaiians 
 
 22.600 
 10;760 
 5,900 
 
 8 6 
 
 
 
 2.2 
 
 
 
 4.0 
 
 
 
 
 Latins . 
 
 32,800 
 
 12 4 
 
 
 
 
 Portuencsc. 
 
 2.5,000 
 2.400 
 .5; 400 
 
 9.5 
 
 
 
 .9 
 
 Porto Rican. 
 
 
 2.0 
 
 
 Russians otc 
 
 
 Americans British GGnnans 
 
 31.000 
 706 
 
 11 8 
 
 
 
 .4 
 
 
 
 
 Total 
 
 263, 666 
 
 100.0 
 
 
 
 
 a From the Territorial Board of Health Report, 1919. 
 & The acting Japanese consul reports, 114.137. 
 1 See Blacknian, "The Making of Ttawaii.'' 
 
AX.iLYSIS 01-' THE EDXJCATIOX.VL PROBLEM. 
 
 13 
 
 It is of interest in this connection to cxiiniine the school enrollment 
 in both the public and private schools of the islands, distributed 
 accordmg to nationality, to see to what extent these racial groups 
 have contributed to school population. 
 
 School enrollment i/i public and private schools,^ June 30, 1910. 
 
 Nalionalitv. 
 
 Percent- 
 Total. I a^'e of 
 total. 
 
 Asiatics 23, 560 54. 5 
 
 Japanese 17. 540 40. fi 
 
 Chinese 4.491 10.3 
 
 Korean G20 i i. 5 
 
 Filipino 903 ] 2. 1 
 
 Polv-ncsians 9, 161 j 2!. 1 
 
 Hawaiiaiis 3. 800 \ S. 7 
 
 Part-Hawaiians ; 5, 3C1 12. 4 
 
 Latins ! 7,986 | ""isTs 
 
 Portuguese ! 0.334 | 14.7 
 
 Spanish 513 | 1. 2 
 
 Porto Rican 1. 139 j 2. G 
 
 Americans, British, Germans, Rrissians, etc ' 2^ .391 j 5. 5 
 
 Other nationalities 173 i .4 
 
 Total i 43,271 j 100.0 
 
 I I 
 
 1 From Rop. of Territorial Sunt, of Puh. Instruction, 1919. 
 
 An examination of the two preceding tables discloses the interesting 
 fact that, while the group of Asiatics comprises 60.6 per cent of the 
 population, the children of tins group comprise but 54.5 per cent of 
 the school population. With the Polynesians, however, the situa- 
 tion is reversed, for, while this group constitutes 14.8 per cent of the 
 population, the children of the gToup constitute 21.1 per cent of the 
 total number of school children. Likewise, the proportion which 
 the Latins contribute to the school population exceeds the proportion 
 which the group bears to the entire island population, for, v\dth 12.4 
 per cent of the population, tlieir children comprise 18.5 per cent of 
 the school population. The Caucasian group, however, comprising 
 118 per cent of the population, are credited with but 5.5 per cent of 
 the aggregate school enrollment. . 
 
 On the face of it this might indicate that the Asiatics are less 
 prolific than the Pohiiesians and the Latins, but a closer study of the 
 tables shows that in the case of the Asiatic group the proportion of 
 Japanese, Chinese, and Koreans in the population and in the schools 
 is nearly the same, while the Filipino group, having S.4 per cent of 
 the population, contributes but 2.1 per cent of the school enrollment. 
 This is partly explained by the fact that the Filipino group has only 
 very recently been brought to the islands, and there is, in conse- 
 quence, a much larger percentage of unmarried males in this group 
 
14 A SURVEY OF EDUCATK^X IX HAWAII, 
 
 than in the other racial groups which have been in the ishmds longer, and 
 who, therefore, have estabhshed famihes. Even though the Fihpinos 
 be exchided from consideration, it is clear that the remaining races 
 of the Asiatic group are still outstripped by the Part-Hawaiians, the 
 Portuguese, and the Spanish, for whereas the Japanese, the Chinese, 
 and the Koreans barely hold their own in their contributions to school 
 population, children of the Part-Hawaiian, Portuguese, and Spanish 
 groups greatly exceed the proportion these groups bear to the total 
 population. Doubtless this fact, too, is to be explained by facts of 
 immigration rather than because the Japanese, Chinese, and Koreans 
 are less prolific. 
 
 BIRTK AND DEATH KATES. 
 
 A table showing the number of births per 1,000 of population, dis- 
 tributed b}' nationalities and extending over a period of years, will 
 throw light on this point. Such a table, showing also the death rates 
 and the increase of birth rates over death rates, follows: 
 
ANALYSIS OF THE EDUCATIONAL. PROBLEM. 
 
 15 
 
 
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 , ^_ ^ COr-lrH 
 
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 t^ lo o CO a> >o 
 
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 CO d 
 
 
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 « — iX i^ a; c; S 
 
 tl ESS 
 
 •r* c3 
 
 2 ffl 
 
 
16 A SUEVEY OF EDUCATION IN HAWAII. 
 
 This table s1ioy>"s tliat in every group except llie Hawaiian' the 
 births exceeded the deaths; with the Hav\'aiians, however, deaths 
 greatly outmimbered bu'ths, which, if continued,, dooms the race to 
 extmction. Taking the birth rates for all races as a norm, it is obvious 
 that for all years covered by the table the foUowmg groups exceed the 
 norm of births: Japanese, Caucasian-Hawaiian, Asiatic-Hawaiian, Por- 
 tuguese; Spanish, and Porto Rican. Taking the death rate for all races 
 as a norm, it is seen that the following races are fortimate enough to 
 fall below it for all years: Japanese, Chinese, Korean, Portuguese, 
 and the group to which belong the Americans, British, Germans, and 
 Russians. The only groups appearing in both these lists are the 
 Japanese and Portuguese, showuig that these are the only ones in 
 vrhich a high birth rate is combined with a low death rate. 
 
 It is true that an examination of the figure showing net increase 
 of the birth rate over the death rate discloses the fact that the births 
 to the Caucasian-Hawaiians and the Asiatic-Hawaiians so far out- 
 number the deaths, even though these are high, as to place these two 
 groups in the lead in the matter of net increase: however, the groups 
 are small in number. 10,760 in the one case and 5,900 in the other, 
 and ^vhile they are potentially important, yet for the purpose of this 
 stud}' they can properly ])e eliminated, as they compiise too small a 
 proportion of tlie population. 
 
 COMPAKISOX OF THE JAPANESE AND POETrorESE GROUPS. 
 
 A comparison in detail of tlie records of the Japanese and the 
 Portuguese, shov^'n in the prece<lmg table, discloses the fact that the 
 situation for both is nearly the same, with the odds slightly m favor 
 of the Japanese. The number of Japanese births reported to the 
 Territorial Board of Health, -which action the law requires, falls short 
 of the actual number registered by the Japanese consul by several 
 hundred aimualiy. For example, the number registered with the 
 consul m 1916' exceeds the board of health aggregate by 977: in 1917, 
 by 658; m 1918, by 407: and in 1919, by 416. Were the corrected 
 aggregates used in the foregoing tabulations, the fact would be estab- 
 lished that, with respect to bii'th and death rates, the Japanese race 
 is the most favored race of the islands, having, among all the races, 
 made the best adjustment to all those conditions affecting race multi- 
 plication; furthermore, with an actual population now in the islands 
 (1919) of 114,137, as reported by the acting Japanese consuL against 
 25,000 Portuguese, the next largest gi'oup, it is clear that the Japanese 
 race has acquired a momentimi which puts all the other groups out 
 of the running in respect to numbers. 
 
ANALYSIS OF THE EDUCATIOXAL^ PEOBLEM. 17 
 
 MOMENTUM OF THE JAPANESE RACE. 
 
 That this momentum will mevitabiy carry the Japanese race into 
 an increasingly dominant numerical position, if continued, is clearly 
 shown by the table on a later page, which gives the actual number of 
 male Japanese births during a period of 32 years. This table was com- 
 piled from information obtained from the office of the Japanese consul 
 and from the records of the Territorial Board of Health, It is accu- 
 rate except thatj from 1913 on, the proportion of males and fem.ales 
 m^ay be slightly in error. 
 
 A parallel between the Japanese and the Portuguese in their 
 adjustment to those island influences which condition birth and 
 death rates has been noted. Another striking parallel between the 
 two races is also to be observed in this, that while both groups origi- 
 nally were brought into the islands to satisfy the need for cheap 
 labor on the plantations, there is with both a pronounced 
 tendency to seek a better economic position by breaking away from 
 the plantations at the first opportunity and engaging in other occu- 
 pations and activities giving promise of a freer and more ample life. 
 
 JAPANESE ENTERING MANY VOCATIONS. 
 
 Similarly, the Japanese are ambitious to become tenants, to own 
 land, to set up a business, to enter a profession, to rise above the 
 category of unskilled labor, and as they individually achieve their 
 ambition, they are, like the Portuguese, participating more and more 
 in the affair-s of the islands, socially, educationally, politically. Fur- 
 thermore, they arc all at work; there are few triflere and idlers among 
 them. There are now approximately 3S,000 male and 27,000 female 
 adult Japanese in the islands. The table which follows, based upon 
 mformation obtained from the office of the Japanese consul, shows 
 that 50,149 of them are employed in gainful occupations. 
 
 Distribiiilon of Japanese acconlttu/ to occupatioTis, 1919. 
 
 Omcials 6 i Farm laborers 1, 759 
 
 Clergymen 91 j Stockmen 147 
 
 Teachers 356 : Daii-ymeii 82 
 
 Physicians 43 ; Fishermen 1, 053 
 
 Dentists 8 i Carriage makers 34 
 
 Veterinarians 2 | Dyers 89 
 
 Chemists 24 I Blacksmiths 62 
 
 Nurses and midwive^. 51 Book-shop keepers 34 
 
 Masseurs 33 Peddlers 68 
 
 Ne"^spaper and magazine pub- Bank employees 383 
 
 Ushers 93 ^ Clerks in stores and business 
 
 Interpreters 58 houses 2, 349 
 
 Farmei's 3, 740 Persons who rent their properties 119 
 
18 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 Railroad employees 394 
 
 Draymen 344 
 
 Chauffeurs 540 
 
 Hotelkeepers 36 
 
 Restaurant and caf^ worker? 99 
 
 Billiard parlor and theater Avork- 
 
 ers 81 
 
 Bathhouse keepers 28 
 
 Barbers 275 
 
 House servants 4, 141 
 
 Actors 62 
 
 Geishas and helpers 2, 391 
 
 Plantation laborers 26, 867 
 
 Sawyers 197 
 
 Carpenters 506 
 
 Painters 123 
 
 Photographers 24 
 
 Tailors 63 
 
 Laundry men 218 
 
 Laborers in factories 320 
 
 Civil engineers and contractors.. 80 
 
 Fuel dealers 73 
 
 Jewelers 30 
 
 Druggists 28 
 
 Dry -goods merchant? 14 
 
 Shoeshop keepers 4 
 
 Dealers in fancy goods, toilet 
 
 articles, etc 62 
 
 Vegetable dealers 51 
 
 Butchers and fish dealers 101 
 
 Bean curd manufacturers 49 
 
 Soy merchants 7 
 
 Candy manufacturers 95 
 
 Artisans, various miscellaneous 
 
 laborers 2, 791 
 
 Miscellaneous occupations. .... 641 
 Number with no occupation re- 
 ported 599 
 
 Total employed 50, 149 
 
 Women and children and other 
 unemployed members of house- 
 holds. ./. 61, 909 
 
 Grand total. 
 
 112, 058 
 
 EXPLAXATIOX OF JAPANESE ACTIYITY. 
 
 Furthermore, it should be said in fairness that there are few Japan- 
 ese children in the juvenile courts and in institutions for delinquents; 
 and there are proportionally very few Japanese among the convict 
 labor gangs and in the jails. Few, if any, are supported by public 
 charity; nor are any begging on the streets. Their per capita savings 
 bank deposits rank third among those of the island races, being ex- 
 ceeded b}^ the Americans and Portuguese only. All of which activity, 
 laudable in itself, can be explained adequately on the basis of the 
 racial qualities, inherent in the Japanese, of patience, persistence, 
 thrift, initiative, endurance, ambition, group solidarit}^, coupled 
 ^v'ith acumen and astuteness, which give them the ability to get on 
 where other races have failed. Indeed, so well have the Japanese 
 adjusted themselves to island conditions, and so rapidly are they 
 increasing in the number of Hawaiian-born children, that this group 
 will soon have a majorit}' of the voters of the islands. 
 
 JAPANESE POLITICAL CONTKOL OF THE ISLANDS. 
 
 Contrar}^ to international practice, which holds that regardless 
 of where a child is born he ta,kes the nationality of his parents, the 
 fourteenth amendment to the Constitution of the United States 
 declares that every child born within the jurisdiction of the United 
 States is a citizen of tlie United States. In another particular in this 
 
AN-ALYSIS or THE EDUCATIONAL PROBLEM. 
 
 19 
 
 connection tlie law of tlie United States is in conflict mtli the theory 
 and practice of governments which hold to the principle of dual 
 citizenship; for the act of Congress of July 27, 1868, dcchn*es the right 
 of expatriation to be a natural and inherent right of all people and 
 tliat anything to the contrary is ^'inconsistent with the fundamental 
 principles of this Republic.'' In consequence, then, of these laws 
 tlie Japanese as well as all other people born in United States terri- 
 tory are citizens of the United States, which status obtains until by 
 definite act taken by the individuals themselves citizenship is 
 renounced. This being true, it is of great importance, in our analysis 
 of the problem of the schools, to give consideration to the possibihties 
 of the domination of the Territorial electorate by representatives of a 
 single racial group, such as the Japanese. 
 
 The table on a subsequent page showing the birth and death 
 rates of the several races, and the table which follov/s, giving the 
 numiber of m.ale Japanese births each year since the Japanese have 
 been in the islands, are significant in this connection. This latter 
 table is of particular interest, for from it can be detennined the 
 number of Japanese citizens who come of A'oting age each year. 
 
 FrohabU Jajpancsc additions to the electoral , Territory of Hauaii} 
 
 Year. 
 
 Japan- 
 ese 
 male 
 bLnhs. 
 
 Year 
 
 en- 
 titled 
 
 to 
 vote. 
 • 
 
 Year. 
 
 Japair- 
 
 ese 
 
 male 
 
 births. 
 
 Year 
 en- 
 titled 
 
 to 
 vote. 
 
 1898 
 
 234 
 
 255 
 
 318 
 
 60S 
 
 878 
 
 1,889 
 
 1,329 
 
 1,177 
 
 1,155 
 
 1,233 
 
 1,534 
 
 1,605 
 
 1919 
 1920 
 
 1921 ; 
 
 1922 '■ 
 1923 
 1924 
 1925 
 1926 .i 
 1927 
 1928 
 1929 
 1930 j 
 
 IPIO 
 
 1,790 
 l.r.79 
 2,1151 
 2,162 
 2,251 
 2,487 
 
 1931 
 
 1899. . 
 
 1911 
 
 1932 
 
 1900. 
 
 1912 
 
 1933 
 
 1901 
 
 1913 
 
 1934 
 
 190^ 
 
 1914. 
 
 1935 
 
 igor! 
 
 1915 
 
 1936 
 
 1904 
 
 1916 
 
 2,505 ! 1937 
 
 1905 
 
 1917 
 
 2,653 1 1938 
 
 1906 
 
 1918 
 
 1919 
 
 2,746 ■ 1939 
 2, .595 1940 
 
 1907. 
 
 1908 
 
 Total, 10-vear period 
 
 
 
 ii)00 
 
 22.921 
 
 
 Grand total, both periods . . 35. 137 
 
 Total, 12-year period 
 
 12,216 
 
 
 
 
 1 Record of births obtained from the omce of the Japanese coupuI 
 
 From this table it is clear that 12,216 Hawaiian-born Japanese will 
 have become old enough to vote by 1930; 22,921 more wiU have been 
 added to the hst of ehgibles by 1940, making a total during the 
 22-year period of 35,137. Some will leave the Territory, going to 
 Japan or to the States; some will die. It is conservative to say that 
 the Japanese death rate, about 13 per cent per decade, will amply 
 cover such possible losses, remembering that tlie death rate is reck- 
 oned for the entire Japanese population, old and young. Deducting, 
 then, 13 per cent to cover possible losses by removal and death, and 
 
20 
 
 A SURVEY OF EDUCATIOX IX HAWAII. 
 
 there remain as eligible to the electorate during the first period,' 
 10,628: and during the second period, 19,942, or an aggregate by 
 1940, including 287 now registered, of 30,857. f 
 
 Tlie present Territorial electorate (1918), exclusive of the Japanese, 
 who number 287, is 19,837. Durins^ the past 10 irears the increase in 
 the electorate, exclusive of the Japanese, has averaged 685 per year. 
 If this increase continues, in 1930 there ^viU be 28,057 voters in the 
 Territory, exclusive of the Japanese; and by 1940, 34,907, not includ- 
 ing the Japanese. Summarizing the foregoing facts it would seem 
 reasonable to beheve that the situation in 1930 and in 1940 will 
 stand approximately as follows: 
 
 Estimated electorate in 1930 and 1940, Territor)/ of Ilawaii. 
 
 
 Electorate 
 in 1918. 
 
 Estimated : ^^^^^l^'^ ' Estimated 
 additions, ; ^w^^ritp ! additions, 
 1918-1930! ^*®5*r,30 ' ! 1930-1940. 
 
 Estimated 
 
 total 
 electorate, 
 
 1940. 
 
 Electorate, exclusive oi the Japanese 
 
 Japanese coining of age, leis 13 per cent for 
 deaths and remo'.tils 
 
 19,837 
 287 
 
 8,220 28,057 G,850 
 10,628 10,015 1 19,942 
 
 34,907 
 30.857 
 
 Total . . 
 
 20,124 
 
 18,848 38.972 1 26,792 65. 761 
 
 
 
 
 By 1930, then, it seems probable that the Japanese may comprise 
 about 28 per cent of the electorate, a sufficiently large proportion to 
 constitute a force that must be reckoned with if it acts as a unit. 
 By 1940 about 47 per cent of the electorate may be expected to be 
 composed of voters of this race. From that time on, then- numerical 
 superiority will grow very rapidly, the voter-s doubling every 21 years, 
 as children of childreji enter the electorate. 
 
 The probabihty of the approximate accuracy of the foregoing 
 estimate is shown by the following tables, which give the nationahty 
 of all children enrolled in the pubhc and private schools since 1910 
 and the percentage of the whole which each group comprises. The 
 proportionate growth of the Japanese, 27.72 per cent in 1910: 29.12 
 per cent in 1911; 31.09 per cent in 1912: 33.37 per cent in 1913: 
 34.57 per cent in 1914; 37.47 per cent in 1915: 38.79 per cent in 
 1916; 38.06 per cent in 1917; 39.42 per cent in 1918: and 40.55 
 per cent in 1919, indicates that the place in the electorate which the 
 Japanese will occupy in 1930 and again in 1940 may, indeed, be under- 
 estimated. These tables follow. 
 
a:k'alysis of the educatioxal problem. 
 
 21 
 
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22 
 
 A SUEYEY OF EDUCATION IN HAAVAII. 
 
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ANALYSIS OF THE EDUCATION- AL, PROBLEM. 23 
 
 THE EFFECT OF JlHDCrE YAUGHAN's RECENT DECISION. 
 
 Furthermore, it should be poirited out, the foregoing estimates of 
 the place the Japanese will occupy in Hawaii's electorate have not 
 taken into consideration the actual and probable eiTect of the decision 
 rendered January 17, 1919, by Judge Horace W. Vaughan, United 
 States district judge for the District of Hawaii, in the matter of 
 the application for citizenship made by a Japanese, a soldier in 
 the United States ib-my, stationed at the Schotield Barracks, Island 
 of Oahu, Territory of Havv^aii. Judge Vaughan has interpreted 
 the act of May 9, 1918, and the clause '^any alien," therein, as 
 granting the soldier in question the right of citizenship. The section 
 of the act which has so been interpreted follows: 
 
 Seventh. Any native-born Filipin.o of the age of 21 years and upward who haa 
 declared his intention to become a citizen of the United States and who has enlisted 
 or may hereafter enlist in the United States Navy or Marine Corps or the Naval 
 Auxiliary Service, and who, after service of not less than three years, may be honor- 
 ably discharged therefrom, or who may receive an ordinary discharge with recom- 
 mendation for reenlistment; or any alien, or any Porto Rican not a citizen of the 
 United States, of the age of 21 years and upward, who has enlisted or entered or may 
 hereafter enlist in or enter the armies of the United States, either the regular or the 
 volunteer forces, or the National Army, the National Guard or Naval Militia of any 
 State, Territory, or the District of Columbia, or the State militia in Federal service, 
 or in the United States Navy or ^larine Corps, or in the United States Coast Guard, 
 or who has served for three years on board of any vessel of the United States Govern- 
 ment, or for three years on board the merchant or fishing vessels of the United States 
 of more than 20 tons burden, and while still in the service on a reenlistment or re- 
 appointment, or within six months after an honorable discharge or separation there- 
 from, or while on furlough to the Army Reserve or Regular Army Reserve after 
 honorable service, may, on presentation of the requhed declaration of intention 
 petition for naturalization -^^thout proof of the requh'ed five years' residence within 
 the United States if upon examination by the representative of the Bureau of 
 Naturalization in accordance with the reqinrements of this subdi^dsion it is shown 
 that such residence can not be established. 
 
 The immediate effect of this ruling was the naturalization to 
 November 14, 1919, of 398 Japanese, 99 Koreans, 4 Chinese, and 
 200 Filipinos similarly situated. The more remote effect, the 
 extent of which can not be estimated, is that it apparently points 
 to a w^ay by which in the future alien orientals may qualify for 
 citizenslup through joining the National Guard of the Territory or 
 by serving on the merchant, or fisliing vessels of the United States 
 of more than 20 tons burden, which limit includes man}^ of the 
 Japanese sampans now operating in Territorial w^aters, and the 
 interisland passenger boats whose crews are largely made up of 
 oriental seamen. 
 
 METHOD OF RELEASING CHILDREN FROM JAPANESE CITIZENSHIP. 
 
 Although Japan has made some concessions in the matter of the 
 release of Hawaiian-born Japanese from Japanese citizenship, males 
 17 to 20 years of age are still held as Japanese nationals, according 
 
24 A SUE YE Y OF EDUCATIOIn I'N HA¥/AII. 
 
 to a digest of the Japanese lavv' coYering citizenship, prepared by 
 the department of public instruction from translations of Japanese 
 documents. 
 
 The only exception in the case of males from 17 to 20 is those 
 Yv'ho are physically unfit for military serYice, those who have ser\ ed 
 a limited number of years and those Y'ho haYe resided in a foreign 
 country until the age of 32. 
 
 The original Japanese law classed all children of Japanese pai'ents, 
 regardless of Y'here born, as Japanese nationals, but an amendment 
 dating from 1916 allowed foreign-born Japanese to sever all citizen- 
 ship ties ^"ith Japan, under certain conditions. 
 
 The follo^\ing data concerning the filing of petitions for release 
 from Japanese citizenship by Ha-Yaiian-born Japanese Y'as gathered 
 by the school department : 
 
 1. Applicant must be born in Hawaii and must be an American 
 citizen. 
 
 2. Applicant must be residing in Ha^Yaii. 
 
 3. Female applicants and male applicants under 17 years of age 
 are accepted without restriction. Male applicants OYer 17 yeai^ 
 of age who will be accepted are those physically unfit for military 
 service, and those who have served for a limited number of yeai's, 
 and those who have resided in a foreign country until the age of 32. 
 Petitions from male applicants over 17 to 20 years of age, who do not 
 belong to the above class, are not accepted. 
 
 4. In order to become legally discharged, consent must be obtained 
 from the secretary of the interior of Japan. 
 
 To obtain consent: {a^ If applicant is under 15 yeai^s of age he 
 must obtain the consent of the parents or guardian. 
 
 (b) If applicant is over 15 years of age, he should be first O. K'd 
 by the relatives. 
 
 (c) If apphcant is under 15 > ears and under guardianship of step- 
 father, stepmother, Yadovv, or legal guardian Yiiose consent is neces- 
 sary, the legally appointed guardian should make the application. 
 
 The application should be filed with the Japanese consulate of 
 Honolulu and the follovring papers should accompany the petition: 
 (a) Registration Book of Japan (koseki toohonV Two copies. 
 (h) Hawaiian birth certificates. 
 
 (c) If applicant has taken any trip to Japan, he should state the 
 number of trips and the approximate number of days spent in Japan 
 diu*ing each trip, and if applicant did not travel, he should state so. 
 Two copies. 
 
 (d) The dates of the arrival of the pai-ents to Hawaii. Two copies. 
 
 (e) Names of relatives with Y-hom the applicant lesides, and their 
 relation. Two copies. 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM. . Zb 
 
 if) Minors under 17 3'ears and over 15 years should send the 
 consent in writing of the guardian. Two copies. 
 
 {g) In case the consent of the relatiTes are required, the appHcant 
 should present such consent. Two copies. 
 
 (Ji) When apphcant is over 17 years of age, he should state whether 
 he has served in military service, o^ if otherwise, stating reasons for 
 being unquahfied. 
 
 Any person thus having lost the Japanese registration can become 
 a Japanese subject again if circumstances are such that he will have 
 to reside in Japan. 
 
 3. THE EXTENT TO WfflCH THE RACES ARE INTERMARRYING. 
 
 Whether or not the Japanese desire, to achie^-e political control, 
 mthout doubt within a few years they will be in a position to do 
 so if they choose. In this connection the question of the degree 
 and extent to which the various racial groups no^^- living in the 
 islands fuse through intermarriage is important. For, obviouslj^, 
 if a rapid fusion is taking place in this manner, the Territory of 
 Hav^'aii v/ill of necessity be looked upon as being unique in this, 
 namely, that a new rac^. of people would be in process of creation. 
 If, on the other hand, racial groups maintain group solidarity and 
 manifest no '^chemical aihnity, '' then we shall doubtless witness 
 in the future, in the struggle for political supremacy, a contest 
 among groups for group recognition or preferm_ent. 
 
 An interesting and valuable study of the extent to Vv^hich fusion 
 by marriage has taken place in the Territory of Hawaii has been 
 made b}^ Mr. Vaughan MacCaughey, now superintendent of public 
 instruction of the Territory.- The following comprises a brief 
 summary of the conclusions which he reached from a stud}- of the 
 records of many hundreds of marriages: 
 
 THE rORTUGUESE. 
 
 1. The majority of Portuguese men marry Portuguese. Their national preferences, 
 outoide their own group, in quantitive sequence are: Hawaiian. Caucasian-Hawaiian, 
 Spanish, Chinese-Hawaiian. 
 
 2. No Poi-tuguese men married full-blooded oriental women (Chinese, Japanese, 
 Koreaus). Only 2 married Filipinos, whereas 58 Portuguese v/omen marrie<l Filipinos; 
 J.9 Portuguese men married part-oriental women. 
 
 3. Of the total marriages, both men and women, 174 were with mates of Pol\Tiesiau 
 or mixed Polynesian stock; 259 with mates of American or north European stocic; 
 67 were with mates of south European stock (other than Portuguese). 
 
 4. Among the other significant figures, from the standpoint of race-mingling, are 
 these: 194 Portuguese women were married by Americans, 58 by Filipinos. 28 by 
 orientals, 24 by Porto Pticans, 63 by Hawaiians or part-Hawaiians. 
 
 5. An appreciable percentage of Hawaii's population is more or leas infused ^rith 
 Portuguese blood, as \ritnessed by the marriages of lull-blooded Portuguese men 
 and women with mates of mixed Portuguese blood. 
 
 2 Sec " Race Mixture in lla^vaii," by Vaughan MacCaughey, in Journal of Heredity, vol. 10, Xos. 1 and 2. 
 
26 A SURVEY OF EDUCATIOX IN HAWAII. 
 
 These facts testify t') a remarkable breaking dovrn of "race barriers" in Hawaii; 
 The intermarrj-ing of the Portuguese with other peoples in Hawaii is only exceeded 
 by the Ilawaiians and the Americans. It is unfort\inate that we do not possess 
 detailed accurate eugenic data concerning the progeny of these unions. 
 
 THE SPANISH GROUP. 
 
 1. Most Si^anish men married Spanish women. Spanish women marry freely 
 outside theii' nationality. 
 
 2. A small amount of intermarrying takes place between Spanish and Portuguese. 
 
 3. A notable number of Spanish women are married by Porto Ricans and Filipinos, 
 
 4. The intermarrying V)etween Spanish and Hawaiians and part-ITawaiians is very 
 Blight, especially when contrasted with the Portuguese in this regard. 
 
 5. Practically no Spanish men marry oriental women: 10 Spanish women were 
 married to Koreans. 
 
 6. Practically no Spanisli men marry Americans r)r Europeans ('except Portuguese). 
 Spanish women have been married l>y Americans and Europeans. 
 
 THE XATIVE HAWATIAXS. 
 
 1. Most Ilawaiian men marry Hawaiians. Hawaiian wcmen marry freely outside 
 their own race. 
 
 2. Notable among the racial ]>references of Hawaiian men iire their marriages ^vith 
 Caucasian-Hawaiians. Chinese-PIawaiians. and Portuguese. 
 
 3. Hawaiian women were selected by the following nationalities, in order, Hawaiian, 
 Caucasian-Hawaiian. Clnnese. Chinese-Hawaiian. American. Filipino. Korean, Portu- 
 guese, Japanese. 
 
 4. Of special note is the large amount of intermarrying between the A'arious European 
 stocks and the Hawaiian and part-Hawaiian. giA'ing rise to a unique European- 
 Polynesian- Asiatic blend. 
 
 5. Two hundred and fifty-five Americans married Hawaiian or part-Hawaiian mates; 
 of these 26 were American women. 
 
 6. In view of the fact that Japanese comprise over 50 per cent (over 100,000) of the 
 total population of Hawaii, the almost negligilde degree of intermarrj-ing with the 
 Hawaiian stock is extraordinary. Only 4 Hawaiian or part-Hawaiian men married 
 Japanese women, and only 32 Japanese men married Hawaiians or part-Hawaiians. 
 
 AMERTCAXS, BHITISH, GERMANS. 
 
 1. Only one-half of the American men married Americans: most (»f the American 
 women married Americans. In numerical order, American men married Americans, 
 Portuguese, Caucasian-HawaiiariS, Hawaiians, British, German. Chinese-Hawaiians, 
 and Porto Ricans. 
 
 2. Only 13 American men and 3 American women married Asiatics; 15 American 
 men married Chinese-Hawaiians; 223 married women of Hawaiian or part-Hawaiian 
 blood. 
 
 3. The 116 American women who did not marry American men married, in order, 
 British, Caucasian-Hawaiians. Germans. Hawaiians, Portuguese. 
 
 4. British men married, in order, Americans, British, Caucasian-Hawaiians, 
 Hawaiians, Portuguese, Germans, Xorwegians. Britisli women married, in order, 
 British, Americans, Caucasian-Hawaiians. Germans. Portuguese. 
 
 5. Most Germans married others than Germans, in order, Americans. Caucasian- 
 Hawaiians, Portuguese, Hawaiians, British. 
 
 6. The direct blending vnth Asiatic stocks is almost negligible, although considerable 
 intermixture is taking place via the Chinese-Hawaiians. 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM. 27; 
 
 THK CHIN'ESE. 
 
 Over half the Chinese men marry Chinese \vomen, "svhile most Chinese ^vomen marry 
 Chinese men. A large percentage of the Chinese men marry Hawaiian or part- 
 Hawaiian women, ^'ery few Chinese Women many Hawaiian or part-Hawaiian men. 
 
 Only one Chinese man has married an American W(:)man; a few Chinese women have 
 been married by American men. 
 
 An appreciable amount of mingling has taken place between the Chinese and the 
 Portuguese; Chinese and Chinese-Hawaiian men marry Portuguese, SpanisJi, Hawaiian, 
 Caucasian-Hawaiian, etc. Ghinese-Portugue'se men and v/omen marry Portuguese, 
 Spanish, Hawaiian, Caucasian-Hawaiian, etc. There is remarkably slight mingling 
 between Chinese and Japanese or Koreans. A few Chinese men have married Japanese 
 women, and a few Chinese-Hawaiian Women have been married ]>y Koreans. There 
 ha^•e been a few marriages of Americans and north Europeans with Chinese and 
 Chinese-Hawaiian women; the Caucasian mingling is chiefly through the Caucasian- 
 Hawaiians. who intermarry freely with the Chinese and Chinese-Hawaiians, 
 
 Tlie most significant feature is the large number of mixed marriages, in which the 
 Chinese, Hawaiian, and Caucasian strains intermingle. Reece ^ states: " There seems 
 to be no reason to doubt that the mixing ^vill proceed at a moderate rate. This does 
 not. of course, raean that Hawaii will be given oA^er to the Caucasian-Hawaiian- 
 Chinese race. The Japanese are predominant numerically, and promise to remain so. 
 The Portuguese constitute a bulky element. Both are prolific, and neither contiibutes 
 considerably to the fusion. What is likely to appear is the gradual growth of the new 
 stock, fitting itself for leadership in the minor business and clerical actiA-ities of the 
 islands." 
 
 THE KOREANS. 
 
 There are now about 5,000 Koreans in Hawaii, mostly alien males. 1 )uring the five- 
 year period, 1913-1917. 404 Korean men married and 311 Korean women married. 
 It is noteworthy and most extraordinary that all of the Women, Nrithout exception, 
 married Korean men. The women of no other race in Hawaii have a like record for 
 tenacious adherence to racial lines. The Women of no other race have married only 
 men of their own race. The Korean men have ''out-married"' to some extent, but 
 not the Women. 
 
 THE JAPANESE. 
 
 Upon comparison with Chinese marriages and intermarriages, it is noted that tliere 
 is little tendency on the part of the Japanese to amalgamate with the Hawaiians, 
 whereas the Chinese have contributed largely to the formation of the Chinese-Cau- 
 casian-Hawaiian mixture. Neither do the Japanese marry as freely ^rith tlie Portu- 
 guese as the Chinese have done. 
 
 In general, Japanese marry only Japanese; they show remarkable racial allegiance, 
 more so, as a race, than any other in Hawaii. A few Japanese men have mamed 
 Hawaiian, part-Hawaiian, and Portuguese women; only one has married an American 
 Woman. There are surprisingly few marriages between the Japanese and the other 
 Asiatic peoples in Hawaii. A few Japanese women have been married by Chinese 
 and Koreans. In general, Asiatics in Hawaii breed more freely with Caucasian stock 
 than they do among themselves. 
 
 The Japanese and Koreans contrast strongly with the Chinese in race mixtures, the 
 former groups evincing strong clannishness in marital selections: the latter groups 
 freely breeding "out." 
 
 " Tleece, in American Journal of Sociology, July, 1914. 
 10146°— 20 3 
 
28 
 
 A SUPvVEY OF EDUCATION IIST HAWAII. 
 
 JAPAXE SE ^ ' PICTUl? E BR IDE S / ' 
 
 From the foregoing study it is clear that all races except the Korean 
 and Japanese are fusing rapidly through intermarriages, but that the 
 Japanese group is maintaining its racial distinctiveness. Wlien a 
 Japanese desires to marry but does not go to Japan to seek a bride 
 he asks his parents or a middleman who m.akes this a business to 
 select an ehgible pei-son, v.'hereupon it is suggested to the girl's 
 parents that a marriage is desired. The parents on both sides there- 
 upon conduct an inquiry into the character, social standing, family 
 relations, health, and education of the young man and vroman. If 
 the investigation is mutually satisfactory, photographs are exchanged, 
 and an imderstanding reached, which is followed by a regular wedding 
 ceremony in Japan, attended by relatives of the bride, and invited 
 guests, only the groom being absent. Upon the arrival of the '' pic- 
 ture bride'' at Honolulu a second ceremony is performed under 
 American laws with the groom present. Most of the older Japanese 
 prefer a ^'picture bride" to one taken from among the Plawaiian- 
 born vvomen of their race, maintaining that the latter are too ^ 'sassy." 
 Many of the young men, however, who are born in the islands, prefer 
 Japanese girls born here, and an increasing proportion are turning 
 away from Japan in selecting their wives. 
 
 Under the ''gentleman's agreement" with Japan these '' picture 
 brides" are admitted freely. They arrive, of course, without knowl- 
 edge or experience of America and of American ideals or practices, 
 soon becoming mothers of the children who will presently be the 
 voters of the Territory. As long as this stream of ''picture brides" 
 continues flowing into Havraii, just so long will there be a '''first 
 generation" of Japanese in the islands. The extent of the influx 
 from this source is shown in. the following table: 
 
 Number of '^picture brides^' arriving at Honolidv. from 101 1 lo 1919. Fiscal year ending 
 
 June SO.''- 
 
 1911 865 ' 
 
 1912 1,288 
 
 1913 1.572 
 
 1914 1.407 
 
 1915 1.050 
 
 191 fi 909 
 
 THE PKOGEXY OF RACIAL 
 
 A comprehensive study of data concerning the children of racial 
 intermarriages, which could easily be secured in Hawaii, has never 
 been undertaken. The principal of the Kalihiwaena public scliool, 
 Honolulu, Mr. Isaac M. Cox, however, has made an interesting begin- 
 
 ]917 
 
 
 
 985 
 
 1918 
 
 
 
 . 1.017 
 
 1919 
 
 
 
 84S 
 
 
 
 
 
 Total... 
 
 . 9. 841 
 
 Average 
 
 per 
 
 year 
 
 - LlOo 
 
 VL IXTERMA 
 
 RRIAGES. 
 
 
 1 From records of Unitod Slates Immigration Station, iIonolul<i. 
 
a:n'alysi3 of the educational problem. 29 
 
 ning in this field by collecting and analyzing data respecting the com- 
 parative weight, height, and ph3"sical growth of the race groups 
 found among the children of his school. He carefully vreighed and 
 measured 414 Hawaiians. 909 part-Hawaiians, 749 Portuguese; 641 
 Japanese, and 261 Chinese children. From the tables thus secured 
 he draws the following tentative conclusions: 
 
 1. That afl-Hawaiian children are both taller and heavier than 
 American children. 
 
 2. That Chinese children arc a trifle taller than American children, 
 but considerably lighter, being of a more slender build. 
 
 3. That part-Hawaiian children are taller than all-Hawaiian chil- 
 dren, but not so heavy, particularly in the case of the girls. 
 
 Tlie foregoing measurements were too few in number to do more 
 than suggc-st that from the standpoint of eugenics interesting and 
 significant tendencies ma}' be developing. 
 
 4. THE OCCUPATIONAL NEEDS AND OPPORTUNITIES OF THE 
 HAWAIIAN ISLANDS. 
 
 The occupations of the Hawaiian Islands center about the two chief 
 industries — the growing and milling of sugar cane and the g^rowing 
 and canning of pineapples. While the production of pineapples has 
 increased enormously in the past 19 years, rising from 2,000 cases in 
 1901 to 5,071,976 cases in 1919, nevertheless it is still the sugar in- 
 dustry which comprises the greater part of the commercial and in- 
 dustrial activities of the islands. It is in this industry, too, and in 
 associated and related industries, that the great bulk of the occupa- 
 tions open to the people of Hawaii are to be found. Nearly a fifth 
 of the entire population of the islands, for example, is carried upon 
 the pay rolls of the sugar corporations alone, while many additional 
 worker^B are required in banks, in machine shops, on wharves and 
 vessels and railroads, and in stores and supply houses, because of the 
 needs of this industr}'. 
 
 The sugar industry as it is conducted in the islands is a complex, 
 highl^y organized, and highly centralized industry. The difficulties 
 which have been overcome in bringing it to its present proportions 
 and success have been enormous, requiring the expenditure of vast 
 sums in adapting the processes of sugar production used elsewhere 
 to the peculiarities of Hawaiian soils, climate, and topography. iViills 
 and boihng houses, equipped with intricate and expensive apparatus, 
 were erected. Inasmuch as the greater part of the land suitable to 
 agi-iculture is in localities deficient in rainfall, irrigation systems 
 planned on a large scale had to bo constracted. Expensive scientific 
 experiments, still being conducted, were initiated to develop new and 
 better varieties of cane, to combat numerous pests, to increase the 
 productivity of the various soils, and to improve processes of manu- 
 
30 A SUEVEY OF EDUCATION IN HAWAII. 
 
 factiire. Means had to be developed for getting the cane from field 
 to mill and from mill to refinery, the latter on the mainland, and 
 thence to market. Furthermore, camps and settlements for the 
 laborers and their families were constructed, hospitals erected, and 
 the multitude of details incident to providing for their wants ar- 
 ranged for. Besides all this, the laborers themselves, in sufficient 
 numbers to do the work which the industr}^ requires had to be se- 
 cured, which meant, as we have alread}^ seen, combing the world for 
 workers. 
 
 For the reasons, then, that large initial outlays in developing a 
 sugar business are required; that the industry is most profitable 
 when conducted on a large scale; that large grants of land, formerly 
 held by Hav\"aiian chiefs, came into the control of sugar growers; and 
 that the Territorial Government has pursued the polic}' in the past of 
 leasing Government lands in large tracts to corporations on long terms, 
 the sugar industry of the islands is almost entirel.y in the hands of a 
 few corporations — some 47 in number. As in many mainland enter- 
 prises, policies are determined and directorates are named by a small 
 gi'oup of men giving their entire time to the business. This control is 
 exercised through some five sugar agencies in Honolulu, each repre- 
 senting from 4 to 13 plantations and handling crops ranging from 
 55,000 to 160,000 tons. 
 
 With but few exceptions all of the incorporated sugar plantations 
 belong to the Hawaiian Sugar Planters Association, whose directorate 
 comprises representatives from the several agencies. This association 
 conducts an important experiment station; compiles statistics; 
 supervises marketing arrangements; recruits labor, maintaining for 
 the purpose agents in the Philippines; prescribes wage schedules for 
 field hands, and has, in response to a report made by an investigator 
 called in from the mainland to examine into living conditions among 
 plantation laborers, just organized a new bureau to be called the 
 ''industrial-service bureau," created to deal vdth such weKare matters 
 on the plantations as housing, health and sanitation, recreation and 
 amusem.ent, industrial relations, and cooperation \vith the public 
 scliools in educational-extension projects. 
 
 THE OPPORTUNITY FOR THE SMALL FARMER. 
 
 The tillable land of tlie island is either owned or controlled by large 
 cor])orations or else owned by the Territory itself. Except for the 
 homesteading provisions, incorporated in tlie Organic Act under 
 vrhich the Territory is governed, there is no desirable land, or prac- 
 ticall}^ none, to be had by the man who desires to become an inde- 
 pendent farmer. Under the homesteading plan about 3,000 persons 
 have secured holdings ranging in area from a few acres to 80 acres 
 each. Of this number, however, 1,097 own homesteads of less than 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM. 
 
 31 
 
 10 acres each, an area not large enough for a farmer. Of Territorial 
 lands there remain about 33,000 acres of good agricultural land which 
 accordmg to present plans, will gradually be thrown open to home- 
 steaders. In addition, about 15,000 acres of arid lands on Molokai 
 and 7,000 acres on Kauai could be made suitable for agricultural 
 purposes, it is believed, if irrigation facilities were developed.* 
 
 Under present laws governing homesteading no power is granted 
 the land board of the Territory, which has the matter in hand, to select 
 the homesteader because of his capability or fitness for the work, the 
 selection being made wholl}^ by the drawmg of lots. In consequence, 
 no citizen of the Territory, however much he may desire to take up 
 agriculture as a vocation, setting himself up as an independent farmer, 
 or however well qualified by character and training he may be for 
 undertaking such an enterprise, has any assurance that he will be 
 able to secure the opportunity. In a recent drawing held in the 
 Territory there were 2,905 applications for 261 plats of land. The 
 incapable ones and those who had made a complete failure in every- 
 thing they had previously undertaken had an equal opportunity with 
 those who had the qualities requisite for success. 
 
 The following table indicates how the homesteaders of the islands 
 are distributed among the various nationalities: 
 
 Homesteads taken from 1896 to 1919, distributed by nationalities.^ 
 
 Nationality. 
 
 Number 
 
 of 
 persons. 
 
 Area m 
 acres. 
 
 Average 
 acreage 
 
 per 
 person. 
 
 Appraised 
 value. 
 
 Japanese 
 
 1 
 1 164 
 
 Cliinese 
 
 1 70 
 
 Portuguese and Spanish 
 
 Hav/aiian 
 
 1 938 
 
 1 113 
 
 Anc:lo-Saxon 
 
 1 '524 
 
 other nationahties 
 
 . . . i 129 
 
 
 
 Total 
 
 2.9.'?8 
 
 i 
 
 4,513 
 1,877 
 48,554 
 31,673 
 36, 420 
 10,453 
 
 27.5 
 26.8 
 51.7 
 28.4 
 70.0 
 80.0 
 
 133.490 
 
 45.5 
 
 5114,294 
 
 65,596 
 
 415,499 
 
 613,698 
 
 361, 868 
 
 77, 153 
 
 1,048,108 
 
 iFrom Proposed Amendments to the Organic Act (Hawaii) by the Legislative Commission of Hawaii, p. 61. 
 
 Moreover, the activities of agricultural character open to the small 
 farmer are again virtually limited to sugar-cane production, or, if the 
 altitude of his farm is right, to pineapple growing, for attempts so far 
 made to grow other crops on a commercial scale have been failures. 
 Even the small farmer in the islands, then, is, as matters now stand, 
 virtually dependent upon the big plantation corporations, for he 
 looks to them to buy his crop, to advance him seed cane, fertilizer, 
 store supplies, and, in instances, the wages with which he employs the 
 help he may need. The time of harvesting is at the convenience of 
 the mill company too, while most of the apparatus for carrying his 
 
 * See Proposed Amendments to the Organic Act (Hawaii) by the Legislative Commission of Hawaii. 
 
32 * A SURVEY OF EDUCATIOIT IIT HAWAII. 
 
 caiio to the mill is supplied by it. So dependent is ]ie in fact upon 
 tho powerful corporation that he is an independent farmer in name 
 only. 
 
 Tlie needs of the islands in this matter,, ns well as tlie difficulties, are 
 well stated by the legislative cornxmissioii of Hawaii, now seeking to 
 secure amendments to the Organic Act. 
 
 The remaining small area of agricuUiu-al land in ihe Terriiory sliould ne so dis2>3sed 
 of as to insure it being settled by a class of citizen farmers, who, not only while per- 
 forming their homestead duties, but also after the issuance of a patent, will remain as 
 the active owners thereof, and interested and actively concerned in its development . 
 ^^^lat this Territoiy needs more, ];>erhaps, than anything else is a ]x)dy of independent 
 citi^^en farmers with a direct and independent interest in the welfare of the commu- 
 nity. Unfortunately, that class is all too small in the Territory of Hawaii. 
 
 The successful farming of land in Hawaii requires something more then a mere de- 
 sire to obtain title to tracts of Government land at small cost. As these lands are sup- 
 posed to be sold at full cash value, the initial expense is large. The successful farming 
 of these lands calls for the expenditure of a consideralde sum of money per acre, and 
 for constant industry and dilligence in the care and cultivation of the crops. 
 
 It must be clear that the vocational needs as well as the vocational 
 opportunities of the islands are in large part coimected directly or 
 indirectly with the sugar industry, and in a less degree with pine- 
 apple grov\-ing. Obviously, the educational system of Hawaii must 
 take into account the specific opportxinities for empiojvTnent which 
 the sugar industry affords in all its phases. It is pertinent, therefore, 
 to inquu'e about the nature of the occupational opportunities which 
 this great industry ofiers and the qualifications required for success 
 tlierehn. 
 
 plaintatio:^^ and :milling activities. 
 
 A good description of the activities incident to the growing and 
 milling of cane is given in the following excerpts from the 1915 report 
 on ''Labor Conditions in Hawaii,"' prepared under the direction of 
 th<^ United States Commissioner of Labor vStatistics: 
 
 Field employment covers ail occupations outside the mill and office, including 
 those of workers engaged in transportation and in maintaining field and camp equip- 
 ment. The supervision of field operations is in charge of overseers, knoAvn locally as 
 '•Junafl," a term applied to all foremen below the manager. The manager's salary is 
 sometimes $1,000 a month or more, while the lowest-paid foreman, such as the boss 
 of the women's gang, receives wages little above those of a good field hand. Nearly 
 every plantation has a head carpenter and a liead blacksmith, and those of iai-ger size 
 liave foremen mechanics in other trader. These, as a rule, like the iunas, are salaried 
 men p-aid by the calendar month. C-ommon laborers and field liands are paid a daily 
 wage, totaled for a month of 2G woridng days. Some assistant mechanics, especially 
 on large plantations, are also salaried men; but lielpers are ordinary laborers trans- 
 ferred from field work. Train crews consist of an engineer and an assistant, who is 
 usually the fireman. During the season when cane is being hauled, and on large 
 plantations throughout the yeaT, one or two brakemen are empU>yed for every loco- 
 motive in service. Except in one or two recent instances, steam tractors are not 
 uf^ed for plowing, but the gang plows are drawn across the field between two standing 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 16 PLATE 1, 
 
 TYPES OF KINDERGARTEN CHILDREN. 
 
 "THE MELTING POT." 
 KAWAIAHAO SEMINARY. 
 
 1— Hawaiian. 
 2— Ehu Hawaiian. 
 3— Japanese. 
 4 — Chinese. 
 5— Korean. 
 6— Russian. 
 7— Filipino. 
 8— Portuguese. 
 9— Polish Russian. 
 10— Hawaiian-German, 
 1 1 —Hawaiian-Chinese . 
 
 12— Hawaiian-Russian. 
 1.3 — Hawaiian-.inaerican. 
 14— Hawaiian-French . 
 15— Hawaiian-Portuguese. 
 16— Hawaiian- Filipino-Chinese . 
 17— Hawaiian-Indian- American. 
 18— Hawaiian- Japanese-Portuguese. 
 19 — Hawaiian-Portuguese-American. 
 20 — Hawaiian-Spanish-American. 
 21— Hawaiian-Germ an-Irish. 
 22— Hawaiian-Spanish-Gennan. 
 
 23— Hawaiian-Chinese- American. 
 24— Hawaiian-Portuguese-IrLsh. 
 25 — Hawaiian-Japanese-Indian. 
 26— Hawaiian-Portuguese-Chinese-English. 
 27— Hawaiian-Chinese-German-Norwegian- 
 Irish. 
 28— South Sea (Xauru)-Norwegian. 
 29— African-French-Irish. 
 30— Spanish-Porto Rican. 
 3 1 —Guam-Mexican-French . 
 32— Sam oan-Tahit ian . 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 15 PLATE 2. 
 
 HAULING SUGAR CANE TO MILL. 
 
 TARO PATCHES— WAIMEA. 
 
 ^ 
 
lUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 16 PLATE 3. 
 
 AN HAWAIIAN TYPE. 
 
 ^-■'''*k^. 
 
 p 
 
 
 PRIMITIVE HAWAIIAN HOME. 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 15 PLATE 4-. 
 
 HAWAIIAN FISHERMAN. 
 
 ■^'^m^ * 
 
 yg- , ^-~ 
 
 HAWAIIAN FISHERMEN. 
 
ANAJLYSIS OF THE EDUCATIONAL PROBLEM. • 38 
 
 engines by wire ropes -winding ou a driiiii. Two engineers, and possibly aa many 
 firemen or helpers are therefore needed for each plow. In addition there is a water 
 tender, who hauls water and fuel for the engines. Upon the plow itself is a steerer, 
 who directs its course across the field, and several riders. Those termed surveyors 
 upon the pay rolls are often no more than fun-oAV levelers, who lay out the fields before 
 planting. ]Mules are used for animal cultiA'ation which presents no features not 
 familiar upon mainland farm^. Field hands are employed in planting, hoeing, fer- 
 tilizing, irrigating, and stripping. The latter operation, which is not universally 
 practiced, consists of pulling the dead leaves off the lower cxiiie stalks, thus a.dmitting 
 the sunlight and aii' that make the sugar in the cane itself. 
 
 Harvesting consists of cutting and trimming the cane and getting it to mill. Some- 
 times the dead leaves are burned off before cutting. Cane cutters are usually paid 
 by the ton, at such a rate that their earning exceed those of day hands. The top 
 joints of cane are used as seed; and in case of varieties which it is desired to increase 
 rapidly the entii'e stalks are cut into Joints for planting. This also is a t-on tract opera- 
 tion, but is paid for at a lovrex rate, and is light work, left to children and Tiomen, or 
 to old men. ,\fter the cane is cut it is bundled and caiiied to the flume, railway, or 
 wh'e rope conveyor, according to the kind of transportation employed. ^.len and 
 women often work in teams at this occupation, the women collecting the stalks into 
 bundles and the men carrying the heavy bundles to their immediate loading place. 
 Men delivering the cane into the flumes are known as flumers, but the .same term also 
 designates watchers who are stationed at different points to keep the flumes clear. 
 Loading cane, v\"hether into v\'agQns or railway cai's, is done aJmost entirely by contract. 
 
 Irrigated plantations have a group of special occupations. Reservoir men and 
 ditch men ^ive at isolated points to watch the water heads and tura the water at 
 proper times into main feed ditches. A corps of engineers, oilers, and fii'emen is 
 required to operate steam pumps. This irrigation force is on duty seven days a week, 
 except during occasional periods of rainfall, which occur even in the drier districts. 
 
 After cane reaches the mill it is crushed between rollei-s, the juice is clarified, 
 filtered, and evaporated, and the sugar is daied, bagged, and shipped or warehoused. 
 Most mill occupations require little speciai skill and command no higher pay than 
 field labor, except that mill hands work 12 hours, while those in the field work 10 
 hours. A few positions pay higher rates. One or two men are engaged in unloading 
 cane from cars by a mechanical de^ice, or in tending feed flume where cane is brought 
 by water. If cables are u^ed they usually deliver the cane directly into cars on a 
 short railway, or into a recei\ing ya^d at the mill itself. Foui" or five men form a 
 shift on the carriers or endless belt conveyor that takes the cane evenly to tlie crusher. 
 Modern mills ha"\e 9, 12, or 15 rollers, and ihese require constant attendance, taking 
 the labor of as many or more men than serve the carriers. From the mill the juice 
 Is pumped into receiving tanks in the boiling house. This department employs 
 rather more skilled labor than the mill proper, as some experience is needed at every 
 stage of operation until the sugar reaches the bags. But this labor is of attendance 
 mainly, and does not require severe physical exertion. The number of men em- 
 ployed at each stage of manufacture varies with the size of the establishment: but 
 til ere is at least one man at the liming or juice tank, another on the clarifiers, another 
 on the filters, one or mere on the e^'aporators, an assistant besides the sugar boiler at 
 the strike pan whei'e the concentrated juice is crystallized, and a man for every large 
 or every two small centrifugals. The labors of the men who control the processes 
 through vrhicli the cane juice goes from the mill to the strike pan consist principally 
 in passing the jrdce, by means of cocks or pumps, from one tank to another, either at 
 fixed intervals oi time, or at the direction of the sug£i..r boiler or chemist. In better 
 equipped mills are several intermediate processes not mentioned, but they are nearly 
 automatic. 
 
64: A SURVEY OF EDUCATION IN HAWAII. 
 
 After the sugar leaves the centrifugals it is Lagged; the bags, previously marked, 
 are closed, and the sugar is stacked in the warehouse or on cars by sug-ar-room men. 
 Scattered through the boiling house are tenders to the molasses and juice pumps. 
 An extra man may have charge of the molasses tanks; a woman is employed to repair 
 filter cloths; and the chemist or sugar boiler ha5 helpers or sampling boys, besides 
 whom there are miscellaneous and extra hands with no specific occupation. In 
 addition, the engineer has an engine-room staff of wipers and oilers, water tenders, 
 and firemen. 
 
 The mill force has employment only during the grinding season, which may last 
 from three to nine months, and in a few places irregularly throughout the year. During 
 the remaining months m-ost of the ordinary hands return to field occupations. Skilled 
 men, such as the engineer and his helpers, and perhaps the sugar boiler, are engaged 
 during the "dead" season in overhauling and repairing mill and boiling-house ma- 
 chinery and in installing new apparatus. Nearly every sugar mill in Hawaii is in a 
 state of constant change, and few pass more than a season ^vithout modifying or 
 improving their equipment. 
 
 Mills generally work two shifts during the grinding season, the hands remaining on 
 duty 12 hours and taking their meals in the building. As theii' duties v^-hile exacting 
 are not arduous, the extra money they earn makes these positions eagerly sought by 
 field hands. Some mills do not receive enough cane to work double shifts, but are not 
 able to handle their cane in ordinary working hours. Under these exceptional con- 
 ditions it is the practice to work long hours, paying an excess rate for o^'ertime. In 
 such cases men make increased earnings for a few months, their hours increasing 
 towara mid season and declining to normal when the grinding is finished. So little 
 special skill is required for mi 11 work that men are shifted from job to job as con- 
 venience requires, often without a change of pay. The classification of occupations 
 \'aries in different factories, and is at best very shifting. 
 
 A typical plantation organization comprises several divisions, such 
 as field, factory, engineering, ranch, and accounting divisions; each 
 with a head responsible to the plantation manager and each having 
 an orgariization of its own comprising foremen and skilled, partly 
 skilled, and unskilled vrorkers, as the several needs demand. It is 
 obvious, therefore, that to carry on plantation activities a body of 
 employees is required having a wide range of abilities and special 
 skills; and it must be obvious also that within the scope of such 
 activities there are many Oj^portunities for advancement in respon- 
 sibility and in remuneration for the individual who has the will, the 
 ambition, and the ability to prepare liimseK for promotion, also that 
 there is a variety in position offered sufficient to enable the individual 
 to exercise considerable choice in line with his aptitudes and tastes. 
 
 THE PUBLIC SCHOOL IX EELATIOX TO ISLAND NEEDS. 
 
 From tlie foregoing analysis of the occupational needs and oppor- 
 tunities of the islands it is clear that a course of school study and 
 training which is limited to the usual academic subjects would ignore 
 almost entirely the very heart of the life and work of the islands. 
 Such a course, beyond that general preparation through securing 
 literac}^ which an academic course gives, would in nowise minister in 
 
AI^ALYSIS OF THE EDUCATIONAL PROBLEM. 35 
 
 SiYiy practical way eitlicr to the success of the individiiai in his 
 attempts to find a Yocation to which he is adapted and in which he 
 would derive satisfaction, or to the needs of the industries themselves. 
 The schools of Hawaii must see to it that all the children of tlie islands 
 shall grow up to be literate men and women, and to accomplish this 
 the core of the woik of the schools, as of schools wherever placed, 
 must consist of academic studies of the usual type. Furthermore, 
 tlie schools must see to it that the way is open at the top so tliat those 
 pupils developing an aptitude for teaching, for law, for medicine, for 
 research work, for linguistics, for the ministry, for journalism, shall 
 secure that broad educational foundation whicli success in such 
 highly specialized professions demands. Nevertheless, outside of 
 teaching, the islands offer comparatively few opportunities in the 
 professions; therefore, the great mass of the children and 3'oung peo- 
 ple nov/ in the schools, if they are to become stable, self-supporting, 
 worthy members of society must find their opportunities either in 
 agriculture itseK or in occupations directly related to agricultural 
 enterprises. Aside, then, from the core of work running throughout 
 the entire system from the kindergarten to the university which 
 should properl}^ make for literacy, for culture, for general information, 
 for catholicity of view and of interest, the school, at every step of 
 the way, should be laying a foundation for occupational success. 
 
 The elementary school in this connection, for exam^ple, should be 
 devoting much attention to training in the various forms of hand- 
 work, manual work, cooking, simple sowing, the making of beds, 
 and the care of the house, the making of school and home gardens, 
 the organizing of pig clubs and poultry clubs, and in the use of tools 
 through making simple repairs and through making articles for use 
 in the home. 
 
 Every junior and senior high school in the Territory should have 
 near by a well-stocked farm in charge of a practical, progressive, 
 scientific farmer and his wife who herself should be an expert in all 
 those matters properly falling within the field of tlie duties of a house- 
 wife on a farm. It should be required that every boy and girl going 
 through school, no matter where headed, should spend some time 
 each da}" on the farm in gaining through actual experience a first- 
 hand knowledge of what it meatus to farm in Hawaii in a practical 
 way. In the classrooms of these schools, a portion of the time could 
 weU be devoted to a discussion of those theoretical and scientific 
 considerations which lie back of the problems which naturally grow 
 out of the activities of the farm. 
 
 The university, aside from offering courses on the campus at Hono- 
 lulu in applied arts and sciences, could well have a branch set down 
 in one of the islands among the plantations, where the university 
 
36 A SURVEY OF EDUCATION IN HAWAII. 
 
 could send its youiig men who arc lookino; forward to plantation 
 service in a directive capacity. At sucli a branch, opportunity 
 s]iould be provided whereby a capable young man might spend 
 one-haK liis time in actual field service and tlio other half in the col- 
 lege branch working under the direction of persons trained in plan- 
 tation science. A training of such character, both scientific and 
 practical, would offer a satisfactory career to one who Vvdshes to make 
 preparation for it. (vSee the discussion, in Chapter II, of the 
 Lahainaiuna Trade School.) 
 
 A LENGTHENED SCHOOL DAY REQUIRED. 
 
 To cover a program of such character, in addition to carrying 
 forward a minimum core of cultural study, a longer school day than 
 now prevails in elementary and high school divisions is required. 
 Experience, however, has shovv^n that when three hours per day are 
 given up to hard, persistent; intensive study by fresh minds, chil- 
 dren make faster progress than they do when they dawdle along for 
 five hours as they now do in most schools everywhere. It is con- 
 fidently believed that a seven or an eiglit hour school day during which 
 work with the hands, intensive study, and free, spontaneous, joyous 
 play are rotated with proper frequency, will suffice to give adequate 
 training both for culture and for successful adaptation to vocational 
 needs. Three hours, then, devoted to intensive study; two or three 
 hours devoted to vrork with the hands, in the shops or laboratories, 
 in the cooking and sewing rooms, and in the school and home gardens 
 or on the school farm; and two hours devoted to intermissions and to 
 free play, will be ample to enable the school to accomplish the task 
 which life and work in the Hawaiian Islands properly demand of it in 
 its tln^eefoid function of subserving the interests of (1) the N"ation, 
 through training for citizenship; (2) the community, through pro- 
 viding workers competent to carry on its activities; and (3) the 
 individual, througli giving him the opportunity of '/finding himself.'' 
 
 5. WHEREIN THE SITUATION DIFFERS FROM THAT ON THE MAINLAND 
 
 The influx of immigrants has brought about a social situation in 
 the Hawaiian Territory which is exceedingly complex. Novv-here else 
 in the entii-e United States is there another large political ujiit la-oken 
 up into so many groups that are so sharply and profoundly differe]!- 
 tiated along race lines. Obviously, then, in the Hawaiian Territory 
 that instrument which the country has devised for the- making of an 
 enlightened and intelligent citizenship, the public scliool, has its most 
 difficult task to perform — one which will put it to the severest test. 
 
AX.VLYSIS OF THE EDUCATI02«^i\ju PROBLEM. 37 
 
 IGXOEAXT OF ENGLISH UPON ENTEllING SCHOOLS. 
 
 Investigations wiiicli have been made disclose the fact that when 
 children of the islands enter school at 6 or 7 years of age, not more 
 than 2 or :^ per cent can speak the English language. The teachers, 
 therefore, from the \'ery first, before they can begin where teachers 
 in the States begin, must establish a Vv'orking vocabulary to serve as 
 a medium of communication between teacher and child. In many 
 instances it is vreelvs before the teacher can make herseK understood. 
 Furtherm.ore, many of those who do come "with some knowledge of 
 English would better not have any at all, for it is the jargon of the 
 })iantations and the "'^pidgin English'^ of the streets, which m.ust, in 
 the end, be eliminated. 
 
 NATURAL ENDOWMENT OF RACES COIVlPARED, 
 
 Respecting the stock from. A^'hich these children come, it is clear 
 from what has already been said about the history of assisted immi- 
 gration that the parents of these children, in a very large majority 
 of cases, come from the humblest and most ignorant classes m their 
 r&spective home countries. The children of these parents therefore 
 enter school without that fund of geiieral hiformation and knowledge 
 and that alertness of mind which the children from American homes 
 in the States have as a part of their initial mental equipment. Fur- 
 thermore, the home life of the child living on a Hawaiian plantation 
 is bare and terribly impoverished, as compared Vv'ith that of the child 
 of the tj'pical American home, even of the poorer classes. His men- 
 tal images and his sense experiences are pitifully small. In conse- 
 quence, the teacher of the Hawaiian-born children vdio enter school 
 for tlie iirst time is struck with their unresponsiveness, their lack of 
 spontaneity, their apparent stoliditj-. While this may be partially 
 racial, it is chiefly environmental and yields in time to the skillful 
 teacher who perceives that she must begin b}^ furnishing the child's 
 mental chambers v\-itli pictures and images and sense impressions in 
 which he is interested and about which he desires to talk. 
 
 So far as natural endowment is concerned, however, it is asserted 
 by many that all children of whatever racial groups are about on the 
 same level, and that social eiivironment rather thaii heredity is the 
 differentiating factor. A recent investigation carried on by Mr. M. 
 M. Scott, of the McKinley High School. Honolulu, disclosed the fact 
 that the teachers of the faculty were in agreement on tlie follovdng 
 observations, based on a study of the records made by Caucasian 
 and oriental children: That the natural endowment of orientals and 
 whites is about the same; that the orientals have a greater j^ower of 
 continuous attention to study; that the attitude and conduct of the 
 
38 A SURVEY OF EDUCATION IN HAWAII. 
 
 orientals is generally above reproach, which can not be said nniver- 
 salh' of the Caucasian children; and that, while the white children 
 have a greater fund of general information gained from sources out- 
 side of books, the orientals seem to surpass them in the ability to 
 get from books essential facts and conclusions. If, then, the same 
 environment and the same opportunity were given to the various 
 racial groups of the Hawaiian Islands, there is much evidence to 
 indicate that the educational results would be quite as satisfactory 
 as are the results in the vStates gamed by English-speakhig children. 
 
 NO ENGLISII-SPEAPZIXG ( HILDREN OX THE PLAYGEOUXD. 
 
 The teacher, too, in the islands, as compared with the vStates, is 
 further handicapped in her efforts to teach the English vernacular 
 by the fact that there are virtually no children from English-speakmg 
 homes to mingle with the children of the various races in their sports 
 and games, thereby serving as powerful allies in popularizing the 
 English tongue. Enrolled in the schools of the islands, public and 
 private, there are only about 2,400 children with whom the English 
 language is native; 1,500 of these are m private schools and 900 in 
 public schools. Obviously, 900 children scattered among 36,000 will 
 exercise no appreciable influence; rather the danger is that they them- 
 selves will be overwhelmed by sheer numbers and their own language 
 corrupted by incorrect forms. Play and the playground constitute 
 a tremendous asset to the teacher on the mainland who chances to 
 have children of foreign parents, an asset whose importance is little 
 realized until one is brought face to face with the situation which 
 obtains v.here it is no longer a factor. 
 
 AX UXSTABLE TEACHING FORCE. 
 
 The instability of the teaching force of the islands is another 
 handicap under which the schools are working. It is true that the 
 teaching force of every State in the countr}^ is very much more 
 unstable than is desired, and this impermanence has been very greatly 
 accentuated durmg the war when other activities paying larger sala- 
 ries made such inroads mto the teaching force of the countr}^ The 
 records in the office of the Territorial superintendent disclose the fact 
 that during the past 10 years 1,785 teachers have entered the public 
 school system of the islands, of which number 1,014 have dropped out. 
 In addition, there are 240 teachers still in the service who entered 
 more than 10 years ago, 38 from the mainland and 202 from the 
 islands. 
 
 Of the 1,014 teachers who entered and left the service during the 
 lO-year period in question, 838 dropped out during the first three 
 years of service: while 521, approximately 30 per cent of the entire 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM, 
 
 39 
 
 group, remained no longer than one year. Tlie median or middle 
 point of service is approximately' three years, that is, about as many 
 have taught three years or more as have taught three years or less. 
 A table showing the facts regarding service in detail follows: 
 
 Length of service of teacherH evtering the public schonls of Han a ii during a 10-year 'period, 
 September, 1909, to December, 1919. 
 
 
 
 
 Years of 
 
 service 
 
 before leaving. 
 
 
 
 Still in 
 service. 
 
 Total. 
 
 
 0-1 
 
 2 
 
 3 1 4 
 
 j 
 
 5 1 
 1 
 
 5 ! 7' 8 
 
 9 
 
 10 
 
 Teachers coming from— 
 
 The mainland 
 
 The islands , 
 
 292 
 229 
 
 119 
 70 
 
 ! 
 
 45 33 
 53 31 
 
 i 
 
 -1 
 
 18 i 2 3 
 13 ! 16 7 
 
 3 
 
 8 
 
 1 
 
 3 
 
 258 
 a 513 
 
 818 
 967 
 
 Total 1 
 
 521 
 
 219 
 
 98 64 
 
 38 1 
 
 31 , 18 10 
 
 11 
 
 4 1 771 
 
 1,785 
 
 1 Not including 28 senior students of the Territorial Normal School teaching in the public schools. 
 
 Much is said in the islands in criticism of the ''tourist'' teacher 
 from the mainland who com.es to the islands m.erely for adventure 
 and for sight-seeing, and who leaves after she has had her fill of 
 both, and before she has been long enough in a school to have become 
 sufficiently famdliar with conditions to enable her to render eflacient 
 service. In order to determine how the proportion of m.ainland 
 teachers leaving each year compares with the loss of island teachers, 
 the preceding table should be expressed in percentages. This table 
 follows : 
 
 Proportion of m.ainland and island teachers leaving service during a 10-year period 
 September, 1909, to December, 1919. 
 
 
 Years of service before leaving. 
 
 1 Still in 
 
 
 0-1 
 
 2 13 14 
 
 1 1 
 
 5 6 
 
 i ( 1 i service. 
 
 7 1 8 ! 9 1 10 ! 
 
 Teachers coming from— 
 
 The mainland 
 
 F.ct. 
 35.7 
 23.6 
 
 j ! 
 P. ct. : P. ct. 1 P. ct. 
 
 18. 2 i 5.5 1 4.0 
 7.3 5.5 3.1 
 
 P.ct.' P.ct. 
 
 1.7 j 2.2 
 2.6 1.3 
 
 P. ct. P. ct. i P. ct. p. ct. i p. ct. 
 0.3 0.4 i 0.4 ! 0.1 31.5 
 
 The islands 
 
 1.7 ' .7 1 .8 i .4 53.0 
 
 
 i i i 
 
 This table shows that more than one-half of the mainland teachers 
 drop out during the fu*st two years of their service, while among 
 island teachei^ the loss during the sam-e period is about 36 per cent. 
 After the first two years of service, however, the proportionate loss, 
 year by year, runs about the same for both groups. 
 
 In this connection it will be of interest to note how those still in 
 the department are distributed in respect to length of service. This 
 distribution is shown in the table which follows. 
 
40 A SURVEY OF EDUCATIOJN' I^' HAWAII. 
 
 Teachers now in the 'public schools of JIav:aii. distrihuicd as to length of service. 
 
 
 
 
 
 
 Years 
 
 of service. 
 
 
 
 
 
 0-1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 G 
 
 7 
 
 8 
 
 9 
 
 10 
 
 Over 
 10 
 
 years. 
 
 Total. 
 
 Teachers f rom— 
 
 The mainland 
 
 The islands 
 
 109 
 95 
 
 ^2 
 70 
 
 37 
 
 67 
 
 21 
 61 
 
 9 
 56 
 
 3? 
 
 i 
 
 6 6 
 38 : 36 
 
 9 
 32 
 
 1 
 1 
 1 ! 38 
 21 1 . 202 
 
 290 
 715 
 
 Total 
 
 204 
 
 122 
 
 104 
 
 S3 
 
 65 
 
 45 
 
 44 i 42 
 
 41 
 
 22 
 
 240 
 
 1,011 
 
 
 
 
 
 The foregoing tables 1)}^ no means indicate the degree of insta- 
 bility among the teachers of the islands, for they take no account of 
 the transfers among schools within the S3'steni which take place in 
 great numbers at the beginning of each term. Outside the cities it 
 is rare to find in any school moK^. than a yery few teachers who 
 retahi their assignments more than a year. 
 
 Such impermaneney in the teaching coi'ps as the foregoing tables 
 disclose seriously handicaps the superintendent and his superyisors 
 in working out a unified, consistent, and well-coordinated educa- 
 tional policy. Furthermore, it is clear that teachers who enter the 
 department to leaye it at the first opportunity are not likely to give 
 to their work that unremitting application necessary to secure the 
 best results. Even under the most fayorable conditions there will 
 always be many transients among teachers, but good instructional 
 opportunity for children reciuires that serious effort be made to 
 stabilize the teaching force. 
 
 The instability in the teaching corps is in striking contrast to the 
 situation which prevailed among the elementary schools of Prussia 
 prior to the outbreak of the war. In these schools, which were 
 remarkable for producing the kind of efficiency which Germany 
 demanded, 45 per cent of the male teachers of the cities had been in 
 service more than 20 years and only 6.69 per cent had had less than 
 6 years' service, while 77.67 per cent had served more than 10 years.^ 
 Conditions of salary, of tenure, of retiremeiU provisions are such that 
 teaching in Germany had become a profession wherein those who 
 entered did so intending to remain in the work for life. The Ger- 
 man elementary teacher never received a large salary, but it was 
 sufficient to provide him w^ith a comfortable homo, an education for 
 his childi'en, a margin of savings, and a pension upon retirement 
 which would keep him from want for the remainder of his days. If 
 teaching in America is ever to become a profession., it will be only 
 after some such provisions have been made to secure greater per- 
 manency in the teaching force. 
 
 5 Alexander: The Prussian Elementary Schools. Macmillan, 1918, p. 197. 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM. 41 
 
 The Territory of Hawaii has taken a step in this direction which 
 is a wise one, that is, to erect in close proximity to all rural and 
 plantation schools cottages for teachers and principals to be used 
 without charge. Steps are now being taken to furnish these cottages 
 in ail attractive and homelike manner. Many of the earlier cottat^es 
 are not pleasing, and in some instances they are scarcely habitable, 
 but the later models are very comfortable, couYenient, and attrac- 
 tive. Teachers occupying these cottages are put to no necessary 
 expense other than m providmg themselves with food and the 
 services of maids if they so desire. In consequence of this arrange- 
 ment the living expenses of teachers need not cost more than $25 
 per month. If it were not for this plan, it Vv^ould be impossible to 
 maintain schools in many parts of the islands, for most of the planta- 
 tion settlements are entirely without facilities for board and living 
 ac comjnod a tions . 
 
 Despite this wise step, taken to render the conditions under which 
 teachers work more favorable, the shifting about among teachers as 
 well as the loss from the teaching corps is much greater in the islands 
 than normally ol) tains on the mainland. In itself this problem is a 
 serious one in the islands. Suggestions for making the teaching force 
 more stable are given in a later chapter of this report. 
 
 MANY POORLY QUALIFIED TEACHERS. 
 
 Fm'thermore, in the past 3'ear or two particularly, the educational 
 authorities of the Hawaiian Islands have had difficulty m securing 
 teachers v/ith even moderate qualifications. Indeed, even now some 
 schools are closed because of the inability to secure teachei*s of any 
 kind. As a makeshift there are now in the corps some who have 
 not had more than an eighth grade education, plus a 6-weeks' summer 
 school course at a normal school; others are teaching without having 
 been certificated at all; again others are cadet teachers stih in norm.al 
 school, having been asked to RR vacancies for a term at least. Despite 
 the fact that; relatively speaking, the Territory is paymg good salaries 
 to the teaching corps, there seems to have been great difhculty in 
 getting a teaching force adequate m numbers and m many instances 
 vnth even moderately satisfactory preparation. 
 
 IX ADEQUATE SUPERVISION . 
 
 ^Vgam, as compared with the progressive sections of the States, 
 there is a lack of a close supervision of teachers, professional and 
 educational in character and helpful in its influence. The su])er- 
 vision districts are large, and the Territorial legislature has limited 
 the number of supervising prmcipals to three on the Island of Hawaii, 
 two on the Island of Oahu, one in Honolulu and one outside, and 
 one each on the Islands 01 Kauai and Maui. 
 
42 A SURVEY OF EDUCATIO:^^' IN HAWAII. 
 
 The situation in the district of West Hawaii is typical. Here the 
 region covered b}^ the supervising principal comprises a narrow belt 
 of habitable land, 169 miles in length, skirting the shores of the island. 
 This strip of cane, pineap})le, and coffee lands is dotted with small 
 settlements of laborers and their families, who work on the planta- 
 tions. A public school has been organized in every settlement. 
 The settlements are all connected by a belt road which encircles the 
 island. While this road is splendid in parts, in places, for distances 
 of many miles, it is very bad, at times indeed being almost impassable 
 for automxobiles. This supervision district comprises 27 schools, 
 with 01 teachers, and 3,000 pupils, ranging in grade from the first to 
 the eighth, and representing 14 nationalities. 
 
 Inasmuch as the only supervision the teachers of this group of 
 schools receive, in addition to what principals can give who teach 
 full time, is that given by the supervising principal of the district, 
 it is obvious that, as compared with similar situations in the States, 
 it is most inadecjuate. It is doubly meager, too, when account is 
 taken of the impermanent and shifting character of the teaching 
 corps and of the fact that many persons are assigned to classrooms 
 who are without teaching experience, %yho themselves in many cases 
 have only an eighth grade education, and who are totally without 
 practical knowledge of the teaching art. The helpful professional 
 super-vision of classroom instruction, the kind of supervision which 
 can and does consider the intimate difficulties of the individual 
 tearher, the kind of supervision v/hich most communities in the States 
 are nov/ insisting upon, is almost whoUy lacking in the Hawaiian 
 Territory. Of necessity, under present conditions, the work of the 
 supervising principals must remain largely administrative, dealing 
 with matters of a physical and business character chiefly. This is 
 a necessary work, and it can not be neglected or shirked, and it seems 
 to be done efficiently; indeed, the corps of supervising principals 
 deserve much credit for the progress which the schools already have 
 maide; but it is, of course, no adecjuate substitute for that helpful, 
 inspirational, personal supervision Avhich trained and experienced 
 men and women in the States are giving to the teachers in their 
 charge. 
 
 THE FOREIGN LANGUAGE SCHOOLS. 
 
 Another handicap of serious character under which the public 
 schools of the Territor}^ are laboring, and with which there is nothing 
 comparable in the States, is the system of foreign language schools 
 which has grown to formidable proportions, particularly among the 
 Japanese. Among the island settlements, however isolated or remote, 
 wherever there is a group of Japanese laborers and their families, there 
 is also alongside the public school or very near to it a school set apart 
 
ANALYSIS OF THE EDUCATIOXAL PROBLEM. 43 
 
 for the Ja])anese children ^vho attend the public school. One year 
 ago there were 168 of these schools in the Hawaiian Islands, manned 
 by 449 teachers, and having an aggregate enrollment of about 20,000 
 pupils.^ A number of new schools have been organized since, and 
 in instances considerable sums, reaching $7,000 in one case, have been 
 expended for the purchase of additional sites. In addition to the 
 Japanese, the Koreans and Chinese have established language schools, 
 some 22 in num.ber v\nth about 40 teachers and approximately 2,000 
 children. 
 
 Almost aU of these schools are of elementary" grade, though there 
 are a fev\" Ivindergartens, and in 11 schools the work parallels the Terri- 
 torial high schools, in part at least. In all instances the teachers of 
 the Japanese schools are brought direct from Japan for the purpose. 
 They are certificated teachers in their home country and, in a number 
 of cases, are recommended to the local Japanese authorities by the 
 educational department of Japan. None of the teachers were born 
 or educated in Hawaii. 
 
 Except for some 10 Christian schools, the others were organized 
 under Buddhist auspices. In response, however, to local agitation 
 a number of Japanese leaders have urged that they be separated from 
 religious connections. In consequence, a num^ber of them have 
 declared themselves ^'independent,^' but there is much evidence to 
 show that with many of this group the separation has been in name 
 and not in fact. 
 
 Five Buddhist sects prevail in the islands, the Hongv/anji, the 
 Jodo, the Sodo, the Shingon, and the Xichiren, but the Hongwanji is 
 by far the most povrerful and dominates the Japanese school situation. 
 Many of the teachers of the schools of this sect are Buddhist priests, 
 wholly unacquainted vrith English, and out of sympathy with 
 American ideals and institutions. 
 
 The daily sessions of these schools vary with different schools. 
 In some instances, though not in many, children attend the Japanese 
 language school from 6 a. m. to 8.30 a. m.; when they leave for the 
 public schools. In other schools the morning session is not so long, 
 the children arriving at 7 a. m. or 7.30 a. m. for a session of an hour 
 or an hour and a half. There is also an afternoon session after the 
 public school has dismissed, generally for an hour, but in some cases 
 for an hour and a half. In some schools the children attend both 
 morning and afternoon sessions; in other schools the older children 
 attend in the morning, the younger in the afternoon. 
 
 Many of the children have no breakfast before leaving their homes, 
 but take cold food along with them, which they eat on the way or 
 between the morning session of the Japanese school and that of the 
 public school. Until recently Japanese children attended their 
 
 6 Statistics compiled by the Territorial Department of Education. 
 10146"— 20 4 
 
44^ A SUEVEY OF EDUCATION IN HAWAII. 
 
 schools on Saturdays and the year round as well; except for a two 
 weeks' summer vacation; now, however, the summer vacation has 
 been extended to a m.onth; no work is required on Saturday, and 
 other vacations corresponding more nearly ta those of the public 
 school are allowed. 
 
 The opinion is almost universiil among the teachers of the public 
 schools that these language schools are a serious drag upon their 
 own efforts. It is pointed out that the child's attention is divided; 
 that in many instances, particularly with the younger children, they 
 are stupid with sleep and do not respond- readily; and that the 
 method which the Japanese teacher employs in conducting recitations 
 is diametrically opposed to that employed by the public-school 
 teacher. Japanese recitations are largely the verbatim repetition 
 of the words of the text; repeated, it should be said, in a sing-song 
 manner; teachers of the public school are seeking for the spontaneous 
 expression in the child's own language of the meaning which he has 
 gotten from what he has read. The two methods clash, and thus, 
 it IF asserted, the going is heavy for the pubhc-school teacher. 
 
 These schools exist outside the law. That is to say, they have 
 sprung up without legal recognition. All other private schools of 
 the islands are recognized in the law and are nominally under the 
 control of the Territorial education department, and a miique re- 
 lationship has been estabhshed w^hich is different from mainland 
 practice. Not so with these schools, for every effort so far made 
 in the Territorial legislature to bring them under the authority of 
 the TOTitorial education system has been defeated.^ 
 
 THE PUBLIC SCHOOLS OF THE TERRITORY ARE lis ADEQUATELY SUP- 
 PORTED. 
 
 The schools of the -Hawaiian Ten-itory, as compared %oth the 
 schools of man}' of tlie States, are, furthermore, laboring under the 
 handicap of inadequate maintenance. During the year closing 
 June, 191^, the Hawaiian Territory expended 830.02 per pupil 
 ern^oiled in her public schools on upkeep and maintenance. The 
 average expenditure for the same items per pupil enrolled in 1916, 
 three years earlier, in schools of all cities in the States beyond 5,000 
 in population, was $36. The State of California expended, three years 
 previousl}^, more than $50 per child. The Hawaiian Tenitory, 
 with school problems very much more serious and difficult than the 
 problems confronting the school organizations of mainland com- 
 munities, expended very much less. 
 
 'The foreign language schools of tlic iolancLs, '.vhilc not a part of tlie public school sj^steiG, are such aa 
 important factor in the e;luelionaI problem of ITav.-aii that the commibsion has davotol an entire chapier, 
 Chapter III of this report, to a description of them and tv) a discnssiou of ihequsstions which their existence 
 raises. 
 
ANALYSIS OF THE EDUCATIOif^AL PROBLEM. 45 
 
 Obviously, it has been necessary for the authorities to hmit the 
 educational work of the Territory to those phases of education which 
 are cheapest. As it is cheaper to teach children from textbooks, 
 along the narrow lines of academic work, than to provide equipment 
 and opportunity for training in agriculture; in the various industries 
 and vocations, in handwork and these auxiliaries to an education 
 which progressive communities in the States are insisting upon, the 
 educational authorities of the islands have been obhged to limit 
 their activities to the traditional subjects of academic work. In 
 connection with the public-school system of the islands there is no 
 work in manual training, cooking, agriculture, industries; music, 
 art, or in vocational activities beyond the meagerest beginnings. 
 An exception to this statement, however^ should be pointed out, 
 in that many of the schools have accomplished satisfactory results 
 in developing school gardens and also in encouraging the maldng of 
 gardens in the homes. One school, indeed, on West Haw^aii, with 
 an unusually large acreage at its command, has been enterprising 
 enough to grow coffee, producing this year some 35 bags, which has 
 meant an income to the school for pupil activities of S500. 
 
 On account, therefore, of inadequate maintenance funds at the 
 command of the educational authorities of the Territory, ail those 
 activities v/hich are now generally accepted as beijig necessary parts 
 of an all-round effective education have been impossible of accom- 
 plislonont, t)m\ in this respect, again, as compared with progressive 
 mainhnj.d communities, the educational authorities of the islands 
 arebadh' handicapped.*^ ^ 
 
 COMFEX S ATIONS . 
 
 Nevertheless, in comparing Territorial and mainland educational 
 conditions, the comparison is by no mxcans against the Territory in 
 all particulars. 
 
 In no section of the States have the members of the commission- 
 found the children universally better behavetl, cleaner, and neater in 
 their appearance, more attentive to work, more amenable to the sug- 
 gestions of the teachers, or more courteous and polite than are the chil- 
 dren of the islands. Teachers everywhere report that they have few 
 problems growing out of the ill behavior of children or of parents. 
 Territorial authorities likewise report that the enforcement of the 
 compulsory attendance law is a relatively simple matter. This, 
 it may be said, is particularly true of the children of the oriental 
 races. The problem in this connection is one of providing sufficient 
 buildinscs and teachei-s for those who cla7iior for admission rather 
 than of compelling attendance. 
 
 s The financial asoects of Ibe sctiool situation are more f ullv discussed ia Chapter II. 
 
46 A SURVEY OF EDUCATION IK HAWAII. 
 
 The climatic conditions, too, are ideal the year around for school 
 attendance and for carrying on those out-of-door activities which 
 the progressive teachers of the States are always on the alert to 
 utilize to the fullest. Teachers, therefore, feel that in these respects 
 are to be found compensations for many of the difficulties and disad- 
 vantages Vrdiich have been mentioned. 
 
 6. AGENCIES DEALING WITH THE EDUCATIONAL PROBLEM. 
 
 Of the various agencies whicli are dealing with the educational 
 problems of the islands, foremost in importance are those called into 
 existence hy the Territorial government itself and vv'hicli are main- 
 tained at public expense. These comprise the department of public 
 instruction, at whose head stand a superintendent and six commis- 
 sioners, v\^ith its system of elementary schools, high schools, a nor- 
 mal school, a school for defectives at Honolulu, a summer school 
 (held in 1919 at Kilauea), and two trade schools, one at Lahainaluna, 
 Island of Maui, and the other at Honolulu. In addition, the Terri- 
 torial government has established an hidustrial school for girls at 
 Honolulu and one for boys at Waialee, both governed by a single 
 board; and the University of Hawaii, likemse situated at Honolulu. 
 Furthermore, the Territorial board of health is granted a small 
 sum by the legislature for the inspection of the health of school 
 children. The board of health also maintains two schools for non- 
 leprous children of leprous parents, one for boys and one for girls, 
 both in Honolulu. The activities of these agencies, established by 
 the Territorial legislature for the specific purpose of dealing with 
 the educational needs of the islands, are discussed in detail in chap- 
 ters vrhich follow. 
 
 THE PRIVATE SCHOOLS. 
 
 A second group of agencies which have gro^ATi up in the islands 
 m response to certain needs are the private schools. These number 
 some 45 schools, large and small, not including kindergartens, scat- 
 tered about the islands. In rank these range from elementary 
 grade to high school; 11 are Roman Cathohc in connection; 7 are 
 organized and managed by the Episcopal Church; 6 are supported 
 by other evangelical churches; and 21 are without religious 
 affiliations. 
 
 In contrast to the t^T^ical private school of the States, for the 
 most part, these schools are not run for profit, and the fees charged 
 are ver}^ moderate; in almost all cases large endowments and bene- 
 factions meet the expense of maintenance. Furthermore, the 
 private schools are quasi public in character, hi that they have 
 been placed by law under the control of the Territorial department 
 of public instruction in respect to certain of their functions. The 
 work of these schools is discussed in detail in a later chapter. 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM. 47 
 
 In addition to the institutions establislied by the Territorial 
 government and supported by taxation and those schools organ- 
 ized by private boards and bodies, there is a third group of agencies 
 which is working more or less directh' in the educational field. 
 Such, for example, are the Free Kindergarten and Children's Aid 
 Association; the Young Men's Christian Association; the Young 
 Women's Christian Association; the Bonn's' and Girls' Scout Asso- 
 ciations; various settlements; such as the Palama Settlement at 
 Honolulu, the Alexander House, Maui, and the Hawaii Island 
 Welfare Bureau at Hilo; also certain missions, as the Hawaiian 
 Board of Missions, which maintains a number of schools about the 
 islands, the Methodist Mission, and the Episcopal Mission. A brief 
 description of the activities of these agencies follows: 
 
 FREE KINDERGARTEN AND CHILDREN'S AID ASSOCIATION. 
 
 Tiie first kindergarten in Honolulu was organized by Mr. F. W. 
 Damon, Se]^tember, 1892, in connection with the Chinese mission 
 which he was conducting on Fort Street. In 1893 the Woman's 
 Board of Missions for the Pacific Islands established four kinder- 
 gartens, one for Portuguese children, one for Hawaiians, one for 
 the Japanese, and the fourth for foreign children of other nation- 
 alities. By 1895 the Woman's Board of Missions found that the 
 work was growing beyond all bounds, so the '^Free Kindergarten 
 and Children's Aid Association" was organized to direct and manage 
 these activities. In 1899 a new department of the Free Kinder- 
 garten and Children's Aid Association was organized, called, '^The 
 Children's Aid Department." In consequence of the activities of 
 the aid department, the '^ Castle Home for Children" was estab- 
 lished in Manoa Valley, and a little later a playgroimd for little 
 children and girls v>"as opened, and in 1912 a com^mittee of the 
 department took up the work of finding hom.cs for dependent 
 children. 
 
 Prior to 1896, so far as possible, the various racial groups v»^ere 
 kept separate and distinct in the kindergartens, but in this year 
 the experiment was tried of opening a mixed kindergarten in the 
 Palama Settlement on King Street. This was so successful that 
 after 1900 all the schools were made cosmopolitan. 
 
 Since 1900 the expansion of the work has been very rapid. At 
 present eight kindergartens, five playgrounds, and the Castle Home 
 for homeless childi^en are conducted under the auspices of this asso- 
 ciation. All these activities, it should be said, are financed by 
 private subscription. In addition a committee has been organized 
 on affiliated kindergartens, there being several in Honolulu organized 
 by special groups, not directly under the management and control 
 of the association- 
 
48 A SURVEY or EDUCATION IX HAWAII. 
 
 Tiie enrollment in the association of kindergartens, for 1918, 
 distributed by nationalities follows: 
 
 Americaia 9 
 
 Russian 13 
 
 Other 13 
 
 Hawaiian and part Hawaiian 231 
 
 Japanese 482 
 
 Chinese 284 
 
 Portuguese : 161 , _ 
 
 Filipino 20' T°"-'l l'^™ 
 
 Korean 52 
 
 The total amount received for the maintenance of kindergartens 
 and playgrounds for 1918 was approximately $18,000. 
 
 The leaders of the activities of this organization have been Vvork- 
 ing to demonstrate to the public the value of the kindergarten,, 
 particularly in the processes of the Americanization of non-English 
 speaking children, so that the departm_ent of public instruction 
 Avill be justified in making the kindergarten an integral part of the 
 system. Efforts to this end have been partially successful, for the 
 department has recently authorized the establishment of four public 
 kindergartens, one on each of the four most populous islands. Tliese 
 are the first in the Territor^r under public auspices. (The kinder- 
 garten is further discussed in a succeeding chapter.) 
 
 THE YOUNG MEX's CHIilSTIAX ASSOCIATION. 
 
 TJie school system, of the Young Men's Christian Association of 
 Honolulu is intended to make Christian education possible for the 
 large number of men and boys in the city who have not had the 
 advantages of the public school system. It is the purpose of the 
 schools to give preparatory and academic courses, commercial 
 and applied business courses, and trade and techhicai training to 
 men of all nationalities. In all the work c]<>3e cooperation is main- 
 tained with the work of the public schools. 
 
 The educational activities of this association are under the board 
 of directors of the association, v/ho delegate the authority for 
 |)oiicies and program to the city educational committee„ This 
 committee comprises business and professional men — two ixjpre- 
 senting mercantile business, two representing the industries of 
 -Hawaii, one attorney, one banker, and three educators. Various 
 nationalities are represented on this supervising committee. Tlie 
 director of the schools is in charge of all of the work and is directly 
 responsible to the city educational committee. Associated with 
 him is a corps of educational secretaries, each in charge of a given 
 activity. So far four centers have been established in Honolulu for 
 this work, one at the central Young Men's Christian Association 
 Building, one at tlic Nuuaim Building, one at the Filipino Mission, 
 and the fourth in the Automobile School Buiidiusj: on South Street. 
 
Al!Ti\LYSIS OF THE EDUCATIONAL PEOBLEM. 49 
 
 Responsive to the recent emphasis in indiistn' upon securing l^etter 
 technically trained men, the Young Men's Christian Association 
 recently organized the antomohile school, in which training is given 
 in automobile mechanics. In addition to this vocational and indus- 
 trial course in automobile mechanics, three other courses are offered, 
 one for American business men, one for women, conducted in coopera- 
 tion with the Young Women's Cliristian Association, and a third class 
 for Japanese business men, which is conducted in English and 
 Japanese. 
 
 At the central building, evening courses are given to machine-shop 
 apprentices consisting of two years of night training. Tliis course 
 has been vrorked out in close cooperation vmh the local iron works 
 and machine shops and after consultation with the foremen and 
 supei'intendents of the various industrial plants near by. In addi- 
 tion, a course in elementary electricity is given, one in chafting, one 
 in architectural drawing, and one in applied mathematics, organized 
 primarib/ for mechanical and professional men. 
 
 Tlie educational need of other groups of men has led to the organ- 
 ization of further educational activities at these centers. For exam- 
 ple, coui'ses are offered along vocational commercial lines, such as a 
 coui'se for prospective bookkee]:>ere, courses in shorthand, and a couree 
 for men who vn^h to prepare themselves as private secretaries. 
 
 Furthermore, the association has always considered that one of the 
 most important things it can do is to offer coui'ses which are designed 
 to assist in Americanizing the large foreign population of Honolulu. 
 Classes, therefore, have been organized for special groups of Russians, 
 Portuguese, Japanese, Chinese, Koreans, Filipinos, and Hawaiians, 
 At present eight classes which can properly be called Americanization 
 English classes are conducted. They are all held in the evenings and 
 are lai'gely attended, especially bj' the orientals. 
 
 An earnest attempt also has been made to meet the need of boys 
 and \oung men. In this connection the Young Men's Christian 
 Association is conducting a boys' vacation school and an employed- 
 boys' niglit school. 
 
 Not falling in any of the foregoing classifications are several other 
 activities, comprising courses for business and professional men in 
 the nature of classes or clubs. Conversational French, conversational 
 Japanese for Americans, Spanish, and advanced u^ork for Chine-se 
 business men are illustrations. 
 
 It is of interest to note the enrollment of men and boys in the 
 various courses offered by the Young Men's Christian Association 
 during the 3'ear lOlS-19. The following table shows the distribution 
 according to classes: 
 
50 A SUilYEY 
 EaroUine.nt statistics. You 
 
 OF EDUCATIOX 
 ng Men's Christian 
 
 IX HAWAII. 
 
 Association schoo 
 
 Is, J91S- 
 
 19. 
 
 
 Subjects. 
 
 
 
 
 Men.i 
 
 Boys. 
 
 Total. 
 
 Number 
 
 of 
 sessions. 
 
 XIGHT SCHOOL. 
 
 Arithmetic 
 
 Bookkeeping 
 
 
 
 
 77 
 
 82 
 152 
 
 35 
 4 
 
 24 
 8 
 8 
 9 
 6 
 8 
 
 13 
 
 44' 
 
 43 
 151 
 
 37 
 
 58 
 64 
 12 
 
 1 
 2 
 
 ij' 
 
 4 
 
 6' 
 
 56" 
 
 19 
 21 
 46 
 
 114 
 
 140 
 
 216 
 
 47 
 
 5 
 
 26 
 
 8 
 
 25 
 
 13 
 
 13 
 56 
 
 63 
 64 
 197 
 
 
 198 
 170 
 
 English 
 
 271 
 
 Drafting, mecliajucal and architectural 
 
 69 
 
 French., 
 
 22 
 
 Applied mathematics 
 
 100 
 
 Mechanical bookkeeping 
 
 Machine-shop coarse 
 
 49 
 192 
 
 Electricitv 
 
 Spanish 
 
 26 
 20 
 
 Penmansliip 
 
 46 
 
 Jaoanese . 
 
 28 
 
 Employed-bovs' school 
 
 SpelUn? 
 
 202 
 84 
 
 Shorthand 
 
 Typewriting 
 
 
 
 
 149 
 312 
 
 Total in night classes 
 
 
 666 
 
 357 
 
 1,023 
 
 
 2,042 
 
 
 
 
 
 
 DAY SCHOOL. 
 
 Boys Vacation School 
 
 .... 
 
 "23" 
 
 146 
 16 
 
 146 
 39 
 
 
 136 
 900 
 
 
 
 
 
 
 Total in day schools 
 
 
 23 
 
 182 
 
 1S5 
 
 
 1,036 
 
 Total in all schools 
 
 
 689 
 
 519 
 
 1,208 
 
 
 3,078 
 
 
 
 
 
 1 students classified as men if over 18 years old. 
 
 Of the 22 nationalities represented in the Young Men's Christian 
 Association schools during the past seven years the increase in 
 orientals who are ava,iling themselves of this opportunity for educa- 
 tion has been marked. The increase in Japanese attendance has 
 been particularly marked the present year, due in part undoubtedly 
 to the increased emphasis which is put upon Americanization and 
 English courses in the schools. The statistics below were compiled 
 at the beginning of the October term of school. While the number 
 indicated does not equal the total membership for the year, it does 
 indicate fairh" well the proportionate distribution of enrollment among 
 the various racial groups. 
 
 EnroUincnt in Young Mens Christian Association educational courses distributed by 
 
 racial groups. 
 
 Kacial groups. 
 
 1913 
 
 1914 
 
 1915 
 
 1916 
 
 1917 
 
 1918 
 
 62 
 1 
 
 
 
 1919 
 
 An^io-Saxon 
 
 55 
 
 
 
 
 54 
 
 
 ; 
 
 66 
 
 
 1 
 
 
 oooo 
 
 82 
 
 
 
 G8 
 
 Arabian 
 
 
 
 Armenian... 
 
 
 
 Austrian 
 
 
 
 Beltiian. 
 
 
 
 37 
 
 
 
 eo 
 
 
 
 51 
 
 
 s5 
 
 
 
 1 
 75 
 
 
 1 
 
 100 
 
 
 
 
 
 
 88 
 
 Czech 
 
 1 
 
 Filipino 
 
 5 
 
 6 
 
 6 
 
 4 
 
 2 
 
 13 
 
 26 
 
 <ioruian 
 
 
 
 
 
 23 
 
 
 
 
 14 
 
 90 
 
 
 
 21 
 
 63 
 
 2 
 
 36 
 
 
 
 1 
 
 19 
 
 7 
 
 14 
 
 
 
 (7roek 
 
 
 
 Hawaiian and parMiawaiian 
 
 21 
 
 Indian .... 
 
 
 2 
 
 
 1 
 
 
 5 
 
 
 ^' 1 
 
 2 
 17 
 
 
 72 
 
 
 
 Japanese 
 
 103 
 
 Jewish 
 
 1 
 
 1 
 
 2 
 
 2 ! 
 
 1 
 
 3 
 
 1 
 
 Korean 
 
 3 
 
 2 
 
 1 
 
 2 
 
 
 
 9 
 
 3 
 
 Ntgio 
 
 
 
 
 
 
 
 
 
 
 
 2 
 
 
 
 Pole 
 
 1 
 
 
 
 4 
 
 1 i 
 
 
 
 1 
 
 
 
 Porto Eican 
 
 f) 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 Portuguese 
 
 31 
 
 15 
 
 40 
 
 99 
 
 26 
 
 12 
 
 18 
 
 Russian 
 
 3 
 
 3 
 
 10 
 
 8 
 
 5 
 
 4 
 
 3 
 
 Scandinavian 
 
 5 
 5 
 
 
 3 
 
 3 
 
 
 3 ; 
 
 4 ; 
 
 2 
 6 
 
 11 
 2 
 
 
 
 Spanish 
 
 4 
 
 Total 
 
 171 
 
 165 
 
 300 
 
 364 1 
 
 241 
 
 315 
 
 336 
 
ANALYSIS OF THE EDUCATIONAL PROBLEM. 51 
 
 THE YOUNG V>OMEX's CHE18TIAX ASSOCIATION. 
 
 For some years the Young Women's Christian Association at Hono- 
 liihi has maintained an educational department with a secretaiy on 
 full time. Realizing the need for supplementary education in a city 
 where there are no public night schools or extension classes, it has 
 sought to fill the breach by organizing classes, among young and older 
 women, in domestic art and science; commercial work; music; 
 dramatics; and in the languages — French, Spanish, and English for 
 Japanese, and English for the Chinese. 
 
 Inasmuch, however, as non-English-speaking girls have not been 
 able to avail themselves of the activities of the Young Women's 
 Clmstian Association, owing to lack of language, it was realized that 
 the organization, to accomplish its mission of ministering to all groups 
 of the womanhood of the community, must reach the foreign-born 
 girl even before she acquired English. With this end in view a 
 department has been organized called the ''International Institute." 
 This department has a secretary and a staff of workers who know both 
 the language and the social background of the various racial groups. 
 
 Inasmuch as the m^ajority of foreign girls are married at 15 or 16, 
 it was found that the work, to be helpful, must relate itself to the 
 home in some vital wa}'. It was therefore found necessary for the 
 workers not only to know how to teach English, but also to be able 
 to give advice and information in home m.aking, in the care of chil- 
 dren, and in how to utilize the resources of the neighborhood and of 
 the communit,y. These workers, in analyzing their problem, found 
 that normal family life demands five essentials: Some education, 
 healthful living, suitable recreation, a reasonable amount of work 
 effectively done, and a spiritual incentive. 
 
 This department of Young Women's Christian Association activi- 
 ties is seeking to help foreign families to develop and maintain these 
 essentials of f amity life in the following practical ways: 
 
 Education is furthered by getting the women into an English class 
 and then into a cooking class or a sewing class. At present 27 
 English classes are being conducted, with 198 women enrolled; there 
 are also 4 sewing classes, with 28 women enrolled. 
 
 Health is improved b^/ connecting families with clinics, visiting 
 nurses, good doctors, and teaching the women about cleanliness and 
 the prevention of disease. 
 
 Recreation is furthered through beach parties and social gatherings 
 at the institute; 286 Japanese, Chinese, and Filipino women were 
 reached in recreational groups during September alone. 
 
 Worh conditions are improved ])y showing the women how to work 
 more efficiently in their homes, and by helping the women who work 
 outside of their homes to get located in the most congenial possible 
 work. 
 
52 A SURVEY OF EDUCATION IIn HAWAII, 
 
 As to the spiritual incentive, no normal family can deveiop without 
 it. Sometimes the workers help to develop it by connecting the family 
 up with tlie church; at other times through a friendly visit or friendly 
 contact in a class; sometimes hy helping the family through some 
 crisis. No matter whether it is thi"ough educational, protective, or 
 recrea,tional work, the institute feels that it falls far short if it is not 
 bringing both the individuals of the family and the families of dif- 
 ferent nationalities into a more vital touch with spiritual ideals. 
 
 Incidentally, it may be said that this kind of work constitutes the 
 best possible kind of Americanization work, for it is designed to meet 
 a real need in a perfectly natural v/ay, in the doing of which Ameri- 
 zation comes as a by-product, as it proi)erly should. In the methods 
 employed by some of these v/orkers in teaching English to adult 
 foreign women, the commission is convinced the public-school teachers 
 of the islands would find valuable suggestions for their own vvork 
 with children. 
 
 V/ELFASE ACTIVITIES OX THE ISEAXD OF MAUI. 
 
 Outsicie of the city of Honolulu more is done on the Island of Maui 
 in the v/ay of an enlightened attempt to meet the various social^ edu- 
 cational, and citizenship problems growing out of the racial mixtures 
 to be found than on an}' of the other islands. The principal agencies 
 on Maui not elsewhere mentioned in this report which have sprung up 
 in response to the ob^dous need are. 
 
 The Baldwin House activities at I.ahainaj comprising a kinder- 
 garten, a night-school class, a circulating library for the public, a 
 higli school, and a language school in the mornings for adult foreign 
 bom. Ail these activities are conducted without fees, being financed 
 b}^ Mis. H, P. Baldvfin personally. Thf^se are but a few of the ways 
 in which the interest she herself is taking in the welfare of the workers 
 on the plantations of Maui is being expressed. 
 
 The Alexander House Settleinent Association, with headquarters at 
 Wailuku, was definitely organized in 1916 to take over the various 
 activities which have centered about the iVlexander House grounds for 
 15 years or so. This association is just now taking significant steps 
 in organizing all the agencies of the island having to do with the 
 housing, sanitation, health, and recreation of plantation laborers and 
 calling into administrative control of its activities the expert who was 
 brought out from the mainland recently by the Hawaiian Planters- 
 Association to investigate labor conditions in the islands. 
 
 The MavA Aid. Association is an association without ecclesiastical 
 connections, organized to promote all good movements — educational, 
 social, charitable, and religious—on Maui. Perhaps the most impor- 
 tant work which it so far has accom]>lished has been the organization 
 
AITALYSIS OF THE EDUCATIONAL PROBLEM. 53 
 
 of a series of evening schools amoDg groups of plantation laborers, 
 called American Citizensliip Evening Schools. Fourteen schools 
 have so far been established, having 26 teachers and an enrollment of 
 about 350 boys, 80 to 90 per cent of whom are Japanese. A trained 
 director has ]>een secured to superintend and coordinate the work. 
 Tlie excellent results of this project are already cleai'ly in evidence 
 and show v/hat could be done if the public school, as it in duty should, 
 v7ere to take over such school-extension work. 
 
 Tlie Wailulcu Japanese Girls' Home was established in 1912 by a 
 Japanese gentleman who saw that Japanese girls living in camps 
 where their parents were on the plantations were in need of such a 
 home. The girls, some 63 in number, attend the public schools. Aii 
 earnest }-oung American vv'oman shares in the management of the 
 home and is doing much toward winning the girls over to American 
 ideas and principles. 
 
Chapter IT. 
 
 THE ORGANIZATION, ADMINISTRATION, SUPERVISION, AND 
 FINANCING OF THE DEPARTMENT OF PUBLIC INSTRUCTION 
 OF THE HAWAIIAN ISLANDS. 
 
 Contents. — 1. The superintendent and the school commissioners frelationship.). 2. School commission- 
 ers and county board of education. 3. School commissioners and supervisors. 4. School commissioners 
 andthesheritrs: The work ofattondance olFfcers; value of an annual school census. 5. The school budget. 
 6. High schools should be brought closer to people: The junior high school recommended; transporting 
 pupils at public expense; supervision of high schools. 7. Supervision of private schools. 8. Need of the 
 kindergarten. 9. Lack of supervision: The group principal plan of supervision; speeiaiists in teaching 
 methods needed. 10. The Territorial Normal School: Buildings and equipment; the faculty; organization 
 and administration of theschool; thespirit of the school; recommendations. 11. The Lahainaluna Trade 
 School: Organization; equipment; expense of D?aintenance; a plan for reorganization. 12. Finar.cirgthe 
 department of public instruction: The amount expended on schools by city and county of Honolulu; 
 comparison with cities of the mainland; tax rate and property valuations in comparison; summary of 
 situation. 
 
 1. THE SUPERINTENDENT AND THE SCHOOL COMMISSIONERS. 
 
 At the head of the Territorial department of puhhc instruction are 
 tiie superintendent and six commissioners. Both the superintendent 
 and the commissioners are appointed ])y the governor — the former for 
 a period of four years and the latter for terms of tvro years. It is 
 explicitly set forth in Territorial lavr that ' ' no person in holy orders 
 or a minister of religion shall he eligible as a commissioner." Women 
 are eligible as commissioners, except that not more than three may 
 hold commissions at a given time. A further provision of the law 
 requires that the governor shall appoint to the educational commis- 
 sion two residents of the County of Hawaii, two of the County of 
 Oahu, one of the County of Maui, and one of the County of Kauai. 
 
 The superintendent is designated in the law as the "chief admin- 
 istrative officer of the department." lie is also the presiding officer 
 at the sessions of the commissioners. He has, however, -no vote in 
 their deliberations except when a tie vote occurs. The superinten- 
 dent is paid an annual salary of $5,700; the commissioners receive 
 no salary, but are allowed then- expenses when they attend meetings 
 of the board; the lav\" provides that at least two shall b^e held each 
 year. 
 
 It will be observed that the plan providing for a superintendent of 
 schools and a board of school commissioners, each appointed directly 
 by the gOA^ernor and responsible to him only, is, in comparison with 
 customary practice on the mainland, a unique arrangement. Fur- 
 thermore, the law nowhere clearly defines the relations which shall 
 54 
 
OKGANIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 55 
 
 obtain between tlie superintendent and the school commissioners. 
 It seems clear to the sm^vey commission, therefore, that this uncer- 
 tain relationship is very likely to give rise to conflicts in authority — 
 certainly, if not to a conflict in authority, to an uncertainty as to 
 f miction and jm*isdiction and consequently to a hesitancy on the part 
 of the one or the other in assuming responsibilities and in initiating 
 iiecessary action. 
 
 Furthermore, it would seem to the survey commission that such an 
 arrangement' as this, particularly in respect to that provision which 
 authorizes the governor to appoint the school superintendent, is un- 
 fortunate because of the fact that a change in governors logically leads 
 to a change in the superintendency. Thus the office of school super- 
 intendent, inasmuch as it is a salaried office, is likely to be classed 
 among that gToup of offices which politicians look upon as being at 
 their disposal in granting political favors. The commission, there- 
 fore, feels that this provision of the law whereby the school superin- 
 tendent is appointed directly by the governor, tends to throw the 
 office of the superintendent of schools into politics, which everyone 
 must clearly recognize to be most regrettable. The law ought to be 
 so framed that it is possible for persons V\'ho are fully qualified for the 
 work of superintendent to look forward to occupying the office during 
 their period of efficienc}', undisturbed by political considerations. 
 From the standpoint, too, of the efficiency of the v»'ork of the depart- 
 ment it has been found that frec^uent shifts in the office of school 
 superintendent is bad; for it must be clear that that familiarity with 
 the problems of a large and complicated system, such as is the Terri- 
 torial S3'stem of public schools, which will give a superintendent the 
 ability to make vvise judgments in critical matters, can be acquired 
 only through the accumulated experience of years. A stabilized head 
 of a Territorial system of schools, then, assuming of course that he is 
 efficient, is quite as desu-able and as necessary to efficient work as is 
 a stabilized teaching force. The surve}^ commission is clearly of the 
 opinion that the plan which novv obtains in the Territory of Hawaii, 
 whereby the governor appoints the superintendent of schools, does 
 not operate to this end. 
 
 Best practice elsewhere provides that there shall be at the head 
 of a system of schools a board of education or a board of school com- 
 missioners either appointed by the administrative officer or elected 
 by the people. It further provides that the authority of such a board 
 shall be undivided ; that it shall select its chief executive officer, usu- 
 ally called the superintendent of schools; and that it shall determine 
 pohcies and general practices, delegating to the superintendent and 
 to his coi-ps of experts the authority necessary to carry its ^^ishes into 
 execution. Such an arrangement removes the superintendent of 
 schools one step from the appointive or elective authority; insures a 
 
56 A SUEVE¥ or EDUCATIOJ^ IIn IxAWAII. 
 
 long tenure if tlic superiatendent is efficieiit^ a quick removal if he 
 is inefficient: and forestalls the possibility of aj\x conflict in author- 
 ity such as 500-ner or later is sure to arise under the arrangement 
 ¥7hich now obtains in the Territory of Hawaii. The survey com- 
 mission would recommend, therefore, that the laws of the Territory 
 of Plawaii be amended so that the hoard of school commissioners to 
 be appointed by the governor, as under the present plan, shall be- 
 m.ade the sole head of the educational system and that this board 
 shall be given the authority in law to appoint a superintendent of 
 schools. It ought to be made clear in the law, too, that the super- 
 intendent is responsible to the school commissi(niers and to them 
 alone. 
 
 RELATIONSHIP OF THE SUPERINTEXDEXT TO THE BOAED OF SCHOOL 
 
 COMMISSIOXEItS . 
 
 In thus recommending that the board of school commissioners he 
 placed by law unequivocally at the head of the Territorial department 
 of education and that the superintendent bo made by law definitely 
 resT>onsible to the board of school commissioners, the commission 
 desires to make it clear that such a relationship will be an efficient 
 one only to the degree that the school commissionei-s recognize that 
 their proper functions are legislative and judicial and not executive, 
 the latter being the specific proviiiee of the school superintendent. 
 
 The only relationship between a supermtendent and a board of 
 school commissioners which "will make for efficiency, it must be em- 
 phasized, lies in drawing a clear-cut distinction between the executive 
 functions, which properly belong to a superintendent, on the one hand, 
 and the legislative and judicial functions, which comprise the proper 
 field of the activity of school coumaissioners, on the other. This 
 proper relationship between superintendent and a boaj'd of education, 
 or ol school commissioners, which is rapidly coming to be character- 
 istic of progressive school systems on the mainland, is very clearly 
 brought out in resolutions adopted by the department of superm- 
 tendents of the National Education Association at its Kansas City 
 meeting held in 1917. The following sections set forth the position 
 taken at this meeting : 
 
 Section 3. The representatives of the x^eople can not perform directly the large 
 duticwS of carrying on the school system. They must employ teclmically trained 
 officers to conduct the schools. To these technically ti-ained officers they must 
 look for proper information on whidi to baae their decisions, and they mnst be pre- 
 pared to intrust to those officeis the powers and responsibilities vrhich attach to the 
 daily conduct of school work. 
 
 There is little doubt on the yixrt of all communities that technical training is neces- 
 sary for tJie proper conduct of schools, but the exact definition oi the sphere within 
 which technical training is needed is not yet worked out in most systems. 
 
 A series of concrete exam.ples may, therefore, be offered as illustrating the type of 
 duty which board members can not properly perform. No board mem]x?r should teacli 
 classes. No board member should act as principal of a .school. No board member 
 should negotiate with a publlalier of textbooks, nor should pass on the availability of 
 
 I 
 
OEGAFIZATION OF THE PUBLIC SCHOOL SYSTEM. 57 
 
 a 31 \'en book for use in a scliool. No board member should examine teachers with a 
 viev/ to determining their qualiheations for appointment. No board member should 
 plan a school building. No board mem]>er should write the course of study. Even 
 where individual cases Tcmy arise in which ])articular members of certain boards would 
 have the ability to i^erform. these taoks, it is better that a well-established division of 
 ljJ>or should be recognized. It is the duty of the Diembers of the board to see that 
 technical officers do the work of the system., but the board should not do this work 
 itself. It is a public board, ci'eated to see that a cert-ain piece of pul^lic work is done, 
 not a group of technical officem created to do the work. 
 
 The safe analogy in this case is the analogy of the board 01 dh'ectors in a- business 
 corporation. No one can imagine a director of a railroad stopping a train and giving 
 the engineer and the conductor orders about their duties. It ought to be possible to 
 organize and define the technical duties of a school SA-stem and to distinguish them from 
 the broad duties which reside in the representatives of the people. 
 
 Sec. 6. The technical officers of the school s^'^stem will be most harmonious in their 
 activities if they are placed under the supervdsiou of a single head or manager who is 
 the executive head of the system. This central supervisor should have the responsi- 
 bilities and the rights which will make possible a compact organization of the working 
 force in the schools. 
 
 Se<\ 7. The superintendent must be a man of superior training. He must be 
 prepared to report plans of organization and to make a clear statement of results. 
 He should organize the officers under him in such a way as to secure fi'om them in de- 
 tail an efficient typ'^ C'f organization, and he should secure from them adequate reports 
 on which to base the statements which he presents to the board. 
 
 Sec. S. In the performance of these functions the superintendent has a right to the 
 initiative in technical matters. Specifically, he should ha\'e the sole right to perform 
 the foiiowiiig: (a) Eecoramend all teachers, all ofiicei's of supervision, and ail janitors 
 and clerks: (6) work out the coui'se of study with the cooJ)eration of the other officers 
 of instruction; (c) fisiect textboolcs with the same cooperation; (d) have a determining 
 voice in matters of building and equipment; and (e) draw up the annual budget. 
 
 Tliese technical recommendations should always be re\dewed by the board, and the 
 approval of the board should be a necessar3' &tep for final enactment. This will insure 
 the careful preparation of reports and the careful study of resijlts. The superintendent 
 is not to be authorized to conduct the system apart from the board, but he should he 
 insured by definite forms of organization against interference -ahich. will defeat his 
 plans and divide his responsibility. 
 
 Public Ixisine'^o suffers when these technical matters are improperly handled. 
 Let U3 assume tv, o cases. In the first case the superintendent may be inefficient, 
 and the board o? some other active agency may cover over his inefiiciency for a timte 
 by doing his work for him. The result will ])e disastrous in the end. It would be 
 better for public business to bring the inefficiency to the surface as quickly as possible 
 and remove the officer who can not conduct the system properly. In the second case 
 the superintendent is efficient, but is hampered by lack of definition in his functions . 
 The school system wHl lack in unity of organizatioTi and in harmony of internal opera- 
 tion. The system, will be defective in so far as it is di\dded against itself. 
 
 Seg. 9. In the relations of the board to all officers 01 the system it is essential that 
 appointment, reappointment, dismissal, and promotion be removed from the inter- 
 ference of petty iniiuences, and that all such transactions be based on records which 
 are systematically organized and supervised. 
 
 There is no clearer indication of the condition of a shcool system than the attitude 
 of the teachers and other officers to their duties and to the results wliich they are 
 securing. The scliool system which is well organized exliibits cooperation on the 
 part of all its officers. The interests of the public suffer beyond me.^^-sure when o.p- 
 pointments are the result of illegitimate pereonal influences. 
 
58 A suPlVey of education in haaa^\ii. 
 
 2. THE TERRITORIAL BOARD OF SCHOOL COMMISSIONERS AND 
 COUNTY BOARDS OF EDUCATION. 
 
 The surve}^ conimission is of the opinion that the present arrange- 
 ment, providing as it does for but one commissioner on Kauai, one 
 on Maui, tv»'o on Hawaii, and two on Oahu, does not give adequate 
 representation. Furthermore the commission is convinced that many 
 matters of detail which are now brought before the superintendent 
 and the Territorial board could very much more quickly and efficiently 
 be settled if on each of the islands there were a county board of 
 education clothed with authority to administer the educational 
 afTairs within the island subject only to policies determined by the 
 Territorial board of school commissioners. The commission there- 
 fore recommends the appointment by the governor of a Territorial 
 board consisting of seven persons representing each of the four 
 principal islands as now, except that Oahu, on account of population 
 and in order that a seventh member may be secured, shall have three 
 representatives on the board. This Territorial board, in turn, to 
 have the authority to appoint the superintendent and also the mem- 
 bers of county boards of education having the follovring representa- 
 tion: Three on Kauai, three on Maui, three on West Hawaii, three 
 on East Hav\^aii, and five on Oahu. 
 
 All matters pertaining to general policy should, of course, be 
 determined hj the Territorial commissioners meeting as a corporate 
 body, but conditions vary so much among the islands in respect to 
 details of execution that there is no good reason Vvhy uniformity 
 among them in every item should be demanded. Moreover, the 
 survey commission is convinced that much greater flexibility in the 
 Territorial system than now obtains is desirable. This can be 
 secured, to a considerable degree, through permitting each island 
 to work out its ovrn educational problems in its own way, having 
 regard only to certain general policies and principles defined by the 
 Territorial board which should apply with equal force to every sec- 
 tion of the Territory. By having a county board on each island 
 acting under the general dii'ection of a Territorial board, and by 
 delegating to each large authority in matters of d{Uail, the commis- 
 sion feels that the tendency tovv'ard overcentralization of authority, 
 apparent in the islands, can be lessened with advantage. 
 
 The intent of the foregoing recommendations is that standing at 
 the head of the Territorial system of public schools there shall be a 
 board of seven commissioners appointed by the governor, which shall 
 have authority to determine all general educational policies for the 
 Territory, to appoint and direct the Territorial superintendent of 
 schools, to appoint the members of county boards of education, and to 
 design atXrtheir duties, define their responsibilities, and determine all 
 
OKGAXIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 59 
 
 relationships. While the commission holds that it should rest with 
 the legislature and the Territorial board to determine the measure 
 of authority which shall be granted county boards of education, 
 neYertheless, the commission believes it desirable to permit each 
 county board to appoint its own executive and his corps of assistants 
 and supervisors; and to assign, transfer, and dismiss all teachers, all 
 assignments and actions, hovrever, to be subject to review by the 
 Territorial board of commissioners and by the Territorial superin- 
 tendent of schools. 
 
 With respect to the selection of the members of county boards by 
 the Territorial board, the survey commission suggests that due regard 
 be had to the chief population groups or districts of the islands. For 
 example, in appointing the £ye members from among the citizens of 
 Oahu, which the commission recommends shall constitute the county 
 board of education of that island, it should be stipulated that not more 
 than three shall be residents of Honolulu and that two shall be resi- 
 dents of^rural communities so distributed that the island shall be 
 fairly and equitably represented. 
 
 The commission is also convinced that if the governor, in appointing 
 the Territorial board of school commissioners, is careful to select only 
 high-minded, nonpartisan, progressive men and women, persons who 
 have the educational welfare of the children at heart, and if their 
 terms of office are so arranged that a minority only is to be appointed 
 at a given time, the selection of a superintendent of schools, his re- 
 tention or dismissal, may w^ell be left to such a board. 
 
 In this important matter of the selection of a superintendent, when 
 for any reason a vacancy occurs, increasingly boards of education of 
 progressive communities on the mainland are asking for the advice of 
 representative laymen whose integrity and sincerity are unquestioned. 
 Thus, for example, a vacanc}^ in the superintendency of the schools 
 of Oakland, Calif., arose. The board of education of that city ap- 
 pointed a committee comprising the president of the University of 
 Califorma, the president of Stanford Universit}^, the president of 
 Mills College, and four representative local citizens consisting of the 
 pastor of a prominent church, a prominent attorney, a representative 
 of a labor organization, and a business man to canvass the field of 
 available persons and to recommend three for the consideration of 
 tlie board. From this list the board made its selection. 
 
 Such a method of procedure lifts the selection of a superintendent 
 out of the turmoil of personal or professional politics and insures to 
 the board and to the incoming superintendent the sympathetic sup- 
 port of the best elements of the community. It is a method of selec- 
 tion vv'hich deserves commendation and widespread adoption. The 
 commission recommends that when a vacancy in the office of Terri- 
 
 1014G°— 20 5 
 
torial superintendent occurs the appointive office, wiietlier it be that 
 of the governor or that of the Territorial boajd, shall adopt some such 
 method in filling the place. 
 
 3. THE SUPER\lSORS AND THE TEERITORIAL BOARD OF SCHOOL 
 
 COMMISSIONERS. 
 
 Another feature of the school law of the Territory of Hawaii which is' 
 unique and which the survey commission feels is unfortunate, is that 
 by which authority in respect to school matters is divided between the 
 school commissioners on the one hand and the county board of super- 
 visors on the other. Each of the four principal islands constitutes a 
 county. The board of supervisors in each of these counties is elected J 
 by the voters of the county. S-ection 18 of the school law provides! 
 that ''it (the county board of supervisors) shall maintain and regulate | 
 schoolhouses other than the normal school, Lahainaluna School, and 
 the Boys' and Girls' Industrial Schools." The board of supervisors ^ 
 also, under the law, appoints school janitors, wherever provision has 
 been m.ade for employing janitors. Under this arrangement all funds I 
 set aside by Territorial authorities for the erection of new school budd- 
 ings, for equipment, repairs, and general upkeep and maintenance — ^ 
 the so-called ^^ special fund" — are handled by the county board of j 
 supe visors. It must be obvious that this aiTangement inevitably I 
 leads to delays and misunderstandings. Throughout the Territory ' 
 there is much complaint that the plan is cumbersome and troublesome. 
 The survey commission recommends that the Territorial laws be so 
 changed as to transfer all such authorit}' from_ the county board of 
 supervisors to the county board of education of the respective islands, 
 thereby securing unity of action; definiteness of responsibility, and 1 
 promptness in execution. 
 
 4. THE SCHOOL COMMISSION-ERS AND THE SHERIFF'S OFFICE. 
 
 Not alone has authority which can best be assumed by local boards ^ 
 of education, as heretofore recommended, been placed ^dth the 
 county supervisors, but another important department of school 
 activity, that having to do with the enforcement of the compulsory 
 school provisions, 'under Territorial law, has been shunted away from 
 the commissioners over to the sheriff's office. The provision govern- 
 ing this matter reads as follows: 
 
 It shall be the duty of each deputy sheriff, or su ch police officers as he shall designate, 
 to visit not less than once each vreek each public and private school within the district of 
 which he is deputy sheriff, to ascertain from the teacher or officer or agent in charge 
 thereof what children, if any, of school age persist in absenting themselves from such 
 school. ' 
 
 It shall further be the duty of such deputy sheriffs and police officers to require all 
 children of school age, in accordance with the pro^-isions of section 287, to attend 
 school, whether cr not complaint is made by any teacher or other officer or agent of 
 said department of public instruction. 
 
vjxnjr-i.^\xzj^i.xiw^N vjjo xxixii jr«_'iJijxv^ ov^XiWWJ-/ oioxJiiiVi. vji 
 
 While in ii number of instances the task of looJdtig after attendanoo 
 has been assigned by sheriffs to men who are competent in an un- 
 trained way, yet, in instances, the work is much hampered because 
 responsibilit}' has been delegated to some broken-down politician or 
 expoliceman who takes but a perfunctory interest in his duties. 
 The field of duties falling properly within the scope of a department 
 of attendance is so large and so important that the commission has no 
 hesitation in recommending that this work be taken over entirely 
 by the school authorities and that two or three attendance officers 
 (women are making excellent records in this field), preferably those 
 who have had experience in social service work and who command the 
 confidence and respect of their communities, be appointed for each 
 county, the same to be responsible to the local board of education 
 and the school authorities of the count}^ 
 
 THE WORK OF ATTEXDAXCE OFFICF.RS. 
 
 Such attendance officers should be employed on full time for a 12- 
 months' year, for there is much during the vacation months which 
 thej^ can profitably do in visiting the plantations and other places 
 where children are employed, in following up the arrival and depart- 
 ure of resident families, in persuading individuals who think they must 
 drop out of school to remain, in helping worthy and needy students 
 to find work, and in laying the basis for efficient work when the school 
 term, opens. It is customary in many places to m.ake the attendance 
 officers deputies of the pohce force, investing them with authority 
 for making arrests, though this authority should be used sparingly 
 and only as a last resort. They should also be provided with motor- 
 C3^cles or other means for quickly covering .all parts of their districts 
 and of adjacent country. 
 
 For the use of attendance officers the essential information con- 
 tained in school census sheets and school record I^ooks relating to the 
 children of compulsory" age should be transferred to filing cards and be 
 grouped by attendance districts. During the first week of each term 
 the attendance officers should check their census cards ^vith the school 
 enrollment and investigate ever}^ case of nonenroUm^ent. To such 
 officers should be referred for investigation all cases of prolonged and 
 unexplained absence. Such officers, too, can render valuable service 
 to the department by investigating the home conditions of children 
 who are failing to progress in their work or who may be suspected of 
 living in insanitary, impoverished, or immoral surroundings. The 
 corps of workers, furthermore, could accomphsh much in esta])Hsh- 
 ing a contact between the welfare agencies on the plantations and the 
 pubhc school. 
 
62 A SURVEY OF EDUCATION IN HAWAII. 
 
 To them, also, should be entrusted the supervision of the taking of 
 an annual school census, for their familiarity with their districts and 
 their acquaintanceship with individual families resident therein will 
 go far toward making the census complete. By establishing rela- 
 tionships with social service workers, with the judges who tiy cases 
 of juvenile delinquency, with public officials, with the board of health, 
 and with employers of labor, a group of competent, farsighted and 
 thoroughly unselfish attendance officers can develop fields of useful- 
 ness to the school department and to the community at large, and 
 for themselves, second to none. 
 
 The commissioners or boards of education, it should be added, 
 should pay salaries large enough to induce the right persons, men or 
 women, to take hold of this work and to remain in it for a period of 
 years, for obviously in work of this character favorable acquaintance- 
 ship in the community is an important asset, and acquaintanceship 
 is a matter of time. 
 
 VALUE OF AN ANNUAL SCHOOL CENSUS. 
 
 A school census of all children of school age, taken during the same 
 month each year, is indispensable to the enforcement of an attendance 
 law; furthermore, through it valuable information can be secured 
 which when analyzed will provide the school authorities with a de- 
 pendable basis for conclusions regarding many problems relating to 
 the administration of the sj^stem. A permanent record card should 
 be made for every person in each district, which should contain 
 besides other social data the name, address, sex, age, nativity; 
 v/hether attending public, private, or parochial school; class in such 
 school; the reason for not attending school; if employed, where and 
 how; and a brief statement of the school history of every child. 
 These can be grouped by families for convenience. All record cards 
 shoidd be made in duplicate, one copy to be retained by the attend- 
 ance officer and the other to be kept on file with the principal of the 
 school attended by the children. If these cards are kept up to date, 
 as they should be, the whereabouts of every child of school age can 
 be learned at any time and the essential facts about each secured at 
 a moment's notice. 
 
 Such a permanent record, always in the making, checked up each 
 year by a census taken hy a house-to-house canvass, will be of inesti- 
 mable value in enforcing Territorial laws governing compulsory at- 
 tendance, the employment of children, and the granting of work 
 permits. A tabulation of such records each year by blocks, districts, 
 or sections will give valuable information regarding the growth of a 
 given community, the direction the growth is taking, and the changing 
 and shifting character of the population — information which is essen- 
 
OFvGAXIZATION OF THE PUBLIC SCHOOL SYSTEM. 63 
 
 tial if school authorities are to plan wisety far enough in advance to 
 provide the necessary accommodations by the time they are needed. 
 The failure systematically to secure information of this character 
 is partial^ responsible for the deplorably crowded conditions to be 
 found in very many of the public schools of the Territory. 
 
 5, THE SCHOOL BUDGET. 
 
 Prior to December 15 of each biennialperiod immediately preced- 
 ing the convening of the Territorial legislature, the committee of 
 estimates prepares the school budget for submission to the legislature. 
 The appropriations made bv the legislature in response thereto, how- 
 ever, are not available until May, a year later, when the taxes are 
 collected: even then only one-fourth of the budget aggregate is pro- 
 vided. Xot uiitil two years after the estimates are made and adopted 
 is the entire amomit in hand. In consequence the educational depart- 
 ment would always be two years behind in its program of expendi- 
 tures were it not for the fact that frequently needed moneys are 
 advanced to the school department from the general fund of the 
 Territory or from county funds. Sometimes, however, the funds 
 have been depleted because of other demands, and serious embarrass- 
 ment follows particularly in connection with building programs and 
 plans for relieving crowded schools. 
 
 To meet this serious situation, the survey commission recommends 
 that the Territory establish a reserve fimd from which such amounts 
 may be borrowed as needed, the same to be returned to the reserve 
 fund as taxes are collected. In this mamier serious delays in pro- 
 viding housing facilities to meet increases in school attendance may 
 be overcome and the department saved much embarrassment. 
 
 6. THE HIGH SCHOOLS SHOULD BE BROUGHT CLOSER TO THE PEOPLE. 
 
 As now organized, there are just four high schools in the Territory 
 of Hawaii — one on each of the principal islands — at Hilo on the 
 island of Havraii, at Hamakuapoko on the island of Maui, at Hono- 
 lulu on the island of Oahu, and at Lihue on the island of Kauai. The 
 location of these schools in all cases is such that it is impossible, 
 except in comparatively few cases, for parents to give their children 
 the educational advantages of a high school unless arrangements are 
 made for boarding their children at these centers. For example, the 
 high school at Hilo is situated on a belt road encircling the island 
 more than 300 miles in extent. At intervals along this road plan- 
 tation settlements have been formed and in each of these settlements 
 there is a public school ranging from two or three teachers iii the 
 smaller schools to schools in the larger settlements comprising as many 
 as 18 or 20 teachers. Obvioush", it is impossible for the great majority 
 
of parents; most of whom are poor people^ to send their children to 
 the Hilo High School. In consequence, on the island of Hawaii witli 
 9; 569 children enrolled in its public schools^ there are only 292 in 
 the high school. While distances are not so great on the other 
 islands, nevertheless the situation in each is essentially the same as 
 on the island of Hawaii in respect to this matter of high school 
 attendance. Maui, for example, has a school attendance of 5,310 
 with an enrolment in the high school of only 73. On Kauai the 
 attendance in the public schools is 4,721 and in the high school 
 situated at Lihue the enrollment is 58. On the island of Oahu, out 
 of a total enrollment in the public schools of 16,235, only 771 are in 
 the high school at Honolulu. 
 
 The survey commission would recommend as a practical means for 
 making high school education accessible to every child in the Terri- 
 tory who has the ambition and the will to avail himself of the oppor- 
 tunity, the following plan: At certain of the larger settlements on 
 each of the islands there should be established a junior high school, 
 comprising the seventh, eighth, and ninth grades of a group of schools 
 so situated geographically that the children of these upper grades 
 could easily and without great expense be transported to such school. 
 On each of the islands it is probable that there are at least six, and in 
 some of the larger islands more than six, of the larger settlements so 
 situated. Furthermore, the survey commission would suggest that 
 after this jmiior high school organization has been effected and put 
 into operation and as the children come on through these grades in 
 increasingly large numbers, as will certainly obtain if transportation 
 at the expense of the Territory be provided, then, that provision be 
 made at certain of these centers, properly situated with respect to 
 the island as a whole, for the addition of the three remaining grades 
 of a complete high school course, namely, the tenth, eleventh, and 
 twelfth years. It will be of interest in this connection to see how 
 such a plan would work out in detail on one of the islands, taking as 
 an illustration the island of Kauai. 
 
 A jrXIOR HIGH-SCHOOT. ORGANIZATIOX FOP. THE ISLAND OF KAUAI. 
 
 The schools of Haena, Hanalei, Kilauea, and Koolau would form 
 a natural group for junior high-school purposes v/ith the Kilauea 
 school as a center. There are now 76 pupils enrolled in the sixth, 
 seventh, and eighth grades who, a jesiT later, would compromise the 
 nucleus of a jimior high-school organization. The schools of Anahola, 
 Kapahi, and Kapaa, whose natural center is Kapaa, would start with 
 about 145 pupils in these three grades. Centering at Lihue there 
 would be approximately 140 pupils, coming from the schools of 
 Wailua, Hanamauhi, Lihue, and Huleia. Another natural center for 
 
ORGAISTIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 65 
 
 a junior high school, receiving chikken from Omao, Kahiheo, and 
 Koloa, woukl be at Koloa, where a niickus of 120 could be secured. 
 At Eieele or Makaweli 143 ckildren in tke seventh, eighth, and ninth 
 grades, comprising children from the two places, could doubtless be 
 secured. Waimea would naturally be a sixth center for a junior high 
 school, receiving children from the Waimea school and from Kekaha 
 and Mana, altogether comprising about 130 pupils. 
 
 If such an arrangement of junior high scliools be effected, then at 
 two of the junior liigh-school centers the work should be extended 
 upwards providing for a full high-school course. When this is done, 
 it must be obvious, Lihue would not be tke logical site for a full 
 higli-school course: rather the island, for tkis purpose, would naturally 
 comprise two large divisions, one wkose center migkt properly be at 
 Kapaa, and one whose natural center would be at Makaweli or at 
 Eieele, tke ckoice depending upon available sites. 
 
 By tkis arrangement, which provides for six junior high schools 
 and two senior high schools for Kauai, doubtless the practice Vv^hich 
 nov*' prevails whereby a number of parents send their sons and 
 daughters to Honolulu for kigk-sckool work would be discontmued, 
 for tkey would find it muck more convenient and ckeaper to keep 
 tkeir ckildren at kom.e and send tkem to local sckools. Under tkis 
 arrangement, it is confidently bekeved, instead of a kigk-sckool en- 
 rollment in Kauai of only 58, tkere would soon be found many times 
 tkis number entering upon a kigk-sckool course. 
 
 THE LOCATION OF THE MAUI HIGH SCHOOL. 
 
 After a careful consideration of conditions on tke Island of Maui, 
 tke commission is convinced tliat a kigk sckool skould be establisked 
 at Lahaina and that the site of the present high school at Hama- 
 kuapoko skould be ckanged to a point more central to its natural 
 attendance district, wkick embraces rougkly tke area marked by 
 Waikiku on tke vrest and Haiku on tke east. Tke present location 
 at Hamakuapoko is altogether too far to the east side of the attend- 
 ance district, forcing thereby pupils coming from Wailuku and 
 vicinity to go muck fartker than would be necessary were the school 
 more centrally situated. While the commission recognizes the diffi- 
 culties that exist in securing a site at a more central point, never- 
 theless it feels that if such a site is not secured before the building 
 autkorized by tke legislature is erected tkat tke attendance district 
 will kave at a later time to be divided and a kigk sckool establisked 
 at Wailuku. In suck event tkere would exist two small kigk sckools 
 in a district wkose needs could weU be supplied by one large and 
 strong sckool. 
 
bb A SUR\^Y OF EDUCATION IN HAWAII. 
 
 At present a tuition fee is charged all those vv-ho attend the Maui 
 High School. The purpose of charging such a fee is thereby to ex- 
 chide children of plantation laborers who, it was thought, could not 
 or would not pay the tuition. This practice, the commission must 
 point out, is discriminatory and unjustifiable and should be aban- 
 doned. A public high school must be kept open to the poorest and 
 humblest boy or girl of the territory, and his way made as easy as 
 possible if the school is to accomplish the work which it is organized 
 expressly to do. Charging a tuition fee in order that the school may 
 be retained largely for the children of the more prosperous people is 
 a plan which will defeat the very purpose for which our public schools 
 are established. 
 
 Two complete high schools then on Maui, one at Lahaina and one 
 somewhere in the vicinity of Paia, with a system of junior high schools 
 conveniently situated with respect to groups of contributor}'' ele- 
 mentary schools, together with a system of transporting pupils vdio 
 live too far away from these schools to walk, will provide the oppor- 
 tunity needed for high-school education on Maui it is confidently 
 believed. 
 
 JUNIOR HIGH SCHOOLS ON HAWAII AXD OAHU. 
 
 On the island of Hawaii it would seem that proper locations for 
 the assembling of the children of the seventh, eighth, and ninth 
 grades would be Honokaa, Kohala, Kealakekua, and possibly at 
 Waiohinu also. As attendance at these centers grows, additional 
 grades could be added until a full high school were provided at some 
 or all of these places. 
 
 Similarlv, on the Island of Oahu, natural centers at v\^hich to 
 establish the junior high schools are: Waialua, Waipahu, aside from 
 Honolulu. 
 
 THE BENEFITS OF A JUNIOR AND SENIOR HIGH SCHOOL ORGANIZATION. 
 
 The junior high-school organization, as generally established, pro- 
 vides for the bringing together of the pupils of the seventh, eighth, 
 and ninth grades of convenient!}^ situated schools at a point central 
 to all. B}- congregating pupils of such grades in considerable numx- 
 bers, as vrould be the case where all such grades from a number of 
 schools are taken, the opportunity is provided, within reasonable 
 limits of economy, of differentiating somewhat the work of pupils so 
 that it is not necessary for all to take exactly the same course, for it 
 enables them to select that work which is more nearly suited to their 
 own aptitudes and individual needs. Furthermore, by means of such 
 an arrangement, teachers can be secured with more highl}^ specialized 
 training than ordinarily obtains and, therefore, lines of work can be 
 
OKGAXIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 67 
 
 o^Tered m a junior higli school which woiiki be out of the ciuestion 
 ''I a typical grammar-school organization. In addition, depart- 
 iiontai work, as well as high-school studies, can be introduced to 
 much greater profit than obtains when these young people are held 
 to the usual subjects oiTered in the seventh and eighth grades of our 
 school system taught in the usual Y\-ay. 
 
 Experience in the States, where the junior liigh school form of 
 organization is ver}-- rapidly becoming the typical school organiza- 
 tion, is showing that by micans of this form of organization pupils 
 become interested in high-school subjects and are induced thereby 
 to remain in school not only during the seventh, eighth, and ninth 
 grades but, in increasing proportions, they enter the last three 
 years of the senior high school course. By means of this organiza- 
 tion, a very much larger percentage of the school enrollment is to 
 be found in the high schools than under the former plan of organiza- 
 tion. In short, 10 years of mainland experience with the junior 
 high-school plan discloses the fact that by means of this arrangement 
 a very desirable increase in the flexibility of the public-school system 
 is secured. 3doreover, bv withdrawing the seventh and eig^hth 
 grades from the grade schools, additional seating capacity, greatly 
 needed to lessen crowded conditions, vrould be secured and over- 
 burdened teachers relieved. 
 
 Furthermore, the Territory should adopt some such plan as the 
 foregoing for making a rich high-school education available to large 
 numbers of island young people for the reason that, as is pointed 
 out in other connections, the normal school should no longer be 
 permitted to receive pupils with less than high-school training. 
 Cliildren with only an eighth-grade education can not be properly 
 prepared in four years to become teachers. They need more of an 
 informational content and more of an insight into the principles of 
 teaching than can possibly be given in four 3^ears. Moreover, 
 within a four-year period they are still too immature in development 
 and judgment to be sent out into the schools of the Territory. In 
 consequence, to meet the serious need for adequately trained teachers 
 large numbers of young men and v/omen should be coming on tlirough 
 the Territorial high schools. It is believed the foregoing plan for 
 crov,-ding the liigli school back closer to the people of each of the 
 islands will operate to this end. 
 
 TRAXSPORTIXG PLTILS AT PUBLIC EXPENSE. 
 
 This plan of congregating pupils at convenient centers is com- 
 paratively easy of execution in the islands for the reason that most 
 of the schools on each of the islands are connected by good auto- 
 n:obile roads making the matter of transporting pupils who live at 
 distances a fairlj- easy and inexpensive one. In this connection, it 
 
t>0 A SUKVi^.Y OY EDUCATION' 12s^ HAYV^^II. 
 
 should be said that progressive riu'al communities in the States are 
 fully com^mitted to the practice of providing at community expense 
 transportation for all children who live at considerable distances 
 from their respective schools. This is particularly feasible in the 
 Territory of Hawaii which has been most progressive and farsighted 
 in installing a system of good roads on each of the islands. The 
 survey commission, therefore, recommends that the junior and 
 senior high-school form of organization be mcorporated as rapidly 
 as possible and that transportation be provided for all children 
 Vr'ho do not live within walking distances of these schools. 
 
 The commission is gratified to learn that a beginning has been 
 made in the Territory, in West Hawaii, in transporting pupils to 
 school, at public expense. Numbers of children in the islands are 
 walking 6 miles to school. To expect little children to walk 12 
 miles each day, 6 miles each way, is asking too much of them. That 
 so many are willing to do it uncomplainingly speaks well for their 
 eagerness and the eagerness of their parents for the training which 
 the schools arc giving. The Territory ought to see to it that such 
 insistent desire for an education is gratified. 
 
 SLTEPvVISIOX OF TERRITORIAL HIGH SCHOOLS. 
 
 If the foregoing suggestions regarding the establishment of junior 
 and senior high schools in the Territory be adopted, then the com- 
 mission would recom m end that needed supervision of such schools 
 to secure coordination of work and an increasing adaptation '.?f 
 coulees and of teaching practice be vested in the department v>f 
 education of the University of Hawaii. A person who has an inii- 
 mate acquaintance with high-school problems and with high-school 
 teacliing and administration should be added to the university 
 faculty. During one-half of each school year he should be per- 
 mitted to spend liis entire time in visiting the high schools of the 
 Territory and in helping the principals and teachers of these schools 
 in their work; during the other half year he should be required to 
 give coui"ses at the university in matters pertaining to the general 
 field of high-school Vv^ork. 
 
 7o THE SUPERVISION OF PRIVATE SCHOOLS. 
 
 In the relationship existing between the Territorial department 
 of public instruction and the private schools (foreign language 
 schools arc not in the private school group), the Territory is unique. 
 The sections of the law definmg the relationship of the private schools 
 to the department of education are as follows: 
 
 Any person desiring to estal)lish a private srliool ^^^t^xin the Territory of Hawaii 
 shall, prior to the establishment thereof, make application in writing to the depart- 
 ment of public instruction of the Territory, which application shall be signed by the 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 69 
 
 applicant or ai:>plicanis and shall state in substance (1) the name or names of the 
 persons desiring to establish such schools; (2) the proposed location thereof; and (3) 
 the course of instruction and the languages in -which such instruction is to be given. 
 
 Upon the receipt and approval of the application, the department of public in- 
 struction shall issue to the person or persons apphdng therefor a permit, in form to be 
 by it approved, authorizing the establishment of such school; and no private school, 
 shall be established within the Territory except in conformity with this chapter. 
 
 All persons conducting schools within the Territory other than public schools 
 shall on or before the 1st day of October, 1917, file with the department of public 
 instruction a statement in writing signed by the person or persons conducting such 
 school, showing (1) the name or names of the persons in charge thereof; (2) the loca- 
 tion; (3) the course of instruction and the languages in which such instruction is 
 given. 
 
 Upon the receipt of such statement and approval by the department of public 
 instruction of the course of study and instruction given, the department of public 
 instruction shall issue to the person or persons in charge of said school a certificate, 
 in form to be by said department of public instruction prescribed, recognizing such 
 school as a private school within the meaning of this chapter. 
 
 Attendance at any school established or maintained without complying with the 
 terms of this section shall not be considered attendance at a public or private school 
 within the meaning of this, chapter. 
 
 The department may, from time to time, require regularly established private 
 schools to submit reports in such form as it may deem proper. Failure to comply 
 with the provision of this act shall constitute an offense punishal ile, upon conviction 
 Ijy a fine not exceeding $10 for each offense. 
 
 Every private school shall be subject to the supervision of the department. It 
 shall be the duty of the department to require that teachers of private schools l^e 
 persons of good moral character: and that the premises of such schools comply with 
 the rules and regulations of the department as from time to time promulgated with 
 regard to sanitai'V conditions and. hygiene. 
 
 The English language shall be the medium and basis of instruction in all public 
 and private sch.Dols within the Territory, and any school where English is not the 
 m-^edium and basis of instruction shall not be recognized as a public or private school 
 within the provisions of this chapter, and attendance thereat shall not be considered 
 attendance at school in compliance with law: Provided, Jioicever, That the Hawaiian 
 language shall be taught in addition to the English in all normal and high schools of the 
 Territory; and that, where it is desired that another language shall be taught in addi- 
 tion to the English language, such instruction may be authorized by the department 
 by direct order in any particular instance: Provided, Jiowever, That instruction in 
 such courses shall be elective. 
 
 While the law, as transcribed above, clearly contemplates that the 
 supervision of private schools by the Territorial department of 
 education shall be substantial and effective, nevertheless the com- 
 mission must point out that at present such supervision does not exist 
 in fact. This is doubtless partly because the department of public 
 instruction is completely understaffed; so much so, indeed, that, as 
 is pointed out in other parts of the report, the public schools them- 
 selves are not properly supervised. It therefore seems impossible, 
 "svith a corps of workers no larger than the Territory has so far pro- 
 vided, to undertake the supervision of the private schools in the 
 manner intended bv the law. 
 
iV A bUKVJbil UJy JLUUUATIUJN IJN HAWAII. 
 
 The commission feels that it is desirable for private schools to 
 come under the supervision of the authorities of the public school 
 system in certain important particulars. Nevertheless, tlie commis- 
 sion desires to point out that such supervision should in no respect 
 curtail any reasonable desire on the part of the founders or managers 
 of private schools to initiate intelligent departures in educational 
 practice. Of necessity, the public school, in that it is conserving the 
 interests of large masses of pupils, must be conservative. It can 
 ill afford to experiment in the field of educational theory or practice. 
 Reforms in the work of the public school, therefore, to a very large 
 degree, must be initiated only after their soundness has been demon- 
 strated outside the State-supported system. It would be most 
 unfortunate, therefore, if there were ever brought about a supervision 
 by State authorities so detailed and rigid as to preclude privately 
 maintained schools from making wide variations in their work. 
 
 On the other hand, it is the business of the State to safeguard the 
 interests of every child within its borders and to see to it that he has 
 an opportunity equal to the opportunity offered any other child to 
 secure an education and to carry it as far as his abiUty, desire, and 
 ambition wiU permit. Moreover, the State must see to it that the 
 school conditions of every child are healthful and that teachers are 
 provided who have the requisite training, whose moral principles are 
 sound, and who have an unquestioned loyalty to the traditions and 
 principles on which our Government is founded. 
 
 The commission, therefore, feels that the Territory has done well 
 to place such a law on its statute books and suggests the great desir- 
 ability of so increasing the sta.ff of its supervisorial force that the 
 purpose of the law can be carried into effect. 
 
 8. THE TERRITORIAL DEPARTMENT HAS MADE A BEGINNING IN 
 ORGANIZING THE KINDERGARTEN. 
 
 Though the kindergarten is the youngest member of our educational 
 family, its active growth in this country falling well within the last 
 half century, yet it has won its way to an established place in our 
 school system, as a glance at the record of the growth of the move- 
 ment will show. The first kindergarten on the mainland to be organ- 
 ized in connection with the public school system was estabhshed in 
 Boston in 1870, but was discontinued after a few years. For 20 
 years the movement grew very slow'ly, so slowty, in fact, that by 
 1890 it had secured legal recognition in but a half dozen States and 
 formal adoption in no more than five or six of the larger cities and 
 in but 25 or 30 of the smaller. Now, however, nearly every State in 
 the Union has permissive kindergarten legislation and, as shown by 
 the 1915-16 statistics of the United States Bureau of Education, 
 1,228 cities report a total of 8,463 kindergartens, with an aggregate 
 enrollment of 434,022 children and employing nearly 9,000 teachers. 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 71 
 
 BASIC PEINCIPLES OF THE KIXDERGARTEN. 
 
 Froebel, the founder of the kindergarten, conceived the true 
 educational process to be one which is rooted and grounded in the 
 child's own spontaneous self-activity; for, he held, the impulses 
 which cause humanity to aspire to progress are instinctive and will 
 be expressed spontaneously in childhood through play if opportunity 
 be afforded. He believed, therefore, that the play impulse, so char- 
 acteristic of young children, should be looked upon as the chief 
 agency in education. So he insisted that children be permitted to 
 play with the same freedom that they would exercise if at home, 
 and yet, withal, that this play be conducted under the eye of a teacher 
 who should be ^^^se enough to organize and interpret these expres- 
 sions of the child's instincts and give them significance ^\'ithout 
 inhibiting the exercise of his spontaneity. 
 
 The various play activities of childhood, Froebel held, fell naturally 
 into two groups: That in which the qualities of a social character, 
 such as cooperation, subordinating individual desire to the group 
 will, and the abihty to give and take, are developed ; and that in which 
 the child gains certain necessary sense impressions and perceptions. 
 To the first of these belong group games, such as games of skill and 
 dramatic games, in which children impersonate such social workers 
 as the farmer, the carpenter, and the housewife. Activities belonging 
 to this group require no material equipment. To the second belong 
 the activities centering about the playthings or ''gifts" which he 
 proposed to place in the child's hands at successive intervals, and the 
 various manual *'* occupations" which vrere designed by him to 
 keep pace with the child's growth and interest. By means of the 
 ''gifts," arranged in series, and the activities associated therewith, 
 the child is to be made conscious of the simple but fundamental 
 ideas of color, of form, of number, of dimension, of v/eight, of sound, 
 and of direction and position. Through the "occupations" which 
 he outlined opportunity is provided, he holds, for an exercise of the 
 powers of perceiving, observing, thinking; and for the gaining of 
 certain artistic appreciations through constructing things having 
 harmonious and pleasant forms. 
 
 The kindergarten practice in the United States has received an 
 extremely searching examination and appraisal, for it has been forced 
 to sc[uare its principles and methods by criteria which have come into 
 our present-day thought as a result of investigations in the fields of 
 physiological psychology and of chiild-study and thi^ough the con- 
 tributions made to the discussion by the Herbartians. These criteria 
 have profoundly modified kindergarten theory and practice as set 
 forth by Froebel and interpreted by his followers, but the Froebelian 
 conceptions that education is a process of development rather than 
 
one of instruction; that play is the natural means of development 
 during the first years; that the child's creative activit}" must be the 
 chief factor in his education; and that his present interests and needs, 
 rather than the demands of the future^ should determine the material 
 and method of instniction, are all conceptions which are sanctioned 
 by the conclusions reached in the fields of modern educational inves- 
 tigation and research. In consequence of this critical examination, 
 kindergarten practice has been profoundly modified, but the funda- 
 mental things for which Froebel stood, and upon which kmdergarten 
 activities are based, are more generally mdorsed than ever before, a,nd 
 it can confidently be said that the kindergarten is now so thoroughly 
 established in public confidence and so strongly grounded m accepted 
 theory that its place in our school system will never agam be seriously 
 endangered. 
 
 THE INFLUENCE OF THE KINDERGARTEN ON PRIMARY EDUCATION. 
 
 I] I turn, the kindergarten idea is having a reciprocal influence of 
 far-reaching character on the aims and methods of elementary educa- 
 tion, especially of the primary grades. Beautifymg the schoolroom 
 with pictures and plants ; the introduction of movable desks and chairs 
 in the lower grades ; the substitution of songs and games and dramatic 
 plays for the formal drills and the rigid, repressive discipline; the 
 appeal to the child's fancy through storj-telling; the sympathetic 
 attention to the child's physical needs; the use of out-of-door excur- 
 sions and work with garden plats ; the employment of many forms of 
 handwork in the schoolroom; and the growing practice of having the 
 long vacation come during the inclement winter months instead of 
 during the summer, an arrangement especially suited to little children, 
 are some of the results of the recognition in the grades of the validity 
 of the principle underlying kindergarten activities, that education 
 comes by way of the child's ovv'n self-activity. 
 
 EFFECT OF KINDERGARTEN TRAINING ON PROMOTION. 
 
 Whde the kindergarten is primarily concerned with the content of 
 education and its spirit and with the fulhiess of the life of the child, 
 matters which do not lend themselves to statistical evaluation, never- 
 theless studies have been made which tend to show that the child who 
 has had kindergarten training is likely to make more rapid progress 
 through the grades than those who have had no such training. A 
 study made in Kenosha, Wis., for example, based on the records of 
 925 children who had had kindergarten instruction, and 738 children 
 who had entered school without such training, while not conclusive, 
 suggests that the first group had fev*'er who were retarded in their 
 later school work. Supt. Harvey, of Pawtucket, R. I., found in his 
 
OEGAKIZATIOISr OF THE PUBLIC SCHOOL SYSTEM. 7S 
 
 schools that 60 per cent of the children entermg school uuder the age 
 of 5 years and 3 months , without kindergarten training, failed of 
 promotion, against 35 per cent of those who had had kindergarten 
 trainmg. Of those entering, whose ages fell between 5 years 3 months 
 and 6 years, 30 per cent failed who had had no kindergarten training, 
 agamst 16 per cent of those who had b^en through the kindergarten. 
 And of the children 6 years and over^ the failures in the two groups 
 stood at 21 per cent and 10 per cent, respectively. 
 
 A more recent study of the effect of the kindergarten in lessening 
 the number of repeaters is that by a committee, appointed m 1915, of 
 the superintendents and school boards branch of the Michigan State 
 Teachers' Association, reported by Berry. The report shows that 
 this question of the influence of the kindergarten was studied in the 
 records of one group of schools in the lower peninsula region of Michi- 
 gan which consisted of 94 towns and cities, 19 of which were without 
 the kindergarten and 75 haTing this form of organization. 
 
 The facts regarding repetition, as disclosed by this report, a,re as 
 follows : 
 
 Influence of the kindergarten on repi'tition in Miehigan. 
 
 Percentage of repeaters in all 
 dumber grades, 
 
 of cities ! 
 
 and 
 towns. 
 
 Percentage of repeaters in the 
 first grade only. 
 
 Boys. Girls. 
 
 No kindergarten i 19 - 13.8 i 10.2 
 
 With kindergarten ' 75 [ 11.0 i 7.8 
 
 Both. : Boys. Girls. : Both. 
 
 10.2 : 27.4 : 15.6 ; 27.7 
 
 7. 8 15. 2 1 10. -t 1 12. S 
 
 The table shows that in the 19 towns without a kindergarten the 
 percentage of repeaters, all grades considered, is 28.7 per cent greater 
 than in the 75 towns haTuig kindergartens; while in the first grade, 
 taken by itself, the percentage of repeaters in the towns having no 
 kindergartens exceeds the towns havuig the kindergartens by 69.5 
 per cent. 
 
 The foregoing studies are significant, for they indicate that the 
 kmdergarten is an important factor in reducing repetition in suc- 
 ceeding grades,, and especially m the first grades. It exercises this 
 ii).fluence, doubtless, both directly and indh^ectly; directl}^, m the 
 sense that such traming tends to fit a child for quickly '' finding 
 himself " in the usual work of the school; and then, indirectly, by keep- 
 uig children out of the first grade until they are more mature. Con- 
 siderable pressuie is brought to bear upon school officials in many 
 places v/here no kindergarten has been established to admit children 
 to the first grade before they have reached the age of 6. A percent- 
 age of repetition, therefore, in the first grade in such schools is due 
 to the immaturity of such children, A study of this factor, ui causing 
 
repetition, has never been made, it is believed. However, in the 
 Michigan study, just referred to, it was found, for example, that in 
 the 19 to\Mis, having no kmdergarten, 33 per cent of the enrollment 
 of the first grade were not older than 5 years vvhen they entered 
 school, whereas among the 75 cities having the kindergarten, this 
 percentage was reduced to 7.8 per cent. 
 
 Another stud}^ of significance, but along a different line, was made 
 by the superintendent of the Boston schools in 1913. He asked 49 
 kindergarten teachers to do advanced kindergarten work with the 
 children of 60 classes m the primary grades for two afternoons a week, 
 continuing for a year. Great freedom was permitted in the choice of 
 activities and in the arrangement of the program. Advanced 
 ''gifts" and handwork were used in most of the classes, the former 
 for free construction and for number work, the latter for hand training 
 and for free expression of experiences. Games were played, stories 
 were told, and many excursions were taken to the vroods, parks, farms, 
 and beaches, providing rich materials for conversation and for expres- 
 sion through handwork. At the close of the year 60 j^rimary grade 
 teachers, vrho were the regular teachers of the classes, were asked for 
 reports and frank comments on the experiment. Ail but one reported 
 favorably, while many spoke of the results in terms of enthusiasm. 
 
 Recently one of the members of the survey commission, visiting 
 the public plantation school at Hamakuapoko, Maui, observed that 
 the children of the class of beginners, made up almost entirely of 
 orientals, were unusually responsive to tliQ questions of their teacher, 
 and replying in language of a nmch better quality than most beginning 
 children on the plantations can command. Upon inquiry it was 
 learned that the entire class had had training in a near-by kindergarten 
 maintained privately by one of the plantation owners. 
 
 THE SITUATIOX IX HAWAII. 
 
 Largeh' in response to the excellent work done by the Free Kin- 
 dergarten and Cliildren's Aid Association of Hawaii, referred to in 
 Chapter I, the Territorial Legislature at its last session authorized 
 the department of education to organize one kindergarten on each 
 of the four principal islands. While this program has not yet been 
 fully executed, as insufficient funds were provided, nevertheless it is 
 the first step in a plan which the commission sincerely hopes will 
 lead, within a very short time, to the organization of a kindergarten 
 in every school in the Territory. The commission is convinced, after 
 a careful study of the conditions which obtain in the islands, that no 
 more important single step in Americanizing the children of the 
 foreign born can be taken than in the establishment of a kinder- 
 garten' or kindergartens in every settlement in the Territory. In 
 
OEGANIZATIOIs' OF THE PUBLIC SCHOOL SYSTEM. 75 
 
 order to make such a project a success it will be necessary for the 
 department to secure an efficient head to this work and to establish 
 training courses under competent directors for the training of teach- 
 ers for kindergarten work. In this connection the commission would 
 recommend that the training of teachers for tjie kindergarten be 
 made a part of the work of the educational department of the uni- 
 versity, wliich the commission has recommended in another part of 
 this chapter. 
 
 9. THE SUPERVISION OF THE DEPARTMENT. 
 
 Under the present organization, the educational department of 
 the Territory is clearly lacking in teacher supervision. The princi- 
 pals of the schools throughout the Territory teach full time and in 
 consequence are unable to give any systematic attention to the class- 
 room supervision of their teachers. There are seven supervising 
 principals in the islands — thj-ee on Hawaii; one, with an assistant, 
 on Maui; two on Oahu; and one on Kauai. The territory which 
 each is obliged to cover is very large. The population for the most 
 part is scattering and consequently the schools in many instances 
 are miles apart, which requires that the supervising principals shall 
 spend much of their time in the sheer act of reaching the schools. 
 In consequence, the corps of supervising principals is unable to do 
 much more than to attend to the various administrative matters 
 within their respective districts which are insistent and which can 
 not be neglected. It is obviously impossible for them to give more 
 than a cursor}^ attention to the intimate detail of classroom prob- 
 lems, problems of class management and instruction, which confront 
 each of the teachers. This is especially unfortunate in the schools 
 of the Territory because of the fact that the teaching force is rela- 
 tively more unstable than in mainland communities. Teachers in 
 the Territory are shifting from school to school with great frequency. 
 Furthermore, the department must rely upon mainland sources for 
 a considerable percentage of its teachijig force. These teachers arrive 
 in the Territory knowing nothing about local conditions or about the 
 problems arising in connection with the various nationalities repre- 
 sented in the school enrollment and to which mainland teachers are 
 unaccustomed. 
 
 The course of study, likewise, is very different from that to which 
 they have been accustomed, and in consequence it takes a consider- 
 able time for the new teachers to make their adjustments. During 
 tliis process, the children naturally are placed at a disadvantage in 
 their schoolroom work. A great deal could be accomplished in bridg- 
 ing over this transition period if the department were so organized 
 that a closer supervision by men and women thorouglily familiar 
 with island conditions and with classroom difficulties could be pro- 
 vided. It is obvious that a single supervising principal on Maui or 
 10146°— 20 6 
 
Kauai, or two on the Island of Oaliu. or oven tliree on the Island of 
 Hiiwaii, must find it impossible to give each teacher under their 
 juiisdiction the close personal attention which progressivi3 commu- 
 nities on the mainland are finding necessary even under the relatively 
 more favorable conditions which there obtain. The survey com- 
 mission, therefore, recommends that steps be taken to secui'e tliis 
 type of supervision now so much needed in the Territory. Further- 
 more, it believes that much can be accomplished in securing super- 
 vision of the chai^acter indicated by ejffecting an organization along 
 the lines of the plan known as the *^ group principal plan of school 
 supervision/' 
 
 THE GitOUP PRINCIPAL PL AX OF SUPEKVISIOX. 
 
 According to this plan of organization, the schools of a given island, 
 for purposes of supervision, can be grouped so that it would be pos- 
 sible for a principal of the group, freed from classroom teaching, to 
 devote his or her entire time to helping the individual teachers of tlie 
 group in their work. Thus, by way of illustration, the elementary 
 schools on the Island of Maui, for purposes of such group supervision, 
 could be combined natural!}' into some seven groups, as f oUows : 
 
 Group I, vrith 2S teachers and aJi enrollment of 979 pupils, com- 
 prising tlie following scliools, none of which is more than 10 miles 
 from a conmion center: Ksmehameha ill, Olovralu, Puukolii, IIouo- 
 kowai, Honokohua, Laniii. 
 
 Group II, with 22 teachers and an enrollment of 74:') pupils, com- 
 prising the foilo^^ng schools, none of which is more than 10 miles 
 from the center: Wailuku, Waihee, Kahakuloa, Waikapu, Kihei. 
 
 Group III, with 30 teachers and an enroUmeni of 1,030 pupils, 
 comprising the foilo^\ing schools, none of which is more than 8 
 miles from the center: Puunene, Kahului, Spree klesvilie, Keahua. 
 
 Group IV, with 29 teachers and an enrollmerit of 1,030 pupils, 
 comprisiag the following schools, none of v>'hich is more than 12 
 miles from the center: Paia, Hamakuapoko, Haiku, Kuiaha. 
 
 Group V, with 40 teachers and an enrollment of 7S5 pupils, com- 
 prising the foilo^,ving schools, none of which is more than 20 miles 
 from the center: Makavrao, Kaupakalua, Halehaku, Huelo, Keala- 
 hou, Keokea, Ulupalakua, Makena. 
 
 Group VI, with 16 teachers and an enrollment of 540 pupns, com- 
 prising the following schools, none of which is more than 20 miles 
 from the center: Plana, Kaeleku, Nahiku, Keanae, Ilaou. Kipahulu, 
 Kaupo. 
 
 Group VII, with 9 teachers and an enrollment of 270 pupils, com- 
 prising the following schools, none of which is more than 25 miles 
 from the center: Kaluaaha, Waialua, Halav/a, Kamalo, Kaunakakai, 
 Kalae. 
 
OEGANIZATIOl'T or TPIE PUBLIC SCHOOL SYSTEM. 77 
 
 By placing in cliarge of each of these groups a group |)rin<:'ipal; who 
 hy experience, training, and ternperamenlal aptitude is quahfied to 
 i:ive to individual teachers that inspirational and lielpful supervision 
 v\ Iiich they need, a great advance in the efficiency of the classroom 
 work now prevailing throughout tlie islands would he secui'ed, for it 
 must frankly he pointed out by the commission that at present there 
 is a great deal of exceedingly aimless, pointless, and inefficient teach- 
 ing l)eing done in the schools on all of the islands. Under tactful 
 and intelligent guidaJice of the kind w^hich the commission has sug- 
 gested, many of the teachei"s vv^ho are now im wittingly doing such 
 poor work would develop into strong and efficient teachers. In car- 
 rying sue] I a plan as tliis into execution, however, the commission 
 suggests that its success depends upon a fortunate selection of group 
 principals. In vievv' of the responsibilities devolving upon such a 
 principal, the commission suggests that the group principal plan be 
 put into effect only as the superintendent of public instruction and 
 the commissioners of education are convinced beyond doubt that 
 there are available suitable persons for this office. 
 
 Such a plan of organization for purposes of supervision, it should 
 be pointed out, would not necessarily eliminate the present corps of 
 supervising principals, for, in the event that the survey commission's 
 plan for creating county boards of education and vesting them with 
 large powers in local matters be adopted, then n.aturally the super- 
 vising principal or principals on each of the islands would stand in 
 relation to the county board of education as Vv^ould a county super- 
 intendent of schools on the mainland. 
 
 Under this plan of group principal supervision, the commission 
 wishes to point out, sufficient clerks should be provided so that tlie 
 time of the principals will not be occupied with statistical and busi- 
 ness matters, for the work of greatest importance which these persons 
 can do is in dealing with the problems of the classroom confronting 
 the individual teacher. Attention should not be diverted from this 
 important work to routine matters having to do v/ith statistics, 
 reports, attendance, and the thousand and one details of an admin- 
 istrative character which can be handled by a competent clerk as 
 well as by a relatively high-salaried principal. One competent clerk 
 assigned to each group of schools presided over by a group principal, 
 the commission suggests, would be adequate to take care of such 
 de tails. 
 
 SPECIALISTS IX TEACHIXG ^.nOTHODS NEEDED ON EACH OF THE ISLANDS. 
 
 If the junior high school fonn of organization, recommended in 
 another part of this report, be adopted and if also the grou]:) prin- 
 cipal plan of supervision be likewise put into operation, the result 
 
7» A SURVEY OF EDUCATIOIn II^ HAWAII. 
 
 SO far as school organization is concerned, would be a large 
 group of elementary schools none of which would contain grades 
 beyond the sixth grade; a second group of junior high schools com- 
 prising the seventh; eighth, and ninth grades; and a third group of 
 schools; still fewer in number; having the tenth, eleventh, and twelfth 
 grades, or comprising with the junior high schools the six grades of 
 the public school secondary course. Inasmuch as it will be difficult to 
 secure group principals who themselves in ail cases are familiar v/itb 
 the best naethods of schoolroom, practice, it would be desirable in 
 addition that on each of the islands there be placed one expert in 
 prim^ar}" grade methods and one in the methods of the more advanced 
 grades of the elementary school. These two experts in classroom 
 work should spend their time in working with the group principals 
 and with the teachers to the end that classroom work may be properly 
 coordinated and also to the end that there shall be provided a means 
 whereby teachers, many of whom are poorly trained or who are 
 unfamiliar with local conditions, can rapidly improve in the quality 
 and character of their teaching work. By such an organization as the 
 foreg:oing on each of the islands the commission is convinced that the 
 Territory would place itself in a position where, mthin a very few 
 years, the quality of instruction offered in the schools would be equal 
 to tliat to be found now in the best schools of the mainland and at the 
 same time would be shaped up to meet the peculiar conditions and 
 needs of the children of the variou.s racial groups comprising the 
 population of the islands. 
 
 10. THE WORK OF THE TERRITORIAL NORMAL SCHOOL. 
 
 Under the laws of the Territory of Hawaii, the Territorial normal 
 school is under the immediate direction and control of the superin- 
 tendent of public instruction and the commissioners of education. It 
 has a faculty of 32 teachers and an enrollment of 422 pupils. In 
 adcUtion, there is a training school connected with the normal school 
 comprising the 8 grades of the public school course and enrolling 
 518 pupils. This training school is in charge of a corps of 18 teachers, 
 all worldng under the direction and supervision of the principal of 
 the normal school. During the 25 years of its existence the normal 
 school has graduated 682 teachers, of which number there are now 
 438 teaching in the public schools of the Territory. 
 
 Various courses of study have been attempted, those at present 
 represented being as follows: 
 
 1. A four years' course beyond the elementary scliool, wliicb leads to a normal 
 Bchool diploma, efiuivalent to the highest form of certification for elementary grades. 
 
 2. A one-year course for graduates of high schools, which loads to a normal school 
 diploma of equivalent value to the above. 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. i^ 
 
 3. A four-years' course beyond the elementary school v/ithcut algebra and geometry 
 and apparently for tliose unusually handicapped in the mastery of correct English. 
 This leads to a normal certificate equivalent to primary grade certification. 
 
 4. A one-year course for high school graduates, Avithout algel^ra and geometry, 
 leading to the same normal certificate. A course primarily for weaker high school 
 students. 
 
 BUILDINGS AND EQUIPMENT. 
 
 The location of the noraial school, situated as it is on a bit of land 
 dug into a hillside slope, scarcely larger tlian the building upon it, 
 although all that is desirable from the Tiewpoint of scenic effect, is 
 not a suitable place, obviously, for giving teachers in training the 
 kind of experience they need if they are later to help in an effective 
 way in shaping the work of the public school to raeet the needs of the 
 new order in Hawaii. It will be unfortunate, the commission feels, 
 if more money is expended in erecting buildings on the present site. 
 . All the buildings show the need of renovation, but since the present 
 fund for repairs and maintenance (which includes janitor service) 
 is only $2,000 per year, it is difficult to see how more could be done in 
 this direction. In view of prevailing prices a fund of .?4,000 or $6,000 
 per year should be set aside for these items alone. 
 
 But equally serious is the fact that the present plant needs decided 
 modernizing to make it meet the demands of the present faculty, 
 student body, and training school pupils. There should be enough 
 classrooms so that each teacher can have one of her own. Two or 
 three teachers are now obliged to share a room. No study rooms are 
 available for students. The library should be four or five times its 
 present size. The physical training work should be given offices and 
 quarters within some building, as the present recognition of this 
 important work represents the merest makeshift. There should be 
 adequate accommodations for teachers' dressing rooms. Finally, 
 toilet facilities for both faculty and pupils are most inadequate, 
 while those used by the boys are unsanitary. 
 
 The present value of equipment is stated by the administration of 
 the school to be $13,953.81, which represents, for the two decades in 
 which the school has been in its present location, an average value of 
 about $698 per 3^ear. When consideration is taken of the needs of 
 modern teacher training institutions along the line of scientific 
 appai^.tus, chemicals, books, maps, charts, pictures, and collections, 
 it appears that appropriations for equipment have fallen far short of 
 necessities. A surve}^ of the various departments of the school more 
 than justified this statement. In fact, until the Territory makes 
 more liberal grants for the equipment of tlie normal school it must 
 necessarily expect the efficiency of the faculty not to mention the 
 resourcefulness of the cadet teachers to be very materially handi- 
 capped. The library, in particular, is one case in point. With a very 
 
meager yearly budget for the piUThase of books it iias frequently 
 been denied the privilege of using its allowance in full. For example; it 
 nowbas on its shelves severahvorks of which no use is evermade. Some 
 of these run into 1 5 or 20 volumes . Inquiry showed that frequen tly in 
 the past such, sets of books had been purchased from agents by some 
 official in the oihce of the department of public instruction and then 
 had been sent to the normal school and charged to the library fund. 
 Under such lax regulations it is not surprising to find the library 
 decidedly lacking in vigorous, up-to-date literature of either an 
 academic or professional character. Laboratory equipment is another 
 case in point. Although the normal school subserves, in a sense, 
 the double purpose of providing secondary education and training in 
 teaching it may be said that laboratories for work in sciences are 
 almost nonexistent. No matter how well equipped the facult},'' 
 representatives of the science subjects may be, the handicaps under 
 which they' work, through lack of equipment, make it impossible for 
 their courses to get any great distance from formal book work. 
 Tliroughout the institution, in truth, the observer finds himself all 
 too frequently asking the question, What resources in the way of 
 equipment has the school other than textbooks v 
 
 THE FACULTY OF THE NORMAL SCHOOL. 
 
 The faculty of the normal school in matters touching training for 
 their work, professional interest, and personality makes a very 
 favoi'abie impression. In the normal department proper there are 
 27 regular teachers, 24 women and 3 men, and 6 special teachers 
 (women), most of whom give part time only to the school. In the 
 training school department there are 18 teachers, all of whom are 
 women. One-third of the normal faculty are in their first y^ear of 
 normal work; 4 are in the second year; 6 have been in the school 
 from t^'O to five years, and one-third over five years, 1 having served 
 19 years and another 20 years. The principal has been with the 
 institution for 22 years. In the training school one-half of the 
 teachers are new this year; 6 are beginning their second year, and the 
 remaining 3 have held their positions three, four, and five years, 
 respectively. The records of tenure for 1918-19 are very similar. In 
 the normal department 12 teachers retired at the end of the year, 
 of whom 9 had served one year or less. Of 20 teachers in the 
 training school for 1918-19, 16 had served one year or less. These 
 figures indicate a very serious lack of permanence within the instruc- 
 tional staff, creating a condition which is disconcerting, to say the 
 least. In public school systems generally it is recognized that sta- 
 bility of the teaching force is essential, if the best results are to be 
 attained in the classroom ; then, how much more essential it is that a 
 teacher training center maintain its staff with sufficient permanence 
 
OFvGAXIZATION OF THE PUBLIC SCHOOL SYSTEM. 81 
 
 to develop and carry out effective cooperation. Wiiiie miicli of the 
 instability in the teaching corps of the territory is due to inadequate 
 salaries and inconvenient local conditions as to living, the survey 
 commission is of the opinion that in the case of the Territorial normal 
 and training school this difficulty of keeping together a continuous 
 and contented faculty is primarily chargeable to the administration 
 of tlie school. 
 
 In general it may be said that the teaching corps in both depart- 
 naents of the institution represents very satisfactory training, those 
 from the mainland and those who have taken advanced work there 
 possessing decided advantages. But frankness impels the statement 
 that; in the case of the few teachers who are locally trained and who 
 know only the traditions of the institution; there is a very evident 
 lack of vision as to the possibilities of their work. 
 
 Professional mterest and zeal are indicated b}- the reports of the 
 staff along the ime of the reading of modern educational books and 
 magazines; and here there is some need of stimulus and guidance 
 more cs]:iecialiy on the part of the training school teachei-s. Four 
 teachers only of 46 report reading the Hawaiian Educational Review 
 though this may be due to oversight. Among the normal department 
 instructors the special subject teachers are in touch with modern 
 magazines in their own fields, ^vhUQ others of this group name practi- 
 cally one magazine, the Educational Review. But this group reads 
 quite consistently magazines of such general world interest as the 
 National Geographic, Literary Digest, World "s Work, Review of 
 Reviews, and Atlantic Monthl}'. Among the training school group, 
 Primary Education and the Normal Instructor and Primary Plans are 
 named by of the 17 persons as being regularly read. Evidently some 
 of the best magazines in the field of elementary education are not 
 reaching the normal school faculty. This suggests that the adminis- 
 tration should assum^e the responsibihty of having these added to 
 the libriiry of the school, and of having many of their very significant 
 articles caJled to the attention of the staff. Concerning modern edu- 
 cational books both groups show more familiarity, A variety of 
 recent books has been listed, including those by Dewey, Thorndike, 
 Strayer and Norsvv'orthy, McMuny, Curtis, Farnsworth, ^loore, 
 Terman, Baglev^, and Monroe (measurements). But, as in the case 
 of magazines, access to these is had largely through other sources 
 than the library of the school. 
 
 SALARIES OF THE STAFF. 
 
 The median salary for the members of the normal group for 1019- 
 20 is $1,560. This is an advance of more than S200 over the median 
 for the salarv schedule of 1011-15. The ran^e in salary for this 
 
82 
 
 A SrPiVEY or EDUCATION IN HAWAII. 
 
 same group is at present from $1,320 to $2,460 for teachers. The 
 vice principal receives $2,640 and the principal of the school receives 
 $3,600. The median for training school teachers, 1919-20, is about 
 $1,260; and in 1914-15 it was approximately $1,000. The present 
 range for this group is from $1,200 to $1,560. As with the elementary 
 staff in general, so in the present instance the Territorial government 
 deserves much credit for its liberal policy touching financial recogni- 
 tion for teachers. It must, however, be pointed out that even in the 
 immediate future the salary schedule of the normal faculty will need 
 revision upwards, and it is both business like and just to hold out 
 such a hope. Of the entu'e staff of the public school sj^stem there is 
 no group of teachers which has greater responsibility for kee^>ing 
 abreast of modern educational movements; and no other group is 
 required to render as arduous self-sacrificing service or to expend as 
 much in effort and time in keeping efficient. JSTot only should the 
 members of the normal school staff in justice expect to enter upon 
 their work at a salary rate somewhat in advance of the teachers at 
 large, but the}' should have the encouragement of larger annual 
 increments (on the basis of successful service) and the encouragement 
 of reaching maximum salary and permanency of tenure in less time. 
 Having these considerations in mind, therefore, the following salary 
 sr-heduie for each group of the normal school staff is recormnended: 
 
 Proposed salary schedule for normal school faculty. 
 
 
 Leneth 
 
 of 
 rime 
 
 of 
 
 ap- 
 point- 
 ment. 
 
 Salary schedule for each ^roup. 
 
 Yearly 
 salary 
 
 in- 
 crease. 
 
 
 Teachers, 
 
 Normal in- 
 structor. 
 
 Training school 
 teacher. 
 
 Year in which group 
 maximum can be 
 reached. 
 
 
 Mini- Maxi- 
 mum, mum. 
 
 Mini- 
 mum. 
 
 Maxi- 
 mum. 
 
 
 t*no-ycar teachers Cprobation- 
 
 aiy for 3 years). 
 Thre&-year teachers 
 
 1 
 
 .?1,500 ' S1;8C^ 
 
 1,980 2.220 
 2,4G0 ' 
 
 Si, 200 
 1,620 
 
 SI, 500 
 1.800 
 
 S120 
 120 
 
 Third. 
 Third. 
 
 Permanent teachers 
 
 2,100 
 
 Seventh from be- 
 
 
 
 
 
 ginning of service. 
 
 THE STUDENTS OF THE NORMAL SCHOOL. 
 
 The enroHment of the normal school includes 42.3 prospective 
 teachers in the normal department and 527 pupils in the training 
 school. The latter group serves as the practice school for the cadet 
 teachers. As far as pupils are concerned it is like other public schools 
 of Honolulu, and hence need not be considered here. 
 
 Of the 428 students, 42 are boys and 381 are gu^ls. The median 
 age is 17 years and 4 months. The middle 50 per cent range from 16 
 years and 2 months to 1<S 3'ears and 8 months. On the basis of age 
 alone these students are comparable with student groups in American 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 83 
 
 normal schools. Segregating the students acrording to racial descent 
 brings out several interesting points. Eight onl}^ are of American 
 birth and only one is of British descent. One-fourth are Japanese; 
 ahnost one-fourth are Chinese; slightly more than one-fourth are 
 part Hawaiian; 68 are Portuguese; 22 are ])ure Hav/aiians; and 
 there is a scattering representation of Porto Rican, Korean, and 
 Spanish. Xinety per cent of the student body must work under a 
 heavy handicap, having failed to master the English language before 
 undertalcing the serious responsi])ilitj' of teacher ])re]iaration. This 
 dilFicult}^, coupled with the diversity of background formed by 
 custom and tradition, makes for a general state of un})reparedness and 
 immaturity on the }>art of the graduates. Thorouglily prepared 
 teachers are not possible so long as the institution attempts to 
 justify its jn-esent low entrance requirements. If the normal schools 
 of the United States are justified in raising the standards of entrance 
 and of graduation, it may be argued that the teacher training center 
 of Hawaii would be doubly justified in doing so on the one basis of 
 complex racial differences and all that this implies, in the teaching 
 of the language, customs, and ideals of our country. 
 
 The survey commission has no misgivings as to the importance of 
 the locally trained teacher in the further development of the ])ublic 
 school system. It realizes that, potentially, the students of the normal 
 school hold out much ]:>romise in this great worlv. But the survey 
 commission, nevertheless, is firmly of the opinion that the work of 
 ])reparation must ])e made to cover a longer ])eriod of time; that, in 
 other words, the native-born candidate must have a complete high- 
 school course in addition to graduation from the elementary school 
 before he shall be permitted to enter upon his professional preparation 
 in the normal school, and that, in the latter school, a course of not 
 less thsin tv\-o years shaU ])e required o^" him. 
 
 THE OKG-rVMIZATIOX AND AD^MIXISTRATIOX OF THE NORMAL SCHOOL. 
 
 From the bulletin of the normal school the following excerpts are 
 taken to indicate the purpose and organization of the school: 
 
 The purpose of the school is (a) to aid the student in acquiiing the art of teaching 
 by practice under intelligent direction, and to instruct Mm in the science of educa- 
 tion; (6) to teach the subject matter of the elementary and Mgh school coiuses, and 
 such subject matter of collegiate rank as mil give background for the work of teaching 
 and super\-ision. 
 
 There are two departments in the school, the normal department, gi^dDg instruc- 
 tion in the academic sulijects of the course and the science of education, and the 
 training department, where the cadets are taught to teach by teacMng under close 
 supervision. 
 
 In the normal department instruction is given in the suliject matter of elementary 
 and high school courses, and such subject matter of collegiate rank as mil sui:(ply 
 background for the work of teaching and super\ising in the elementary grades. 
 
The subject matter of the elementary course is taught to give the teacher.^ of t;io 
 normal department an opportunity of actuallj^ instructing the students in the h-est 
 methods of teaching the subjects of the course. In thia way the normal departm.ent 
 keeps in ix)uch ^vitli the training department and directs the method of the school. 
 The school is a unit in regard to the methods employed in the school. 
 
 The training students of the normal department are divided into three claases or 
 groups for convenience of work in the training department, and the day in the training 
 department is di\'ided into three parts: 9-10.30 a. m., j0.45-]2 m., 12.30-2 p. m., 
 to admit of each division having charge of the work during one- third of the day. Each 
 group teacher one week in each penod, consequently three weeks in each room. The 
 groups then advance a room, the gi-oup in Grade VIII beginning the work in Grade I. 
 
 In this way each cadet teaches all the subjects in each grade and gives one- thud of 
 his time for three years to acquiring the art of teaching, and the remainina: two thirds 
 to the study of academic subjects. 
 
 In the training department the training-school teacher has the general superv-ision 
 of the room. She directs the cadets in the arrangement of the subject matter, suggests 
 the method of presentation, corrects the lesson plans, keeps a record of the ability of 
 the cadets to teach and manage a room, teaches model lessons, and gives assistance 
 to the cadets in the teaching of the lesson. 
 
 The cadets take charge of the rooms in which they teach, prepare the lesson plans, 
 care for the school property, and super^.dse the pupils on the ground.^. In this woy 
 the cadets are prepared to take charge of any school to which they may bo appointed. 
 
 Tlie organization of tlie school is such that it does not accomplish 
 all that its statemeiit of purpose indicates. In the first place, the 
 standard for entrance renders it futile to expect v;ork of collegiate 
 grade. Everr member of the faculty knous there is none. In fact, 
 there is little work of high-school grade, although som_e high school 
 subjects appear in the curriculum. A good plan of organization 
 should emphasize, at the very outset, the necessity of seeing that 
 the course of stud}' is enriched in subject matter. Yv^hile retaining 
 an emphasis on method and grade vrork, there should also be subject 
 matter to give background, appreciation, and joy in reading and 
 study to those who are preparing to teach and Americanize Hawaii's 
 children. 
 
 In the second place, the articulation of the normal-school and 
 training-school departments is not good, and the defect results in 
 needless misunderstandings and ill feelmg. The adm.inistration has 
 not yet learned to delegate the details of this important work to 
 an official who has the ability and inclination to develop a plan of 
 cooperation in which both norm.ai-schooi instructors and training- 
 school teachers will have clearly defined and mutually recognized 
 functions with relation to practice teaching by the cadets. The * 
 school needs an outstanding leader for the work, one vrlio can com- 
 mand the respect of both groups. V/lien such a persoii is installed 
 the principal of the normal school should withdraw from the petty 
 minutiae of school management and discipline of the grades, and giye 
 the head of the training school some leeway in the initiation of plans 
 and the carrying out of policies. There should be periodic conferences 
 
OEGAXIZATIOK OF THE PUBLIC SCHOOL SYSTEM. 85 
 
 ; , tween the heads of dGpartments hi the noiTiitil school and tho 
 trairang teachers. This seldom occurs as between groups and though 
 hidividual conferences are hehl they take on the nature of mtorviews 
 for pom ting out corrections. The training teachers should be encour- 
 aged to feel tjiat they are a more important factor in. the institution 
 iiian mere classroom teachers. They do m fact perform the func- 
 tions of critic teachers, but their efficiency and their contentment 
 V. ould be much enhanced if the administration would vouchsafo a 
 more wholesome miderstanding of theu- positions. The instructors 
 iii the normal department would, moreover, v\'elcam,e this mno^'ation. 
 
 111 view of the heavy programs carried by the traming teachers 
 it \voald probabh' be advantageous to have in the training school 
 tiiree teachers for every tvv^o grades, instead of one teacher ]>er grade 
 a> at present. More especially is this true from tho fourth or fifth 
 to the eighth grades. Each teacher could then be resj^onsible for 
 tjjp work of two- thirds of each day and have the other third for 
 ] planning vrork, correcting lesson plans, directmg cadets in the 
 jtreparation of different subjects, and other necessar}' work. Under 
 a ])lan of this kind training teachers would be able to give theh 
 
 divided attention (in school time) to the teaching of the cadets; 
 ^ actice work would be done better; and much duplication of work 
 by the teachers of the normal school proper could be dispensed with. 
 
 Cadet teachers begin their practice teaching hi the sophomore 3'ear. 
 This procedure does not seem to be justified, for it means that imma- 
 ture students, sometimes of 14 or 15 years of a.ge, are sent to the 
 grades to teach. Students in the sophomore year are not prej^ared 
 for this work hi a,ny sense. The work is too arduous and too fre- 
 quently indifference and poor vvork are the results. Practice teach- 
 ing should be deferred to the junior year at least. Furthermore, 
 no training is given in planning grade work. Pupils are given pages 
 of detailed outlines of subject m,atter, but are given no idea how to 
 ia>' out work themselves. It is suggested that for at least one term 
 of the senior year the students choose a grade, lay out its work, and 
 deal with it undej- the supervision of the training teacher. 
 
 THE SPIRIT OF THE SCHOOL. 
 
 It was stated above that the normal-school faculty makes a favor- 
 able impression as to personnel and training, in spit« of the fact that 
 a few members show little pedagogical comprehension. It is a 
 seriously earnest faculty. It represents a commendable spirit of 
 of willingness and high professional purpose; nevertheless, the 
 esprit de corps can not be said to be good. This is due to a num]>er 
 of causes, responsibility for which hmges on the administration of 
 the school. 
 
The adniiuistration is euormousi}^ and needlessly cumbersome. 
 The amount of routine that has been built up is almost unbelievable 
 and weighs with heavy exactions on the time and energy of both 
 facult}^ and students. Most of the teachers are overworked. All of 
 them_ carry heavy programs of teachmg, which are greatly increased 
 by duties and red tape that emanate from, the principars office. 
 Teachers who are scheduled for teachmg and administrative details 
 amounthig to 32, 34, 37, 39, and 45 periods per week are so decidedly 
 overburdened that the quality of teaching must suffer thereby. 
 More than this, the insistence of the prmcipal on rigid form and 
 method crushes both origuiahty and initiative. Careful observation 
 confirms the following opinioTi: '^The method work required is all- 
 pervading, formal; consists in emphasizing one method of procedure j 
 only; allon's no individuality in either teacher or pupil, and leads! 
 to mechanical processes rather than to intelligent planning." 
 
 Lack of real harmony between trahiing teachers and normal-school 
 instructors, already referred to, is another factor that Avorks against 
 a good esprit de corps. The two departments are not working 
 together in that spirit of harmony that is fundamental to the insti- 
 tution. There is a strong undercurrent of feeling that the normal- 
 school instructors are sent to the training school with directions from 
 the office of administration to find and report faults. This is not 
 true, of course, for the individual instructors are A^ery willing to help. 
 Because of the system they have little or no opportunity to do so. 
 The writing and correcting of plans is still another disturbing element. 
 Cadet students are recj[uired to spend altogether too much time on 
 the co])ying of the most elaborate plans in connection with their 
 practice teaching. The effect of this on the quality of their work is 
 not what the admmistration believes it to be. Instead of increasing 
 resourcefulness, an}^ originalit}^ the cadet mav possess is nullified. 
 Ilis teaching is little more than the rehashing of the long-drawn-out 
 details of this plan. On the other hand, the machinery by A\'hich 
 the plans are brought to a point where they can be accepted is so 
 involved that it is responsible for much of the un.i)leasant atm.os- 
 phere existmg between the normal and training departments. The 
 outline given below will give some idea of hov\- cumbersome the 
 organization of this work is: 
 
 1. All instructions to student teachers must be made in writing'-, and include every 
 detail. Those instructions are made by grade teachers. 
 
 2. These instructions are carefully corrected by normal toiichers. 
 
 3. They are then typed and handed to the pupils. 
 
 4. In a plan period in school, super\^sed by both grade and normal teachers, the 
 plans are written from these instructions. 
 
 5. The completed j^lan, many pages in length, is handed to the grade teacher, 
 who corrects it. 8he receives at least eight a day. 
 
 6. The plans from all the grades now go through the oflice, where a siiecially assigned 
 teacher "checks" them: that is, sees ii thev are all there. 
 
OEOANIZATION OF THE PUBLIC SCHOOL SYSTEM. 
 
 87 
 
 7. The plans are di^^ded l>y subjects, fiiid sent tr) the normal teacher for correction. 
 This means at least 50, possibb' 100. plans to be corrected bv this one teacher everv 
 day. 
 
 8. The t^^•ice-co^rected plan is handed to the cadet ^vho mabcs all con'ections in 
 WTiting. The normal teacher in charge of the correction period goes over all theee 
 corrections, and if the plan is satisfactory she signs it. 
 
 9. The 0. K'd. plans now go through the office agnin. \Ahere they are checked the 
 second time. 
 
 10. The plans are irdtialed by the principal. 
 
 11. In addition to all this procedure, the normal instructors miLst look over and 
 O. K. ail the training teachers' plans from \Ahich the cad^i. Tnites his plans. 
 
 Certainly all this duplication can not mean efficiency: and it is 
 not an economical arrangement from the point of view of the normal 
 teacher, the grade teacher, the cadet, the typist, the ''checker,'"' or 
 the principal. It means, rather, the m.ost work vsith the least 
 results. When a cadet has consumed three or four sheets of foolscap 
 in making a plan he has no time or energy to consider its presenta- 
 tion in class. Struggling with his unwieldy, half-digested material, 
 his teaching naturally suffers. Training which depends so largely on 
 the spirit which imbues a school, and the personalties of its teachers, 
 can never be given until sham and form are eliminated. 
 
 In view of these facts it is not surprising that the school lacks 
 vitality; and more, that it labors in an atmosphere of repression. 
 It must be noted, however, that the administration is not to be 
 charged with studied repression. It represents autocracy of the 
 benevolent type, although unwise and shortsighted. But in these 
 days a unique situation is presented when a normal school regards 
 the originality and initiative of faculty members as a liability rather 
 than as an asset. 
 
 PROCEDURE AND METHOD. 
 
 The programs of the students in the normal school department are 
 too crowded. There are three terms in the school year and students 
 are required to carry programs of 18 to 20 subjects in each term. 
 Two representative programs (a senior group and a sophomore 
 group) are sho^^-n herewith: 
 
 
 A 
 
 senior program 
 
 {20 subjecfs per 
 
 vnl). 
 
 
 Time. 
 
 Monday. 
 
 Tuesday. 
 
 Wednesday. 
 
 Thursday. 
 
 I'riday. 
 
 S. 30- 9. 00 
 
 .Science. 
 
 History. 
 
 Science. 
 
 History. 
 
 History. 
 
 9. 00- 9. 45 
 
 Physical training. 
 
 Education. 
 
 Child study. 
 
 School law. 
 
 Child study. 
 
 9. 4.5-10. 30 
 
 Education. 
 
 Story, di-awing. 
 
 Story, draM i])g. 
 
 Story, drawing. 
 
 School-room art. 
 
 10.30-10.45 
 
 Recess. 
 
 Recess. 
 
 Recess. 
 
 Recess. 
 
 Recess. 
 
 10.45-11.25 
 
 Arithmetic. 
 
 Hygiene. 
 
 Arithmetic. 
 
 Hygiene. 
 
 Arithmetic. 
 
 11.25-12.00 
 
 Geogi-aphy. 
 
 Geography. 
 
 Colloquial Eng- 
 lish 
 Noon recess. 
 
 Geography. 
 
 Sounds. 
 
 12.00-12.30 
 
 Noon lecess. 
 
 Noon recess. 
 
 Noon recess. 
 
 Noon recess. 
 
 12. .30- 1.15 
 
 English. 
 
 EngUsh. 
 
 English. 
 
 English. 
 
 Enghsh. 
 
 1.1.5- 2.00 
 
 Monograms. 
 
 Music. 
 
 Ci\ics. 
 
 Music. 
 
 Letter writing. 
 
 2. OO- 2. 40 
 
 Correction of 
 
 Correction of 
 
 Correction of 
 
 Correction of 
 
 Correction of 
 
 
 plans. 
 Plans. 
 
 plans. 
 
 plans. 
 
 plans. 
 
 plans. 
 
 2.40- 3.15 
 
 Plans. 
 
 Plans. 
 
 Plans. 
 
 Plans. 
 
A sopliomoTf program {19 subjects per veeJ:). 
 
 Time. 
 
 :v[on(iay. 
 
 Tuesday. 
 
 Wednesday. 
 
 Tnn.rsdav. 
 
 ::n.,zy. 
 
 S.15- S.30 
 
 Assembly. 
 
 Assembly. 
 
 Assembly. 
 
 Assembly. 
 
 Assombiy. 
 
 S. 30- 9.00 
 
 Assistant in 
 
 Assistant in 
 
 Assistant in 
 
 Assistant in 
 
 Assistant in 
 
 
 gi-ades. 
 
 grades. 
 
 grades. 
 
 grades. 
 
 grades. 
 
 9.00- 9.45 
 
 Literature and 
 
 Literature and 
 
 Literature and 
 
 Literature and 
 
 Literature and 
 
 
 composition. 
 
 eompositionr 
 
 composition. 
 
 composition. 
 
 comDosition. 
 
 9.45-10.30 
 
 Elementary 
 
 Current oyents. 
 
 Elementary 
 
 Ci\ics: 
 
 Bpp-tness , arith- 
 
 
 science. 
 
 
 science. 
 
 
 metic. 
 
 10.30-10.45 
 
 Recess. 
 
 Recess. 
 
 Recess. 
 
 Recess. 
 
 Recess. 
 
 10.45-11.25 
 
 Storv, drawing. 
 
 Story, drav.lDg, 
 
 Story, drawing, 
 
 Story, draiving. 
 
 Story, drav.-ir.-, 
 
 
 art. 
 
 art. 
 
 art. 
 
 art. 
 
 art. 
 
 11. 23-12. 00 
 
 History. 
 
 History. 
 
 History. 
 
 History. 
 
 History. 
 
 12.00-12.30 
 
 Noon recess. 
 
 Noon recess. 
 
 Noon recess. 
 
 Nooarecei-i. 
 
 Noonrec-ess. 
 
 12.30- 1.15 
 
 Vocational. 
 
 CoiloQuial Eng- 
 \ish: 
 
 Voeational. 
 
 Corrections and 
 sounds. 
 
 Vocational. 
 
 1.1.5-2.00 
 
 Oeograpliy. 
 
 Geography. 
 
 Geograph}'. 
 
 Geograr.hy. 
 
 Geogi-aphy. 
 
 2. 00- 2. 40 
 
 Physical training. 
 
 Hygiene. 
 
 Hygiene. 
 
 Music. ' 
 
 Music. 
 
 2. 10- 3. 15 
 
 Algebra or Ha- 
 
 Algebra or Ha- 
 
 Arithmetic. 
 
 -Ugebra or Ha- 
 
 Aiithmelic. 
 
 
 waiian history. 
 * 
 
 waiian history. 
 
 
 waiian history. 
 
 
 Nearly all of these subjects require vrntten v.ork; some subjects 
 require an excessive amount. The absence of opportunity for play 
 and recreation Vv'ill bo noted, together v.dth the short noon recess. 
 When, moreover, one learns that students are obliged to v\-ork late 
 into the night to keep from falling in arrears, the killing, monotonous 
 nature of the grind will be understood. It is one of the unfortunate 
 results of attempting to gi^'e a high school education and professional 
 teacher training at the same time. 
 
 TheU; the programs are not well balanced considering the needs of 
 these young people. Too much of their work is an elaboration of 
 elementary work. Not enough time is given to literature and com- 
 position equivalent to modern high school work. Standard writings 
 in literature should bo increased, also standard books on English 
 composition. There is no reason to doubt that the students v\'0uld 
 becom^e deeply interested in real vital literature; and in composition 
 once it could be freed of its ultraformal character. Too man^- of 
 the students now see literature and English work in general from the 
 st-andpoint of the number of recitations by which it must be taught, 
 or the ^•thought-getting/'' "oral expression" periods into wliich the 
 recitation hours are divided. This prompts the suggestion that the 
 so-called "Colloquial-English" periods in the above programs are 
 more or less f arcical; subversive of good results, and ought to be done 
 away mth. Let correct speech be stressed in all recitations and in 
 the English courses particularly, but do not set aside special periods 
 for the bookkeeping of mistakes in vmtten and oral speecli. 
 
 Vocational vrork and the manual arts are neglected in the course 
 of study, as is also physical education. In the case of manual arts, 
 as taught in the normal at present, it is not viewed as a scheme of 
 general exiucation; nor can it be regarded as vocational because the 
 subject matter tends to be obsolete and not typical of or common 
 
ORGANIZATIOIT OF THE PUBLIC SCHOOL SYSTEM. 89 
 
 to tiic industries of Hawaii, But morc% it is impossible for this 
 poorly selected subject matter to be arranged in some kind of se- 
 quential order for instruction^ due to the fact that the details of the 
 slio]> are looked after by the administration and not left to the in- 
 stractor. 
 
 The school is very much behind modern thought and practice in 
 sucii subjects as civics and United vStates history. Its students reflect 
 this state of affairs when they go into the schools of the Territory. 
 A full, rich, enthusiastic understanding of the American heritage of 
 freedorii and democratic government is not theirS; and in consequence 
 it is not iianded down to the childjren. The school makes consider- 
 able cjaim 1 for its work hi civics, havmg given, so it is asserted, 
 special attention to this subject ^'ever shice the organization of the 
 normal schooJ.'^ This has been attempted 'Margeh^ through the 
 various activities of the school as an organization." "The normal 
 school students are organized for the conduct of school exercises and 
 for the control of the pupils on the playground and in the classrooms. 
 The student body b}^ classes elects its officers, vrho serve for a 3'ea.r 
 and who act subject to approval of the schools as indicated by the 
 rules and regulations of the department of pubhc instruction.'' But 
 against tin's it must be said that observation of the school at work and 
 convei*sation with many members of the student-body failed to 
 indicate any true realization on the part of the young ])eople tliat 
 the school life or the form of student-bod}' organization was in any 
 sense a part of or even related to the larger enterpiises of American 
 government. These features were rather viewed as the administra- 
 tion's, m^achinery for disciplining the school, the most outstanding of 
 which was the policing of school buildings and the school yard by 
 student sheriffs and their assistants. That is, at certain places on 
 the school grounds and in hallways and at entrance to lavatories the 
 officers, chosen usually from the freshman class, are assigned to duty, 
 each one giving an entire day to it about once each term. They 
 observe and record the comings and goings of their fellow-students. 
 Thus the administration Imows the whereabouts of every student at 
 every moment of the day. Since the students are very tractable 
 and remarkably well-behaved it is difficult for anyone, after due 
 examination, to see wherein details of this kind carry any weight in 
 the inculcation of any principles of civics other than pohce duties. 
 
 Turning to the curriculum of the training school one again finds a 
 lack of balance in the programs of the dift'erent grades and the need 
 of revision of subject m_atter. Grade programs are illustrated by the 
 following examples from Grades I and II : 
 
 ^ ! See Reoort of Superintendent oi Public Instruction, 1918, p. 40. 
 
DAILY PPvOGRA^I OF GRADE I (TRAINING SCHOOL). 
 
 9.00- 9.05 Forming lines. 
 9.05- 9.10 Opening exercises. 
 9.10- 9.15 ^roniing talks. 
 9.15- 9.25 Calendar Trork. 
 9.25- 9.35 Music— ear tests. 
 9.35- 9.40 ?\remory verse or spelling. 
 9.40- 9.50 Drill— testing old ^'ords. 
 9.50- 9.55 Physical exercises. 
 9.55-10.30 Home geogi*apliy. 
 9.55-10.05 Thought getting. 
 10.05-10.10 Expression of thought. 
 10.10-10.20 Oral expression. 
 10.20-10.30 Selected sentences used for: 
 10,20-10.25 Reading. 
 10.25-10.30 Word drill. Coinnng. 
 10.45-10.55 Ivlusic — rote singing. 
 10.55-11.10 Arithmetic. 
 
 10.55-11.00 Thought getting. 
 11.10-11.00 Impression and oral expression. 
 11.10-11.20 Manual work. 
 11.20-11.45 Work with reader (hterature). 
 11.20-11.25 Thought gttting. 
 
 11.25-11.35 Word drill and v.ord testing from book. 
 11.35-11.45 Selected sentences u.sed for reading. 
 ]i.45-11.55 Conversational lessons and srories. Drill on sounds. 
 11.55-12.00 Drills on number work. 
 12.3'D-]2.35 Singing(4). Penmanship (1). 
 12.35-12.40 Drill—Reciting old lessons. 
 12.40-- 1.35 Story work, 
 
 12.40-12.45 Thought getting. (Dra^v'ing.) 
 
 12.45-12,55 Expression of thought (clay or paper cutting every day). 
 1.05- 1.10 Physical exercises. 
 1.10- 1.35 Selected sentences used for: 
 1.10- 1.20 Reading. 
 1.20- 1.25 Word drill. 
 1.25- 1.35 Copying. 
 1.3.5- 2.00 Drills. 
 
 1 .35- 1 .40 Word testing from reader. 
 
 1.40- 1.45 Arithmetic. 
 
 1.45- 1.50 Sounds. 
 
 1.50- 1.55 Troublesome forms. 
 
 1.55- 2.00 Memory verse. 
 
 DAILY PROGRAM OF GRADE JI (TRAINING S('HOOL). 
 
 Morning period. 
 
 9.00- 9.05 Forming liues. etc. (Flag drill.) 
 9.05- 9.10 Opening exercises. 
 9.10- 9.15 Morning talk. 
 9.15- 9.20 Weather record. 
 9.20-10.20 Home geography. 
 
 9.20- 9.30 Thought getting. 
 
 9.30- 9.35 Expression of thought. 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 91 
 
 9.20-10.20 Home geosTaphy — Continued. 
 
 9.35- 9.50 Oral expression (drills on difllcult sounds as th, ^vh, etc. Use topic 
 
 and speciilc questions). 
 9.50-10.10 Selected sentences (8) or answers to questions (2) to be used for: 
 
 9.20-10.00 Reading (teaching to reiid— relation of thought to symbol). 
 Grammar based on sentences. Phrasing. 
 10.00-10.05 Copying. 
 10.05-10.10 Dictation (2). Spelling (3). 
 10.10-10.20 Written story. 
 10.20-10.-25 Memory verso. 
 20.25-10.30 Prills (conversational lessons ro teach correct use oi language). Records. 
 
 Se.coicl period. 
 10.-15-11.15 .Arithmetic. 
 
 10.45-10.55 Thought getting. 
 
 10.55-11.05 Oral expression. 
 
 11.05^-11.15 Written expression. 
 11.1.5-11.45 Literature — reading (4). Special drill on ])enmanshi]) (J). 
 
 11.15-11.25 Reading background. Preparation for silent and oral readins:. 
 
 11.25-11.35 Word drill— word testing from book. 
 
 11.35-11.45 Silent and oral reading. 
 11.45-12.00 :\[usic. 
 Di.'^jiiissal on num]:>er drills or sound drills (ask questions). 
 
 Third period. 
 
 12. .30- 1.40 Stories (3) T. W. Tb. Hygiene and sanitation (2) F. M. 
 12.30-12.40 Thought getting. 
 12.40-12.45 Expression of thought. 
 
 12.4.5- 1.00 Oral expression (drills on sounds. Use topic and specific questions). 
 1.00- 1.20 Selectcvi sentences (3). Answers to questions (2) to be used lor: 
 1.0(V1.10 Reading. 
 
 1.10-1.15 Copying (special help in penman.ship). 
 1.15-1.20 Dictation (2). Spelling (3). 
 1.20-1.30 Physical exercises. 
 1.40- 1.50 Conversational lessons. 
 1.50- 2.00 Special drills in multiplication tables and sounds. Records. 
 
 Since the important subject in these grades, as in all the so-called 
 primary grades, is reading, and since the peculiar conditions in 
 Hawaiian schools greatly enhance this importance, there seems to be 
 no justification for such disparity of time as between subjects like 
 home geography, arithmetic, and reading. The programs above are 
 arranged on the same basis as those for seventh and eighth grades 
 where, of course, the arrangement is much more acceptable. It is 
 suggested that an improvement in arrangement could be brought 
 about by giving the 9.20-10.20 period over to reading and literature 
 and alternating home geography with arithmetic and other subjects 
 betweeii morning recess and noon. The home geography course 
 possesses good content but too much time is spent on it. The arith- 
 metic course plunges the child into too much formal and abstract 
 W(trk in the early grades. Besides this, too much time is given over 
 
 1014(r— 20 7 
 
to -wTitteii work of various kinds. The effect of these practices is to 
 cut down time needed for teaching reading and for oral work. In 
 Hawaiian schools generally too little time is given to work tliat 
 develoi)s power to use oral English correctly and the normal school 
 is abetting this questionable practice. 
 
 Attention, too, should be called to the method of recitations as 
 indicated in the above programs. Eecitations are broken into proc- 
 esses like '^ Thought getting,'^ '' Expression of thought/' and ''Ora*! 
 or v.Titten exprv^ssion." Thus the institution has adapted the ideas 
 of classroom procedure as formulated by well-known leaders. In 
 much of the work observed there was satisfactory functioning of 
 these processes. But frequently cadets were so immersed in the 
 form of presentation and procedure that substance was entirely lost 
 sight of, the cadet exhibiting an inefhciency painful tohimself as well 
 as to training teachers and observer. The administration is too 
 insistent that everything shall be run through tliis * 'process" or 
 method mill; it has become an obsession, operating to beget resent- 
 ment on the part of faculty members who now and again desire to 
 alter the procedure for the sake of some newer idea. 
 
 Again, the administration has been unalterably opposed to the 
 use of a phonics system in teaching reading. This is true in spite of 
 the fact that a majority of the normal school faculty believe that 
 phonics should be introduced. Opinion on the mainland diSers as 
 to the actual importance of phonics, but with regard to island condi- 
 tions there is little doubt that the faculty opinion is sound. But even 
 if it vv-ere a mootocl question^ what an opportunity the normal school 
 iias to test out the relative merits of the two schools of opinion. It 
 is the belief of the survey staff that some one of the modern phonics 
 systems should be introduced into the training school at once, not so 
 much because it sees an opportunity for experimentation, but because 
 it holds that a good phonetic system offers a type of introductGry 
 approach to reading of inestimable value for Hawaii, whether one 
 considers the matter from the point of view of the Hawaiian teachers 
 or from that of the Hawaiian children. 
 
 Finally, a word must be said in disapproval of the system of formal 
 examinations in vogue in the normal school. These are a part of the 
 general examinations laid down in times past by the department of 
 public instruction, and to that extent that administration of the school 
 is only partially responsible. Examination in practically all sub- 
 jects in both normal department and training school are held each 
 terna; that is, three times per year. They lay heavy exactions on 
 the ability of students and pupils to memorize. In the normal 
 school department they are met by memorizing almost verbatim the 
 notes of the class and the textbooks. But particularly objectionable 
 from any standpoint, whether theoretical or practical, is the T)olicy 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 93 
 
 of requiring these students in every examination paper to recall all 
 English errors committed in each class during the term and to set 
 down the corrected form that shonld have been said or written. The 
 point will be made clear by including here an illustration from the 
 examination forms used in the institution: 
 
 TERRITORIAL XORMAL AND TRAINING SCHOOL. 
 
 Name Date 
 
 Subject Marked by. 
 
 Class Last school . 
 
 Mark 
 
 I. 
 
 List your troublesome forms in this subject. 
 {a) Classroom wiitten English, 
 (6) Classroom oral English. 
 
 (c) Colloquial English. 
 
 (d) Whsbt are the characteristic troublesome forms in ^Yhich a 
 
 (e.g.) mathematics teacher, or school law teacher) should instruct herpupils? 
 N. B. — Each pupil must answer the above question. 
 
 |l No matter what the subject of the examination, then, the student 
 must (and again from memory) make due record of his reconstructed 
 sins of omission and commission in English. To do this conscien- 
 tiously he is supposed to have kept a book of corrected statements 
 during the term. But the observers were told by various students 
 that the exaction is so absurd as to tempt man}' students merely to 
 fill in the answers sufficiently to ''get by." The point of absurdity 
 seems to have been reached when teachers are asked to keep a com- 
 plete record of the errors made in each of their classes, in order to 
 be able to estimate correctly the answers of the students. Faculty 
 common sense, however, prompts a reasonable evasion of the regu- 
 lation. 
 
 FORZIALISM AS SEEN IN RULES AND REC4ULATIONS. 
 
 The extent to which the administration of the normal school has 
 formalized its machinery of operation is very well shown by a number 
 of examples taken from the set of elaborate instructions imposed 
 upon the training school teachers. To insure proper conduct of 
 classes the folio vvdng official rules, or "points" (taken from a much 
 longer list), are issued by the principal for the observance of teachers 
 and cadets: 
 
 POINTS TO BE REMEMBERED WHILE TEACHING IN GRADES. 
 
 (Read them carefully.) 
 
 See that the children obey instantly when the bell rings. (That thoy do not go 
 for a drink but come as fast as they can to the line.) 
 
 See that they do not talk or touch one another in the line, ])nt look straight ahead- 
 no one stretching his neck at the side. 
 
y4: A SUKVUil' Vr iliUUUATiUJN liN HAWAII. 
 
 See that no one touches chalk, eraser, etc., as he passes to his seat; see that the rows 
 are straight before having the children take their seats. 
 
 See that the children obey accurately the numbers for standing and sitting. (They 
 must do this exactly right and all together.) 
 
 Allo^r no calling out — no leaving the seat >vithout permission. Ahsoluteh/ insist 
 upon this. 
 
 Speak softly, speak slowly and clearly; be sure that all hear and understand — never 
 repeat a command — ^remember that a quiet teacher has a quiet school. 
 
 Be sure that the plans are so fully \mtten that anyone will clearly understand 
 what is being done. Be sure that the plan is not only written but that the teacher 
 makes it her own . 
 
 Write and draw with your side to the class. In this way nothing can go on in the 
 seats without the teacher's knowing about it. It is easier to prevent trouble than to 
 remedy it. 
 
 See that nothing comes between that which we are drawing or talking about and the 
 class. 
 
 Insist, oblige, compel all eyes to look at you during the thought getting. We must 
 train them to look at our faces to keep their eyes on us. They must look. They must 
 give us their attention during the thought getting, else all that follows ^vill be a com- 
 plete failiu-e. Thought getting time is the time to get thoughts. If we do not insist 
 on their looking they will not get the thoughts AVe have tor them and will have none 
 t<j express either through their hands or lips. Insist on their looking. It is not for 
 long. 
 
 Always give an order vv'ith the failing inflection— that is, let the voice go down at 
 the end of the sentence. 
 
 See that no material is touched before (after the monitor gi^-es it out) the teacher 
 gives the numbers to take pencils or other material or after she has given the numbers 
 to put them away. The monitors always begin to distribute paper, etc., at the right- 
 hand side of the front desk in the row and goes down the aisle coming up the other. 
 This same order is observed in gathering up the work. In taking pencils or papers 
 we say, first, "Papers! two!" and then "Pencils! one! two!" We reverse in the 
 case of putting away Work. 
 
 They are working with pencils and instead of saying "Stop work" we say "Pencils! 
 one! two!" and they must stop. Chalk and erasers in the same way. 
 
 Be sure and weave into thought getting over and over the form of words which after- 
 AVards you wish to get as "sentences selected." If they have heard you again and 
 again say the sentences in the thought getting it will be easy to get them in answer 
 to the questions you ask when the time comes for "sentences selected." 
 
 RECOMMENDATIONS OF THE COMMISSION. 
 
 The commission recognizes full}^ the difficulties Avhich the school 
 has .had to meet in the past in its work of preparing young people 
 who themselves were im_mature; untrained, and, in many instances, 
 without even a moderate speaking knowledge of the English lan- 
 guage. Neither is it unmindful of the slow and tedious and discourag- 
 ing path which the school has been obliged to travel in coming to its 
 pi'esent estate nor of the lavish expenditure of thought, time, and 
 sincere effort by those associated with the school since the time of its 
 estabhshment at the McKinley High School in 1895. Nevertheless^ 
 the commission is convinced that whatever may have been the diffi- 
 culties and necessities of the past the school is not now offering the 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 95 
 
 kind of teacher training which the Territory now needs. Neither, it 
 should be added, can the commission escape the conclusion: (1) That 
 the machinery of administration is defeating the very aims which 
 the normal school has set for itself; (2) that this machinery has pre- 
 vented both the school and the faculty from reaching a satisfactory 
 efRciency in the training of local teachers ; and (3) that radical changes 
 in the organization and administration of the institution should be 
 effected. 
 
 The more important of the changes recommended by the commis- 
 sion follow: 
 
 1. Gradually raise admission standards so that by tJie time the 
 class which last entered the school will have graduated, the school 
 will be upon a high-school basis; that is, will receive only those having 
 a high-school education or its equivalent and for a two-year course 
 in teacher training. 
 
 2. Abandon the present normal school site for normal school pur- 
 poses and erect suitable buildings on the university campus, or near it, 
 and make with university authorities either the one or the other of 
 two arrangements: (a) The university, through a department or col- 
 lege of education to be organized, to take over all responsibility for 
 the control and administration of the normal school or (b) the manage- 
 ment and control of the normal school to be independent of the uni- 
 versit}^ but a cooperative plan be arranged whereby the students of 
 the normcil school may take courses offered b}^ the university. 
 
 There are a number of reasons favoring this plan of connecting 
 the training of island teachers with the University of Hawaii, the two 
 principal ones being: (1) That thereby opportunity can be given the 
 young people who are taking the training to take at the same time 
 courses of instruction in the university which will broaden their hori- 
 zon and give them an informational content not otherwise to be ob- 
 tained and which, it is obvious, Hawaiian-born young people who are 
 entering the teaching profession greatly need, coming as they do in 
 many cases from homes of relatively illiterate people, and (2) such an 
 arrangement would make available to normal school students the 
 university equipment of farm, of shop, of laboratory which must be 
 at hand if the teachers are to be prepared to undertake the type of 
 school work in the elementary grades or in the high schools which is 
 demanded of them if the occupational needs of the islands are to re- 
 ceive the attention from the schools which they deserve. 
 
 li. THE LAHAINALUNA TRADE SCHOOL. 
 
 The Lahainaiuna school, situated at a beautiful location on the 
 Island of Maui, was founded by the missionaries in 1831. In 1849 it 
 was taken over from the American Board of Missions by the Hawaiian 
 Government. In 1900 it came under the supervision of the Territorial 
 education department through the annexation of the islands. In 
 
1916 it was taken out from under the supervision of the Territorial 
 commissioners of education and placed under the control of a separate 
 board. When this change took place it was called a trade school. 
 
 The school owns 1,000 acres of land and a valuable water right. 
 The school is farming about 42 acres of cane land from which it re- 
 ceives annually about $8,000 net. One of the plantation corporations 
 is growing cane on 12 acres, the boys of the school contributing a 
 certain amount of work. The remainder of the thousand-acre tract 
 has been leased to plantations by the land department of the Territo- 
 rial Government, the proceeds of which, however, do not benefit the 
 school. The buildings which comprise the school plant have an ap- 
 proximate value of $75,000. 
 
 The school is a free school open to boys only. They spend their 
 entire time at the school. The grades provided for, corresponding to 
 the grading system of the public school, are the fifth, sixth, seventh, 
 eighth, and ninth grades. The usual academic subjects i^.tq taught in 
 ail grades but the ninth grade. The time of all ninth grade boys is 
 given over to shop work, consequently, according to this peculiar 
 arrangement, none of the usual school studies are offered in this 
 grade. The course in shop work provides that the boys shall take 
 printing iji the sixth grade, carpentry in the seventh grade, black- 
 smithing in the eighth grade, and machine shop work in the ninth. 
 
 The equipment, however, for shop vvork is for the most part of a 
 very elementary character, and inadequate at that. Several pieces 
 of expensive machinery have been installed Vv'hich are not suitable 
 or indeed not usable and are idle. A drill costing $1,400 is idle 
 much of the tincue because the shop is provided with only a 5 horse- 
 power m_otor, which is not sufficient to operate the drill. A very 
 expensive machine for boring cylinders was installed. Th^jre is 
 but one other in the islands. It stands idle. Machinery for cutting 
 out automobile tops was recently bought, but is idle because the 
 school can not compete with private firms in this business. An 
 elaborate and expensive equipment of drills, which are never used, 
 was also unwisely purchased. About 88,000 worth of equipment 
 for the shops had been ordered but had not been delivered at the 
 time the school was visited. 
 
 The following are on the pay roll of the school: One principal, 6 
 teachers, 1 cook, 1 miatron, and 1 cane-field worker — 10 in all. The 
 pay roll for the month of November was $1,315. 
 
 The enrollment for November, 1919, was as follows: Thirt3'-two 
 Hawaiians, 27 part-Hav/aiians, 3 Portuguese, 43 Japanese, 9 Chinese, 
 1 Filipino, and 3 of other racial extraction; altogether, 118 boys. 
 These w^ere distributed among the grades as follows: Tv^enty in 
 the fifth grade, 22 in the sixth grade, 39 in the seventh grade. 26 in 
 the eighth grade, and 11 in the ninth grade. 
 
OEGAXIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 97 
 
 The estiniiited expense of maintainiDg the school for the calendar 
 year to December 31, 1919, as given in a report of the principal to 
 the governor; was as follows: 
 
 Maintenance cost of Lahalnaluna school for year ending December 31, 1919. 
 
 Purposes. 
 
 Dining hall 
 
 Salaries 
 
 Sup-Dlies for farm and shop . . 
 Charges for 1920 crop planting 
 
 Harvesting 1919 crop 
 
 Incidentals 
 
 $6,500.00 
 
 7,049.00 
 
 8,920.00 
 
 i; 972. 70 
 
 940.00 
 
 55.20 
 
 Total 25,436.90 
 
 OBSERVATIONS OX THE FOREGOING FACTS. 
 
 The school is doing nothing more in an academic way than a good 
 elementary public school of eight grades ought 4o be doing. In 
 those activities peculiar to a trade school it does not have the ec[uip- 
 ment to do more than a good public high school ought to be equipped 
 to do. As noYv' organized the school is not prepared to train boys 
 to earn their livelihood in the trades. At present the graduates of 
 the school drift into the first thing which comes to hand quite as do 
 the boys from the public schools who have no special vocational 
 training. That is to say, the work of the school is not of a suificiently 
 advanced character, either academically or along the lines of prepara- 
 tion for the trades, to enable the graduates to enter the vocations 
 at any higher level than do those of the public schools. This is in 
 no wise a criticism of the principal of the school, for without doubt 
 he has done all with the school that the policy determined upon 
 would permit. 
 
 Furthermore, to give the boys v/ho now attend the school what 
 they could get from tiio public schools fully as well is costing the 
 Territory from $25,000 to $30,000 per year. The question at once 
 comes, What is the justification for asking the Territory to pay out 
 S215 annually on each of 118 boys while it pays out only about S30 
 per child on those of the same attainments .in the public-school 
 system ? 
 
 The only point which the commission heard in justification was 
 that the school has been looked upon in recent years as a school 
 primarily for children of the Hawaiian race and that it should be 
 maintainevd to provide educational opportunities for Hawaiian boys. 
 It requires but a glance at the character of the enrollment to recog- 
 nize that the number of the boys who are of Hawaiian parentage is 
 rapidly decreasing and that their places are being taken by boys of 
 
the oriental races. In 1910; for example, Hawaiians and part- 
 Havraiians comprised 85 per cent of the schools' enrollment, while 
 the orientals comprised but 12 per cent. In November, 1919, the 
 situation had changed greatly, the Hawaiian and part-Hawaiian 
 representation having fallen to 50 per cent of the total enrollment, 
 wliile that of the orientals had grown to 44 per cent. The years 
 in between show a steady decline in the proportionate enrollment of 
 Hawaiians and part-Hawaiians and a steady increase in Japanese 
 and Chinese, principally Japanese. So that the point of a desire to 
 minister to the educational needs of Hawaiian youth, however well 
 taken in the past, is rapidly becoming less applicable. 
 
 A PLAN FOR THE REORGANIZATION OF THE S( HOOL. 
 
 While the commission can see no justification for the school vnIucIi, 
 as it now stands, is doing little more than duplicating the work of 
 the public school, jet it sees for it a big opporturiity to render a 
 distinctive service as a field branch of the University of Hawaii. 
 
 The school is set down among large sugar plantations. It affords 
 a splendid opportunity for training young men of university ad- 
 vancement to couple with theoretical study practical experience in 
 the various activities of the plantations, the training designed to 
 prepare for the filling of skilled and semiskilled positions on the 
 plantations. Doubtless it would be an easy matter to arrange 
 with plantation managers to give opportunity to the students of 
 the school for such practical experience. Two young men could 
 pair off, for example, one to take his place in the school, one to take 
 a place on a near-by plantation. At the end of some convenient 
 period, say two weeks, a shift could be made and places traded. In 
 tliis way a continuity of both school work and practical v, ork on the 
 plantation could be secured. So the entire student bod}^ could be 
 paired ofi' in like manner and an ideal type of theoretical-practicai 
 education be obtained. 
 
 The plan of part-time training is growing rapidly in the States. It 
 is giving ver}" satisfactory results where it is carefully supervised by 
 competent persons. . It enables the young people participating, 
 furthermore, to earn considerable money during their period of 
 schooling, for a Avage scale commensurate with the service rendered 
 is adopted. 
 
 The expense of maintaining the Lahainaluna school organized as 
 a part-time school under the supervision of the University of Hawaii, 
 admitting only young men who have matriculated at the university 
 and w^ho are heading toward plantation occupations of skilled and 
 semiskilled character, would be abundantly justified. 
 
ORGAXIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 99 
 
 12. FINANCING THE TERRITORIAL DEPARTMENT OF PUBLIC 
 INSTRUCTION. 
 
 THE AMOUNT WHICH HONOLULU EXPENDS UPON HER SCHOOLS. 
 
 In the consideration of the question whether or not a common- 
 wealth is expending a sufficient sum on tlie education of its children 
 no }iard and fast lines can be drawn; nevertheless, it is instructive 
 to learn how a given political unit compares in its expenditures with 
 other units of the country falling within the same population group. 
 It has been sho^^^i in the analysis of the educational problem of the 
 Hawaiian Islands, which comprises Chapter I of this report, that as 
 compared with most mainland communities the educational task of 
 the Hawaiian Islands is heavier and more complicated. To solve it 
 in an efficient manner it stands to reason that a relatively larger 
 expenditiu'e for school purposes must naturally be made. A com- 
 parison mth what the States are expending on their public school 
 systems will be of interest. 
 
 Data for such a comparison have never been compiled for States 
 and Territories as wholes, but studies of the financial expenditures of 
 all of the cities of the United States have been made which afford 
 the jiecessary information for an illuminating examination of similar 
 units of the Hawaiian Territory. The expenditm^es for the city and 
 county of Honolulu, for example, in comparison with cities of the 
 mainland of approximately the same population will show what the 
 Hawaiian Territory is doing for education in com.parison with main- 
 land practice. 
 
 Tlie fii*st step in such a comparison is to examine the way in which 
 the city and county of Honolulu distributes her expenditiu-es. As 
 the reports for 1918 are the latest published reports for the cities of 
 the United States, the following stud}' is based upon 1918 figures: 
 
 In 1918 the city and county of Honolulu expended in the mainte- 
 nance and upkeep for aU purposes, including the schools (but not per- 
 manent improvements), the siun of $1,590,403.17, which amounted to 
 ? 13.65 per capita of population, using the population estimate for the 
 city and county of Honolulu of 116,500, compiled by the Territorial 
 board of health, which many think is a conservative estimate. 
 
 It is interesting to see how this amount of $13.65 per capita was 
 distributed among various municipal and count}' activities and to 
 learn what the 47 cities in the United States falling into the same 
 population group, the group of cities having a population of 100,000 
 to 300.000. did with theu' incomes similarly. The table which follows 
 sliows tliis distribution. 
 
Distribution of city expenditures per capita of population (JO 17). 
 
 City and Average 
 count J' of of 47 
 HoEolulu. cities, i 
 
 General government $0. 83 SI. 18 ; 
 
 Police department 2.00 . 1.67 
 
 Fire department .70 l. 75 
 
 Conservation of health .84 1. 76 
 
 Street department 2. 72 1. 90 
 
 Charities, hospitals, corrections .06 .78 
 
 The schools 4.41 5. 81 
 
 Libraries .24 
 
 Recreation .67 .62 
 
 All other purposes .52 .71 
 
 Total per capita expenditure 13. 05 1'3. 42 
 
 This table shows that the city and count}" of Honokilu is expend- 
 ing $4.41 per capita of population on its schools from cit}" sources 
 alone, whereas the average expenditure, of the 47 cities in Honolulu's 
 group in the States was S5.81. That is, Honolulu's expenditure on 
 its schools would have to be increased $1.40 per capita of population 
 to give the schools of the city and county the average amount that 
 47 cities of the mainland m the same population group are expend- 
 ing upon their schools from their city revenues. In other v\'ords, 
 Honolulu's per capita amount would have to be increased nearly 
 one-third to bring its expenditures on schools up to the average 
 expenditure of cities of its class. Obviously, then, with an esti- 
 mated population of 116,-500, the number used in all these calcula- 
 tions, it would require an additional annual expenditure of 8163,000 
 on the schools of the city and county of Honolulu alone to bring 
 such expenditure up to the average of the cities of its class as shoivn 
 by the foregoing table. 
 
 Of the 47 cities in the United States having a population between 
 100,000 and 300,000 only six expended a less per capita amount 
 than Honolulu on their schools. These cities were: Atlanta, Ga.^ 
 13.94; Birmingham, Ala., $2.85; Memphis, Tenn., $3.92; Readmg, 
 Pa., $3.52; Fort Worth, Tex., $3.23; and Nashville, Tenn., $4.34. 
 With the single exception of Reading, Pa., these are all southern 
 cities. 
 
 Eleven cities of the group expended more than half as much 
 again as did Honolulu, while thi-ee expended twice as much or more^ 
 these being Springfield, Mass., $9,76; Des Momes, Iowa, $10.18; 
 and Hartford, Conn., $8.98. 
 
 Nor is this all, for these comparisons are deceptive in this respect — 
 that the foregoing table shoAvs for the cities of the States only 
 the school expenditure which v/as derived from city revenues. Most 
 of these cities have money coming into their school funds from 
 State and county sources which is not shov/n in the tables from 
 
ORGAXIZATIOX OY THE PUBLIC SCHOOL SYSTEM. . . 1-01 
 
 which the foregoing compai-isons were derived, whereas the amount 
 credited to the schools of the city and county of HonohxLu is the 
 entire amount from ali sources expended on the schools. It is clear, 
 therefore, that in the actual amount of money which the Territory 
 expends upon the schools of the city and coimty of Honolulu, ^siien 
 reckoned on the basis of population, is very far below that actually 
 expended upon the schools in the cities of the States. 
 
 Inasmuch, however, a^ the aggregate per capita expenditure of 
 the city and comity of Honolulu is considerably less than the aver- 
 age of the cities of its group, bemg SI 3. 65 against an average of 
 $16.42, another table showing the proportion such items bear to 
 the entire expenditure is needed. This table foilovrs: 
 
 PwjJorfionaie txpciiditurcs among c-t-j departnunis. 
 
 ^ l b 
 
 I City and Average 
 Purposes. ! county of . of 47 
 
 ! Honolulu, cities. 
 : _l l_ . 
 
 j I 
 
 Per cent. I Per cent. 
 
 General eoTercmeu t ' 6. 1 i 7. 2 
 
 Police department : 19. 1 ! lo. 2 
 
 Fire department i T). 1 j 10.7 
 
 Conservation of health ' 6. 2 i 10.7 
 
 Strc-et department ! 20.0 11.6 
 
 Charitie?. hospitals, and corrections " .4 4.7 
 
 Theschools 32.3 ! 35.4 
 
 libraries 1.4 
 
 Recreation 4,8' 3. S 
 
 All other purposes €.0 ! 4.3 
 
 , _ i^ 
 
 This table shows that in comparison with the average of the 
 cities of its class Honolidu"s proportionate expenditures for its 
 police department, for its street and highv»^ays department, and for 
 its recreations are greater; whereas for its general government, its 
 fire department, the conservation of health, and its expenditure, 
 for charities, hospitals and corrections, libraries, and public schools 
 the proportionate amount is less. 
 
 An examination in detail of the list of 47 cities to which the city 
 and county of Honolulu belongs shows that there are 20 cities in 
 which the schools receive, as does Honolulu, less than one-third of 
 the total municipal expenditure; that in 25 cities the schools' share 
 ranges from one-third to one-half the aggregate expenditure; and 
 that in two cities the proportion going to the schools is greater than 
 one-half the aggregate expenditure. 
 
 It Vv'ill be of interest to knov/ the names of the cities takhig, as 
 does Honolulu, a one-third interest or less in their schools; also to 
 know in what cities the expenditures for the pubhc schools is greater 
 than one-third of the aggregate municipal expenditui^e. 
 
102 A SURVEY OF EDUCATION IX HAWAII. 
 
 Citu'S luhich (xpcndcd one-third or less of their oggregeite expenditures on their schools (1918)j 
 
 Cities. 
 
 Proportion 
 
 of aggregate 
 
 ; expenditure j 
 
 on schools. I 
 
 Rochester, N. Y.. 
 Providence, R. I. 
 St. Paul. Minn... 
 Louisville, Kv... 
 
 Atlanta, Ga 
 
 Syracuse, N. Y... 
 Memphis, Temi . . 
 Worcester, Mass.. 
 
 Dayton, Ohio 
 
 DaJlas, Tex 
 
 Bridgeport, Conn 
 
 Per cent. 
 28.7 
 28. 8 
 31.8 
 29.8 
 27.0 
 27.5 
 28.0 
 33.2 
 33.2 
 32.3 
 31.2 
 
 Cities. 
 
 Proportion 
 of aggregate 
 expenditure 
 on schools. 
 
 New Bedford. Mass 
 
 Nashville, Tenn 
 
 Cambridge, Mass 
 
 Lowell, Mass 
 
 Albany, N.Y 
 
 Ljmn, Mass 
 
 Honolulu (city and coimty) 
 
 Houston, Tex \. 
 
 Yonkers, N. Y 
 
 Lawrence, Mass 
 
 Per cent. 
 27.5 
 32.4 
 31.2 
 
 Cities which expended more than one-third of their aggreaate expenditures on their schools 
 
 {1918). 
 
 Cities. 
 
 Proportion 
 of aggregate 
 expenditure 
 
 on schools. 
 
 Cities. 
 
 Proportion 
 o*" aggregate 
 expenditure 
 
 on schools. 
 
 Denver, Colo 
 
 Per cent. 
 34.2 
 36.5 
 41.3 
 45.4 
 41.4 
 36.5 
 41.1 
 44.0 
 39.6 
 37.0 
 39.6 
 35.8 
 33.9 
 46.7 
 
 Paterson, N.J 
 
 Grand Rapids, Mich 
 
 Per cent. 
 40 5 
 
 Indianapolis, Ind 
 
 45 1 
 
 Colnmbns!. Ohio .. 
 
 Fall River, Mass 
 
 33 7 
 
 Oakland, (Talif 
 
 San Antonio, Tex 
 
 34 5 
 
 Toledo, Ohio 
 
 Salt Lake City, Utah 
 
 45 
 
 Birmingham, Ala 
 
 Tacoina, Wash 
 
 43.3 
 
 Omaha, Nebr 
 
 Trenton, N. J.. 
 
 41 7 
 
 Spokane, Wash 
 
 Hartford, Conn 
 
 35 6 
 
 New Haven, Conn 
 
 
 37.6 
 
 Fort Worth, Tex 
 
 Youngsto'ft'n, Ohio 
 
 43 9 
 
 Camden, N. J 
 
 Des Moines Iowa 
 
 54 
 
 Springfield, Ma-'Js 
 
 Schenectady, N.Y 
 
 Kansas City, Kans 
 
 39 7 
 
 Richmond Va 
 
 50 2 
 
 Scranton, t'a. 
 
 
 
 
 
 THE TAX RATE AND PROPERTY VALUATION OF THE CITY AND COUNTY OF 
 
 HONOLULU. 
 
 The tax rate of the city invariablj" attracts the attention of the 
 taxpayers, but there is an important fact about tax rates which tax- 
 pa^^ers, in making their comparisons, do not always take into account, 
 and that is that the assessed vahiation of property for purposes of 
 taxation among cities ranges all the way from 20 per cent of the true 
 value of the property to 100 per cent. More and more, cities of the 
 ma,inland are adopting the plan of assessing their taxable property 
 for its full market value, but there a.re still mam^ cities which have 
 not yet adopted this wise practice. In order, then, to compare one 
 city with another in respect to rate of taxation it is necessary to 
 change all actual rates to a rate whioh is based on the full valuation 
 of the taxable property. This correction has been made for all 
 cities of the mainland of 30,000 population and over by the United 
 States Census Bureau and appears in Table 30 of the publication, 
 Financial Statistics of Cities (1918). 
 
ORGANIZATIOX OF THE PUBLIC SCHOOL SYSTEM. 103 
 
 The actual taxation rate for the city and county of Honohilu in 
 1918 was $18.30 for each thousand dollars of taxable property. 
 Inasmuch as it is generally conceded by those in the Territory 
 familiar with taxation matters that the assessment valuation is 
 approximately 75 per cent of the actual market value of the property 
 assessed, this rate then of $18.30, corrected in the same manner as 
 are the rates of the mainland cities T^ith which Honolulu is compared, 
 should be, instead, $13.71 for each thousand of property valuation 
 assessed at its full worth. 
 
 A UNIQUE TAXATION SYSTEM. 
 
 As compared with mainland cities the plan of raising taxes in the 
 Territory of Hawaii is unique. Since 1901 the Territory has levied 
 for general purposes an income tax of 2 per cent on pc^rsoual incomes 
 of more than $1,500 and, since 1909, an additional tax on all incomes 
 above $4,000 has been levied. This latter tax, varying in rate with 
 the size of the income, was originally intended to remain for but a 
 two-year period; it has, however, been reenacted by each succeeding 
 legislature. 
 
 The bulk of the property tax is paid by corporations and the method 
 of assessment of these companies, known as the '^enterprise for profit 
 basis/' is like vase unique. The law provides that in all cases where 
 real and personal property are combined and made the basis of an 
 enterprise for profit the enterprise shall be assessed as a whole on its 
 fair andreasonable aggregate value. In estimating this aggregate value 
 the net profits made by it, also the gross receipts and actual remaining 
 expenses; and, where it is a corporation whose stock is quoted in the 
 market, the market price of the stock is taken into consideration. 
 
 In practice, in making assessments, it is customary to capitalize the 
 profits of four years at different rates per cent, according to the condi- 
 tions affecting the particular enterprise. For example, if a planta- 
 tions owns its land, if the soil is fertile and has a good water supply, 
 the rate of capitalization is a low one. Where the profits are large 
 the enterprise can well afford to pay the larger tax; where the profits 
 axe smaller the assessed value is automatically reduced. 
 
 These features of Hawaii's taxation system make it difllcult to 
 compare taxation rates and per capita valuations with those obtaining 
 in mainland cities not subject to such a plan. However, inasmuch 
 as tax rates in the islands fall most heavily upon the owner's of non- 
 income producing property, such as residence lots and their im- 
 provements, it would appear to be fair, if the comparison is not 
 crowded too haixl, to take the foregoing corrected rate, $13.71, as 
 the n.ormal general property tax rate for all property in the city 
 and ^^ounty of Honolulu except that belonging to the big corporations. 
 
ili^fc 
 
 A SUrvYEl Ob^ r-DUCATiO^^ lA' ilAWAlI. 
 
 TAX BATE COiirAIiSD WITH THAT OF OTHER CITIES. 
 
 It v^nVi be of interest to compare the con-ected rate for the city and 
 countyof Honolulu, SI 3. 71, with the rates of the 47 cities in Ilonohdu's 
 population group corrected in the same manner. The table which 
 follows, based on facts given in Financial Statistics of Cities (1018), 
 Table 30, shovv^s the tax rate for the 47 cities during 1918, corrected 
 for true valuation, the estimated assessment valuation per capita of 
 population, and the amount of city revenue expended on the s-r^hools 
 per capita of population. 
 
 Estimated true valuation of taxable property per capita jjopiilaiiov, corrected tcx rate, 
 city revenue expended on schools, of cities hetvxcn 100,000 and SOOfiOO population 
 (1918). 
 
 Cities. 
 
 Indianapolis, Ind 
 
 Denver, Colo 
 
 Rochester, N. y 
 
 Providence, R. 1 
 
 St. Paul. Minn 
 
 Louisville, Ky 
 
 Cohtmbtis, Ohio 
 
 Oakland, Calif 
 
 Toledo, Ohio 
 
 Atlanta, Ga 
 
 Birmingham, Ala 
 
 Omaha, Nebr 
 
 Worcester, Mass 
 
 Richmond, Va 
 
 Syracuse, N. Y 
 
 Spokane, Wa?.h 
 
 New Haven, Conn 
 
 Memphis, Temi 
 
 Scranton, Pa . . 
 
 Patersou, N. J 
 
 Grand Rapids, Mich 
 
 Fall River, Mass 
 
 Dayton, Ohio 
 
 Dallas, Tex 
 
 San Antonio, Tex 
 
 Bridgeport, Conn 
 
 New Bedford, lilass 
 
 Salt Lake City, Utah 
 
 Nashville, Tenn 
 
 Cambridge, Mass 
 
 LoweJl, Mass 
 
 Tacoma, Wash 
 
 Houston, Tex 
 
 Trenton. N. J 
 
 Hartford, Conn 
 
 Reading, Pa 
 
 Youngstown, Ohio 
 
 Fort Worth, Tex 
 
 Camden, N. J 
 
 Albany, N.Y 
 
 Springfield, Mass 
 
 Lynn, Mass 
 
 Des Moines, lo^va 
 
 Lawrence, Mass 
 
 Schenectady, N.Y 
 
 Yonkors, N. Y... 
 
 Kansas City, Kans 
 
 Honolulu Ccity and county). 
 
 Estimated 
 
 value per 
 
 capita of 
 
 population. 
 
 Tax rate 
 
 corrected 
 
 for true 
 
 valuation. 
 
 City revenue 
 ; expended on 
 
 ■ schools per 
 capita of 
 population. 
 
 $1,551.00 
 1.233.00 
 i:it»3.00 
 1,502.00 
 1.584.00 
 1.231.00 
 L 429. 00 
 i; 400. 00 
 1,599.00 
 1,5.57.00 
 
 925.00 
 1,558.00 
 1,118.00 
 1,525.00 
 1,247.00 
 1,032.00 
 1,123.00 
 1,305.00 
 
 994.00 
 
 802.00 
 1,294.00 
 
 838. 00 
 T, 498.00 
 2,085.00 
 1,203-00 
 1,555.00 
 
 924.00 
 1.459.00 
 
 787.00 
 1,147.00 
 
 794.00 
 1,003.00 
 1,203.00 
 
 806.00 
 1,498.00 
 
 815.00 
 1,764.00 
 
 908.00 
 
 789.00 
 1,186 00 
 1,806.00 
 
 878.00 
 1,6.55.00 
 
 817.00 
 
 757.00 
 1,488.00 
 
 934.00 
 1,369.00 
 
 $11.04 ! 
 16. SS . 
 17.18 ! 
 
 13.86 I 
 10.64 
 13.82 
 10.48 
 12.51 
 11.99 
 
 8.48 
 6.00 
 15.01 
 16. 73 
 10.77 
 15.78 
 12.16 
 18.66 
 10.82 
 13.46 
 13.89 
 
 13. as 
 
 21.15 
 10.97 
 9.45 
 15. 57 
 19.11 i 
 19.36 
 12.69 I 
 13.44 \ 
 20.18 j 
 20.00 
 13.26 ! 
 15.57 j 
 16.20 I 
 14.52 I 
 11.20 I 
 10.82 i 
 12.40 i 
 
 13.87 ; 
 20.35 
 14.81 , 
 19.02 : 
 16.96 : 
 14.77 : 
 23.89 ! 
 19.81 
 14.50 
 13.71 
 
 S5.77 
 6.23 
 6.32 
 5.10 
 5.37 
 4.50 
 5.86 
 8.07 
 6.27 
 3.94 
 2.85 
 0.96 
 7.37 
 4.99 
 5.15 
 5.4S 
 7.47 
 3.92 
 6.06 
 5.51 
 7.86 
 5.62 
 4.97 
 5.23 
 5.11 
 8.60 
 5.09 
 7.73 
 4.34 
 6.63 
 4.75 
 .=^.39 
 5.00 
 6.47 
 8.98 
 3.52 
 5.91 
 3.23 
 5.76 
 5.45 
 9. 76 
 4.91 
 
 10.18 
 4.68 
 5.78 
 7.88 
 5.67 
 4.41 
 
 By examining the column in the preceding table, showing the amount 
 of city revenue expended on the schools per capita of estim.ated popu- 
 
ORGANIZATION OF THE PUBLIC SCHOOL SYSTEM. 105 
 
 lation, it is seen that only six cities expended less tlian Honolulu did; 
 23 cities expended from the same amount up to one-third more; 
 seven cities expended from one-third to one-half more; eight cities 
 expended from one-half to twice as much; while three cities expended 
 twice as much or more. 
 
 OBSERVATIONS ON THE FOREGOING TABLE. 
 
 An examination of the foregoing table shows that Honolulu's cor- 
 rected rate of $13.71 per thousand on the true value of property sub- 
 ject to general tax is below that of the median city of the group. 
 Tiiat is to say, while there are 19 cities v/hose corrected rates for city 
 purposes alone are lower than Honolulu's rate, there are 28 cities 
 whose rates are higher. Of these 28 cities, in 18 the rates range 
 from the same as the rate of Honolulu to one- third Jiigher; in 8 cities 
 the rates are from one- third to one-half higher; while in 2 cities — 
 Schenectady, N. Y., and Fall River, Mass. — the city rates, corrected 
 in the same way, are nearly twice the rate of the city and county of 
 Honolulu. The average rate of the 47 cities listed is $14.83. Hono- 
 lulu's rate, then, falls below this average by SI. 12 per thousand. 
 
 While, as has already been pointed out, the taxation plan in opera- 
 tion in the Hawaiian Islands differs from that which obtains amono: 
 the cities of the mainland, making it undesirable to crowd compari- 
 sons too hard, nevertheless the commission feels that from this com- 
 paratiA^e study of Territorial finance the following conclusion is 
 abundanth^ justified, i. e., that the city and county of Honolulu, 
 while much above the average city of the group considered in taxable 
 wealth, ranks considerably below the average city in point of taxation 
 rate and far below the average in the amount expended for public 
 school purposes, llie validity of this conclusion is further testified 
 to when it is remembered that in all of the preceding compaiisous 
 relating to amounts expended for school purposes ever}^ city in the 
 list has received for school purposes considerable amounts from county 
 and State sources which have not been included in the foregoing 
 tables, whereas the amount given as that which Honolulu expended 
 on her schools, per capita of population, is the whole amount expended 
 from whatever sources received. Were the figures giving the entire 
 per capita expenditure for school purposes used the city and county 
 of Honolulu would make a poor shov/ing in point of rank, indeed. 
 In so far as conditions in the city and county of Honolulu are typical 
 of other counties of the islands in these matters, and the commission 
 is of the opinion that they are closely representative,, the foregoing 
 conclusions VA'ill apply to the Territory as a whole. 
 
 In this connection, too, it must not be forgotten that the foregoing 
 study has to do only with items of expenditure, such as salaries, 
 supplies, and repairs, which are properly classed under the head of 
 
106 A SURVEY OF EDUCATION IN HAWAII. 
 
 ''maintenance." The tables upon which the stucty is based do not 
 inchide amounts invested by the several cities of the group considered, 
 in sites for schools which in the cities are usually very costly; in 
 buildings which must be erected to stand extremes of heat and cold; 
 or in equipment. When it is recognized that except for Honolulu, 
 Hilo, and a few smaller places, schools in the Territory are erected on 
 land which has belonged to the territorial government since annexa- 
 tion, or on sites provided by plantation owners, without expense; 
 that the climate does not require an expensive type of school building 
 or buildings with any heating mechanism at all, it is obvious that the 
 total expense to which the Territory has been placed on account of 
 its schools is but a small fraction of the cost which communities on 
 the mainland have had to meet. 
 
Chapter HI. 
 THE FOREIGN LANGUAGE SCHOOLS. 
 
 Contents. — 1. Founding of Christian, Buddhist, and "Independent" schools: The beginnings were 
 Christian: activities of Buddhist sects; the Hongwanji soct; number and classification of langua?:e schools 
 2. The organization, siipport, and administration of Japanese schools: The support: the Japanese educa- 
 tional association. 3. The textbooks used in Japanese schools: Revision oi the texts; description of the 
 texts as revised. 4. The influence of foreign language schools: Effect on health of cliildrcn; influence on 
 progress in the pubUc school; influence on loyalty to America. 5. Proposed legislation respecting language 
 schools; Resolutions of the Daughters of the American Revolution: recommendations of the chamber of 
 commerce; recommendations of the Ad Club; comments on proposals; plan proposed by the survey com- 
 mission; the spirit in which the recommendations should be enforced. 
 
 1. THE FOUNDING OF CHRISTIAN, BUDDHIST, AND "INDEPENDENT" 
 
 SCHOOLS. 
 
 THE BEGINNINGS WERE CHRISTIAN. 
 
 The first language sciiool in the islands organized exclusively for 
 children of foreign parentage was the one established in Honolulu, 
 in April, 1896, by Rev. Takie Okumura, for Japanese children. 
 This was followed the next year by the founding of another school for 
 Japanese at Honomu, Island of Hawaii, by Rev. S. Sokabi. Both 
 these scholarly Japanese gentlemen were Christian missionaries 
 brought over from Japan by the Hawaiian Mssion Board to assist 
 in bringing the members of their race under Christian influence. 
 
 In their work of Christianizing the Japanese, many difficulties 
 were encountered. The majority of the Japanese immigrants were 
 from the two sections of Japan which constitute the stronghold of 
 Buddhism in that country. Already there were many Buddhist 
 priests in Honolulu and on the plantations. The small band of 
 Japanese Christians soon brought down upon their heads the hos- 
 tihty of the Buddhist group, and in consequence for many years 
 they experienced great hardships and even persecutions. Many of 
 those weak in Christian faith, unable to stand up against the pres- 
 sure, deserted their churches; only the stronger ones, fired with true 
 Christian zeal, stood their ground. 
 
 These men and women were tremendously active. They estab- 
 lished night schools, where the Japanese were taught the EngUsh 
 language. They organized temperance societies, and, in places, 
 benevolent societies to help the unfortunate. Frequently they were 
 8.ppealed to to settle family quarrels, to adjust controversies between 
 the plantation managers and laborers, to write home letters for their 
 ilHterate compatriots, and so, by utilizing every o})portunity for 
 service these Japanese Christian ministers gradually broke down the 
 10146°— 20 8 ^^'^ 
 
open hostility toward Christian influences, so strongly expressed in 
 these early days by the mass of Japanese. To the devoted men and 
 women of this early period there is due much more credit for soften- 
 ing the hearts of the Japanese toward western spirit and influence 
 than has ever been recognized. 
 
 During this period the great majority of Japanese on the islands 
 were indentured laborers, brought here by former Hawaiian govern- 
 ments on a three-year contract. During the 14-year period, between 
 1885,* when the first company arrived, and 1900, when the Territory 
 became a part of the United States, 70,000 were brought in under 
 such a contract. All intended to return to Japan upon the expira- 
 tion of their period of indenture, and many did; but some remained 
 longer to accumulate more money, but none at that time expected 
 to remain in the islands permanently. 
 
 In 1900, when the islands passed under the control of the United 
 States, the status of the Japanese immigrants suddenly changed. 
 All contract laborers became free laborers, and labor exploiters from 
 the States began to pour into the Territory, telling fabulous tales 
 of the fortunes to be made on the mainland. Lured by these glowing 
 pictures, the ignorant laborers of the islands began flocking into 
 California. Steamers, chartered for the purpose, began to appear, 
 and soon thousands of Japanese were leaving Hawaii for the Pacific 
 coast; in turn other thousands from Japan began arriving in Hawaii 
 as free laborers, not with the intention of establishing themselves 
 there permanently but of crossing to the mainland as soon as they 
 could earn their passage money. In six years alone, from 1901 to 
 1907, 40,000 entered the Territory from Japan, more than half of 
 whom came with the intention of crossing to California. 
 
 When the citizens of California saw this avalanche of cheap, 
 ignorant, oriental labor coming upon them, a panic ensued. A 
 great wave of indignation and of anti-Japanese feeling swept the 
 coast, resulting in efforts to control and check what was believed to 
 be an imminent danger. The agitation finally led to the adop- 
 tion of the so-called '' Gentleman's Agreement '^ with Japan, whereby 
 the influx of Japanese laborers was cut-off, not only from the coast 
 but from Hawaii as well. 
 
 Meanwhile, to add to the restlessness and discontent of the race, 
 the more intelligent Japanese parents were complaining that their 
 children were not only growing up without the ability to speak 
 correct Japanese and to read and write it, but were lq fact acquiring 
 a curious mongrel dialect made up of words taken from the different 
 languages. 
 
 Rev. Okumura relates that during his first month in Hawaii he 
 saw a little Japanese girl standing alone at the door of his church. 
 Thinking that she might be lonely, he tapped her on the shoulder 
 
THE FOREIGN LANGUAGE SCHOOLS. 109 
 
 and inquired if she had come with her mother. Her reply was 
 ''Me mama hanahana yokonai." Failing to understand her, he 
 called to a friend who had been longer in the islands and learned that, 
 "Me mama" was a corrupted Enghsh phrase for "my mother"; 
 that "hanahana" was the Hawaiian for "work"; and that "yokonai" 
 was a Japanese expression equivalent to " can not come." Repeatedly 
 parents asserted that they could not understand the language of 
 their children nor be understood by them; and repeatedly came the 
 request that opportunity be provided for the systematic instruction 
 of Japanese children in their native tongue. 
 
 The naturalness and reasonableness of this desire at the time can 
 not be questioned, particularly when it is recalled that the Japanese 
 had no thought of remaining in the islands; that most of them were 
 leaving u]}on the expiration of their contract; that a six-year resi- 
 dence in Hawaii was regarded as a very long term for any man; and 
 that the children, upon their return to Japan, seemed like foreigners 
 in their own country. The group of Japanese Chi'istian ministers 
 saw in this situation a further opportunity to render a useful service 
 to their countrymen; to advance the Christian faith in the good will 
 of the people of their race; and to make their people more contented 
 and less eager to leave Hawaii for California or Japan. And so it 
 came about that through the personal initiative, first of Rev. Oku- 
 mura, followed a little later by Rev. Sokabi, two schools were estab- 
 hshed, as alread}^ related. 
 
 The beginning was modest indeed; 30 pupils, a borrowed room, 
 one teacher who had a Japanese license to teach, and a contribution 
 of $15 for benches, tables, and equipment; that was all. Within 
 a few months the number of pupils was multiplied, liberal contribu- 
 tions began to be made, a house suitable to the pm-pose was rented; 
 and three years later a generous plat of land on Nuuanu Street, 
 Honolulu, was purchased and a school building was erected. Thus 
 began the present Japanese Central Institute of Honolulu, which 
 now enrolls over 700 pupils, and which was the first of that chain 
 of Japanese schools now encircling the islands. 
 
 As founded the school was frankly Christian in its purpose and 
 influence, but when the school was moved to its permanent quarters, 
 foreseeing that it might give the Buddhists a pretext for starting a 
 school for the promotion of their own faith, it was separated from 
 all religious connections. A committee of 40, with Consul General 
 Saito as its chairman, was placed in charge of the school which 
 soon came to be a center for community work among the Japanese. 
 Other schools, likewise independent of religious connections, were 
 soon organized in the other islands. A campaign was launched to 
 interest the Japanese Government in the project and to secure from 
 it financial support for these "independent" schools, but the attempt 
 was unsuccessful. 
 
ACTIVITIES OF BUDDHIST SECTS. 
 
 Of the 12 principal sects into which Buddhism in Japan is divided, 
 5 ar^ represented in Hawaii: The Shingon, Nichiren, Sodo, Jodo, 
 and the Shin-Shu, more popularly known as the Hongwanji. Each 
 of these sects, differing from one another only in points which are 
 highly technical and metaphysical, has not only erected temples for 
 worship in the islands but also has, except for the first two sects, 
 followed with the establishment of schools for the purpose, it is 
 announced, of enabling children of Japanese parents to acquire the 
 Japanese language. 
 
 The Shingon sect built its first temple in the islands in 1914, 
 incorporating it in 1918. The sect now has 18 temples, situated at 
 various points in the islands. It publishes a monthly periodical 
 called ''The Henjo," which reports the activities of the different 
 temples in Hawaii. The sect has established no schools, organiza- 
 tions, or other activities, as have most of the other Buddhist groups. 
 Its home temple is at Koyasan, Japan. 
 
 The Nichiren sect was first represented in the islands in 1900. 
 The first church established by this sect was erected in 1902 at 
 Pahala, Island of Hawaii. Then followed, in 1911, a temple at 
 Honolulu. Another temple has recently been completed, situated 
 also in Honolulu. At present the Nichiren mission supervises, 
 besides the central temple at Honolulu, two temples, at Wailuku, 
 Maui, and at Pahala, Hawaii. Each temple has two organizations: 
 ''The Society for the Study of Nichiren Principles" and "The 
 Branch of Muragumo Women's Association" (of Japan). Like the 
 Shingon sect, it has founded no schools. 
 
 The Sodo sect began its work in the islands in 1903. In 1912 the 
 sect in Japan sent H. Isobe to the islands m the capacity of director 
 and superintendent of the Sodo mission. Since then the activities 
 of the mission have spread to Kauai, Maui, Hawaii, and rm-ed Oahu. 
 In 1914 a women's educational department was organized which is 
 centering its efforts on the education of girls. There are now seven 
 stations in the islands, besides the central temple at Honolulu, and 
 three schools with aii aggregate enrollment in excess of 600 pupils. 
 
 The Jodo sect, in the islands, is second only to the Hongwanji in 
 importance. Its activities in Hawaii began in 1894, when two priests 
 from the Tokyo board of the Jodo mission arrived. In 1899, as a 
 result of a conference of the leaders of the sect in Japan, Hawaii, 
 together with Korea and Formosa, became the mission field of the 
 sect. At first the mission's activities in the islands were confined to 
 the Island of Hawaii, where temples were built and educational and 
 religious work carried on. In 1900 a mission in Honolulu was opened 
 upon what is now the site of the head temple. In 1909 missionary 
 
THE FOREIGN LANGUAGE SCHOOLS. Ill 
 
 activity was begun on Maui and on Kauai. Twenty-one temples 
 have been erected in the islands and a complete system established 
 for intercommunication among these and with the main temple at 
 Honolulu. Each temple has an organization called ''Myojo," com- 
 prising four divisions of activity: Adult men, young men, women, 
 and children. In 1911 the mission established the Hawaii Girls' 
 School and began the publication of a monthly paper devoted to 
 Jodo propaganda. The schools established by this sect now number 
 18, having an aggregate enrollment of approximately 1,600 pupils. 
 In this work the mission seems to have fixed its attention on the 
 education of girls. 
 
 THE HONG WAN JI SECT AND ITS ACTIVITIES. 
 
 The Nishi Hongwanji is by far the strongest Buddhist sect in the 
 islands, as it is in Japan, embracing about 75,000 members of the 
 island population. This sect in Japan is controlled by a cabinet 
 formed of high priests at whose head stands the ''Hoss/' or chief 
 priest. The Hoss is held in very high esteem by members of the 
 sect, who honor him as they would a living Buddha. The Hoss is 
 represented in the islands by a ^^Kantoku" (Bishop Imamura) , who 
 has absolute authority over the priests and teachers of the sect as 
 well f}js, over its members, controlling the whole body, according to a 
 Japanese authority, ''as easily as one moves his fingers.^' 
 
 The first disciples sent from Japan by the Home Temple of the 
 Hongwanji Buddhists arrived in Hawaii in 1897. At the time of 
 their arrival there was a small preaching station at Honolulu and one 
 at Hilo. The work at these points had been carried on for some nine 
 years prior to this time, though it had never been recognized by the 
 Home Temple in Japan. These emissaries sent back a favorable 
 report on conditions, accompanied oy a request from the interested 
 Japanese of Honolulu and Hilo asking that the field be recognized as 
 a part of the Hongwanji mission of the home country. Accordingly, 
 in 1898, a bishop to Hawaii was appointed, who, a year later, was 
 succeeded by the present bishop. Bishop Imamura. 
 
 Since this time, under his active leadership, the sect has made a 
 remarkable growth m the islands. According to reports filed with 
 the commission, there are now in the islands, operatmg mider the 
 auspices of the Hongwanji mission, the following activities: 
 
 60 churches and substations, besides the main temple at Honolulu, completed 
 in 1918 at a cost oi §100,000. 
 
 About 30 Young Men's Buddhist Associations, \\TLth an estimated membership 
 of 1,100. 
 
 40 women's Buddhist Associations, having an estimated membership of 4,500. 
 
 33 Sunday schools, enrolling about 4,000 children. 
 
 42 Japanese language schools, having 155 .teachers and an enrollment of 7,100 
 children. 
 
The Higashi branch of the Hongwanji sect is now very inactive 
 in the islands. About 20 years ago a priest of this branch came to 
 Waimea, Kauai, and estabHshed a mission. Thi'ee years lat^r a 
 second mission was opened, also on the Island of Kauai. In 191G 
 the head temple was erected at Honolulu. There are now in the 
 islands only 4 priests of this branch of the Hongwanji. Tlie sect 
 maintains one language school of 2 teachers and 232 pupils, situated 
 at Waimea, Kauai. 
 
 NUMBER AND CLASSIFICATION OF LANGUAGE SCHOOLS. 
 
 In addition to the schools organized by Christian and Buddhist 
 sects, there are a number of schools which have yielded to the advice 
 given by the more progressive Japanese leaders and have dissociated 
 themselves from religious connections and affiliations actually in a 
 number of instances; in name only m a number of other cases. To 
 what degree each is actually independent in fact, and to what degree 
 each is still responsive to religious ini&uence is conjectural. 
 
 Other national groups besides the Japanese have organized schools 
 for the purpose of teaching their native languages. Thus, in response 
 to the quickening of the Korean nationalistic spirit, some 10 schools, 
 enrolling about 800 children, have been established in the islands for 
 the teachmg of the Korean language. The Chinese also have about 
 12 schools, with an approximate enrollment of 1,150 children. In 
 addition, there are numerous groups of Chinese children about the 
 islands meeting at homes for the purpose of studying the Chinese 
 language. The schools are organized and conducted much as are 
 the Japanese schools, except that they are without religious affilia- 
 tions or connections. 
 
 The following table shows the number of foreign-language schools 
 and their status respecting religious affiliations, as nearly as the com- 
 mission was able to determine: 
 
 Number of foreign language schools, their enrollment and teachers, and their religious 
 
 connections. 
 
 Religion. 
 
 Japanese: 
 
 Christian 
 
 Buddhist: 
 
 Sodosect 
 
 Jodo sect 
 
 Hon£;wan.ii sect 
 
 Independent i 
 
 Korean schools (independent) . 
 Chinese schools (independent) . 
 
 Total. 
 
 Number of 
 schools. 
 
 185 
 
 Number of 
 teachers. 
 
 Some of these are not Independent in fact. 
 
 7 
 
 51 
 
 155 
 
 213 
 
 12 
 
 Approximate 
 enrollment. 
 
 . 507 
 
 600 
 
 1,600 
 
 7,100 
 
 10,389 
 
 SfX) 
 1.150 
 
 22, 146 
 
BUREAU OF EDUCATION. 
 
 BULLETIN. 1920, NO. 15 PLATE 5. 
 
 ^ f f T' •' 
 
 
 ATHLETIC TEAM— MID-PACIFIC INSTITUTE. 
 
 C INSTITUTE. 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 15 PLATE 6. 
 
 STUDENT TYPES— MID-PACIFIC INSTITUTE. 
 
 rPn 
 
 0.^^^ f^^ 
 
 Q. e 
 
 W# # 
 
 
 !» W 
 
 ! 
 
 STUDENT TYPES— MID-PACIFIC INSTITUTE. 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 16 PLATE 7. 
 
 LOWER CAMPUS— PUNAHOU SCHOOL. 
 
 LR FIELD— PUNAHOU SCHOOL. 
 
THE FOREIGN LANGUAGE SCHOOLS. 113 
 
 2. ORGANIZATION, SUPPORT AND ADMINISTRATION OF THE 
 JAPANESE SCHOOLS. 
 
 SUPPORT OF THE SCHOOLS. 
 
 In general the Japanese language schools are supported by tuition 
 fees paid by the parents of children who attend, by subscriptions 
 made by mterested Japanese, and by the corporations owning and 
 operating the pkntations. In most instances the land on which 
 the schools and tempies are erected is plantation land leased for the 
 purpose without charge; in some localities where land is not con- 
 trolled by the plantations, sites have been purchased and title 
 secured. In a nimiber of instances the organizers of the school or 
 temple provide the lumber and building materials and the plantation 
 carpenters erect th« buildings; in some cases both materials and 
 labor are supplied by the plantation management. The plantations 
 in most cases also contribute definite monthly amounts to the support 
 of these activities; in some cases the salary of the entire teaching 
 force is assumed by the plantation. Formerly the Hawaiian Sugar 
 Planters' Association turned over to the Japanese consul considerable 
 sums to be used by him in assisting such work, together with other 
 weKare activities among his people, but the association discontinued 
 this practice some years ago. 
 
 Without doubt the planters contribute to the support of these 
 schools in order that their employees may be better satisfied with 
 plantation conditions. It is but a phase of the movement, now 
 setting in strongly, to provide better housing, health, recreational, 
 and educational advantages for workers, and the motive back of it 
 calls for commendation rather than condemnation. 
 
 For the convenience of the children the buildings are usually very 
 near the public schools. In structure they compare favorably with 
 the buildings erected by the Territorial Department of Public Instruc- 
 tion, though they are not so weU equipped. The desks in most 
 schools, for example, are rough, home-made benches, while the rooms 
 themselves are bare and unattractive in appearance. Frequently 
 the head teacher and his family live in one portion of the building. 
 The grounds are usually ample for play activities, quite as ample, 
 indeed, as are those belonging to the public schools. 
 
 Most of the schools are of elementary grade, though a few kinder- 
 gartens have been organized, and in 11 schools work corresponding 
 to that of the public high school is attempted. In aU cases the 
 teachei's of the schools are brought from Japan, none being Hawaiian- 
 born or educated. Most of these are certificated teachers in their 
 home country, many having taught in the public schools of Japan. 
 A number of the teachers, particularly those of the Hongwanji sect, 
 are priests and conduct the temple rites and ceremonies. 
 
While, doubtlesS; many teachers are brought from Japan rather 
 than procured from among Hawaiian-bom Japanese because it is 
 sincerely believed that they speak a purer Japanese, nevertheless 
 some, at least, share the opinion franld}^ expressed recently before 
 the Japanese Educational Association of Maui by Mr. Obata Shusan, 
 formerly head priest of the Jodo Shu Mission at Puxmene, Maui, and 
 principal of the Mitsuka Girls' School. In characterizing the type 
 of instructor which he thought the language schools needed he said : 
 
 Any man who is to teach Japanese language schools should not be a man with 
 democratic ideas. The language school is not a place for a man with strong demo- 
 cratic ideas. A man of strong Japanese ideas should be ita teacher. 
 
 The teachers themselves are paid a modest salar}^, ranging from 
 $30 to S50 per month. This is often supplemented, however, by 
 amounts received for the performance of temple services. At the 
 last annual meeting of the Japanese Educational Association the 
 following resolution was adopted « 
 
 We, the teachers, feeling the pressure of high cost of living, due to the unusual high 
 price of commodities, and seeing th^t we are unable tx) •••uarantee safe living or maintain 
 proper dignity with very limited income compared with that of others, do hereby 
 resolve to demand of the administrative authorities of the respective ^fschools an 
 increase of over 30 per cent of our present salaries. 
 
 SCHOOL SESSIONS. 
 
 A good deal of variation in the daily session is to be found among 
 the schools. Most schools have either a two or three hour session, an 
 hour or an hour and a half before the public school opens and the 
 same after it closes in the afternoon. In a few schools, however, 
 it is reported that children assemble as early as 6 a. m. for a two and 
 a half hour morning session before the public school opens. In some 
 instances the older children attend in the morning, the younger in 
 the afternoon. In other instances aU attend both sessions. In still 
 other cases children attend one hour in the morning and two hours 
 in the afternoon. 
 
 Until recently the Japanese children attended their schools on 
 Saturdays and the year around as well, except for a two weeks' 
 vacation in the summer. Now, however, a month is allowed during 
 the summer and no attendance required on Saturdays. Other 
 vacations also correspond more closely to those granted by the 
 public school. 
 
 THE JAPANESE EDUCATIONAL ASSOCIATION. 
 
 The affairs of the Japanese language schools are nominally con- 
 trolled b}^ the Japanese Educational Association, which was organized 
 in 1914. This association is essentially a teachers' association, a 
 stipulation being that ''only the teachers or those who are actually 
 teaching in Japanese language schools are eligible for membership." 
 
 J 
 
THE FOKEIGN LANGUAGE SCHOOLS. 115 
 
 At the first meeting of the association an effort was made to include 
 persons who are interested in the work of Japanese schools other than 
 the teachers, but this suggestion was rejected. The meetings of the 
 association, therefore, which have since been held at stated times, have 
 had no representation from those outside the teaching corps. 
 
 Branch associations have been formed in each of the islands: 
 Two on Kauai, one on Oahu, three on Hawaii, and one on Maui. 
 A standing committee of four cares for the interests of the association 
 between conferences. Upon the convening of the annual conference, 
 the delegates from the branch associations by ballot elect three ofR- 
 cers of the conference — chairman, vice chairman, and secretary. 
 
 The association looks out for the interests of the schools and the 
 teachers ; it recommends and suggests reforms ; but it has no authority 
 to do more than recommend policies and changes.' Indeed, the 
 association has so far found it very difficult to outline an educational 
 policy which will command the support of the Hongwanji, the Jodo, 
 the Independent, and the Christian groups. 
 
 The delegation from each branch association to the general associa- 
 tion is not limited. The association contributes part of the traveling 
 expenses of the delegates, and the larger the balance in the fund the 
 greater the number of delegates. Usually each branch association 
 sends two or three representatives. On any question, however, 
 when branch associations feel that a critical matter is to be con- 
 sidered, the delegates are much more numerous. The 1919 conference 
 recently held in Honolulu was considered a very important one, both 
 because of the legislation which the Territory sought to adopt respect- 
 ing the activities of the Japanese language schools, and also because 
 of the fact that one of the branch associations presented a resolution 
 that the language schools be divorced from all religious connections. 
 
 Before the annual conference convenes, each branch association 
 adopts a list of suggested resolutions. This list is forvrarded to the 
 central association in Honolulu. These proposed resolutions are 
 then printed and submitted to the conference where each is gone over 
 word for word and adopted or rejected by formal vote. The resolu- 
 tions, in the form finally adopted, express the ^^^sh of the central 
 association, but the association has no authority or power to compel 
 either the branch associations or the language schools in the several 
 islands to carry the adopted resolutions into effect. In consequence, 
 there have been formulated many provisions which read very well 
 to those who are examining them, but which are found, upon inquiry, 
 never to have been executed. In one particular, however, the 
 Japanese Educational Association has taken a significant stop and 
 that is in revising the textbooks formerly used in the Japanese 
 schools and adapting them, to some degree at least, to local needs 
 and shaping them up to eliminate the criticism to which they have 
 recently been subjected. 
 
3. THE CHARACTER OF THE TEXTBOOKS USED IN THE JAPANESE 
 
 SCHOOLS. 
 
 THE REVISION OF THE JAPANESE TEXTBOOKS. 
 
 At the annual conference of the Japanese Educational Association 
 in 1915 it was urged by the Japanese consul and some of the pro- 
 gressive Japanese leaders that the type of instruction which prevailed 
 in the Japanese language schools should immediately be given up 
 and that the textbooks then used, which were compiled under the 
 direction of the Japanese Government and which were intended for 
 the training of Japanese subjects, should be revised. It was urged 
 that the content of these Japanese texts was written from the im- 
 perialistic standpoint, and that the use of such texts in the language 
 schools of Hawaii, even though not with the pm-pose of teaching 
 imperialistic ideals or for the training of Japanese citizenship, would 
 surely invite suspicion and give rise to misunderstandings on the 
 part of the American people, and that in consequence the books should 
 be so changed as to make them more adaptable to conditions in Hav/aii 
 and at the same time to promote thereby, as far as possible, American 
 citizenship. 
 
 This proposal was adopted and a committee was appointed, one 
 Buddhist and one Christian being among the number, to revise the 
 texts. Prof. Y. Haga, of the Tokyo Imperial University, was 
 invited to undertake the revision. He came to Honolulu and made a 
 study of conditions among the islands, remaining here some three 
 months. He was assisted in his work by Mr. Tsunoda, of the 
 Hongwanji Buddhist mission, and Mr. K. Kakehi, then secretary of 
 the citizenship campaign committee of the Territorial Young Men's 
 Christian Association, now secretary of the Young Men's Christian 
 Association at Nagasaki, Japan. These gentlemen were also assisted 
 in securing material by a committee appointed by the Japanese 
 Educational Association of Hawaii. 
 
 The fund for the publication of the textbooks was provided by the 
 Prince Fushimi memorial educational committee. Prince Fushimi, 
 on his return to Japan from a visit to England, stopped at Honolulu 
 and left a sum of money for the purpose of helping needy Japanese 
 children. The memorial educational committee was organized to 
 superintend the distribution of this fund. It used to offer prizes to 
 pupils who made high records in their studies in the several language 
 schools. Recently this plan was given up and the income employed 
 in educating a Hawaiian-born young man at an American college. 
 For a time, however, a portion of its income was diverted to the 
 publishing of the textbooks, as already indicated. 
 
THE FOREIGN LANGUAGE SCHOOLS. 
 
 117 
 
 THE TEXTBOOKS AS REVISED. 
 
 Twelve years is the period of study covered by the Japanese lan- 
 guage schools. This period is broken into two principal divisions: 
 The lower or secondary division of eight years, and the higher or 
 advanced, of four years. The books used in the first division consist 
 of eight readers graded in difficulty; six are primary grade books and 
 two grammar grade. In the high schools under the control of the 
 Hongwanji mission the books used are the same as those used in the 
 high schools of Japan, these not having been revised as have the 
 books employed in the lower division. The table which follows gives 
 the com-ses of study in these high schools and the textbooks used:^ 
 
 Course of study offered in the Japanese high schools of the Hongwanji Buddhists, IJaivaiian 
 
 Islands. O' 
 
 
 Preparatory 
 course. 
 
 1 
 First year. ! Second year. Third year, 
 i 
 
 Fourth year. 
 
 Moral Teaching. 
 Etiquette (girls). 
 
 The Middle 
 School Moral 
 Precepts, 
 Book I. 
 
 The Middle 
 School Moral 
 Precepts, 
 Book I. 
 
 The Middle 
 School Moral 
 Precepts, 
 Book n. 
 
 The Middle 
 School Moral 
 Precepts, 
 Book III. 
 
 The Middle 
 School Moral 
 Precepts, 
 Books IV and 
 
 V. 
 
 Readings. 
 
 New Middle 
 School Read- 
 ers, Book I. 
 
 New Middle 
 School Read- 
 ers, Books II 
 and III. 
 
 New Middle 
 School Read- 
 ers, Books IV 
 and v. 
 
 New Middle 
 School Read- 
 ers, Books VI 
 and VII. 
 
 New Middle 
 School Read- 
 ers, Books 
 Vnt and IX. 
 
 Compositioa. 
 
 Composition. 
 
 Composition. 
 
 Composition. 
 
 Composition. 
 
 Composition. 
 
 Pemnansbip. 
 
 Penmanship. 
 
 Penmanship. 
 
 Penmanship. 
 
 Penmanship. | Penmanship. 
 
 History (oral). 
 
 Historical 
 stories. 
 
 Japanese An- 
 cient Stories. 
 
 Japanese Medi- 
 eval Stories. 
 
 Japanese Mod- j Japanese Ci\-ili- 
 em History. | zation. 
 
 Geography (oral). 
 
 
 Geography of 
 Japan. 
 
 Geography of 
 Japan. 
 
 j 
 
 
 1 
 
 i 
 
 Translations. 
 
 Eggleston's A 
 First Book in 
 American 
 History. 
 
 Eggleston's A 
 First Book in 
 American 
 History. 
 
 C. F. Dole's 
 The Young 
 Citizen. 
 
 L a f c a d i j Dr. I. Nitobe's 
 Hearn'si "Bushido" 
 "Kokoro." 1 and Five Ap- 
 peals to Amer- 
 ican Patriot- 
 ism. 
 
 Gymnastics 
 
 (boys). 
 Music (girls). & 
 
 Gymnastics. 
 Music. 
 
 Gymnastics. 
 Music. 
 
 i 1 
 
 Music Mnsin ' 
 
 
 
 1 
 
 
 o Daily lessons cover 1 hour and 20 minutes, from 7 to 8.20 a.m. 
 
 t> Besides for girls there are optional courses of sewing, etiquette, handicrait, and Japanese music. 
 
 BOOKS USED IN THE LOWER DIVISION. 
 
 Each of the first six of the eight books used in the lower division 
 of schools is made up by taking the texts used in the Japanese Gov- 
 ernment schools, omitting certain chapters and lessons and sub- 
 stituting therefor a content dealing with American and Hawaiian 
 subjects and reprinting the remaining chapters as they occur in the 
 Government texts. 
 
 » A translation of the lesson titles of these books will be found in the appendix. 
 
Primary Boole No. 1 is organized from Books I and II of the Japanese 
 Government texts. This book consists of two parts. The first part 
 (pp. 1-41) is essentially a primer, containing words, short phrases, 
 and illustrations. On the first page is the word ''hata," meaning 
 flag, with a picture of the American and Japanese flags in colors. 
 On the second page are four characters meaning 'Hako" or kite, and 
 '^koma" or top, with appropriate illustrations. The children are 
 depicted garbed in American dress. Part 2 comprises 24 chapters' 
 or lessons, 14 of which are taken from the Government texts. There 
 are no distinctly American subjects treated in this book, and only 
 one Hawaiian subject, that being in the eighteenth lesson, which is 
 descriptive of the papaia and guava fruits growing plentifully in the 
 islands. 
 
 Primary Boole No. 2 consists of portions of Books III and IV of the 
 Japanese Government texts. There are 52 lessons in this book, 34 of 
 them having been taken from the Government books. One only, 
 No. 16, entitled '^Washington's Honesty" (the cherry tree story), 
 deals with an American subject. Nine treat of Hawaiian topics. 
 These are entitled, respectively: ''The Mango," ''May Day," "TLe 
 Lizard," '^The Mountain Apple" (Ohia), "Our Plantation," "The 
 View from the Mountain " (Punchbowl), "The Taro," "The Man- 
 eating Shark," and '^ Sugar Cane." 
 
 Lesson No. 34, entitled "The Tenchosetsu," meaning the Em- 
 peror's bu^thday, runs as follows : 
 
 The thirty-first day of October is the day we celebrate the Tenchosetsu. The 
 Tenchosetsu means the day on which our Emperor was bom. August 31 is the real 
 day on which our Emperor was bom, and that day should l)e the Tenchosetsu. But 
 October 31 has been set as the day on which we should celebrate. On this day every 
 Japanese in Japan or in any foreign country celebrates the birthday. There is no place 
 which does not celebrate. Is it not glorious to see the flag of the sun shining in the 
 light of the dawn? 
 
 Do you know any other holiday? In Japan New Year's Day and Kigensetsu (the 
 Accession Day of first Emperor Jinmu) are the most important holidays. New Year's 
 Day is the day on which we celebrate the coming of a new year. The Kigensetsu is the 
 day on which our first Emperor, Jinmu, acceded to the throne. 
 
 The people of every, nation have a day which they cannot forget. Such a day is 
 called a national holiday. In America Independence Day, Washington's Birthday, 
 and Christmas are the most important holidays. (Translation.) 
 
 Primary Boole No. 3 \s> taken from Books V and VI of the Govern- 
 ment reading series. It comprises 54 lessons, 3 of which are on Ameri- 
 can and 1 1 on Hawaiian topics. The lessons on American topics are 
 entitled: "Independence Day," a very good but short description of 
 the war with England and the declaring of independence, "Arbor 
 Day," and "Washington." Lessons on Hawaiian topics treat of 
 ''The Ulu" (a fruit), "Kapiolani Park," "The Aquarium" (at 
 Honolulu), "Sm-f-riding," "The Hawaiian Islands" (chiefly descrip- 
 tive of the volcanoes), "The Kukui Nut," "Honolulu" (places of 
 
THE FOREIGN LANGUAGE SCHOOLS. 119 
 
 interest in the city), '^A Letter from Honolulu/' '^Lei/' '^ Pine- 
 apples," and ''The Discovery of Fire" (from Hawaiian folklore). 
 
 A number of the lessons deal ^v^th Japanese mythology. The 
 second lesson, entitled "The Golden Kite," is characteristic. A 
 translation follows: 
 
 The first Emperor of Japan is called Jinmu. When tliis Emperor was on an. expedi- 
 tion against the bad people, a golden kite, coming from no one knows where, perched 
 upon the tip of his bow. The bad people could not open their eyes in that dazzling 
 bright gleaming. The bad people were afraid of that light and ran away. The Em- 
 peror subdued the bad people of the whole country, and then he held the accession 
 ceremony. That day falls on February 11th, and we call it the Kigensetsu (the anni- 
 versary of the accession of the Emperor Jinmu) and every year we celebrate it. (The 
 Government text contains a longer story supplemented by the myth of the crow that 
 guided Jinmu on his journey to fight his enemies.) 
 
 Primary Book No. 4 comprises parts of Books VII and VIII of the 
 Government series and contains 56 lessons. Only two lessons in this 
 book, the ninth and forty-fourth, touch on matters in any sense 
 American. The first describes the memorial service for the dead in 
 Hawaii and America, comparing it with the Japanese ceremonies for 
 departed heroes, and the great Buddhist festivals of Bon, occurring in 
 July, when the spirits of dead ancestors are supposed to revisit the 
 earth. The second is a brief sketch of the life of Franklin. 
 
 Three lessons deal with Hawaiian subjects: ''Hawaii" (a descrip- 
 tion of the islands, with a map), "Washington's Birthday" and the 
 "Mid-Pacific Carnival," and "The Owl Returns a Favor" (a Hawai- 
 ian story) . 
 
 A number of the lessons consist of typical Japanese hero stories. 
 The fortieth, entitled ' ' The Forty-seven Ronins, ' ' vv ill illustrate . The 
 story, which is based on historical incident, is greatly admired by 
 Japanese because it exemplifies loyalty at its best. As the story runs, 
 the 47 ronins were the retainers of the Lord of Ako, who was sentenced 
 to commit suicide for having wounded a nobleman by the name of 
 Kira; who insulted Ako. The enormity of the offense was the greater 
 because it had been committed within the precincts of a temple. 
 This band of men resolved to avenge the death of their master, which 
 they did somewhat over a year later. They killed Kira and then 
 calmly awaited the sentence of seH-execution (hara-kiri) . This they 
 performed and were buried beside their master in Sengakuji, a Bud- 
 dhist temple in Tokyo. 
 
 The lesson begins by saying, "The story which every Japanese 
 never gets tired of hearing again and again is the story of the 47 ronins 
 of Ako." And it ends with these words, "Every person in Japan 
 praises the loyalty of this band of 47 ronins. But because they 
 broke the law of the country the ronins were sentenced to 'hara-kiri' 
 on February of the following year. The youngest of the ronins was 
 Chikara, son of Yoshio. He was 16 years of age at that time." 
 
120 A SURVEY OF EDUCATION IN HAWAII. 
 
 Another type of story contained in Book No. 4, also based on 
 Japanese history, describes an episode in the life of the founder of 
 the Jodo sect of Buddhists. This is No. 50 and is entitled ^'Seishi- 
 maru." Seishimaru was the boyhood name of Genku Jonin, the 
 founder of the Jodo sect. One day his father, Uruma Tokikuni, a 
 samurai of Mimasaka-no-kuni, was attacked by another samurai, 
 named Akashi Sadaakira, with a band of his followers. Tokikuni 
 was all alone in his house when the attack was made. He defended 
 himself single handed and was wounded in many places. Sadaakira, 
 the assailant, was suddenly struck by an arrow which came from 
 somewhere, which no one knew. Immediately he died. 
 
 Beside the deathbed of his father, Tokikuni, Seishimaru resolved to 
 avenge his father's disgrace. But his father would not allow it. He 
 pleaded that his son would forget the incident and become a Budd- 
 hist priest and serve his fellow men. Seishimaru followed the 
 advice of his father and became a great priest, who was called later 
 Genku Jonin, the founder of Jodo Shu. 
 
 Primary Book No. 5 contains lessons from Books IX and X of the 
 Japanese Government readers, although not so many have been used 
 as in the preceding books. There are 68 lessons, comprising three 
 on American topics: ''Mother's Day," ''General Grant" (his life and 
 trip to Japan described), and "Thanksgiving Day and the Harvest 
 Festival," The latter compares the Puritan's Thanksgiving with 
 the Japanese Harvest Festival, said to be the same thing. Four 
 lessons deal with Hawaiian topics. These are entitled: "Captain 
 Cook" (the discovery of Hawaii), "The Great King Kamehameha," 
 "Hawaiian Correspondence," and "Hawaii" (a poem with an 
 English translation). The sixty-seventh lesson consists of an 
 account of George Shima, the "Potato King of California." 
 
 Primary Book No, 6, the last of the primary series, contains some 
 lessons taken from Books XI and XII of the Japanese series. Nine 
 deal with topics American, and seven treat of Hawaiian topics. The 
 first group includes the following titles: "Columbus's Discovery of 
 America," "Baseball and Football," "The Pacific Coast of the 
 United States'^ (2 lessons), "Washington," "Lincoln," "America 
 and Havvaii" (a brief account of Hawaii from the missionary period 
 to the annexation of the islands), "The Story of the Declaration of 
 Independence," and "The Mixture of the American Race" (an 
 accoimt of the mixture of the nationalities in the United States). 
 The group dealing with Hawaiian subjects comprises the following 
 titles: "The Paradise of the Pacific" (Hawaii), "Famous Places of 
 Honolulu," "One Year in Honolulu," "Japan and Hawaii" (a brief 
 accoimt of Hawaii's relationship to Japan), "History of the Coming 
 of the Japanese to Hawaii," "Pearl Harbor" (a description of the 
 naval station at Pearl Harbor and the fort at Diamond Head), and 
 "Making the Camps Beautiful" (plantation camps). 
 
THE FOREIGN LANGUAGE SCHOOLS. 121 
 
 The first lesson in the book comprises the famous Japanese Imperial 
 Rescript on Education. This rescript is generally regarded as 
 epitomizing Japanese morals. It is read with ceremony twice every 
 week and on national holidays in the schools of Japan. A translation 
 f oUows : 
 Know ye oui- subjects: 
 
 Our Imperial Ancestors ha .'e founded our Empire on a basis broad and everlasting 
 and have deeply and firmly implanted virtue; our subjects ever united in loyalty 
 and filial piety, have from generation to generation illustrated the beauty thereof. 
 This is the glory of the fundamental character of our Empire, and herein also lies the 
 source of our education. Ye, our subjects, be filial to your parents, affectionate to 
 your brothers and sisters; as husband and wife be harmonious, as friends true; bear 
 yourselves in modesty and modemtion; extend your benevolence to all; pursue 
 learning and cultivate arts, and thereby develop intellectual faculties and perfect 
 moral powers; furthermore advance public good and promote common interests; 
 al'vvays respect the Constitution and observe the laws; should emergency arise, offer 
 yourself courageously to the State, and thus guard and maintain the propriety of our 
 Imperial Throne coeval with Heaven and Earth. So shall ye be not only our good 
 and faithful subjects, but render illustrious the best traditions of your forefathers. 
 
 The way here set forth is indeed the teaching bequeathed by Our Imperial Ancestors, 
 to be observed alike by their descendants and the subjects, infallible for all ages and 
 true in all places. It is our wish to lay it to heart in all reverence, in common with 
 you, our subjects, that we may all thus attain to the same virtue. 
 
 The 30th day of the 10th month of the 23rd year of Meiji Era (1890). 
 (Impeiial Sign Manual. Privy Seal.) 
 
 The last lesson in the book is likewise interesting, for it consists of 
 an injunction to maintain good citizenship, written for Hawaiian- 
 born Japanese children, who are addressed as ^ future American 
 Citizens." A translation reads as follows: 
 
 Your forefathers left the far fatherland and came to Hawaii. The majority of you 
 were bom in Hawaii and have received your education in the public schools of the 
 Territory and have been granted the birthright of American citizenship. The greater 
 part of you will not fail to become American citizens and you must stand in the world 
 as good citizens. Now, your forefathers belonged to the land of Japan; at the same 
 time they desire that which you are doing in the world. 
 
 Among the American citizens are those whose forefathers have either come from 
 England, or from Germany, or from France. Besides, there are those who came from 
 Eussia, Spain, Italy, and Portugal. Moreover, there are Chinese, black people, and 
 mixed breeds. All are enjoying equality under the Stars and Stripes. Further, at 
 your school there are children of ever\^ nationality studying together as friends. It 
 is desirable that your school should excel other schools on all points, and you should 
 desire that your school should be better than other schools. As future American 
 citizens, you should resolve to exert yourselves in the country's cause and for its 
 development. The prosperity or decline of the country depends upon the people 
 of the nation. You should resolve to stand for justice, fair and impartial; you should 
 be good citizens of the country. 
 
 Since the beginning of the nation's history, the forefathers of the land of Japan have 
 shown distinct character. You have learned many historical stories and you know 
 the real development of the land of Japan. When you stand with other races in com- 
 petition, you must not lose self-confidence, the essential traits of the Japanese i-ace, 
 and the conviction that you are the excelled descendants of the nation of Japan. 
 
122 A SURVEY OF EDUCATION IN HAW AH. 
 
 Do not forget the strong points of the Japanese nation; preserve the good traits; and 
 80 conduct yourselves that you be esteemed by all races in America. Future American 
 citizens, do not bring a stain upon the name of the fatherland and do not disgrace 
 your ancestor's name. 
 
 Grammar Grade Book No. 1 consists of 78 lessons, none of which 
 deals with distinctively American subjects; nine, however, relate to 
 Hawaiian topics. A translation of the lesson titles will serve to show 
 pretty clearly the nature of the contents of this book. This follows : 
 
 1. Introduction to Japanese Geography. (Illustrated with a map.) 
 
 2. The Age of Gods. (The period preceding the accession of the first Emperor 
 
 Jinmu. The lesson attempts to fix the origin of Japanese Empire.) 
 
 3. Prehistoric Japanese. (Characteristics.) 
 
 4. The House. 
 
 5. The Accession of Jinmu Tenno (first Emperor). 
 
 6. To-day. (Inverse. English translation is given.) 
 
 7. The Caravan. (Thestory of Ali and Hassen.) 
 
 8. Yamatotakeru-no-mikoto. (The account of a prehistoric personage who did so 
 
 much in the building of the Japanese Empire.) 
 
 9. Kansei Provinces. 
 
 10. Same. (Description of the provinces with reaps.) 
 
 11. Letter from Hawaii. 
 
 12. The Sky of the Mid Sea Island. 
 
 13. The Mountains of Hawaii. 
 
 14. Nakahama Manjiro. (Account of the first Japanese who came to Hawaii.) 
 
 15. The Conquest of Korea and the Introduction of Cultm'e and Industiy into Japan. 
 
 16. The Introduction of Buddhism and the Progress of Culture and Art. 
 
 17. Himalaya and Ganges. 
 
 18. Elephant Hunting. 
 
 19. Tropical Fruits. 
 
 20. The People of Ruined Nations. 
 
 21. The Englishmen. 
 
 22: Commodore Nelson. (Battle of Trafalgar.) 
 
 23. The Ship Route. (In verse.) 
 
 24. The Habitat of Different Animals. 
 
 25. Courage. 
 
 26. On the Way in Uniform. (Depicts the mobilization of the army. The object of 
 
 the lesson, loyalty to the country.) 
 
 27. Manufacture of Sugar. 
 
 28. The Fishery of Hawaii. (Tells that Japanese control it.) 
 
 29. Pineapple and Coffee Industries in Hawaii. (Tells that the majority of the inde- 
 
 pendent pineapple planters and 90 per cent of the coffee planters are Japanese.) 
 
 30. Filial Piety. 
 
 31. Shiohara Tasuke. (Story of thrift.) 
 
 32. The Renaissance of Taika. 
 
 33. Same. 
 
 34. Tales of Korea. 
 
 35. Forward. (Inverse.) 
 
 36. The Protecting Eye and Arm of a Nation. (Story of Horatius.) 
 
 37. Julius Caeear. 
 
 38. The Age of Nara. (Description of the golden age of Buddhism in Japan.) 
 
 39. Tsuba Pro\ince8. (Description and geography.) 
 
THE FOREIGN LA:N^GUAGE SCHOOLS. 123 
 
 40. Same. 
 
 41. Sympathy. 
 
 42. Relative?. 
 
 43. Love of a Mother. (In verse.) 
 
 44. Letter of Condolence and Answer. 
 
 45. The Revival of the Heian Period. 
 
 46. Admonishes a Thief. (Story of Fujiwara Yasumasa, the great Samurai (^warrior) 
 of the Middle Ages.) 
 
 47. The Way of Friends. 
 
 48. A True Friend. (Story of Damon and Pythias.) 
 40. The Central Provinces. 
 
 50. Same. 
 
 51. A Letter to Hawaii. 
 
 52. Rise and Decline of Genpei. (Wars of Genji and Heiji.) 
 
 53. The Battle of Taiken Mon. 
 
 54. The Great Scholars. (Pestalozzi, Froebel.) 
 
 55. Bookkeeping. 
 
 56. Hawaiian- Japanese Commerce. 
 
 57. The Snow. 
 
 58. The Kamakura Shogunate. 
 
 59. The Literature of the Kamukura Age. 
 
 GO. Knowledge of Certain Things Essential in Association with Other Nationalities. 
 
 61. The Similarity of the Eastern and Western Proverbs. (English translation gi^-en.) 
 
 62. The Kinki Provinces. 
 
 63. Same. 
 
 64. Kaibiira Eldken. (Account of a great scholar in Chinese classics.) 
 
 65. The Capture of 203 Metre Hill, Port Arthur. 
 
 66. The Imperial Restoration of the Kenmu Era. 
 
 67. Imperial Government at Yoshino. 
 
 68. The Central Provinces. (Description.) 
 
 69. Lieutenant Sakuma. (Story of an officer who died with the torpedo boat which 
 he was commanding. — Another stor}^ which attempts to portray the loyalty to 
 one's country even in peace time. The torpedo boat sank from the explosion, 
 and this officer had died, thinking himself responsible for having sunk the 
 vessel.) 
 
 70. The Torpedo and Subm-arine. (Cites the great development of the submarine 
 warfare by the Germans.) 
 
 >1. Peter the Great. 
 
 72. The Loyalty of a Military Horse. 
 
 73. The Great Wall. (Account of the Great Chinese Wall.) 
 
 74. The Development of Printing. 
 
 75. Kant's Carefulness of Little Things. 
 
 76. The Western Hemisphere. 
 
 77. Same.- 
 
 78. Same. 
 
 Grammar Grade Book No. 2, likewise, consists of 78 lessons, none 
 of Avhicli, however, deals v/ith either American or Hawaiian topics. 
 The titles of these lessons follow: 
 
 1. The Eastern Hemisphere. 
 
 2. Same. 
 
 3. Same. 
 
 4. The Ancient Civilization of Egypt and Greece. 
 
 5. Alexander the Great. 
 
 10140°— 20 9 
 
124 A SUEVEY OF EDUCATIOiS' IN HAWAII. 
 
 6. The Imperial Rescript of j\[ciji 41st, October 13th. (Rescript issued immediately 
 
 after the Russo-Japanese War. The Emperor orders: In this age of inter- 
 national relationship, people of Japan should intermingle with other nations, 
 and should strive to receive together the benefits of the civilization. Ye should 
 strive to develop the nation; should redouble the resources of the land: should 
 unite each other, high and low, and be faithful, diligent, and thrifty: should 
 respect honesty; should be loyal to the tmditions and customs; and should help 
 each other in the cause of the nation's real development. '^ * * Ye Si3ould 
 follow the will of the Emperor and the traditional teachings of the nations deeds 
 and records, etc.) 
 
 7. The Spirit of the Samurai of Old Japan. 
 
 8. The Literature and Arts of the Age of Muroraachi. 
 
 9. The Feudal Age. 
 
 10. The Ashikaga Government and International Commerce, Commerce wiih K'orea^. 
 
 11 . A to j i Kamon . ( Ac count o f a h ero . ) 
 
 12. Be Independent and Be Seli-holpful. 
 
 13. The Newspaper. 
 
 14. The Provinces of Shikoku. 
 
 15. The Four Seasons. (Inverse.) 
 
 16. The Moonlight Sonata. (Biography of Beethoven.) 
 
 17. The Plugging. 
 
 18. General Gordon. 
 
 19. The Profession. 
 
 20. The Letter of Introduction. 
 
 21. Xobunaga and Ilideyoslii. 
 
 22. The Shogunate at Yedo. 
 
 23. The Culture of the Yedo Period. (Introduction of Christianity.) 
 
 24. Date Masamune. (Biography of famous feudal lord.) 
 
 25. Courtesy. 
 
 26. Western Stories. (Columbus, Newton, Sir Walter Raleigh, King Coni-ad, and 
 
 Frederick the Great.) 
 
 27. The Pro\inces of Kyushu. 
 
 28. Same. 
 
 29. The Relationship of the Earth and Man. 
 
 30. Water and Scenery. 
 
 31. The Literature of the Geni'oku Period. 
 
 32. The Revival of National Culture. 
 
 33. Reading. , 
 
 34. Isaac Newton. 
 
 35. The Invention of the Airship. 
 
 36. Wireless Telegraph and Wireless Telephone. 
 
 37. Hokkaido and Saghalien. 
 
 38. Same. 
 
 39. Four Saints. (Buddha, Confucius, Socrates, and Christ.) 
 
 40. Same. 
 
 41. Love. 
 
 42. "Genjo. (Account of the founder of Jodoshu sort of BiiddJii.sm.) 
 
 43. Justice. 
 
 44. TAvilight. (In A-erse.) 
 
 45. Queen Victoria. 
 
 46. Yoshida Shoin. (Account of a famous scholar.) 
 
 47. The Decline of the Shogunate. 
 
 48. Citizens of a Revived Nation. 
 
 49. A Letter. 
 
 50. The Marriage Application. ('J'o the consulate and the preiectural oilice.) 
 
THE FOEEIGIvT LANGUAGE SCHOOLS. 125 
 
 51. The Restoration and the Dawn of the Meiji l>ra. 
 
 52. Formosa. 
 
 53. ITamada Yaheye. (Account of a famous merchant.) 
 
 54. The Mirror. 
 
 55. The Promulgation of the Constitution. 
 
 56. Prince Hirobumi Ito. 
 
 57. EthiesiJ.nd Law. 
 
 58. The Good Citizens. 
 
 59. The Two Great Wai-s of Meiji Era. 
 
 00. On the Eve of the Blockading Expedition. (Port Arthur.) 
 Gl. Korea. 
 
 62. Same. 
 
 63. Meiji and Taisho Eras. 
 
 64. The Funeral of Meiji Emperor. 
 
 60. National Treasures and the Ancient Temples and Shrines. 
 
 66. The Routes of the World. 
 
 67. The Custom House. 
 
 68. The Poem. 
 60. William Pitt. 
 
 70. Manchuria and the Kantung Peninsula. 
 
 71 . Same. 
 
 72. Western People's View of Japanese. 
 
 73. ]>kiartin Luther. 
 
 74. The Water Power, fin A'erse.) 
 
 75. Culture. 
 
 7G. President William McKinley. 
 
 77. Famous Names. 
 
 78. Uuman Beings and Nature. 
 
 4. THE INFLUENCE OF FOREIGN LANGUAGE SCHOOLS. 
 
 It must be apparent that the people who knov\' most of the actual 
 influence of the foreign language schools on the children vrho attend 
 are the teachers, principals, and supervisors of the public school 
 system, ^\'ho are in daily contact in the schoolroom and on the play- 
 ground ^^ith the children themselves, and who, beyond all others, 
 are in a position to form a judgment which is based not on theory, 
 speculation, or prejudice, but upon fact. Recognizing this, the 
 commission invited every member of the public school corps of the 
 Territory to express himself or herself on this, as well as upon any 
 other matters affecting vitall}' the work vrhich the pubUc school is 
 trying to do. Brief quotations of a few of the many hundreds of 
 replies received vnll indicate clearly the almost univei^al opinion 
 held by the school corps. For convenience, these quotations are 
 grouped under three headings: (a) The Effect on the Health of the 
 Children; (b) The Influence on Progress in the Public School; and 
 {c) The Influence on Loyalty to America, Before proceeding, to 
 this, however, the four replies most favorable to the language schools 
 are given in full: 
 
 "' ' These schools retard the teaching of English . However, the English of the Japanese 
 pupils is better than that of the Hawaiian and Portuguese in the elementary schools, 
 although I admit that out of school it may be less and more limited. These schools 
 
126 A SURVEY OF EDUCATION IN HAWAII. 
 
 are not as unpatriotic toward America as some would have us believe. Love for Japan 
 comes from the mother and father, particularly from the mother if she be a 'picture 
 bride' from Japan, knowing nothing of Americanism. She trains the child for six j 
 years before the schools have the child. The Japanese child believes that he can love 
 both countries as he does his father and mother, and will tell you that. This status of 
 double allegiance would be put to a test if the countries became unfriendly. The 
 younger generation of Japanese educated in public schools would favor America, I 
 honestly believe. Unfortunately, much of the present agitation here in the islands 
 is anti- Japanese. Unfortunately, too, many of the coast teachers have a personal 
 dislike for the orientals, and Hawaiians also. Some of these teachers improve in 
 their attitude, but before they do so their acts and remarks have done no less harm 
 than the Japanese language schools are charged with doing. Many white teachers will 
 not live in the same cottage with oriental teachers, and many will never speak friendly 
 to the oriental teachers. These local teachers, with limited experiences, feel that if 
 that is Americanism they want veiy little of it. Some of these local girls will tell you 
 that they hate the 'haoles.' " 
 
 "The religious training given in these schools is worth while. The moral conduct 
 and discipline of the Japanese child will prove that. The boys' and girls' industrial 
 schools are not supported by Japanese children, although the Japanese predominate 
 in the island schools. 
 
 "Nevertheless, I feel that these schools should be closed to all pupils below the age 
 of 14 to 15 years. If the religious training be giA-en in English, allow any children to 
 attend as we do for the Catholics. 
 
 "The general conditions of the buildings and equipment are not the best, especially 
 the boarding schools with their crowded and insanitary buildings. 
 
 * ' It would not at all be impossible to have the Japanese language taught in the public 
 school buildings after hours. It should be given as a course in every high school. 
 
 "There is a Japanese language school opposite the School, with 70 pupils. 
 
 When established several years ago the trustees made a formal call on me and stated 
 that they were proud that their native-bom children were American citizens and would 
 do everything to help Americanize them, or something to that effect. The Japanese 
 teacher attended my school for a week and we have been on the most friendly terms, 
 always consulting upon matters of mutual interest. In his sitting room, are two large 
 framed pictures of Washington and Lincoln. 
 
 "The Japanese children appear as loyal as the other nationalities; in fact bought 
 more liberally of War Savings Stamps than the others. The Japanese teacher took 
 the lead in Liberty Bond and War Savings Stamp drives, etc. 
 
 "From personal observation, I judge that Japanese language schools have a 
 tendency to cause the pupils to think in Japanese." 
 
 "The Japanese language schools have the efiect of retarding their pupils in the 
 public schools by encouraging them to think and speak in Japanese rather than in 
 English. They help to make Japanese the easiest language of communication for their 
 pupils to theii' disadvantage in the use of English. But the Japanese language 
 
 school at is a force for good in the community and deserves a large amount 
 
 of praise. It serves as a home for pupils from the time they are dismissed from the 
 public school till their parents arrive home from the field labor, both fathers and 
 mothers quite generally engaging in field labor. Without something to take its place, 
 we should have the idle and irresponsible girl and boy problem to face. 
 
 "I also find the Japanese school to be a potent factor in discipline outside of school 
 hours, in providing statistics, and in other educational problems. The principal of 
 the Japanese school and I cooperate quite fully, and I receive much assistance from 
 him. As an illustration, most pupils coming to my school do not know their ages, 
 parents' names, etc. It quite frequently happens that the parents themselves do not 
 
THE FOREIGN LANGUAGE SCHOOLS. 127 
 
 know these thinga. But the Japanese school principal has a way of getting them, and 
 he Trill put himself to an unlimited amount of trouble to do so. He is quite as obliging 
 in all other matters pertaining to the welfare of the Japanese pupils in my school. 
 His advice to pupils in regard to habits of life and customs annoying to Americans, to 
 moral virtues, etc., has a powerful influence which it would be hard to replace. 
 
 "Japanese language schools should not be seriously interfered with at this time, 
 except for careful supervision to make sure that they are not teaching the doctrine of 
 the divine right of kings and other principles contrary to the A'ital principles of Amer- 
 icanism. A sufficient number of unquestionable Americans with a thorough knowl- 
 edge of Japanese should be employed to inspect Japanese schools frequently and see 
 to it that they are in perfect harmony with our institutions and traditions. This same 
 principle should not be restricted to Japanese schools but should be applied to all 
 private schools, including secular schools. The Japanese schools are doomed to elim- 
 ination by the law of natural selection. As the English language becomes the easiest 
 means of communication, the Japanese language will give way as mist before the wind. 
 Very few of the offspring of our present school population Avill learn two languages, 
 and the surviving language will undoubtedly be English. It is far better to let the 
 Japanese language die a natural death than to cause the friction necessary in killing it." 
 
 "Up to within the past three years the influence of the Japanese language schools 
 was essentially pro-Japanese, and, therefore, ant i- American. This influence per- 
 meated from and through the national cock-sure idea pregnant in Japanese minds that 
 Japan as a nation and a world power could easily defeat and lick America in case of a 
 war between the two countries. 
 
 "The teachers in the Japanese schools, imported products from Japan, naturally 
 furthered this propaganda by availing themselves of the recognized dual < itizenship 
 authorized by the Japanese Government; that is, they advocated the acquisition 
 of American ideas, resources, and money as a means of benefiting the .Japanese Govern- 
 ment in gaining supremacy or superiority over America, 
 
 ''The majority of the parents, who migrated here from Japan, were also subject and 
 susceptible to this influence. Therefore, it is an undisputed fact that the influence of 
 the Japanese language schools up to three years ago was a menace to America, 
 
 "But, fortunately, our entrance into the Great War, our gigantic resources operat- 
 ing during the same, the unity and patriotism of the American people, the enormous 
 oversubscription of all our Liberty Loans, to say nothing of the fighting qualities of 
 our boys, demonstrated in the trenches in Europe, and the respect shown us by the 
 whole world have all tended to explode the unfounded pro-Japanese influence of the 
 Japanese language schools. 
 
 ' ' Evidently, when the test arose, the teachings and influence of the American schools 
 predominated and the American citizens of Japanese parents were as anxious to prove 
 their American patriotism as any others. Hundreds joined the Army, and thousands 
 of dollars were invested in War Savings and Liberty Bonds. The school cuniculum 
 was changed considerably along American lines. The American-born children de- 
 manded and exercised theii- bii'thright. The parents underwent a very perceptible 
 mental change to such an extent that within four or five years hence the Japanese 
 language schools will become obsolete. 
 
 "In conclusion, I state with confidence that the present influence of the Japanese 
 schools is more favorable toward America than Japan." 
 
 THE EFFECT ON THE HEALTH OF THE CHILDREN. 
 
 [ Comments hi/ teachers.] 
 
 "I have children who attend the foreign language schools before school in the 
 morning and immediately after school in the afternoon. The result is their little 
 minds and bodies are tired out. Our school work suffers in consequence." 
 
128 A SURVEY OF EDUCATION IX HAWAII. 
 
 '"As long as the Japanese schools remain, some aiTangemejit must ]je adopted vv^hich 
 will prevent children fi'om attending the Japanese school l>eiore out schuools, which 
 practice causes sleepiness, and mental and physical fatigue on tlie part of some classes 
 and ages of Japanese children." 
 
 '•'I consider foreign language schools one of the greatest hindrances to the public 
 school system of the Territory. Children come to our schools without being proj^erly 
 fed, and their restlessness and inattention spoil our discipline. Some of them use oiu' 
 school periods as a resting time ])ecause they give such strict attention to their own 
 schoolm.asters, whom they nearly worship. Several pupils in the Icwer grades fall 
 asleep in school since their camp and school are so far apart and they have to rise so 
 early." 
 
 "I feel that the work of the public schools is partly undone ])y the Ja^panese lan- 
 guage schools. Children are tii-ed and sleepy before 2 o'clock, owing to the long ses- 
 sions in school." 
 
 "The children of oriental parentage are undernonrished. Ivlany of them eat my 
 lunch, and often tlia,t term covers a bottle of soda water or a sack of peanut&, or possibly 
 both. Anything done to help relieve this situation wonld I'esuit in greater efficiency 
 in the school work. The Portuguese present the sajiie problem, but to a lesser degi'ee.'' 
 
 "Abolish the Japanese language schools. They are dirty and veiy insanitary. I 
 am teaching in one now." 
 
 " I do not think the children are physicaliy eqxial to -doing the e.xtra work of the 
 Japanese school in addition to the English ^ork. Many complain of headache and oi 
 being too tired to study. I have had one serious case of breakdown caused, according 
 to a physician, from too much studying. This little girl led her class in Engiish and 
 was unusually bright. I thought she was overdoing and begged her patents to dis- 
 continue the Japanese work, bnt they refused. Xo"\v' she is iinal>le "to do any school 
 work whatever." 
 
 "The children have so many hours of school work that it makes them dull and 
 listless." 
 
 "The Japanese scliool in this village takes too much of the child's time. He can 
 not attend to his daily bygiene, home reading, or home study in English. The child's 
 play time is not super\dsed and we attend to frequent scratches and cuts when the 
 pupils come over to us fi-om the Japanese language school. The influence is detil- 
 mental to health, to the English language, and to the Americanization of the children," 
 
 "In my vicinity children rise at 5 a. m. and leave home at 6. The older children 
 attend language school from 6.30 to 8.30 a. m.; the yoimger children from 2.30 to 4.30 
 p. m. The result is the children are tired out, the home work and study required 
 by the public school is not done, and more attention is given by the children to the 
 Japanese language than to the English." 
 
 "The childi-en come into oiir schools tii-ed and often hungry. In the rural districts 
 many of these children live miles away from the school. It is not uncommon to see 
 these little tots leave theii* Japanese school and start on their way home as late as 
 5 p. m. Tired and without rest, these little children are forced to perform this same 
 task day in and day out. ' ' 
 
 "The Japanese children have such long and early horn's for their schools that they 
 are often too tired to keep awake. Owing to the hours for school and the distance 
 which must l)e traversed, they do not have proper food in the morning." 
 
 "On inquiry in regard to the ability of pupils to provide their lunches we found 
 that some of our pupils did not have time to eat in the mornings 1>ecause they were 
 afraid of he'mg late for the 6 a. m. session of the Japanese school. Some of them get 
 up at 4.30, when their fathers do, and by the time we get them tliey are very tired. 
 
THE FOREIG^^ LAXGUAGE SCHOOLS. 129 
 
 There are 11 sleeping in one of the rooms at the Japanese hoarding school, and they 
 leave th^ lamps biirning, so there is not much use in our trying to teach sanitation 
 when they are not allowed to put it into practice." 
 
 ''The Japanese language schools cause mental fatigue to the pupils by keeping them 
 at the books too loug, not allowing sufficient time for physif:'al exercise or sport. " 
 
 "Children (American citizens) of Japanese parentage are started from their homes 
 before 6 o'clock in the morning to attend then* Japanese schools l>efore commencing 
 their studies in the public ' school, only to return to the Japanese school again, it 
 being after 5 o'clock before many of these children return to their homes. 
 
 ''A particular instance frequently comes under my notice when I give a ride to two 
 such children, who have a walk of 4 miles, and it is close upon G o'clock in the evening 
 wlien I pick them up a mile or two from their homes. Surely such long hours arc not 
 only unnatural Vjut must prove very detrimental to the lives and brains of tliese, our 
 luluro American citizens." 
 
 THE INFLUENCE ON PROGRESS IN THE PUBLIC SCHOOL. 
 
 { Com menls by teachers.] 
 
 •'I think that all foreign-language schools should be a]x)lishe<l, as they interfere 
 with the teaching in our public schools. The Japanese childj-eii talk the Japanese 
 language at all times in the school yard and on the street. The other children of 
 the islands show very plainly the effect the Japanese language has on them, for there 
 are ver\' few who can converse in any other than "pidgin" English. The Japanese 
 schools are generally built next door to the pul)lic schools, and as soon as our s<'hool 
 has l)een dismissed the children go straight to the Japanese school." 
 
 •'I think all Japanese schools should be abolished, as the cliildren can not master 
 two languages at once. All Japanese pupils have the sing-song liabit, and it is a very 
 hard thing to overcome." 
 
 "If th-ese Japanese schools are allowed to continue, our American schools will never 
 improve in language and manners." 
 
 "Foreign-language schools should be abolished. I liave 37 orientals in my room, 
 28 of whom also attend* foreign schools. I feel sure it would not be necessary for many 
 of them to repeat the work if they were not compelled to attend both schools." 
 
 "The schools will "be gi-eatly improved if there are no Japanese schools. Most of 
 ray pupils are Japanese. In their school they are allowed to talk out loud, and when 
 they come to us half of our time is wasted ti-^dng to make them quiet." 
 
 "The majority of my pupils have non-English-speaking parents. Nearly ev^ery 
 one attends an oriental school either before or after the pul>lic school, and therefore 
 they speak the language they hear most, which makes it very difficult for us teachers. 
 My desire is that these language schools 1:<e abolished or else the time spent in them 
 be much lessened.'" (Statement by a Japanese teacher teaching in a public school.) 
 
 ' ' I v.'ish something could be done to stop the Japanese children in from 
 
 attending the Japanese schools. The only time they speak the English language is 
 from 9 to 2 'clock on school days. If this could be carried out, it would be a great 
 help to the teachers of School." 
 
 "Ab'olish the Japanese private schools. It is i)ractically impossible to obtain the 
 original reproduction of lessons from Japanese pupils." 
 
 "The first thing I would recommend for the improvement of our schools in Hawaii 
 is to do away w^ith the Japanese schools. They hinder the children in their develop- 
 ment to become real Americans in language, customs, and wavs. Tieing a first-grade 
 
130 A SURVEY OF EDUCATION IN HAWAII. 
 
 teacher, I have a very difficult time in making the Japanese children understand me, 
 especially in story work. Here is a sample of the English which we get from little 
 Japanese children of the fust grade: 'Little Red Riding Hood — oh! Big teeth grand- 
 mother eat little Red Riding Hood— oh! Grandmother big eyes see little Red Riding 
 Hood. ' This really makes me feel and think that due to these Japanese language 
 schools the ears of the class will become so accustomed to the broken language that 
 it will be very difficult to establish the correct forms. ' ' 
 
 "The Japanese children are very ambitious 'children. It would help these chil- 
 dren a great deal, and also America, if these schools were abolished in Hawaii." 
 
 "The language schools, especially the Japanese language schools, interfere with the 
 work of the public schools in Hawaii. Whenever a child is asked a question, he 
 answers to himself in Japanese and then translates it into English, giving his answer. 
 If Japanese is essential for commercial purposes, let it be taught in the high school. 
 If not, I favor complete abolition." 
 
 "The Japanese language schools have a very bad influence on the children. We 
 have the children about five hours a day, during which time they are working and 
 tliinking English. During the rest of the time, which they spend at the Japanese 
 schools and in their homes, they are Japanese." 
 
 "The idiomatic forms of the Japanese language are used in English. These take 
 years to eradicate, if they are finally overcome. The methods of discipline at the 
 Japanese schools are lax, which is true also of methods of study. Simultaneous and 
 loud oral study permits and causes poor enunciation, lack of concentration, and lack 
 of attention." 
 
 "I have found out, in my experience in Hawaii, that if any school work is to suffer 
 it will be the work of the American school. The children try enough — their efiorta 
 to keep up the work of both schools is often pitiful — but the Japanese schoolmaster 
 will see that the work of the Japanese school comes first. ' ' 
 
 ' ' The Japanese language schools have a very bad effect on the English of the chil- 
 dren. The pupils are punished if they fail to learn their Japanese lessons, so often 
 study them at our schools. They talk Japanese at home, on the way to and from 
 school, and even talk Japanese at recess time unless closely supervised. They can 
 not learn English in the short time they attend our schools. The younger pupils, v\^ho 
 study aloud in their schools, often forget and do the same in our schools." 
 
 * ' Out of an enrollment of 341, 224 are Japanese. Last year, out of an advanced class 
 of 36, 30 told me quite frankly that they spoke no English from the time they left the 
 school gate until the time they returned in the morning, and I suppose the same is true 
 of nearly the whole 224." 
 
 "Children think in Japanese. Whenever they can not muster sufficient English 
 to express theh thought, it is suppressed. To a stranger it gives the idea of stupidity, 
 but not so, as I have tested them with picture interpretations. Ours is not a pictm-e 
 language." 
 
 "Below the sixth grade oral or written expression is a struggle, except in "pidgin" 
 English. With a very few exceptions, children have all been born in Hawaii, but 
 never is the English language spoken from choice. When we realize that many of 
 these children leave our schools without a mastery of the language in which our laws 
 and literature are written, we m.ust admit that there is room for improvement." 
 
 THE INFLUENCE ON LOYALTY TO AMERICA. 
 
 [ Comments bij tfachera.] 
 
 "It is pretty hard to teach American ideals to a child who does his thinking in 
 Japanese." 
 
THE FOREIGN LANGUAGE SCHOOLS. 131 
 
 "I believe that the language schools should be abolished. Most of the language 
 schools are taught by non-English-speaking teachers. A child has no right to attend 
 each a school between the ages of 6 and 15. To become a good American citizen he 
 needs but one language — the English language." 
 
 "As one who speaks Japanese and has had long experience in teaching orientals, 
 I wish to saj' that if the Japanese schools are continued we shall have a mongrel citizen- 
 ehip, both in language and customs." 
 
 "I have taught seven years in a Japanese school and have a knowledge of the 
 language and of their course of study. I am safe in saying that no child can become 
 a good American citizen so long as he is taught Americanism in another language." 
 
 ' ' We are aiming to make Americans of all pupils who enter our school . The Japanese 
 children have to di\dde their time between the Japanese lessons and the lessons we 
 teach. They can scarcely speak English or understand it, and their parents, with 
 the help of the Japanese schools, force these children to be loyal to the Japanese 
 Government instead of to the American Government. I have tested their loyalty by 
 asldng them questions pertaining to patriotism. It is hard to teach patriotism to 
 them because they are being taught at home and in the Japanese schools to be loyal 
 to the Japanese Government and to ignore American ideas, patriotism, and language. 
 The abolishment of Japanese schools will help a good deal in Americanizing the chil- 
 dren." 
 
 "The Japanese schools, under cover of religious instruction, teach the children 
 loyalty to their Emperor and country. The Japanese language schools must go, if we 
 are to teach the young Japanese to become Americans." 
 
 "From my observation, children seem to be more interested in the affairs of the 
 Japanese Empire than in those of the United States. Under present conditions they 
 will never really become Americans, for it is impossible to be loyal to two nations, 
 and at present Japan is the most important from their standpoint. The Japanese 
 
 school at is under the control of priests whose religion opposes the making 
 
 of real Americans. " * 
 
 "In my own mind I am absolutely conAinced that the Japanese language schools 
 in a large measure counteract all I aim to teach in patriotism and Americanization. 
 It has been a frequent occurrence with me that after I have had a splendid response 
 from the class to my teaching, after returning from the Japanese school the children 
 have told me that their teacher thought this or that in direct contradiction to what I 
 had previously taught, showing that the matter had been discussed there. The 
 children never tell me now what their teachers say or think, but I know by a certain 
 coldness and aloofness when this happens." 
 
 "The Japanese school makes the children exclusive. They associate with no other 
 children out of our school hours and use only the Japanese language. The tendency to 
 herd by themselves has been especially marked of late. They do not even attend 
 moving picture shows, except those given by Japanese at tliis plantation." 
 
 "In my oj^inion the Japanese language schools are detrimental because the school 
 is used by the 'old order' of Japanese in the struggle to hold the younger generation 
 to ideas and ideals which, if not anti-American, are un-American." 
 
 "There is continually an undercurrent of antagonism on the part of the Japanese 
 children toward America and things American. How could it be otherwise with these 
 schools at our A'ery doors running in competition to us? 
 
 "One can see such antagonism cropping out on every hand. The teacher has only 
 to mention some of the things making America the greatest country in the world to 
 see a quick stiffening of the children, a bright hostile gleam of the eye, and the un- 
 spoken thought that Nippon is really a much greater land than the United States — or 
 else, what is still worse, an utter and studied indifference to everything American. 
 
132 A SURVEY OF EDUCATION IN HAWAII. 
 
 ' I rei^eat, the Japanese scLlooIs are becoming a menace that will liave to be dealt 
 AMth in the very near future. In mnking at the system we are committing the double 
 crime of undemiiniDg our own dominant hold on these beautifid islands and at the 
 s-iiiie time conni\ing in the dividing of the allegiance of the children wh^^ Avill make 
 ii]:> the bulk of its future citizens. If we can get rid of these foreign schools — in what- 
 QVQY language conducted — ^we can probably train the present generation in right 
 ideals of .American citizenship. If we let the problem go over to the next generation 
 wo \\dli have a, double menace and another generation of hostile feeling behind us. 
 
 *'^Vhat I have said about the Japanese language schools applies with equal \dgor to 
 Chinese, Korean, or any other foreign language Bchools. They must all go, that we 
 may not be accused of partiality. But the Japanese schools, because of their numbers 
 and }>Dwer, because of the chauvinistic nature of their teachings, because of their 
 efforts to keep the real propaganda in the dark, justly arouse our greatest indignation 
 and suspicion. It is a lasting insult to every real American teacher to have 'lO com- 
 pete with thijs survival of medievalism and nationalism ilaunt^d under our very 
 noses. 
 
 "We have good material in the Japanese children, but in this case tXiey certainly 
 need to be loosed from the clutch of their own parents, V/e c^n eventually mold 
 them into real Americans if we have no Japanese competition." 
 
 "These schools teach theii' pupils to be loyal to the Mikado. '\Mien talking to 
 other children in the public schools a .Japanese boy or girl will, 9 times out of 10, side 
 with the Japanese in any question that comes up between Japan and the United 
 States , whether it affects us locally or not. The language schools should be abolished . ' ' 
 
 "The language schools teach the ideals of their mother country under the false 
 pretense of Americanism . One will notice aU this when they celebrate their Emperor's 
 birthday. The Japanese language schools should be eliminated altogether, if we ex- 
 pect the children to become true and loyal Americans." 
 
 "The Japanese language schools teach the children to be loyal to Japan and to 
 respect their Emperor more than the President of the United States." 
 
 "To my way of thinking the Japanese language schools should be abolished. Are 
 they teaching their children to be American citizens when they, the children, are 
 requu"ed to bow before a picture ot the Japanese Emperor, which hangs in the school- 
 room? This happens in a Japanese school in our district." 
 
 "I consider the Japanese language school one of the worst drawbacks we encounter 
 in our work of Americanizing children of that nationality. I find that of our total 
 enrollment of 1,735 children 1,286 do not speak the English language in their own 
 homes. 
 
 ''The task of Americajiization is a difficult one, even r.nder the most favorable 
 conditions. It is made doubly difecuit by the influence of the Japanese teachers, 
 many of whom do not speak the English language, nor ha^e they the "\dewpoint of 
 the American in the ideals that are dearest and holiest to him — his religion and his 
 patriotism. 
 
 **It seems to me that if we Americans have learned our lesson from the past few 
 years, we should know that it is absolutely wrong that any great number of people 
 should remain un- Americanized within our midst. We must help them to assimilate 
 and to develop a true love and respect for our American ideals and ideas. This 
 will not be done through the Japanese language schools. WTiat compatibility is th-ere 
 between Mikado worship, ancestor worship and the teaching of democracy?" 
 
 ''Ivly observations ha\'e been made while I have been for eight ^v'ears principal of 
 large country schools on the island of Hawaii and while I have been employed, during 
 several periods of vacation, as an overseer on all of the sugar-producing islands. 
 
THE FOREIGN LANGUAGE SCHOOLS. 133 
 
 "The Japanese teacher who is under the right influeuce ir.ay appear to lean tlie 
 right way, but the older ones, whose schools are a part of the Buddhist mission, are in 
 the majority. They have developed and teach a kind of divided allegiance theory, 
 which fits a child to be an American for the time being — a Japanese should the occasion 
 arise. 
 
 ''An example of how this theory weakens the Americanism instilled in the Japanese 
 children hy our public schools will be cited. X— — — ■ is an intelligent Japanese girl, 
 typical 01 two to three hundred others working in the Honolulu pineapple canneries 
 [during the summer and going to school in season. . She has just finished the eighth 
 grade with an average mark in her studies a little higher than her companions. She 
 is just about to enter McKinley High School. Her motlier is employed as a servant 
 in a Honolulu home; her father is a g-ardener; her sister has gi-aduated from the busi- 
 ness department of the McKinley High School, and is now a stenographer, handling 
 the English cori'espondence of a large American retail shoe house. Her compa-nions 
 are XoiTnai School students. Her vocabu.lary is ample and bookish, and her language 
 has the usual faults. 
 
 •'The child questioned wtis linaware that her interrogator was a teacher, which 
 made the conversation easier. 
 
 '' 'Do you believe what your teacher taught you about the reason America entered 
 the war?' she was asked. 
 
 •• 'Yes, certainly; I hate the Germans.' 
 
 " 'Do you think it was right for the Germans to ha^•e ha<l German schools iu the 
 United States?' 
 
 "'No.'. 
 
 " 'Then why should the Japanese have their schools in Hawaii?' 
 
 " 'I don't know. Xot because we want them. Our parents make us go to them. 
 I like to learn the Japanese language, but I'd like better to learn more English.' 
 
 " 'Do you think of Japan as yoiu' country or the United States?' 
 ^ " 'I am an American, but I think of Japan as my country, too.' 
 
 " 'Does your Japanese teacher know what you think?' 
 
 " 'Yes. He taught us all that Japanese are the Emperor's subjects and Americans 
 when they are in Hawaii.' 
 
 '"Has not your American teacher taught you tiiat you can not be a true American 
 if you are anji^hing else, Japanese, German, or what not?' 
 
 '"Yes, she has. And I don't know which teacher is right but I like America. We 
 are always having quarrels at our house about this. My big brother and sister want 
 to 1)0 Americans only, and my father and mother l)elieve we are wicked to say such 
 things because we are Japanese.' 
 
 "'^^'hy do you go t.o High School instead of Normal School.' 
 
 '■'Because McKinley prepares me for business and gives special training in English. 
 I can graduate from McKinley and then go to Normal.' 
 
 •"The mental attitude shown in this conversation is typical of what goes on in the 
 minds of the rising generation of Japanese. The next few years will produce an 
 overwhelming number of young Japanese who will be able to make up their minds 
 to (Stand by the country Avhich gives them their bread, despite the teachings of the 
 Japanese school. 
 
 "Realizing this situation through criticism, of the hyphenated during the war, the 
 Japanese have sought to improve or veneer it with a reform. 
 
 "But assuming that all Japanese were true American patriots their language schools 
 would still be an obstacle to the welfare of the Japanese and the success of the public 
 school. They prevent the Japanese from leai-ning English." 
 
134 A SURVEY OF EDUCATION IN HAWAII. 
 
 OBSERVATIONS. 
 
 In the light of the foregoing considerations the commission is con- 
 vinced that the language schools, which in the aggregate outnumber 
 the public schools of the Territory, are centers of an influence which, 
 if not distinctly anti-American, is certainly un-American. Because 
 of these schools children born here of foreign parents, soon to become 
 the voters of this Commonwealth, soon to play a prominent part in 
 the affairs of the Territory, are being retarded in accepting American 
 customs, manners, ideals, principles, and standards. Instead of sup- 
 plementing other agencies at work in the islands, which are earnestly 
 seeking to prepare these children to meet the duties and responsi- 
 bilities of citizenship in America, these schools in their influence are 
 obstacles standing squarely in the road. 
 
 Although the commission recognizes the inherent right of every 
 person in the United States to adopt any form of religious worship 
 which he desires, nevertheless it holds that the principle of religious 
 freedom to which our country is unswervingly committed does not 
 demand that practices and activities must be tolerated in the name 
 of religion which make the task of training for the duties and responsi- 
 bilities of American citizenship a well-nigh hopeless one. The com- 
 mission, therefore, feels no hesitancy in recommending as a first and 
 important step in clearing away the obstacles from the path of the 
 Territorial public-school system that all foreign-language schools be 
 abolished. It, however, desires to point out that in accompUshing 
 this a due and proper regard should be had for the sensibilities of the 
 people v/ho will be affected thereby; that the reasons for abolishing 
 the schools be made very clear to all; and that a plan be devised 
 which will retain all the worthy features of the schools. 
 
 5. PROPOSED LEGISLATION RESPECTING LANGUAGE SCHOOLS. 
 
 In order to learn what the public sentiment of the islands is in 
 respect to a policy for dealing with foreign language schools, the 
 survey commission requested various civic organizations of the 
 Territory to take up a discussion of this question among their mem- 
 bers and to formulate recommendations for legislative action. In 
 response, three important civic organizations, the Daughters of the 
 American Revolution, the Chamber of Commerce, and the Ad Club 
 of Honolulu havcj after exhaustive discussion, adopted the following 
 resolutions and proposals: 
 
 RESOLUTIONS OF THE ALOHA CHAPTEK OF THE DAUGHTERS OF THE AMERICAN 
 
 REVOLUTION. 
 
 Whereas the Daughters of the American Revolution is a patriotic organization 
 representing a gi'eat national past and hoping for a greater future, an organization 
 founded to perpetuate those principles of devotion and loyalty for which our ancestors 
 fought and died, and to figiit against disloyalty in every form and dangerous propa- 
 ganda of every kind; and 
 
THE FOPvEIGX LANGUAGE SCHOOLS. 135 
 
 Whereas the experiences of the recent "war have convinced us that as a Nation we 
 have too long harbored wdthin our borders societies and institutions which tend to 
 continue the spirit, customs, ideals, and languages of the foreign lands from which 
 their members came, instead of fostering and developing Americanism; and 
 
 Whereas we believe that the penalty that om- Nation paid during that war for its 
 laxity— the appalling embarrassment to its work, the staggering property damage, 
 and the irreparable loss in splendid manly lives — was too costly for us to have it 
 repeated, and believe in the light of past experience that foreign-language schools 
 are not only unnecessary, but a menace to the unity and safety of oiu' Nation and the 
 peace and prosperity of our people: Now, therefore, be it 
 
 Resolved, that we, the Daughters of the American Revolution of Aloha Chapter, go 
 on record as being unequivocally opposed to ail practices ^vithin the borders of the 
 United States of America subversive to the peace and order of our Nation and the 
 undivided allegiance of our people, and unalterably opposed to all foreign-language 
 schools of whatever nationality; and that v/e take a firm stand for Americanism in it 
 truest and loftiest form, and for one language — that of our heroic Revolutionary 
 ancestors who gave theii* fortunes and their lives that the United States might live 
 and prosper, and one flag — '-'Old Glory:" And be it fui'ther 
 
 Resolved, that a copy of this resolution be spread upon the minutes of this meeting, 
 and that a copy each be sent to the governor of Hawaii and the superintendent of 
 public instruction. 
 
 {Unanimously carried Oct. 29, 1919.) 
 
 KECOMMEXDATIOXS OF THE CHAMBER OF COMMERCE (hOXOLULU). 
 
 The committee of the chamber on public schools and vocational training have con- 
 sidered the letter of Dr. Frank F. Bunker, for the Federal School Survey Commission, 
 dated November 15, 1919, and recommend that the chamber, in response to the letter, 
 address to the commission a communication on the present school situation in which 
 this chamber shall take the following definite positions: 
 
 1. While the chamber has already (Apr. 19, 1916) taken a stand in favor of the 
 extension of the so-called Hoke Smith Vocational Training Inll so as to permit of its 
 application to TlaVv'aii and some measure of Federal assistance in the problem of 
 vocational education, the chamber has not been successful in its efforts. It is our 
 hope that the members of the commission will find in their survey that the problem 
 of Americanizing the children born in Hawaii of alien parents is more than a local 
 problem and is one which requires the attention and assistance of the National Gov- 
 ernment, to the end that the commission will recommend that Hawaii be included in 
 all measures before Congress by which the Federal Government proposes to assist the 
 States in sohdng educational problems or in extending and hastening tlie Americani- 
 zation of foreigners in the United States. 
 
 2. The chamber believes that the salaries of teachers in the public schools should 
 be more substantial, so as to attract and hold in service the teachers of the right quality, 
 and that with any raise in salaries there should be enforced higher standards for 
 teachers, particularly in theii- ability to speak and teach the English language. 
 
 3. The chamber believes that playgrounds adequate in size to each community, 
 supervised by governmental authority, should be considered a part of the educational 
 equipment of each municipality. In om* mixed population in om' cities and on our 
 plantations, the children have shoV\^n then* ability to absorb American ideas as quickly 
 on the playground as anywhere else. We believe this work should be extended and 
 be made a governmental function, supported by public funds. We are not clear aa 
 to how these mattei-s should be worked out in our peculiar governmental system and 
 would appreciate such comments thereon by the commission as the members thereof, 
 with their experience, can give. 
 
136 A SURVEY OF EDUCATION IN HAWAII. 
 
 4 . The chamber believes that the vocatiuual school idea should b e ex tended . There 
 is a feeling of doubt on the fitness of out nira.! schools as now planned. This doubt is 
 based largely on the success "^vhich the schools theraselves have made in the extension 
 of the vocational training idea. This success "w-ould seem to point the way for a re- 
 vision of the rural schools so that they will lay the primar^^- emphasis on training in 
 vocational matters. 
 
 5. The chamber believes all private schools should be under the inspection and 
 supervision of public authority. Our statutes passed in 1896 attempted to do this, 
 but the practical application of the law has caused a construction to be placed thereon 
 to the effect that only those private schools are subject to such supervision the sessions 
 of which coincide with the hours of the public schools. The supervision by public 
 authority should be such as to make it impossible for any person to ser^-e as a teacher 
 of youth who does not possess ideals of democracy and a knowledge of American 
 histoiy and methods of government and of the English language. Because of our present 
 situation, this last qualification should, for a period, be lil^erally construed in the 
 teachers' favor, but it would seem to us that a reading knowledge of English sufficient 
 to enable the teacher to get the news of the day from the newspapers printed in English 
 should be the minimum requirement. The super\dsion of the curriculum also should 
 be such as to prevent the dii'ect or indiiect teaching of standards, ethics, conduct, or 
 morals not American. It may ]>e difficuit to apply these two elements of supervision 
 of the private schools, neither of which touch teaching efficiency. The department 
 at the present time is woefully undei-staffed. It can be said that our public schools 
 now are not properly super^dsed. This is not the fault of the department, but of the 
 people of the Territory, who have not authorized the additional appropriations. 
 Wliatever may be the practical difficulties of administering such a law, we believe 
 these ideals should be spread on the statute books, for the purpose, if for no other, of 
 declaring to the world what Hawaii stands for. If the original certification of teachei'S 
 and schools is done perfunctorily, with such a lavv' applicable, inv-estigations of par- 
 ticular teachers and particular schools will be possible "wherever positive facts are 
 known and brought to the attention of the department. 
 
 6. The chamber believes no instruction in any language other than English should 
 be allowed in any public or prp.-ate school in the TeiTitory in any grade lower than the 
 seventh grade. Educators tell us that no language can be learned properly and com- 
 pletely except dming a cliild's early years. To a large number of Hawaii's children 
 English is a foreig-n language in that it is not the language of the home. This fact is 
 the reason for our belief in the statement with which this paragraph begins. Children 
 of English-speaking homes in Hawaii am well afford to give up their desire to ieam 
 other languages while still in the early gi'ades. Regulations on this subject should 
 extend to all without disciimination. The common basis of a common tongue is 
 vital to the futm-e of this self-governing Tenitory of the United States. Our strong 
 feeling on this point is none other than the instinct of self-preservation. 
 
 Conclusion. — In the above recommendations the chamber has attempted to be 
 siigge;?tive rather than exhaustive in its statement and not to do more than to state 
 certain points concerning which there should be a minimum of difference of opinion 
 among the members of the cham])er. These points do not deal vrith educational 
 matters so much as they do with the Americanization of Hawaii's children of many 
 races. This big task certainly concerns the Chamber of Commerce of Honolulu, and 
 the chamber should assist the present development of public opinion on this subject 
 by publicly making known its views. 
 
 (Unanimously adopted Dec. 17. 1919.) 
 
 RECOMMEXD.VnOXS OF THE AD CLUB (HOXOLULU), 
 
 Objeclions to the Language SeJicols^ 
 
 i. i'hildren from foreign-speaking homes need to concentrate their attention o?) 
 mastering the English lanc^uage. 
 
THE rOEEIG:?T LAI^-QUAGE SCHOOLS. 137 
 
 Objections to the Language Schools — Continued. 
 
 2. The hours spent in language schools, especially the morning hours, result in a 
 
 divided attention and are unfavorable to concentration on mastering Englivsh 
 speech. 
 
 3. Teachers in the foreign-language schools are usually lacking in a knowledge of 
 
 American institutions and ideals, and their influence is to make the children 
 Japanese or Chinese or whatever race they represent rather than American. 
 
 Utility of the Language Schools. 
 
 1 . They care for children outside of school hours, both of whose parents in many 
 
 cases are at work. 
 
 2. They teach the correct spoken and written foreign language necessary for busi- 
 
 ness or family relations with the country overseas. 
 
 Recommendations . 
 
 1. That the language schools be placed under the complete control and supervision 
 
 oi the board of education. 
 
 2. That the board of education adopt as its policy the gradual elimination of the 
 
 language schools as rapidly as may be wise and expedient through the develop- 
 ment of an enlarged public-school curriculum and lengthened school day, 
 through the introduction of vocational and other outdoor activities and super- 
 vised playgrounds, and by proA'ision for teaching in the upper grades any 
 foreign language for which there is local demand. 
 
 3. And we should further recommend that, whenever possible, the buildings and 
 
 grounds used by the foreign-language schools should be turned over to the 
 board of education for use in connection with this enlargement of public-school 
 p.ctivities. 
 
 }fcans to the End. 
 
 1. A campaign of education among all non-English-speaking people showing why 
 
 the foreign-language schools are to be replaced by something better, laying 
 esi:>ecial emphasis on the following reasons: 
 
 (a) All children born here are American citizens and must be fully pre- 
 pared for the duties of citizenship. 
 
 (h) Failure properly to prepare them will certainly block the attainment of 
 statehood and will probably result in a loss of self-government in the 
 Territory. 
 
 (c) A most unfavorable reaction in the opinion of the world will come upon 
 any nation whose representatives in Hawaii show themselves incapable 
 of cooperating heartily with a thoroughgoing program of American- 
 ization. Such a people will simply show by that action that they 
 are not assimilable and will thereby make themseh/es unwelcome in 
 all foreign countries. 
 
 2. This campaign should be carried on by a special joint committee containing 
 
 representatives of the various civic, educational, and religious organizations 
 doing work among non-English -speak'-ng populations and containing members 
 of the various races concerned. 
 
 3. ^Methods to be employed: 
 
 (a) Public addresses. 
 
 (6) Circulars and ai-ticles in the foreign-language press. 
 
 (c) Informal talks before citizenship classes and smaller groups. 
 
 (d) Explanations to the children in the public schools. 
 
138 A SURVEY OF EDUCATION IN" HAWAII. 
 
 COMMENTS ON THE PRECEDING PROPOSALS. 
 
 The salient feature in the proposals made by the Chamber of Com- 
 merce and the Ad Club is that foreign-language schools shall be 
 placed under the supervision of the educational department of the 
 Territor}^ The Ad Club proposals, however, go a step further and 
 suggest that as rapidly as may be deemed wise the gradual elimina- 
 tion of the schools shall be effected. 
 
 After a careful consideration of the thoughtful proposals which 
 the foregoing organizations have submitted, the commission is of 
 the opinion that no good can come of a plan which contemplates a 
 supervision of the schools by the Territorial department of education. 
 The commission doubts that those who have proposed departmental 
 supervision of these schools have ever seriously considered what such 
 supervision entails. If, as is probable,, they have in mind nothing 
 more in the way of supervision than the department now exercises 
 under law over the private schools, both secular and religious, then 
 the commission is clearly of the opinion that such an arrangement 
 would be of no value; for, as is pointed out in another chapter of this 
 report, the supervision exercised b}^ the department of education 
 over private schools, as provided by law, exists in name only and not 
 in fact. If, on the other hand, it is contemplated that a system of 
 control and supervision be adopted which w^ould go to the heart of 
 the matter, then the commission must point out that the departm.ent 
 of education is now so undermanned that it is unable to give adequate 
 supervision to its own schools. To add to the system of public 
 schools a system of foreign-language schools, comprising more schools 
 than the public school system does, without a very large increase in 
 the supervisorial staff would materially lessen the efhcienc}^ of the 
 public schools. Furthermore, the adequate supervision and control 
 of the foreign-language school would require a staff specially trained 
 in such work. Also, it seems clear that such an arrangement, if an 
 attempt were made to make it effective, would lead to misunder- 
 standings, to friction, and to the development of an antagonistic 
 feeling diametrically opposed to the generous spirit held by those 
 who framed the foregoing proposals. 
 
 On another count the commission finds itself opposed to an arrange- 
 ment which would place the language schools under the control of the 
 department of education. At present these schools exist outside the 
 law. The law neither sanctions nor condemns them, for the law 
 takes no cognizance of them. As now organized they are, therefore, 
 extralegal. Were this system of schools to be placed, by legislative 
 action, under the supervision of the Territorial department of edu- 
 cation, a system which the law does not now recognize would im- 
 mediately become legalized with disadvantages from the standpoint 
 of the ultimate solution of the problems which are obvious. 
 
THE FOREIGN LAXGUAGE SCHOOLS. 139 
 
 For yet another reason the commission is opposed to any plan 
 which would place the language schools under the supervision of 
 the Territorial department of education, even temporarily. The com- 
 mission believes that, but for the pressure which Buddhist priests 
 and teachers bring to bear upon the Japanese laborers on the plan- 
 tations, comparatively few of the parents would send their children 
 to the Japanese language schools, preferring instead to permit them 
 to give their undivided attention to the work of the public schools. 
 Confirmatory of this opinion is the fact that at the Mid-Pacific Insti- 
 tute of Honolulu, an endowed institution enrolling orientals princi- 
 pally, electives are offered in the Japanese and Chinese languages, 
 beginning with the first grade and running throughout the high-school 
 period. Not quite 10 per cent of the Japanese enrolled in the school 
 have elected the Japanese language, and a smaller percentage than 
 this of Chinese are studying their native tongue. If, now, the depart- 
 ment of education were required to take over the supervision of these 
 language schools, it would thereb}' be placed in the unenviable posi- 
 tion of tacitly sanctioning an institution which the commission is 
 convinced is incompatible with American traditions and ideals. 
 
 Indeed, so clear is it to the comjnission that such an arrangement 
 would be an mifortunate one that it is frankly of the opinion that the 
 defeat of the bill providing for such an arrangement, introduced at 
 the last legislature, was most fortunate. On the other hand, the 
 commission believes that a plan can be devised which will retain the 
 best features of the foregoing proposal and will at the same time 
 avoid the difficulties which are sure to arise if the Department of 
 Education were to attempt to exercise a genuine supervision and con- 
 trol of these schools. The plan which the commission proposes 
 follows : 
 
 PLAN PROPOSED BY THE COMMISSION. 
 
 Before details of the plan are suggested it m.ust be pointed out that 
 a distinction should be drawn between two groups of children of 
 foreign parentage. 
 
 1. There is a group of foreign children (a small one relatively) who, 
 because the laws regardmg naturalization are as they are, can never 
 become citizens of America even though they desired so to do, and who 
 may expect to return to their native country. The children of officials 
 of foreign governments, and of some professional and merchant classes, 
 temporarily in the islands, also all children born outside the islands, 
 would belong to such a group. Obviously, to the parents of such 
 children, particularly to those whose stay in the islands is to be but a 
 short one, there should be granted the right to create schools for their 
 children, supported at their own expense, wherein the schooling of the 
 children may be conducted whoUy in their native language if desired. 
 10146°— 20 10 
 
140 A SUSVEY OF EDXJGATIOls^ IN HAWAH. 
 
 Clearly, Americans similarly placed, living in foreign countries, would 
 wish and rightly should hay e the opjDortunity of training their childrei] 
 in their native language at their own expense and without dictiUion 
 from governmental authorities if they so desired, America has nc 
 mind to deprive an}^ group of other national origin within her borders 
 of exei-cising the same privileges wliich she would claim for her own 
 people were they living on foreign soil. 
 
 The doors to the public school are not to be closed to this group, it 
 should be noted, if the parents of such children prefer them educated 
 by the Territory'. A choice should be required, however, of one or of 
 the other, and not of both. 
 
 2, But there is a second group of children in the Hawaiian Islands, 
 comprising hj far the largest proportion of children now attending 
 the foreign language schools, which is very differently placed, '^lliey 
 are Hawaiian-born and, in consequence, American citizens, soon to 
 become members of the electorate, upon whom will shortly rest the 
 res])onsibihty of maintainmg and preserving the principles which are 
 interwoven in Americ-a's national fabric. To such children, the com- 
 mission holds, there can ])e granted no such option in the content 
 method, and character of their educational training as should be 
 granted those who can not becom.e citizens and voters of the Territory 
 
 Citizenship in America carries with it the responsibility of preserv- 
 mg inviolate .American principles and traditions^. Obviously no 
 country can rightly be expected to delegate to another country or to 
 a foreign grou]) living within her bordei-s responsibility for the train- 
 ing of its own citizens at any stage of their development and least 
 of aU during their most plastic and impressionable years. 
 
 With these determining considerations in mind, the details of the 
 plan which the commission proposes foUow: 
 
 1. Abolish all foreign language schools at the next session of the 
 legislature, special or regular, except that the parents of all children 
 not Hawaiian-born, if they prefer not to have their children enrolled 
 in the public schools, be permitted to create their own schools at their 
 ov/n expense for the education of the children who can never become 
 American citizens. 
 
 2. Simultaneously offer to organize in every school, where there is 
 sufficient demand, a class or classes, in any foreign language desired, 
 the same to be held for one hour per day at the close of the regular 
 public school session, in the public school building, by teachers regu 
 larly employed for the purpose by the Territorial department of 
 education. Worlc of this character to begin with the first grade if it 
 be desired. 
 
 3. As a prerequisite to enrollment in such classes requii^e: (a) That 
 the pupil shall be makmg satisfactory^ progiess in the work of the 
 public school, except that in the case of rhildren who are entering the 
 
THE rOBEIGF LAIsTGUAGE SCSOOLS, . 141 
 
 public scliool for the first time they ma-y be permitted to enroll in the 
 language class at once^ if it is desired; retention in the class, hovv'ever, 
 to be conditioned Ti])on the pupil's continuing to do satisfactory work 
 in the public school, (b) That the parent shall; by written statement 
 .or scatement made oralh' to th^ principal; request enrolhnent for his 
 or her children and (if the Territor^^ deems it desirable) that he be 
 required to pay as a monthly fee an amount per child which will 
 enable the department to provide teachers for such work without 
 drawing upon regular school funds. 
 
 4. The Tenitoria.1 board of school commissioners, upon nomina.tion 
 b}'" the suj)eriatendent of public instruction; to appoint a head of this 
 -division of foreign language teaching and four assistants, one for each 
 islflmd. who shall be paid out of the funds of the department. The 
 commission recommends stronglj' that salaries be paid to these 
 officials sufficient to secure Americans v/ho are thorough students of 
 foreign languages^ particularly of tlie oriental languages; and who 
 :are famiiar with public school work. Under the direction of the 
 superintendent, the head of tliis division and his assistants should 
 examine teachers as to their qualifications, recommend appoiatments 
 and dismissals, conduct conferences among teachers, superintend 
 theii' work; and thus gr^tdually bring together a corps of persons who 
 combine a master}' of the oral and written language, teachmg skill 
 and unquestioned loyalty to American ideals. Doubtless in the 
 language schools as now conducted there could be found a number of 
 teachers who would res])ond to sucli supervision and instruction and 
 who would ultimately make teachers meriting permanent retention. 
 Textbooks mow in use in the language schools could be used at ffist, 
 but as rapidly as practicable, a series of boolvs should be written whose 
 ^content shall be predommantly American rather than foreign, as now. 
 
 5. A fund to be provided by the legislature to take over a;t the 
 appraised yq1\iq the schools now belongmg to the various missions; if 
 they wish to dispose of them, which could be used by the pubiic school 
 sj'stem eitlier in providmg needed enlargements of crowded schools 
 or in securmg bundings for communit}' activities, Suc{h a fmid need 
 not be large, as in most instances xhe land belongs to the plantations, 
 and in other cases the buildings are not suitably situated. 
 
 6. The Territorial comm^issioners of education, by and with the 
 advice of the superintendent of public instruction and his stall, to list 
 tlie l>uildiiigs which the department of education can use to advan- 
 tage, the same to be appraised by a commission appointed by the 
 governor, the aim being to take over the buildings at cost to the 
 ownei's if they care to sell. 
 
 7. The legislature also to provide a fmid to be used by the depart- 
 ment of education in disseminating very widely among plantation 
 laborers b}' effective means information concernmg the reasons for 
 
142 • A SURVEY OF EDUCATION IN HAWAII. 
 
 taking this action and the nature and purpose of the work to be 
 offered, to the end that there may be no misunderstanding growing 
 out of false statements made by those who m.a3^ oppose the aboHtion 
 of the present system of language instruction and to the end that it 
 may be accomplished with good feeling and good will on the part 
 of all. 
 
 8. Arrangements to be made simultaneously for lengthening the 
 school day to seven or eight hours, thereby making it possible 
 effectively to organize agricultural, industrial; manual, and play 
 activities for those children whose parents work in the fields and who 
 but for such opportunities might be running the streets or roads. 
 
 9. When the demand is sufficient to justify it, offer electives in 
 oriental languages in the public high schools, the same to be placed 
 on the basis of electives in other foreign languages. 
 
 THE SPIRIT IN WHICH THE FOREGOING PLAN SHOULD BE ENFORCED. 
 
 The spirit in which the foregoing plan should ])e eiiforced, or for 
 that matter any other plan designed to meet this problem of foreign- 
 language schools, is the spirit which should be behind every effort 
 made to Americanize the alien within our borders „ This spirit is 
 admirably defined in the following excerpts from addi'esses by Frank- 
 lin K. Lancj recently the Secretary of the Interior, and Philander P. 
 Claxton, the Commissioner of Education: 
 
 * 'There is no way by "Which we can make anyone feel that it is a blessed and splendid 
 thing to be an American, unless we ourselves are aglow with the sacred firC; unless 
 we interpret Americanism by our kindness, our courage, oiu- generosity, our fairness. ^ 
 
 "You have got to make them Americans by calling upon the fine things that are 
 within them, and by dealing with them in sympathy, by appreciating what they have 
 to offer us, and by revealing to them what we have to offer them. And that brings 
 to mind the thought that this work must be a human work — must be something done 
 out of the human heart and speaking trj the human heart, and must largely turn upon 
 instrumentalities that are in no way formal, and that have no dogma and have no 
 creed, and which can not be put into writing and can not be set upon the press." ^ 
 
 * 'There is no one thing so supremely essential in a Government such aaoui's, where 
 decisions of such importance must be made by public opinion, as that every man 
 and woman and child shall know one tongue — that each may speak to every other 
 and that all shall be informed. 
 
 "There can be national unity neither in ideals nor in piupose unless there is some 
 common method of communication thi-ough wliich may be conveyed the thought of 
 the Nation. All Americans must be taught to read and ^n•ite and think in one lan- 
 guage; tliat is a primary condition to tliat growth which all nations expect in a gov- 
 ernment of us, and which we demand of om'selves." ^ 
 
 "I am not urging the absurdity that men can be transformed into Americans by a 
 course in school. This is but a beginning. Knowledge of our language is but a tool. 
 * * * Om* strange and successful experiment in the art of making a new people 
 
 « Franklin K. Lane. 
 
THE FOREIGIs' LANGUAGE SCHOOLS. 143 
 
 is the result of contact, not of caste, of liAdng together, AVorking together for a living, 
 eax^h one interpreting for himself and for his neighbors his conception of what kind 
 of social being man should be, what his sjTnpathies, standards, and ambitions 
 should be. 
 
 "Now, this can not be taught out of a book. It is a matter of touch, of feeling, like 
 the growth of friendship. Each man is approachable in a different way, appealed 
 to by very contradictory things. One man reaches America through a baseball 
 game, another thi'ough a church, a saloon, a political meeting, a woman, a labor union, 
 a picture gallery, or something new to eat. The difficulty is in finding the meeting 
 place where there is no feai', no favor, no ulterior motives, and above all, no soul 
 insulting patronage of poor by rich, of black by white, of younger by elder, or foreign 
 bom by native bom, of the unco' bad by the unco' good. To meet this need the 
 schoolhouse has been turned into a community center. It is a common property 
 or should be. All feel entitled to its use." ^ 
 
 "Get in your own heart, if you please, in the first place, some s>Tnpathy with that 
 naan who is in a foreign land. Let the best of your nature come out, the tolerant 
 part, the kindly part. If you ai'e an employer, give him opportunity that you would 
 not give to others. Deal with him not as one whose labor you buy, but as a human 
 soul, and we can transform that man before a generation has passed. 
 
 "There is only one way to translate youi-self to him and that is by your conduct to 
 the foreigner who is here — by translating America inu? square dealing, into justice, 
 into kindline&s." ^' 
 
 "Americanization is a process "f education, of \rinning the mind and heart through 
 instruction and enlightenment. Fmm the very nature of the thing it can make 
 little or no use of force. It must depend, rather, on the attractive power and the sweet 
 reasonableness of the thing itself. Were it to resort to force, by that very act it 
 would destroy its spii'it and cease to be American. It Would also cease to be 
 American if it should become narrow and fixed and exclusive, losing its faith in 
 humanity and rejecting \ital and enriching elements from any source whatever. 
 
 "Our progi'am of education does not compel but invites and allures. It may, 
 therefore, probably must, in the beginning be slow, but in the end it will be sw^t 
 and sure." 
 
 ' 'Americanization is not something which the Government or a group of individuals 
 may do for the foreign born or others. It is what these persons do for themselves 
 when the opportunity is offered and they are shown the way; what they do for the 
 country and the tiling called democracy. The function of the Government and all 
 other agencies interested in Americanization is to offer the opportunity, make the 
 appeal, and inspiie the desii-e. They can and should attempt nothing more than to 
 reveal in all theii' fullness the profit and the joy of working together for the common 
 good and the attainment of om* high ideals, to create the desire to have a pai't in the 
 inspiring task, to show the way by which each may do his part best, and to help 
 him set his feet firmly on the way." * 
 
 3 Franklin iu Lane. * Philander P. Claxton. 
 
Chapter IV. 
 
 TEACHING STAFF OF THE PUBLIC ELEMENTARY 
 
 SCHOOLS^ 
 
 C'OXTEKTS.— Racial distribution; distribution 1)3^ sex; distribution by age; grad^^s and 
 pupils per toacber : education and training ; length of servico ; improvement ^vhiie in 
 service ; certification ; promotion and rating ; dismis.sal ; salaries ; proposed salary sched- 
 ule ; salaries of elementary i^cliool principal:? ; recruiting from mainland. 
 
 DISTKIBUTIOX OF TEACHEK.S BY RACIAL DESCENT. 
 
 The public elementary school children of Hawaii are taught l^y 
 local teachers antl by teachers recruited from the United States. 
 Some teachers have come from Canada and other British possessions, 
 and in prewar times a few German teachers found positions in the 
 schools; but, both in total number and in comparative per cent, these 
 latter sources of supply have been negligible. A decade ago 33 per 
 cent of the teaching force was American; to-da}' this percentage is 
 40. The remainder of the teaching body, being almost altogether 
 island born, is made up of Portuguese, wdio contribute annuall}': from 
 10 to 12 per cent; of pure Hawaiians, vrhose numbers have remained 
 almost stationary, but whose proportion has fallen from 15 })er cent 
 to 9 per cent; of part Hawaiians, vrho have furnished and are now 
 furnishing about one- fourth of the teachers; of Chinese, who be- 
 tween 1910 and 1919 have increased from 3 per cent to 9 per cent 
 (the Chinese now equaling, or nearly so, the pure Hawaiian teach- 
 ers) ; and of Japanese, whose representation in the teaching force has 
 increased about 18 fold, that is. from 2 teachers in 1910 to 37 or more 
 in 1919. 
 
 In Table 1 and Graph I are shown the findings of the questionntiire 
 touching the distribution of the elementary staff by racial descent, 
 the total number and percentage of each group being indicated. The 
 table should be read as follow^s: Of 771 members of the elementary 
 staff answering the questionnaire, 303, or 40 per cent, are Anglo- 
 Saxons; 96, or 12 per cent, are Portuguese; 72, or 9 per cent, are 
 Hawaiians; 37, or 5 per cent, are Japanese; 139, or 18 per cent, are 
 
 1 The data used in this chapter are gathered from answers t© questionnaires, replies to 
 which were sent in by 781 persons, teachers and principals, in the elementary field. It 
 will be noticed that totals do not correspond to certain statistics of a similar character in 
 another part of this survey. The percentages on the other hand are very comparable. If 
 ail questionnaires had heen returned by teachers, dififerences would have been very slight. 
 
 144 
 
TEACHING STAFP, PUBLIC ELEMENTARY SCHOOLS. 
 
 145 
 
 part Hawaiian and part Caucasian (Anglo-Saxon or Portuguese) ; 
 48. or 6 per cent, are part Hawaiian and part Chinese. Table 2 and 
 Graph II give comparative percentages as regards all teachers for 
 the years 1010 and 1918. respective!}'. 
 
 Table 1. — ])istrilnii'n)ii of e^eincnta nj tcacltcr.s hy raf-Uil descent. 
 
 
 Races (nnmixed). 
 
 Hawaiian mixed with— 
 
 Mis- 
 cel- 
 lane- 
 ous 
 mix- 
 tures. 
 
 
 
 Anglo- 
 Saxon. 
 
 Por- 
 tu- 
 guese. 
 
 lla- 
 "V7ai- 
 ian. 
 
 Chi- 
 nese. 
 
 Jap- 
 anese. 
 
 Total. 
 
 Cau- 
 ca- 
 sian. 
 
 Chi- 
 nese. 
 
 Jap- 
 anese. 
 
 Chi- j 
 nese 
 
 ca- 1 
 sian. 1 
 
 Total. 
 
 Nuin?>cr of teachers. 
 Per cent of teachor.s. 
 
 803 
 40 
 
 12 
 
 72 
 9 
 9 
 
 .69 
 9 
 
 37 i 577 
 
 oj 
 
 2 139 
 18 
 
 48 ' 3 1 190 
 
 6| 0.5 I 
 
 9..n 
 
 -4 
 0.5 
 
 771 
 
 100 
 
 Per cent by races 
 
 52 
 
 14 
 
 
 100 
 
 
 
 
 
 
 ! ! i i " 
 
 
 1 2 Koreans included. 
 
 2 This includes mixtiu-es with jVuglo-Saxons and Portuguese' 
 
 3 3 of Malay race and 1 African-Cherokee Indian. 
 
 Graph I. — Distribution of teachers by racial descent. 
 
146 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 Table 2. — ('(nnijaratirc tahic of racial descent, includlrm all teachers as com- 
 jiiited by the superintendent of public instruction i}i 1910 and J91S, and data 
 from quest iotinuires in 1919-20. 
 
 ]Vr cf-nt of disti 
 t eacher 
 
 •ibution o 
 
 s. 
 
 f ^ 
 
 Races (unmixed). 
 
 
 Hawaiian mixed ■« 
 
 ith— 
 
 \ Anglo- 
 ' Saxon. 
 
 Portu- 
 guese. 
 
 Ha- 
 waiian. 
 
 Chi- 
 nese. 
 
 Japa- 
 nese. 
 
 Cau- 
 casian. 
 
 Chi- 
 
 iiese.i 
 
 I Japa- 
 nese. 
 
 Miscel- 
 jlaneous. 
 
 Per cent in 1910.. 
 
 
 . 2 39.5 
 . 44 
 . 240 
 
 8 
 9 
 12 
 
 15 
 8 
 9 
 
 3 
 
 8 
 9 
 
 3 
 
 5 
 
 30 
 26 
 24.5 
 
 ! 4.5 
 
 Per cent in 1918.. 
 
 
 ... ; 2.0 
 
 I'er cent in 1919 . 
 
 
 
 
 
 1 
 
 1 Includes mixtures with Anglo-Saxon and i'ortuguese. 
 ■- tj per cent British in 1910 and 1.7 per cent in 1919. 
 ^ 2 Japanese teachers among the total of 501 . 
 
 Gr\ange in DL5trLt7ution of Rc^cic^i! De6cent 
 of "Teachers. 
 
 (lUAPH II. 
 
 From the facts set forth above the problem of teacher siippl}^ for 
 Hawaii would .seem to present two minor prol)lems for future con- 
 sideration. The first of these is the problem of recruiting teacliers 
 from mainland America. Not for many years to come will the Ter- 
 ritory be prepared to train all of its teachers. From another point 
 of view it should probably never seek to do this. Where city school 
 systems in America train teachers locally, they are coming to realize 
 that, in order to avoid too great inbreeding, it is advisable to pre- 
 l^are not more than 60 to TO per cent of the teachers in a local insti- 
 tution. So that Hawaii ought not, in all likelihood, to look forward 
 to a reduction of her " outside " supply of teachei-s much below 35 
 per cent of the entire teaching staff. The commission, therefore, be- 
 lieves til at some suggestion for the securing of mainland teachers will 
 be in order, the discussion of which will be taken up later. 
 
 The other problem, implied above, is that of recruiting local or 
 island teachers. It touches both the procedure with reference to 
 certificating teachers through the Territorial department of educa- 
 tion and the present status of training teachers in the Territorial 
 normal and training school. Both of these matters will likewise be 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 
 
 147 
 
 dealt with in later sections of this chapter. At this point, however, 
 it may be well to point out certain items of local importance and 
 interest. With a proportional decrease in the supply of pure 
 Hawaiian teachers, and with the supply of Part-Hawaiians remain- 
 ing at about the same percentage from year to year, the Territory 
 will luive to depend on an increasing number of teachers of Asiatic 
 descent. Within a decade or two an increase of Chinese and Japa- 
 nese teachers, until they represent one-fourth of the teaching body, 
 is not at all improljable. Furthermore, in view of present-day rates 
 of population increase, it is safe to estimate that such a group Avill be 
 Aery largely Japanese. - 
 
 DISTKinUTIOX HY SEX! >iARKIED AND ITN3rARRIED. 
 
 Table 3 and Graph III show the distribution of 770 married and 
 unmarried tenchers according to sex. The most interesting fact to 
 be noted is the high per cent (31) of married v>'omen teaching in the 
 schools of Hawaii. The commission believes this is not equaled for 
 an}^ similar area or population. In some instances man'ied couples 
 are engaged in school v7ork, and the arrangement has -proved highly 
 satisfactory. Indeed, in two or three cases only was the Federal 
 commission able to discover that the presence of a man and wife 
 on a school staff had been the source of trouble and discord. The 
 employment of married couples from the mainland, where both par- 
 ties have had training and teaching experience, offers one plan, at 
 least, whereby teachers from America might find teaching conditions 
 in the remoter sections of the islands more tolerable, in consequence 
 of which they might accept longer periods of servdce in the schools. 
 
 Of the 240 married women in Table 3, however, ail but the few 
 exceptions referred to aboA^e are the wives of employees of planta- 
 tions or of those holding clerical and other positions in the larger 
 communities. The classroom work of these teachers does not suffer in 
 comparison Avith that of unmarried teachers. And while the large 
 percentage of married teachers is explained for the most part by year 
 to year emergencies touching teacher supply, the commission desires 
 to recommend the practice for pennanent procedure. 
 
 Tatu.e 3. — Di.strihiitlon of school-tcacJiers hy s(:c: inarrird and unmarried. . 
 
 
 Men. AVomen. 
 
 Grand 
 total. 
 
 Teachers. 
 
 Married. 
 
 Unmar- 
 ried. 
 
 Total. Married. 
 
 Unmar- m^^, 
 ried. T^^^- 
 
 Number 
 
 48 
 6 
 
 31 
 
 ' i i 
 
 770 
 
 Per cent 
 
 4 i if) SI i .W ! 90 
 
 
 
 
 
 
 
 
 2 The enrollment of students in the Territorial normal school, Oct. 31, 1919, showed a 
 total of 423, of whom 205 were Ctunese and Japanese, 
 
148 
 
 A SURVEY OF EDUCATION IN HAWMI. 
 
 ^wts-narriCdj 
 
 
 51% 
 
 Gkaph III. — Sex of married and unmarried teachers. 
 
 There is a dearth of men teachers in the Territorial schools, and 
 the groupin<;s of Table 3 indicate to what an extent this is the case 
 in the elementary field. The total of 79 men, or 10 per cent out of a 
 grand total of 770 replying to this c^uestion, includes men who serve 
 as school principals and as special subject supervisors or teachers — 
 manual training, for example. If these were segregated, the number 
 of men engaged as classroom teachers would be negligible indeed. 
 The Hawaiian schools therefore are true to type in this particular, 
 and the field of elementar^r education is given over to the work of 
 women in accordance with prevailing conditions in America. But 
 the Federal commission believes more men should be found in the 
 classrooms of the islands. While this can not perhaps be accom- 
 plished by dependence on recruiting from the mainland, it is believed 
 that young men of the Territory itself may be led to enlist in the 
 work of the schools. Such work does not have to compete to the same 
 degree of intensity as on the mainland with remunerative work in 
 other fields of enterpris(\ Furthermore, a teaching position in tlie 
 
TEACHING STAFF, PUBLIC! ELEMENT^-RY SCHOOLS. 
 
 149 
 
 archipelago carries a comparatively higher degree of dignity and 
 recognition than elsewhere. But in the recruiting of men locally 
 much will depend on the organization of a professional course of 
 teacher training which will appeal to alert and vigorous and ambitious 
 
 Younii' men. 
 
 DTSTRIiiUTIOX BY AGE. 
 
 Tiie distribution of tlie elementary staff according to age is shown 
 by means of Table 4 and Graph IV. It should be read as follows : 
 Of 771 persons answering, 56 were under 20 years of age; 278 were 
 ])etween 20 years and 24 years and 11 months, etc. The median age 
 of the elementary teacher is 26 years and 6 months. One-fourth of 
 the teachers are under 22 years of age, the youngest being 17 years; 
 one-fourth are 34 years or more, the oldest being 78 years. The middle 
 50 per cent group has an age range of 22 years 5 montlis to 33 years 
 8 months. In 1916 the median for Cleveland teachers was 31 years, 
 or 5 3-ears above that for Hawaii in 1919; the range for Cleveland's 
 middle 50 per cent was 31 to 40. In the more recent St. Louis survey- 
 the median teacher reporting was 29 years and 5 months of age, and 
 tl.ie range for the middle 50 per cent was between 24 years and 38 
 years and 6 months. 
 
 From the point of view of impressionability, responsiveness to sug- 
 gestion, resourcefulness, a very great majority of the Hawaiian 
 teaching body is at work during the best possible age period. But. 
 on the other Jiand, whatever of advantage may be gained b}^ tho 
 above ma}^ be offset in Hawaii, possibly, by lack of experience and an 
 immaturity caused hy such factors as isolation, provincialism, and 
 poor preparation. 
 
 Tablp: 4. — Af/vy< of 77/ tcaelicrx report ing. 
 
 Un- 
 der 20 
 years. 
 
 Number 
 teachers. . 
 
 20 to 
 24-ni 
 
 25 to 
 29-U. 
 
 107 
 
 30 to 35 to 
 34-11. 39-11. 
 
 105 I 
 
 40 to 45 to 
 44-11. 49-11. 
 
 07 
 
 50 to 
 54-11. 
 
 55 to 
 59-11. 
 
 60 to 
 &4-11. 
 
 • 65 
 and 
 over. 
 
 Total. 
 
 771 
 
 ' 21-11 means 24 years and 11 m.ontlis. 
 Youngest, 17; lower quartile, 22-5: median age, 26-C; upper quartile, 33-8; oldest, 78. 
 
 The upper range of ages in Table 4 is influenced b^r replies from 
 principals, although this group is not represented fully enough to 
 justify a separate tabulation. Practically all principals appear in 
 the upper fourth of the table. The truth is that many of the princi- 
 palships are in need of nevv and younger blood. Adequacy of super- 
 vision throughout the island group must, to a considerable extent at 
 least, wait on the provisi(Mi of a uniformly high standard of leader- 
 ship, nowhere less so than in the case of the principalships. This 
 
150 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 is not, it should be said in fairness, an attempt to arraign the entire 
 staff of principals. Indeed, some of the oldest among them, whether 
 in years or in point of service in Hawaii, are unquestionably the 
 most efficient. The varying* ability of principals is commented on 
 
 Nd. of Tea<li< 
 ^^ 
 
 MiadU Fift^^ Per Gent 
 Meai<jn 
 
 iUtr2o^dH^ ^5 
 
 30 jy ^0 
 
 H5 
 
 A 3 « 5 
 
 
 GiiAPH IV. — Ages of { 
 
 'uchci 
 
 JS'JfHM. 
 
 in the questionnaire rei)lies from tlie teachers, among which the 
 following are representative : 
 
 "Some principals are vei-y helpful, some are never lielpfiil." 
 " Tlie schools need intelligent principals wlio can speak gootl English." 
 "We need principals with a fair knowledge of modern pedagogj^ and child 
 psychology and with a personality to inspire respect and courtesy." 
 " AVe nt^d younger principals with up-to-date points of view." 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 151 
 
 ASSIGXMEXT OF GRADES TU TEACHERS AND OF FUPILS PER ROOM. 
 
 Table 5 represents the roj^lies of 751 teachers with reference to the 
 mimber of grades assigned per teachei'. In this regard the isknds 
 make a remarkably fine showing. When the extent of rural condi- 
 tions is taken into account it is doubtful if any similar area on the 
 mainland has such a large per cent of its teacliers in charge of rooms 
 Avhere the number of grades per teacher is as happily arranged. 
 That is to say, of 751 teachers reporting. 5G2 haye one grade each, 82 
 ha ye two grades each, 45 do departmental work (column 6), and 
 62 only (columns 3, 4, 5) of those in rural sections are obliged to 
 teach under this type of unfayorable conditions. Expressed in per- 
 centages, fully 80 per cent of the teachers (columns 1 and 6) have 
 ideal assignments as to number of grades in a classroom. 
 
 The advantage, however, is very much offset b}^ overcrowded class- 
 rooms. True, the overcrowding is no Avorse than may be found in 
 very many mainland communities," but classes are much too large 
 for effective work, and all the more so in view of the enormous 
 struggle which the teacher niust carry on against the so-called 
 " pidgin •' English of the pupils. An examination of the number 
 of pupils per room in the case of 212 classrooms '" gives the following 
 facts : The median number of pupils per room is 38, the lower quar- 
 tile is 33, and the upper quartile is 45. These figures indicate that 
 probably three-fourths of all the classrooms in the Territor}'^ have a 
 larger enrollment than present-day opinion sanctions, namely, 30,^ 
 and that in one- fourth of the classes tlie pupils range in number 
 from 45 to 72. Gooil teaching under conditions like this can not 
 be done, and the department of education should not expect it. 
 Among the suggestions for improvement of the school system which 
 were sent in by the teachers, the problem of overcrowding is one 
 of those receiving most emphasis. " Our early grades are so over- 
 crowded," writes a teacher, '' that proper training is impossible, 
 causing many to repeat the work over and over three or four times." 
 The replies of hundreds of teachers reflect the same opinion and 
 couple with it the specific recommendation that a maximum of 30 
 pupils per teacher be established for the first grade and a maximum 
 of 35 pupils per teacher for the other primary grades. The Fed- 
 eral commission heartily concurs in this recommendation. 
 
 •'' E. g.. see Report of the St. Louis Survpy Commisssion, p- 200. 
 
 * 80 rooms st^leoted at random, 29 rooms r«-ix>rtfd by the principal of Hilo Union School, 
 103 rooms reported by the supervising principal of Kauai. 
 
 '- In this connection see the table giving the number of children per teacher in the public 
 schools of 50 American cities of 100,000 population and over for 1917-18, Amer. Sch. Bd. 
 Jour., Jan., 1920, p. 58. 
 
152 A SUHVEY OF iZ>UCATiON IX HAWAII. 
 
 I'AKjLi-: -1. — Assignin.oit of teachers by gnide ur f/rades. 
 
 Teachers oil 
 
 grade orhfilf 
 
 ^rade. 
 
 Teaches of 2 
 grades. 
 
 Teachers o 
 grades. 
 
 f3 
 
 Teachers 014 
 
 grades. 
 
 Tp«r.-h«>r<; of. Teachers Of su'n. 
 oimJreSades Jects in depart- 
 oi more graae... , jnental sj^stems. 
 
 
 s 
 
 t 
 
 
 '3 
 
 1 
 
 ■5 
 
 3 
 
 4 
 
 £ 
 
 3 i 2 
 
 ^< j O - 
 
 
 T 
 
 180 
 
 lai 
 
 90 
 08 
 52 
 
 .31 
 
 17 
 
 17 
 
 I and II... = 
 
 II and HI. 
 
 Ill -and IV 
 
 IV and V. 
 
 V and VI. 
 
 VI and 
 ^TI. 
 
 VH and 
 VIII. 
 
 21 
 13 
 
 1.7 
 
 11 
 
 9 
 
 2 
 
 8 
 
 I to HI.... 
 
 II to IV... 
 
 mtov... 
 
 TV 170 VI.. 
 VtoVH-. 
 
 VI to VIIT 
 
 S 
 2 
 
 2 
 5 
 3 
 
 I to IV. . . . 
 
 II to v.... 
 
 c 
 
 ItoV ! 7 
 
 ItoVI....! 3 
 
 it.ovn_..L.. 
 
 I to VIII.. 4 
 ilisoellane- 9 
 
 OUS. j 
 
 T.vi,vn 
 
 VI, VM, 
 
 fni. 
 IV, V 
 
 VII. VIII. 
 HI to VI.. 
 
 n^toviii 
 
 G 
 6 
 
 r» 
 
 10 
 
 IT 
 
 Ill 
 
 III to VI.. 
 
 IV to VII . 
 V. to VIII. 
 
 2 
 
 TV 
 
 V 
 
 VI 
 
 VII 
 
 vin 
 
 Total 
 
 
 
 
 
 
 
 
 
 
 l._.._ 
 
 
 
 
 ' — r 1 1 
 
 5G2 
 
 
 "' 1 
 
 27, 
 
 
 12 
 
 1 2.^ 
 
 
 45 
 
 ■ 
 
 
 
 'i 
 
 EDUCATIUX A2s'I) Ti(JvINrX<i (:»F TliE ELEMEXTARY .STAKE. 
 
 Table 6 gives a summaiy of facts touchmg the educiition anJ prep- 
 aration of tlie 781 members of the elemental^ staff who answered this 
 question. Of this number, 533, or 68.2 per cent, have been prepared 
 in the Territory of Hawaii ; 248, or 31.8 per cent, have been prepared 
 outside the Territory. These proportions are in themselves excellent, 
 but an analysis of each group shows that the department of educa- 
 tion has had to accept much irregularity of preparation in its quest 
 for teachers. Of the 248 teachers from without the Territory, three- 
 fourths have had 14 or more years of preparation, as follows : 
 
 111 represent elemerttary-seliool graduation find Mgh-scbool gradutiiion pJns 
 normal-school graduation (2 years course). 
 10 represent elementary-scliool graduation plus Mgh-scliool graduation plus 
 smne ealtege work. 
 5 represent elementary-scliool giadnation plus liigli-school gi-adiiatiou plus 
 some normal-school work plus some college vrork. 
 33 represent elementary-school graduation plus high-school graduatimi i>lu« 
 
 normal-school graduation and some college work. 
 18 represent elementary-school graduation plus high-school graduation plus 
 
 college graxluation. 
 ^ r^^resent elementary-school graduatioii pins Mgh-schof>l graduation plus 
 
 normal-school graduation pins college graduation. 
 2 represent -elementary-school graduation plus high-school graduation plus 
 college graduation plus graduate study. 
 
 The remaining one-fourth of the 248 have had irregular prepara- 
 tion in high schools or poor-grade normal schools, the total years of 
 training for each amounting to elementary and high school prepara- 
 tion or less, and 3 were not even graduates of an elementary school. 
 
TEACHING STAFF, PUBLIC ELEMEXTAEY SCHOOLS. 
 
 153 
 
 Tai;le 
 
 -Ediu-ath.'ii uiu.l traininci of public ele-mcu-ktrj/ sell' 
 ■sijccifjcaui/ reported hu 781 persons. 
 
 >l sinff as 
 
 
 "White teachers. 
 
 Others 
 trained 
 
 in 
 Hawaii." 
 
 Total. 
 
 ■ 
 
 
 E'lii::-al ion 111101 training. 
 
 Trained 
 
 on main- 
 
 iand.i 
 
 Trained 
 
 in 
 Hawaii.- 
 
 Total 
 IvTcont. 
 
 liess than e^emeatarjr selioo^ sfradifartian . 
 
 3 
 
 1 
 
 3 
 
 
 13 
 10 
 61 
 5 
 10 
 
 *d 
 
 3 
 534 
 
 1 
 
 12 
 13 
 
 .^4 
 19 
 144 
 21 
 24 
 
 5 21 
 
 550 
 5 
 
 1« 
 19 
 
 r.7 
 59 
 
 216 
 36 
 39 
 ^3 
 
 195 
 11 
 11 
 
 2 3 
 
 Elementary school graduation 
 
 2.4 
 
 Element ary school CTsdnat ion an d— 
 
 Some, normal school trainins; 
 
 
 S.5 
 
 Some high school t-rain inz ' 
 
 10 
 11 
 10 
 
 5 
 13 
 
 11 
 
 <111 
 
 10 
 
 5.0 
 
 Normal school ur^duaiion 
 
 27.0 
 
 High school graduation 
 
 4.5 
 
 SomC-high school and normal school 
 
 5 
 
 Some hi^ school and normal school gradnatlDn J 
 High school gradu ation and— 
 
 ^ome normal school training... . . . 
 
 5.4 
 2 6 
 
 Normal school graduation , 
 
 25.0 
 
 Sofmecol'egr.- . ., , , , 
 
 1.4 
 
 Some normal school and some college 
 
 ■Some normal school and college graduatioji 
 
 1.4 
 
 Normal school graduation and some college 
 
 College gradnatioii 
 
 33 
 18; 
 
 
 3 
 1 
 
 1 
 
 38 
 19 
 
 2 
 
 4.8 
 2.4 
 
 Normal school and college graduation 
 
 Co'lege grafliiatioiiand advanced study 
 
 -"---"-• 
 
 .9 
 .3 
 
 Total 
 
 248 
 31.8 
 
 I5S 
 20.2 
 
 37.5 
 4S.0 
 
 7S1 
 
 99.0 
 
 Percent 
 
 99.0 
 
 
 
 
 1 Twelve trained in. British possessions. 
 
 2 Include Anglo-Saxon and Portuguese teachers and some Anglo-Saxons having had a very litt le 1 cgin- 
 ning training in United States. 
 
 3 Two trained in Japan. 
 
 * Two-yearcomse or more. 
 
 ^ One-year course, average amount in Territorial Normal and Training School. 
 
 On the whole, however, conditions of preparation for teaching is 
 much better ; in fact, about two years better, in the case of those teach- 
 ?ers who enter the service from abroad. 
 
 Of the^'')53 home-trained teachers, 84 g-radiiates of high schools only 
 have gone on to the normal-school graduation, which in Hawaii rej:) ■ 
 resents one additional y^ar; and 14 otlier persons only have gone 
 beyond high-school graduation into some normal school or some col- 
 lege work, and of the latter only two attained college graduation. 
 A\liv so few high-school graduates in Hawaii go on to the Territorial 
 Normal School is a question that engaged the attention of the Federal 
 commission, until it became apparent that the normal school, through 
 its administration, was known to disfavor this plan of preparation 
 for teaching, seeking rather to recruit direct from elementary-school 
 graduates. 
 
 The remaining teachers of the grouj:) localty trained, 455 in num- 
 ber, are distributed in columns 2 and 3 in Table 6, and show tlie fol- 
 lowing diversity of training: 
 
 JO have gone from liigh-sehool pjradiiatifm into normal school, but lijive not 
 
 completed that course. 
 U") luive had le.'^s than a complete elementary-school training-, 
 11) have Imd only elementary-school training-. 
 
154 A SURVEY OF EDUCATIOX IN HAWAII. 
 
 (57 have gone from the eieiiieiitary school to the normal st'liool and from there 
 into teaching before graduating from tlie normal se]ior)j. 
 
 36 have completed high-school gradnation and gone direct into teaching. 
 
 89 Iiave gon.e into teaching from the high school and before graduation. 
 
 39 have had some higli-scliool and some nornTal-school work, but are graduates 
 of neither. 
 
 259 (216+43) have completed normal-srhool graduation. 
 
 The significance of the list is that it represents too low standards 
 of preparation in comparison with modem progressive school sys- 
 tems. At best it shows but 12 ^^ears of education and training for 
 the bulk of the teachers, equivalent, in other words, to elementary 
 and high school graduation. The best opinion on the mainland is 
 calling for two additional years or a total of 14 years of prepara- 
 tion, divided into an elementary period of 6 to 8 years, a secondary 
 period of 4 to 6 years, and on top of this a tAvo-year period of spe- 
 cialized training in the art of teaching. 
 
 After visiting hundreds of classrooms the commission is con- 
 vinced of the need of a longer period of preparation. The personnel 
 of the prospective teachers, and the peculiar drawbacks which the 
 schools face with reference to correct speech, give undoubted em- 
 phasis to this need. There are too many immature teachers in the 
 schools, most of whom can not realize the importance of the tasks 
 before them. Too many of this type, moreover, are in overcrowded 
 lower grades. The school authorities should seek to raise the standard 
 of preparation for local candidates b}' raising tlie entrance require- 
 ments to the normal school. Entrance should he based on graduation 
 from a four-year high school. In this connection the commission 
 feels that the small percentage of teachers who have graduated from 
 a high school and taken the one-year course at the Territorial Xormal 
 have shown themselves to be more resourceful in the classroom than 
 those who have taken the four-year course following graduation 
 from an elementary school. 
 
 LENGTH (J¥ SI;RV1CE IX HAWAIIAN SCHOOLS. 
 
 Table 7 and Graph V give a distribution of the 777 elementary 
 teachers nnswering to the question regarding length of service in 
 Hawaii. 
 
 For the entire group the median length of service is 3.47 years, 
 the middle 50 per cent ranging from 1.12 years to 8.31 years. This 
 is much too low for any teaching bod3^ It means, of 777 teachers, 
 182, or 23 per cent, were in their first term's work; 103, or 13 per 
 cent, were beginning their second year's work. At the othe*' extreme 
 19 had seen 25 or more years of service. The mediiui for Caucasian 
 teachers (Anglo-Saxon and Portuguese) from the local field is 6.42 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS, 155 
 
 years of service, the lo^Yer and upper qiuirtile being 2.87 and 13.08 
 3'ears, respectiA^ely ; while that for other local teachers is somewhat 
 less, 4.36 years, with 1.61 years and 9.13 years as the lower and upper 
 quartiles. The medians for these groups are nearer normal condi- 
 tions. Each would be several points higher but for the fact that a 
 great increase in school population has caused the rapid addition of 
 new teachers. . 
 
 Greater interest, however, attaches to the facts concerning main- 
 land teachers, who have been much criticized for their short tenure 
 of service in the islands. " The tourist teacher, out for a holiday 
 year,*' is a typical comment upon them. Of these, California-trained 
 teachers are said to he the chief offenders. The table, it will ])e seen, 
 gives some basis for the above criticism, and explains fairly well 
 why the average length of service for cdl teachers is so low. The 
 median for the mainland group is 1.72 years. That is to say, more 
 than one-half of these teachers have not yet completed the second 
 year of island service — 152 out of 281 — and 110, indeed, are in the 
 first year of such work. This means, of course, that the mainland 
 teacher group is a very fluctuating one. a condition which makes it 
 all the easier for those who by inclination resent the presence of 
 the •' outsider " to dravv^ conclusions as to her '' insincerity " and *' in- 
 difference." Inexperience in the classroom is a partial explanation 
 as to those especially who are recruited from the Pacific coast, for of 
 247 mainland teachers replying to the question regarding pre- 
 Hawaiian teaching experience, 95 have reported none, a proportion 
 which is ofreater than 1 in 3. 
 
 But something may be said in behalf of the teachers who go to 
 Hawaii from the United States. The very great majority of them 
 are not adventurers seeking a year of idleness at Territorial expense. 
 In point of fact very few are of this sort. Nearly all of them are 
 rendering good service, even though it ])e for a short period. Re- 
 sponsibility for frequent changes and frequent returns of teachers 
 to the mainland has lain, for the most part, with the department of 
 education. The department has in a number of schools failed to pro- 
 vide the living accommodations which it has assured teachers would 
 be found. Too man}^ teachers have had to start working in isolated 
 places under such trying conditions that a whole term's teaching has 
 been required to overcome the disappointment and chagrin. The 
 department of education should, in the opinion of the commission, 
 give immediate and thorough-going attention to the comfortable^, 
 housing of the teachers. In addition to the problem of housing, the 
 department needs to devise a better method of i)lacing teachers. 
 When these two problems have been more happih^ arranged, not only 
 will mainland teachers be willing to continue longer in the service. 
 10146°— 20 11 
 
156 
 
 A SUEVEY OF EDUCATION IX HAWAII. 
 
 but the department will be justified in requiring contracts for two 
 or more j^ears of teaching from those newly appointed. 
 
 Table 
 
 -T.ru [It h of ■service in the ■svIiooIh <>( Hawaii to December, 1919. 
 Rpcmfiealh/ retiorted hi/ 777 teachers. 
 
 
 Caiieasian teaclier:'— 
 
 All other 
 teachers. 
 
 
 Niiinber of years. 
 
 From 
 mainland.! 
 
 Ol 
 Hawaii. - 
 
 Total. 
 
 0-0.9 - - --- 
 
 119 
 
 110 
 42 
 So 
 16- 
 
 16 
 10 
 11 
 11 
 
 56 
 51 
 31 
 29 
 29 
 27 
 11 
 18 
 12 
 17 
 43 
 18 
 7 
 6 
 
 182 
 103 
 
 2 
 
 
 •:t 
 
 5f> 
 
 1 -.. 
 
 9 
 
 9 
 
 47 
 
 
 6 ! 8 
 
 7 j 13 
 10 ! 9 
 
 5 i 11 
 3 I 2 
 19 15 
 9 i 10 
 
 41 
 
 p 
 
 31 
 
 7 
 
 37 
 
 s 
 
 28 
 
 0-9. 9 
 
 10 14.9 
 
 22 
 
 77 
 
 15 19. 9 
 
 37 
 
 20 24 9 
 
 4 
 6 
 
 9 
 
 7 
 
 20 
 
 
 19 
 
 
 
 Total - 
 
 Lower quartile 
 
 281 
 0.64 
 1.72 
 6.39 
 
 141 
 
 2.87 
 6. 42 
 13. OS 
 
 355 
 1.64 
 4.3G 
 9.13 
 
 777 
 1.12 
 3.47 
 
 Upper quartile 
 
 S.31 
 
 Vi'hite teachers 
 from mainland 
 
 White teacher: 
 of Hawaiian 
 Islands 
 
 Otlicr teachers 
 
 All of the 
 teachers 
 
 1 Caiuea^ian includes Anierleans and other Anglo-Saxons. 
 
 2 Inckides Anglo-Saxons and Portuguese. 
 
 GuAPH y. — Leng-th of servict^ of middle .".() per cmt of teachers 
 
 Table S supplements Table 7 by presenting facts as to the number 
 of years teachers have been in present positions. 
 
 There is something to be said in favor of teachers who can take 
 advantage of experience on different islands of the archipelago, but 
 there is hardly justification for such wholesale changes as occur from 
 year to year. Apparently there are frequent changes from school to 
 school on each island, much more so than from island to island. 
 
TEACHIIsG STAFF, PUBLIC ELEMEIsTAEY SCHOOLS. 
 
 15' 
 
 VIembers of the comiaissioii foiind sekoois Yv'ith. six^ seven^ and eight 
 teachers where all but one or two of the entire staff were new to the 
 ^hool and communitY. The table bears this out. Of TG-i teachers 
 isted, 46 pter cent (355) are new^ to their environment: and almost 
 rO ]wv cent of them (3554-112-f61) have not been three years in their 
 oresent positions. The facts, it will be realized, make more emphatic 
 he problem of teacher ph:icement which the department of education 
 nnst meet. 
 
 Table 8. — Tenure of teachers in present school on Dec L 1910. 
 
 Under 
 j I year. 
 
 •s umber of tcacliers. 
 
 3-3.9 
 
 4-5.0 . 5-0.9 
 
 32 
 
 8-8.9 : 9-9.6 
 
 N'lniiher nf teachers . 
 
 20 ! 10 
 
 10-14.9 
 
 15-19.9 20-24. 
 
 33 
 
 25-29.9 
 
 30 and 
 over. 
 
 Total. 
 
 764 
 
 IMIROVEMENT OF TEACHEES AFTER EXTEP.INC^ 
 
 SYSTEM, 
 
 THE HAWAIIAN SCHOOL 
 
 Table 9 presents the distribution of 730 teachers with reference to 
 tlie extent of special training or additional training since entering 
 the service in the Hawaiian schools. Of these. 566. or 78 per cent, 
 have not sought additional training either through summer schools 
 or other educational institutions. This is in part exj^lained by a 
 general attitude that the diploma of high school or of normal school 
 or of college, as the case may be. represents a completion of formal 
 education for teaching: that nothing further is needed, once full 
 certification has been met. It would be unjust, however, to assume 
 that there is no desire for the additional growth that such agencies 
 might offer among the 566 members of the staff. The commission, 
 in truth, believes that opinion among these teachers would favor the 
 extension of such agencies as are now available. 
 
 Table shows that 20 per cent (147) of the teachers reporting have 
 taken some special training: all but 19 of the 1A7 have attended from 
 one to several of the summer school sessions which the department 
 of education has maintained at the Territorial Normal School or at 
 the very successful summ.er school organized in 1919 near the Vol- 
 cano House, on the ishind of Hawaii. Of the others, 3 have added 
 some high-school work. 2 some college work, and 14 have had special 
 courses in music, business procedure, or in correspondence work. 
 Xo modem school svstem would care to stand on such a meaner show- 
 
158 A SURVEY OF EDUCATIOX IX HAWAII. 
 
 ing as this seems to imply: and the Hawaiian school system, to judge 
 b}' its Slimmer school achievement of last season, is not content with 
 the present status. As a matter of fact, the i)resent department of 
 education is aware of the inadequacy of opportunities whereby the 
 teachers of the Territory may be kept abreast of progressive move- 
 ments in education in general as Avell as of changing methods in the 
 art of teaching. It has plans for the extension of last summer's 
 experiment to all of the islands. It is to be hoped the Territorial 
 government will provide funds sufficient to bring about this highly 
 needed extension. Along this line the following suggestions are 
 made : 
 
 1. Conduct summer sessions in 1920 on at least two of the islands, 
 
 each session to run for a period of six to eight weeks. 
 
 2. Arrange the program of courses in such a way that some of the 
 
 lecturers may alternate between the two sessions. 
 8. For tlie year 1921 and thereafter conduct summer sessions on 
 
 two islands alternately. 
 4. Kequire teachers to attend one of these sessions every other year 
 
 or show some e(|uivalent work; for example, study at the 
 
 Colieo:e of Hawaii or studv at some mainland school or a 
 
 professional reading course. 
 Referring to Table 9. it will be seen that the Haw^aiian teacher 
 seldom gets an op|X)rtunity for advanced study on the mainland. 
 Only 2 per cent of 730 teachers indicate either study or observation 
 at mainland institutions after having accepted positions in Hawaii. 
 Just how large a per cent one should expect for this group is a 
 question. The distance and the cost, as well as the limited means of 
 transportation, are insurmountable barriers for the teaching staff 
 as a whole and for a decided majority of those from the mainland. 
 On the other hand, it is very evident that in times past the Terri- 
 torial department has discouraged any movement of this kind by its 
 narrow attitude with reference to leaves of absence. A very consid- 
 erable number of teachers have, through the questionnaires, brought 
 this defect to the attention of the Federal commission. According to 
 them, teachers ffoing to the mainland for advanced studv were de- 
 nied any assurance of a position on returning. It is therefore a 
 pleasure for the commission to note in this connection the recent 
 change of attitude adopted by the department of public instruction 
 on December 10. 1919. and to recommend as a permanent policy the 
 new ruling, which reads: 
 
 111 cases where a teacher who has given satisfactory service for not less than 
 live years wishes to be absent for not more than one school year, the depart- 
 ment may assure such teacher of reappointment as soon as practicable upon 
 his j,'iving notice of being ready for service. 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 
 
 159 
 
 Tabi.k 9. — Special train hi g of teacher.s .mice entering the service in the Hnwaiiatt 
 
 Islands. 
 
 Porc'cnf. 
 
 No addilional training 
 
 Shidijimj in II 
 
 Normal school summer sessions 6-11 weeks ' 
 Normal school summer sessions 12-17 weeks 
 Normal school summer sessions 18-23 weeks. 
 Normal school summer sessions 24-29 \veeks 
 Normal school summer sessions 30 weeks and ov 
 
 Normal school one year and over 
 
 Rome high-school training 
 
 Some college training 
 
 Miscellaneous - 
 
 Total 
 
 
 
 i... 
 
 
 147 i 
 
 20 
 
 
 mainland. 
 
 
 
 
 
 Studying o?j tin 
 Elementarv-schooi training 
 
 
 
 1 
 1 
 
 2 
 
 1 
 
 i' 
 
 
 
 
 
 
 ij..: 
 
 
 
 4" 
 
 3 
 
 1 
 
 
 
 
 
 , 
 
 
 
 1 ... 
 1 ... 
 
 
 University ou*^ vear or over 
 
 
 
 
 
 1 
 
 
 
 
 
 
 Tot?' 
 
 
 
 
 
 _^iLi__ 
 
 2 
 
 
 
 
 
 
 
 
 
 
 1 
 
 730 i 
 
 1 
 
 100 
 
 
 
 
 
 i 
 
 
 J Summer school training on the Hawaiian Islands taken mainly by those having little or no 
 school training— a means of higher certifieaTion. 
 2 Music, correspondence, business, etc. 
 
 TEACHERS ARE FAMILIAR WITH THE ISLANDS BT7T NOT WITH THE UNITED 
 
 STATES. 
 
 Although the larger islands of the Hawaiian arcliipelago are suffi- 
 ciently distant from eacli other to make of interisland travel an item 
 of fairl}' considerable expense, nearly the entire teaching staff seems 
 to possess a ratlier extensive knowledge of the geographical features 
 of the group and a knowledge of local conditions on particular 
 islands. Six out of every seven teachers have lived on or visited at 
 least two of the islands, and more than half of the staff has first-hand 
 acquaintance with three of the four important islands. Mainland 
 teachers are especially well equipped from this point of view, but 
 the locally trained teachers have shown a degree of interest almost 
 as great. In consequence, one finds less provincialism as between 
 islands and districts of the same than may at times be found am.ong 
 rural sections of some of our States. 
 
 Provincialism, however, is -Nery noticeable as soon as one turns to 
 considerations touching the mainland, the United States. Neither 
 the United States, nor its people, nor its Government, occupy much 
 space in the consciousness of those teachers who possess only the 
 
160 A STJRYRY OF EDUCATION IX HAWAII. 
 
 Hawaiian or Hawaiicin-Oriental background. The full meaning and 
 significance of Americanism or of America's place in the famih' of 
 nations is not grasped. Not that these teachers are lacking in a 
 sense of loyalty. Their pupils are as well trained in flag drills as 
 any others : they can recite as lofty sentiments of patriotism in prose 
 and poetry as am^ others. What they really need as American 
 teachers of xVmerican hoys and girls is an opportunity to experience 
 the thrills that come from knowing in an intimate and direct way 
 something abant our bustling cities, our marts of trade and industry, 
 and our sweep of prairies where so much of the world's food is grown. 
 Opportunity for observation and study through specific courses of 
 training might well be put within the reach of one or two score of 
 Hawaiian-born teachers each year. China and Japan and the Philip- 
 pines are sending their quotas from far greater tlistances. Like these 
 countries. Havfaii would discover that rich returns are realizable on 
 a public investment of this sort. The effect such a polic}' would have 
 on the professional improvement of the teaching body would be diffi- 
 cult to overestimate. 
 
 PROFESSIONAL READING })Y TEACPIERS. 
 
 Educational magazines are subscribed to or are accessible to a 
 great majority of the teachers. Frequently groups living in the 
 teachers' cottages ^^ill secure club rates for a number of educational 
 and other magazines. Agnin, individual teachers report that they 
 are subscribers to as many as four to six of these periodicals. Tech- 
 nical educational magazines are known to very fev;. Many, however, 
 seem to be readers of the Educational Revievr, ^Nhile School and 
 Society has just passed the introductory stage. The local Hawaiian 
 Educational Eeview, a journal of much merit published by the de- 
 partment of public instruction under the leadership of the superin- 
 tendent, is closely foliovs^ed by nearly ail of the teachers. Taking for 
 its shibboleth ^* The schools of Hawaii belong to the people of 
 Hawaii, who should be fully informed concerning all details of the 
 same," this journal undertakes to exploit the cause of pul>lic educa- 
 tion, to set forth in a very frank manner the local conditions and 
 needs, and to foster a high standard of professional interest and 
 ethics among the teachers. Eecent issues of the journal are on such a 
 high plane and contain material of so much value to the teacher as 
 well as to the public that the commission believes it promises to be- 
 come an important factor in the improvement of teachers. 
 
 The commission believes that much more can be done than is done 
 at present along the line of prescribed as well as suggested profes- 
 sional reading for the teachers in tlie field. In the first place, the 
 department of public instruction can avail itself of one resource, 
 which is immediately at hand. i)ut which is not novv :ro|)reciated in 
 
TEACHING STAFF, PUBLIC ELEMEXTAEY SCHOOLS. 161 
 
 any adequate sense, naiueiy, the Library of Hawaii. It is recom- 
 mended that some form of closer cooperation be sought with this fine 
 institution, to the end that groups of important works on odu.cational 
 movements and methods may be kept in circulation in all parts of 
 the Territory. In the second place, the department itself needs an 
 official one of whose chief chities will be the administration of read- 
 ing-circle Yv'ork among the entire staff. This person could, for in- 
 stance, become the coordinating officer between the department and 
 the iibrar\^ and also between the latter and the Hawaiian Educa- 
 tional Review. 
 
 TKACHEKS* MEETTXCiS AXD THE LEADEESHIP OF TRIXCIPALS. 
 
 Tfi modern school administration much is ]>eing accomplished by 
 the principal who has the cjualities of leadership and who can put 
 the same into practice among his group of assistants. The teachers' 
 meetings imder such a person lose their i^erfunctory and tiresome 
 character. Teachers respond to the call for teamwork anil to the 
 call for a study and discussion of classroom and school problems. 
 Ere long they find themselves in an attitude of appreciative interest, 
 engrossed in the consideration of real problems of the day's work. 
 e»ch a contributing member of the simi total of conclusions. Prob- 
 lems of promotion may be thrashed out at one period, the relation 
 of mental age to class work at another. Thus a school faculty may 
 make of itself a prime agency of improvement and growth. 
 
 The schools of Hawaii lack the stimulus that comes from this 
 type of cooperative activity. Teachers were asked to report on the 
 frequency of teachers' meetings. Few failed to do this, and many 
 have reported on the perfunctory nature of the same. The time of 
 holding the meetings varies. In some places a meeting or confer- 
 ence is held every other week; in other places there is a meeting 
 each month: elsewhere the practice is to hold at least two such 
 meetings per tei-m. Routine matters are the rule, or possibly the 
 reading of some new regulations sent out from Honolid.u. Con- 
 structive suggestions touching classroom procedure, we learn, are 
 rarely heard: neither are exchanges of opinion on mooted cjuestions 
 made a matter of recmest, nor references cited to trustworthy dis- 
 cussions of them. These conditions emphasize what was said in 
 an earlier section in regard to the need of more aggressive leader- 
 ship on the part of principals. To what extent can the principals of 
 Hawaii accept as a frmction of their positions responsibility for the 
 professional improvement of their assistants? The princijoals on 
 the island of Kauai have recently formed ii study club, and this 
 problem might well ])e made a subject of study and investigation 
 by tliem for the coming year, a suggestion which is equally pertinent 
 for the principals on the other islands. 
 
162 A SURVEY OF EDUCATIOX IX HAWAII. 
 
 teachers' cox\-extioxs. 
 
 Hawaii made very early provision for teachers' conventions. These 
 were held frequently on each island, and once a year, though with 
 only partial regularity, a general convention was held in Honolulu. 
 From 1888 to 1900 yearly centi'al meetings of all teachers were held 
 regularly, and on two occasions at least teachers' traveling expenses 
 to and from Honolulu were paid. Since 1900 this general convention 
 has been superseded by the summer school, to which reference has 
 been made, and which has been attended from year to year by those 
 teachers, irregular in their training, who have wished to advance the 
 grade of their certification. 
 
 To-day the Territor}^ brings the teachers of each of the large islands 
 into a one-day convention or institute. These are all held on the same 
 da3^ and, as a rule, on a Frida}^ in the month of XoAember. The time 
 is too short for carrying out a very adequate program, and the com- 
 mission holds the opinion that much more could be made of this oc- 
 casion; that in fact these meetings can come to hold an important 
 place among the activities designed to promote esprit de corps among 
 the teaching staff. Certainly two daj'S, and perhaps three, should be 
 given to these meetings. Communities in which the conventions are 
 held should be urged to cooperate with the school officials and the 
 department of public instruction to make these sessions noteworthy 
 for democratic hospitalit}^ and for the inculcation of a spirit of good 
 will among teachers and school patrons. The department should 
 make a studied effort to provide inspiring speakers, both those who 
 can deal with the theory and practice of teaching and those who can 
 bring messages from the world without the classroom : for example, 
 from the church, the court room, the Government office, the bank, the 
 industrial plant. Some of the sessions should be given over to con- 
 tributions from the teachers themselves — from committees of teachers 
 who bring in the results of a year of study on som.e special problem 
 of the Hawaiian schools. Furthermore, these conventions should be 
 held on different dates. For instance, the islands of Hawaii and Maiii 
 might divide one week in November for their meetings; Oahu and 
 Kauai might divide the following week. Thus a grovq^ of superior 
 speakers could be listed for all of the islands, which would not only 
 effect a saving in costs but would simplify the problem of program 
 planning. If, in order to accomplish the proposed change, each 
 island were obliged to close its schools for the greater part of a week, 
 there would be ample justification for the innovation. 
 
 CERTIFICATION OF TEACHERS, 
 
 The Territory recognizes credentials for elemeritarv certification as 
 folloAvs : 
 
 1. Uni\ ersity or college degrees. 
 
TEACHING STAFF, PUBLIC ELEIMEXTARY SCHOOLS. 
 
 163 
 
 2. Diplomas from State normal schools. 
 
 3. Diplomas from the Territorial Xormal and Training' School in 
 
 Honolulu. 
 
 4. Xormal certificates issued by the Territorial Xormal and Train- 
 
 ing School. 
 
 5. State grammar grade certificates. 
 
 6. State life diplomas. 
 
 7. Primary grade certificates attained by successfully passing ex- 
 
 aminations (three groups) given each year by the Territorial 
 board of examiners. 
 
 8. Grammar grade certificates attained in similar manner. 
 
 The requirements as listed are not unlike those found generally in 
 the Ignited States. But the problem of teacher shortage has brought 
 into acceptance certain departures that need to be pointed out. The 
 fourth item above, namely, the normal certificate, issued by the local 
 institution operates as an easement of the usual requirements for the 
 regular diploma. Students who have not taken algebra and geome- 
 try, who, in other words, can not master these subjects, and who also 
 fail to reach a certain attainment in English, have been accepted for 
 these certificates in lieu of diplomas. They are sujoposedly of lower 
 rank in intelligence, and under normal conditions should i)ro])ably 
 have been eliminated from the teaching group. The extent to which 
 normal-school students have been graduated with the certificate 
 ratlier than the diploma is shown in Table 10 below : 
 
 Tablk 10. — Graduates of the Territorial Xormal School. 
 
 
 i 1896 
 
 1897 
 
 1898 
 
 1899 
 
 i 
 
 1900 
 
 1901 
 
 1902 
 
 I9a3 
 
 1904 
 
 1905 
 
 1906 
 
 1907 
 
 Graduating with— 
 Diploma 
 
 i 
 
 ! , 
 
 2 
 3 
 
 9 
 10 
 
 6 
 11 i 
 
 2 
 19 
 
 ^ 
 
 '2G 
 
 1 
 
 17 
 
 5 
 lo 
 
 G 
 13 
 
 ■1 
 18 
 
 s 
 
 Certificate 
 
 :::' s 
 
 19 
 
 
 
 
 Total numbe'" 
 
 i 9 
 
 5 
 
 "l 
 
 ''! 
 
 21 
 
 11 
 
 2ii 
 
 IS 
 
 21 
 
 19 
 
 22 
 
 27 
 
 
 i 
 
 
 
 1908 
 
 ! 
 
 1909 
 
 1910 
 
 1911 
 
 1912 
 
 1913 
 
 1914 
 
 1915 
 
 1916 
 
 1917 
 
 To- 
 tal. 
 
 Graduating vrith— 
 
 Diploma 
 
 Certificate , 
 
 1 
 
 17 
 23 
 
 21 
 10 
 
 22 
 6 
 
 31 
 6 
 
 27 
 11 
 
 20 
 11 
 
 16 
 14 
 
 30 
 
 8 
 
 37 
 19 
 
 277 
 294 
 
 Total number 
 
 i 28 
 
 40 
 
 31 
 
 28 
 
 " 
 
 38 
 
 31 
 
 30 
 
 38 
 
 M 
 
 571 
 
 
 i 1 
 
 
 In a period of two decades, it may be observed, more students were 
 sent over the easier road of certification than were credentialed by 
 means of diplomas. AVhen it is realized tliat th.e normal school re- 
 quirements for graduation are two years less than is required in the 
 more modern mainland States, its justification must apparenth^ be 
 put on other grounds than good normal school practice. From one 
 point of ^ iew. it has tended to double the enrollment of the normal 
 
164 A SURVEY OF EDUCATION IX HAWAII. 
 
 scliool; from iinother, it has kept a fair percentage of prorspective 
 teachers from seeking certification for public school service through 
 less desirable channels. Because of recent legislative action, how- 
 ever, which fixes a lower salary schedule for holders of it, the normal 
 certificate will doubtless fall into gradual disuse. This should enable 
 that teacher training center to concentrate attention on tlie possibilit}" 
 of organizing and maintaining a relatively high standard of accom- 
 plishment for those who are to carry its stamp of approval and 
 guarantee into the classrooms of the Territory. 
 
 Anotlier departure in the machinery of certification has to do with 
 item 7 above ; that is, v\dth the procedure leading to primary grade 
 certificates. As indicated, this type of certificate is based on passing 
 three groups of examinations. Tlie first of these is in the subjects of 
 the course of study of the elementary schools, and if successfully 
 passed the candidate is given a first permit, which carries autliority 
 to teach for the next school year onh\ The second examination may 
 then be taken, whicii is a test of the candidate's knowledge of teach- 
 ing methods in the grades in which she has been employed. If })assed, 
 a second permit is issued for another year of teaching. The tliird 
 examination is based on pedagogy, school law, and general methods 
 of teaching. Practically all States allov\' some type of certification 
 by examination, in addition to credentials from training institutions, 
 and this Hawaiian plan is theoretically as good as, if not better than, 
 others. But the demand for teachers has caused vvhat is in fact a 
 pretty general disregard of tliis regulation which is supposed to be 
 the minimum standard of teacher accreditation. In the first place the 
 school system has retained teachers on first permits after repeated 
 failures in examinations. It has also employed them when they have 
 failed to pass the first test. The following cases, taken from the 
 teachers record books, in the office of tlie superintendent of public 
 instruction, will illustrate the points. They represent a few among 
 numerous instances : 
 
 Case 1. Teacher A :-^eeiii€Hl lirst permit 1915 ; has taiighi coiitiiiuoiit^ly to Decem- 
 ber, 1919, with no record of advance in certification. 
 
 rase2. Teaclier R has taught since spring of 1916; took exaniination for 
 primary grade certificate 1917: failed. 
 
 t'ase*>. Teacher C has taught sin<'e faU of 1915; no credentials: f.-dled in 
 examination eacli year. 
 
 Case 4. Teacher D has taught since fall of 1915 ; first permit secured 1915 ; 
 second permit secured 1917 ; no further credential. 
 
 Casti 5. Teacher E has taught since fall of 1917: failed in primary grade 
 examination in 1917 ; failed in 1918 ; failed in 1919. 
 
 Case G. Teacher F has taught since fall of 1915: failed in primary grade 
 examination held in 1917: failed in 1918: failr-<l in 1919. 
 
 Case 7. Teacher (i has taught since fall of_1917; failed in primary grade ex- 
 amination held in 1917 : failed in 1919. 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 165 
 
 In the second place the school authorities have met the problem 
 of under supply by employing" so-called "' substitute '' teachers, some 
 of whom have been ex-teachers possessing credentials, some normal 
 scliool senior students, and some have ])een persons without any 
 credentials. For example, the roster of teachers, in the employ of 
 the public schools December, 1918, shows 1,06'3 persons. Almost one- 
 tenth of the number (98) had no actual credentials. They belonged 
 to the tvro classes (a) ''substitutes'' and (6) "failed in examina- 
 tions.'' If, now, we add to the 98 those teachers, 214 in number, who 
 held primary grade certificates only, we find that 312 teachers or 
 ai:>proximately one-third of the elementary staff were holders of 
 either the minimum standard for certification or of no standard at all. 
 
 These facts have prompted the Federal commission to make the 
 following suggestions concerning certification of teachers : 
 
 1. The normal certificate should be done away with after the end 
 Oi the current year and the diploma should be made the sole standard 
 of graduation. While the diploma may be given for the completion 
 of different courses within the institution, it should be based on 
 equivalent values as to excellence of attainment. 
 
 2. The department of public instruction should as early as possi- 
 ble deuy certification to any new applicants who come without ac- 
 ceptable credentials and who can not meet such tests as are now set 
 up for the primary grade certificate. It should also administer 
 more rigorously the present regulations for said certificate, witlv a 
 view to eliminating those vvho after due trial exhibit inability to 
 understand the content of elementary grade subjects. Such teacliers. 
 it may be surmised, can hardh' do justice to the subjects when in 
 charge of classes. 
 
 3. In addition to the fixing of a maximum salary limit which is 
 lower for the holders of this certificate (a rule now in force for those 
 certifi.cated after August 31. 1919), the standard of requirements for 
 the same should be gradually raised until, within four or fi^.'e years, 
 it parallels the standard for grammar grade certification. 
 
 4. For v.diatever loss of teachers the suggestions entail, and until 
 local agencies and local candMates can readjust to the changes, let the 
 department increase its efforts to secure properly certificated teachers 
 from abroad. 
 
 pro:motiox axd eatixg of teachees. 
 In the past any promotion policy as regards teachers has been con- 
 fined almost altogether to the automatic increases in salary from jQiiv 
 to year. Changes from one school to another, to one more desirable, 
 have been based largely on momentary' conditions and the persua- 
 siveness of individual teachers. Experience in some rural sections ol' 
 the Territory has usually been required in order to secure a position 
 (in other words, promotion to a position) in Honolulu. In addition 
 
 I 
 
166 
 
 A SUEVEY OF EDUCATIOX IX HAWAII. 
 
 to this, an examination of the Territorial regulations reveals three 
 items that bear indirectly on the question of promotion, as follows : 
 
 (1) C<»n:peteiit t<'achers in iiTulcsirable locations may be pai<l above schod 
 iilc — tlie factors determinintx cojiipet^ncy in siicli cases are not staled, thougl 
 conceivably the rule covers teachers holding higher forms of credentials. 
 
 (2) I*rincipals of schools of from 2 to 10 rooms shall be required toi have a 
 primary-grade certificate; of schools of 10 rooms or more, a grammar-grade 
 certificate. 
 
 (3) Each supervising principal "must be the holder of a grammar-grade cer 
 titicate." 
 
 Tlie department of public instraction has used for a number oi 
 years a regular form of rating of teachers, and the data thus col 
 lected are kept on file in a series of Teachers Eecord Books. The 
 ratings are made by the supen ising principals, some of whom send 
 in ncAV reports every term — that is, three times per year — and others 
 of whom report two times per year on an average. An iUustra/tion 
 of this phm of teacher rating is given below : 
 
 DEPARTMi:XT OF PUBLIC INSTRTT'TION, HAWAII. 
 
 Reix)rt on M from 
 
 .__, 191-, 
 
 to 
 
 -_, 191-J 
 
 Neatness of room and ]'iipilp 
 
 r 
 
 4 
 
 4 
 
 \ 
 
 School atmosphere 
 
 5 
 
 4 
 
 4 
 
 4 
 
 Discipline 
 
 5 
 
 4 
 
 4 
 
 4 
 
 Territorial sc1k>o] laws 
 
 o 
 5 
 
 3 
 
 •i 
 
 
 3 
 
 4 
 
 Eqin]>ment due to effort 
 
 Register 
 
 4 
 
 4 
 
 ., 
 
 4 
 
 Daily lesson plan and ] urogram 
 
 S 
 
 _ 
 
 7 
 
 7 
 
 ( "are and correction of pupil's Avritten 
 work 
 
 8 
 10 
 
 ■ 7 
 
 7 
 
 7 
 9 
 
 Prei>aration 
 
 Presentation 
 
 10 
 10 ' 
 
 8 
 S 
 
 9 
 9 
 
 8 
 9 
 
 llhietrative matter 
 
 Pui)irs expresvsion work 
 
 25 
 
 21 
 
 22 
 
 21 
 
 Average per cent. . 
 
 
 SI 
 
 87 
 
 84 
 
 Year's average 
 
 
 
 
 
 Grades taught 
 
 
 
 1 
 
 1 
 
 1 
 
 Time ( in minutes'i in room 
 
 
 00 
 
 70 
 
 70 
 
 Dale of visit 
 
 
 12-7-15 
 
 3-L5-10 
 
 6-8-16 
 
 ( "omments: 
 
 
 
 
 
TEACHIXG STAFF, PUBLIC ELEMEXTARY SCHOOLS. 167 
 
 An examination of the ratings leads one to the belief that there is 
 a general absence of any real study or analysis of teacher achieve- 
 ment. Indeed, the form that is used Avould seem to put undue em- 
 phasis upon the routine of the school. It leaves ample space for 
 "comments.'- but here one does not find enough attention given to 
 constructive criticism of the teaching of subject matter. This will 
 be observed in the following typical reproductions of comments as 
 made b}^ different supervising principals supplementary to their per- 
 centage ratings : 
 
 TYPf:S OF COMMKNTS SUPPI.EMENTING THE FORMAL KaTIXG OF TeACHEKS BY 
 
 Supervising Principals. 
 Case 11. Anglo-Sa-ron teacher. 
 
 Marc-li 3. The pupils respond fairly well, considering tlu4r isolation. Some of 
 tbeni are bright. Talked with them on the doing of things. 
 
 March 22. She does very well in this isohite<l scliool. Pupils i-espond well. 
 ( >rder and discipline above the average. 
 
 March 13. Teacher goes right ahead in a businesslike way. ]Makes some 
 « rrors in English and is not especially strong as a teacher, but is probably the 
 bf'st we can get here. 
 
 Case 15. Part-Haicaiian teacher. 
 
 November 22. Plan book not followed. Many days had no plan. This teacher 
 could be a success in a school under a good principal ; slie is quiet in her teach- 
 ing and has good control over pupils. 
 
 June 6. Teacher is putting forth effort to carry out instructions. 
 
 September 21. The school makes a good impression on a visitor. The teacher 
 has a pleasing manner. 
 
 February 19. This is the best-regulated .school on The 
 
 teacher is capable of doing .still better work. 
 
 ]May 14. Work Mas all oral, with no attempt at teaching the subject. 
 
 September 17. Teacher not physically fit to be in classroom. 
 
 :siarcli 11. She gets fair results. 
 
 Case li). J'orti((jucse teacher. 
 
 December 7. Teacher shows interest and is doing good v,ork for a beginner. 
 
 March 15. Teacher has collected some useful equipment. Has also bought 
 materials for sewing classes. She has subscribed for helpful educational 
 iournals. Pupils are alert and interested. 
 
 .Tune 8. Pupils are interested and respond well. Kt'sults show teacher has 
 been doing good work. 
 
 October 5, Teacher is practical in her Mork. Discipline a little weak. 
 
 March 27. Teacher is trying to make good. Her class is too large. 
 
 March 27. Teacher has succeeded in carrying out iPistructions given on last visit. 
 
 October 12. Quiet, industrious, and pleasing. 
 
 March 8. Quiet, deliberate, interested, energetic, and pleasing. 
 
 November 6. Bright, energetic, interested, and pleasing. 
 
 Case 19. Anglo-^ajon teacher. 
 
 November 20. This teacher is weak in Itringiiig out ideas and drilling to fix 
 results. Good in music. Has reached only seventh page in reader. 
 
 November 30. Voice and manner pleasing. Is improving by her experience. 
 
168 A SURVEY OF EBUCATIOX 1^ HAWAII. 
 
 May 17. Her work has greatly improved. Tli4^ attention wa.s good. 
 
 November 23. A fair teacher, who seems to he developing. An^ exeellent dis- 
 ciplinarian, but liardly vivacious or enthusiastic enougli in presentation. 
 
 January 22. A fair teacher. Does careful work, but too phlegmatic. 
 
 .Tum^ 4, Has been ill; improving, but too placid. Excellent disciplinariai!. 
 Scrupiikrusiy clean . 
 
 October f). KSeems lacking in entiiusiasm ; quiet and deliberate. 
 
 November G. Ill — absent. 
 
 June 4. Quiet, deliberate, and interested. 
 
 September 30. Reading. Cheerful but listless. I'upils six-alc indistinctly and 
 read haltingly. 
 
 .Tanuary 20. Cheerful, not forceful. Pupils much improveil in enunciation. 
 
 May 12. Cheerful, interested, and developing force. liesults good. 
 
 Casr, 21. Harvaiian teacher. 
 
 ()ctober 28. Teacher is sincere and industrious. Her vrork is fair. 
 IMarch 22. She v\-ill attend the summer school. 
 
 June 21. Teacher is industrious and faithful, but she is weak in school. 
 January 15. Teacher is doing her best. Her scope is limited. 
 November 18. Great native ability. Efficient within her scope. 
 November 20. Works hard. English poor. 
 
 September 27. Enthusiastic. Geography. Conscienthjus, earnest:, painstak- 
 ing. Teacher's English is poor. 
 
 February 11. Industrious, earnest, painstaking. A good teaciier. 
 
 Case 22. Chinese teacher. 
 
 Septem.ber 20. A fevv years mon? in school may be helpful. Ivut I am doubtful. 
 Rather inane and spiritless. 
 
 February 15. Needs a few more years in grammar school. 
 
 May 14. Improving but should be back in grammar sclux)!. Unprepared and 
 immature. With training should make a promising teacher. 
 
 October 7. Academically limited but doing tuir work this year. English her 
 drawback. Efforts this term, and results deserve a " passing mark." 
 
 January 29. English shows a remarkable improvement. Her steady work 
 has brought this about. Excellent response. 
 
 Just to what extent the supervising principals are engrossed in 
 petty administratiTe details and to what extent they conceive one 
 of their chief functions to be the enriching of their teachers' re- 
 sources and the improvement of classroom skill is fairly well ineli- 
 cated by a study of the great list of comments that are accumulating 
 in the central office at Honolulu. x\side from this consideration, 
 however, there arises the question, To what use is all this information 
 put? Seldom if ever has it been studied as a basis for promoting 
 teachers, either individually or as a group. That it has ever been a 
 matter of much weight in the selection of principals is like.wise ^ery 
 doubtful. 
 
 The most unfortunate feature about tlie plan, hovrever, is the reac- 
 tion on the teachers themselves. Tlie following comments by teach- 
 ers are typical : 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 169 
 
 •' It has been well said in a recent statement by the department of public 
 in.srruction that the work of the supervising principals should be constructive 
 rarlier than formalistic and destructive. Taking that statement as a basis 
 for action, it seems to me that no moi^e vital change c-ould be made in the 
 method of supervision than to abolish the perfunctory and petty method of 
 .iudsing the work of teachers by a certain grade given largely on routine 
 work, such as making out registers properly, etc. I refer to the typewritten 
 formalistic reports given each teacher by the supervising principal." 
 
 ••It v.ili surely be apparent to anyone really concerned wiih the vital issues 
 oi education that such a method is nothing less than an iusulc, a personal 
 affront, to every sincere teacher. How can the sincerity of purpose, the vitality- 
 Iveii to the work of the pupils, the interest shown in all the interests of 
 pupil life, be in any way represented by the way the registers are kept, the 
 plan book made out, or any such mechanical work? We all know good teachers 
 whose plan books and registers are perfect abominations for one reason or 
 another, pc>or v/riting or what not, yet this formal report gives 12 out of 100 
 points on these two unimportant and absolutely vrorthless things, from the 
 standpoint of real teaching." 
 
 •' I am sorry if my attack upon this phase of supervision seems virulent or 
 uiiwuvranteil. Yet think a moment. The things that I considered worth 
 while, the things that I sti'essed as a principal, were not even remotely met.- 
 tioned in this report upon my standing as a teacher. The interest shown in 
 the lives and futm-e careers of the children, the interest shown in local needs, 
 the eifort to develop clean play and real ideals of honesty and true sports- 
 manship hi the boys and girls, where do they come in? Are such things so 
 unimpcvrtant, so remoiely connected with education, that they receive no em- 
 pha.sis ill making up the real worth and standing of a teacher? I would be 
 pleased to know what other teachers and members ol the department thinlc 
 about this." 
 
 In view of the foregoing, the Federal commission makes the fol- 
 lowing recommendations : 
 
 1. The department of public instruction should undertake a re- 
 YLsion of its whole plan of teacher-rating and promotion after a 
 study of the most successful plans now in operation in the United 
 States. 
 
 2. The new plan should include the possibility of promotion based 
 on merit as well as on service. A teacher is no exception to the rule 
 that most people do their best work under a constant stimulus to im- 
 provement. While a salary schedule may and should be based 'ut 
 parr on years of service, it niay also wisely oifer additional rewards 
 for growth and efficienc}^ after the common maximum has been 
 reached. Such a combination schedule offers one of the l>est means 
 of sthnulating continued professional growth on the part of teachers. 
 
 ?). The new plan should recognize the right of the teacher to know. 
 ap2)roxim.ately at least, the rating of her teaching efficiency, and 
 those persons in charge of this branch of work sliould be trained to 
 cooperate with the teacher, not only in classroom suggestion, but in 
 pointing out analytically the elements of strength and weakness in 
 methods employed. 
 
170 A SURVEY OF EDUCATION IX HAWAII. 
 
 THE DISMISSAL OF TEACHEKS. 
 
 The question of the dismissal of teachers from the public schools 
 of Hawaii is governed by the following regulation of the department 
 of public instruction: 
 
 A teaclier may be dismissed from tlie service for cause after a hearing of 
 the case before the department or authorized agent of the department. The 
 following may be considered as sufficient cause for dismissal: (a) Immoral 
 conduct; (h) insubordination; (c) inefficiency; (d) conviction of a penal of- 
 fense; (c) incurable disease. 
 
 A teacher may also be dismissed from the department ^vllenever, after a 
 hearing, it shall appear to the department that such disniissid will be for the 
 benefit of the department. 
 
 Dismissal for any of causes (a), (c), (d) will iiuUido cancellation of cer- 
 tificate. 
 
 A teacher may be transferred from one school to iUsi'tber at tlie discretion of 
 the department of public instruction. 
 
 While this regulation has seldom been involved, there have oc- 
 curred from time to time both dismissals from tiie service and trans- 
 fers from desirable to less desirable schools or positions. Moves of 
 this kind are usually the cause of much bitterness of feeling, which 
 may be of long standing and lead to prolonged factional strife. 
 Hawaii has had her share of such trouble. It has resulted iri a cer- 
 tain undercurrent of feeling in the school system — a feeling that in 
 any case of serious difference between school official and the teacher 
 the latter has little hope of having unbiased judgment rendered. 
 The Federal commission believes there is a middle ground of i^ro- 
 cedure in such cases, by means of which the rights of both parties are 
 considered. This procedure has been so well stated by Prof. E. P. 
 Cubberley in his book on " Public School Administration " that the 
 commission desires to include it here for the consideration of not only 
 the department of public instruction and the teaching staff but the 
 public as well. 
 
 The notice of dismissal should in itself be given under certain definite condi- 
 tions which are just to both sides. In the first place, no teacher should be liable 
 to a termination of contract for failure to render satisfactory services who has 
 not been notified of the deficiencies and given an opportunity and reasonable 
 assistance to remedy them. If improvement does not result sufficient to warrant 
 the retention of the teacher, the superintendent should then recommend that 
 written notice be served on the teacher, for si^ecified reasons, to the effect that 
 the board desires to terminate tlie contract with the teacher, to take effect at 
 the close of the school year. If tlie board approves, tlie notice should be given 
 to the teacher, and not later than the last day Vae schools are in session during 
 the school year, and when so served the contract with such teacher terminates 
 at the end of such school year. For the sufficiency of the reasons for termi- 
 nating the contract the supeilntendent and the board should be the sole judge, 
 without the meddling of lawyers or the interference of the courts. Teachers 
 not so notified continue in service from year to year. 
 
 This middle ground is equally just to both sides. The usual condition is 
 not just to t«'a(hers who have spent years in making preparation for a life- 
 
TEACHING STArr, PUBLIC ELEME^^TARY SCHOOLS. 
 
 171 
 
 worlc (if service, and the liie-ieiiiiie plan is not just to laxpaj'ers or to the 
 children in the schools. The middle ground gives practically life tenure to 
 every worthy teacher and school officer, but merely reserves to the board of 
 control for the schools, acting on the recommendation of their chief executive 
 officer, and only after helj^ful advice has failed to bring the desii-ed improvement, 
 the right qtiietly to remove from the schools those who should not be there. 
 
 SALARIES OF THE ELEMENTARY STAFF. 
 
 Among recent noteworthy advances in Hawaii's public schools 
 ])articular mention may be given to the new salaiy schedule adopted 
 in August, 1919. This schedule, which has provided substantial 
 increases, is given herewith for the elementary staff: 
 
 SALARY SCHEDULE OF ELEMENTARY TEACHERS AND ASSISTANTS. 
 
 Holders of tho grammar grade certificates and normal 
 diplomas, or equivalents: ^ 
 
 Firsr > ear 
 
 Second year 
 
 Third year 
 
 Fourth rear 
 
 Fifth year 
 
 Sixth year 
 
 Seventh year 
 
 Eighth year and after 
 
 IL Holders of ])rimary grade certificates ^ or normal- 
 school certificates: ^ 
 
 First year 
 
 Second year 
 
 TMrd year 
 
 Fourth year 
 
 Fifth year 
 
 Sixth year 
 
 Seventli year 
 
 Eighth year 
 
 Ninth year 
 
 Tenth year and after 
 
 III. L'ncertificated teachers 
 
 Permits : 
 
 Fii'st year 
 
 Second vear 
 
 Per month. Per vear. ^ 
 
 ^S5 
 
 $1, 020 
 
 90 
 
 1,080 
 
 95 
 
 1,140 
 
 100 
 
 1,200 
 
 105 
 
 1, 260 
 
 no 
 
 1,320 
 
 315 
 
 i, 380 
 
 125 
 
 1,500 
 
 75 
 
 900 
 
 80 
 
 960 
 
 85 
 
 1,020 
 
 85 
 
 1,020 
 
 87. 50 
 
 1,050 
 
 90. 00 
 
 1,080 
 
 92. 50 
 
 1,110 
 
 95. 00 
 
 1,140 
 
 100. 00 
 
 1,200 
 
 105. 00 
 
 1,260 
 
 55. 00 
 
 660 
 
 60. 00 
 
 720 
 
 65. 00 
 
 780 
 
 1 Univc'isity aud coliege degrees, normal diplomas. State grammar grade certificates, and 
 Stntf life diplomas may at the discretion of the- board of examiners be accepted as the 
 equivalent of Hawaiian grammar grade certificates ur diplomas. 
 
 -The school year consists of 10 mouths of tpsching and 2 summer months, viz, July 
 and August. All salaries for each school year terminate .Uig. :ll . All teachers who 
 arc in the service of the department at the closp of the spring term shall be entitled to 
 as inany tenths of their respective salaries for July and August as they have taught 
 months. 
 
 •^ The maximum salary for holders of a primary grade certificate issued after Aug. 31, 
 1019, will be .$8.5. Those teachers at present in the service v/ho have hold primary grade 
 certificates 10 years or more, and who have on June 30, 1919, completed 10 years of sat- 
 isfactory teaching, shall receive the maximum salary of the grammar grade certificate. 
 Half time tau.ght elsewhere than in the Territory, not to exceed three years, may be 
 allowed in determining the initial salary of teachers ; provided, however, that after one 
 year of satisfactory service full time not to exceed six years may be allowed. 
 
 * The maximum salary for holders of a normal-school certificate issued after June 30, 
 1910. will be $85, 
 
 1014(;°— 20 12 
 
172 
 
 A SURVEY OF EDUeATIO:^^ IN PIAWAII. 
 
 Taij],e 11. — Anuiiiil .suUirij of clancntani staff, based on 6!)J persons report in g.\ 
 
 
 Caucasian teacliers— 
 
 
 
 
 Salaries. 
 
 M--d.|~ 
 
 Others, j Total. 
 
 Total in 
 per centvs. 
 
 Under S600. . . 
 
 ll ! 4| 5 
 
 2 i 7 1 47 1 5G 
 
 4 [ 2 Hi 17 
 
 7 
 
 600-699. . 
 
 8 
 
 700-799 
 
 2.5 
 
 800-899. . 
 
 
 1 
 
 1 
 47 
 168 
 76 
 99 
 
 
 900-999 
 
 10 
 67 
 38 
 
 8 
 25 
 11 
 
 29 
 70 
 29 
 33 
 
 ir> 
 
 6.8 
 
 1.000-1,099 
 
 ''4.3 
 
 1,100-1,199. 
 
 U 
 
 1,200-1,299 
 
 50 ! 16 
 4 13 
 
 14. 3 
 
 1,300-1,399 
 
 4.6 
 
 1.400-1,199. 
 
 3 1 2 i Q 1 M 
 
 '^ 
 
 1,000-1,599 
 
 31 
 3 
 
 41 72 
 2 4 
 
 144 
 9 
 1 
 8 
 1 
 
 20.8 
 
 1,600-1,099 
 
 1 3 
 
 1,700-1,799 
 
 1 
 
 
 1 
 
 1,800-1,899 
 
 5 
 1 
 
 
 .s 
 
 
 1,900-1,899. . 
 
 ! 
 
 } 3.5 
 
 2,000-2,499 
 
 2,500-over 
 
 5 
 
 7 
 
 1 1 
 
 ? 
 
 
 
 
 
 Total 
 
 229 
 §1,185 
 
 129 j 334 1 602 
 Slj 272 1 r^l OQQ I SI . 1 (\R 
 
 99.8 
 
 Median salarr for each group 
 
 
 
 
 
 . 
 
 
 ^ Some of the elementary principals are included; in fact, they represent all the salaries abcvG the 81,500- 
 Sl ,599 group. Most of the prrincipals in Hawaii have teaching duty. 
 
 ^ Lowest salary reported is 8434. Where salaries are reported less than $660 per year, it probably indi- 
 cates that teachers v/ill be employed less than a full year. See note under schedule above. Or it may be 
 a calculation for the year 1919 based on old and new schedules. In eitl)er case it has only the slightest 
 effect on the table. 
 
 Tlie status of actiiai salary received has been reported on by 692 
 of the elementary staff in Table 11, the data of which are summarized. 
 
 While the largest group of teachers (24.3 per cent) in this table 
 received an annual salary of between $1,000 and $1,099, the median 
 salary of the entire number reporting is betvreen $1,100 and $1,200. 
 Bearing in mind that the median length of service in the public 
 schools is o.lT years, the relationship of Table 11 to the salary 
 schedule above is ^ery well indicated. The medians for the different 
 groups of teachers are seen to vary. The median salary for main- 
 land teachers is about that for the grou]3 as a whole. The median 
 for Caucasians (Anglo-Saxons and Portuguese) who are locally 
 recruited is $200 greater than the median for other local teachers, 
 and it is $100 greater than that for the entire number. The difference 
 between the first and second groups (columns 2 and 3) is explained 
 by length of service and its effect on the sahiry schedule, while the 
 difference between both of these and the third group (column 4) is 
 due in part to less teaching experience and in part to a lower grade 
 of certification. 
 
 If salary conditions in Hawaii are compared with similar condi- 
 tions in the United States, the Territory will appear in a favorable 
 light. Such a comparison ma}^ be- made by means of Table 12, 
 which presents salary statistics with reference to elementary teachers 
 in 392 cities for the year 1918-19. 
 
 Strictly speaking, the comparison can not be an exact one, because 
 of the inclusion of a small percentage of ])rincipals in Table 11, 
 whereas in Table 12 there is no certaintv as to this noint; on the 
 
TEACPII2>G STAFF, PUBLIC ELEMENT.iRY SCPIOOLS. 
 
 i ^O 
 
 otker hand, t lie data are comparable as to salary ranges up to $1,500. 
 Table 11 slio^vs that the largest group of teachers in Hawaii {24: J> 
 pel' cent) receives a higher salary ($l,(X)0'to $li)99^) than the largest 
 group of teachers {'62.2 per cent) in the ^^9-2 cities ($800 to $999). 
 In Hawaii only IG per cent of the teachers receive less than $1,000, 
 ab against 71 per cent receiving less in o9-2 cities. Again, in Hawaii 
 71 per cent of the teachers receive a salary between $1,000 and $i/)99, 
 while 28. 6 per cent of teachers in 392 cities were receiving between 
 $1,000 and $1 J99. Turning to the western group of States in Table 
 11 (Group E). Pr4.o per cent of the teacliers in these States vfere re- 
 ceiving less than $1,000 per year and 65.3 per cent were receiving 
 between $1,000 and $1J>99. Corresponding figures for Hawaii, as 
 previously noted, are 16 per cent and 71 per cent, respectively. 
 
 From a comparative point of view, then, Hawaii is xomid to be 
 progressively abreast of the present movement of better reniuneration 
 for the teaching profession. But like other parts of the country, 
 Hawaii will doubtless be called upon to meet further increases for 
 this class of pul)lic servants. Commendable though it was, it nuist 
 be realized that the recent adoi)tion of the new salary schedule for 
 the Territory was a belated act. If statistics for the 392 cities for 
 1019-20 were at hand," tliey would doubtless show very marked 
 progress toward still higher salary ratings for elementary teachers, 
 cind Hav\'aii is too dependent upon mainland teachers to be unre- 
 sponsive to these facts. 
 
 Table 12. — Eh uu ntdrij teachers' salaries for 1018-19 in 3d.2 citiesr 
 [Distributed according to geograpliical grouping and salaries received.] 
 
 Total. 
 
 S20t'>-399 
 
 ?400-.599 
 
 S60O-7&9.. 
 
 SSOO-999 
 
 Sl,0l»-I,199.... 
 81,200-1,299.... 
 SI, 400-1,. 599... 
 .^1.6(K)-1.799..., 
 Si;S00-1.999.... 
 S2,0aa-2.199.... 
 G2,200-2;399.... 
 
 Group A." ; Group B.s 
 
 Num- 
 ber of 
 teach- 
 ers. 
 
 993 
 
 3.748 
 
 i;76S 
 
 292 
 
 4.J 
 
 28 
 
 4 
 
 Per 
 cent 
 
 of , 
 total. 
 
 Num- 
 ber of 
 teach- 
 ers. 
 
 Per 
 
 cent 
 
 of 
 
 total. 
 
 9. .a 
 
 3X2. 
 
 36.0 
 
 17.0 
 
 2.9 
 
 .4 
 
 .3 
 
 184 
 
 1,003 
 
 3,.07L 
 
 2.619 
 
 '296 
 
 45 
 
 12 
 
 1 
 
 3 
 
 1 
 
 1 
 
 13. » 
 
 42.5 
 
 36.2 
 
 4.1 
 
 .6 
 
 .2 
 
 Group C.» 
 
 Group D. 
 
 Group S.5 
 
 Nam- Per 
 ber of cent 
 teach- of 
 ers. total. 
 
 Num- 
 ber of 
 teach- 
 ers. 
 
 13 
 
 0.3 
 
 4^ 
 
 9.6 
 
 2^043 
 
 39.4 
 
 1,.592 
 
 30.7 
 
 758 
 
 14.6 
 
 221 
 
 4.3 
 
 33 
 
 .6 
 
 15 
 
 .3 
 
 
 
 .1 
 
 3 
 
 .1 
 
 14 
 
 sm 
 
 1^109 
 
 1,924 
 
 1,429 
 
 1,224 
 
 60 
 
 26 
 
 17 
 
 1 
 
 Per Num- 
 cent ber of 
 of teach- 
 total. I ers. 
 
 0.2 
 
 o.e 
 
 18.2. 
 
 31.5 
 
 23.4 
 
 20.0 
 
 1.0 
 
 .4 
 
 .3 
 
 2 
 
 25 
 
 5.52 
 
 ,274 
 
 ,660 
 
 ,344 
 
 515 
 
 19 
 
 1 
 
 Per 
 cent 
 
 of 
 total. 
 
 Num- 
 ber of 
 teach- 
 ers. 
 
 G.5 
 10.2 
 23. G 
 30.8 
 24.9 
 
 9.6 
 
 291 
 
 2,823 
 
 10,-387 
 
 11,1.57 
 
 6.110 
 
 3' 144 
 
 CG5 
 
 89 
 
 30 
 
 Per 
 
 cent 
 o€ 
 
 total. 
 
 0.9 
 
 8.1 
 
 29.9 
 
 32.1 
 
 17. 6 
 
 9.1 
 
 1.9 
 
 .3 
 
 .1 
 
 1 i^rom Public School SuiTey of Memphis, Tenn.. U. S. Bu. of Educ. Bui.. 1919, No. 50. p. 68. 
 
 - Group A. E astern, includintr Connecticut, Maine, Massachusetts, Nev,' Hampshire, New Jersey, Nev.' 
 York, Pennsylvania. Pihode Island, Vermont. 
 
 3 Group B.'Southern.iucluding Alabama, Arkansas, Delawaie, District of Columbia. Florida. Georgia, 
 Kentucky, Louisiana. Maryland, Mississippi. Nortli Carolina, South CArolina, Tennessee, Texa.s. Virginii; 
 West Virginia. 
 
 * Group C. Great Lakes, including Illinois, Indiaoia, Michigan. Missouri, Nebraska. North Dakotdt 
 Oklahoma, South Dakota. 
 
 a Group E. Western, including Arizona. Caliiornia, Colorado, Idaho,. Montana. Ne^ ada, Nev.- 2v[eAico» 
 OTegon , Utah, Washington . Wyoming. 
 
 « See in this conntH-tlon facts regarding tlie advances wliicli have been made in teachor's. 
 salai-ies .since 1014, Memphis Survey, U. S, Bu. of Educ. Bnl.. 1019. No. 50. p, ffr;. Sepa- 
 rate figures for 1^19-20. hcvrcrer, ore not given. 
 
174 
 
 A SURVEY OF EDUCATIOX IX HAWAII. 
 
 There are. however, facts of a local natuie which enter into con- 
 sideration. Tiiese have to do Avith (a) living expenses, (h) tlie ques- 
 tion of whether the teaciier has other persons dependent upon her, 
 Jind (c) the possibility of a margin of savings from present salary. 
 
 Tables 13 and 14 sliow the variation in living expenses (room, 
 board, and laundry) of those teachers w^ho live in cottages provided 
 by the department of public instniction and those who have to 
 obtain quarters outside. 
 
 Of the teachers grouped in Table 13 the median monthly ex- 
 penditure is $37.64. Those in the mivddle 50 per cent of the group 
 find that their expenses range between $25 and $51.25 per month. 
 Those in the upper fourth of the group pay under this item from 
 $51.25 to $100 or over per month. Table 14 gives comparative figures 
 for teachers wlio depend upon private boarding places. The median 
 monthly expense for this group is $50.85 ; for the middle 50 per cent 
 the cost ranges betAveen $36.90 and $66 per month, while for those 
 in the upper fourth the range is from $66 to $100 or more. 
 
 Takik 18. 
 
 -Liri)!/j (.rprnsrs, per nioiith of trarliers /» teachrrs' coltagc'^ {inchi'l- 
 ing hoard, room, ami laundry). 
 
 |2(V-29.f<9 . . 
 
 liO 
 
 J.-iO 
 
 mi 
 
 S70 
 
 m) 
 
 S90 
 
 $1 Oft and over. 
 Total . . 
 
 Amount ofcxponsr. 
 
 Mcdiiiii for total jrroup, $.3" 
 
 Caucasian toaehers- 
 
 From 
 mainland. 
 
 Of 
 Hawaiian 
 Islands. 
 
 Others. 
 
 126 
 
 •i i 
 
 2 I 
 
 2 ! 
 
 21 
 
 2 i 
 
 1 ; 
 
 3 I 
 
 24 ! 
 
 112 
 
 Total. 
 
 
 
 2 
 
 6 
 
 32 
 
 70 
 
 24 
 
 72 
 
 22 
 
 45 
 
 262 
 
 Ta)<i.j- 
 
 14. 
 
 — Liriiig (.r/>e)}.'<e.s per month of traeherM vof i)i 
 U)irh('Ju)(i hoard, room, and laundr)/). 
 
 teachers' 
 
 rot tag OS 
 
 » 
 
 
 Amount ofexpenso. 
 
 Cai'.rasian teachers— 
 
 Others. 
 
 1 
 i 
 
 
 
 ■nSS.. ; «" 
 
 Total. 
 
 rndcr ?-20 
 
 $20-29.99 
 
 $30 
 
 $40 
 
 $.iO 
 
 tm 
 
 87fi 
 
 ISO 
 
 mK 
 
 §100 and over. 
 
 T(.ti.l 
 
 Median /or total group, SoO.S.'i. 
 
 6 
 16 I 
 
 7 : 
 15 I 
 
 11 i 
 
 4 i 
 
 1 j 
 
 63 
 
 63 
 
 217 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 
 
 175 
 
 It must be realized that the tables set forth facts touching only 
 the fundamental necessities of li\dng expenses and that hea^^ in- 
 roads are thus made at the very outset on the teacher's monthh^ war- 
 rant. But in addition to this teachers in Hawaii, to a greater extent 
 than elsewhere, have others depending upon them for support. In 
 fact, the extent to which this is true is shown in Table 15 herewith. 
 
 Tablk l^.—Othrr 
 
 periion.s dependent upon tcachei's for 
 in part.^ 
 
 .support in uhole or 
 
 
 Caucasian 
 
 teachers — 
 
 Others. 
 
 
 Sumhi'T of dependents. 
 
 From 
 mainland. 
 
 Of 
 Hawaiian 
 Islands. 
 
 Total. 
 
 * 
 . 
 
 118 
 47 
 26 
 13 
 3 
 3 
 1 
 
 45 
 17 
 24 
 17 
 10 
 3 
 4 
 6 
 3 
 2 
 3 
 2 
 
 26 
 43 
 
 87 
 62 
 32 
 40 
 18 
 15 
 11 
 
 9 
 
 I 
 
 1 
 
 189 
 
 1 
 
 107 
 
 
 137 
 
 z 
 
 92 
 
 4 
 
 45 
 
 
 46 
 
 i) 
 
 23 
 
 
 21 
 
 8 
 
 
 14 
 
 9 
 
 
 4 
 
 10 
 
 1 
 
 7 
 
 11 
 
 3 
 
 12 
 
 
 1 
 
 13 
 
 
 i 
 
 I 
 
 
 
 
 
 Total . -■ 
 
 212 
 
 137 
 
 343 
 
 692 
 
 
 
 1 HajiY local teachers help in the support of unusuallj' large families. 
 
 Thus, out of 692 teachers replying to the question concerning de- 
 pendents, 189 persons only report none. Those having at least one 
 dependent are 503, or 74 per cent ; those with two or more dependents 
 are 396, or 57 per cent. Therefore, with li\dng expenses proportion- 
 ately high, and with such a large percentage of teachers assuming 
 the responsibility of one or more dependents, it seems evident that 
 the Hawaiian teaching staff is not as j^et in a position to save any- 
 thing out of prevailing salaries. And the facts as presented in Table 
 IG bear out such a conclusion. 
 
 Table 16. — Antount of suUinj teudiers sure per year} 
 
 Amount. 
 
 Caucasian 
 
 teachers— 
 
 Other 
 
 teachers. 
 
 
 ---• : ^Sf 
 
 Tr)tal. 
 
 
 98 
 13 
 
 5 
 10 
 12 
 22 
 29 
 
 9 
 11 
 19 
 
 71 
 
 9 
 
 8 
 
 2 
 12 
 12 
 4 
 2 
 5 
 
 177 
 63 
 27 
 
 1? 
 
 14 
 
 17 
 10 
 
 9 
 
 9 
 
 346 
 
 85 
 40 
 
 «l-?49.99 
 
 ii55(j_$99 99 . 
 
 $100-3149 
 
 31 
 
 S15()-S199 
 
 25 
 48 
 
 SiOO-S599 
 
 $300-S399 
 
 58 
 
 $100-?499 
 
 23 
 
 |LoOO-S5.599 ... 
 
 15 
 
 $G00 and over 
 
 33 
 
 
 
 Total 
 
 228 
 
 131 
 
 345 
 
 704 
 
 
 
 » Some married women save all of their salary. A number of married couple; are teaching. Many re- 
 orted saving this year for first time. Many are in debt, largely because they are ncAv in the system and 
 a\ e borrowed money for transportation from mainland. 
 
176 A SURVEY OF EDUCATION IX HAWAII. 
 
 .Vccordmg to this data almost one-half of th^ 704 persons answer- 
 ing save nothing from their yearly salary, while three-fourths of 
 them save less than $200. 
 
 IMPORTANT COXISIDEP.ATIONS FAVORING HIGHER SALARIES. 
 
 The building up of an adequate^ paid, contented teaching staff is 
 one of the most essential conditions to the success of a school system. 
 Considerations in support of this view are to be found in nearly all 
 recent -school surveys, but more particidaiiy so in the case of the 
 ^Memphis Surve}^ Statements of such convincing logic are to be 
 found in the latter that liberty is taken to quote at some length, as 
 foliov/s : 
 
 Good business practice outside of the teaching profession is recoguizirig this 
 iieed, for it is learning tliat success within the lield of business enterprise is 
 largely dependent upon offering to employees inducements such that long tenure 
 and the taking of a Tital interest in the business will inevitably ensue. If ic be 
 true that a happy, contented, and care-free employee is requisite for success 
 within the domain of business, how much more must a serene mind be esssential 
 ro work of a superior quality in the business of teaching. Good teaching, per- 
 haps n^iore than good work in any other activity, is dependent upon n buoyant,, 
 hopeful, joyous mind; for gootl teaching- is a matter primnrily of the spirit. A 
 state of mind is contagious. Happy teachers mean happy children, and unhap- 
 piness in a teacher inevitably begets unhappiness among children. Men and 
 vs'omen, as well as children, can never do their best work when they are dis- 
 pirited, discourageil, and depressed. True, some teachers are able, however 
 adverse tho conditions^ to live in the realm of the free spirit, but with most the 
 response to external conditions is powerful and immediate. In the interest of 
 the children, therefore, school othcials should give much practical consideration 
 to the ways and means of improving the material conditions wiiich prt^s in upon 
 the life of their teachers. 
 
 The qualitications required of teachers are constantly rising. Tliere was a 
 time when young people who could do nothing else or who mslied to gain a few 
 dollars to enable them to attend a business college or a medical or law school 
 turned to teaching with no intention of remaining- in the work longer than a 
 year or two at most ; but those days iiave gone by never to return. It is now 
 generally recognized that qualities of character and intelligence, as well as 
 careful training, are essential ; and, more and more, oificials who are responsible 
 to the people for the administration of their schools are raising tlie required 
 standard of tfualifications. The teacher should ahvays be, and in most cases 
 is, the equal of the men and women who enter other branches of professional 
 life ; and yet she, all too frequently, receives a recompense which is les» than 
 the wages of those wlio are doing the most menial and unskilleil labor of the 
 eonnnunity. 
 
 Furthermore, a teachei- should purchase many books, she should attend con- 
 ventions and conferences, and she should travel. Her groMi:h can not be main- 
 tained unless she reads dnily, unless she comes in personal contact with people 
 outside her own community who afford a corrective agamst the provincialism 
 of localities, and unless she broadens her horizon through travel. But these 
 things can not be accomplished \s'ithout money. A teacher sliould be so situated 
 
TEACHING STAFF, PUBLIC ELEMENTARY SCHOOLS. 
 
 177 
 
 financially tlial sli(^ can si:>eiwl a tiftli of lier salaiy. nl Ussst, in such effort a'r 
 self-improvement and iii the acquisition of .self-eiiltiire. 
 
 In short, a salary should be paid sufficient to enable teachers to live in rea- 
 sonable comfort and still have left a margin adefiuate to permit them to take 
 advantage of the various opportunities for personal growth offered by their 
 own and other comnumities ; and with a margin, too, generous enough to make 
 it possible for them to command that respect and recognition in the cominuuity 
 to which the dignity and worth of their profession entitle them. In addition, 
 a teacher who has provetl her worth m actual practice should be placed com- 
 pletely at ease with respect to tenure. Provisions should also be made, again 
 ^rith the A^-elfare of tlie children in mind, for a retirement fund nhieh will 
 enable an allowance to be made to the one who has faithfully served her com- 
 munity during the active and virile period of her life span and which will make 
 it easy for her to be withdrawn from the classroom when her usefulness has 
 ended. 
 
 An analysis of the problem of the individual teacher from the standpoint of 
 the foregoing considerations shows that a compensation which can l>e con- 
 sidered adequate must cover the follovsing items, at least: (1) Clothing and 
 subsistence; (2) medical and dental care; (3) life insurance; (4) family suiv 
 port or support of dejiendents ; (5) social and professional growth, such as 
 books, magazines, music, art, the theater, membership in tetichers' associations, 
 and attendance upon summer schools: (6) iBfcideRtals ; (7) establishing a 
 reserve. At least $300 per year shoBid be saved and safely invested. At 
 prevailing prices it is difficult to see how these itenis can be covered, even with 
 severe economy, under a minimum salary of $1,0(K) i)er year. 
 
 In addition to the lore^oingy most teacher salary schedules give no 
 recognition to variations amongst teachers in the matter of meritori- 
 ous service. This is tnie of the present schedule in Hawaii. It is 
 therefore pertinent to suggest that the department of public instruc- 
 tion consider some plan whereby its present procedure with reference 
 to teacher rating may be combined with some plan of salary increase. 
 Thus teachers who are noteworthy for special industry and interest 
 and for effort for self-improvement may be assured of mare sub- 
 stantial compensation than the mere consciousness of duties well 
 done. 
 
 rRQPOSED SALART SCTTEDn:.!: FOR HAWAII, 
 
 In this cormection the Federal commission v\'ould suggest a study 
 of tlie following schedule for Hawaii : 
 
 Table 17.~]'roiw.^ed schedvle for (Joiicnfari/ sahrrie'^ in Hawaii. 
 
 Teachers. 
 
 Salary j-.chcdule for 
 eaeh frronp. 
 
 ilinimam. 
 
 iraxiamra. 
 
 Yearly 
 
 salary 
 
 increase. 
 
 Year in 
 wiiicli 
 jrroup 
 maximum 
 can be 
 reached. 
 
 One-year teachers (probationary for 3 yeans) SI, 1-fO 
 
 Thiee-year teachers ." '. 1,3^20 
 
 Five-year teachers 1 , 50O 
 
 Permxinerit tea<;her3 1,800 
 
 1 
 
 ?i.2eo 
 
 i;440 
 1,710 
 2,0^0 
 
 §60 
 60 
 GO 
 
 Third. 
 Third. 
 Fifth. 
 Fifth. 
 
178 
 
 A SURVEY OF EDUCATION IX HAWAII. 
 
 The following excerpts from the Memphis Siirvev " nre inrludecl 
 liere as an explanation of the above table : 
 
 When the maximum of each group is reached, the follovrina alternative courses 
 sliould he open to the board of education : 
 
 1. Termination of the contract (permissible each year in ^rouj) No. 1 i. 
 
 2. Reappointment annually at the group maximum. 
 
 3. Promotion to the next higher group. 
 
 Tlie promotion from group to group beyond that of tlie tliret'-year tenchers 
 should be granted only to those who have shown special merir and have ^iven 
 evidence of valuable professional study. To satisfy the latter condition, the board 
 might require the candidate for promotion to spend a year in study at some 
 recognized college or university, or a year in teaching in some good school system 
 in another part of the country, or perhaps a year in study and travel combined. 
 
 * ^; =:= * :!= =:= * 
 
 A schedule such as the one prepared would have teachers who enter the hrst 
 group looked upon as being on a probationary status subject to reelection each 
 year for thi-ee years. Those who are rated as " successful " at tlie end of this 
 period may be promoted to the group of three-year teachers, wiiere they will 
 advance automatically by $60 increments for a period of three years. Those who 
 are rated as " unsatisfactory " can in turn be continued from year to year at the 
 maximum of the probationary group or dropped from the corps. When a teacher 
 has reached the maximum of the " three-year " group, the board can then pro- 
 mote her to the " five-year " group, if she has met the requirements demanded for 
 pi'omotion, and reelect her from year to year at the maximum she has reached or 
 dismiss her. And so when the maximum of the " five-year " gi-oup is i-e;iched, 
 the teacher who has won promotion by her success in the classroom and by her 
 efforts at self -improvement can be made a member of the " permanent teacher " 
 group, where she will remain until she retires. If, in the judgment of the of- 
 ficials, a teacher has not merited this promotion, she can be retained for a time 
 at the maximum salary granted to the group she is in or be dropped. In this 
 •manner an adjustment can be worked out between the teachers" propei- desire 
 for security of tenure and the board's proper desire to eliminate the teachers 
 who do not continue to grow in efficiency. At the same time, the teacher knows 
 that efforts at self-improvement will find tangible reward in teriirs of salary 
 in<!'rease. 
 
 i<ch<<htl(' of s(il(iric.'< of (Uin( liter]! school p/hiciixtl'^,'^ put hito op( ration 
 
 Anyust, 1919. 
 
 i First 
 j year. 
 
 Second 
 year. 
 
 Third 
 year. 
 
 Fourth 
 year. 
 
 Filth 
 year. 
 
 Sixth 
 year. 
 
 Seventh 
 year. 
 
 With 1 assistant. 
 
 With 2 assistants 
 
 With 3 assistaijts 
 
 $90 
 95 
 100 
 110 
 120 
 130 
 140 
 150 
 IHO 
 170 
 ISO 
 185 
 190 
 195 
 200 
 205 
 210 
 
 S95 
 100 
 105 
 120 
 130 
 140 
 150 
 160 
 170 
 175 
 185 
 195 
 200 
 205 
 210 
 215 
 220 
 
 $100 
 105 
 110 
 130 
 140 
 
 \m 
 
 ItiO 
 170 
 180 
 185 
 190 
 200 
 210 
 215 
 220 
 225 
 230 
 
 $105 
 110 
 115 
 140 
 150 
 ItiO 
 170 
 180 
 190 
 195 
 200 
 210 
 220 
 225 
 2-30 
 
 1 
 
 $110 
 115 
 120 
 150 
 150 
 170 
 180 
 190 
 200 
 210 
 220 
 230 
 240 
 250 
 2H0 
 270 
 275 
 
 S120 
 125 
 130 
 
 $130 
 135 
 140 
 
 With 4 assistants 
 
 
 With 6 ass'stants 
 
 
 "Wil h fi assistant s 
 
 
 
 
 "With S as-istant.s 
 
 ! 
 
 ^Vi(h *' assistants 
 
 
 
 
 
 A\'ith 11 assi.start.s 
 
 
 With 12 assistants 
 
 
 
 
 Wit h 14 assistants 
 
 With 15 assistants 
 
 
 With 1() assistants 
 
 AVith 17 assistants and over 
 
 
 
 i 
 
 "Retiuirements, arammar-jirade oci-tificate. 
 
 ■^ The Public School System of Memphis, Tenn. U. S. Bu. of Educ. Bui., 1910, No. 50, 
 
TEACHING STAFF, P.UBLIC ELEMEXTARY SCHOOLS. 179 
 
 The great variation in size of schools in Hawaii, as well as rural 
 and urban differences, give justilication for variance in salaries for 
 principals, in spite of the fact that city systems tend to favor the flat 
 -alary rate for these officials. It is recommended, however, that the 
 above groupings be considerabl}^ reduced. Principals with 1 to 2 
 assistants, those with 3, 4, or 5 assistants, those with 6, 7, or 8, those 
 VN-ith 9, 10, or 11, those with 12, 13, or 14, those with 15, 16, or 17, 
 those with 18 or more might better be grouped for specified salary 
 rates. As in the case of suggestions in Table 16, advance in salary 
 from 3^ear to year should be on the merit basis. 
 
 KECKXJITINO TEACH EKS EKOM THE MAIXLAND. 
 
 Eeference was made in the early part of the chapter to the fact 
 that Hawaii must depend upon the mainland United States for some- 
 thing more tlian one-third of her elementary teachers. This being 
 the case, there are certain considerations touching the recruiting of 
 teachers that ought to be mentioned. In the first place, the Terri- 
 tory must compete with States, most of whom for the period of the 
 war, at least, have found it impossible to fill their own school vacan- 
 cies. California with a shortage of more than 300 teachers is just 
 one example out of a total of 40 or more States that are likewise 
 Iiandicapped. Again, standards of certification are advancing very 
 generally, so that the type of teacher sufficiently enterprising to seek 
 positions at such a distance from home and friends will very likely 
 be among those holding the best grades of certification. These con- 
 ditions point with certaint}^ to the need of a comparativelj^ high 
 salary schedule for the Hawaiian Islands. 
 
 In the second place, something must be done to insure longer serv- 
 ice on the part of the mainland recruit. The Philippines require 
 from American teachers a two-3^ear contract, and it is entireh^ pos- 
 sible for Hawaii to inaugurate and successfully maintain similar 
 contractual terms. Indeed, it will not be difficult to recruit on this 
 basis if the Territory, for her part, Avill give better assurances as to 
 housing conditions for teachers at the school centers of the plan- 
 tation camps and other more or less isolated places. Furthermore, 
 in view of Hawaii's past success in placing and retaining married 
 couples who \vd\e come with teaching experience from the mainland, 
 it is possible that this source offers a part solution of the problem. 
 
 Equally important with the above points is the method of securing 
 candidates from the mainland. At present the department of i)ublic 
 instruction is in touch with a number of appointment bureaus in 
 mainland normal schools and colleges, and with some of the teacher 
 agencies of a private character. Through these various centers it has 
 been possible to assemble a considerable list of applicants. But, natu- 
 rally, the desirability of each applicant has been based on the printed 
 credential. The department is too much in the dark concerning such 
 important considerations as general character, ^^^rsonal ai^pearance, 
 
180 A SURVEY OF EDUCATIOX IX HAWAII. 
 
 successful experience, initiative, and professional enthusiasm of these 
 distant candidates. More than this, after the selection of some par- 
 ticular group of teachers from among the many applications, the 
 department then faces the probability of learning that a large per 
 cent of them has already accepted positions in mainland schools. 
 In view of this situation two alternative courses are proposed : 
 
 1. The Territory should provide in the department of public in- 
 struction an official who shall spend at least one-half of each school 
 year in visiting teacher-training centers and public-school sj^stems on 
 the mainland. This officer should interview prospective candidates 
 whose applications may have been filed in Honolulu previously, and 
 he should discover successful teachers in the classrooms who might 
 be interested in accepting positions in Hawaii. His field for recruit- 
 ing should include not only the Pacifi^3 slope but also the Mississippi 
 Valley, New England, and the South, and where Hav/aii's salary 
 schedule would offer more favorable comparison. In this work the 
 importance of personal interviews with candidates should be stressed, 
 and each yearly trip should be preceded by information from pros- 
 pective sources of supply, in order that the officer might have a 
 definite plan of procedure. 
 
 2. The department of public instruction should establish definite 
 affiliation VNdth one or two teacher-training centers in several of tlie 
 Western States, making each of these an agency for reporting specifi- 
 cally and definitely the foregoing important information usually not 
 included in tlie credentials whicli accompany api^lications. For this 
 alternative the Territory would probably have to assume some ex- 
 pense, such as the actual cost of bookkeeping and clerical assistance. 
 Certainly in a majority of cases personal application for positions 
 could be made at one or the other of these centers in each State. 
 
 Finally, it is advisable that the department of public instruction 
 consider some plan where! )y maiid.and teachers may have an oppor- 
 tunity to inform themselves of those features of the Hawaiian school 
 situation which are peculiarly- different from conditions in Ameri- 
 can schools. In the matter of differences caused by Hawaii's racial 
 elements and their bearing on the curriculum and procedure of the 
 classroom the new teacher has need of some insight and guidance. 
 This could be acquired quickly if opportunit}^ for observation of 
 school work were provided; a week, or two weeks at most, would 
 suiHce. The following proposals, therefore, are made to meet this 
 situation : 
 
 1. Open the schools of Honolulu, or even of the island of Oahu, two 
 w^eeks in advance of the opening date on other islands. 
 
 2. Arrange a schedule of observation for mainland teachers, if not 
 for all who are new appointees. 
 
 o. Require such teachers to carry on this observation with the same 
 degree of faithfulness that would l)e expected in classroom teaching. 
 
Chapter V, 
 
 CLASSROOM PROCEDURE AND THE COURSE OF STUDY 
 OF THE ELEMENTARY SCHOOLS. 
 
 Contexts. — Suggestions from teachors ; general coiiditions relating to course of study ; 
 school handicaps in Hawaii ; lack of supplementary material ; time allotment in course of 
 ly ; penmanship; reading, literature, and story work; "Hawaii's Young People''; 
 ullage and grammar: arithmetic; spelling; geography; history and civics; hygiene; 
 ii-i. ic ; science and nature study; physical education; vocational and industrial educa- 
 ilnu ; revision of co«i-se of study ; need of a textbook commission ; method of distrihatlDg 
 textbooks. 
 
 COMMENTS 1-TIOM THE TEACHEES. 
 
 '■ I find the coarse of study very unsatisfactory. Many of the J>ook3 are en- 
 tirely uusnited to the grades and classes of children. There is too mucli 
 repetition of v/ork. Too mach rote work is given. Children are obliged to u;se 
 the saioe reader through the fourth and fifth grades. The school has no 
 school library, very few reference book^;, ai:id no books for children to read." 
 
 • In the beginning it is very (.liflicult. I may say iniix>ssible, to keep a large 
 c]a?;s of children interested whose knowledge of English is limited to a few 
 words, especially when classroom equipment is also limited. For reading 
 matter I would suggest something more interesting than the present primer. 
 Children soon lose interest in ' The bug that lived in a rug,' or ' The nest that 
 hung in a tree'; while they never tire of the story of 'The Three Bears/ or 
 ' The Little Red Hen.' More time should be given to oral expression." 
 
 " Revise the course of study ; do not give so much technical grammer in the 
 first four grades; simplify hygiene, arithmetic, and geography; have less drill 
 on a few stories, and more stories and poems in general, in the lirst five grades ; 
 allow for some play periods in the first four grades — children shotild be taught 
 to play as V\'ell as to w^ork. Install a set of nevr and up-to-date textbooks : 
 appoint a capable committee to ascertain which textbooks have proven to be 
 the most successful. Install a phonetic system."* 
 
 '' I recommend a new set of readers. Tliose which we are using at present 
 are not suited to the needs of the children of Hawaii. They contain many 
 difficult v>"ords which are never used in ortliiisTy conversation, especially by 
 the children \^'hom vre teach." 
 
 '' I reconmiend ;i ne^v course of study. The readeis used in the primary 
 grade;- are too difficult for the children. ?dore kindergarten work should be 
 done in the beginning grades." 
 
 "An entirely nev^- course of study. The present one is a half century beliind 
 time in methods of teaching. There are other ludicrous things about it, 
 especially geography, which portrays the Hawaiiau Ishmds as being the center 
 of the universe and the remainder of the world as of no consequence." 
 
 181 
 
182 A SURVEY OF EDUCATION IX HAWAII. 
 
 " I would suggest a new standard reader for the fourth grade. There may be 
 a worse reader than the one in use, but I have not seen it. Abolisli plan books 
 which re<^iuire each minute detail set down each day ; it is impossible to follow 
 it in every item ; a.n outline of each day's work is enough. Examinations given 
 by the department in the grades should be eliminated ; it is an unfair way to 
 promote a small child. Can not principals and teachers be trusted to Judge 
 promotions up to the fifth grade? We need three or four times the school 
 (equipment now in use ; also books and more books." 
 
 " Limit number work in first grade to counting and simple addition ; more 
 oral language and outdoor conversation. Use Beacon's Primer or First Reader 
 or some other good, simple reader, instead of the books we are now using." 
 
 " The privilege of taking a class or school to the beach or mountains might 
 be restored. The children discover a great deal on these trips. Formerly I 
 took my entire school to the beach three times a year. It was a great joy to 
 the children and furnished material for oral and written composition." 
 
 " Much less arithmetic in the first three years and an increasing amount of 
 reading. Two or three readers a year instead of one, but reading that can 
 l)lease and develop love for literature without the thought of passing an exami- 
 nation being uppermost in the mind of teacher and pupil." 
 
 ** The children place too much importance on examinations. As long as these 
 are continued children will cram three times a year and let things slide during 
 the term. If it is impossible to find teachers capable of judging a child's work 
 a.nd ability, some other way should be found than examinations sent out by 
 th(^ department." 
 
 '• Thei-e are many words in our spellers which we as teachers never use. 
 "VMiy should the children learn them when they can not spell the simple words 
 of everyday use correctly?" 
 
 *"■ I vrould have phonics taught in the primary grades. The Japanese chil- 
 dren especially need this. Dictation exercises show how they confuse the short 
 sounds of the vowels and the sounds of certain consonants such as & and p, 
 b and v, and I and r. I would have geography work in the second grade given 
 In the language peiiod and not taught for the sake of information. Primary 
 grades should have several sets of supplementary readers." 
 
 " This school is at least 10 years behind the times in methods and equipment. 
 ^^'e need live, well-trained principals and supervisors M'ho know iiow the Ameri- 
 ran schools are managed." 
 
 " The work to be covered is too much. The children are not drine<l enough 
 oraliy. More work in phonics should be given," 
 
 " The course of study requires too many facts in ge<jgraphy and history." 
 
 " The coui'se of studj' should be rearranged ; new requirements crowd upon 
 old requirements." 
 
 " Physical training throughout the islands is neglected. This subject must 
 be emphasized. Special teachers should work out an outline or course to be 
 used throughout the schools." 
 
 " Revise the course of study. Much of the work required is too hard for the 
 children in these schools and not suited for their needs. This should include 
 the adoption of the most up-to-date textbooks. We ought to have good readers 
 right up through the grades to teach these children to read." 
 
CO^ASSROOM PEOCEDURE AND COURSE OF STUDY. 183 
 
 " The course of study needs to be improved a great deal. I have the third 
 irrade, and have found it very hard to teach according to detailed prescrip- 
 tions. It is tedious work. The arithmetic is far too hard for the pupils." 
 
 " So uuich written v.ork is required in the course of study for the lower 
 grades that it is impossible to tind time for oral work. If the children had 
 more of the latter in lower grades they would be able to express themselves 
 better in the upper grades." 
 
 " Give a simpler course of study in the public schools. Our present aritli- 
 roetic is not adapted to pupils of Hawaii ; the problems are not practical. 
 Readers are not suitable. In some grades too much geography per term." 
 
 "(1) Change school laws relative to compulsory attendance and require 
 that each child shall have attended a certain number of days before being 
 allowed to be released from school. This will insure regularity of attendance. 
 Most of the back wa I'd pupils are those who are irregular at school. This 
 irregularity interferes with the progress of others. (2) Establish Ixindevfjarten 
 classes in every school as a preparatory step to primary school entry. Our 
 non-English pupils should acquire a vocabulai-y before they can successfully 
 Take up the work of the grades. These kindergarten classes should be in 
 charge of experienced and well-trained ofiicers. (3) Employ none but spe- 
 cially trained teachers for grades one to four, inclusive. Unfortunately, the 
 rule heretofore has been to assign tiie weak and inexperienced teacher to 
 these grades, especially to the first and second grades. (4) Adopt a set of 
 ■iiwdern readers adapted to non-English speaking children. Provide each 
 primary teacher with a phonetic chart. (5) A complete revision of the pres- 
 ent course of study is necessary. There is too much subject matter in it 
 now. It tends to rush work in order to cover work of the term. Pupils get 
 only a smattering of the work — nothing more. (6) At present schools are 
 Itreparing pupils for examinations. This is not education. There is no time 
 for anything but examinations and tests. Schools should be social-educational 
 centers. Provide for it in the new course of study." 
 
 "(1) KlnOercimten schools. Every large school should have one for the 
 betterment of the first-grade work. 8uch schools to be under the supervision 
 of the department of public instruction. (2) Medical cxaminatlo-n of piipils. 
 There should be a better and more thorough medical examination of pupils 
 than heretofore. A better examination of a child's eyes, nose, ears, teeth, 
 throat, as well as his general physical and mental conditions. A child very 
 often is poor in his scliool work through one or more of the above causes. 
 A better undei-standing of the child's ailments and a quick remedy for same 
 very often work wonders." 
 
 " For the first four years do less written work and more oral. Develop 100 
 per cent Americanism. Let the school be the leader in community life. Obtain 
 stereopticon slides and films and use them for the purpose of awakening the 
 l>atriotic spirit. Send a competent lecturer around to the schools if the teachers 
 will not do it. Create a love for the beautiful by means of good pictures, 
 tasteful surroundings, etc. Drop Literature and use a good magazine oi- paper 
 in its place. Use St. Nicholas or something up to date. The children say we 
 are not teaching the truth at present. Do le.ss memory work and teach more 
 through the eye. Use the stereopticon to develop geography, hygiene, and his- 
 tory ssrtories. At present all that our children see of the world is what they 
 learn from the movies. Develop hand work. Secure from plantations sets of 
 problems in daily use about weighing cane, measuring land, etc., and use them 
 
184 A &URYEY OF EDUCATION IZs^ HAWAII, 
 
 t"oi' Upper grades. Use forms tliat are \ise<! hy large iirnis in na\Yaii for ex- 
 ample." 
 
 " (1) More oral work and less written \vork s'lioiald be given. TM>; could 
 be doue by eliminating the necessity of filing daily written work. (2) I would 
 like to see more oral reading in the upper grades-, some of sucli nature as would 
 not be too hiird, Tlien the pupils would understand what tliey are reading and 
 could learn to use the American language more fiueutly. (3) All the reading 
 would be improved if pupils in the first, second, and third years were taught 
 phoneticauy/* 
 
 ••The Golden Treasury Reader should be replaced by some other good reatler 
 that Is suitable for the children of Hawaii. The words in the above reader are 
 too difficult for the chiltlren here, and the stories are not interesting. Most of 
 the time the children have no idea of what they are reading. Plain exery day 
 words mean a great deal to the children. The Champion Speller is also not 
 suitable for the cliildren of these Islands. The words are too hard and most 
 <'f them the children vrill never hear or use after they leave school." 
 
 •' ( 1) Supplementary rea^diug foi' the lower grades. (2) The geography and 
 r^^tory v^rork in the lower grades is very much beyond the pupils. (3) No ex- 
 aminations? from the departmeut. This narrows- the course df)Wii to a mere 
 process of meAuoriyAng in order to pass the examinations. We sliould have the 
 opportunity to give the subjects in a broader and simpler manner. (4) Too 
 much repetition in the courise of study,, especially in hygiene. (5) Much more 
 Hiuipment for the lii'st grade. I thiidi: the vrork ubo^e the third grade could be 
 iiaiidled nicely if the lower grades were prepared." 
 
 "■ If the work wa-s not presented quite so formally and gave an^ opportunity 
 for more individuality of expression among the children, i believe it would be 
 an improvement in the school system." 
 
 •'(1) Simplified course of study for rural schools to meet the need of the pupil. 
 (2) Abandon use of spelling books in primary grades and use words from daily 
 lessons. (3) Simpler readers and arithmetics for primary grades. (4) Reduc- 
 liou of number of pupih* to each teacher. (5) Strict enforcement of entire u^e 
 of English language vrhile attending school, whether on the playground or in 
 the cla&*s. (6) Necessary and better schoolroom equipment. (7) Fraquent lec^ 
 tures or short courses on methods of teacbing for teachers." 
 
 The foregoing list of comments and recommendations from tlie 
 elementary staff of Hawaii is representative of the urgent and wid^^- 
 spread demand for a tlioronghly revised course of study. It spealcs 
 vrell for the interest of the teachers to state that in the T81 question- 
 naires returned to the commission 85 per cent of the teachers replied 
 to question 18, which reads as follows : 
 
 Without discussing the matter with others, as yon see the public school prob- 
 lem of the Islands, what vvould you recommend for the improvenu^nt of tlie 
 schools or school conditions? Please enumerate briefly your most important 
 recommendations. (Use a separate sheet if necessary.) 
 
 Nineteen teachers only replied that conditioas were sufficiently 
 satisfactory and that there was nothing to suggest, an<l 98 teachers 
 returned their ({uestionnaires with No. 18 unanswered. Of tliose 
 Avho did respond, practically everyone had suggestions touching 
 either the course of study or school conditions bearing on the same. 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 185 
 
 SO^r.E GEXERAL COXDITIOXS JX THE EIJ^MEXTARY SCHUOEkS THAT HAVE A 
 BEARING OX THE COURSE OF STUDY. 
 
 The success or failure of a school curriculum is closely related to 
 the enviroiimg conditions under which it operates, nowhere less so 
 tlian in the Territory of Hawaii. Because of this it has seemed ad- 
 visable to point out. in a brief manner, important features of the 
 schools which give the course of study a favorable setting, other fea- 
 tures which offer a serious handicap to the work of the teacher, and 
 still others the lack of which prevents the class teacher from reaching 
 even moderate efficiency - 
 
 Hawaii is a country of the open-air school. In no other part of 
 the United States probably is there a school system comparable in 
 this respect. Fully half of the children are housed in open-air 
 bmigalows. The larger school plants contain, usually, one or two of 
 the conventional buildings. Where they represent modern construc- 
 tion the classrooms are everywhere fitted with adjustable vvindows 
 which make possible an admirable open-air effect, but even in the case 
 of old-style structures windows and doors are very seldom closed. 
 Since artificial iieating is not a problem in Havraii. there is no inter- 
 ference coming from some highly complex heating system. The 
 consequence, as may be imagined, is the making possible of almost 
 100 per cent efficiency in the matter of ventilation. On all the 
 islands poorl}^ ventilated rooms are the exception; for example, on 
 one island out of a total of 130 classrooms visited by a member of 
 the survey staff, just two rooms were found having poor ventilation. 
 In so far therefore as fresh air and constantly changing air are fac- 
 tors in the success of classroom work, Hawaiian children enjoy a 
 marked advantage. 
 
 In addition to the above, climatic conditions are favorable. May 
 and June are oppressive months through the Territory, and some sec- 
 tions find the humidity objectionable for about four months of the 
 year. Taken altogetlier, these children have a decided advantage 
 in that weather changes or disturbances are of such mild character 
 as to make school attendance convenient and school work pleasur- 
 ai:)le throughout the year. 
 
 The comparative ease of discipline is another factor that is con- 
 (lucive to good classroom wori. Except in the case of very immature, 
 inexperienced, and poorly trained teachers, the problem is practi- 
 cally nonexistent. Hawaiian children are unusualljr tractable. 
 Though slower in response, they appear to be as friendly to teachers 
 Vvdio are kindly and sympathetic as any group in xVmerican schools. 
 More than tliis, their home training develops more rigid ideas of 
 obedience, and these they bring to the classroom teacher as added 
 guaranty of cooperation. They expect the teacher to command. 
 
186 A SURVEY OF EDUCATION IN HAWAII. 
 
 Obedience, too, is linked with a good school spirit on the part of 
 the children. Xo matter how complex the racial elements, the chil- ^ 
 ilren indicate a pride in the public school sufficient to justify much 
 liope as to the cpuility of their future citizenship. 
 
 Finally, classroom work is materially advanced by the fact that 
 teachers are uniformly held up to high standards of good house- 
 keeping. Untidy rooms are seldom found. Clean floors, clean black- 
 boards, and tidy desks are doubtless demanded by supervising prin- 
 cipals, for they are everyv.diere the rule, save perhaps where classes 
 are being held in some of the Japanese-language schools, and respon- 
 sibility in this case is not chargeable to the public school. Class- 
 rooms are not only clean but they are artistic in arrangement and 
 «lecoration to a ^ery commendable degree. Furthermore, in the 
 matter of cleanliness and tidiness of pupils the Hawaiian schools set 
 an enviable standard for other city or rural schools in America. 
 
 On the other hand the Ha.waiian schools are conducted under a 
 number of trying conditions which have a very apparent eiiect on 
 classroom results. The following are among the more noticeable 
 lumdicaps : 
 
 SCHOOL HANDICAPS IN HAWAII. 
 
 1. There are not enough classrooms and consequently not enough 
 teachers, and the eiiect has been an unreasonable overcrowding of 
 classes. This is especially true in the primary grades, where there is 
 emphatic need of relatively small classes in order to insure to each 
 pupil abundant opportunity for individual work in the English 
 language. Classes of 50 or 60 or even more children make neces- 
 sary an undue amount of administrative machinerj^, in looking after 
 which a teacher too easily overlooks the child. Group reciting be- 
 comes a fixed procedure, during which many an error grows into 
 a habit. 
 
 2. The department of public instruction has injudiciously placed 
 too many poorly certificated teachers in the early grades, and pupils 
 have thereby made a bad start. It is true that such action is not 
 always avoidable, but nevertheless a better plan of teacher assign- 
 ment can be worked out. Capable English-speaking teachers should 
 be assigned to the first and second grades. 
 
 3. As soon as possible the double desks used so extensively in the 
 schools should be replaced by single desks of a modern type. At 
 present desks are not fitted to pupils, and they can not be. In the 
 upper grades particularly the desks are misfits, and seriously so, 
 }>ecause of the great amount of seat work that prevails. In very few 
 classrooms are the desks up to an acceptable standard. Pupils are 
 developing bad habits of sitting, due to the lack of proper seating 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 187 
 
 accommodation, and as for the pupils usin<^- the chissrooms of the 
 Japanese-language schools, conditions are impossible. 
 
 4. Tlie elementary classrooms are poorly equipped. Blackboards 
 in about half of the schools need improvement. They have an un- 
 usual amount of usage, and, if for no other reason, should be modern- 
 ized and kept in good condition. Some of the outlying classrooms 
 at liilo, for example, are pitiably handicapped in this regard. Equip- 
 ment such as wastebaskets, brooms, dustpans, erasers, and even chalk 
 are frequently provided b}' the teachers out of their own salaries. 
 In one school the teachers have provided ink for the ])upils rather 
 than liave them use a very poor quality furnished by the department. 
 In the matter of school maps and charts, the Territory has furnished 
 only meager assistance. Teachers are expected to provide additional 
 ones. Among these the hygiene charts offer a decided example of 
 misdirected polic}'. Excellent hygiene charts can be purchased in 
 the market, but teachers are asked to spend v^eary hours in the 
 drawing of sets of them sufficient for the respective grades. The time 
 tlius spent could be used in more profitable work, while their expense 
 should not be levied against teachers' salaries. Similar lack of fore- 
 sight holds with reference to supplies for classes. At comparatively 
 slight cost to the system the work of the children could be very per- 
 ceptibly advanced if the department Avere to furnish such, things as 
 dravring paper, paste, scissors, and other materials of handwork. At 
 present these supplies are purcliased by teachers or pupils in the case 
 of the few schools that encourage their use. 
 
 5. The work of the classroom would be improved if the system of 
 " plan '• writing could be reorganized. It has become a mechanized 
 routine. The constant repetition of forms, phrases, details in each 
 subject da}^ after day and week after week is hampering and unneces- 
 sary to the well-equipped teacher. For tiie inexperienced teacher it 
 probably habituates as much bad theoiy and practice as good. There 
 is little or no evidence that plans are revievred in any constructive 
 and helpful manner by the supervisory stall". They must be pre- 
 sented to the principal, and they are inspected by supervising prin- 
 cipals, but both procedures are characterized by the teachers as 
 wholly perfunctor3^ Wherever one inquired there was the same reac- 
 tion regarding the requirement. What is needed is a system of out- 
 lines which will make them a benefit and an aid, not deadening armor. 
 Successful teachers should have in syllabus or outline form each 
 subject covered by their respective grades, copies of which may well 
 
 : be furnished principals and supervisors. Then principals and super- 
 visors for their part should be ready Avitli suggestions for improve- 
 ment at any time through the term, and they should hold themselves 
 responsible for seeing that classroom work maintains the accepted 
 10146^—20 13 
 
188 A SURVEY OF EDUCATION IX HAWAII. 
 
 standard set forth in the syUabus. In the case of new and inex- 
 perienced teachers outlines for subjects week by Aveek and hiter 
 month by month ought to suffice if the work of administrative and 
 supervisory officers is kept abreast of tlio ^v6Yk of teaching. 
 
 THE rOR.AIAL EXA3IIXATIOX SYSTEM. 
 
 6. A system of formally examining- all classes in nearly ail sub- 
 jects has until recently been the rule of the department of pul^lic 
 instruction. These were given by the department three times a year, 
 and they were attended by very rigid rules. Theoretically they have 
 served as a ])artial basis for promotion; in practice they api>ear to 
 have been made the really determining factor. Under the present 
 administration the sjstem has been rationalized to a gi'eat extent, but 
 traditions still cling with overpowering effect on the majority of the 
 teaching staff. In fact, throughout the islands the forthcoming term 
 examinations hang like Damocles' sword over the classroom. Mem- 
 orizing of facts and cramming are invoked universally, because of 
 the realization that a teaclier's success is based very largely on the 
 ability of pupils to reproduce informational facts in the most absurd 
 detail. Members of the survey staff had an opportunity^ to observe 
 one of these term examinations, as well as the preparation leading up 
 to it. Frequently classrooms were found in vrhich the teacher had 
 filled blackboard spaces with the questions and answers from former 
 examination sets. Inquiry showed that pupils Avere memorizing both 
 questions and ansAvers in the expectation of having many of the old 
 questions included in the test immediately ahead. 
 
 Whereas the former custom required these tests in eA^erv grade, 
 principals are now permitted to conduct their own examinations in 
 Grades I to IV. Force of habit, however, has kept the old practices 
 very much alive, and even under the nev/ regime there remains an 
 engrossing amount of routine and time- absorbing detail in connec- 
 tion with the scheme as it is applied to the upper grades. Many 
 schools conduct monthly examinations in addition, in order that 
 pupils may be properly primed for the greater ordeal. " In my own 
 school,-' writes a teacher, "'the requirements as to examinations and 
 the recording of the marks thereof are a waste of time and energy 
 which I need for teaching," and this is representative of the general 
 opinion of the staff'. It is the belief of the commission that these 
 examinations test the ability of pupils only Avithin narrow limits; 
 require an undue amount of time during each term which should 
 more properly go to oral Avork and work calling foi- more Aatal think- 
 ing, and are so nearly useless as to deserve almost total elimination. 
 The following alternative is therefore offered as a possible immediate 
 step and as an approach to complete elimination ultimately : 
 
CLASSROOM PPvOCEDUEE A2nD COURSE OF STUDY. 189 
 
 (1) Departmental examinations at the end of the sixth and 
 
 seventh grades, 
 
 (2) Departmental examinations at the end of each term m the 
 
 eight li grade, 
 (o) To give pupils an opportunity for a variety of choice, the list 
 of questions sliould be double the number required to be 
 ansv\-ered. (Ten questions aut of twelve is the present regu- 
 lation.) 
 
 (4) The questions should ask for more general and less technical 
 
 and s}>ecific information than they do at present. 
 
 (5) Promotion at other times and in other grades should be left 
 
 to the combined judgment of principal and teacher, in con- 
 sultation with such sui>er vising officials as are available. 
 Principals and supervisors should be charged with greater 
 res]X)nsibility in the discharge of this function and, ac- 
 cordingly, more time should be at their disposal for the 
 same. 
 7. Th,e public schools are giving too much time to written work. 
 The essential need of Hawaiian children is opportunity for oral ex- 
 pression. Least of all do they need training in penmanship, as will 
 l)e shown on a succeeding page. In spite of this fact many class- 
 I'ooms, indeed a large majority of them in the opinion of the survey 
 staif, devote tiie greater portion of each day to the writing of exer- 
 cises or outlines in connection with the daily subjects. Members of 
 the staff have visited tlie classes of an entire school and have foimd 
 oral v> ork being conducted in less than one-third of them. On occa- 
 sions entire days were spent in a school when oral work was found in 
 one or two classes only. It is quite possible that such practices are 
 not the rule of the school or of the particular classroom ; that teachers 
 hesitated, mther, to have the commission judge the vrork of the 
 class through oral performances. But though discount be made for 
 such considerations, there remains abundant evidence offered by the 
 teachers themselves. Antiquated school policies have fixed this over- 
 emphasis on written woi*k throughout ail the grades. In some schools 
 each teacher must send a set of " show " papers to the principal each 
 week, and liours must be devoted to their preparation. "Where teacli- 
 ers are conscientious in reviewing and correcting written exercises, 
 time must be given outside of school hours ,* how, then, can they have 
 time either for wholesome recreation or for professional reading and 
 study ^ Tlie practice should receive prompt attention from the de- 
 partment of public instruction, since it is a handicap to botli teacher 
 and pupil. It would improve matters to discard most of the written 
 work below the third grade except blackboard work, and to reduce 
 it by at least one-iialf in the other grades. 
 
190 A SURVEY OF EDUCATION IN HAWAII. 
 
 INSUFFICIENT SUPPLEMENTARY MATERIAL. 
 
 8, One of the most striking characteristics of the Hawaiian schools 
 is the great insufficiency of supplementary materials of all kinds — 
 books, pictures, lantern slides, stereographs, collections, etc. There 
 is little danger of overestimating the effect of such facilities in the 
 work of Americanizing the children. Xot one of the schools, it would 
 seem, is properly supplied with supplementary readers or other 
 library facilities. As for the other kinds of helps, they have been 
 made possible only in isolated cases where a teacher or principal has 
 provided them at personal expense.^ Xo modern course of study can 
 be put into successful operation under these conditions; nor can 
 teachers and schools do very effective work. The problem doubtless 
 can be met in part by seeking a closer affiliation with the Library of 
 Hawaii, where a number of collections of supplementary materials 
 can be assembled in adequate quantity, and where there is already 
 organized an administrative machinerj^ for securing the convenient 
 dispatch of materials from one community to another. In addition, 
 the Territory should make a sufficiently liberal allowance to provide 
 within the department of public instruction a large library of sup- 
 plementary readers and other reference books, and a collection of 
 other modern materials which through visual instruction are so well 
 adapted to enrich the content of knowledge and also offset the hum- 
 drum of the classroom. 
 
 SUGGESTED IMPR(^VE MENTS. 
 
 In order that elem.entary instruction may more completely fulfill its 
 purposes, the school authorities should consider a number of desirable 
 improvements, other than a revised course of study, which have a 
 materia] bearing on the status of classroom morale. 
 
 A brief statement of possible improvements that came to the notice 
 of members of the Federal commission is given herewith : 
 
 1. Because of the initial difficulty which most of the children face 
 on entering school, namely, the use of the English language, there is 
 a very general feeling among teachers that the school system should 
 introduce receiving classes in the form of kindergartens or some 
 adaptation thereof. It is believed that the suggestion has decided 
 merit. Children could be received at the age of 5, and for one if not 
 two years could be put through a curriculum of informal work with 
 little attempt at concentration, save upon the reading and under- 
 standing of English. That this plan would materially help to solve 
 the problem of teaching our language to oriental children there can 
 be no doubt. And it would conceivably help to offset the powerful 
 influence of the foreign-language schools. 
 
 ^ In mattors of gcnoral supplios thore is thp same inadequacy. 
 
CLASSROOM PROCEDURE AXD COURSE OF STUDY. 191 
 
 2. Where larger schools are reporting considerable numbers of 
 backward children — that is, of children >yhose general intelligence 
 seems to hold out no hope of their progressing be^'ond three or four 
 gi'ades of the public-school curriculum — it is time for the depart- 
 ment at Honolulu to work out a plan whereb}^ such pupils may be 
 segregated and put under the direct instruction of a special teacher. 
 To this teacher there might also be sent those boys and girls who 
 need special but only temporary help. The Territory has provided 
 a school for defective children in Honolulu, l)ut this does not meet 
 either of the above situations. American city systems are finding it 
 possible and economically sound to form these special classes at 
 various school centers, though not necessarily in every school. A 
 study of the jDroblem by Hawaii will probably show that it can be 
 put into operation at little additional expense. Its effect on the 
 work of many classrooms, where a few backward pupils retard the 
 progress of an entire group, would be incalculable. 
 
 8. The schools should have more adequate assembly halls. In the 
 past building })rograms have overlooked the necessity of these largely 
 because their value was not understood. In all school plants of the 
 future and in all plans for enlarging present school plants it will be 
 most advisable for the department to insist on the inclusion of some 
 provision for an assembly hall large enough to accommodate all the 
 pupils of the school. For modern courses of study such a room is as 
 essential as shop or laboratory. 
 
 4. All the larger schools should be provided with pianos. Indeed 
 the piano is an essential part of modern equipment for all schools. 
 But in rural sections of Hawaii there is too little certainty that they 
 could be generally put to use. Phonographs might be substituted in 
 such places. 
 
 5. School playgrounds should be provided with apparatus of the 
 simpler types and with play material such as footballs, volley balls, 
 and the like. Supervised American games should be introduced as 
 soon as teachers can be found who are capable of directing them. 
 A special stud}^ of play and recreation possibilities is now under w^ay 
 in the islands. The Federal commission can do no better than to 
 indorse the spirit that prompted the inauguration of tliis investiga- 
 tion, and to bespeak the hearty support of the final recommendations 
 by public opinion in the Territory. In connection therewith we be- 
 lieve the school authorities should consider the practicability of 
 extending the school dav from 8 o'clock in the mornino: to 3.30 
 o'clock in the afternoon, and providing for morning and afternoon 
 periods of recreation and supervised play. The plan should and 
 can easily be so formulated as to give all teachers such a variety of 
 work as to obviate the fatigue that comes from long periods of work 
 of one kind. Details such as these are easily administered, save in 
 
192 A SURVEY OF EDUCATION IN HAWAII. 
 
 schools that have only one or tvvo teachers; but here the introduc- 
 tion of a small assortment of play materuil with suggestions for 
 children's games will very likelj^ suffice. 
 
 THE COURSE OY STUDY. 
 
 The course of study now in use in the schools is one for whicli the 
 present administration is not responsible, and witli which it is not 
 in agreement. The present administration on assuming office in 
 April, 1919, took immediate steps to initiate the revision of the course 
 of study. It found that professional opinion among the teachers 
 was overwhelmingly in favor of it. Subsequently the decision wa.s 
 reached that no changes in textbooks or curriculum should be n^iade 
 until after the report of the Federal survey commission. 
 
 The latest complete course of study was published in 1915. A 
 revision was authorized in 1916 which consisted of clianges in page 
 apportionments of the textbooks in three subjects — grammar, geog- 
 raphy, and arithmetic. A second revision was authorized in 1917 
 which gi'eatly amplified and improved the arithmetic course for 
 Grades I and IV and which added a supplementary course in 
 English, namely, " Correct English Usage — Oral and Written,'' for 
 all of the elementary grades. This revision also reduced the page ap- 
 portionments of the grammar texts, assigned a new list of reading 
 books in literature, and authorized a new set of textbooks in geog- 
 raphy. 
 
 This course of study with revisions is required to be in the liands 
 of each teacher, and observation proved that it is. Its details are 
 carefully, and in many instances slavishly, followed due to the ex- 
 aggerated emphasis which appears to have been put upon it by 
 former administrations. That a well-defined course of study should 
 ])e in the hands of every teacher is everywhere accepted as a funda- 
 mental of good school systems; that it should contain a body of well- 
 organized material and be ricli in suggestions for supplementary aid 
 is quite as essential: but in these days a course of study should 
 particularly avoid bringing together merely an assortment of ex- 
 acting details covering for the most part the asvsignment of sections 
 of textbooks to the different grades. In this respect the Hawaiian 
 course of study is meager and inadequate. It represents the as- 
 sembling of a knowledge-content such as is found embodied in a 
 small series of books and not necessarily well-organized into ac- 
 ceptable thought movements. Where, moreover, the organization of 
 material is only that of textbooks, which may frequently represent 
 a very low standard of organization and of selection of material, the 
 effect on classroom teaching may and does become disastrous. 
 Hawaii's course of study betrays — 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 
 
 193 
 
 a marked preference for definitely memorized facts and snmmarie.s as express- 
 ing the tinal result of training in various subjects. Empliasis upon formal 
 drills and reviews shovrs an evident neglect of tlie higher spirit of training and 
 culture implied in such familiar expressions as self-activity and independence 
 in thinldng, initiative, mental, and motor activity in working out problems, 
 practical adjustment to community life, and appreciation of literature and art. 
 Training for efficiency and for service under life conditions is a much higher 
 conception of tlie purpose of education than mere knowledge of more or less 
 disconnected facts. (See San Francisco Survey, Bureau of Education Bulletin, 
 1917, No. 46.) 
 
 All too frequently, in actual practice, Hawaiian children are re- 
 quired to learn whole paragraphs and pages of subject matter in 
 order that the}' may be letter perfect. 
 
 TIME ALLOTMENT. 
 
 The following table gives the maximum amount of time in min- 
 uteri per week prescribed for the different subjects of the elementary 
 
 course : 
 
 Maxiiinoii aUotment of time in, the severaA .suhject-^. 
 
 [In minutes per week.] 
 
 Subjects. 
 
 Grades. 
 
 I- 
 
 II. 
 
 III. 
 
 IV. 
 
 V. 
 
 VI. 
 
 VII. 
 
 VIII. 
 
 
 50 
 ^65 
 
 50 
 470 
 
 50 
 400 
 
 50 
 420 
 
 50 
 420 
 
 50 
 400 
 
 50 
 
 405 
 
 50 
 
 English, compositioii,language,story 
 
 380 
 
 History 
 
 
 Gco.-:jraphy and map dravv ing 
 
 75 
 100 
 75 
 75 
 50 
 50 
 
 75 
 100 
 75 
 75 
 50 
 50 
 
 100 
 175 
 75 
 50 
 50 
 50 
 
 125 
 175 
 75 
 50 
 50 
 50 
 
 150 
 175 
 50 
 25 
 75 
 50 
 
 150 
 205 
 50 
 
 150 
 
 205 
 
 50 
 
 150 
 
 225 
 
 \Iusif 
 
 50 
 
 Physical exercises, games, etc 
 
 Hygiene, physiology, and sanitation. . 
 Spellin"' 
 
 
 75 
 50 
 
 75 
 50 
 120 
 
 75 
 50 
 
 Gramma'" . . .... . 
 
 125 
 
 Reading, yrord study, phonics 
 
 300 
 35 
 
 280 
 50 
 
 275 
 50 
 
 250 
 30 
 
 250 
 30 
 
 175 
 30 
 
 
 30 
 
 30 
 
 
 
 In vocational work time to be allotted by inspector general and siinervising principals 
 according' to school and the class of work. 
 
 The chief point of interest in the table is the great amount of time 
 given to the three Rs and closely allied formal subjects. The pro- 
 gram of work is comparable to the elementary programs found in 
 operation by the survey staffs of San Francisco, Calif., or of Butte, 
 Mont. 
 
 HANDWRITJN(i. 
 
 Systematic instruction and drill in writing is given in all of the 
 elemental^ grades. Teachers are asked to follow closely the general 
 instructions and to have in their hands "Modern Business Penman- 
 ship *' as the basic system. The plan outlined is reasonable and 
 practical. No subject has shown better results in Hawaii than that 
 
194 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 of handwriting. It should be recalled, however, that probably no 
 school system in the mainland gives so much attention to handwriting. 
 Pupils are held to standard writing in all their written work, of which 
 there is a very great amount. In all parts of the Territory the sur- 
 vey commission found remarkably good handwriting. Xot only in the 
 formation of letters, but in neatness of papers, regardless of the sub- 
 ject, the schools deserve great credit for what they have accomplished. 
 This is illustrated in the following data, which measure the hand- 
 writing of pupils in Grades lY to YIII, inclusive. Royal School, 
 Honolulu. The results are a little above what might be held to be 
 typical of all schools, yet not very much so, and th.ey certainly repre- 
 sent standard conditions in Honolulu. The table which follows gives 
 the ratings of a handwriting test of some 404 pupils of the above 
 school, accuracy of writing, and not speed, being taken into account. 
 For comparative purposes Graph I is included herewith. It shows 
 handAvriting accomplishment according to the Ayres Standard, as 
 against similar accomplishment in San Francisco and in Hawaii. 
 
 Hiiiraiiun handivriiing. scotcd hii tJic Ay res scale. 
 [Grades IV-VIII, inclusive: quality regardless of speed.] 
 
 Score.s. 
 
 Grades. 
 
 IV. 
 
 V. 
 
 VI. 
 
 VII. 
 
 VIII. 
 
 30-40. .. . 
 
 
 1 
 2 
 
 5 
 18 
 17 
 
 2 
 
 1 
 
 
 
 
 40 
 
 
 
 
 
 50 
 
 11 
 39 
 20 
 11 
 2 
 
 2 
 
 13 
 
 41 
 
 33 
 
 2 
 
 2 
 4 
 
 19 
 
 43 
 
 4 
 
 3" 
 
 28 
 61 
 20 
 
 60. . 
 
 70 
 
 80 
 
 90. . 
 
 Total 
 
 Average-. 
 
 83 
 69.5 
 
 46 
 67.6 
 
 91 
 77.2 
 
 72 
 81.0 
 
 112 
 
 83.8 
 
 The lower (continuous) line of the graph represents the normal 
 accomplishment of American boys and girls, as measured by the 
 Ayres Handwriting Scale — that is, it gives the qualities at the vari- 
 ous grades at which American children write at their natural rate 
 (tlie test is limited to two minutes) and as Avell as they can. The 
 measurements thus include both speed and accuracy, and are not 
 absolutely comparable Avith the measurements of Hawaiian children 
 (upper dotted line), which takes into account accuracy alone. The 
 middle line of the graph, however, measures San Francisco children 
 for accuracy alone, and can be used for comparison. 
 
 According to these comparisons, HaAvaiian pupils are highly 
 skilled in accuracA' of writing — how much so will appear in the 
 next statem.ent. A quality as high as 00 on the Ayres scale is con- 
 sidered by competent opinion as of sufficient merit to meet all 
 practical requirements of life: quality TO is considered sufficient 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 
 
 195 
 
 for persons in commercial callings. Interpretino- these facts, it 
 means that Hawaii is needlessly overemphasizin<i writin<r in the 
 curriculum, is spending too much time on written work, and thus 
 infringing on time that ought to go to other subjects. 
 
 READING, LITERATURE, AND STORY WORK. 
 
 These subjects in the course of study tend to be prescriptive 
 because of the limited suggestions which they oifer. Nothing of a 
 
 86 
 
 82 
 78 
 74 
 
 70 
 66 
 
 62 
 58 
 54 
 
 60 
 46 
 
 
 
 
 
 ^.■^* 
 
 
 
 
 \ •'"'" 
 
 ^^ 
 
 
 
 
 / 
 
 r*" 
 
 
 
 
 
 / 
 
 
 
 
 
 ^''-i 
 
 / 
 
 > 
 
 
 s 
 
 
 
 / 
 
 *s. 
 
 
 / 
 
 ,/■ 
 
 
 / 
 / 
 
 
 / \ 
 
 \ 
 
 
 ' 
 
 
 
 
 ^/^ 
 
 1 
 / 
 
 / 
 
 
 
 
 ^^ 
 
 
 f 
 
 
 
 ^^ 
 
 
 
 
 
 
 
 
 
 
 
 ^ 
 
 IV 
 
 VI 
 
 Vll 
 
 Vlll 
 
 <>IL\PH VL— Graphical ropiesentation of HawDiian liandwritiim" ( i compared with 
 
 tlie Aj'res' scale (, ) and the handwritiug of San Francisco pui)ils ( ). 
 
 Stimulating character is to be found, and tliere is no hint of the 
 rich field of supplementary material that might be drawn upon. 
 Cover a certain reader for the grade, drill on certain forms, teach 
 the four or five listed stories — these are the phrases that catch the 
 eye. In general, the subject matter for this work is altogether 
 uninteresting and deadly for Hawaiian children. The present 
 readers are condemned by practically the entire teaching force. 
 Their content is poorly adapted and difficult. In the nine years 
 
196 A SURVEY OF EDUCATION IN HAWAII. 
 
 intervening since their adoption by Hawaii, school readers of vastly 
 superior merit have been published. 
 
 Equally uninteresting is the present practice of dessicating a few 
 short stories each term for the stoiy hour. And to one's surprise 
 very few of these tell of Hawaiian life or customs, although hundredf^ 
 of the most beautiful local legends and myths could be made available. 
 The work of reading is stilted and spiritless. Words are recited 
 glibly in spite of the difficulties of pronunciation; and phrases and 
 sentences, even pages, are memorized and rendered verbatim. To add 
 to the monotony, the fifth-grade pupils are obliged to repeat the 
 fourth-grade reader. 
 
 The literature work of the upper grades is not very much better. 
 Stories and essays selected from American classics need to be more 
 carefully considered before being adopted for the grammar grades 
 of Hawaii, no matter how inspirational they may be to children in 
 mainland schools. 
 
 It is evident that the schools must give more attention to reading^ 
 particularly so in the earl}^ grades. This is the most important sub- 
 ject in the course of study, for it is the gateAvay to the understanding 
 of the other subjects and the foundation of a literate and contented 
 citizenry. A new modern series of readers should be adopted. For- 
 tunateh , publishers in very recent years have been offering remark- 
 able improvements along this line, so that it is^ a question of finding 
 the best for Hawaii from among five or six excellent series. A good 
 phonetic system should he introduced into the first two grades, with 
 definite suggestions for teaching it ; and on each island there should be 
 some official capable of supervising its introduction and furthering 
 its success. In addition to reading text})Ooks, supplem.entary readers 
 must be made available and classes must be encouraged to cover an 
 increasing quantity of books from the low^er to the higher grades, 
 reading these largely for the joy of the storj^ and for the advantage 
 of practice in the oral use of English. 
 
 Hawaii can also do much to improve oral story work in the early 
 grades, making of it an important introduction to literature as well 
 as an immediate means of enriching the lives of the children. But 
 to do so the schools ought first to give up the attempt to secure a 
 lengthy " rehash" of each story from the children, just as they ought 
 to change the plan, observed in many classes, of dividing a story 
 (for example. " The Three Bears " ) into five sections and then spend- 
 ing a week in the telling of it. The following statements from teach- 
 ers contain good suggestions for the department : " Let us have 
 usable up-to-date material and an abundance of it for the story 
 work." '' More interesting stories requiring simpler language.'' " We 
 have to spend too much tirne on the four stories which are to be read 
 to the class each term. By constant repetition these get so tiresome 
 
CLASSROOM PEOOEDURE AND COURSE OF STUDY. 197 
 
 that the class loses interest. Give as more stories/' — (Second-grade 
 teacher. ) '• Entire stories should be told at one time rather than to 
 divide the same into sections or "■ scenes,' as we are taught to do at 
 the normal "school." 
 
 Dramatization of story work is badly neglected. In only a few 
 classes was A\ork of this character observed; in several instances, 
 however, the performances were very creditable, indicating the 
 practicability of the idea for a Hawaiian classroom. 
 
 Finally. Hawaii, in the not very distant future, would do well to 
 consider the preparation of a series of readers with subject matter 
 extensively leased on Hawaiian stories and descriptions of island life, 
 customs, and industry. The Japanese language schools have already 
 revised their reading texts by introducing consideralde material of 
 this kind. In this one respect they are more modern than the public 
 schools. Excellent suggestions might be had from the Philippine 
 Islands, where for some years past specially prepared readers have 
 been provided for their schools. In point of fact, the department of 
 public instruction is to be credited with having taken the first step 
 in this direction. In September, 1918, a primer was published. For 
 the type of stories, the arrangement, and the illustrations this is a 
 creditable piece of work. But thougli the book was adopted for 
 supplementary reading purposes, it has had, apparenth\ very limited 
 use in the schools. 
 
 IIAWAU's YOING PEOPLE. 
 
 Furthermore, until recenth^ and for a number of years a magazine 
 called '• Hawaii's Young People," has been issued monthly for 10 
 months each year. This magazine is unique in many ways. It Avas 
 written and edited at the Lahainaluna school (Maui) and printed 
 on the presses of the school and bound by the boys in attendance. It 
 has circuhited widely in the public schools of the Territory and in 
 many schools are to be found complete sets of this publication. Its 
 contents have comprised much excellent material of a varied char- 
 acter of value as supplemental material. For example, many stories 
 are drawn from the Hawaiian folk lore of the islands. The publica- 
 tion of this excellent magazine was suspended recently on grounds of 
 economy. The commission is glad to note that arrangements have 
 now been made for its resumption. 
 
 LANGUAGE AND GRAMIVIAR. 
 
 The printed time schedule of subjects allots to oral and written 
 English the largest proportion of the weekly program: tliat is, an 
 average of 420 minutes, or 84 minutes per day, though, strictly speak- 
 ing, the story work should be included in this time instead of in that 
 
198 A SURVEY OF EDUCATION IN HAWAII. 
 
 allotted to reading. The outlines of these sul)jects from the first 
 grade on are of such a character as to stamp the class work with a 
 liighly formal treatment and to overemphasize written lessons. And 
 in actual practice this is just what happens. Though printed advice 
 tells the teacher to use plenty of oral English, everyone has a firm 
 belief tliat the child's status at the end of the term is really founded 
 on his abilit}^ to pass written and memorized examinations. Ac- 
 cordingly, originality and freedom of thought and expression, which 
 ought to be the keynotes in these lessons, are generally lost sight of. 
 Too many teachers find it easier to do the talking themselves, and the 
 result is that comprehension of tlie language, though poor in itself, 
 may outrun abilitj- to express it. The work in English could be 
 greatly improved if the child were encouraged to talk from the be- 
 ginning ; he would sooner become less diffident about reciting, because 
 lie would be able to say something. The fear of m.aking mistakes is 
 an all-pervading obstacle at the present time. English, and more 
 English, English that is spohen and that is made free and natural 
 and less " cut and dried," is what is needed in the elementary schools. 
 In order to indicate the present point of view touching the value of 
 oral English, the following excerpt is taken from the recently pub- 
 lished course of study, of Duluth, Minn. : 
 
 There is nothing which the school can give a child that will help him so 
 materially in his later hiisiness and social life as the ability to express his ideas 
 fluently, coherently, and forcefully to others. Of the two forms which language 
 expression takes, i. e., the oral and the written, the past practice of the school 
 was to give the major emphasis on the latter. There has been a decided change 
 in tendency, however, due to an awakening to the facts : 
 
 That it is the oral form which is most commonly needed by the average 
 individual. 
 
 That the status of any individual in society is determined largely by a con- 
 sideration of his ability to talk in a clear, coherent, forceful, and interesting 
 way. 
 
 The school, then, in seeking to prepare the child for life should give its atten- 
 tion first to the oral form of composition. Although some training in oral 
 composition has always been involved in the topical recitations of the school 
 subjects, yet, due to the difficulties connected with it, oral instruction should 
 have a definite period, definite preparation, and equal emphasis with the other 
 subjects. 
 
 For the fourth, fifth, and sixth grades a series of language texts 
 is introduced. These have been justly estimated by the supervising 
 principals as " fragmentary in make-up and inapplicable " to lan- 
 guage conditions in Haw^aiian schools. It is not surprising that they 
 have been little used in the classrooms. Their purchase seems to 
 have been a waste of money. In the seventh and eighth grades classes 
 follow very closely a textbook of formal grammar written about a 
 decade ago and representing the status of development then reached 
 in the teaching of this subject. It is felt to be, again quoting island 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 199 
 
 opinion, "too technical and difficult," and it fails in its purpose'' to 
 set forth in a simple and practical manner the principles of modern 
 English grammar,'' as far as Hawaiian pupils are concerned. These 
 pupils, it is true, show unusual facility in glibly reciting the " prin- 
 ciples," but that is far from understanding their import or getting 
 from them any help in fixing correct speech. The book is also objec- 
 tionable because of the type sentences which are used. Lost as to 
 the abstract and foreign implications of their meanings, pupils, and 
 frequently teachers, grope about to make them fit the principles and 
 rules which precede. 
 
 ARITHMETIC. 
 
 The course in arithmetic for the first four grades is w^ell defined 
 ami rei)resents well-organized continuity of development. In the 
 upper grades it gets no further than to apportion sections of the 
 advanced book to the different classes and to autliorize certaiji 
 omissions. 
 
 The chief criticism to be made *is that too much is attempt^^d in 
 the earl}^ grades, and too much time is given to the subject in con- 
 sequence. The metric system should probably be taught in Hawaiian 
 schools because of the unique position of the Territory touching in- 
 ternational relations; but in other respects the eliminations should 
 be carried further in all the grades.^ If the pupils can enter the fifth 
 grade with a thorough grounding in the four fundamentals, it will 
 be quite sufficient. After this the chief concern should be to give a 
 mastery of common and decimal fractions and simple operations in 
 percentage. It would doubtless be advisable to omit ail formal 
 arithmetic in the first grade, allowing children at this time to get the 
 simplest number concepts through language work. This plan would 
 leave ample time during the next three years for the work in count- 
 ing, in addition to the above fundamentals. 
 
 In obser^-ing actual teaching it Avas noted that the course in arith- 
 metic was better carried out than seemed to be the case with any 
 other subject. Though too difficult, especially for the primar}^ 
 grades, the work was systematic and directed toward definite goals. 
 Teachers appeared to be surer of themselves in this work. Many 
 admirable devices for concreting the lessons were observed. Board 
 work and seat work were put in good form. However, pupils were 
 frequentl}^ held to needlesslj^ exacting details, and problem Avork 
 lagged very much behind mechanical work. 
 
 That modern courses in arithmetic are fast losing their highly 
 technical, abstract, and medieval characteristics is shown by an exam- 
 
 1 See the recommendatioDs of the coramittoe of the southern California teachers in 
 their report on Minimum Courses of Study ; also Wilson, G. M., The social and business 
 usage of arithmetic, Teachers College, Columbia, Contributions to Education, No. 100. 
 
200 A SUEVEY OF EDUCATION IX HAWAII. 
 
 i nation of any one of a nmnber of recent revisions put forth by 
 certain American school systems. I*artic\ihir attention may here be 
 directed to the arithmetic course published in 1919 by the Duluth 
 (Minn.) public schools. 
 
 srEiJ.ixo. 
 
 The course in spelling is in effect ''the "words in larger i^rbit in 
 the Champion SpeUer/' ai^portioned by sections to Grades III to 
 VIII, inclusive. The printed course names these requirements as 
 •' minimum." The text, so the course states, is to be iised as a desk 
 book. We read: 
 
 This book is to be in the hands of the teacher only, each pupil being- reifaired 
 to make his speller by sewing together sheets of paper, adding thereto eacii 
 day the Vv'ords of the new lesson. It is suggested that the words nilssed b\ 
 each pnpil each day be written correctly in the back of this home-made dh-- 
 tionary, so that the child has a complete list of his misspelled words, vrhich 
 may be taken to the teacher's desk and recite^L 
 
 But much doubt arises as to the,general observance of these details. 
 Observation leads to the belief that spelling, save for the incidental 
 v»^ork in the first and second grades, consists of periodic assignment 
 of words from the i^^i and in column formation. Ability in spelling 
 varies with schools, but the average was found to be high, w condi- 
 tion that mxight be expected in view of characteristics heretofore 
 noted. 
 
 ISIodern opinion holds that words coming up in other subjects and 
 w^ord.s related to the workaday world of the child should form a 
 part of the regular spelling exercises. But in the islands spelling is 
 a thing apart. Most of their spelling words are so much ** dead 
 timber " to these children, or to any children for that matter. ^Vhtit 
 an opportunity is lost in not correlating this work with English and 
 other class subjects ! 
 
 OEOORAPIIY, 
 
 The geography course, like some of the otlier coui'ses, is ^ery in- 
 adequately outlined and is not well divided. Requirements are 
 lumped together and are correspondingly indefinite. Here again 
 one finds the [ipportioning of textbooks i-ather than a w^ell-consi<lered 
 and well-organized course of instruction. The geography of the 
 children's home locality occupies Grades I and II. In the next two 
 grades Hawaiian geography is studied and world geography is be- 
 gun. Hawaiian geography is based on a local textbook of similar 
 title by Baldwin, which has proven to be quite satisfactory, (h-ades 
 TV and V study world geography from the first book of Brigham 
 and McFarlane's Essentials of Geography, and Grades \'I, VII, and 
 VIII cover the second book of the same series. The course prints a 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 201 
 
 few references to very good supplementally materia], several of which 
 were usually to be found on the teachers' desks. 
 
 In classroom practice the work in the early grades was for the most 
 part good. In many instances, however, teachers were found in an 
 attempt to put before the young beginners highly abstract and vague 
 conceptions of ''' heat '' and ** wind " and " rain,'' etc., in literal fulfill- 
 ment of the terms in the printed course, wdiich said nothing, unfor- 
 tunately, about the need of relating such things to the stage of child 
 development. Hawaiian geography work merits the greatest com- 
 mendation. There is fairly good functioning of these lessons, save in 
 isolated cases here and there. World geography in the upper grades 
 does not reach the same standard. It is very largely given over to 
 the cramming and reciting of facts. Seldom, so it would seem, does 
 the child feel these facts to possess anything of present, vital rela- 
 tion to himself. But this upper grade work, and the geography 
 course as a. whole, is strengthened by map studies painstakingly pre- 
 pared by both teachers and pupils, and the occasional teacher has de- 
 vised an excellent plan of outline maps showing the distribution of 
 world products. The opportunity for other handwork in geography 
 is lost sight of all along the line — such, for example, as sand and clay 
 models: and the wonderful possibility of the stereopticon as an ad- 
 junct is as yet untouched. 
 
 HISTOKY AND CIVIC>3. 
 
 The course of study shows a woeful neglect of the important field 
 of history and civics. Only the barCvSt page allotments are made to 
 the three textbooks used in the sixth, seventh, and eighth grades — 
 American history in the two former and European beginnings of 
 American history in the latter. As for Havs'aiian history in these 
 grades, the course gives only one general topic of study per term. 
 Civics is not anywhere mentioned. 
 
 One has to turn to the work of the classroom for further informa- 
 tion. Here one finds that the home geography in the early grades 
 touches slightly upon community life, as does the hygiene work in 
 several grades, that Hawaiian geography includes the civic and po- 
 litical organization of the Territory, and that infrequently^ history 
 stories of local or wider interest are to be found in grades below the 
 sixth. The fact remains, however, that the upper-grade pupils are 
 subjected to the most formal diet of facts to be memorized in this 
 subject v\'hich, above all others, ought to furnish them with a back- 
 ground for American citizenship. No other subject of the course of 
 study (in mainland schools) has been so responsive to the stimulus 
 of recent Avorld events in recasting on bigger and broader lines the 
 content of its material : and in no other subject has there been such 
 
202 A SURVEY OF EDUCATION IN HAWAII. 
 
 an assembling of enriching material. Little, if any, evidence is at 
 hand to indicate that the public schools of Hawaii have responded to 
 these important changes. 
 
 Under the circumstances class work in history and civics is poor in 
 quality. It stands for form and not for substance. It does not 
 sufficiently bring the pupils into the circle of American life and 
 American ideals. It does not sufficiently interpret our democracy to 
 Hawaiian bo}^s and girls, and so fails to inspire them with a love for 
 and a tremendous faith in our fundamental principles of govern- 
 ment. 
 
 In any revision of the course of study it is recommended that the 
 course in history and civics be started from the foundation; that it 
 be given a definite place in each grade, together with a larger per- 
 centage of time : and that it be amplified and carefully organized in 
 accordance with the best practice of to-day. 
 
 HYGIEXE. 
 
 The course in Iwgiene, as a whole, has good subject matter and is 
 ver}^ well outlined. To what extent it functions in the lives of the 
 cliildren is open to some question, but it is probably fair to assume 
 that certain of the living standards among the foreign population 
 have been influenced for good by these lessons. The chief criticisms 
 of observed classwork are these: (1) Teachers frequently teach the 
 subject by having pupils cop}^ outlines from the board, to be later 
 memorized. (2) The work in places carries too many physiological 
 facts now regarded as of questionable value, and in places (especially 
 in the eighth grade) more technique is included than is necessary. 
 (3) The essential facts of a hygiene course can be taught in less time 
 than that now given to it; daily recitations of 10 to 15 minutes may 
 be questioned. (4) Requiring teachers to prepare, at their own ex- 
 pense, highl}^ technical charts for this work seems quite unjustifiable 
 and actually not necessary. (5) School plants very frequently vio- 
 late in a serious and indifferent manner the principles taught in 
 these classes; for instance, insanitary and inadequate toilet facilities 
 and careless water supply. 
 
 M usic. 
 
 More time should be given to the music work. Its possibilities for 
 all the children can hardly be overestimated. There seems to be an 
 innate love of music permeating the Territor3\ and children evince 
 Tmusual interest in it. Very noticeable is the united response which 
 music teachers everywhere command. Rural schools need more as- 
 sistance in this work, country children being so dependent upon their 
 own resources for enjoyment. Hroups of rural schools should, if 
 
CLASSROOM PEOCEDUKE AXD COURSE OF STUDY. 203 
 
 possible, be provided with special music teachers, and each school of 
 this type ought to have its phonograph. 
 
 ELEMENTARY SCIENCE AND NATURE STUDY. 
 
 A course in nature study for Hawaii was last printed in the bul- 
 letin of 1911. Since that time no separate course of this kind has 
 existed, although a small percentage of the teachers have reported 
 giving some attention to it. The action of the Territory is in line 
 with a general tendency, in vogue a few years ago, of omitting nature 
 study from the elementary curriculum because it had fallen into 
 disrepute. But nature study is to-day being revived in modern 
 school systems, along with elementary or general science for upper 
 grades. Simple facts of everyday life and of school life having a 
 scientific basis and pertinent relation to the real and immediate 
 interests of children represent the types of m^aterials being assembled 
 in such courses. The Territory of Hawaii is so rich in material 
 for many phases of this work, and it offers such excellent possibilities 
 for overcoming much of the ultra- formalism in the classroom, that 
 the commission believes a recommendation for the reintroduction of 
 science lessons in the elementary schools is in point. 
 
 In this connection, therefore, we desire to call the attention of the 
 department of public instruction to the very excellent and concise 
 statement regarding elementar}^ science instruction which was in- 
 corporated in the report of the Memphis survey staff : 
 
 Science and nature study lessons in some form constitute a part of every 
 really progressive elementary school curriculum. Such lessons should not 
 attempt to present science in the form and order in which it is presented in 
 high school and colle.2:e textbooks. The lessons should be largely concerned 
 with simple facts of a scientific nature that the children can learn by direct 
 observations or from simple experiments that they can understand and even 
 make for themselves. The lessons should grow naturally out of the other 
 lessons and projects at which the pupils are working from day to day. For 
 example, if they are learning about weights and measures in arithmetic, they 
 ought at the same time to learn by use and experiment the simple principle 
 of the equal arm balance and many easily understood facts about balancing, 
 center of gravity, and stability that are related to this principle. In connection 
 with their lessons in hygiene which should be given In every grade, the children 
 should learn some of the simpler facts of physiology on which our knowledge of 
 hygienic laws are based. Alongside their lessons in music and singing, they 
 ought to learn some of the simple facts about sounds, about how music tones 
 are produced, and what are the physical causes of the differences in loudness, 
 pitch, and tone quality upon which the musical properties of sounds depend. 
 
 School gardening, poultry keeping, bird study, the care of house plants and 
 rjiimal pets, and the suppression of harmful insects and other pests should fur- 
 nish a rich assortment of projects and problems out of which profitable science 
 lessons may grow. 
 
 Geography in the elementary grades is another subject that bristles with 
 facts affording opportunities for first-hand learning of simple principles of 
 1014U°— 20 14 
 
204 A SURVEY OF EDUCATION IN HAWAII, 
 
 physics, chemistry, and biology through observations and experiments that can 
 easily be made by young children under suitable guidance. 
 
 Science lessons in the elementary grades, though closely connected with the 
 other studies and growing naturally out of them, ought not to be merely inci- 
 dental and without plan. There should be a well-conceived and well-balanced 
 development of a body of scientific facts through first-hand experiences with 
 them, but with very little theory, from the lowest grades up to the seventh. 
 In the seventh and eighth grades there should be a systematic course in general 
 or introductory science, based on one of the best of the recent textbooks on that 
 subject, to be used as a g-uide by the teacher, but not as a basis of set boob 
 lessons by the pupils. The book should be used by the pupils as a basis for 
 systematic reviews and as a guide to systematic organization of principles and 
 the facts which they describe. 
 
 Such a scheme of science lessons in the grades is a very vital and important 
 part of public education, but if left to the teachers to develop and conduct it 
 will not be a success. There should be a supervisor of elementary science 
 instruction, whose business it would be to plan the scheme of lessons, to teach 
 the teachers hov\^ to teach it, to give model lessons in the various grades, and 
 to supervise and test the work of instruction done by the teachers. We recom- 
 mend that such a science supervisor be employed, who shall immediately begin 
 the gradual introduction of such a scheme of lessons, perfecting and extending 
 the course as fast as teachers can be trained properly to do the work. 
 
 PHYSICAL EDUCATIOX. 
 
 The course of study contains an " outline ^' for physical education, 
 but it is a very poor one, measured by any modern standard for this 
 work. The subject gets a minimum of attention in the classrooms 
 and the schools generally are only awaking to the importance of it. 
 Since no examinations occur in the subject, it may easily be one of the 
 portions of the curriculum to be forgotten in daily work. A num- 
 ber of the larger schools presented an exhibition of their work to 
 members of the survey commission. This was everywhere well done 
 by the pupils and gave evidence of much drill. But it was most 
 formal in character, the putting of children through a selected set 
 of calisthenics. Yet it is safe to assume that it covers all the work 
 done under this subject in such schools. 
 
 State-wide programs of physical education have been inaugurated 
 in a number of mainland States. With certain limitations the Cali- 
 fornia program might well become a model for the Hawaiian Terri- 
 tory. At any rate, the new policy of the department at Honolulu 
 should have in mind both physical exercise in class groups and recrea- 
 tion and supervised play on the school ground. There is need of a 
 director of this work for the Territory as a whole, and there must 
 be added a number of persons who are prepared to take charge of 
 the administration of a physical education program at each of the 
 Honolulu schools and at the larger centers on other islands. Further- 
 more, such teachers must be sufficiently released from enough of their 
 other school duties to give their major effort and interest to this 
 work. 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 205 
 
 VOCATIONAL AND INDUSTRIAL EDUCATION. 
 
 As yet no course is in print covering vocational and industrial work 
 in Hawaii. It may therefore be considered as in an embryonic state 
 of development, with goals rather indefinitely set. The Territory 
 has been too tardy in selecting its leaders for this important work, 
 and the leaders frankly face the problem of setting out with a teach- 
 ing staff that has not been competently trained in the required tech- 
 nique or in an understanding of the place of vocational education in 
 a modern public-school system. In the future all plans for voca- 
 tional training must come to occupy a very large part of the educa- 
 tional program. 
 
 The types of vocational work now carried on in the elementary 
 schools are as follows : 
 
 1. Cooldng is established in many, but not all of the large schools. It is 
 usually housed in a small bungalow, where it is given a fairly good set of 
 equipment for conducting cafeteria lunches. Class groups are not taught in 
 Hawaii, that is, the schools do not have the laboratory with its individual 
 stoves in which a group of girls (as in mainland schools) is given practice in 
 experimental cooking. Girls go to the cooking room to assist the teacher in 
 tlie preparation of lunches for the pupils who pay for the same In very moder- 
 ate amounts. The rules require this work to be entirely self-supporting, and 
 the budget is accordingly a ver>' vital concern of the teacher. She must watch 
 closely every possible avenue of waste. Under the circumstances she finds that 
 too many pupils are a decided handicap to her efficiency as a server of lunches, 
 and she prefers to look after all important details herself. Thus the training 
 of pupils in cooking too easily tends to resolve itself into the assigning of a 
 series of daily kitchen chores to a small group of girls, usually 6 or 7, but at 
 times observers found as many as 10 girls so occupied. The list of duties are 
 about as follows: 
 
 Cutting bread for sandwiches and spreading sandwiches: pealing potatoes; 
 apportioning food; washing dishes; helping to serve lunclies ; and cleaning 
 kitchen. 
 
 From the standpoint of a cafeteria doing public school service, these kitchens 
 vYi' highly successful. They are conducted with clocklike precision and they 
 <-lfer a creditable standard for good housekeeping. More than this, they possess 
 greater educational value than the above recital of details would indicate. 
 But, after all, they reach too few of the pupils. The system, too, does not fit 
 into the regular class work, since it takes only a few of the girls of a class 
 at one time. There is no time or opportunity to teach girls to plan and serve 
 meals, and they are seldom taught any methods of purchasing. The point is 
 that the present plan of work does not seem to be sufficiently comprehensive 
 or extensive. To the plan, it is believed, there should be added phases of 
 la])oratory work similar to that found in modern school systems. And all 
 schools of sufficient size should have cooking work installed. 
 
 2. Seicing offers opportunities for larger groups and is conducted along lines 
 familiar to mainland schools. With regard to motivated activities, the course 
 is not abreast of modern practice. It calls for too many exercises on details 
 most of which could be learned in connection with the making of garments. 
 
206 A SURVEY OF EDUCATION IX HAWAII. 
 
 This work is also self-supporting. Like cooking, it should be extended to 
 many more schools, and much of the material should be furnished. 
 
 3. Manual framing. — In making manual training self-supporting the classes 
 have, as In the case of cooking, been very much limited, and the lack of ade- 
 quate equipment has given it a further handicap. Only in a comparatively few 
 cases were these shops* found to be well equipped. If there were enough hand 
 tools, other necessities were short, or vice versa. The work suggests good 
 possibilities for project activities were it not for two facts: (1) There is an 
 exaggerated emphasis on the making of models. (2) The teacher can not give 
 the boy too free a rein, knowing at the same time that articles must of neces- 
 sity reach a certain market value. Hence the manual training teacher, such 
 is the tendency, originates and creates, and the boy becomes the helper. Groups 
 of 20 boys at a time ought to have accommodation in these shops. In practice, 
 the groups are half the number, if not less. Mainland schools supply the ma- 
 terial for practically all of the manual training work, and Hawaii is certainly 
 in a position to extend the same support to it in the way of larger accommoda- 
 tion, more equipment, and free materials with which children can work. 
 
 4. Gardening. Every school in the Territory should and could have a school 
 garden, but interest in such a thing appears to be only sporadic. Children 
 should also be encouraged to make gardens at home under the direction of the 
 school. The survey staff found some excellent gardens under way, but in no 
 case did one measure up to reasonable expectation in the matter of dimensions, 
 considering the size of school and the availaliility of land. Not enough things 
 were being experimented with. It is feared that the enterprise is viewed as too 
 much of a fad by the average school. On the other hand, instances did come to 
 the attention of the commission in which it appeared that a start had been 
 made in the direction of agricultural project work. The idea contemplated in 
 such cases is to have school and plantation cooperate by having the pupil under- 
 take a real piece of agricultural work, just as in real plantation life, though on 
 a limited scale. It is felt that there are, happily, many plantations willing and 
 ready to offer such cooperation and to allow the use of portions of their lands 
 by the schools just as soon as the public schools can develop adequate adminis- 
 trative machinery and leadership. The Federal commission is pleased to learn 
 that only recently proposals for a very original and promising form of coopera- 
 tion have been under discussion between the department of public instruction 
 and one of the leading plantations. 
 
 Of all phases of vocational training there is the greatest demand 
 for agricultural education, and it is fortunate that the attitude of the 
 department of public instruction has become one of keen interest in 
 this work. A very large proportion of the boys in the upper grades 
 should have an opportunity to enter upon simpler forms of agricul- 
 tural training employing the project method therein. 
 
 In Honolulu and other cities boys should have advantages for 
 engaging in industrial activities of broader scope than the present 
 work in njianual training, and the project method should also form 
 its basis. 
 
 It seems certain, therefore, that in beginning the task of reorgani- 
 zation the department will need to take one of its chief points of 
 departure from the vocational needs in the elementary field, fitting 
 them into a larger program of vocational and industrial training 
 
CLASSROOM PROCEDURE AND COURSE OF STUDY. 207 
 
 that shall extend into and through the secondary school period. It is 
 all too true, as the present superintendent of schools has pointed out, 
 that the public schools have been blindly absorbed in "turning out 
 boys and girls who are fitted only to make their living in the cities 
 and in the congested districts where the advantages of life are at a 
 minimum." and that Hawaiian pupils should be taught primarily 
 "to fit themselves for the great needs of Hawaii's agriculture and 
 other industries.*' (See the discussion in Ch. I.) 
 
 COXCERXIXG THE REVISIOX OF THE COURSE OF STUDY. 
 
 The facts set forth in the foregoing discussion of the present cur- 
 riculum in elementar}^ education abundantly confirm the stand taken 
 by the officials of the department, namely, that a thoroughgoing 
 revision of the course of study must be begun at the earliest possible 
 opportunity. Revision must touch upon practically every subject. 
 There must be very considerable pruning of old requirements. Many 
 details of procedure that are based on theories accepted two decades 
 ago must be cleared from the roadway of present-day progress. 
 Time spent on the memorizing of unwiekh^ and unusable bodies of 
 facts must be saved for the greater service of teaching children to 
 " do '' things, to create, to prove the mastery of an idea by applying 
 it to the completion of something. 
 
 In the work of revision officials should be cautioned against that 
 type of curriculum which is promulgated by one person or a small 
 " inner circle " of individuals and which fails to bring widely repre- 
 sentative groups of the teaching body into its preparation. This 
 is one very noticeable fault of the present course of study. It sug- 
 gests too forcibly the one-man idea, and as such it so dominates the 
 classroom, so exaggerates the importance of obsolete details, that it 
 actually sanctions low standards. Equally important with the above 
 is the necessity of making teachers understand that the course of 
 study is not a document to be followed with never a deviation. It 
 is, on the other hand, tentative and suggestive in character. While 
 its materials point certain avenues of procedure, they also challenge 
 the teacliing body to apply the results of tested experience in making 
 changes from time to time. In the preface of the Duluth course of 
 study there is an excellent statement of guiding principles employed 
 in the preparation of that curriculum. Its suggestions are very 
 much in point for Hawaii, and we therefore take the liberty of 
 quoting from it, as follows: 
 
 SUGG 
 
 ESTIO>'S FEOM THE DULUTH (MIN>T.) COURSE OF STUDY. 
 
 This Course of Study -was constructed during the school term of 1918-19 and 
 during the summer of 1919. It was introduced in Septemlier, 1919. It is the 
 
208 A SURVEY OF EDUCATION IN HAWAII. 
 
 product of the combiued effort of the teachers, principals, and supervisors in 
 the public schools and the State Normal School of Duluth. 
 
 The general supervision of the entire course was under an executive commit- 
 tee consisting of a principal, a supervisor, and a superintendent of the training 
 department of a normal school. Each subject was in charge of a special com- 
 mittee consisting of teachers, principals, and supervisors, with the teachers 
 largely predominating. While the number of teachers on these committees was 
 made as large as possible in order to secure the benefit of classroom experience, 
 not all were able to participate in the work on account of the lack of time and 
 facilities for reaching them. Much credit is due all who have so willingly and 
 efficiently assisted in bringing this course of study to its present standard. The 
 fact that it is an outgrowth of the best classroom practice in the city is due 
 largely, however, to the teachers who helped in its construction. 
 
 The general plan for each subject in the course, the principles for the selection 
 of subject matter, and the organization of subject matter were agreed upon by 
 tlie executive conunittee and the chairman of each special committee after much 
 study and careful deliberation. Each special committee observed these principles 
 of selection and plan of organization in preparing the subject assigned. Sug- 
 gestions on the course in English were received from a group of business men, 
 in order to secure the point of view of those outside the schools. Similar help 
 was received from a group of musicians on the course in music. 
 
 The general plan adopted for each course is as follows: 
 
 I. Table of Contents. 
 
 II. Aims and purposes for all grades, A statement of the purposes of the sub- 
 ject as a whole. 
 
 III. Outline of subject matter. Brief survey of subject matter throughout the 
 
 elementary and junior high schools. 
 
 IV. General directions. 
 
 V. Detailed outline of subject matter. 
 VI. General bibliography. 
 
 As a basis for the selection of subject matter for this Course of Study, the 
 following social values were used : 
 
 I. That subject matter was selected which is most frequently used by the 
 greatest number of people in life situations. The term " use " is not restricted 
 to the mere economic sense, but includes all those matters which society has 
 learned to value and desires to pass on to the next generation. 
 
 II. That subject matter was selected which is not only most frequently used 
 but is most significant when used, e. g., we teach how to save life from drown- 
 ing not because of the number of times it would be used but because of its 
 great significance when used. These methods of choosing subject matter, while 
 they have been a guiding principle have been necessarily limited by such con- 
 siderations as expense of teaching, time of pupils, ability of teachers and 
 pupils, and organization and availability of material. 
 
 In the organization of subject matter an attempt has been made to arrange 
 it around projects suited to the abilities and interests of the pupils for whom it is 
 intended, and adapted to the successful use of well recognized methods of teach- 
 ing and to the needs of the State and community. These projects, according 
 to the nature of the subject matter, lend themselves to one of the following 
 types : 
 
 Type I. In which the purpose is to embody some idea or plan in external 
 form, as building a boat, writing a letter, presenting a play. 
 
 Type II. In which the purpose is to enjoy some resthetic experience, as listen- 
 ing to a story, hearing a symphony, appreciating a picture. 
 
CLASSROOM PROCEDUEE AND COURSE OF STUDY. 209 
 
 Type III. In ^Yllicll the purpose is to straighten out some intellectual diffi- 
 culty, to solve some problem, as to find out whether or not dew falls, to ascer- 
 tain how New York outgrew Philadelphia. 
 
 Type IV. In which the purpose is to obtain some item or degree of skill or 
 knowledge, as learning to write grade 14 on the Thorndike Scale, learning the 
 irregular verbs in French. Some teachers, indeed, may not closely discriminate 
 between drill as a project and drill as a set task, although the results will be 
 markedly different. 
 
 " It is at once evident that these groupings more or less overlap and that one 
 type may be used as means to another as end. It may be of interest to note 
 that, with these definitions, the project method logically includes the problem 
 method as a special case. The value of such a classification as that here given 
 seems to me to lie in the light it should throw on the kind of projects teachers 
 may expect and on the procedure that normally prevails in the several types. 
 Kilpatrick." (Teachers College Record, Sept.. 1918.) 
 
 This Course of Study is in no sense a finished product. It is a record of past 
 achievement and a standard of present attainment. It is intended also to be a 
 guldepost for further progress. As the quality of the classroom instruction 
 improves by means of this course, the course should likewise be improved in 
 the nature of the subject matter and in the effectiveness of the teaching method. 
 For this purpose the suggestions and criticisms of teachers, principals, and 
 supervisors will be requested from time to time. 
 
 EXPERT HELP NEEDED IN RE^^SING COURSE OF STUDY. 
 
 For. immediate assistance and points of suggestion the elementary 
 staff ought no doubt to have access to some of the recent courses of 
 study prepared by school systems in America. The problem of mak- 
 ing such information accessible to the large teaching body may be 
 somewhat perplexing. One fairly practical solution, however, is to 
 put in the hands of each supervising principal a dozen or a score of 
 copies each of two or three of these courses, holding them respon- 
 sible for their circulation among the schools. This method vrould 
 not require an excessive number of copies, and no doubt they could 
 be procured in these limited quantities. In this connection, then, the 
 survey commission would recommend a study of some of the follow- 
 ing courses of study : 
 
 1. The Baltimore County Course of Study — published by ^^'arwick and York, 
 
 Baltimore, Md. 
 
 2. The Duluth (Minn.) Course of Study — secured through the Duluth Board 
 
 of Education. 
 
 3. Minimum Courses of Study — the report of a southern California committee 
 
 of teachers. (Southern Branch University of California. Los Angeles. 
 Calif.) 
 
 4. Courses of Study in the Elementary Schools and the High Schools of 
 
 Decatur, 111. — secured through the Decatur Board of Education. 
 
 In the actual reorganization of the course of study in Hawaii the 
 commission recommends that a plan similar to that of Duluth be 
 adopted and that an earnest attempt be made to have the revision 
 ready by the end of the 1920-21 school year at the latest, and by the 
 
210 A SURVEY OF EDUCATION IN HAWAII. 
 
 end of 1920 if possible. The commission further suggests that two 
 exi^erts of national reputation be employed by the department, as 
 follows : 
 
 1. An expert in the curricula of the fundamental subjects. 
 
 2. An expert in the curricula of vocational and industrial training, 
 with special reference to the work of agriculture. 
 
 The idea in mind is to have these experts spend from six months 
 to a year in a thorough study of Hawaii's needs along the two 
 lines and then to bring to bear. on the work of organization the appli- 
 cations of their own tested experiences in the Avider fields. They 
 should in no wise be employed as substitutes for the staff in making 
 the course of study, and they should be persons of sufficiently bal- 
 anced judgment to avoid dictating policies. Their chief work should 
 be the development of the necessary cooperation among the teaching 
 hodj under their expert guidance and leadership. The cost of such 
 an undertaking would be insignificant in comparison with the bene- 
 fits to be obtained. 
 
 TEXTBOOKS. 
 
 The commission believes that with the exception of geography all 
 of the textbooks now adopted and in use in the grades should go into 
 the discard. One of the chief drawbacks of the V\^ork of teaching is 
 the unsuitability of these texts. Some by reason of being for many 
 years the adopted texts have reached the point where in the natural 
 course of events they should be subjected to revaluation in terms 
 of what the market now offers. Other texts are of more recent 
 adoption, and considering the lists of textbooks then available in 
 each respective line one wonders what the basis of judgment could 
 have been in selecting these particular books. The impression^ is 
 that they were deemed the proper texts because of the degree to 
 Avhich they paralleled an already outgrown course of study. The 
 geography texts are comparable to other modern publications in this 
 line, but the difficulty here is the fact that all geographies are under- 
 going revision because of the tremendous recent changes in geog- 
 raphy data. But a change in this text should go over imtil 1921-22 
 in order to allow for the above changes and for the changes Avhich the 
 United States census will bring into being. 
 
 As with the course of study, so in the matter of textbooks the opin- 
 ions of representative groups of teachers should be sought. The 
 commission therefore offers the folloving recommendations: 
 
 1. A textbook commission should be formed. It should be com- 
 posed of seven to nine members, representing the following 
 groups: Supervising principals, principals, normal instruc- 
 tors, regular class teachers, special teachers. At least one- 
 third of the committee should be teachers. 
 
CLASSEOOM PROCEDURE AXD COURSE OF STUDY. 211 
 
 2. The commission should appoint a subcommittee for each type 
 
 of textbook, having a membership of five to seven, a majority 
 of whom should not be mem.bers of the commission. Each 
 subcommittee should be composed of persons who have rec- 
 ognized ability in the particular subject. 
 
 3. Eacli subcommittee should report its findings, following the 
 
 examination of all texts submitted for adoption, in the form 
 of recommendations to the commission. 
 
 4. Tliese recommendations should be adopted by the commission 
 
 unless a majority of the latter body, on good and sufficient 
 grounds, is opposed to them. 
 
 5. The ex officio chairman of the commission should be the superin- 
 
 tendent of public instruction. 
 
 6. The commission and these committees should be continuing^ for 
 
 the purpose of making uninterrupted studies of textbooks and 
 methods of teaching the general subjects and keeping the text- 
 book adoptions constantly up to date, avoiding, however, all 
 inconsiderate changes. 
 The need of better textbooks is so urgent that it is felt the depart- 
 ment ought to take immediate steps to set this machinery for adop- 
 tion into operation. If recommendations can be decided upon before 
 the end of the summer vacation, 1920, it will be advantageous to have 
 the books in the hands of pupils for the school year 1920-21. It is 
 not felt, moreover, that this matter must necessarily wait upon a 
 revised course of study. 
 
 METHOD OF DISTRIBUTIXG TEXTBOOKS. 
 
 At present all orders for textbooks needed at the various schools 
 are filled by a commercial house in Honolulu, which acts as the dis- 
 tributing agent (for profit) to the publishers of the texts used. The 
 commission found much dissatisfaction expressed among the schools 
 with this arrangement, because of delays in delivery. The commis- 
 sion did not investigate these criticisms, neither did it examine the 
 merits of the allegation made that an undue profit was collected for 
 handling the books. It suggests, however, that it is desirable that 
 the departm.ent consider the plan of handling the textbook and sup- 
 ply business itself, collecting an amount above first cost sufficient 
 only to make this department self-supporting. 
 
Chapter VI. 
 THE PUBLIC HIGH SCHOOLS. 
 
 Contents. — 1. General conditions ; inadequate accommodations. 2. High-school pupils ; 
 racial and sex distribution ; problem of Americanization ; promotions and failures. 3. 
 The curriculums ; McKinley High School : new curriculums recommended ; solving the 
 English problem. 4. The teachers: training; distribution by experience; efficiency of 
 classroom work ; characterization of methods used ; time wasted on p<^nmanship ; teachers' 
 salaries ; schedule recommended ; a teachers' bureau needed. _ 5. Organization, adminis- 
 tration, and supervision ; functions of high-school principal ; group pupils according to 
 ability in English : size of classes ; distribution of pupils by curriculuDis, 6. Library 
 facilities. 7. Buildings and equipment ; building standards ; inadequacy of equipment. 
 
 1. GENERAL CONDITIONS. 
 
 The Territory of Hawaii has four public high schools, one ou each 
 of the four principal islands of the group. Geographically, with 
 perhaps but one exception, the}^ are placed in good strategic locations, 
 but considering the area and the population which each is intended to 
 serve, there are too few such schools. The table which follows will 
 make this clear. 
 
 llaicalian puhlic high schools as related to area and population. 
 
 Island. 
 
 Area in 
 square 
 miles. 
 
 Esti- i 
 
 mated j Name of 
 popu- high 
 lation school. 
 (1919). ! 
 
 Location. 
 
 Year 
 
 estab- 
 lished. 
 
 Enroll- 
 ment. 
 Decem- 
 ber, 1919. 
 
 Total 
 public 
 school 
 enroll- 
 m-ent, 
 Decem- 
 ber, 1919. 
 
 Oahu 
 
 598. 
 4,015.6 
 1, 172. 7 
 
 619.7 
 
 121,200 McKinlev- 
 
 71,270 Hilo ■-. 
 
 39,000 Maui 
 
 31,500 Kauai 
 
 Honolulu 
 
 Hilo 
 
 1896 
 1905 
 1913 
 1914 
 
 771 
 
 292 
 
 72 
 
 58 
 
 18,079 
 
 Hawaii 
 
 10,227 
 
 Mauii 
 
 Hamakuapoko. 
 
 5,690 
 
 Kauai 2 
 
 5,129 
 
 
 
 
 Total 
 
 6 406 
 
 3 262 970 ' 
 
 
 1.193 
 
 39, 125 
 
 
 
 
 
 
 
 1 Including Molokai, Lanai, and Kahoolawe. 
 - Including Niihau. 
 
 " The 1920 census total is 249,999, exclusive of the Army. Navj', and Marine Corps 
 pei-sonnel. 
 
 HIGH SCHOOL FACILITIES INADEQUATE. 
 
 The McKinley High School must serve not onl}^ the cit}^ of Hono- 
 lulu, but also the whole island of Oahu. The Hilo High School not 
 only must serve the city of Hilo, but it is also the only high school 
 
 on Hawaii, the largest island of the group. 
 212 
 
 The Maui Hidi School 
 
THE PUBLIC HIGH SCHOOLS. 213 
 
 serves the village and district of Hamakuapoko on the eastern side 
 of Maui and also the whole inhabited area of Maui and three 
 neighboring smaller islands, Molokai (exclusive of the leper settle- 
 ment of Kaiaupapa, and the county of Kalawao), Lanai, and 
 Kahoolawe. These latter islands lie to the northwest, west, and 
 southwest of Molokai, or on the side opposite to Kahului, the port 
 for Hamakuapoko. The Kauai High School serves the population 
 of Lihue and that of the whole Island of Kauai, and of the smaller 
 neighboring island, Niihau, 50 miles from Lihue by steamer. 
 
 Tlie geographical situation is further complicated by the topog- 
 raphy of the larger islands, each of which consists of an assemblage 
 of extensive volcanic cones. These are grouped in compact ranges, 
 for the most part ; but some are more scattered. The habitable por- 
 tions of the islands are the narrow valleys formed by erosion on the 
 gentle slopes of the lava cones or near the bases of the steeper tufa 
 cones, the wide valleys and lava plateaus between the different cones, 
 and the narrow coastal and alluvial plains that skirt parts of the 
 islands. Jixtensive plantations of sugar cane and pineapples stretch 
 far and wide over those uplands where the lava has weathered suffi- 
 Iciently to form a suitable soil. Because of the large areas of desert 
 volcanic lands where there is practically no soil on account of rei- 
 ati^ely recent lava flows, or where there is insufficient water supply, 
 the habitable area in many large sections is small compared with the 
 whole. 
 
 The population is scattered among the more or less isolated in- 
 terior valleys and plains, or is segregated in the plantation camps 
 or small villages, or is strung along the peripheral plains. These 
 narrow coastal plains are usually fairly extensive on the leeward 
 sides of the islands; but on the windward sides there are long gaps 
 where they are absent, and where the coast is more or less inaccessi- 
 ble from botli land and sea because of wave erosion. The waves have 
 carried away the soils of the plains and cut the lava back in lofty 
 cliffs. The valley lands at the mouths of the stream are hard to 
 reach hj water on account of the barrier reefs of coral which skirt 
 the islands and which have few fresh-water openings that are navi- 
 gable by power boats. Access to them is had only at favorable times 
 by the native canoes which at some risk can pass the reefs. Eail 
 and road transportation have made a good beginning, but the pos- 
 sibilities for these types of transportation as yet are far from being 
 adequately developed. 
 
 On com.paring the high-school enrollments with the population 
 (estimated), we find that in the McKiniey High School there is one 
 student for every 157 of the total population ; in the Hilo High School 
 one for every 241 : in the Maui High School one for every 542 ; in the 
 
214 A SURVEY OF EDUCATION IN HAWAII. 
 
 Kauai High School one for every 543 ; and in the whole Territory on^ 
 for every 220. Naturally, ^IcKinley and Hilo make the best showing 
 as they are located in the only two cities of the islands, and draw the 
 bulk of their students from these two cities respectively. Honolulu 
 has an estimated population of about 85,000 and Hilo of about 13,000J 
 The 1,193 public high school students, however, do not by any means 
 represent the total number of children in the islands receiving a sec- 
 ondary education, for there are in the islands 11 private schools with 
 high-school departments or grades above the eighth; and these a1 
 present draw largely from the more prosperous elements of the popu- 
 lation. 
 
 In a census of the public and private high schools made in 1917, the 
 public high-school enrollment was found to be 646, and the private 
 Iiigh-school enrollment for the seven recognized schools 601. This 
 is exclusive of the Japanese '' language " schools, having high-school 
 departments, but holding their sessions before and after public school 
 hours. For the same lists of schools in 1919 the corresponding figures 
 are 1,193 and 763. This is an increase in enrollment for the pui)lic 
 schools from 1917 to 1919 of 547, or 84 per cent, while for the same 
 seven private schools the corresponding increase is 162. or 27 per cent. 
 
 To get the present total private high-school enrollment we must add 
 82 pupils who are distributed in four schools not included in the 1917 
 survey, making a total in private high-school grades (i. e., 9-12 inclu- 
 sive) of 845. If these four schools had been included, the enrollment 
 of the private high schools in 1917 would have equaled or exceeded 
 that of the public high schools. The public high-school enrollment 
 now exceeds that of the private high schools by 348. 
 
 The fact, however, that the public high schools are still but a slight 
 factor in the educational life of the islands is strikingly shown by the 
 proportion of the total public-school enrollment of each county which 
 is found to be enrolled in the high school of that county. These per- 
 centages are (see preceding table) : City and county of Honolulu 
 (Island of Oahu), 4.3 per cent; Hawaii, 2.9 per cent; Maui, 1.3 per 
 cent; Kauai, 1.1 per cent; and for the whole Territory, 3 per cent. 
 Three pupils enrolled in the public high schools of the Territory out 
 of every 100 in the system is a forcible reminder that the high schools 
 are not yet functioning, except in relatively slight degree, in the 
 school life of the mass of children. 
 
 Xevertheless, from the table which follows it is clear that the tide 
 is beginning to set in strongly toward the public high schools. Con- 
 ditions warrant the inference that the increase will be much acceler- 
 ated as more generous facilities for high-school education are pro- 
 vided. 
 
THE PUBLIC HIGH SCHOOLS. 
 
 215 
 
 PuUic liigli-school enroUment, Territory of Haiuaii, 191J[ to 1919, distributed by 
 
 scJiools wiiid sexes. 
 
 Year. 
 
 Sexes. 
 
 Mc Kin- 
 ley. 
 
 Hilo. 
 
 Maui. 
 
 Kauai. 
 
 Total. 
 
 1914.. 
 1915.. 
 1916.. 
 
 1917,. 
 1918. 
 1919. 
 
 Boys — 
 1 Girls.... 
 
 Total . 
 
 IfBoys.... 
 1 Girls.... 
 
 1 Total. 
 
 [Boys.... 
 t Girls.... 
 
 Total . 
 1 
 
 IfBoys.... 
 IGirls.... 
 
 il Total. 
 
 if Boys 
 
 1 Girls.-.. 
 
 1 Total. 
 
 IfBoys.... 
 iGirls.-.. 
 
 1 Total. 
 
 1 
 
 216 
 109 
 
 115 
 65 
 
 6 
 19 
 
 6 
 
 1 
 
 343 
 
 194 
 
 325 
 
 180 
 
 25 
 
 7 
 
 537 
 
 268 
 108 
 
 61 
 38 
 
 12 
 
 25 
 
 14 
 4 
 
 355 
 
 175 
 
 376 
 
 99 
 
 37 
 
 18 
 
 530 
 
 315 
 109 
 
 87 
 43 
 
 13 
 
 18 
 
 21 
 12 
 
 436 
 
 182 
 
 424 
 
 130 
 
 31 
 
 33 
 
 618 
 
 352 
 135 
 
 122 
 63 
 
 20 
 26 
 
 21 
 13 
 
 515 
 
 237 
 
 487 
 
 185 
 
 46 
 
 34 
 
 752 
 
 373 
 151 
 
 112 
 55 
 
 1 24 
 
 24 
 13 
 
 525 
 
 243 
 
 524 
 
 167 
 
 40 
 
 37 
 
 768 
 
 1 545 
 ! 226 
 
 1 187 
 106 
 
 36 
 36 
 
 41 
 17 
 
 899 
 385 
 
 1 771 
 
 1 
 
 293 
 
 72 
 
 58 
 
 1,194 
 
 It will be seen from the foregoing table that the total enrollment 
 in the public high schools has more than doubled in the five-year 
 period considered, the larger increase having taken place during the 
 last two years. 
 
 One immediate result of this increase has been an embarrassing 
 congestion, which, especially in the McKinley High School, has 
 been steadily growing worse, until now this is one of the most 
 serious problems with which the school authorities have to deal. 
 
 Besides the difficulties arising from scattered population and 
 from overcrowding, another condition complicating the educational 
 problem is suggested by the relatively rapid increase in the number 
 of children from non-English-speaking oriental families, discussed 
 at length in Chapters I and III. The recent rapid increase in 
 high-school enrollment is due very largely to children from these 
 families, who recently have begun to flock into the high schools in 
 large numbers. The character and effects of this influx will be 
 brought out in the next section of this chapter. 
 
 2. THE HIGH SCHOOL PUPILS. 
 
 The pupils of the public high schools are drawn from the more 
 ambitious elements of the islands, exclusive of the more prosperous 
 classes of people. A glance at the following table shows that 
 many different races and nationalities are represented in the McKin- 
 ley High School, but that the children of Japanese and Chinese 
 
216 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 descent constitute a large majority. The pupils included under the 
 word " others " are of Korean, Porto Eican, and Filipino descent, 
 together with scattering representatives of several other nationali- 
 ties not named in the first column. Collectively, they constitute a 
 considerable group, which serves to emphasize these complexities 
 of the school population, but the term includes no single group 
 that is large enough to be significant in itself. 
 
 Enrollment of the McKinleii High School, Honolulu, Haivaii, 1919, distrilmtcd 
 l)ij nationalities, grades, and sexes. 
 
 
 Twelfth grade. 
 
 Eleventh grade. 
 
 Tenth grade. 
 
 Ninth grade. 
 
 Total. 
 
 Nationalities. 
 
 i 
 
 1 
 
 4 
 
 3 
 
 ■i 
 
 I 
 
 1 
 
 1 
 
 ^ 
 
 1 
 
 J2 
 
 o 
 
 i 
 
 
 H 
 
 
 i 
 
 3 
 c 
 
 
 
 
 1 ! 
 
 1 
 
 
 
 
 
 
 17 
 31 
 
 
 
 3 
 
 
 4 
 2 
 
 
 
 
 4 
 
 1 
 
 
 5 
 3 
 
 
 
 17 
 35 
 
 4 
 
 1 
 5 
 8 
 2 
 
 2 
 
 47 
 
 38 
 
 
 
 2 
 
 
 9 
 4 
 
 
 3 
 3 
 8 
 
 3 
 
 1 
 
 14 
 12 
 2 
 
 5 
 50 
 46 
 
 5 
 
 2 
 
 16 
 8 
 1 
 
 4 
 44 
 40 
 
 6 
 
 
 15 
 
 '! 
 
 
 6 
 
 8 
 
 18 
 
 
 
 1 
 
 2 
 
 31 
 
 21 
 
 2 
 
 
 
 10 
 
 52 
 
 58 
 
 
 
 7 
 
 4 
 
 30 
 
 14 
 
 1 
 
 
 
 5 
 
 118 
 
 83 
 
 
 
 11 
 
 7 
 36 
 14 
 
 1 
 
 I 
 
 20 
 
 28 
 
 
 
 12 
 
 11 
 
 66 
 
 28 
 
 2 
 
 
 
 10 
 
 138 
 
 111 
 
 
 
 23 
 
 7 
 52 
 31 
 
 4 
 
 
 
 11 
 
 226 
 
 192 
 
 
 22 
 
 7 
 64 
 33 
 
 2 
 
 l2 
 31 
 58 
 
 17 
 
 226 
 
 14 
 
 Part-Hawaiian 
 
 American . . ..... 
 
 116 
 
 61 
 
 Brjt'=:h 
 
 6 
 
 
 
 
 Portuguese ..... 
 
 25 
 
 
 ?57 
 
 Chinese 
 
 250 
 
 
 
 
 Others 
 
 39 
 
 
 
 Total 
 
 53 
 
 11 
 
 64 
 
 105 
 
 30 
 
 135 
 
 121 
 
 62 
 
 183 
 
 266 
 
 123 
 
 389 
 
 545 
 
 771 
 
 
 
 The following summar}- of the foregoing table shows how the 
 races rank in numbers among the boys and girls, respectively : 
 
 Distrihution hy sexes and nationalities, arranged in the order of their numbers, 
 McKinley High School, 1919. 
 
 Order. 
 
 Boys. 
 
 1 
 
 Girls. 
 
 1^ 
 
 Totals. 
 
 i 
 
 All high schools, 
 1917-18.1 
 
 s 
 
 1 
 
 Japanese 
 
 Chinese 
 
 226 
 
 192 
 
 52 
 
 31 
 
 22 
 
 11 
 
 7 
 
 4 
 
 Part-Hawaiian . . 
 Chinese 
 
 64 
 58 
 33 
 31 
 17 
 14 
 
 2 
 
 Japanese 
 
 Chinese 
 
 257 
 250 
 116 
 64 
 39 
 25 
 14 
 
 Japanese 
 
 Chinese 
 
 234 
 
 2 
 
 |SP 
 
 3 
 
 4. 
 
 Part-Hawaiian.. 
 
 American 
 
 Others 
 
 American 
 
 Japanese 
 
 Others 
 
 Part-Hawaiian.. 
 
 American 
 
 Others 
 
 Portuguese 
 
 Hawaiian 
 
 British 
 
 American 
 
 Part-Hawaiian.. 
 
 Portuguese 
 
 Others 
 
 British . 
 
 99 
 
 79 
 
 5 
 
 40 
 
 6. 
 
 Portuguese 
 
 Hawaiian 
 
 British 
 
 Portuguese 
 
 Hawaiian 
 
 British 
 
 
 7. 
 
 16 
 
 8 
 
 Hawaiian 
 
 
 
 
 
 
 771 
 
 
 
 Total . 
 
 545 
 
 226 
 
 f>88 
 
 
 
 
 
 
 
 1 McKinley High School, 1919. 
 
 The outstanding feature is the number of boys of Japanese and 
 Chinese descent, so great in the aggregate that although the Part- 
 Hawaiian girls rank first among the girls in numbers, the order of 
 the girls is overturned in the totals, in which the races rank in num- 
 bers exactly as they do in the boys' column. While in the mainland 
 high schools the girls almost invariably exceed the boys in numbers, 
 there are in this school 2.4 times as may boys as there are girls. The 
 comiDarison plainly shows that this is due to the Japanese and Chinese 
 
THE PUBIJC HIGH SCHOOLS. 217 
 
 who still to a considerable extent preserve their traditional attitude 
 of neglecting or discouraging the education of their women. 
 
 This overwhelming preponderance of orientals, coupled with the 
 overcrowding of the high schools due to their rapid influx, accounts 
 partly for the popularity of the priA^ate schools with the well-to-do. 
 jNIany white people, Hawaiians and Part-Hawaiians, who can afford 
 to pay tuition, but who would like perhaps from democratic im- 
 pulses to send their children to the public high schools, are deterred 
 from doing so. Tliis is mainly because their children would be out- 
 numbered in their classes by the orientals, who have little in common 
 with them and whose language difficulties impede the progress of all. 
 
 On summarizing the preceding table by sexes and grades and 
 reckoning the percentage of girls enrolled in each grade, the fol- 
 lowing is found: In the ninth grade, 32 per cent are girls; in the 
 tenth grade, 24 per cent ; in the eleventh grade, 22 per cent ; and in 
 the twelfth grade, 17 per cent. That is, the percentage of girls in 
 the two higher grades is much smaller than in the two lower grades. 
 This indicates either that the girls do not stick so well at the top as 
 the boj^s do, or else that they are coming in faster at the bottom. 
 Very probably both causes are operative. 
 
 Again, referring to the same table, it is seen that the Japanese 
 and Chinese freshmen lead in numbers with 138 and 1*11, respectively, 
 out of 389 freshmen. The Americans and Part-Hawaiians come next 
 with 66 and 28, respectively ; while the ratios of seniors to freshmen 
 for the different nationalities are as follows : Japanese, 12.3 per cent ; 
 Chinese, 31.5 per cent ;' Part-Hawaiian. 7.6 per cent: American, 10.7 
 per cent; Portuguese, Hawaiians, and British, per cent; and all 
 others 17.4 per cent. Evidently the Japanese and Chinese hold their 
 attendance through the four years better than any of the other 
 nationalities, for they are known to be coming in below at a much 
 faster rate than are the others. 
 
 Of the total enrollment, the Japanese and Chinese descendants 
 together constitute 65 per cent, while the American, Hawaiian, and 
 Part-Hawaiian descendants constitute 25 per cent, and all the others 
 10 per cent. American and British descendants together constitute 
 but 9 per cent of the total enrollment. ^ 
 
 THE PROBLEM OF AMERICANIZATION. 
 
 This condition involves serious difficulties from the standpoint 
 of the influence of the Anglo-Saxon and other thoroughly American- 
 ized elements in imparting to the children of alien and non-English- 
 speaking orientals the ideals, customs, and langua.ge of the American 
 Kation. The thoroughly Americanized group makes up only one- 
 fourth of the whole, and those from Anglo-Saxon families, where 
 
218 
 
 A SURVEY OF EDUCATIOK IX HAWAII. 
 
 l)resiimably good English is habituall}^ spoken, mai^e up only one- 
 eleventh of the vv^hole. These groups, outnumbered as they are from 
 4 to 1 to 11 to 1, can not have that great influence on their school fellows 
 of foreign parentage that the native American children have in our 
 great cosmopolitan high schools in such mainland cities as New York, 
 Newark, Cleveland, Chicago, and other large cities where the Amer- 
 icanization problem is acute. In these cities, in sharp contrast with 
 the Territorial population, middle-class Americans generally send 
 their children to the public schools, and are able to send them in such 
 numbers that they exert a predominant influence on the contents of 
 the melting pot. 
 
 The distribution by races and sexes for the other three high schools 
 (see tables which follow), inserted here for comparison, shov\" charac- 
 teristics which are very similar to those just set forth, but with 
 variations due to slightly different racial distributions on the dif- 
 ferent islands. 
 
 EnrfjUment distributed hy se.res and iififioiiaJ descent, Hilo Puhlic High ^ScJiool, 
 
 Hawaii. 
 
 Nationalities. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Japanese 
 
 lOf. 
 2.3 
 
 n 
 
 16 
 18 
 5 
 1 
 4 
 
 33 
 18 
 26 
 19 
 6 
 5 
 1 
 
 
 139 
 
 
 41 
 
 
 37 
 
 Part-Hawaiian 
 
 35 
 
 Chinese 
 
 24 
 
 
 10 
 
 English . 
 
 2 
 
 others 
 
 4 
 
 
 
 Total . 
 
 1S4 
 
 108 
 
 292 
 
 
 
 Distrihntion of pupils Jti/ (jradcH and descent, Maui and Kauai rublio High 
 
 Schools, Hawaii. 
 
 
 
 Mai 
 
 i High School. 
 
 
 Kauai 
 
 High 
 
 School. 
 
 (total). 
 
 Nationalities. 
 
 Ninth 
 grade. 
 
 Tenth 
 grade. 
 
 Eleventh 
 grade. 
 
 Twelfth 
 grade. 
 
 Total. 
 
 American and British . 
 
 13 
 • 12 
 
 7 
 4 
 3 
 
 1 
 
 9 
 4 
 1 
 3 
 2 
 
 
 4 
 3 
 
 1 
 
 
 
 3 
 
 
 
 1 
 
 
 
 
 
 29 
 19 
 
 9 
 8 
 5 
 
 1 
 
 3 
 
 Japanese 
 
 30 
 
 Hawaiian and Part-Hawaiian 
 
 9 
 
 Chinese . . 
 
 11 
 
 Portuguese 
 
 5 
 
 Negro. 
 
 
 
 
 
 Total 
 
 40 
 
 19 
 
 8 
 
 4 
 
 71 
 
 58 
 
 
 
 From the personal standpoint of most of the English-speaking 
 families, who naturally wish their children to have such companion- 
 ships and associations in school as shall tend to develop solidarity 
 and stability with respect to the language, ideals, traditions, and cus- 
 toms of America, this overwhelming preponderance of orientals is 
 
THE PUBLIC HIGH SCHOOLS. 
 
 219 
 
 so disturbing that it constrains many who can not afford the expense 
 to send their children to the private schools. 
 
 Judged from this immediate and intimate personal standpoint, the 
 great influx of the orientals into the high schools seems very unfor- 
 tunate, yet we must consider the great and imminent need of Amer- 
 icanizing these children who come from families whose language and 
 ways are so different from ours. The task of converting them into 
 loyal and understanding Americans, which is fundamental to 
 Hawaii's peace and safety, is truly a stupendous one because of their 
 great aggregate numbers ; so all forward-looking Americans must re- 
 joice that so many of them are eager to attend the high schools. In 
 these schools they are constantly under the influence which loyal, in- 
 tellififent, and well-trained American teachers, wide-awake and de- 
 voted to the problem, are bringing to bear on them; and this is a 
 great gain. Necessarily the first and absolutely indispensable step 
 in this direction is to increase the high-school accommodations until 
 they are adequate. The next is to broaden and enrich the curriculums 
 and organization until the high schools can offer even more than the 
 private schools now offer of what is best and most valuable in sec- 
 ondary education. 
 
 PROMOTIONS AND FAILT'RES IN HIGH SCHOOLS. 
 
 The disparity between the enrollments of the higher and lower 
 classes shown in the total enrollment by grades brings us sharply up 
 against the question as to how many high-school pupils are failing 
 and how many are dropping out of school. The following table, 
 taken from the 1917-18 report of the superintendent of public instruc- 
 tion, gives the facts as to numbers and percentages of failures and 
 eliminations from school at that time. 
 
 The average per cent promoted is taken from the total enrollment 
 for each class and the total promotions. The average per cent of 
 eliminations is taken from the total enrollment and the total number 
 
 leaving school. 
 
 The table follows : 
 
 Pupil promotions and failures in puhlic high schools, Hairaii, 1911-18. 
 
 RECORD OF FIRST-YEAR PUPILS. 
 
 
 Septem- 
 ber roll. 
 
 ■ 
 
 Left 
 school. 
 
 Number i Number 
 
 pro- on con- 
 
 moted. 1 dition. 
 
 K„Tv>hpr Percent Percent 
 failed. j^^^p^ inated. 
 
 McKinlev high 
 
 299 
 71 
 19 
 10 
 
 73 128 53 
 6 ' 40 15 
 2 : 5 4 
 
 i 5 2 
 
 45 42. 8 24. 4 
 
 miohigh 
 
 12 ' 56.3 8.6 
 8 ; 26. 3 10. 5 
 
 Kauai high 
 
 Totals and averages 
 
 3 : 50.0 .0 
 
 399 
 
 81 178 72 68 44. 6 20. 3 
 
 
 
 
 
 10146°— 20- 
 
 -15 
 
220 
 
 A SURVEY OF EDUCATION IX HAWAII. 
 
 rupil promotions ami failures in public hifih schools, Baiuaii, 1917-18 — Contd. 
 
 RECORD OF SECOND-YEAR PUPILS. 
 
 McKinley high 
 
 U7 
 
 58 
 8 
 12 
 
 17 
 14 
 2 
 
 
 78 
 11 
 
 11 
 6 
 
 
 
 
 11 
 
 2 
 
 
 1 
 
 66.7 
 62.1 
 75.0 
 91.7 
 
 14.5 
 
 Hilo high 
 
 24.1 
 
 Maui high 
 
 2.5.0 
 
 Kauai high 
 
 .0 
 
 Totals and averages 
 
 195 
 
 33 
 
 131 
 
 " 
 
 14 
 
 67.1 
 
 16.9 
 
 RECORD OF THIRD-YEAR PUPILS. 
 
 McKinley high. 
 
 Hilo high , 
 
 Maui high 
 
 Kauai high 
 
 Totals and averages. 
 
 65 
 
 78.0 ' 
 70.8 ■ 
 
 57.1 j 
 83.4 i 
 
 6.0 
 
 16.6 
 
 .0 
 
 16.6 
 
 74.7 
 
 9.2 
 
 RECORD OF FOURTH-YEAR PUPILS. 
 
 McKinley high. 
 
 Hilo high :.. 
 
 Maui high 
 
 Kauai high 
 
 Totals and averages. 
 
 42 
 
 3 
 
 37 
 
 
 
 2 
 
 88.1 
 
 24 
 
 1 
 
 18 
 
 4 
 
 1 
 
 75.0 
 
 9 
 
 
 
 9 
 
 
 
 1 
 
 100.0 
 
 2 
 
 1 
 
 
 
 
 
 1 1 
 
 .0 
 
 77 
 
 5 
 
 64 
 
 4 
 
 4 
 
 83.1 
 
 7.0 
 
 4.3 
 
 .0 
 
 r.0.0 
 
 6.5 
 
 The low percentages of promotions and the high percentages of 
 eliminations, especially in the first two years, is noteworthy. There 
 seems in the past to have been a settled policy to eliminate the 
 " unfit " in the ninth and tenth grades. After the initial slaughter, 
 apparently either more mercy has been shown or only the " fit " have 
 survived, for the percentages of promotions steadily increase and the 
 percentages of eliminations steadity deci'ense as we ascend the grades. 
 The large percentages of failures and eliminations seem not only to 
 have been tolerated but also justified by the department of public 
 instruction in the past. The idea that the school should in any way 
 modify itself to fit the needs and the capacities of the pupils seems 
 not to have taken hold on either the teachers or supervisors to any 
 considerable extent. Happily a change in attitude with reference to 
 failures and eliminations has recently taken place. 
 
 Records for 1918-19 show that in the McKinley High School 46 
 out of 515, or 9 per cent, failed of promotion and dropped out. In 
 the Hilo High School 12 out of 160, or 7| per cent, failed. Of these, 
 5, or 3 per cent of the total, dropped out at the end of the year. In 
 the Kauai High School 2 out of 35, or 6 per cent, failed, and 5 of the 
 35, or IJ per cent, dropped out at the end of the year. Data from the 
 Maui High School were not obtained. 
 
 The contrast betAveen these figures and those for 1917 is striking. 
 They indicate a change of policy in the right direction. The result, 
 however, is not due to any radical change in the curriculum. When 
 supervisors call attention to the fact that there are too many failures. 
 
 I 
 
THE PUBLIC HIGH SCHOOLS. 221 
 
 teachers usually respond by marking the pupils higher. Kelatively 
 few of them react by suggesting curriculum changes or modifying 
 their methods of teaching. Probably there has been more assiduous 
 drilling and coaching, and a less drastic administration of examina- 
 tions. Eliminations are caused mostly by failures, and failures may 
 be caused eithe;r by lack of native ability or of sufficient maturity, 
 or of adequate and thorough training in the grades below the one 
 in which the failure occurs. ISlore often, however, failure occurs 
 because one or more of the studies makes no vital appeal to the pupil, 
 who, therefore, does not become interested sufficiently to apply him- 
 self to the work. Sometimes the failure of the study to make a vital 
 appeal is due to its remoteness from the pupiFs interests and needs, 
 and sometimes it is due to the teacher's lack of knowledge, of skill, 
 and of sympathetic insight into liis tendencies and points of view. 
 
 In the case of the Hawaiian public high schools the language diffi- 
 culties already mentioned undoubtedly add another potent factor to 
 the school mortality problem. When there are in the class a large 
 number of pupils whose language difficulties cause them to think and 
 speak haltingly, many of these will become discouraged, and will 
 ultimately fail. The damage, however, does not end there, for other 
 children, who have no language difficulties of a serious nature, are 
 held back, neglected, or become insufferably bored. These, therefore, 
 contract habits of idleness because of the slow movement of thought 
 and action during the lessons. 
 
 Such being the situation, the correct solution of the failure and 
 elimination problem must be found through several lines of endeavor. 
 
 1. In the elementary schools there must be more thorough and more- 
 intelligent teaching, a more varied and more vitalized curriculum, 
 more care and discrimination in making promotions, and some sys- 
 tematic provision for educational and vocational guidance, beginning 
 with the sixth or seventh grade and extending through the high 
 school. 
 
 2. The high school program of studies must be thoroughly recon- 
 structed to provide curricula of different sorts, adapted to different 
 groups of pupils. The pupils of anj large high school fall naturally 
 into several groups. Those of a given group have interests, capaci- 
 ties, and needs that are generally similar vrithin the group but some- 
 what different from the interests, capacities, and needs of those be- 
 longing to other groups. It is not very difficult to segregate pupils 
 into such groups and provide a curriculum for each. Such curricula 
 should have a certain amount of flexibility and should be so organized 
 that a pupil may change from one to the other if, after a trial in 
 one, it becomes evident that he has not chosen wisely. In the next 
 section the curriculum problem will be considered. 
 
222 A SURVEY OF EDUCATION IN HAWAII. 
 
 3. THE CURRICULUMS. 
 
 In modern educational terms the entire list of subjects or studies 
 offered by a school is called the irrogram of studies. A single sub- 
 ject to be pursued for a definitely prescribed time and in a definite 
 manner is called a course of study. Two or more courses of study in 
 the same subject or in closelj^ related subjects arranged so as to be 
 pursued in consecutive years constitute a sequence of courses. A 
 definite group of sequences and single courses arranged so as to afford 
 a special type of training suited to the needs of a group of pupils who 
 have somewhat similar aims and abilities is called a curriculum. 
 
 According to the best present opinion a large public high school 
 should offer a comprehensive program of studies grouped in diff'erent 
 curriculums, one for each typical group of pupils, so far as such 
 typical groups exist in the communitj^ and so far as it is feasible to 
 carry on efficiently the various courses involved. Thus pupils are 
 required to pursue definite courses of training rather than tdmlessly 
 or capriciously to choose studies. 
 
 In the building of curriculums it is deemed wise to require of all 
 candidates for graduation certain courses that are fundamental to 
 the needs of all. These are placed in all the curriculums and are 
 called constants. Also, in order that all pupils may be required to 
 gain a certain minimum of breadth in knowledge and experience, and 
 at the same time be held to continuous and sustained purpose and 
 effort, it is held by the best authorities that each curriculum should 
 require for graduation the completion of at least two major sequences 
 of three or four years each and two minor sequences of two years each. 
 A course requiring five 40-minute recitation periods per week for one 
 school year of not fewer than 36 weeks, or the equivalent of 120 hours 
 (7,200 minutes) is called a unit course. This is the minimum value. 
 In the best schools the unit represents more time, as it is considered 
 that a recitation period of 45 minutes and a school year of 38 to 40 
 weeks is desirable. For shop and laboratory work, double periods 
 are necessary for the best results, and a double period of such work, 
 not requiring preparation by the pupil outside the shop or laboratory 
 is rated as equivalent to a single period of recitation requiring outside 
 preparation. 
 
 CURRICULUMS OF THE MCKINLEY HIGH SCHOOL. 
 
 The table which follows shows the curricuhuns of the McKinley 
 High School. These are the same as those prescribed by the depart- 
 ment of public instruction for all the high schools, except that some 
 studies have been added as electives. These are health and sanita- 
 tion, economics, and sociology. 
 
THE PUBLIC HIGH SCHOOLS. 223 
 
 CiirricHlunis — McKinlcij Pi'hlic HigJt School. Haa-dii. 
 
 Grade. 
 
 College entrance. 
 
 General. 
 
 Business. 
 
 Ninth (4 
 
 English. 
 
 English. 
 
 English. 
 
 units). 
 
 Algebra. 
 
 A Igebra . 
 
 Commercial arithmetic and 
 
 
 Foreign language. * 
 
 Foreign language. 
 
 rapid calculation. 
 
 
 History. 
 
 History. 
 
 Spelling and penmanship. 
 History. 
 
 
 General science. 
 
 General science. 
 
 
 
 
 General science. 
 
 
 
 
 Foreign language. 
 
 Tenth 1 1 
 
 £■7?^/^.^.^. 
 
 English. 
 
 English. 
 
 units). 
 
 Plane geomcirij. 
 
 Plane geometry. 
 
 Boolkeepiiig. 
 
 
 Foreign language. 
 
 Foreign langu^ige. 
 
 Typetiriting. 
 
 
 History. 
 
 History. 
 
 Foreign language. 
 
 
 Biology. 
 
 Biology. 
 
 Biology. 
 Algehra. 
 
 Eleventh (i 
 
 English. 
 
 English. 
 
 English. 
 
 units). 
 
 Advanced alge])ra. 
 
 Advanced algebra. 
 
 Shorthand. 
 
 
 Foreign language. 
 
 Foreign language. 
 
 TypeirriHng. 
 
 
 English history. 
 
 English history. 
 
 Bookkeeping. 
 
 
 Health and sanitation. 
 
 Health and sanitation. 
 
 Health and sanitation. 
 
 
 Sociology. 
 
 Sociology. 
 
 Sociology. 
 
 
 Chemistry. 
 
 Chemistry. 
 
 Chemistry. 
 Plane geometry. 
 
 Twelfth (i 
 
 English 
 
 English. 
 
 English. 
 
 units). 
 
 United States History and 
 
 United States History and 
 
 United States Hi^'ory and 
 
 
 Government. 
 
 Government. 
 
 Government. 
 
 
 Foreign language. ' 
 
 Foreign language. 
 
 Shorthand. 
 
 
 Physics. 
 
 Physics. 
 
 Typeicriting. 
 
 
 Health and sanitation. 
 
 Solid geometry and trigo- 
 
 Solid geometry and trigo- 
 
 
 Economics. 
 
 nometry. 
 
 nometry. 
 
 
 Solid geometry and trigo- 
 
 Economics. 
 
 Economics. 
 
 
 nometry. 
 
 
 Sociology. 
 
 Health and sanitation. 
 
 Physics. 
 
 Two periods per week of athletics or physical training are required 
 of all pupils. Courses printed in italics are recjuired. The others are 
 elective ; but a total of four full courses must be taken each year, 16 
 units being required for graduation. 
 
 On inspection of this table it becomes obvious that the first two 
 curriculums are identical excepting for one point — that a student in 
 the first curriculum may elect sociology in the eleventh grade or in 
 the twelfth, while one in the second curriculum may elect it only in 
 the eleventh. The only difference in the requirements is that in the 
 ninth and tenth grades all pupils in the college entrance curriculum 
 must take foreign language, algebra and geometry, and either his- 
 tory or science, while any pupil in the general curriculum may omit 
 either the language or the mathematics if he so desires, in which case 
 he must take both history and science. 
 
 It thus becomes clear that in reality there are but two curriculums, 
 the '' general" and the ^'business." Furthermore, the business cur- 
 riculum is different from the general only in that it requires tAvo 
 units of commercial work each year in addition to English and leaves 
 only one study instead of four to be chosen each year from the same 
 list of electives as that offered in the general curriculum. 
 
 Thus it may be seen that if a pupil elects the general course he 
 must take four units of English and one of United States history 
 
224 A SUEVEY OF EDUCATION IN HAWAII. 
 
 and civil government, and from the remainder of tlie program of 
 studies he may pick and choose according to his whims. If, how- 
 ever, he chooses the college preparatory curriculum he elects to be 
 held, besides the English and senior history, to two years of a foreign 
 language and two years of mathematics, and must exclude either his- 
 tory or science. If he chooses the business course his education is 
 made up of 12 required units, consisting of English, arithmetic, spell- 
 ing and i^enmanship, bookkeeping, shorthand and typewriting, and 
 only 4 units of such subjects as science, history, and economics, which 
 tend to develop thinking power, wisdom, and judgment, and also 
 furnish information of general value. 
 
 Judged from the standpoint of up-to-date school administration, 
 these curriculums are both narrow and chaotic, and they fail to meet 
 any of the standards enumerated in the opening paragraphs of this 
 section. There are no consistent major sequences excepting that in 
 English, which is prescribed for all, and there are only two minor 
 sequences, namely, ninth and tenth grade foreign language and ninth 
 and tenth grade mathematics. None of the- three curriculums re- 
 quires two major sequences and only one of them requires two minor 
 sequences. The English constant should be two units instead of four 
 (though three and four should be included as two of the major se- 
 quences offered), and there should be constants of two units in social 
 studies (history, econoinics, civics, etc.), and one of mathematics. 
 
 Also, m this Territory, where the general need of scientific intel- 
 ligence and the scientific attitude of mind is so pressing, at least 
 two units of science should be included among the constants. The 
 requirement made at McKinley of two periods per week of physical 
 training each year as a constant is in the riglit direction, but it would 
 be better to make it five periods. The offerings in foreign lang'uage 
 consist of four years of Latin or of French or of Spanish. There is 
 at McKinley no provision for manual arts and there is very inade- 
 quate provision for household arts. There are no significant modern 
 sequences of courses in music and art. In the judgment of the mem- 
 bers of the survey commission the high-school curriculums are in 
 urgent need of a thoroughgoing ovei^hauling. 
 
 NEW CURRICULUMS RECOMMENDED. 
 
 The survey commission recommends that five different curriculums 
 be adopted and put into service in each of the high schools. The 
 changes should be made as rapidly as Territorial and local condi- 
 tions become such that these curriculums may be carried out with 
 reasonable efficiency and economy. 
 
 The five curriculums that are recommended are shown in tabular 
 outlines below. Their names and the groups of students for whom 
 they are designed are as follows : 
 
THE PUBLIC HIGH SCHOOLS. 
 
 225 
 
 1. The arts preparatory curriculum. — For all students who intend 
 entering generarl college courses leading to a bachelor's degree in arts 
 or philosoph}'. 
 
 2. The science -preparatory curriculurn. — For all students who in- 
 tend entering scientific courses in colleges or technical schools, or 
 colleges of engineering, agriculture, medicine, veterinary medicine, 
 or dentistr3% and whose strongest intellectual interests are in science 
 and mathematics. 
 
 3. The comrtiercial curHculum. — For those who intend, after leav- 
 ing high school, to enter immediately into business occupations. The 
 first two years of this curriculum furnish a fair course of training 
 for those who can not continue through four years. 
 
 4. The industrial curriculum. — For those who do not desire or can 
 not plan to pursue higher technical or engineering courses, but whose 
 tastes and abilities are such as to incline them toward production in 
 mechanical and industrial lines of work. This is not a course for 
 training these to start as skilled mechanics in any particular line. It 
 is not a trade course, but is intended to give a background and intel- 
 lectual insight into the sciences, materials, tools, and processes which 
 underlie production in all mechanical industries. Bo^^s trained in 
 this course should be able to enter shops as apprentice draftsmen and 
 machinists and work up rapidly to positions as skilled and intelli- 
 gent workmen, foremen, contractors, or proprietors of small repair 
 shops ; or if they have first-rate ability, to attain ultimately to posi- 
 tions of responsibility in the management of larger industrial plants. 
 
 5. The home-economics curriculum. — For those girls who do not 
 intend to enter college nor to go into business occupations, but whose 
 main interests are in the activities that center in the home and com- 
 munity life. This curriculum will afford a good all-round training 
 for the woman citizen, as well as specific training in the science and 
 art of home making. 
 
 The details of these curricula are set forth in the tables which 
 follow : 
 
 The arts preparatory curriculum. 
 
 Courses. 
 
 Ninth grade. 
 
 Tenth grade. 
 
 Eleventh grade. 
 
 Twelfth grade. 
 
 Foreign language 
 
 I. • 
 
 II. 
 
 III. 
 
 IV. 
 
 English 
 
 I. 
 
 IL 
 
 Ill 
 or 
 III 
 or 
 Physics. 
 
 IV. 
 
 
 
 
 I. 
 
 II. 
 
 Ill 
 
 
 
 Natural science 
 
 Civic biolog\- 
 or 
 
 Community ci\-ics. 
 
 General geography 
 or 
 
 Ancient and me- 
 dieval history. 
 
 Chemistry or 
 physics (ill). 
 
 Social studies 
 
 Modem history 
 
 American history 
 
 
 and ci^-ics or 
 Problems of de- 
 mocracy. 
 
 Physical training 
 
 I. 
 
 II. 
 
 III. 
 
 IV. 
 
 Music or art or both may be elected for 3 periods per week. 
 
226 A SURVEY OF EDUCATION lis HAWAII. 
 
 The science ijreparatoru curriculum. 
 
 Courses. 
 
 Ninth grade. 
 
 Tenth grade. 
 
 Eleventh grade. 
 
 Twelfth grade. 
 
 Foreign language 
 
 I. 
 
 11. 
 
 III. 
 
 IV. 
 
 Mathematics 
 
 I. 
 
 II. 
 
 III. i 
 
 i 
 
 English 
 
 I. 
 
 11. 
 
 'i IV. 
 
 Social studies 
 
 Community civics 
 or 
 
 Ci-^ ic l)iology. 
 
 
 Modem history . . . 
 
 American history 
 and ci\ics or 
 Problems of de- 
 mocracy. 
 
 Natural science 
 
 General geography. 
 
 Physics 
 
 - 
 
 Chemistry. 
 
 Physical training 
 
 I. 
 
 II. 
 
 III. 
 
 IV. 
 
 Musicor art or mechanical drav.'ing and shop workmay ])e elected up to 3 additional periods per week. 
 The cohunerciaJ citrriculuin. 
 
 Courses. 
 
 Ninth grade. 
 
 Tenth grade. 
 
 1 
 Eleventh grade, j Twelfth grade. 
 
 Drawing and shop- 
 work— 
 
 
 
 I, II, or III, 
 or 
 
 I 
 or 
 
 Foreign language 
 I, or English 
 composition and 
 literature III, 
 or 
 
 Physics. 
 
 II, III, or IV, 
 or 
 
 _ 
 
 
 
 II 
 
 
 or 
 
 Language 
 
 English composi- 
 tion, spelling, 
 p unctuation, 
 literature I. 
 
 English composi- 
 tion, rhetoric, 
 literature. 
 
 Foreign language 
 11, or EngUsh 
 composition and 
 literature IV, 
 or 
 
 
 Natural science j... 
 
 Civic biology 
 
 or 
 Community civics. 
 
 General geography. 
 
 Chemistry, agri- 
 culture, or bot- 
 any and sugar 
 and pineapi;)le 
 technology. 
 
 Social studies 
 
 
 Modern history. 
 
 American history 
 and civics, or 
 Problems of de- 
 mocracy. 
 
 
 Mathematical studies. . 
 
 Commercial arith- 
 metic and book- 
 keeping. 
 
 Bookkeeping and 
 office practice. 
 
 Costs and con- 
 tracts, salesman- 
 ship, and adver- 
 tising. 
 
 Auditing, banking 
 and finance, in- 
 surance and in- 
 vestments. 
 
 Commercial studies 
 
 Stenography and 
 typewriting. 
 
 Stenography and 
 typewriting. 
 
 Office and factory 
 management, 
 personnel work, 
 elementary busi- 
 ness law. 
 
 Elements of eco- 
 nomics IV. 
 
 Physical training 
 
 I. 
 
 II. 
 
 III. 
 
 IV. 
 
 Penmanship, music or art, or mechanical drawing and shopwork may be elected in the first andfiecond 
 years up to three periods per week; also in the third and foiu-th years if fall courses in either of these 
 subjects are not chosen as indicated above. 
 

 THE PUBLIC HIGH SCHOOLS. 
 The industrial curriculum. 
 
 227 
 
 Courses. 
 
 Ninth grade. 
 
 Tenth grade. 
 
 Eleventh grade. 
 
 Twelfth grade. 
 
 Drawing and art 
 
 
 
 Freehand draw- 
 ing, color and 
 design I, 
 or 
 
 Freehand drawing, 
 co'-or and design 
 II, or perspective 
 and projection 
 
 Lan^ua.26 ... 
 
 English composi- 
 tion, spelling, 
 punctuation, 
 literature. 
 
 English composi- 
 tion, rhetoric, 
 literature. 
 
 or 
 Foreign language Foreign language 
 
 
 I, or English II, or i-mglish 
 compositionand composition and 
 literature III, literature JN, 
 or or 
 
 Mathematics 
 
 Algehra V or al- 
 gehra II, geome- 
 try II, graphs 
 and geometrical 
 construction I. 
 
 Plane and solid 
 geometry V, or 
 algebra II, geom- 
 etry II, graphs 
 and geometrical 
 construction I. 
 
 Advanced alge- Economics I\'. 
 bra, trigonome- 
 try, and eiemen- 
 tarv coordinate 
 g e m e t r y r 
 shop mathemat- i 
 ics. 
 
 
 Cor-munity civics. 
 or 
 
 Civic hiology. 
 
 
 Modem history. American history 
 
 
 1 and civics IV, 
 or 
 Problems of de- 
 mocracy. 
 
 1 
 
 Natural science 
 
 General geography. 
 
 Physics. Chemistry. 
 
 Industrial practice 
 
 Mechanical draw- 
 ing and wood- 
 work. 
 
 Drawing and cab- 
 inet making, 
 wood turning 
 andpattern 
 making or 
 benchmetal 
 work, or sheet 
 metal work. 
 
 Forge work, foun- 
 dry practice, or 
 drawing and 
 machine shop. 
 
 Machine drawing 
 andmachi ne 
 shop. 
 
 Physical training 
 
 I. 
 
 II. 
 
 III. R-. 
 
 Art or music may he taken each year as an additional part-unit, elective up to 3 periods per week, except 
 art in the third and fourth year, when full art courses are chosen as electives. 
 
 The home economics curriculum. 
 
 Courses. 
 
 Ninth grade. 
 
 Tenth grade. 
 
 Eleventh grade. 
 
 Twelfth grade. 
 
 Art . 
 
 Drawing, colo r 
 and design I. 
 
 Drawing, color 
 and design II. 
 
 Drawing, color 
 and costume de- 
 sign III, 
 or 
 
 Composition, liter- 
 ature, history of 
 literature III, 
 or 
 
 Sociology III. or 
 modem history. 
 
 Drawing, color 
 
 
 and interior dec- 
 oration IV, 
 or 
 
 English 
 
 Composition, spell 
 ing, punctua- 
 tion, literature I. 
 
 1 
 
 Composition, rhet- 
 oric, literature 
 11. 
 
 Composition, liter- 
 
 
 ature, history of 
 literature IV, 
 or 
 
 Socif I studies 
 
 Community civics 
 or 
 
 
 Economics IV, 
 
 
 American his- 
 torv and civics 
 ■ or 'Problems of 
 democracy. 
 
 
 j Civic biology. 
 
 General geography 
 
 Household physics 
 and chemistry. 
 
 Dietetics, care and 
 
 
 feeding of chil- 
 dren, first aid 
 and nursing. 
 
228 
 
 A SURVEY OF EDUCATION IX HAWAII. 
 
 The home economics curriculum.- — Continued. 
 
 Courses. 
 
 Ninth grade. 
 
 Tenth grade. 
 
 Eleventh grade. 
 
 Tv/elfth grade. 
 
 Home economics 
 
 Foods and cook- 
 ins; (3) I, tex- 
 tiles and sewing 
 
 (2)1. 
 
 Foods and cook- 
 in? (2) II. tex- 
 tiles and sewing 
 (3) II. 
 
 Dressmaking and 
 millinery III. 
 
 Household man- 
 agement, house- 
 wifery, budgets, 
 and accounts, 
 laimdry IV. 
 
 Physical training 
 
 I. 
 
 11. 
 
 III. 
 
 IV. 
 
 Music may be taken each year as an elective fractional imit up to three periods per week. Two, three, or 
 four units of Latin or a modern language, or one, two, three, or four full units of music, or one. two, or three 
 units of mathematics may be elected instead of art. if Avith the formal approval of the principal. 
 
 CURRICULUM CHARTS EXPLAINED. 
 
 These curriculum charts are for the most part self-explanatorj^ to 
 those who are familiar with current curriciilimi discussions. Read- 
 ers of this report who desire to inquire in detail into the character 
 and content of the sequences of courses, and the justification for them, 
 will find a rather extended explanation of their nature and educa- 
 tional values in part 2, Chapter II of tho report of a survey of The 
 Public School System of MeiivpMs^ Tennessee^ Bulletin, 1919, No. 50, 
 U. S. Bureau of Education, Washington, D. C. The space -and time 
 limitations of this report do not admit of extended discussion of 
 them here, but a few explanatory comments are necessarj^ All five 
 of these curriculums conform to the principles of constants and 
 major and minor sequences that have been mentioned in the earlier 
 parts of this section. 
 
 In "foreign language" the school should offer a choice among 
 four-year sequences of Latin, French, or Spanish, and also, if suffi- 
 cient numbers of pupils wish to take them, of Chinese and Japanese. 
 Knowledge of these latter languages by a considerable number of 
 Am.erican citizens in Hawaii seems to the survey commission to be 
 full}^ as important to the islands and to many individuals as a 
 knovvdedge of French or Spanish could possibly be, and the colleges 
 should recognize this and accept them for entrance units on equal 
 terms with the classical and romance languages. The educational 
 leaders in the islands should unite in demanding this of the col- 
 leges, and they should direct the students away from those colleges 
 that refuse to accredit these languages and toward those that are 
 Avilling to do so. The University of Hawaii should take the lead in 
 this movement. 
 
 Community civics and civic biology are courses which are of quite 
 recent development, but which have come to be recognized as of very 
 great value. Their general content is somewhat similar, but they 
 differ in their attitude and mode of approach. Both treat of per- 
 
 ! 
 
THE PUBLIC HIGH SCHOOLS. 229 
 
 sonal, home, and community health and Aveifare. Both involve first- 
 hand study by observation of community organization and activities 
 and of public projects and cooperative control for the common good ; 
 but community civics approaches these problems more from the socio- 
 logical, political, and historical standpoints, while civic biology ap- 
 proaches them from the standpoints of the biological and physical 
 sciences. Both are intended to train pupils bj^ observation and prac- 
 tice in cooperation for the common good, but the former appeals more 
 to children who are historicalh^ and politically minded, while the 
 latter appeals more to those who are scientifically inclined. 
 
 General geography is also a recent development. It means mainly 
 politico-economic geography based on a brief preliminary study of 
 physical and regional geography, considered rather more from the 
 social, commercial, and industrial viewpoint than from the geo- 
 logical and physical viewpoint. It 'is intended to replace the half 
 year of physiography and the half year of commercial geography 
 which have conmaonly . prevailed in high schools and have been so 
 unsuccessful in arousing and holding interest that the}^ have been 
 replaced b}^ " general science." Our recommendation is that " gen- 
 eral science " be pushed down to the seventh and eighth grades and 
 that " general geography " be required of all students in the second 
 year excepting those in the arts preparatory, in which this subject 
 is made optional with ancient and medieval history. 
 
 SOLVING THE ENGLISH PEOBLEM. 
 
 The type of English secjuence that is generally in vogue in the 
 States is not suited to the needs of large numbers of the pupils in 
 Hawaiian schools, those who come from non-English-speaking fam- 
 ilies. For these the English work from the bottom to the top should 
 be changed, and they should be taught in different classes. This is 
 the onh^ way that they and the others also can get equality of oppor- 
 tunity. Their English work from the first grade to the twelfth 
 should consist of much intensive drill work in both oral and written 
 English. There should be much repetition and concert drill on pro- 
 nunciation and word forms, such as plurals, use of prepositions, verb 
 tenses, relative pronouns, participles, conjunctive adverbs, etc. This 
 drill should not be on grammatical defixuitions, conjugations, parsing, 
 and analysis as such, but on the use of the proper combinations in the 
 sentences which the pupils use in recitation and in oral and written 
 composition. The literature studied should be of a simpler and more 
 modern character, such as is found by trial to present the strongest 
 possible appeal to the interest and understanding of these pupils. 
 The main requirement is that the literature treat of subjects appeal- 
 ing to minds of greater and greater maturity as it goes up through 
 
230 A SURVEY OF EDUCATION IN HAWAII. 
 
 the grades, but always in simple and concrete language. The class 
 study of literature should be intensive, and always mainly directed 
 toward a thorough understanding of the meaning. The test of un- 
 derstanding by the pupils sliould be their abilii}^ to tell in .their own 
 words the meaning, implications, and applications of the passage; 
 not so much tg recite these to the teacher, but to discuss them with 
 one another with spirit and wdtii thought. 
 
 In the higher grades of the high school there should be more study 
 and drill on the use of figures of speech, aimed alwaj^s toward help- 
 ing to the understanding and use of the more abstract language in 
 which moral, civic, religious, poetical, and political ideas are ex- 
 j)ressed. It must never be forgotten that to young people who have 
 not learned it in the home, as we ourselves have learned it, English 
 is a foreign language and we can not teach it to them successfully if 
 we teach it only out of readers in the same way that we teach our 
 own children in school. The latter learn to speak it before they learn 
 to read it. That is the " natural method,^' and English must be 
 taught to non-English-speaking school children by the natural 
 method, as French and Spanish, and even Latin, ought to be taught 
 to high-school children. This discussion should furnish food for 
 thought for those modern-language teachers v^ho are using the gram- 
 mar and reader method of teaching those languages almost to the 
 exclusion of the " natural " or conversational method. 
 
 The desirability of establishing four-year high-school sequences in 
 manual arts and household arts has come to be very generally rec- 
 ognized, even in quarters where such sequences are not now in opera- 
 tion. 
 
 On the other hand, the great educational value of the four-year 
 sequences of music, art, and physical training has not yet com^e to be i 
 so widely recognized, and these are found occupying really important 
 places in the curriculums in only a few of the most progressive city 
 and rural districts. 
 
 Art and m.usic courses are very important from the standpoint ox 
 giving training in appreciation and in developing the sesthetic side 
 of character. They also tend to develop habits, tastes, and abilities 
 of great value to individuals and groups for the profitable and 
 uplifting enjoyment of leisure hours. Now that laborers and others 
 have more leisure, it is very important that the rising generation be 
 trained in the habits of employing this time constructively and not 
 destructively. 
 
 The statistical information as to the physical condition of drafted 
 men which was brought to light during the war has awakened the 
 ■whole country to the need of universal physical training. The facts 
 thus revealed furnish all the argument that is needed to establish the 
 four-year sequence of physical training as a constant in all high- 
 
 I 
 
THE PUBLIC HIGH SCHOOLS. 231 
 
 school curriculums. Authorities on school hygiene maintain that 
 such a requirement does not interfere with carrying a reasonable 
 burden of intellectual work. On the contrary, they adduce much 
 eyidence tending to proye that the students can carry a normal 
 amount of intellectual work, and do it better, in connection with a 
 daily period of physical exercise and training than they can without 
 it. Physical training is yital not only for building a good body, the 
 foundation of all personal efficiency, but also for forming habits and 
 abilities for the useful employment of leisure hours. For further 
 discussion and description of such sequences of music, art, and 
 physical training, readers are referred to the special bulletins of the 
 United States Bureau of Education on those subjects, and also to 
 the report of a suryey of The PvMlc School System of Memphis. 
 Tenn. (Bulletin, 1919, Xo. 50. pt. 2). 
 
 4. THE TEACHERS. 
 
 In such qualities as personality and the type of leadership that 
 secures cheerful obedience and good cooperation from pupils, the 
 high-school teachers of the Territory generally rank well. They will 
 ayerage with those in the better high schools on the mainland. The 
 same may be said as to their scholarship and intellectual abilities. 
 
 The best means of judging of the latter qualities, other than by 
 classroom yisitations and conference, is that of their records of train- 
 ing and teaching experience. A good scholastic record, together 
 with a record of from 5 to 20 years of experience in good schools, 
 especially in connection with a steady rise in rank and salary, raises 
 a yery strong presumption that the teacher who has such a record is 
 more than ordinarily successful and able in school work. 
 
 TRAIXIXG OF PUBLIC HIGH- SCHOOL TEACHERS. 
 
 The table which follows shows the distribution of the teachers in 
 the four high schools according to the amount of high-school and 
 college training that they haye had. The classification had to be 
 forced slightly in some cases in order not to make too many groups ; 
 but the table is accurate enough to show the general trend of the 
 indiyidual facts from which it has been compiled. In this table 
 four years of training bej'ond elementary school usually means 
 graduation from a standard high school or academy; but it may 
 mean an equiyalent taken in a three-year high school and a normal 
 school. Six years beyond elementary school usually would mean the 
 equiyalent of four years in high school and two in a standard normal 
 school or college. 
 
 The percentage of those holding degrees is seen to be larger in 
 McKinley and Hilo than in Maui and Kauai. The poorer showing 
 
232 
 
 A SURVEY OF EDUCATIOl^ IN HAWAII. 
 
 for the two latter schools, however, is more apparent than real, for 
 in the small schools tiie whole nmnber of teachers is small, and the 
 number of vocational teachers necessary to carry on these types of 
 work is larger in proportion to the whole number of teachers. In 
 general it is the vocational teachers who lack college degrees, though 
 in one of the cases in Maui it is a modern language teacher, with 
 much continental training in languages, and in one of the cases in 
 Hilo it is a competent English teacher with much special training 
 in English but without a complete college course. 
 
 Advanced traininfi of public high-school teachers, Hawaii, showing years 
 expended and degrees received. 
 
 McKiii- 
 ley. 
 
 Hilo. 
 
 Maui.i 
 
 Kauai. 1 I Total. 
 
 Ten years or more and master's degree 
 
 Nine years up to 10 and master's degree... 
 Nine years or more and bachelor's degree. 
 Eight years up to 9 and bachelor's degree. 
 
 Six years up to 8 
 
 Four years up to 6 
 
 Less than 4 years 
 
 Total 
 
 Percentage with 8 or more years' past elementary 
 training and holding degrees .' 
 
 60 
 
 79 
 
 1 Including principals. 
 
 From this table it is seen that, in training, four-fifths of these 
 teachers rank high among American high-school teachers. The pro- 
 portion of those holding master's degrees is not so high as in Cali- 
 fornia, where a master's degree is generally required ; but it is higher 
 than in the South and in most of the States of the East and Middle 
 West. The teachers who hold no degree are almost without excep- 
 tion commercial or manual arts or household arts teachers. For 
 these branches the supply is far below the demand, and it is exceed- 
 ingly difficult to get teachers properly trained in these special sub- 
 jects who are also graduates of standard collegiate institutions. The 
 inference is that the island authorities are holding as strictly as is 
 possible to a high standard of training for their high-school teachers. 
 They can probably do no better unless the salary scale can be placed 
 so far above those in the States that they can attract the best-trained 
 and highest-paid feachers away from the mainland. 
 
 The table which follows shows the number of teachers in the high 
 schools that have taught for less than two years, for more than five 
 years, or for periods from two to five years, inclusive. It will be 
 seen at a glance that relative! 5^ only few of the teachers are inexpe- 
 rienced, and that a large majority have taught for more than five 
 years. The next table shows the facts in slightly greater detail for 
 McKinley High School only. The two tables show that the policy 
 
THE PUBLIC HIGH SCHOOLS. 
 
 233 
 
 is to secure and hold teachers who have experience as well as 
 thorough training. This policy is highly to be commended. 
 
 Distribution of iJiiblic hi<jli school teachers by years of experience and schools, 
 
 Hairaii. 
 
 Experience of teachers. 
 
 McKinlev 
 
 High ' 
 
 School. 
 
 Hilo 
 
 High 
 
 School.i 
 
 Maui 
 
 High 
 
 School. 1 
 
 Kauai 
 
 High 
 
 School. 1 
 
 Total. 
 
 T.pss than 2 ve?rs 
 
 1 
 
 2I 
 72.4 
 
 1 
 6 
 
 50.0 
 
 1 
 3 
 3 
 43.0 
 
 
 2 
 3 
 
 e;o.o 
 
 3 
 
 rrom. 2 to 5 vears 
 
 18 
 
 
 34 
 
 
 61.8 
 
 
 
 ' Including principal. 
 Total experience of teachers by years, McKinley High School, Hawaii. 
 
 Experience of teachers. 
 
 Totalele- 
 mentarj- 
 and high 
 schools. 
 
 In high 
 schools. 
 
 In 
 McKinley 
 
 
 11 
 3 
 9 
 4 
 
 
 
 16 
 
 ^ 
 
 1 
 1 
 
 
 1:4 
 
 
 4 
 
 11 to 15 vears 
 
 
 
 16 to 20 years . . 
 
 1 
 
 
 
 
 
 
 
 
 
 Total nujoaber of teachers 
 
 29 
 11.6 
 
 29 
 4.7 
 
 29 
 
 
 3.1 
 
 
 
 The "median teacher"' in McKinley High School has had approximately 12 years' total experience, 5 
 of which has been in iiigh schools and 3 of which has been in McKinley. This does not mean any one par- 
 ticular individaal. It means that for each of the three kinds of experience half the teachers have had 
 the median amount or more and half have had the median amount or less. 
 
 Eight of the 21 teachers, who have taught fewer than five years 
 in McKinley, are new to that school this year; and 4 of the 16, who 
 have taught fewer than five years in the high schools, are in their 
 first 3vear of high-school experience. Ten of the 13 teachers in Hilo 
 are new to the school this year. The principal attributes the turn- 
 over to dissatisfaction with living conditions. 
 
 These facts call attention to one of the serious problems in con- 
 nection w^ith teachers in the islands. Many of them are birds of 
 passage. They come and go, so that the principals have to assimilate 
 a considerable proportion of new teachers each year. This makes 
 it more difficult for them to maintain a steady school policy. They 
 do surprisingly well, under the circumstances, in maintaining a 
 corps of teachers with unified school aims. 
 
 EFFICIEXCY OF CLASSROOM WORK. 
 
 Since teaching is the supreme function of the school, the most 
 important single task of a survey is to find out how well the teachers 
 are doing their work. For this purpose the major part of the time 
 of one member of the commission was given to actual classroom 
 visitation, in the high schools and private schools. Practically all 
 
234 A SURVEY or education m hawaii. 1 1 
 
 the teachers in the high schools were visited by one or another of the 
 commission. The observations made serve to confirm the inferences I 
 to be drawn from the teachers' records of training and experience . ' 
 which have been briefly summarized above. The teachers are strong, . 
 well poised, and, almost without exception, have good control. In [ 
 classroom technic and in the responses they get from their pupils, -: 
 most of them would rank with the average of the teaching force in 
 American cities of 50,000 population and over; while a few would 
 rank as superior teachers, or within the best 25 per cent. 
 
 All of them are careful and conscientious in their work so far as 
 observation could determine. All seem to have the confidence and 
 good will of their pupils, who respond with reasonable though not 
 remarkable effort in class work, and with excellent deportment. 
 
 The members of the commission did not observe a single case of 
 conduct which merited condemnation. Xo more dignified and well- 
 mannered pupils can be found anywhere than those of the Hawaiian 
 high schools. 
 
 The general and professional scholarship of the teachers is dis- 
 tinctly above the average. Many of them have taken much more 
 training than shows on the face of the preceding tables : for, while 
 not a great proportion have master's degrees, the majority have taken 
 graduate work in summer terms amounting to one, two, or three years 
 beyond that required for a bachelor's degree. Nearly all have had 
 the equivalent of 11 semester hours of college work in psychology and 
 education. Xearly all of them use very good English, which is an 
 indispensable qualification anywhere, though it is not by any means 
 always present. It is a quality that counts tremendously here, on 
 account of the language difficulties of the pupils. 
 
 IMPORTANT POINTS IN TEACHING jIETHOD. 
 
 Some general comments and criticisms of a ver}^ definite character 
 may be made on the methods used. 
 
 1. The recitations are generally too formal, consisting for the most 
 part of questions and answers or topical recitations only, and ap- 
 parently aimed mainly at finding out whether the pupils have com- 
 mitted to memory the substance of what is to be found in the text. 
 Very few real thought questions are asked, and there is very little 
 
 'to 
 
 of evidence, and reaching conclusions through informal debate. On 
 the part of the pupils there is too much reciting to the teacher and not 
 enough talking to the class. The teachers do not as a rule make 
 enough use of visual aids, such as maps, pictures, charts, specimens, 
 lantern slides, and the like. There is too little consulting of reference 
 works with well organized reports to the class on the questions sub- 
 mitted for reference. 
 
THE PUBLIC HIGH SCHOOLS. 235 
 
 The socialized recitation, in which the teacher as it were directs 
 the classroom work, from the wings and keeps off the center of the 
 stage and out of the spotlight, is very little used. This form of 
 recitation, in which the pupils elect a chairman and a secretary and 
 carr}^ on a formal parliamentary or an informal round table discus- 
 sion of debatable questions arising out of the lessons, is very success- 
 ful in arousing interest and getting independent study and thinking. 
 It has to be handled with skill and careful planning beforehand, how- 
 ever; and the teacher must use good judgment as to when to keep 
 out, just how and when to direct the discussion in order to keep it 
 on the track, and just what and how much to say in simiming up and 
 clarifying the discussion at the end. Good coaching of the leaders 
 beforehand also is necessary. 
 
 2. ]\Iost of the teachers do not carefully distinguish between the 
 kind of subject matter, on the one hand, that calls for the fixing of 
 memory connections or the formation of habits and the acquisition 
 of skill, and the kind on the other hand that involves problems and 
 calls for real thinking. The former kinds of subject matter, such as 
 learning quotations, learning definitions, rules, language inflections 
 and phrases, mathematical processes, writing, typing, etc., call for 
 many repetitions with interest and concentrated attention. In these, 
 therefore, pupils should work in concert drills, all doing or saying the 
 same thing simultaneously, and they should be speeded up as fast 
 as they can go without making too many mistakes. When pupils are 
 called on to recite singly and serially on such material, only the one 
 reciting is interested, and the rest are mentally passive. Hence, if 
 there are 20 in the class, each pupil does one-twentieth of the work he 
 would do if all worked in concert. It is easy for a skilled teacher to 
 pick out the laggards in concert work, and make only these recite 
 singly. He can easily encourage and inspire these slow ones to extra 
 effort in keeping with the rest and avoiding mistakes. If there are 
 many slow ones, the speed should be reduced slightly at first and then 
 gradually increased. Teachers who have not been accustomed to use 
 this type of concert work and speeding up in the memory work of 
 foreign languages, of English grammar and literature, and of mathe- 
 matics, are not aware of the intense interest and rapid progress that 
 result from well organized and skillfully directed drills of this nature. 
 
 With material requiring thought, the procedure must be different. 
 Only one pupil must be called on at one time ; and that one must be 
 given opportunity for a short period of reflection. The teacher must 
 not allow other pupils to interrupt or interfere or suggest, until the 
 one called on has had this chance for reflection and for framing his 
 reply. After a brief time has been giA'en. howcA^er (good judgment 
 being used not to make it too long or too short) . if the pupil called on 
 10146°— 20 16 
 
236 A SURVEY OF EDUCATION IN HAWAII. 
 
 does not oifer something logical leading toward the solution of the 
 problem, others should be called on singly for suggestions. The pupil 
 should then be given another chance. If he then fails, the question 
 should be passed to another. The teacher should search the material 
 of each lesson for problems. He should also incite the pupils to 
 search for such problems, to ask questions, and to propose questions 
 for discussion. He should frame his questions carefully, so as to 
 bring the essential elements of the problem clearly before the pupils. 
 The question, however, should never suggest the answer, for in that 
 case the pupil does not think. He merely guesses at what is in the 
 teacher's mind. 
 
 One of the most common and vicious classroom faults is that of 
 permitting " volley answers " to thought questions. That is, the 
 teacher asks the question of nobody in particular, and several pupils 
 answer at the same time, with little or no reflection. This is cjuite 
 different from a concert response, where the same thing exactly is 
 to be said or done by all. If the question is so framed as to require 
 any thought, each pupil who answers will say something which is 
 more or less different from what any other pupil says. The result is 
 a confused babel of voices, in which nothing is distinctly heard. 
 The time used then is wholly and utterly lost, for no pupil knows to 
 what extent his answer is right or wrong and no one hears what any- 
 one else has said. These "volley answers" were quite commonly 
 permitted by many of the teachers whose work was observed, and 
 very few of them distinguished in their methods between subject mat- 
 ter calling for drill and subject matter calling for thinking. 
 
 3. Teachers should plan every lesson beforehand with care. No 
 matter how familiar one is with his subject, he will do better teaching 
 if he prepares for each lesson a written plan, setting down definite 
 aims for the lesson and a hrief^ or skeleton outline, of the subject 
 matter to be taught, together with concise notes as to particular pro- 
 cedure at each point, the time allotment for each portion of the 
 lesson and the visual aids, references, or other illustrative matter to 
 be used. It is well to set down three or four pivotal questions, to 
 be asked in just the form in w^hich the^^ are written. It is far more 
 important to make the plan than to follow it exactly, but usually it 
 should be followed mainly as it is planned. Having made the plan, 
 the teacher should have it well enough in mind so that it need not 
 be referred to so often as to constitute a barrier betw^een him and 
 the class. 
 
 CHARACTERISTICS OF A WELL-PLANNED LESSON. 
 
 A well-planned lesson should have the following characteristics : 
 (a) It should enforce good bodily attitudes and clear, distinct 
 grammatical speech from the pupils in reciting. 
 
 I 
 
THE PUBLIC HIGH SCHOOLS. 237 
 
 (h) It should have unity and logical sequence and should ordi- 
 narily establish logical connection between the lessons preceding and 
 to follow. 
 
 (c) There should be a wealth of illustrative material to furnish 
 a rich background for the theme. 
 
 (d) It should be planned to take advantage of every opportunity 
 to help the pupils in the formation of useful habits, in the acquisi- 
 tion of ideals and standards, and in the building up of concepts. of 
 method ; that is, concepts of the ways in which thinking is done and 
 processes are carried out so as to get the best results in the shortest 
 time with the greatest certainty. 
 
 4. A good lesson should afford opportunities for practice in one 
 or more of the following kinds of intellectual work : 
 
 Organizing subject matter; judging of relative values; using in- 
 ductive as well as deductive reasoning; interpreting facts, phenom- 
 ena, or literature; using knowledge to get other knowledge or to 
 accomplish definite purposes. 
 
 5. Some lessons should afford opportunities for the exercise of ini- 
 tiative and the development of tastes and appreciations. 
 
 6. The class management should be efficient, so that everything is 
 done in order and in the shortest possible time. This means that 
 some things should be reduced to an automatic routine, the best rou- 
 tine that can be devised. The things that are chosen to be automa- 
 tized, however, should be relatively few in number. The teacher 
 who reduces all his work to a mechanical routine never teaches his 
 pupils to think. 
 
 It is only the exceptional teacher who in his or her lessons habitu- 
 ally considers and provides for many of the opportunities just men- 
 tioned. Yet these are the things which every teacher ought to i^lan 
 for. The teacher who merely hears recitations from a textbook has 
 a very inadequate conception of what teaching really means. 
 
 FAULTS OF TEACHING TECHNIQUE. 
 
 7. Some mechanical faults in the technique of teaching which are 
 very common elsewhere were observed here, though not so frequently, 
 on the whole, as in most schools of this class. Among the most 
 notable of these are the following: 
 
 (a) The false-start question. The teacher begins the question, 
 hesitates, and begins it again, making sometimes from three to five 
 false starts before getting the question out in a form that is clear and 
 satisfactory. The obvious remedy is to think the question through 
 mentally before beginning to utter it. This bad habit, in general, 
 is not common to teachers who give careful preparation to every 
 lesson before beginning to teach it. 
 
238 A SURVEY OF EDUCATION IN HAWAII. 
 
 (h) The repeated question. The teacher states the question in 
 one form, then repeats it in another, and perhaps in a third form, 
 often interrupting a pupil who has begun to answer it. This fault 
 is like the preceding one, but not so bad. 
 
 {c) The inverted what question. The teacher gives the substance 
 of what the pupil shall tell, ending with '' was what? " " did what? " 
 " is called what ? " etc. The pupil answers with a single word, or at 
 most with a short phrase, which is too often a mere guess. Such a 
 question rarely stimulates thinking or performs any eifective func- 
 tion in teaching. This fault is very common even with some other- 
 wise superior teachers. 
 
 {d) The hlank filing question. Here again the teacher tells nearly 
 all of what the pupil should be telling, but leaves out a word here and 
 there and pauses for some pupil to supply it. The required word 
 usually is suggested by the context of the question, and practically no 
 knowledge or effort is required to fill the blanks, nothing at most but 
 the lowest type of memory. 
 
 {e) The leading question. This is a kind of question similar to the 
 preceding'in that the answer is so strongly suggested that a mentally 
 active pupil can give it correctly without knowing anything about 
 the subject under discussion. It is better to tell a fact or make an 
 explanation outright in a clear and terse statement than to put it into 
 the form of such a series of questions and let the pupils deceive 
 themselves with the idea that they are contributing information on 
 a subject of which they are not informed. 
 
 (/) The question that can be answered by "yes" or "no." This 
 is another type of vicious question. Like the two preceding types, 
 it allows the pupils to deceive themselves as to their accomplishments. 
 Anyone familiar with the most elementary principles of the doctrine 
 of chance or probability knows that of 100 such questions 50 will 
 be correctly answered by any person knowing nothing of the subject, 
 but merely guessing. 
 
 (g) The teacher repeats the pupil's answer after him. This is not 
 only useless and tiresome, but is wrong, because it relieves the pupil 
 of the responsibility of framing a good answer and giving it loudly 
 and distinctly enough to be heard by all the class. It also causes 
 the class to pay no attention, because the^^ habitually expect the 
 teacher to repeat the answer so loudly that they will hear without 
 paying attention. 
 
 (A) The teacher interrupts the pupil or allows other pupils to in- 
 terrupt him while he is working out his answer, possibly rather too 
 slowly, but is really making good progress, perhaps in a bit of diffi- 
 cult thinking. Interruptions are imperative to correct faulty English, 
 or allowable at times in mathematics or science when a statement is 
 
 « 
 
THE PUBLIC HIGH SCHOOLS. 239 
 
 made without giving the reasons for it; but in other circumstances 
 they are both inconsiderate and pedagogically wrong. 
 
 (?) Calling on a pupil first and then stating the question. This 
 allows all the other pupils to sink into a delicious re very or a 
 comatose condition until the next question is asked. If the question 
 is asked first and then a short period is given for reflection, all must 
 attend and reflect, for no one knows who will get the question. 
 
 COMMENDABLE FEATURES NOTED. 
 
 8. Among the specially good things noted was the strong teaching 
 of arithmetic and bookkeeping in the commercial curriculum in 
 McKinley and Hilo High Schools. The practical effectiveness of 
 the commercial curriculum, however, is seriously limited by the nar- 
 row range of commercial studies. The range of studies should be 
 widened as indicated in the suggested commercial curriculum in 
 section 3 of this chapter. Especially " penmanship and spelling " 
 should be dropped out as a formal unit. Spelling should be taught 
 as needed in connection with all other courses and not as a formal 
 course. High-school pupils should not study spelling as a subject 
 per se, but should learn to spell the words they have to write. Their 
 time should not be wasted on learning spelling of words that people 
 generally never write. The time taken for spelling would far better 
 be spent in practicing them in the habit of using a dictionary for all 
 words with which they are not familiar, as these words come up in 
 connection with their studies. They should be trained to get not 
 only the spelling of each new or unfamiliar word, but also the dif- 
 ferent uses and shades of meaning, and the synonyms and antonyms 
 of the word. 
 
 Daily formal practice in penmanship is a waste of time when the 
 pupils write as well as most of the pupils in the Hawaiian public 
 schools write. Eighty or ninety per cent of them write as well as any- 
 body needs to write for any purpose, and any further practice with 
 such pupils is liable to make them go stale and lose form rather than 
 approach closer to perfection. Those pupils who are deficient in pen- 
 manship should be giyen special drills until brought up to a passable 
 standard for office work, but those who have reached that standard ^ 
 should have their time occupied with learning things that they need 
 to learn.- Such, in the case of the orientals, is English, more Eng- 
 lish, and still more English. This study would be much facilitated 
 by beginning shorthand and typewriting in the first year, as desig- 
 nated in the suggested curriculum, so as to get to the taking of 
 
 1 That is, say, from Quality 14 to Quality 16 on tlie Thorndike scale of handwriting, 
 with a speed of 90 letters per minute. 
 
 - They should, however, be held up to the standard in all the written work that they 
 are required to hand in. 
 
240 A SURVEY or EDUCATION IN HAWAII. 
 
 dictation and the typing of letters as soon as possible. Pupils should 
 be encouraged to dictate letters to each other and then subject the 
 letter, when typed, to their joint criticism. 
 
 9. Another specially good feature seen in the McKinley High 
 School was the assignment of commercial exhibit projects in the 
 teaching of chemistry. Each pupil in chemistry during the year 
 works up an exhibit card displaying samples and pictures illus- 
 trating some commercial raw material and the different stages and 
 processes through which this passes on its way toward becoming 
 finished jDroducts, The various uses of the finished product are also 
 illustrated. Each display cara is worked up in as artistic a manner 
 as is consistent with clear exposition of consecutive stages and proc- 
 esses, and the individual taste and initiative of the maker deter- 
 mine the exact form that it takes. Accompanying each card is a 
 carefully compiled and usually well-written report or essay, accom- 
 panied by a brief bibliography, and describing the sources of the raAv 
 material, how it is grown or mined or otherwise obtained, the proc- 
 esses it goes through, including especially the chemical technology, 
 and something of the character and extent of its use. These projects 
 showed that much initiative had been called out and much practice 
 given in getting, organizing, and using knowledge, and also that 
 much interest had been aroused. The projects included such subjects 
 as leather, explosives, cotton, sugar, rubber, steel, chocolate, silk, 
 copper, dyes, and so on. The possibilities for work of this valuable 
 sort in subjects other than chemistry have been A^ery little exploited 
 in these schools and might be developed in English, history, biology, 
 geography, and other subjects with very great advantage. In fact, 
 the more the teacher can throw his assignments into the form of a 
 problem or a project the more thinking and first-hand study he will 
 get and the greater and more lasting will be the interest aroused in 
 the subject. 
 
 10. The discussion of how such problems and projects may be used 
 in the different subjects, what should be drilled on and how to con- 
 duct the drills, and how to eliminate habitual faults of teaching, 
 might well occupy the time of one or two teachers' meetings a month 
 in each high school for a year. Many teachers read pedagogical 
 books but do not apply to their instruction what they find in them. 
 Such meetings and discussions would help the teachers in making the 
 application of the pedagogical principles which they are reading in 
 these books. 
 
 Two principal factors induce good teachers to stay in a community, 
 (1) a salary that will afford a reasonable scale of living, with a mar- 
 gin of savings, and (2) fair and considerate treatment professionally 
 
 I 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 15 PLATE 10. 
 
 HAWAIIAN GIRLS' SCHOOL, KOHALA, ISLAND OF HAWAII. 
 
 BALDWIN HALL, MAUNAOLU SEMINARY. 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 16 PLATE IT 
 
 WASH DAY AT MILLER STREET KINDERGARTEN. 
 
 I-IONOMAKAU SCHOOL BUS, WEST HAWAII. 
 
BUREAU OF EDUCATION. 
 
 BULLETIN, 1920, NO. 16 PLATE 12. i 
 
 GATHERING PAPAYAS AT MAUNAOLU SEMINARY. 
 
 A SWIMMING PARTY OF MAUNAOLU GIRLS. 
 
THE PUBLIC HIGH SCHOOLS. 
 
 241 
 
 by the school administrators and socially by the community at large. 
 As to salaries paid high-school teachers, the following table gives 
 more information than a statement of average salary per school 
 would give. It shows a good distribution with no extremely low sala- 
 ries and no great proporttion of the teachers bunched in the highest 
 salaried classes. 
 
 Dii<tril)utio)i of teachers hy sal<iries^ 
 
 Salaries. 
 
 McKinlev 
 
 Hiph ■ 
 
 School. 
 
 Hilo. 
 
 Maui. 
 
 Kauai. 
 
 Total. 
 
 Less than §1,200 
 
 
 
 3 
 4 
 3 
 5 
 
 3 
 2 
 
 8 
 1 
 
 
 
 
 1 
 
 3 
 3 
 
 1 
 3 
 
 
 2 
 
 1 
 
 
 
 
 3 
 
 2 
 1 
 
 
 
 
 
 1 
 
 
 
 
 
 
 1 
 
 
 3 
 2 
 
 
 
 
 
 
 
 
 
 
 $1.200-S1.299 
 
 $1,300-S1.899 
 
 5 
 6 
 
 $1.400-S1,499 
 
 9 
 
 Sl,500-S1.599- 
 
 8 
 
 $1 600-S1.699. 
 
 10 
 
 $1,700-S1,799 
 
 
 
 S1.800-S1,899 
 
 3 
 
 $i,9<10-Sl.999.. . 
 
 4 
 
 ?'>,000 S^099. 
 
 1 
 
 |v) lOQ-S"* 199 
 
 9 
 
 $2.'500-$2,299 
 
 1 
 
 $2,300 and over 
 
 
 
 
 
 Totalnumber 
 
 Medians 
 
 Principals 
 
 29 
 SI, 680 
 S;3, 600 
 
 14 
 $1,500 
 $3,300 
 
 $1,320 
 S3, 300 
 
 6 
 
 $1,560 
 $3,300 
 
 56 
 $1,600 
 
 
 
 ^ Salaries paid in 12 installment.^. 
 
 If a doUar would buy as much of the comforts and necessities of 
 life as it did bu}' six years ago, the pay roll would be a fair one. As 
 compared with those of other cities now, it does not look bad. Yet 
 we must remember that, in all of our cities excepting a very few, 
 teachers have been notoriously underpaid in comparison with people 
 of like attainments in other callings. Under present conditions they 
 are leaving the profession for better paid occupations; and seats in 
 the normal school classes on the mainland are going begging. There 
 is an alarming scarcity of teachers now, and the condition is growing 
 worse all the time. In view of this situation it is probable that unless 
 teachers' salaries are raised everywhere in something approaching to 
 the ratio of the increased cost of living the competition among cities 
 in bidding for the few able teachers who remain in the profession will 
 be very sharp. Hence, those cities which make early and very mate- 
 rial advances in their salary scales will be the ones who can get and 
 hold the few well qualified teachers. 
 
 The present salary scale for high-school teachers begins at $110 per 
 month for 12 months, or $1,320 per year, and increases $10 per month, 
 or $120 per year for each year of service, until the eighth year, when 
 the salary becomes $180 per month, or $2,160, There are no further 
 increases. 
 
 This scale is faulty for the reason that it takes no account of differ- 
 ences in ability, training, and professional growth. It is well known 
 
242 A SUKVEY or education in HAWAII. 
 
 that mere length of service does not necessarily make a teacher more 
 efficient, although a just and wise educational policy should give sub- 
 stantial recognition for long and conscientious service. While, there- 
 fore, there should be steady automatic increases for length of service, 
 the scale should be so constructed that special recognition can be 
 earned by teachers of manifestly superior initiative, industry, teach- 
 ing power, and skill. Also there should be definite and well-defined 
 opportunities for gaining additional salary through steady and pur- 
 poseful efforts toward professional growth. On the other hand there 
 should be points where increases are automatically halted unless the 
 individual is actually growing in efficiency, power, and zeal with his 
 years of service. These desirable features can be obtained through a 
 careful scheme of classification of teachers, with formal promotions 
 from one class to the next higher class based on efficiency and pro- 
 fessional growth. 
 
 SUGGESTED SALARY SCHEDULE. 
 
 The following is submitted for consideration as a scale embodying 
 these principles, and adapted to island conditions at the present time. 
 It calls for higher salaries than those now being paid ; but even so, in 
 view of the present high costs, it is set too low. However, it is better 
 to recommend something that will have some chance of adoption, 
 with a view to an even percentage advance when this can be carried. 
 It should be remembered that it takes about $2,000 now to buy what 
 $1,000 would buy six years ago. 
 
 CLASS I. 
 
 Mimmum training. — 4 years' high school or equivalent; 4 years' standard col- 
 lege or university or 4 years' normal, with degree or diploma ; 11 semester hours 
 training in psychology and education, including a course in the teaching of the 
 major subject. 
 
 Minimum experience — 2 years, at least one of which shall be in a standard 
 high school, with written testimony of success from each of two reliable and 
 competent judges of teaching, based on personal knowledge of the applicant and 
 his or her work. 
 
 Salary, first year, $1,440; second year, $1,560; third year, $1,680. 
 
 Annual appointments in this clas.s. 
 
 CLASS XL 
 
 Promotion to class II in recognition of ability, success, and steady professional 
 growth involving special study and credits earned toward a master's degree. 
 
 Salary, first year. $1,800: second year, $1,920. 
 
 Appointments in this class for an indefinite period, not subject to annual re- 
 affirmation but with the understanding that a return to annual appointments 
 may be made in the case of any individual who is not giving thorough satisfac- 
 tion or who ceases to grow professionally. 
 
THE PUBLIC HIGH SCHOOLS. 243 
 
 CLASS III. 
 
 Promotions to this class in recognition of maiived success and the attainment 
 of a master's degree or other substantial evidence of advanced scholarship, 
 together with evidence of special initiative in methods, authorship, or other con- 
 tributions of a definite nature to the local school or community or to educational 
 theory or practice. 
 
 Salary, first year, $2,040 ; second year, $2,180 ; third year, $2,300. 
 
 Appointments in this class permanent, and removal only for proved cause. 
 
 CLASS IV. 
 
 Promotions to this class in recognition of conspicuous ability and scholarship 
 and special usefulness to the system, together with long and faithful service. 
 Consideration to be given to productive scholarship and the earning of a doc- 
 tor's degree. 
 
 Salary, first year, $2,400 ; second year, $2,540. 
 
 Appointments permanent in this class, automatic raises in salary cease after 
 second year, but further raises may be made by special decision in case of 
 assumption of extra work or responsibility, or for the purpose of holding in 
 the system an especially valuable person. Vice principals and heads of depart- 
 ments will ordinarily be chosen from this class. 
 
 Teachers of experience and recognized success may be placed in 
 advanced classes according to their training and professional records, 
 but the first appointment will be for one jqht only. After the first 
 appointment in Class II, III, or IV, appointment will be indefinite 
 or permanent, according to the class in which the teacher is placed. 
 
 In the case of commercial, manual training, or other special teach- 
 ers not holding a regular college degree assignments or promotions 
 to advanced classes will be made only when such teachers show 
 marked ability and enterprise in their special lines and also are 
 making progress in college work toward the attainment of a degree. 
 
 In case the University of Hawaii establishes a department of edu- 
 cation with practice teaching in connection with the McKinley High 
 School, graduates of this department with the qualifications of Class 
 I, excejDting that of two 5'ears' experience, may be appointed to a 
 probationary class, with a salary for the first year of $1,080 and for 
 the second year $1,200, after which they may be regularly assigned 
 to Class I, beginning at $1,440. 
 
 Besides a better salary scale, if the annual turnover of high-school 
 teachers is to be reduced, better living conditions must be provided 
 for them. In Memphis, Tenn., the best homes in the city are opened 
 to receive high-school teachers coming from other cities and in want 
 of homelike places in ^vhich to live. Ample opportunities for social 
 contact were afforded them without compelling them to adopt a scale 
 of living beyond their means. A similar attitude on the part of 
 home owners in Honolulu would go far toward the solution of the 
 turnover problem. The Territory could do no single thing that would 
 
244 A SURVEY OF EDUCATION IN HAWAII. 
 
 contribute more potently toward building up a permanent and happy 
 teaching staff than to establish cottages and apartment houses to be 
 rented to teachers at rates slightly above cost. Until the Territory 
 is in a position to do this there could be no more far-reaching oppor- 
 tunity for private philanthropy than that of undertaking such a 
 project. 
 
 A teachers' bureau needed. 
 
 Another plan, which would help the private schools as well as 
 the public schools, is here suggested. Let a law be passed making 
 provision for the establishment in the department of public instruc- 
 tion of a free teachers' bureau. This should be made a separate 
 division within the department, with a budget provision of its own, 
 subject to the approval of the superintendent, who should have 
 power to appoint and direct the official in charge. This bureau 
 should carry on a publicity program in the States and in the 
 islands so as to place its service within the knowledge of teachers 
 everywhere. It should publish and send free to teachers, on appli- 
 cation, a bulletin describing the kinds of teaching opportunities 
 within the islands and detailing the circumstances and living con- 
 ditions for teachers in the various types of schools and localities. 
 A nominal registration fee of one or two dollars should be charged, 
 but no commissions or other compensation for the bureau's services 
 should be exacted. Teachers having the required qualifications for 
 positions of the various kinds should be invited to register with 
 this bureau, filling out a blank designed to secure all needed infor- 
 mation about them in detail, including cable address and informa- 
 tion as to when their services would be available. It might be wise 
 also to provide in the salary offer for the first year for an equaliza- 
 tion of the increased traveling expense of reaching the islands 
 from the more distant States, as compared with the States on the 
 coast. Such a bureau intelligently conducted would be worth many 
 times its cost to the school system of the islands. 
 
 As a further contribution to the solution of the problem of 
 teacher supply, we recommend the establishment of a completely 
 organized school of education in the University of Hawaii, with 
 courses for the training of teachers for kindergartens, elementary 
 schools, and high schools. Teachers training for high -school work 
 should be given courses in the principles of high-school teaching 
 and administration as well as in psychology, and should also take 
 a course of observation and practice teaching in the McKinley High 
 School or in private schools of Honolulu, under the direction of a 
 supervising professor who is a specialist in secondary education. 
 This department should not only take care of prospective high- 
 school teachers whose homes are in the islands, but sliould also 
 
THE PUBLIC HIGH SCHOOLS. 245 
 
 offer graduate work for teachers in service, to be taken on Satiur- 
 da3^s and after school hours, and leading to the master's or doctor's 
 degrees. Such cooperation between the college and the high schools 
 as is recommended here would redound greatly to the benefit of 
 both parties in increasing their influence and usefulness. 
 
 5. ORGANIZATION, ADMINISTRATION, AND SUPERVISION. 
 
 A satisfactory organization for a high school of the size of Mc- 
 Kinley or of Hilo should include a stenographer, clerk, and a 
 woman assistant principal. In another year or two McKinley will 
 have reached an enrollment necessitating a man assistant also. 
 
 The principal should have a great deal of time free for the shaping 
 of school policies, for suj^ervision of classroom work and for educa- 
 tional leadership of the teaching force. The mechanical work of 
 keeping the school records up to date, getting out notices, circulars, 
 and letters, and other work of such character can be done and should 
 be done by a clerk. The principal should be regarded in the same 
 light as the manager of a large business, and it is A^ery j3oor economy 
 to take the time of an expert for minor clerical work. Neither 
 should such work be exacted of teachers. A woman assistant princi- 
 pal is needed in every high school to deal with girls in matters of dis- 
 cipline and confidence, just as a dean of women is needed in a college. 
 The position should be given to the broadest minded, most sympa- 
 thetic, and able woman who can be secured for it. The man assistant 
 should be a school man of conspicuous ability, capable of handling the 
 school in the absence of the principal, and of handling cases of adjust- 
 ment and discipline. The direction of student extra-curricular activi- 
 ties should be delegated largely to the assistant principals : and they 
 should also assist the principal in the leadership of departmental 
 teachers' meetings and professional study as well as in devising and 
 carrying out educational tests and measurements. 
 
 A prominent defect in the organization of McKinley High School 
 is the ver}^ small proportion of men teachers ; only 6 out of a staff of 
 30 are men. A high-school teaching staff should include about equal 
 numbers of men and women. It is therefore recommended that in 
 filling future vacancies every possible effort be made to secure men 
 for the positions until the numbers of men and of women are approxi- 
 mately equalized. 
 
 FUXCTIOXS or A HIGH-SCHOOL PRINCIPAL. 
 
 Classroom supervision by the principal should be one of the most 
 important functions in the school. The principal should plan out 
 needed improvements in the technique of teaching and should direct 
 and inspire the teachers individually and collectively in putting 
 
246 A SURVEY OF EDUCATION IN HAWAII. 
 
 modern educational theories into actual practice. He should get out 
 bulletins from time to time explaining the best practices in other 
 schools and submit these to the teachers for study and discussion. 
 He should organize the teachers into committees for the selection of 
 textbooks and the progressive revision of the content and organiza- 
 tion of the different courses of study. He should discuss school poli- 
 cies with the teachers and secure their cooperation through a con- 
 sensus of their judgment after study and ^discussion rather than by 
 laying down the policies ready-made for them to carry out. He 
 should visit the classrooms frequently, note points of excellence and 
 success and also such faults in method and technique as have been 
 mentioned in the preceding section of this chapter. These he should 
 discuss with the teachers individually. He should encourage teach- 
 ers who are doing some kinds of work of particular excellence to 
 explain and demonstrate these to all the teachers at teachers' meet- 
 ings, and he should also call up for discussion technical faults that 
 are common in the school and encourage teachers in devising plans 
 for eliminating them from their school practice. He should stimu- 
 late intervisitation of classes by teachers in the same general lines of 
 work in order that they may learn one from another and gain an 
 insight into one another's work. Finally, he should promote meet- 
 ings in which the teachers of different subjects are to explain the 
 educational values of their subjects and their functions, relations, 
 and correlations in the curriculum. 
 
 In order to do all this he must be a constant student of the problems 
 of secondary education and the psychology of teaching, as well as 
 the organizer and manager of the school. With all this in mind it 
 should be clear to anyone that the principal of a school as large as 
 the McKinley High School should have the help of a full-time clerk 
 in the office and one or two assistant principals. The assistant prin- 
 cipals should teach one or two classes a day each, and both should 
 not be engaged in the classroom work at the same time. It would be 
 advisable in order that he keep himself in close sympathy with the 
 teachers and their problems that the principal also teach one class 
 daily. This is another reason why the organization should provide 
 for the clerk and assistants. 
 
 PUPILS GROUPED ACCORDING TO ABILITY IN ENGLISH. 
 
 Attention has already been drawn to the difficulties growinsj out 
 of the fact that such a large proportion of the pupils in the high 
 schools come from families in Avhich English is not spoken. It has 
 been recommended hy the commission that in the study of English, 
 at least in the two larger high schools, where the larger number of 
 pupils makes it easily feasible, that the pupils Avho speak English 
 
 I 
 
THE PUBLIC HIGH SCHOOLS. 247 
 
 fluentl}^ be separated from the others and that the latter be given a 
 ditferent type of English study. It is believed by the members of the 
 commission that this principle ought to be carried out to the full 
 extent that it is feasible without making too many small classes, and 
 v» e therefore recommend that a similar segregation be made in all 
 subjects excepting American history and civics. 
 
 The plan would be to divide the pupils of each grade and subject 
 into three sections — the fast section, the medium section, and the slow 
 section. Pupils should be assigned to the three sections according 
 to their ability to get on in the subject. The fast section should be 
 given more and harder work than the medium section and the slow 
 section less and easier work, involving more drill in the subject and 
 more attention to correct expression in English. In case there are 
 not enough pupils to make three sections, two should be made, one for 
 the most proficient pupils and a second for all the others. Such a 
 plan of segregation would help in all subjects and would go far 
 toward removing the objections of English-speaking families to 
 sending their children to the public schools. If the distribution 
 among groups were made wholly on the basis of ability to get on 
 rapid and successfully with the work, there would be no ground 
 for any feeling of discrimination. 
 
 The reason for not making the same divisions in American history 
 and civics should be evident. In these subjects the children of all 
 the other national descents should have the opportunity for contact 
 and discussion on questions of American history and civic ideals 
 with the children of American parents. That they should have this 
 contact in discussion with children who have had the habit of looking 
 at things in general from the American standpoint since their baby- 
 hood seems perfectly obvious. It seems plain also that contact on 
 this basis will be equally good for the children of American and 
 Anglo-Saxon parentage in order that they may get the other racial 
 points of view in this field, for all these diverse racial elements must 
 meet outside the school and in the industries and business of life on 
 the common ground of democratic citizenship ; and a spirit of toler- 
 ance and mutual good will must prevail in the interest of peace and 
 their common safety. 
 
 In all the public high schools the length of the school year is 38 
 weeks. This is above the minimum standard and approximately 
 the best length. The recitation periods in McKinley and Kauai are of 
 the standard length of 45 minutes each. In Hilo they are 43 min- 
 utes, conforming to the minimum North Central Association stand- 
 ard of " 40 minutes in the clear." In Maui they are reported shorter 
 than this minimum standard, and should be lengthened to 45 or at 
 least 43 minutes. 
 
248 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 SIZE OF HIGH-SCHOOL CLASSES. 
 
 An important factor in an efficient and economical high-school 
 organization is a fair approximation to a distribution of about 25 
 pupils per recitation section. The best size for a section in most 
 cases is between 20 and 25 pupils. In subjects that consist largely 
 of drill and practice work, such as music, atliletics, penmanship, 
 shorthand, typewriting, mental arithmetic, and the like, sections of 
 from 30 to 40 can be handled by a skillful teacher just as easily and 
 with as good results as small ones. In algebra a section of 28 or 30 
 is not too large for an exceptionally strong teacher to handle, but in 
 most other subjects from 23 to 27 is the best size for a good com- 
 promise between efficiency and economy. Sections with fewer than 
 15 are A^ery expensive. They make the tuition cost per pupil in them 
 very high as compared with sections of normal size, and they neces- 
 sitate the loading up of other sections to an abnormal size. This 
 gives an unfair distribution of public funds to the advantage of the 
 pupils in the small classes and to the disadvantage of pupils in the 
 large classes. The following table shows the distribution of sections 
 by sizes in the four public high schools : 
 
 Distribution of recifatiofi sections by nunibers of pupils enrolled in them, publi< 
 
 high schools. Hawaii. 
 
 Number of pupils. 
 
 Number of sections of each size. 
 
 McKinley. 
 
 Hilo. 
 
 Kauai. 
 
 Maui. 
 
 5 or fewer 
 
 
 2 
 
 
 
 8 
 85 
 53 
 2 
 9 
 
 
 5 
 
 12 
 23 
 15 
 9 
 
 12 
 8 
 3 
 3 
 I 
 1 
 
 „ 
 
 6 to 10 
 
 4 
 
 11 to 15 
 
 11 
 
 16 to 20 
 
 6 
 
 21 to 25 
 
 
 
 26 to 30 - - 
 
 1 
 
 31 to 35 
 
 2 ! 
 
 1 
 , 
 
 
 
 36 to 40 
 
 1 
 
 41 8<nd over •-. 
 
 1 
 
 
 
 
 159 
 
 67 28 
 
 32 
 
 
 
 
 
 It will be seen that in Kauai there are no oversized classes, but that 
 20 out of 28 are abnormally small, producing a high per capita cost 
 for tuition. In Maui, 12 out of 32 are abnormally small, and 2 are 
 over the maximum standard in size. 
 
 Hilo has IT small classes out of a total of 67, and 6 of these are 
 very small. Only 3 out of the 67 are oversized. 
 
 In McKinley, however, while there are only 2 undersized classes, 
 about a third of the 159 classes are abnormally large. It is clear that 
 McKinley needs at least one, and probably two additional teachers. 
 
 The North Central Association standard for the ratio of pupils to 
 teachers for the whole school is 25 to 1. For efficiency in teaching it 
 can not go much above this, and for economy it should not be much 
 
THE PUBLIC HIGH SCHOOLS. 
 
 249 
 
 below this. The status of the schools with reference to this ratio is 
 a^ follows : McKinley, 2(3.6 ; Hilo, 22.5 ; Maui, 14.5 ; and Kauai, 17.3. 
 McKinley ranks first in approximating the standard ratio, and 
 is slightly above it. Hilo is nearly as close, but a little more l3elow 
 than McKinley is aboA^e, while Kauai and Maui are considerably 
 below, with the consequent loss of economy that is inevitable in a 
 small school giving a suitable variety of work. The small school can 
 sometimes keep the ratio down by combining classes and alternating 
 subjects where the classes are small. For example, in Latin a four- 
 year sequence of courses can be given in three classes, one in first-year 
 Latin, one in second-year Latin, and a third alternately in third or 
 in fourth year Latin. That is, Cicero would be read by the juniors 
 and seniors together in, say, the odd-numbered years and Virgil by 
 juniors and seniors together in the even-numbered years. Third and 
 fourth year English, or modern foreign language, or physics and 
 chemistry, and some other subjects can be alternated in a similar 
 way in any school where the combination of the two classes will not 
 cause an enrollment of more than 28 or 30 pupils. This plan is 
 recommended for consideration in connection with the two smaller 
 schools. It may be possible through its use to do away with a num- 
 ber of the small recitation sections, and make for greater economy 
 without loss of efficiency. 
 
 I'OPULAKITY OF DIFFERENT CURRICULUMS. 
 
 The distribution of boys and girls in the different curriculums in 
 the three high schools from which data were obtained, December., 
 1919, is shown in the table which follows : 
 
 Emollment by sexes, grades, and curricuhimf<. 
 
 Grades. 
 
 Colleg 
 
 3 preparatory. 
 
 Co 
 
 TTiTnereial. 
 
 General. 
 
 All c 
 
 urricii] 
 
 urns. 
 
 Boys. 
 
 Girls 
 
 Total. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 McKinley. 
 Ninth 
 
 90 
 36 
 43 
 18 
 
 35 
 17 
 9 
 2 
 
 125 
 53 
 52 
 20 
 
 100 
 73 
 39 
 25 
 
 57 
 
 32 
 
 15 
 
 6 
 
 157 
 105 
 54 
 31 
 
 64 
 21 
 22 
 9 
 
 1 
 
 86 
 30 
 27 
 13 
 
 2.54 
 130 
 104 
 52 
 
 114 
 58 
 29 
 12 
 
 368 
 
 Tenth. . 
 
 188 
 
 Eleventh....... 
 
 Twelfth 
 
 133 
 64 
 
 Total..... 
 
 187 
 
 63 
 
 250 
 
 237 
 
 110 
 
 347 
 
 116 
 
 40 
 
 156 
 
 540 
 
 213 
 
 753 
 
 Hilo. 
 Ninth. . 
 
 21 
 
 18 
 17 
 11 
 
 7 
 7 
 8 
 
 1 
 
 28 
 25 
 25 
 12 
 
 39 
 25 
 18 
 15 
 
 13 
 4 
 3 
 5 
 
 52 
 29 
 21 
 20 
 
 9 
 
 3 
 
 2 
 
 39 
 10 
 4 
 6 
 
 48 
 10 
 
 7 
 8 
 
 69 
 43 
 38 
 28 
 
 59 
 21 
 15 
 12 
 
 128 
 
 Tenth.. 
 
 64 
 
 Eleventh 1 
 
 Twelfth 
 
 53 
 40 
 
 Total 
 
 67 
 
 23 
 
 90 
 
 97 
 
 25 
 
 122 
 
 14 
 
 59 
 
 73 
 
 178 
 
 107 
 
 285 
 
 Kauai. 
 Ninth. . 
 
 9 
 
 6 
 
 I 
 
 *2 
 
 i' 
 
 9 
 8 
 2 
 2 
 
 9 
 
 i 
 
 3 
 
 ■■ ■ i 
 
 ::::::: 
 
 9 
 
 i 
 
 1 
 1 
 
 6 
 2 
 
 1 
 2 
 
 7 
 3 
 1 
 2 
 
 19 
 10 
 
 5 
 4 
 
 6 
 5 
 1 
 3 
 
 25 
 
 Tenth.. 
 
 15 
 
 Eleventh 
 
 Twelfth 
 
 6 
 
 7 
 
 Total 
 
 18 
 
 3 
 
 21 
 
 18 
 
 1 
 
 19 
 
 2 
 
 11 
 
 13 
 
 38 
 
 15 
 
 53 
 
 Two eleventh-grade girls are taking "special courses." 
 
250 A SURVEY OF EDUCATION IN HAWAII. 
 
 The noteworthy fact shown by this distribution is the popularity 
 of the commercial work, in spite of the fact that the curriculum is 
 narrow and poorly put together. The commercial pupils not only 
 make up the largest number in the two city schools; but also the 
 numbers of both boys and girls who are in the senior class in this cur- J 
 riculum, with the exception of the boys in Hilo, are higher in propor- 
 tion to the whole number of seniors in the other curriculums. This _ 
 indicates a clear need for developing strong and broad commercial] 
 and industrial curriculums, as recommended in section 3 of this chap- 
 ter. Since the boys and girls are both entering the commercial cur- i 
 riculum in large numbers and seem to be sticking to it better, this ;i 
 leads to the inference that there is a strong and increasing demand 
 for good commercial training. Probably if an industrial curriculum 
 had as good an opportunity to demonstrate a demand for this kind of 
 training, it w^ould show results equally interesting. At any rate, we 
 believe that such a curriculum should be offered and the correspond- 
 ing enrollment and interest should be closely observed. 
 
 6. LIBRARY FACILITIES. 
 
 The library at McKinley High School contains a very creditable 
 assortment of books, especially in the lines of general reference, his- 
 tory, civics and politics, general literature, and fiction. It is de- 
 ficient from the standpoint of good balance in modern geology, 
 geography, and travel, in science and elementary works on industrial 
 technology and agriculture, and is especially weak in the line of voca- 
 tional literature. The library is not catalogued as it should be, and 
 there is no regular librarian. There should be a librarian who is a 
 trained teacher first and a trained librarian second. Both kinds of 
 training are essential. She should be in the library all of every 
 school day and should cooperate with all the teachers in teaching the 
 pupils the intelligent use of the library and instructing them in ref- 
 erence work. 
 
 It is a pleasure to testify to the fact that the principal of the high 
 school and the librarians of the library of Hawaii are in complete 
 and harmonious agreement on the proposition of cooperation between 
 the department of public instruction and the Territorial library 
 whereby a trained teacher-librarian may be supported in the school 
 at the joint expense of the commissioners of public instruction and 
 the library board. It is strongly recommended that this plan be put 
 in operation. 
 
 In the other public high schools of the Territory creditable begin- 
 nings have been made in assembling books and magazines needed in 
 school work, but this equipment needs to be greatly augmented. 
 
THE PUBLIC HIGH SCHOOLS. 251 
 
 Furthermore, in some of the schools the iisefuhiess of the material is 
 im])aired because it has been placed in cramped and unsuitable quar- 
 ters. 
 
 Another splendid plan of cooperation that is novc maturing by the 
 school commissioners and the librar}^ board is to include participa- 
 tion of the librarians in the summer school for teachers. It is pro- 
 posed by the librarians to give courses to teachers in library science 
 and economy, and in the methods of conducting reference Avork with 
 pupils, and in stor^'-telling. This plan ought by all means to be car- 
 ried out, as it will be of great benefit to the schools and afford the 
 library one of the best possible means of spreading its influence and 
 .-or vice. 
 
 In concluding this part of the j-eport it is a pleasure to testify to 
 the splendid management, high efficiency, and unselfish zeal for serv- 
 ice that characterize the administration of the library of HaAvaii. 
 It is an institution of Avhich all citizens of the Territory may Avell 
 l)e proud. 
 
 7. BUILDINGS AND EQUIPMENT. 
 
 The high-school buildings are very unsatisfactory and would be 
 so even Avere they not overcroAvded, as in the cases of both McKinley 
 and Hilo. In both these schools the layout of the rooms is incon- 
 \ enient and unsuitable almost to the point of absurdity, the lighting 
 conditions are very bad indeed; the stairways are dangerous be- 
 cause of the narrow treads and high risers. The windows are all too 
 t^liort and too scattered. In many rooms they are improperly placed, 
 giving rise to serious cross shadows; in no case is the standard re- 
 ([uirement fulfilled that the length of the windoAvs shall equal half 
 the Avidth of the room. Furthermore, most of the rooms are too large, 
 and some are too smalL The principal's offices in both McKinley and 
 Hilo are so small, so inconvenient, and so ill supplied with decent 
 office furniture as almost to be an affront to the dignity of the men 
 who are forced to occupy them. Hilo has no library room and the- 
 library books are kept in a poorly lighted hall. 
 
 The school authorities are not so much to blame for these condi- 
 tions as they might be, for the school popidation has groAvn so fast 
 that building programs have not been able to keep pace Avith it ; and 
 these buildings are heirlooms from a former time Avhen not so much 
 Avas knoAvn about Avhat an adequate high-school plant should be like. 
 The depaitment of public instruction is fully aAvare of these facts 
 and is planning new buildings for three of the four high schools. 
 All that is necessary is that the public be aAvakened to the facts, and 
 that adequate measures be taken to provide the funds to carry out the 
 program as it has been planned. 
 10146''— 20 17 
 
252 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 THP] LIGHTING OF MCKINLEY HIGH SCHOOL. 
 
 Tlie iighting situation at McKinley ougiit to be sometiiing of ail 
 awakener. Upon request Mr. Greenly, the teacher of biology in the 
 ^McKinley Higli Scliool. kindly enlisted his class in making a survey 
 of the lighting conditions of the McKinley Building. The measure- 
 ments vrere taken by the class and tabulated for every room accord- 
 ing to directions given. The tabulated data furnished and verified by 
 Mr. Greenly were analyzed, and the following arrays of facts were 
 extracted from them : 
 
 Li[fhtui(f conditions, McKinley Hif/Ji School. 
 
 Eoom"! dhtributcd according to ratios of length of\ 
 ii: indoles to width of room. 
 
 Booms distributed according to ratios cf clear gIas-:> 
 u-indow area io floor area. 
 
 Ratios. 
 
 Rooms. 
 
 Ratios. 
 05 un to 07 
 
 Rooms. 
 
 Tjf>s<5 thai! 1 
 
 3 
 
 12 
 11 
 
 
 
 ., 
 
 \ up to 3 • 
 
 07 up to 09 
 
 I 
 
 .\ to ^. 
 
 0.09 un to 0.11 
 
 
 :', to ^ 
 
 OlluDtoO.lo 
 
 
 
 
 0.13 up to 0, 15 
 
 
 
 i) 
 
 Total 
 
 29 
 
 17 up to 19 
 
 
 
 0. 19 up to 0, 21 
 
 21 up to 23 
 
 
 
 ;; 
 
 Classrooms distributed according to directions from 
 which jJiipiU receive the light from windows. 
 
 23 up to 25 
 
 
 0.25 up to 0.27 
 
 
 ! 27 and over . . . 
 
 I 
 
 
 Total 
 
 
 Directions. 
 
 Rooms. 
 
 
 
 
 Left only 
 
 10 
 5 
 1 
 
 1 
 4 
 2 
 
 1 
 
 1 
 
 
 Left aud rear 
 
 
 Rear onl>' 
 
 
 Right Giily - 
 
 
 
 
 Right and Ipf t 
 
 
 Right, left, and rear 
 
 Front only . ... 
 
 
 Total 
 
 25 i 
 
 
 
 BUILDING STANDARDS. 
 
 Tlie standard for proper area for the admission of light is that the 
 clear glass window area shall be not less than 25 per cent of the 
 floor area where outside light is not good, as in smoky or cloudy 
 cities ; not less than 20 per cent for cities where the light is medium ; 
 and not less than 16| per cent under any circumstances, even where 
 the light is always good. The latter might suffice for the Hawaiian 
 Islands where heavy shade trees are not too close to the buildings, 
 as they frequently are, or where no building wall or tree is nearer 
 to the windows than a distance equal to twice the height of the 
 obstruction, but it is better to have more than is needed on bright 
 days in order to have enough on dark, cloudy days. It is seen from 
 the table that 12 of the 29 rooms, or nearlv half, are distinctly below 
 
THE PUBLIC HIGH SCHOOLS. 253 
 
 the lowest standard, G are slightly above the lowest standard, 5 are 
 near the medium standard, 5 are near the high standard, and 1, 
 the chemical laboratory, is well above it. In none of the rooms 
 do the Avindows reach to or within 6 inches of the ceiling, as they 
 should. 
 
 Another imperative standard of good lighting which is violated 
 liere and in most of the school buildings of the islands is that th-e 
 leiigih of the windows should be at least one-lialf the w^idth of tiie 
 room. The table shows that this is true in McKinley for only 3 rooms 
 out of the 29. In all the others the windows are too short or th.e 
 rooms are too wide or both. The three rooms which have ratios 
 above the standard are not classrooms. They are the office and the 
 boys- and girls' dressing rooms. These and the office are omitted 
 from the next table. When the table giving the direction from Avhich 
 the pupils receive the light is examined the conditions are found 
 likewise to be bad. The light should be received from the left only. 
 Til is is true of only 10 out of the 29 rooms, and most of these are 
 I'ungalow rooms, v^hich get enough light from the wide open doors 
 at the right to make bad cross shadows on the papers and the books 
 of the ptipils while they are studying, reading, or writing. The 
 lighting conditions in this school are thus seen to be very bad, and 
 they are made still vvorse in some rooms by the opaque blinds, v hich 
 cut Oil from a third to one-half of the light that should come in. 
 The windows in all scliool btiildings should conform to the standards 
 cjuoted al3ove, and when the light is too strong it should be diffused 
 by means of semitransparent amber-colored adjustable shades of 
 the Draper type. 
 
 INADEQUACY OF EQUIPMEXT, 
 
 The auditorium in McKinley is used for a study room, but it is 
 totally unlit for that purpose. It has the double seats of the New 
 England cotmtry school of 50 years ago — long since junked in the 
 rural schools of progressive communities. Eight rows, or 48 of these 
 double seats, are back of the rearmost windows and get no light 
 excepting diagonally from the front, and some scanty light from the 
 hall. Even in the front part of this room the light is from both 
 sides, and the cross shadows are ver}' bad. If this building is ever 
 to be used for a school after McKinley leaves it for its projected new 
 buildings, it should be thoroughly reconstructed and made hygienic 
 before it is occupied. 
 
 The equipment of McKinley is very inadequate excepting in chem- 
 istry, for which the et|uipment is nearly sufficient in kind and char- 
 acter for present needs. Many conveniences of a modern school 
 chemical laboratory, however, are lacking. 
 
254 A SURVEY OF EDUCATION IN HAWAII. 
 
 The physics room is too small and the tables are of poor design, 
 while the apparatus is mostl}^ out of date, and in very bad and 
 neglected condition, and is stored in a room away from v\'here it is 
 to be used, but where it is exposed to the fumes from the chemical 
 laboratory. Xo sj'stem of order is evident in the manner in which the 
 apparatus is stored and kept. 
 
 The biology room is too small and the light arrangement is bad. 
 There is a fair equipment of apparatus, including 30 good microscopes. 
 
 There is a domestic-science kitchen with spaces for 18 pupils but 
 having few of the modern conveniences. 
 
 The business department equipment consists of 35 typewriting 
 machines. There are none other of the modern office conveniences 
 or appliances which now constitute an important part of the equip- 
 ment of our best commercial high-school courses. 
 
 The map equipment is far beloAv par, and more good maps are needed 
 in many de}:>artments. There are about 6 good m.aps in the school 
 and about IT good charts (Tabulae Cybulski) for use in the first 
 and second years of the Latin course. There should be a full set 
 each of physical maps, political maps, historical maps, and a gen- 
 erous assortm.ent of "blackboard" outline maps. An effort should 
 be made also through the coming years to collect an assortment of 
 pictures of educative and artistic value for the decoration of the walls. 
 
 There is no art equipment and_ no definite courses or secjuence of 
 courses are given in free-hand drawing, color, and design. Neither 
 is there any equipment for manual training. 
 
 The Hilo High School building is worse than the McKinley build- 
 ing. The equipment for physics is much better tlian that of ISIcKin- 
 ley, is better arranged and has received better care. For chemistry 
 there is not enough space or equipment for the number of pupils in 
 the class. The biology equipment is not yet adequate. Orders have 
 been placed for additional biological and physical apparatus, but 
 they have not yet been secured. The laboratories are crowded and 
 ill-arranged. The school has a limited equipment for woodworking. 
 
 It is clear from what has been said that tliere is urgent need for 
 the new buildings and grounchs that are being planned for the high 
 schools. In connection with working out tlie details for the build- 
 ings and equipment, it is recommended that those concerned make 
 a careful study of the best references on the subject. Among these 
 the following are likely to be especially useful : 
 
 Dresslar, F. B. American Schoolhouses. U. S. Bureau of Education, Bulle- 
 tin No. 5, 1910. 
 
 Bliss, D. C. MetlKKis and Standards for a I.ocal School Survey. D. C. Heath 
 & Co., Boston. 
 
 Twiss, G. R. The Principles of Science Teachiui?. ]\Iacniillan & Co., I^'ew 
 . York. 1917. 
 
 I 
 
THE PUBLIC HIGH SCHOOI^. 255 
 
 TLAXS FOIJ NEW HIGH SCHOOL BI ILDINGS, 
 
 The writer has examined the sketches for the McKinley High 
 School layout and conferred with the architect and Principal 
 GiA^ens concerning the plans. The plans provide for a campus 
 of 14 acres and a 10-acre athletic field, with grouped build- 
 ings connected by cloistered walks. Fifty thousand dollars have been 
 appropriated for the purchase and preparation of the grounds and 
 $90,000 for the iirst building. Other buildings will be added later, as 
 appropriations are secured. It is gratifying to be able to say that 
 the proposed plans as described by the architects and principal are 
 both excellent and comprehensive. The writer was told that in the 
 plans, Avhen completed, pi actically all the points of special import- 
 ance with reference to school hygiene, educational facilities, and ad- 
 ministrative conveniences about Avhich special inquiry was made 
 would be provided for. If the plans are carried out as indicated, 
 the ncAv high school buildings will be a source of pride and satis- 
 faction to the Territory for years to come. It remains for the peo- 
 ple and the legislature to put this big project across and make it 
 complete and creditable in all its details. 
 
Chapter VII. 
 THE UNIVERSITY OF HAWAII. 
 
 Contexts. — 1. Public liigii-school system: Cuilese entrance subjects; private pre- 
 paratory schools; colleges attended bj' f^ocondary school gi-aduates. 2. Higher education, 
 in Hawaii : Relation of university to Federal and Territorial Governments ; organizatiofl 
 and administration ; internal administration ; internal reorganization needed ; equipment ; 
 training and experience of faculty ; remuneration, relations, and worlc of faculty ; pro- 
 posed faculty expansion; new dopartmenls ; student attendance and racial distribution; 
 entrance requirements ; special students ; students' term load ; the graduates ; income and 
 costs. 3. Development of a University of Hawaii : Graduate and professional schools ; 
 need for training teachers ifor high schools ; research functions ; service to the com- 
 munity ; reporting to constituency, 4. Summary of recommendations. 
 
 1. THE PUBLIC HIGH SCHOOL SYSTEM. 
 
 The Territoiy of ITawaii has four public high schools : McKinley 
 Higli School, at Ilonoluhu with TTl students; Hilo Righ School, at 
 Hilo, on Hawaii, with 292 students ; the high school at Hamakuapoko, 
 on Maui, with 73 students; the high school at Lihue, on Kauai, with 
 58 students. About one-third of all the high-school students in the 
 Territoiy are registered in the college-entrance curriculum. In all 
 these schools, except the high school on Maui, the great majority of 
 the students come from non-English-speaking families. 
 
 The program of studies, as prescribed by the department of pub- 
 lic instruction, provides for three curriculums in the Territorial high 
 schools: A college-entrance curriculum, a commercial curriculum, 
 and a general curriculum. Each of the four hic'h schools offers the 
 three curriculums except that no commercial work is oifered at Hama- 
 kuapoko. The college-entrance curriculum, as outlined by the de- 
 partment of public instruction, is ample to secure entrance at the vast 
 majority of colleges accepting students on the certificate plan. In 
 most cases the subjects thus prescribed are actually offered at the 
 various high schools. However, the actual subject requirements made 
 by the high schools for prospectiA^e college entrants is in some cases 
 less than the amount required for entrance to certain colleges and less 
 than the amount actually offered in the school. Hence the student 
 enrolled in the college-entrance curriculum is not always required to 
 take the full amount of work in certain subjects necessar}^ for matri- 
 culation at the college of his choice, although the work is usually 
 offered and may be, in some cases, elected voluntarily by the student. 
 256 
 
THE UInIVEESITY OF HAWAII. 257 
 
 Cv)LLEGE EXTKANCE SUBJECTS. 
 ENGLISH. 
 
 The completion of a four-j^ear course in English, covering the 
 standard college-entrance requirements, is a requisite for graduation 
 for students in the college-entrance curriculum at each of the four 
 high schools. In this particular there is no variation from the gen- 
 erally accepted standard. 
 
 Especial mention should be made of the plan no^v in use in the 
 freshman class at McKinlev High School in the teaching of English. 
 A separate division has been formed for those students who through 
 unusual ability or home training speak English fluently. Entrance 
 to this division unposes no test of nationality whatsoever, but is con- 
 ditioned upon ability to pass written and oral examinations in Eng- 
 lish. It is felt by the authorities that it is as unfair to train in the 
 same class pupils of v\ddely different preparation and ability in 
 English as it vrould be to train together inipils of similarly diverse 
 preparation in mathematics or any other subject. This course of 
 action brought forth sharp protests of unfair discrimination from 
 the parents of some of the children and was eventually brought be- 
 fore the grand jury for decision. The majority of the jury favored 
 the school authorities by finding in the plan no " unfair" discrimina- 
 tion, but merely an effort to secure proper educational classification. 
 The plan contemplates that any pupil in a '"lower" division who 
 shall bring his English work up to the required standard shall be 
 promoted to the '* upper '' division. Personal inspection of tlie work- 
 ing of this plan leads the commission to believe that it is a wise one, 
 involving no racial discrimination whatsoever, but m.erely insisting 
 upon proper classification of students by ability and training. The 
 commission believes that the standard college-entrance requirement 
 program in English is, in the main, unsuited to the needs of the 
 pupils whose home language has not been English. As proof there 
 is quoted herewith the composition of a Chinese boy in the freshman 
 class of one of the high schools of the Territory. This work is pos- 
 sibly somewhat below the average ability of students of this class, 
 but it is at least illuminating : 
 
 MY DOG. 
 
 Two years ago I went to my friend's home for a visit. :My friend lias seven 
 little dogs about one month old. He asked me if I want a little dog. I was 
 surprise of little dog, so I took a male one. I thanked him very much and I 
 went with the little dog. I put him in a little box for him to slept in. He cried 
 during the first night because he was lonesome. I named him Jimmy, and I 
 fed him with rice and meat. He gi'ew very large in four months. He has 
 yello-u^ and white shaggy hair. 
 
258 A SUKVEY OF EDUCATION IN HAWAII. 
 
 I taught him how jumped and played in the grasses, and he could jumped 
 about six feet high. He loved to played with cats and chickens. I taught him 
 how to swim ; first he was scared of water. I threw him in the river and let 
 liim swam ashore. After he was very fond of swimming, and he chased the 
 ducks in the river. He has only one master, and he followed me every time 
 when I go some places. I used to go hunting and tramping with him. He grew 
 as a old dog now, and he is still lived. 
 
 To f)rescribe for the writer of the above a high-school English 
 course abounding in the works of Shakespeare, Milton, and the 
 earlier English writers is manifestly absurd. The schools of Hawaii 
 have the duty and the right to work out a special substitute course in 
 the best modern English to meet the needs of such students. On the 
 other hand, English-speaking children and others of unusual ability 
 have the right to proceed with the customary program unhindered. 
 Colleges should take these facts into consideration in passing upon 
 the entrance requirements in English of high-school graduates from 
 Hawaii. 
 
 MATHEMATICS. 
 
 Each of the high schools offers from one and a half to tAvo years 
 of algebra, a year of plane geometry, a half year of solid geometry, 
 and, in addition, a half year of trigonometry. There seems to be a 
 tendency not to require enough mathematics in the college-entrance 
 course. Thus, for example, at McKinley High School only two 
 units are required (one year in algebra and one year in plane geome- 
 try). College-entrance requirements would be more generally met 
 by offering in all high schools at least one and one-half years of 
 algebra, a year of plane geometry, and a half year of solid geometry 
 (particularly for prospective engineering students), a total of three 
 units. The teaching of trigonometry in the high schools is not gen- 
 erally required from the college-entrance standpoint, except for some 
 engineering colleges. In view of the lack of teaching force often 
 complained of, it might well be made elective and be given only in 
 alternate years. 
 
 rOREIGN LANGUAGES, 
 
 Latin and French are the foreign languages generally taught in 
 the high schools of Hawaii, although the entire four years of Latin 
 are being offered only at Plonoluiu and Hamakuapoko. Spanish is 
 offered at Honolulu and Hilo. The McKinley High School is the 
 only high school having a definite language requirement in the col- 
 lege-entrance course, and here this requirement covers two years. 
 The commission is informed that, as a matter of actual practice, 
 students preparing for college entrance at both Hamakuapoko and 
 Hilo all take some language. The situation in the Lihue High 
 School on Kauai is particularly unfortunate. The commission found 
 
I 
 
 THE UXIVEESITY OF HAWAII. 259 
 
 that owing to the hick of a teacher only one class in foreign hmguage 
 of any sort is being carried on — a class in first-year Latin. Xo 
 modern foreign language Avhatsoever is being offered. 
 
 SCIENCE AND HISTORY. 
 
 Three of the four high schools offer four years of science, as fol- 
 lows : First 3^ear, general science; second year, biology; third and 
 fourth 3^ears, chemistry and physics. The high school at Hamakua- 
 })oko Avas at the time of visitation without the services of a science 
 teacher and no courses in science ^^ere being given. This latter 
 school requires chemistry and physics in the college-entrance course ; 
 McKinley requires two yenvs of science; while at Hilo there is no 
 definitely stated requirement. 
 
 The equipment in chemistry is fairly adequate, except at Hama- 
 laiapoko, where the few desks are poorly arranged and sufficient for 
 but four students, Hamakuapoko is also sadl}^ deficient in even the 
 most elementary equipment for the teaching of physics. In fact, 
 Hilo is the only one of the four high schools with even a fair equip- 
 ment in this branch. In biology McKinley High School is amply 
 prepared for work with an equipment of 30 microscopes. Tlie other 
 schools are undersupplied in this respect. 
 
 All high schools require one year of American history and ofter 
 a three or four year course covering ancient, medieval, and modern 
 histor3^ 
 
 THE TEACHIX(; FOKCE. 
 
 The Territory is fortunate in having in its service a corps of well- 
 equipped high-school teachers and principals. The teachers, with 
 few exceptions, hold degrees from standard colleges of the mainland 
 and have had sufficient experience and professional training in the 
 work to fit them for efficient classroom activity. A number hold 
 the master's degree or have done equivalent graduate work. Close 
 personal inspection by members of the commission leads to the belief 
 that in this respect the high schools of HaAvaii are on an equality 
 with the standard secondary schools of the mainland. Even better 
 results could doubtless be obtained by a closer interrelation of inter- 
 ests through departmental supervision covering all four schools and 
 closer agreement in the outline of subjects taught, as well as by 
 occasional departmental meetings. 
 
 THK PKOGKAM OF STUDIES. 
 
 Tlie program of studies issued by the department of public instruc- 
 tion prescril)es a standard college-entrance curriculum. Xo student 
 in the regular college-entrance curriculum should be allowed to carry 
 
260 A SURVEY OF EDUCATION IN HAV/AII. 
 
 more than four subjects, except in cases of especial and weli-demon- 
 stratecl ability. A total of 16 units of Avell-performed work in the 
 four-year course will satisfy the entrance requirements of most col- 
 leges if the subject requirements are carefulh^ defined. Although 
 periods of 45 minutes in length are definitely prescribed and are 
 generally required in estimating college-entrance work, the Terri- 
 torial high schools are disregarding this point and cutting the normal 
 period short by from 5 to 7 minutes. 
 
 reco:m3iendatioxs 
 
 Regarding the college-entrance curriculum in the public high schools 
 of Hawaii, the commission makes the following recommendations : 
 
 1. That the soundness of the principle of the division of students 
 in English as now used in the j6.rst-year work at McKinle}- High 
 School be recognized and extended to all high-school classes in Eng- 
 lish where numbers warrant such procedure. 
 
 2. That a specially adapted curriculum in English be phinned for 
 the children of non-English-speaking families and for others of poor 
 preparation and less ability, and that more time be devoted to this 
 work with such students, even though such action result in the 
 necessity of a longer period than fom^ years for preparation for 
 college. 
 
 :^. That the college-entrance curriculum as prescribed by the de- 
 partment contain 16 units, 8 of which shall be made in the last two 
 years, 
 
 4:. That the class period in all iiigh schools be extended to cover 
 45 minutes. 
 
 THE PRIVATE PREPARATORY SCHOOLS.^ 
 
 By reason of the peculiar racial situation in Hawaii, a majority of 
 the Caucasian students of high-school age attend private prepara- 
 tory schools. These private institutions, all located in or near Hono- 
 lulu, prepare students for college entrance and have sent graduates 
 to various colleges.^ These schools are Punahou Academy, ]Mills 
 High School of Mid-Pacific Institute, and Honolulu Military 
 Academy. The great majority of white students have been pre- 
 pared for college at Punahou Academ3^ which has been practically 
 alone in its field of effort since its foundation in 1841. In fact, 
 Punahou Academy has served in all but name as the high school for 
 
 ^Tho survey does not inclutle preparatory scnools conducted under the auspices of tbo 
 Catholic Church. 
 
 2 The lolani School, under denominational supervision, also maintains a college pre- 
 paratory course from which a limited number of students hav^* entered collejie. The 
 commission regrets its inability to secure accurate figures regarding this institution. 
 
THE UNIVERSITY OF HAWAII. 
 
 261 
 
 the majorit}^ of white inhabitants of the islands, wiio have paid the 
 tuition fee charged rather than attend the free public high schools. 
 It is coeducational and has in the four upper classes an attendance of 
 228.^ In 1911 the Honolulu Militaiy Academy was founded as a 
 bo3^s' boarding school with military discipline and training. It has 
 at present an attendance of approxim_ately 100 boys, about one-third 
 of whom are in the academic or high-school department. Mills In- 
 stitute furnishes a boarding school for oriental students, with an 
 attendance of 125 in the high-school course. 
 
 All of these schools have been successful in preparing students fur 
 college entrance. The large faculty and excellent equipment of 
 Punahou place it in equal rank with the leading private preparatory 
 schools of the mainland. "While the other schools mentioned are not 
 so adequately equipped for science teaching, the members of the 
 teaching staffs are carefully chosen and good scholastic standards 
 are maintained. 
 
 SOURCES OF SUPPLY FOR THE UXTVERSITY OF HAVrAII. 
 
 Tlie following tables have been compiled to gi^e data regarding 
 students prepared for college entrance at the variou.s public and pri- 
 vate schools in the islands. 
 
 i<e<-iJ!Hhin/ m-ltocl <ini<Jiuitc^ irifh 16 units or more of credit, dixti-ihutcd hu raccsi, 
 
 Hawaii 1910-1920. 
 
 ?:Cll00ls 
 
 Amer- 
 ican. 
 
 McKinley High School, Hon- 
 oluUi: 
 
 Boys 
 
 Girls 
 
 Hilo High School, Hawaii: 
 
 Bovs 
 
 Girls 
 
 Haniakuapoko High School, 
 Maui (4 classes):' 
 
 Bovs 
 
 Girls 
 
 Lihue High School, Kauai 
 CI class): 
 
 Bovs 
 
 Girls 
 
 Puiiahoii Academv: 
 
 Boys 
 
 Girls 
 
 Mills High School (7 classes): 
 
 Boys 
 
 Honolulu Mihtarv Acaderav 
 (I cla5.0;: 
 
 Boys 
 
 Portii-; other 
 guese. j -whites. 
 
 '^^ 
 
 127 
 
 104 
 
 Total Lx)V3 
 Total girls. 
 
 Grand total. 
 
 174 
 233 
 
 25 
 
 Japa- ; 
 
 Chi- 
 
 nese. 
 
 nese. 
 
 53 
 
 SI 
 
 fi 
 
 29 
 
 21 
 
 11 
 
 Other i 
 foreign-i Total. 
 
 127 
 11 
 
 150 
 46 
 
 138 
 
 196 
 
 34- 
 
 377 
 81 
 
 911 
 
 Catalogue for 1918-19. 
 
 a Korean. 
 
262 A SURVEY OF EDUCATION IN HAWAII. | 
 
 1 
 
 An esamination of the figures here tabuhited shows some inter- | 
 esting facts. While the white American population of the islands ] 
 constitutes but a very small percentage (about 14 per cent) of the \ 
 total population, yet this numerical^ insignificant class has furnished 
 407 out of a total of 911 secondary-school graduates during the last 
 decade, or about 45 J per cent. The second place is held by the Chinese 
 with 196 graduates, representing 214 per cent of the total. The Japa- 
 nese with their great numerical superiority on the other hand have 
 contributed only 138 graduates, about 15 per cent. These figures 
 vrould seem to refute the charge, so often heard, that secondary and 
 collegiate education are responsible for drawing large numbers of the 
 oriental population away from laboring groups. 
 
 The above figures are particularly important since they define with j 
 considerable accuracy the maximum limits from which the Territorial 
 university may recruit its students. It should, of course, l^e borne in 
 mind that the number would be actually somewhat greater if the- 
 graduates of Catholic secondary schools were included. There isl 
 also to be considered the factor represented by students entering the - 
 University of Hawaii from the mainland. Neither of these elements, 
 however, vrould make any considerable difference, and it is safe to 
 assume thnt the yearly average number of secondary-school gradiuites 
 from which the University of Hawaii might hope to secure regularly 
 matriculated candidates for its freshman class has not during the 
 past decade exceeded 100. At least three additional facts must be 
 taken into consideration in determining the probable field at the 
 present time. The first is the strong tradition which exists in the 
 islands in favor of sending students to mainland colleges. The con- 
 templated establishment of a college of arts and sciences at the Ter- 
 ritorial institution will doubtless have its effect in influencing a con- 
 stantly increasing number of students to secure their college course at 
 home. The second point of importance lies in the fact that a large 
 percentage of each year's secondary-school graduates have not pre- 
 pared themselves with college in view, but have graduated from the 
 so-called business or general courses. 
 
 The third factor lies in the fact that the number of secondary* 
 school graduates will doubtless each year show a certain increase. 
 Of the seven schools considered only three have graduated students ■. 
 (prepared to enter college) during the entire 10-year period. Of 
 the remaining four schools, two have graduated such a class only | 
 during the past 3^ear, another has graduated four classes, and another 
 seven. It will be enlightening to examine into the actual number of 
 graduates of secondary schools who have attended college and also 
 into the matter of their choice of college. The figures given are com- 
 piled on the same basis as those of the preceding table — that is, they 
 
THE UNIVERSITY OF HAWAII. 
 
 263 
 
 are based upon the records of the 911 graduates of the past decade, as 
 shown by reports from the principals of the schools in question : 
 
 Secondary-school nradiiate.s, Hoiraii ( lfiJG-1020), uttcndiiig coIUfic.'' 
 
 i Total 
 ! graduates. 
 
 Mclvinley High School, Honolulu. 
 
 Hilo High School, Hawaii 
 
 Haraakuapoko High School, Maui. 
 
 Lihiie High School, Kauai 
 
 Punahou Academy 
 
 Mills High School 
 
 Honolulu Military Academy 
 
 345 
 
 77 
 
 21 
 
 7 
 
 377 
 
 SI 
 
 3 
 
 Number 
 
 attending 
 
 college. 
 
 Per cent 
 
 attending 
 
 coUege. 
 
 18 
 15 
 
 4 
 
 236 
 
 41 
 
 3 
 
 +22 
 +23 
 +71 
 +57 
 -63 
 -51 
 100 
 
 Total. 
 
 911 
 
 393 
 
 +« 
 
 1 '•College'' is here used in it 
 school graduates. 
 
 bioadost sense, to include insUtution.s of all types receiving secondary 
 
 From the figures just given it is evident that the four public high 
 schools have during the last decade sent only ll-i students to college, 
 while the private schools have sent 280. The following table shows 
 vrhore these -^98 students attended college. In the case of stiulents 
 attending two or more institutions, the college of their first choice is 
 
 HUjlicr iu.stitufioiis attended by secondary school yraduatcx of Haivaii, 1910- 
 
 1920. 
 
 Mc- 
 Higher institution attended. i ^^^^' 
 I School. 
 
 Hilo 
 High 
 School. 
 
 Hama- 
 kua- 
 poko 
 High 
 
 School. 
 
 Lihue 
 High 
 School. 
 
 Puna- 
 hou 
 Acad- 
 emy. 
 
 ■ 
 
 Mills 
 High 
 School. 
 
 Hono- 
 hilu 
 Mili- 
 tary 
 
 Acad- 
 emy. 
 
 Total. 
 
 Ame-^ ' 1 
 
 1 1 ! 
 
 
 J 
 
 
 1 1 
 
 1 
 1 
 
 
 t 
 
 Art school 1 
 
 Boston University 1 
 
 * ■ 1 i 
 
 
 
 2 
 
 ... : i 
 
 
 
 
 
 1 
 
 1 
 
 HI 
 1 
 1 
 1 
 4 
 
 16 
 
 
 
 2 
 
 University of" Califoniia '.'....'.'. j " " iU 4 i 4 
 
 Case . . . ' 
 
 6 
 
 1 
 
 56 
 1 
 
 University of Cin^'innati ■ 
 
 
 
 1 
 
 
 1 
 
 
 
 2 
 
 Columbia ' - - - 
 
 
 
 
 4 
 
 
 
 
 
 
 22 
 
 
 
 
 '2 
 
 
 
 
 1 
 
 Dartmouth 
 
 
 
 
 1 
 
 
 3 
 
 Dental college'; 
 
 5 
 
 
 
 
 5 
 
 
 ! ! r 
 
 I 
 
 ..." 
 
 1 
 
 Dickinson ' 
 
 1 i"'" ' 1'" 
 
 2 
 
 
 ! 1 
 
 1 
 Iti 
 
 I 
 
 
 
 1 
 
 
 
 17 
 
 Univcr^it y of ilawaii 
 
 29 
 
 3' 
 
 4 1 'u 
 
 18 
 
 1 
 
 
 113 
 
 Uif'versity of Illinois 
 
 
 
 1 ! 1 
 
 3 
 
 TTnivprviil V nf Trrvva 
 
 1 
 
 . J 
 
 1 
 
 Lehigh ' 
 
 
 
 1 
 
 1 
 
 1 
 
 ........ 
 
 1 
 
 
 i 
 
 1 
 
 1 
 
 Massachusetts Institute of Technology 
 
 i 
 
 1 ... 
 
 2 
 
 10 
 2 
 
 1 
 
 1 
 
 
 2 
 
 3 i 2 
 
 1 
 
 11 
 
 Mills .. ■ ^ -'' 
 
 1 
 
 
 
 
 2' 
 
 
 
 ........ 
 
 
 
 
 
 10 
 
 
 1 
 
 
 
 
 5 
 
 University of Montana 
 
 
 
 
 
 1 
 
 Onllpcp nf Xttmip 
 
 1 
 
 
 
 1 
 
 3 
 
 T^nivrrssif V nf Nnrlh F>aVnt,a 
 
 
 
 1 
 
 
 
 
 ! 
 
 1 
 2 
 
 ;;;;i; 
 
 1 
 
 ^ni thu'pstpm 
 
 1 
 1 
 
 1 
 
 
 5 
 
 OljerUn 
 
 ::;:;;;;l;:::::::i 2' 
 
 3 
 
264 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 Uiijhrr institutions uftcnded hy sccotulartj school ynuJuatcs of lldiruli, ifnO- 
 
 1920—Conthmea. 
 
 Highor iasUiulion altemkHl. 
 
 Mc- 
 K in ley 
 
 High 
 School. 
 
 Hilo- 
 High 
 
 School. 
 
 Hama- 
 kua- 
 poko 
 High 
 
 School. 
 
 Lihuc 
 
 High 
 
 School. 
 
 Puna- 
 
 hoii 
 
 Acad- 
 
 emj-. 
 
 Mills 
 
 High 
 
 School. 
 
 Hono- 
 lulu 
 Mili- 
 tary 
 Acad- 
 emy. 
 
 Total. 
 
 Oregon 
 
 
 
 
 
 
 1 
 
 ....... 
 
 1 
 
 College of Pharmacy 
 
 
 1 
 
 
 1 
 
 J 
 
 Pomona ! 
 
 
 
 2 
 
 
 .... .1 
 
 2 
 
 Purdue 
 
 1 
 
 
 
 1 
 
 
 1 
 
 Simmon^ 
 
 
 
 
 
 i i 
 
 
 
 I 
 
 Smith 
 
 
 
 
 
 10 ! 
 
 13 1 
 
 10 
 
 Stanford . . 
 
 ' 
 
 6 
 
 2 
 
 
 '/'■, 
 
 St. Lawrence 
 
 1 
 1 
 
 
 1 
 
 Swarthmorc 
 
 
 
 ■':::: 
 
 ■" 1 
 
 
 
 '> 
 
 Svraciisc 
 
 
 
 
 ■il:::::': 
 
 r, 
 
 Teachers' colleges 
 
 1 ; 
 
 
 
 Tri-State i i "1 
 
 1 
 
 Unknown 
 
 9! l| 
 
 1 
 
 li 
 
 Valparaiso 
 
 
 Vassar 
 
 1 
 
 1 
 
 
 1 
 
 AYashintiton 
 
 
 
 
 
 1 1 1 
 
 
 n 
 
 Welleslev 1 
 
 2 
 
 
 I 
 
 2 
 1 
 
 
 
 9 
 
 WentAvorth Institute 1 .J 
 
 
 
 1 
 
 Weslevan i i 
 
 1 
 
 
 
 2 
 
 Western Reserve ' 1 
 
 1 
 
 
 
 I 
 
 WcstPoint ! 
 
 
 
 
 2 
 
 
 
 2 
 
 William Jewell ..J i 
 
 
 1 1 
 
 1 1 
 
 2 i 
 
 14 1 1 
 
 1 
 
 Williams. . 
 
 1 1 
 
 
 \ 
 
 
 
 
 
 Ya}[cy...////^'.v^y "////// ""///..'. 
 
 1 
 
 
 
 
 Ifi 
 
 
 1 
 
 
 
 Total 
 
 70 : 18 15 
 
 4 2.35 .11 ; 3 
 
 3&3 
 
 The University of Hawaii has attracted only 113 students out of 
 a total of 393 who have gone to college, i. e., nearly 29 per cent. 
 This figure is doubtless low, as compared with the local drawing 
 power of most of the mainland colleges. It must be remembered, 
 however, that the lO-j-ear period in question includes the whole 
 life of the Territorial college, from the time ox its foundation as 
 a new institution, and that until 1919 no academic course was 
 offered. It is particularly interesting to note that of the class of 
 1919 of Punahou 17 out of a total of 30 Vvho continued tlieir edu- 
 cation entered the local college. This is significant in view of the 
 fact that the class entering in the fall of 1919 Vv^as the first class 
 to whom the opportunity of registration in the course in liberal 
 arts Avas offered. 
 
 2. HIGHER EDUCATION IN HAWAII. 
 
 OI'TLIXE OF THE SITUATION. 
 
 j>Iost of the States of the I^nion have adopted systems of State- 
 supported higher education. In most cases tliese systems repre- 
 sent the result of natural development rather than of any prear- 
 ranged plan. Only the newer States have been fortunate enough 
 to profit by the study of undesirable conditions in other communi- 
 ties, and some of these have wisely avoided duplication of work and 
 
THE UNIVERSITY OF HAWAII, 265 
 
 lack of centralization of ett'ort and supervision. Twenty States 
 (Arizona, Arkansas. California, Florida, Georgia, Idaho, Illinois, 
 Iventuck;^', Louisiana, Maine, Minnesota, Missouri, Nebraska. Ne- 
 vada, Ohio, Tennessee, Vermont, West Virginia, Wisconsin, and 
 Wyoming) have used tiie plan of combining the miiversity and 
 the agricultural college in the same place and under the direction 
 of one president and one board.- 
 
 The Territory of Hawaii, through its legislature of 1019, adopted 
 the same wise policy when it enacted a bill which will create in 
 19:20 the University of Hawaii on the foundation of the present 
 College of Hawaii, originally organized by the legislature of 1907, 
 as a college of agriculture and mechanic arts, and enjoying the 
 benelits of the ^lorrili Act of 1890 and of the Nelson amendment 
 to the Morrill Act, passed in 1907. 
 
 There are no private institutions of higher education in Hawaii. 
 Thus the Territory presents the unique spectacle of a political 
 subdivision of considerable size and population isolated geographi- 
 cally from the rest of the world and possessing oidy one higher 
 educational institution. All these facts render the problem pre- 
 sented in the Territory a peculiarly simple one, in so far as dupli- 
 cation of effort and overlapping of field is concerned. There is no 
 duplication, and the University of Hawaii is alone in its field. 
 
 Briefly stated, the history of liigher education in Hawaii is as 
 follows : Stimulated by the congressional grant known as the second 
 Morrill Act, the Territorial legislature in 1907 established the Col- 
 lege of Hawaii, pro^'iding for a college of agriculture and mechanic 
 arts, offering courses in agriculture, engineering (mechanical, elec- 
 trical, and civil), household economics, and general science. During 
 the first jeixv the college gave instruction to 6 regular students, 5 
 preparatory students, 22 special students, and to 61: students taking- 
 lectures and practice work in subjects especially provided for them. 
 During the biennium of 1907-1909 the college enjoyed an income of 
 $65,000 from Federal sources and $25,000 fix)m the Territorial legisla- 
 ture, and was housed in two temporary buildings in the residential sec- 
 tion of Honolulu. In 1911 the legislature appropriated $75,000 for 
 the construction and furnishing of a college building on a tract of 90 
 acres previously acquired in the Manoa Valley on the outskirts of 
 the city, and in the fall of 1912 the college moved to this, its present 
 location. 
 
 From the first the conception of the usefulness of a public institu- 
 tion of higher education to the Territorial community seems to ha^.e 
 been a broad one. The report of the board of regents for the first 
 biennium (1907-1909) suggests, for the future development of the 
 
 i For a fuller descViptiou of varying sj-stems, see State Higlier Educational Instit«tion.s 
 of North Dakota, Bulletin, 1916, No. 27, of the Bureau of Education. 
 
266 A SUKVEY OF EDUCATIOX IX HAWAII. 
 
 college, study and research in such matters as agricultural conditions 
 peculiar to Hawaii, as in the raising of sugar cane, pineapples, coffee, 
 rubber, etc.; forest, mineral, and water conservation; animal hus- . 
 bandrv: engineering (municipal, commercial, and manufacturing); 
 economics ; government ; etc. From the time of the removal of the 
 plant to the Manoa Valley a definite building plan was adopted. In 
 such broad matters of policy it may be truly said that the people of 
 Hawaii have been f arsighted in planning for the development of their 
 Territorial college. 
 
 31anifestly the most pressing problems of the islands have to do 
 with agriculture. Hence it is only fair to conclude that the operation 
 and sujDport of the college of agriculture and mechanic arts are, and 
 must remain, the chief concerns of the Territory, although the de- 
 velopment of a University of Hawaii Avith a college of arts and 
 sciences has already been determined upon as a logical forward step. 
 The activity' of such a college of agricultui^ and mechanic arts 
 needs be by no m_eans limited to agriculture alone. Engineering 
 plays an important part in the development of the Territory. Prob- 
 lems of road and bridge building are ever present : irrigation is the 
 very life of agriculture; the extension of telegraphs and railways 
 will undoubtedly continue, and problems of harbor facilities and of 
 interisland navigation and commerce are still far from ultimate solu- 
 tion. In a semitropical climate like that of Hawaii the services of 
 the chemist, the entomologist, the biologist, and the bacteriologist 
 are always in dem.and. Such local needs as these will continue to 
 direct the activities of the University of Hawaii along the channels 
 of practical usefulness and to justify the original establishment of the 
 college of agriculture and mechanic arts. 
 
 RELATION OF THE UNIVERSITY TO FEDERAL AND TERRITORIAL GOVERN-; 
 
 MENTS. 
 
 The relation of the college to the Federal Government calls for no 
 especial elaboration here. It was, and still is, the arrangement pro- 
 vided for in the so-called second Morrill Ad and the Xelson amend- 
 ment. In accordance with these the college now receives $50,000 
 annually from the Treasur}- of the United States. The purposes for 
 which this money may be expended are, however, definitely limited. 
 It may be expended for '' instruction in agriculture, the meclianic 
 arts, the English language, and the various branches of mathemati- 
 cal, physical, natural, and economic science," but it may not be used 
 to pay for such necessary things as land, buildings, salaries of 
 administrative officers or teachers in subjects not specifically named, 
 furniture, etc. Hence every State or Territory has had to add con- 
 siderable sums to supplement the Morrill grants, even though no 
 
THE rXIYERSITY OF HAWAII. 267 
 
 development beyond the college of ao^riculture and mechanic arts Avas 
 attempted. For some 10 years a college of this type was deemed 
 siiflicient to meet the needs of the people of the Territory of Hawaii, 
 and appropriations were made by the Territorial legislature to sup- 
 plement the Federal funds. The work carried on vvas almost entirely 
 of a scientific nature, and no attempt was made to approximate the 
 common curriculum of the liberal-arts type. As a result the oppor- 
 tunities for Territorial students were naturally someAvhat limited, 
 and this doubtless accounts, in part at least, for the small attendance 
 of regular students during the early years of the institution. 
 
 In April, 1919, an act was adopted by the legislature of the Terri- 
 tory' " to establish a l^niversity of Hawaii." Its first section com- 
 bines the present College of Hawaii Avith the newly created Univer- 
 sity of Havraii in the function of a college of applied science, creates 
 "a college of arts and sciences." and provides for the incorporation 
 into the university of " such other departments as may from time to 
 time be established." Additional sections provide for the delegation 
 of management to a board of regents, define the purposes of the uni- 
 versity, outline its plan of administration, and define its financial 
 relation to the Territory. In general, the act is an admirable docu- 
 ment, based on the best practice of the mainland States, and defining 
 broad general powers rather than details of control and administra- 
 tion. As a result of its passage the Territory finds itself in the en- 
 viai>Ie position of being able to concentrate its resources upon the 
 development of a single public institution of higher education. 
 
 ORGANIZATKJX AND ADMINISTRATION. 
 
 The board of i-egents under the new law vrill consist of — 
 
 seven meiul)ers;, of Avhicii the president of the university, who shall act as secre- 
 tary to the board, and the president of the board of agriculture and forestry 
 shall be members ex oflicio. and the other live members shall be appointed by the 
 governor of the Territory- of Hawaii as by law provided. 
 
 The experience of many States has shovrn that seven is an admir- 
 able number for a board of this sort. The inclusion of the president 
 of the university as a member ex oflicio. while it is a not uncommon 
 practice, may at times subject that officer to a certain embarrassment 
 in voting upon his own recommendations and upon questions which 
 affect his own relations to the university. The best educational prac- 
 tice assures the president the right of attendance at all meetings of 
 the board, but relieves him from the responsibility of voting on poli- 
 cies which must of necessity largely originate Avith himself. 
 
 The combination of the offices of president of the university and 
 secretary of the board as a part of the organic charter of the uni^-er- 
 sit}^ is. the commission feels, most unfortunate. While present con- 
 10146'— 20 18 
 
268 A SURVEY OF EDUCATIOIT IX HAWAII. 
 
 1 
 
 ditioiis ma}^ make such an arrangement desirable, it is by no means 
 certain that future presidents ^Yill possess those peculiar character- 
 istics necessary in the secretary of the board of a growing universit}^ 
 The office of secretary of the board in as great an institution as the 
 University of Hawaii may some day l^ecome is one of extreme impor- 
 tance and requires the undivided attention of an individual Avhose v 
 training and abilities v^ill probabi}^ be far different from those re- ■ 
 quired for the presidency of the universit3\ Shoidd the board of. 
 regents now, or at any future time, desire to combine the two oflices 
 temporarily, it should undoubtedly have the right to do so, but the 
 man.dator}^ character of this provision in the Territorial laws may 
 prove contrary to the best interests of the university, and the com- 
 mission recommends that it be stricken from, the act l)y legislative 
 amendment. 
 
 The inclusion of the president of the board of agriculture and 
 forestry as an ex officio member of the board is, in view of the pre- 
 vailing activity of the Territory, unquestionably wise. The commis- 
 sion believes that the same principle should be carried a step further 
 and that provision should be made in the personnel of the board of 
 regents of the university for some representation of the public-school 
 interests of the Territorj^ The common method of procedure seems 
 to be tlie inclusion of the State superintendent of public instruction 
 as a member ex officio of the university board. In case this plan does 
 not commend itself to the people of Hawaii, numerous other methods 
 are available. An instructive description of some of these may be 
 found in " State Higher Educational Institutions of lov^a," Bulletin 
 of the Bureau of Education for 1916, No. 19, pages 125-128. Con- 
 versely the interests of the university should uncjuestionably be repre- 
 sented in the administration of the public schools. The commission 
 recommends the appointment of a joint committee from the board 
 of regents of the university and the board of commissioners of the 
 public schools (including the president of the university and the 
 superintendent of schools) to formulate a plan of mutual representa- 
 tion best suited to the local situation and to recommend its enactment 
 by the legislature. 
 
 The Territory is to be congratulated upon its success in securing 
 as members of the board of regents during the short period of the 
 existence of the institution citizens of a higher type who have, in most 
 cases, been willing to devote themselves whole-heartedly to the duties 
 of their office. The records of the board of regents have been in gen- 
 eral well kept. It is a matter of surprise that the board lias never 
 adopted a formal code of by-lav/s or rules for its government. This 
 omission is at the present time being rectified by the compilation of 
 a code of rules based upon the practices of the board during the past 
 fcAv years. 
 
THE UXIVERSITY OF HAWAII. 269 
 
 INTERNAL ADMIXISTRATIOX. 
 
 As is natural in the case of new institutions, particularly of those 
 with a small and but slowly increasing enrollment, the problem of 
 internal administration has not yet reached such proportions at the 
 College of Hawaii as to make it particularly difficult of solution. The 
 simplest possible form, that of general personal supervision by the 
 president, has so far sufficed to meet the prol^lems Avhich have pre- 
 sented themselves. Inevitably, with the development of the new T"^ni- 
 versity of Hawaii, it will become increasingly m.ore diffi{^ult for this 
 system to meet the demands of the situation. At present practically 
 all details of college administration are referred directly to the presi- 
 dent for solution. He is provided with one stenographer, who, liow- 
 ever, must also be responsible for the general stenographic work of 
 the entire institution. In addition, there has been provided recently 
 a woman graduate of the college whose duties include the keeping of 
 student and office records. There is no special provision for the 
 financial administration of the institution, vrith its necessary details 
 of bookkeeping, purchasing, receiving of fees, etc., and all these 
 detailed activities devolve directly upon the president and his insuffi- 
 cient office force. In view of these handicaps the system of student 
 records is reasonably adequate, a result which could hardly have been 
 attained without the cooperation and help of faculty members. 
 
 The organization of the faculty provides for a governing board, 
 composed of all faculty mxcmbers of full professional rank with w 
 manimum of one year's service. To this board general matters of col- 
 lege administration are referred for discussion and decision. The 
 entire faculty is divided into various committees, to A\'hich are in- 
 trusted the different college interests. 
 
 Without reference to the coming reorganization of the institution. 
 the commission feels that the system just described already puts upon 
 the president so many responsibilities that his important function of 
 representing the college before its constituency in the Territory and 
 before the world of education in general must of necessity be seriously 
 hampered by the detailed routine of his office work. Particularly 
 serious is the lack of a competent financial officer who, under the 
 direction of the president and the board, can give his entire time to 
 the proper administration of the business interests of the institution. 
 In the expenditure of the quite considerable sum annually necessary 
 for the conduct of the college the undivided attention of a comi)etent 
 man to the details of contract letting, purchasing, budget making, 
 and of accounting would, in the opinion of the commission, more 
 than pay for the extra salary expense involved. The commission 
 therefore recommends as the most immediate need in the internal 
 
270 A SURVEY OF EDUCATION IN HAWAII. 
 
 administration of the college the establishment of a financial office 
 in charge of a competent and well-trained accountant and business 
 man, who shall, under tlie direction of the president and the board, 
 assume charge of the activities above mentioned and of such similar 
 interests as may conveniently be assigned to him. 
 
 INTERXAI. KEORGAXIZATION NEEDED. 
 
 The imminent organization of the University of Hawaii must in» 
 evitably bring with it a reorganization of the present plan of internal 
 educational administration. The establishment of a nev/ college of 
 arts and sciences and the highly desirable increase in extension work 
 and cooperative activities which may reasonably be expected will, 
 Avithin a short time, probably make it physically impossible for the 
 president to attend personally to all the details involved, particularly 
 in the matter of the routine contacts with the student body. These 
 should be delegated to a regularly appointed dean in each college 
 or division, the president devoting a limited amount of time daily 
 to such interests as particularly^ demand his personal attention. The 
 dut}^ of keeping student records should eventually center in the office 
 of a registrar who might, for a time at least, be chosen from the 
 facult}^ with a proportionate lightening of the teaching load, or a 
 competent registrar might possibl}^ be found in a member of the 
 off.ce staff. In view of the fact that the University of Hawaii is not 
 yet an accomplished fact, the commission feels that it can make no 
 definite recommendations for its administration beyond the general 
 suggestions just given. Probably one of the most important activities 
 of the future will prove to be the development of extension Avork. 
 The proper centralization of this interest under the direction of a 
 competent administrator Avill ])e only one of the many now scarcely 
 to be foreseen questions which the board and tlie president will have 
 to solve in the development of the institution. 
 
 The administration of an educationp.l institution is dependent upon 
 a number of intangible factors, as well as upon mere formal organiza- 
 tion. The war-taught expression '' morale '' is especially applicable 
 in times of peace to that, spirit in which a college or universit}^ or- 
 ganization performs its educational and administrative duties. The 
 geographical situation of the College of HaAvaii is so unique in its re- 
 moteness from other centers of education that the commission feels 
 justified in suggesting methods of maintaining necessary educational 
 contacts Avhich might be quite superfluous in the case of a mainland 
 institution. Without the inspiration of such contacts the educational 
 morale of the College of Hawaii must inevitably fall beloAv tlie stand- 
 ards of the mainland colleges Avhere constant interchange of ideas 
 and personal associations vitalize the college life of faculty members 
 and administrative officers. 
 
THE UNIVERSITY OF HAWAII. 271 
 
 The commission learns with surprise that the president of the 
 C ollege of Hawaii during his five years of service has visited the 
 mainland only twice, once at his own expense and once with a partial 
 payment of expenses by the college. This condition has rendered it 
 impossible for him. to meet with any of the various college associa- 
 tions of the United States and to receive at first hand the inspiration 
 and information regarding modern educational conditions which can 
 come only from personal intercourse with others of the same profes- 
 sion. It has also meant that even heads of departments employed 
 Isy the college have been engaged w^ithout a personal interview with 
 any college official, a policy entirely contrar}^ to the best practice of 
 the day. Identical conditions have existed, and still exist, in the 
 case of faculty members, whose only opportunity to attend scientific 
 and professional meetings is limited to occasional trips during sab- 
 batical leaves at the inclividuars own expense. These conditions, due 
 to the peculiar situation of the College of Hawaii, are extraordinary 
 and basically unsound. They threaten seriously the quality of the 
 teacliing and administration of the college, and they demand extraor- 
 <iinary measures for their solution. 
 
 The commission recommends to the board of regents of the college 
 the establishment of a personal expense fund for the president of the 
 university, to be used by him in visiting the mainland at least once 
 annually, and also in visiting the various islands of the Territory 
 for the purpose of establishing contacts with the entire constituency 
 of the college and extending the knowledge of its work. It also rec- 
 ommends that the board confer with a committee of the faculty re- 
 garding tlie establislmient of a fair rotating system by which the 
 expenses of certain faculty members, particularly of department 
 lieads. may be paid annually by the college for the purpose of attend- 
 ing scientific and professional meetings on the mainland. The com- 
 mission realizes that such expenditure represents a distinct innova- 
 tion in the procedure hitherto customary at the College of Hawaii. 
 It believes, however, that expense thus incurred should by no means 
 be considered in the light of reward or compensation for the indi- 
 vidual, but rather as an investment in the educational efficiency of the 
 institution. 
 
 EQIirMEXT. 
 
 The tract of land in the Manoa Valley occupied by the College of 
 Hawaii covers 90 acres. This land is at present carried on the in- 
 stitution's inventory at a value of $1,000 an acre, but its situation 
 in a somewhat recently developed section of excellent residence 
 character doubtless makes it worth at least three times this amount 
 per acre. The entire tract has not yet been cleared, but considerable 
 progress has recently been made in this respect. The college pos- 
 
272 A SURVEY OF EDUCATION IN HAWAII. 
 
 sesses a building equipment which is still inadequate in some re- 
 spects. The main building is of reinforced concrete, three stories 
 in height and contains about 60 rooms used for classroom, office, 
 and laboratory purposes: here are located the administrative offices 
 and the library; the building is modern in equipment and well 
 adapted for classroom use, although the provision for laboratory 
 space is scarcely sufficient for all necessary purposes. Most of the 
 scientific departments of the college are housed in this building. 
 Chemistry is represented hj a building of its own, unfortunately of 
 wooden construction and of temporary character only. The provi- 
 sion for this department is quite inad.equate, and the laboratories 
 are overcrowded, as is also the case in some of the laboratories in the 
 main building. Experimental laboratory work for engineers is pro- 
 vided for in a modern reinforced concrete building of good design 
 and construction. The need in this department for the immediate 
 present seems to be for additional equipment rather than for labo- 
 ratory space. In addition to the buildings mentioned there are several 
 small structures, an insectary, a slat house, and a building for ex- 
 perimental plant purposes. On the farm 15 acres are devoted to 
 crops, three buildings are used for dairy purposes and there are in 
 addition a piggery, tool shed, horse stable, and several laborers' 
 cottages. Aside from the buildings on the campus the college pos- 
 sesses an astronomical observatory at Kaimuki and has recently ac- 
 quired the famous aquarium at Kapiolani Park. 
 
 Except as noted above there are no bad conditions of student ov^er- 
 crowding at the college, but the situation in the college lil^rar}' is 
 such as to merit especial attention. It is needless to state that the 
 intellectual life of every college or university must necessarily center 
 in its library. The library of an institution of higher learning 
 should be adequate in books, equipment and administrative force to 
 give mental inspiration and furnish proper working conditions to 
 students, faculty and interested public. At the College of Hawaii 
 this is far from being the case. Considering the short period of the 
 institution's existence, its collection of 25,000 volumes and 30,000 
 pam.phlets represents a most creditable beginning, but the limited 
 space which can be spared in the main building to house this collec- 
 tion is entirely insufficient for proper shelving and for reference 
 and reading-room facilities. Even more serious is the numerical 
 insufficiency of the staff Avhich consists of a single librarian, assisted 
 by an untrained girl helper and, temporarily, by a voluntary citizen 
 assistant. The duties of the librarian include the not simple task 
 of managing the college book store, a task which occupies much of 
 her time. As a result it is difficult to meet even the most immediate 
 needs of buying, cataloging, reference, and circulation activities, 
 while no time nor force is available to undertake the active campaign 
 of making the library useful to the j>eople of Oahu and the other 
 islands. 
 
 I 
 
I 
 
 THE UXIVEESITY OF HAWAII. 273 
 
 By personal examination and in conference with college officials, 
 members of the board of regents, and citizeris in general the com- 
 mission has tried to gain an insight into the needs of the new nni- 
 versity to be, in order to recommend a construction plan for reason- 
 able increase in material equipmer^t for the next fe^\' years to come. 
 A group plan of buildings has already been adopted by the college 
 authorities. 
 
 The president's report to the board of regents for the biennial 
 period 1917-18 contains a valuable summary of the work of the insti- 
 tution, with comprehensive suggestions for its development. The 
 commission has studied these suggestions carefully in the process of 
 arriving at its conclusions, which are as follows : 
 
 It is recommended that sufficient funds be raised by the next legis- 
 lature, either from the current sources of income or through the 
 issue of bonds, to provide for the immediate erection of a suitable 
 library building (if possible, to contain an auditorium), and of a 
 science building to house the departments of chemistry, physics, and 
 biolog} \ For this purpose a building of at least three stories and 
 a basement will be required, which should be planned on generous 
 enougli lines to meet the needs of the next 10 years. Any consider- 
 able increase in the population of the Territory and corresponding- 
 increase in the attendance at the universit}^ will doubtless mean an 
 eventual separation of the three scientific departments into individual 
 buildings. Meanwhile, with the present attendance and prospects 
 of increase, an inclusive science building will probably suffice for the 
 next few years to come, and there will be no eventual loss of invest- 
 ment, sirice any one department — for example, chemistry — can take 
 over rooms later vacated by other scientific departments, if such a 
 purpose is held in ^iew when the building is planned. It is especially 
 desirable to free the present main building of the laboratories of 
 physics and biology, in order to give more classroom space for the 
 deveiopm.ent of the new college of arts and sciences. 
 
 The situation in the present agriculturrJ department will be dis- 
 cussed at greater length a little later. Generally speaking, the 
 equipment is not of such adequacy as should be expected in a Terri- 
 torv whose interests are largely agricultural. The problem of its 
 increase involves certain questions which belong to another part of 
 this discussion. 
 
 The commission does not at the present time feel itself able to 
 indicate other lines of material expansion than those just mentioned. 
 So mucli depends upon the attitude of the people of the Territory 
 toward the new University of Hawaii, that it seems safer not to 
 attempt to anticipate future needs too far ahead. Generally speak- 
 ing, the university needs, and needs ba^ll}- as soon as possible, con- 
 siderable additions to its scientific equipment and. perhaps first of 
 
274 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 all. a suitable biiildin<r for its library and an increase in the library 
 staff. The commission recommends that the college book store he 
 placed under the supervision of the new linancial officer, if one be 
 appointed, but at any rate that its management be divorced from 
 that of the library. It recommends also the employm^ent of at least 
 one trained, full-time assistant librarian and of one or two part- 
 time student assistants. 
 
 TRAINING AND EXPERIENCE OF THE FACEETY. 
 
 Xo attempt has been m.ade b}^ the commission to appraise the 
 work of individual faculty members by personal classroom visits. 
 The fitness of college instructors for intellectual leadership may be 
 tested in a general way b}^ three factors: (1) Academic training, 
 (2) college teaching experience, (o) research and pu])lication. The 
 tables which follow are based upon the returns made by individual 
 faculty members u])on specially prepared blanks. Tlie extent of the 
 academic training is to be inferred, at least apj^roximately. from 
 the degrees held by various individuals. 
 
 Training, e-rix^i'iencc, unO puhlirations of fnriiltn nicinhrr-^, J'tiirerxitij of Hainiii. 
 
 Title. 
 
 Dewartmenr. 
 
 Academic tniining 
 
 Highest 
 degree. 
 
 President I Executive (and chem- 
 
 I istry). 
 Professor j Engineering 
 
 A ssistani professor do 
 
 Profess<5v Botany 
 
 Do i Systematic botany ! 
 
 Do ] Entomology \ 
 
 Do i Physics | 
 
 Do I EngUsh 
 
 Do I Chemistry I 
 
 Do do [ 
 
 Do j Agriculture 
 
 As^istani professor.- do I 
 
 Professor j Mathematics and as- I 
 
 I tronomy. 
 Do ; Ceramics and design. . . i 
 
 Assistant professor . ; Domestic art 
 
 Do 1 Household science 
 
 Assistant : Drawing and ceramics. 
 
 Ph. D. 
 M.S.. 
 
 B. S. 
 
 Institution. 
 
 ! Public a- 
 Colle'vie j tions in 
 teaching, mast tvo 
 years. 
 
 Yale. 
 
 Massachusetts Institute 
 
 of Technology. 
 do 
 
 Ph. D ; University of Minne-oti. 
 
 None i 2 years' st vid v at Meuna . s 
 
 M. A I Leland Stanford 3 
 
 Ph.D j Harvard 4 
 
 do : Cornell 9 
 
 M.A Yale 9 
 
 Ph. D do I 
 
 University of Wisconsin . ; 3 
 
 University of Illinois .... 
 
 Marietta.'. 11 
 
 B. S 
 
 ....do... 
 M. A.... 
 
 Professor. . 
 Instructor. 
 
 Romance languages . 
 History 
 
 Honor. 
 None.. 
 
 M. A. 
 None. 
 
 B. A.. 
 Ph. B. 
 
 Woman's Art School, 
 
 New York. 
 Studied under Drivat* 
 
 instructor. 
 
 Cohimbia 
 
 Studied at Park College 
 
 and College of Hawaii. 
 
 Boston University 
 
 OberUn 
 
 11 
 
 
 . 
 
 11 16 
 10 i 
 
 12 1 21 
 16 
 3 
 
 
 
 3 
 
 11 
 
 9 : 20 
 23 25 
 
 6 6 
 10 
 
 Summary: Number of names, 19; number of doctor of pliilosophy degrees, o: numiier of master degrees, 
 5: number of bachelor degrees, 5; number without degrees, 4. 
 
 The figures just given show the following facts: Of a faculty of 
 18 persons (excluding the president). 12 hold full professorial rank. 
 
THE UNIVERSITY OF HAWAII. 275 
 
 Of these 12, 4 hold the doctor's de^rree and 7 have had collegiate 
 t( aching experience, other than that gained in tlieir present positions. 
 Four hold master's degrees, 2 hokl bachelor's degrees, and 2 hold no 
 degrees, altlioiigh in both of the latter cases study of an academic 
 giade is indicated. AVJule the doctor's degree is by no means to be 
 considered as an unfailing and a unique criterion of professorial 
 iitness, yet it does serve as the indication of a definite course of 
 Eriistained graduate study successfully completed, and it is being 
 more and more generally required for elevation to the full pro- 
 fessorial rank in the standard American college. 
 
 The commonly accepted minimum requirement for the training of 
 the college faculty member of any grade is the possession of the 
 lii lister's degree or of equivalent graduate preparation. Nine of the 
 1 "^ f acudty members have only the bachelor's degree or else are with- 
 out degrees. In a few of these cases, however, a fair equivalent of 
 the master's degree in graduate work is indicated. From what has 
 jii^t been said it is evident that the past policy of the College of 
 Hawaii has been somewhat lax in the filling of full professorships 
 and also in the appointment to faculty positions and the advancement 
 of persons without previous college teaching experience. Thorough 
 training and broad experience are particularly necessary in a faculty 
 so isolated from professional contacts as is the faculty of the College 
 of Hawaii. The commission recommends that in making future 
 additions to the teaching staff the college demand at least the posses- 
 sion of the master's degree from all prospective appointees, and, if 
 possible, some experience in college teaching. It recommends also 
 that appointments to full professorships be reserved for those who 
 have attained the advanced graduate degree, or who have earned such 
 appointment by unusual work in research or by exceptional teaching 
 ability. 
 
 In order that the purpose of these recommendations regarding a 
 permanent policy of faculty appointments may not be misconstrued, 
 the commission desires to affirm its belief in the devotion and high 
 scholastic ideals of the* present faculty of the College of Hawaii. The 
 limited number of the present teaching body has allowed careful 
 selection in individual cases, so that the standard of academic effici- 
 ency has been on the Avliole well maintained. This condition, how- 
 ever, does not obviate the necessity of adopting a definite policy 
 ])ased on the maintenance of high collegiate standards in the making 
 of future appointments. 
 
 Kesearch is generally regarded as one of the most important func- 
 tions of a State univ ersity. The fact that the Territorial institution 
 has until the present time borne the name of college does not affect 
 this essential ohtligation to its constituency. The research Avork of 
 President Dean, assisted by members of the department of chemistry, 
 
276 
 
 A SUPvYEY OF EDUCATIOX IX HAWAII, 
 
 on the subject of a cure for lei)rosy, is a striking- example of the 
 benefit which may come to a community and to the whole world fromj 
 a State educational institution through the researches of its faculty .1 
 If a cure for leprosy has actually been discovered, as now seems to" 
 be reasonabh^ certain, the College of Hawaii has by this activity 
 alone justified its support by the Territory and has made a distin- 
 guished contribution to science and to the welfare of mankind. Of 
 the IS other faculty members 11 report no research contributions dur- 
 ing the past two years. The remaining T have submitted 16 titles. 
 It is scarcely necessary to say that the leadership of the new Uni- 
 versity of Hawaii, in both the academic and practical fields, will 
 depend greatly upon the productive activity of the faculty. For 
 this reason it is all the more necessary that care be used in selecting 
 for future appointments men whose scientific and professional train- 
 ing is thorough and who have shown particular promise of creative 
 ability and productive scholarship. The continual addition of per- 
 sons of this type will do much to make up for the distinct disadvan- 
 tage under which the faculty of the institution labors in being en- 
 tirely withdrawn from opportunity for professional association with 
 the oreat bodv of its colleagues on tlie mainland. 
 
 
 REMUXERATTOX. KELATIOXS, AXD WORK OF FACULTY. 
 
 The salaries of college faculty members should unquestionablv 
 large enough to attract to the profession persons of studious habi 
 and thorough preparation with the basic impulse to teach. They 
 should be large enough to insure for this type of individual a life 
 reasonably free from financial worry. The profession of teaching 
 never has been and doubtless never will be an avenue to wealth. This 
 condition is commonly known and generally accepted by all those 
 who enter it. Before the outbreak of the Great AYar college profes- 
 sors were generally looked upon as underpaid. Within the last four 
 or five years conditions have become acute and colleges in numbers 
 have responded to the absolute necessity for increasing salaries. The 
 following: table shoAvs averao^e salarv conditions four Years ago : 
 
 Areraf/c ma.r'unuui and mlnUnum .wlaries in 00 ^tate collcric< and universities in 
 
 1915-16.' 
 
 Positions. 
 
 President 2 
 
 Deans, maximum 
 
 Deans, minimum 
 
 Professors, maximum 
 
 Professors, minimum 
 
 Associate professors, maximum 
 Associate professors, minimum. 
 Assistant professors, maximum 
 Assistant professors, minimum. 
 
 Number of members in faculty. 
 
 Under 28. 26 to 50. 51 to 100. 101 to 200. Over 200 
 
 $3,828 
 2,050 
 2,050 
 2,423 
 1,742 
 1,780 
 1.367 
 1,514 
 1,350 
 
 $4,578 
 2.969 
 2, 238 
 2, 300 
 1,776 
 1,825 
 1,550 
 1,658 
 1.383 
 
 S.5,023 
 3,054 
 2.409 
 2,645 
 1,879 
 ] 9*^2 
 l'691 
 1,638 
 1,314 
 
 S5,933 
 3.100 
 2;418 
 2,770 
 1,883 
 2,043 
 1,700 
 1,750 
 1,305 
 
 S8,139 
 
 5,128 
 3.147 
 4.189 
 2,25{) 
 2,530 
 1,750 
 2,303 
 1,469 
 
 1 From " The Educational System of South Dakota," Bull., 1918, No. 31, U. S Bureau of Education. 
 
 2 Jn the majority of cases the president's house is also provided. 
 
THE UlNlYEESITY OF HAWAII. 277 
 
 Authorities agree in stating that the cost of living lias risen from 
 80 to 100 per cent during the past four or five years. Unfortu- 
 nately the increase in professorial salaries lias been by no means so 
 great. A few instances of 50 per cent salary increases are recorded 
 within this }:>eriod and numerous others are planned. In general, 
 horrever, it is probable that a re^dsion to date of the table just given 
 would show an average increase of less than 50 per cent. 
 
 In obedience to the necessities of the situation the board of regents 
 of the College of Hawaii in the fall of 1918 established the following 
 salary scliedule : ■' Full professor, maximum $3.6(X), minimum $2,500 : 
 assistant professor, maximum $2,400, minimum $2,100; instructor, 
 maximum $1,8(X). 
 
 Judged from the standpoint of average salaries in similar institu- 
 tions on the mainland as determined from 90 State colleges and uni- 
 versities as just given, these salaries are. roughly speaking, about 50 
 per cent higher than the mainland average of 1915-16. Tliis in- 
 crease is fully justified by the increased cost of living. The College 
 of Hawaii is, then, paying salaries approximately comparable and 
 equal to those paid by similar institutions on the mainland. "While 
 they are doubtless inadequate when compared with the incomes en- 
 joyed by men in other professions, they are fairly in accord with 
 the present college practice. It must be remembered, however, that 
 unusual inducements may often be necessary to bring the highest 
 type of scholar to the islands and to keep him in a position so remote 
 from the broader professional field. 
 
 The cost of travel to Hawaii, with the transportation of family 
 and houseliold eifects, is a considerable item, and the cost of living 
 shows as yet no signs of decreasing. It would not be surprising if 
 the nii'Xt two or three years prove the necessity for an additional in- 
 crease in salaries at the new University of Hawaii. 
 
 Tiie power of appointment and dismissal of faculty members rests 
 legally v>ith the board of regents. The board has by resolution dele- 
 gated to the president the power of employing all instructors below 
 the grade of assistant professor. A governing board consisting of 
 faculty members has recently been organized and ap}X)intments to the 
 higlier faculty positions are recommended b}^ this board through the 
 presirlent to the board of regents. Dismissals. Avhicli have been but 
 few in number during recent years, have been handled by the board 
 of regents and the president. There seems to be a desire on the part 
 of the administration to share with the faculty responsibility for 
 the determination of faculty relations to the institution. The feel- 
 
 "The comaiission understands that theso limits are rathor a matter of agreement and 
 practice than of ironclad legislation, and that th? right to make occasional exceptions for 
 cause is, as usual, reserved. 
 
278 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 ing in the institution is apparently harmonious, and no grave cases of 
 dissatisfaction were brought to the attention of the commission. 
 
 The estimation of the teaching load is ahvays a rery difficult prob- 
 lem. So many imponderable factors enter into the situation that any 
 purely mechanical method of measurement will gi^^e only approxi- 
 mately correct results. Xe^'ertheless it is often necessary in the ad- 
 ministration of every educational institution to adopt some method 
 of comparison of the teaching load borne by various faculty mein- 
 bers. both in order that injustice may be a^^oided and that funds may i 
 be efficiently apportioned. In estimating the teaching loads of 1 
 faculty members the Bureau of Education has adopted a unit called 
 the '" student clock hour." It may be defined thus : One student under 
 instruction in lecture, quiz, or laboratory for at least 50 minutes net 
 represents one student clock hour ; for example, therefore, 20 students 
 meeting four hou_rs a week in recitation represent 80 student clock 
 hours. The student clock hour reckons laboratory, lecture, and quiz 
 exercises ecjually hour for hour. For instance, a student spending 
 one hour in lecture, one hour in quiz, and four hours in laboratory 
 in a week can be counted as receiving six student clock hours of in- 
 struction. The follov'ing table illustrates conditions at the College of 
 Hawaii : 
 
 Teaclihifi load of faculty during fir.H semenfer of WJ9-20, University of Han-aiL 
 
 Title. 
 
 Department. 
 
 Professor Engineering 
 
 Assistant professor . . .do 
 
 Professor ; Botany 
 
 Do Systematic botany 
 
 Do ; E"ntomolcgy 
 
 Do Phvsics 
 
 Do English 
 
 Do Chemistry 
 
 Do -do 
 
 Do Agricull nro 
 
 Assistant professor .do — 
 
 I'rofassor 
 
 Do 
 
 Assistant professor. 
 
 Do 
 
 Assistant... 
 
 Professor 
 
 Instructor. 
 
 Annual 
 salary. 
 
 Recita- 
 tion or 
 lecture 
 hours 
 
 I.abora- 
 tory or ; 
 confer- 
 
 ho'^urs i ^"^'^1 . 
 per week, pgj, ^^^p^' courses, jpei-week. 
 
 Num1:>er 1 
 
 of Student 
 
 student^ | clock 
 hours 
 
 Mathematics and astronomy 
 
 Ceramics and design — . 
 
 Domestic art 
 
 Household science 
 
 Draw iiig and ceramics 
 
 Romance language 
 
 History 
 
 ?3.600 
 3, 000 
 3,000 
 2,400 
 3,600 
 3,600 
 3,600 
 3,600 
 2,700 
 3,600 i 
 2,100 ; 
 3,600 I 
 3.600 
 2,400 t 
 2,100 I 
 1,200 ! 
 2,500 i 
 
 1,800 ; 
 
 10 
 23 
 V2h 
 
 8 
 25 
 10 
 
 
 20 
 12J- 
 12-1 
 12i 
 
 2 
 
 lOi 
 I2i 
 35 
 11 
 
 
 
 
 
 42! 
 
 80 I 
 
 50 I 
 1 
 
 36 
 
 25 
 113 
 
 38 : 
 103 : 
 
 16 : 
 
 12 i 
 67 i 
 42 
 25 I 
 18 i 
 42 : 
 01 
 33 ; 
 
 175 
 409 
 
 282 
 9 
 ]:.2^ 
 ]32 
 405 
 203^ 
 434 
 112 
 
 78.^ 
 244' 
 182 
 130.^ 
 
 99 
 161 
 273 
 
 t-9 
 
 Total 52,000 
 
 Average. .-....! ! 2, 888. 88 
 
 834 j 3,641 
 
 + 46 -4-102 
 
 Total coilegiate enrollment, 166 (107 regular, 59 special): average student ciocic hoius per student, 21.9, 
 
 The figures just given are valuable as an index of the distribution 
 of the teaching load. As is usual in every institution those depart- 
 ments where work is required of freshmen or largely elected b}- them 
 bear the heaviest loads, as for example the departments of English 
 
THE UNIVERSITY OF HAWAII. 279 
 
 and chemistry. The professor of systematic botany at the Colleo:e 
 of Hawaii is retained especially for the purposes of research and his 
 teachins: activity is merely incidental, hence tlie unusually low teach- 
 ing load. Under the elective system it is a matter of considerable 
 difficulty to gain any great degree of uniformity in the teaching load 
 as indicated by the student clock hour. It is, however, possible to 
 establish for purposes of comparison a theoretically proper average 
 term load. The investigation wliicli the Bureau of Education has 
 made of various institutions througliout the country has led it to 
 suggest — 
 
 that in an institution where leseiuch woik is encouraged and expected it is 
 reasonable to expect a\^o a departmental average of 250 student clock hours 
 per instructor per week. This, it is believed, might be a fair working aver- 
 age for the larger modern State universities. In a distinctively undergraduate 
 college, on the other hand, where research is limited and where little or no 
 graduate work is conducted, a departmental average of 300 student clock hours 
 per instructor is regarded as a reasonable norm. In this connection it is worth 
 while to note that usually an institution whose program is made up largely of 
 laboratory work will generally record a larger number of student clock hours 
 per instructor than an institution most of whose program consists of non- 
 laboratory courses.® ' 
 
 At the University of Nevada (the survey of which has just been 
 quoted) the average number of student clock hours per instructor for 
 the whole institution was during the first semester of the year for 
 which the survey was made, 221.6; and in the second semester, 218. 
 The range of departmental averages was from 27 to 451. At the 
 State University of Iowa the average number of student clock hours 
 per instructor for the year 1914-15 Avas 252; at the Iowa State Col- 
 lege of Agriculture and ^lechanic Arts, 312; at the University of 
 Vrashington, 333|; at the Washington State College, 214.4. The 
 range of departmental averages was at the State University of Iowa 
 from 71 in Greek to 501 in geology ; at the University of Washington 
 from 94 in mining engineering to 648.4 in zoology. 
 
 Xo such extreme conditions of overloading are to be found at the Col- 
 lege of Hawaii, and the general average per instructor of 202+ is dis- 
 tinctly lower than that found at any other institution surveyed by 
 the bureau. This is quite evidently explainable by the fact that the 
 College of Hawaii enrolls at present fewer students than any of the 
 ether institutions surveyed. There must necessarily be a definite 
 minimum of overhead in the matter of departments and instructors 
 in order to establish a collegiate course at all. Were only 50 students 
 to attend, this minimum could nevertheless hardly be reduced, 
 although tlie machinery set up could well take care of 200 students 
 without exceeding the allowable term load per instructor as ex- 
 
 fi Survey of tlie University of Nevada, Bureau of Education. Bull., 1917, No. 19. 
 
280 A SURVEY OF EDUCATIOl!^ IN HAWAII. 
 
 pressed in student clock liours. The commission believes that the 
 present faculty of the college of Hawaii does not exceed in number the 
 minimum absolutely necessary for the conduct of courses of the type 
 given. The present average of 202-|- student clock hours per in- 
 slructor indiccites, however, that the maximum limit of students for 
 the present faculty has not been entirely reached, i. e., from 25 per 
 cent to 50 per cent more students could be efficiently instructed by the 
 faculty as at present constituted. 
 
 THE PROPOSED FACULTY EXPANSION. 
 
 In vievr of vrhat has just been said the iDroposed addition to the 
 lacultj^ of a number of new departments and new instructors for 
 the purpose of establishing a course in liberal arts may at first glance 
 seeDi unwarranted. This, however, is not believed to be the case. A 
 glance at the list of existing departments, as indicated in the last 
 table, shows that the prospective student at the College of Hawaii is 
 limited almost exchisively to scientific and technical subjects in his 
 choice of courses. For the student of nonscientific inclinations the 
 present organization as a school of '^ agriculture and mechanic arts '' 
 offers possibilities for stud}^ so limited that this factor must be recog- 
 nized as one of the real reasons vrhv the attendance at the Collea'e of 
 Hawaii has not, until the present year ' shown the hoped-for increase. 
 The establishment of a college of liberal arts will give to the institu- 
 tion that foundation of basically important courses upon whicli all 
 specialized stud}^ of a technical or professional nature depends, and 
 on which various types of extension work can be built up. It will 
 give to the hojs and particularly to the girls of the islands the oppor- 
 tunity to secure at home the same type of general college training 
 which can now be found only on the mainland, and it should unques- 
 tionably serve as the means for increasing the attendance of the in- 
 stitution and its usefulness to the communit}^ 
 
 There is appended lierewith a tentative outline of the new depart- 
 ments contemplated, as they are now being considered by the faculty 
 of the college. For this purpose a fund of $35,000 appropriated by 
 the Territorial legislature is available. 
 
 New Dep\etme-\ts I*roposed. 
 
 Proposed additions to present courses offered: 
 
 Economics. — Accounting; money, banking and exchange; advanced orouoniics. 
 
 Hisforif. — History of Japan ; history of China ; history of Hawaii : American 
 eonstitntional history. 
 
 Gorernm^nt. — General freshman course on Americ-an institutions; nnuiicipal 
 government ; modern European governments ; Asiatic governments. 
 
 ^ Students entering in the fall of 1919 were declai-ed eligible for the new course in arts 
 and sciences to he established in 1920. 
 
THE UXIVERSITY OF HAWAII. 281 
 
 OeolooU' — Advanced cour,ses ; v.uter re^ourci' srudic's. 
 
 Languages. — Hawaiian; Chinese; Japanej^e; Latin. 
 
 English. — Argumentation. 
 
 t^ocial science. — Anthropology; ethnology: sociology; social work; Chinese 
 social systems ; and Japanese social systems. 
 
 PhUoxophy, psychologii, and. education. — History of ijliilosopliy ; ediicat}(,»nal 
 psychology ; histoi'v of education. 
 
 Several of the proposals made above are unique in American higher 
 education and deserve closer attention. It is. for instance, especially 
 fittino- that the X'niversity of Havraii should preserve and teach the 
 native Hawaiian language, as well as Chinese and Japanese, both of 
 high commercial value. The histories also of Hawaii. China, and 
 Japan are of immediate practical usefulness. The department of 
 goA'ernment may well acquaint the people of the islands v.ith Asiatic 
 systems of government, and the department of social science is deal- 
 ing with an important local question when it teaches sometliing of 
 tlie oriental social systems. Such recognition of local needs and con- 
 ditions as is indicated by these proposed adaptations of traditional 
 college education to the life of the institution's constituency, is wholly 
 commendable. It is unnecessary to point out the opportunity thus 
 afforded by contrast for an unusually intensive presentation of those 
 principles upon which the American State is founded. A public in- 
 stitution of liigher education, teaching sympathetically the languages 
 and customs of closely associated alien peoples, but emphasizing 
 Americanism in these very teachings, may soon establish in Hawaii 
 a patriotic intellectual leadership which will help materially in pro- 
 ducing good American citizens. 
 
 STT'DEXT AITEXDAXCE. 
 
 The enrollment of stu.dents at the College of Hawaii has never been 
 large. The reasons for this may be summarized under five heads: 
 
 1. The comparatively limited field. The population of the Terri- 
 tory, as shown by the census of 1920, is 249,999. exclusive of the Army. 
 Xav3\ and Marine Corps. The geographical location makes attend- 
 ance from outside the Territory practically negligible. 
 
 2. The difficulty experienced by a large part of the population in 
 securing high-school training, owing to distance of residence from ex- 
 isting high schools. 
 
 3. The lack, up to the present time, of courses at the college for 
 nonscientific vStudents. i. e.. of a college of liberal arts. 
 
 4. The comparative newness of the institution and hick of knowl- 
 edge of its activities. 
 
 5. The strong local tradition offending Islaiul students to college 
 on the ma in hind. 
 
28: 
 
 A SURVEY OF EDUCATION IX HAWAII. 
 
 In spite of these things, the attendance at the College of Hawaii i 
 has shown a steady increase, as witnessed by the following figures for 
 the five-year period just past: 
 
 Enrollment at College of Hawaii. 
 
 'Vara-^ 
 
 
 students. 
 
 
 
 Regular-. 
 
 Special. 
 
 Total. 
 
 1915-16 
 
 39 
 44 
 61 
 81 
 107 
 
 66 
 66 
 59 
 43 
 59 
 
 105 
 
 1916-17 
 
 110 
 
 1917-18 
 
 120 
 
 1918-19 
 
 124 
 
 191^20 
 
 166 
 
 
 
 It will be of interest to consider in a little more detail the causes 
 which operate to limit the attendance of the college. Comparison 
 with conditions on the mainland shows at once that the limited 
 population of the Territory is not in itself the onh^ reason for small 
 attendance. The State of Nevada, with a population not half so large 
 as that of the Hawaiian Islands, sent 2CA students to the University 
 of Nevada in 1916. South Dakota, Avith a population only a little 
 more than twice as large as Hawaii, enrolled about 800 regular 
 students, residents of the State, in her three State institutions. North 
 Dakota, with a little less than three times the population of Hawaii, 
 registered 1,41-5 native students in her university and agricultural 
 college. Evidently, then, the Territory with its present population 
 offers a field numerically sufficient for the support of a public 
 institution of higher education comparable to those of a number of 
 the smaller States on the mainland. 
 
 The high-school situation presents a more serious condition. While 
 Nevada had 19 four-year public high schools at the time of the 
 bureau's sui^v^ey, Hawaii has but 4. On each of the islands a con- 
 siderable part of the population is so remote from high-school facili- 
 ties as to render it impossible for children, particularly of the poorer 
 classes, to attend. An extension of the present high-school system 
 is one of the first prerequisites for increasing the attendance at the 
 College of Hawaii. (See discussion, Chap. II.) 
 
 The probable effect of the establishment of the liberal arts course 
 upon the attendance has already been discussed. This will doubtless 
 also liaA^e a marked effect upon the conditions indicated above in the 
 last two reasons for limited attendance. The situation may be 
 summed up briefly as follows : Hawaii has a sufficient population to 
 warrant the support of a higher educational institution. Such an 
 institution, however, must furnish opportunity for all types of stu- 
 
THE uni\t:rsity of hawah. 283 
 
 dents. If this be done, it is only reasonable to believe that the 
 university will gradually attract more and more students of the type 
 who now attend college on the mainland, although the attraction of 
 the mainland will always be an important factor in limiting the at- 
 tendence at the local institution. Most important of all, however, is 
 the strengthening and popularizing of secondary education by giving 
 better and more accessible opportunities for high-school work. 
 
 SOURCES AXD COMPOSITION OF THK STUDENT BODY. 
 
 The entering class at the College of Hawaii, in the fall of 1919, 
 numbered 47 men and T women, made up racially as follows : 
 
 Caucasian, 26 ; Chinese, 20 ; Japanese, 6 ; Hawaiian, 1 ; Korean, 1 ; 
 total, 54. 
 
 Of these 54 students 31 came from local private schools and 19 
 from the Territorial public high schools. The analysis of sources of 
 attendance follows: 
 
 From local private schools: Punahou. 13: Mills, 5: St. Louis, 10; 
 Honolidu Military Academy, 1; tutors, 2; total, 31. 
 
 From Territorial high schools: McKinley, 13; Maui, 2; Kauai, 1; 
 Hilo, 1 ; normal school, 2 ; total, 19. 
 
 From the mainland, 4 ; grand total, 54. 
 
 In judging these figures there must be borne in mind the extremely 
 important part which the private schools of the Territory play in 
 secondary education. Nevertheless the student contribution of the 
 public high schools, normally the main feeders of a State college or 
 university, remains unusually small, particularly in view of the fact 
 that the high schools enroll a considerably larger total number of 
 students than the private schools. The small number of students 
 from the islands other than Oahu seems to indicate that the Terri- 
 torial college is insufficiently known and its advantages little ap- 
 preciated outside of Honolulu itself. That these conditions are not 
 limited to the freshman class alone is shown by the figures for the 
 entire body of regular students, consisting of 91 men and 16 women : 
 
 By races. — Caucasian, 53; Chinese, 36; Japanese, 13: Hawaiian 
 and part Hawaiian, 2 ; Korean, 3 ; total, 107. 
 
 B}^ secondary schools. — From local private schools : Punahou, 24 ; 
 Mills, 11; St. Louis, 15; Honolulu Military Academy, 1: lolani, 3; 
 Priory, 1 ; tutors, 4 ; total, 59. From Territorial high schools : Mc- 
 Kinley, 30; Maui, 4; Kauai, 1; Hilo, 1; normal school, 3: total, 39. 
 From the mainland, 9. Grand total, 107. 
 
 Of the total number of 107 regular students, a glance will show 
 that 92 come from schools in the city of Honolulu, 9 from the main- 
 land, and only 6 from the other islands. This condition is unnatural 
 and difficult of explanation. It is perhaps partly due to the fact 
 10146°— 20 19 
 
284 A SURVEY OF EDUCATION IN HAWAII. 
 
 that the colleg-e has no dormitory facilities. The commission, more- 
 over, is unable to learn that any organized or consistent effort has 
 ever been made by the college authorities to present the advantages 
 of the Territorial institution to the students of the higii schools on 
 the outlying islands, and it feels that this is j^erhaps in part respon- 
 sible for the small attendance from these sources. The commission 
 recommends that a definite and continuous program of publicity he 
 maintained by the colleges in order that secondary school students, 
 both in Honolulu and particularly on the other islands, may be 
 informed of the advantages to be gained from attending college and 
 of the courses offered at the local institution. Such efforts might 
 take the form of talks by the president and by faculty members, the 
 circulation of descriptive literature, and the enlistment of the inter- 
 est of high-school teachers and principals by personal contact and 
 by accjuaintance with the personnel and the activities of the college. 
 
 EXTKANCE REQUIREMENTS. 
 
 The current catalogue (1919-20) of the college recognizes three 
 classes of students: (1) Regular students: (2) special stndents; and 
 (3) graduate students. 
 
 Candidates for admission as regular students may secure entrance 
 in any one of three ways : 
 
 1. By presenting* a certificate of graduation from a standard 
 accredited high school or other institution of standard secondary 
 school grade. 
 
 2. By transfer from another college or univei^ity. 
 
 3. By presenting 15 approved entrance credits or their ecjuivalent. 
 The commission has gone over in detail the entrance credits of all 
 
 the regular students admitted in KSeptember, 1919, and finds that the 
 requirements of one of the three entrance methods as stated at3ove 
 have been satisfied in all cases. It is necessary, however, to call 
 attention to the fact that the statement of the fii^t method by which 
 entrance may be secured leaves room for considerable divergence of 
 practice, due to the fact that there is no evident basis for acci*editing 
 high schools or other secondary schools in the Territor}^ As a result, 
 the graduates of all schools giving four-year secondary courses have 
 been received upon certificate, regardless of the fact that some at 
 least could scarcely be reckoned as ready for college entrance m 
 accordance with common practice in mainland colleges. It is only 
 fair to say, however, that these cases are exceptional and that most 
 of the certificates examined would doubtless have been accepted by 
 the majorit}^ of colleges admitting on the certificate plan. Those of 
 which criticism may be legitimately made fall naturally into two 
 classes : 
 
 i 
 
 I 
 
THE UNIVERSITY OF HAWAII. 285 
 
 1. Certificates of secondary-school gTaduates from higlily special- 
 ized professional courses. A few cnses are on iile where from 5 to Gi 
 units of credit for purely commercial courses had to be allowed to 
 make up the customary 15 units. Naturally the amount of English, 
 mathematics, and foreign language commonly deemed advisable had 
 to be correspondingly cut down. Two students were admitted from 
 tlie Territorial normal school with no attempt to evaluate their 
 records of highly specializeel normal work according to college - 
 entrance standards. 
 
 '2, Certificates totaling less than 15 units of secondary -school credit. 
 .V few such w^ere found, three coming from Punahou, one from 
 !McKinley High School, and one from Mills High School. 
 
 The commission realizes fully the difficulty under which the Col- 
 lege of Hawaii has labored in the matter of the strict enforcement 
 of standard entrance requirements. Its field for recruiting students 
 has been so limited that a certain lenienc}^ in interpretation was per- 
 haps not unnatural. It has conceived its duty to be the education 
 of the secondary-school graduates of the Territory, and the lack in 
 the preparation of some of these can not justly be laid at the door 
 of the college. The commission believes, however, that the present 
 situation warrants the new University of Hawaii in assuming the 
 duty of careful selection of college material and of more rigid rejec- 
 tion of persons inadequately prepared. Such action can not fail to 
 have a good effect upon secondary education in the Territory. Spe- 
 cifically the commission recommends that no one be admitted as a 
 secondary-school credit for unconditional entrance or 11 units for 
 conditional entrance, and that the practice of accepting as regular 
 students those who have prepared themselves in highly specialized 
 business or normal courses be abandoned.'' 
 
 SPECIAL STUDENTS. 
 
 The problem of the achnission of special students has always been 
 a difficult one in higher education. The College of Hawaii has made 
 an earnest effort to decrease its numl>er of special students who dur- 
 ing the earlier years of the institution's history were considerably in 
 the majority. A glance at the table showing the enrollment in this 
 college (1915-1920) show^s that while the actual number has not de- 
 creased greatly during the past five years the ratio of specials to 
 regulars has been very much diminished by the increase in the latter 
 class. The current catalogue of the college states tliat " Persons not 
 less than 18 years of age will be admitted to the college as special 
 students — no student, however, who has been in attendance at any 
 
 "The commission is iiifoiinecl that a now entrance plan, .snbstantially in accord with 
 tliese recommendations, has just been adopted by the College of Hawaii. 
 
\ 
 
 286 A SURVEY OF EDUCATION IN HAWAII. 
 
 preparatory school shall be admitted as a special student before his 
 class has graduated, except by special permission of the faculty of 
 the College of Hawaii." A statement furnished by college authori- 
 ties divides the special students into three groups:^ (a) Former 
 students with good records, 20; (?>) new students, high-school grad- 
 uates. 18; (c) maturity and obvious fitness, 27. 
 
 It is evident that a considerable portion of the 59 specials could 
 qualify for entrance as regular students if they chose to do so, hence 
 the number of " specials " in the sense of those without college-en- 
 trance preparation is relatively not large. Most colleges refuse to 
 admit students of this type under 21 years of age. 
 
 SCHOLASTIC STANDARDS AND EEQUIREMEXTS. 
 
 Inquiry shows a remarkably small number of students excluded 
 from class vrork for failure, and but few cases of persons dropped 
 from college for the same reason. It is difficult for those not in 
 close daiW contact with the work of the institution to judge this con- 
 ilition adequatel}^ Undoubtedly the presence of numerous students fi 
 of alien (particularly of oriental) races tends to increase the earnest- 
 ness of student effort. Most colleges, however, find it of advantage to 
 have some definite minimum limit of scholastic accomplishment, in 
 order that those not qualifying to this degree ma}^ be separated from 
 the institution. The adoption of some such plan is suggested as a 
 topic for faculty discussion. 
 
 The regulation of the student's term load is also a matter worthy 
 of careful consideration. A feeling was expressed by some faculty 
 members that too much freedom is allowed in this respect and that a 
 definite maximum limit should be put upon the amount of work which 
 students be allowed to carry. Investigation of the schedules of the 
 student body gave the following results : Five students are carrying 
 21 hours; one student is carrying 23 hours; one student is carrying 
 26 hours ; four students are carrying 28 hours. 
 
 All others carry 20 hours or less, the majority of schedules calling 
 for IT, 18, or 19 hours. While these figures seem high, as compared 
 to the standard schedule of 15 or 16 hours common to the liberal arts 
 course of the mainland college, they are not in excess of the require- 
 ments in many engineering schools. Again, the purely local elements 
 of racial al)ility and application, outside work, etc., make it difficult 
 for any but those in close daily contact with these problems to solve 
 them wisely. That the}' should be solved l>y f acult}^ stud}^ of the whole 
 situation goes without saying. 
 
 ^ The!?e classes are Bot altos-etb*!- mutually exclusive — some in the last group arc 
 colle.tre irraduates. 
 
THE UNIVERSITY OF HAWAII. 287 
 
 It is a tribute to the quality of the work done at the College of 
 Hawaii that transfers have been readily made to many good main- 
 land colleges and that tlie students thus transferred have maintained 
 good records there. The record of such transfers during the ^^ears 
 1917-1919 (three years) include: West Point, 2; Boston University, 
 2; University of California, 3: Carnegie Institute of Technology, 1; 
 University of Utah, 1 ; Cornell, 2; University of Iowa, 2; University 
 of Illinois, 1 ; Universit}^ of Louisiana, 1 ; Massachusetts Institute of 
 Technology, 1 ; Leland Stanford, 1 : Dartmouth, 1 ; Harvard, 1 ; 
 Columbia, 1; University of Michigan, 1. 
 
 THE GRADt ATES. 
 
 Striking testimony to the struggle for existence which the college 
 has had during its first decade is borne by the fact that in this period 
 only 33 bachelor degrees have been given, 6 to vromen and 27 to men 
 (also 2 master degrees). 
 
 Racially the graduates are divided as follows: Caucasian, 17; 
 Chinese, 8; Chinese-Hawaiian, 1; Hawaiian, 1: Korean, 2; Japa- 
 nese, 4. 
 
 By occupations the division is: Engineering practice, 9; sugar 
 chemists, 5; chemists not on plantations, 3: high-school teachers, 2; 
 grade-school teachers, 1; H. S. P. A. Experiment Station staff, 2; 
 research agriculturist (Olaa Plantation), 1; assistant secretary Ha- 
 waiian Board of Fire Insurance Underwriters, 1 ; registrar College 
 of Hawaii, 1 ; entomologist, 1 ; clerk, United States Nav}- , 1 ; agricul- 
 tural work in California, 1 ; women, married, 2 ; unknown, 3. 
 
 While the quantity of the college's product has been very small, 
 it is evident that those graduated liave been largely absorbed into 
 positions of usefulness in the Territory. This is after all the best 
 test of the institution's efficiency. The problem for solution during 
 tlie next decade is to increase the student body and broaden the field 
 of activit}'^ of the new University of Hawaii, so that it may repay 
 the expenditures of its constituency by an ever-increasing number 
 of trained graduates. 
 
 INCOME FR0:Nr FEDERAL AND TERRITORIAL SOURCES. 
 
 The college derives the bulk of its income from two sources, the 
 Federal and Territorial Governments. The income from Federal 
 sources is given in a lump sum, with certain definite restrictions upon 
 tlie purposes for which it may be used. The sum is now fixed, and 
 invariably from year to year the income from the Territory varies 
 '-■' by biennial periods. It is separated into funds by the process of 
 
288 
 
 A SURVEY OF EDUCxVTION IX HAWAII. 
 
 appropriation for various purposes. The sum is variable and fur- 
 nishes the element of flexibility so necessary to meet increased needs. 
 An analysis ot income from these tAvo main sources follows: 
 
 Totul Federal (iniJ Tcrntor'mJ (<})i>ronri(itio;is for the Collcf/c {<ni<l f'uirrrsifij) of 
 
 Hair ail. 
 
 
 Fc'lcral 
 
 Territorial aiipropriations. 
 
 
 Total both 
 
 Biennial periods. 
 
 appro- 
 priations. 
 
 Purpose. 
 
 Not 
 amounts. 
 
 Total Ter- 
 ritorial. 
 
 appropria- 
 tions. 
 
 
 865,000 
 
 85,000 
 100,000 
 100,000 
 100,000 
 100.000 
 
 1 100. 000 
 
 [Buildings and fixtures 
 
 $9,286.89 
 
 6,287.66 
 
 3,717.46 
 
 15,000.00 
 
 4,000.00 
 
 20,000.00 
 
 7.5,000.00 
 
 20,000.00 
 
 18,936.36 
 
 28,000.00 
 
 18,000.00 
 
 42,000.00 
 
 12,000.00 
 
 104,500.00 
 
 142. 000. (X) 
 
 35,000.00 
 
 t 
 [si9,292.01 '' ?S4 ''9'? 01 
 
 ir)07_ir)on 
 
 ■{Salaries and pay roll 
 
 
 [incidentals 
 
 
 1009-1011 
 
 /Salaries and expenses 
 
 \Dairv, poultry, swine ... 
 
 1 19,000.00 ' 104,000.00 
 
 1911-1913 
 
 /Salaries and expenses 
 
 WToin Vlnilrlinnr 
 
 } 95. 000. 00 j 195,000.00 
 j- 38,931.36 i3S,931.3'J 
 I 46,000.00 [ 146,000.00 
 
 191:M915 
 
 1915-1917 
 
 /Salaries and expenses 
 
 (Buildings and improvements.. 
 
 /Salaries and expenses 
 
 \Buildiugs and improvements. . 
 /Salaries and expenses 
 
 
 lOlO-Wl 
 
 \Buildings and improvements. . 
 
 [Salaries and expenses 
 
 \ Buildings and improvements. . 
 lUnivcrsit V of Hawaii 
 
 j- o4, 0!X). 00 ) lo4, 000. 00 
 
 281,500.00 381,000.00 
 
 j 
 
 
 
 
 ! 
 
 Total 
 
 650, 000 
 
 
 
 •^553,723.37 
 
 1, 203, 723. 37 
 
 
 
 
 
 '•■ Based on the established rate of S50,000 annually. 
 
 2In addition the Territory has allotted 91.15 acres of land carried on tlic inventory at ?140,0fi5. I!s pres- 
 ent value is said to be from' $3,000 to ?5,000 per acre. 
 
 It is evident that until the beginning of the ])iennium 11)10-1021 
 the College of Hawaii lived upon a very moderate income indeed, 
 particularly in view of the fact that the total biennial appropria- 
 tions given above include not only current expenses, but also expendi- 
 tures for buildings and other permanent improvements as well. Just 
 how small this income was may be seen from a study of the funds 
 furnished hy Territorial appropriations as compared with similar 
 appropriations for higher education in the States : 
 
 Anioinit crpriKTcd for .^tatr-siipportCfJ JiiffJicr cdficyf io}i for each S'l.OOO of irraJfJi. 
 J))f Sfafr.s: fOfS. c.t-chid'wt vonnaJ s-rhools. 
 
 1. Wyoming SO. 82 
 
 2. Arizona 78 
 
 3. Idaho 71 
 
 4. New Mexico. 09 
 
 5. Utah m 
 
 r>. South Dakota 56 
 
 7. Michigan 53 
 
 8 . Montana 53 
 
 0. Tennessee 53 
 
 10. Delaware 51 
 
 n . Vemiont 50 
 
 12 . Wisconsin 48 
 
 13. New Hampshire 40 
 
 14. 
 15. 
 10. 
 17. 
 18. 
 19. 
 20. 
 21. 
 22. 
 23. 
 24. 
 25. 
 20. 
 
 Nevada 
 
 Colorado 
 
 Minnesota 
 
 Mississippi 
 
 Oregon 
 
 South Carolina 
 Massachusetts. 
 
 Florida 
 
 Kansas 
 
 Nebraska 
 
 Washington.. . 
 
 California 
 
 Indiana 
 
 9^0 
 
THE UXIVEESITY OF HAWAII. 
 
 289 
 
 louNt expended for Sfate-supportcd hiijlicr education- for each ,$1,000 of 
 trcalth. hii fifates, 1918, creJudnin .lonnaJ .s-f//oo/.s'— Contimied. 
 
 28. 
 29. 
 30. 
 31. 
 32. 
 33. 
 34. 
 35. 
 3C. 
 37. 
 38. 
 39. 
 
 Texas 
 
 Virginia 
 
 Maine 
 
 Iowa 
 
 North Carolina. 
 Ohio 
 
 Georgia 
 
 Kentucky 
 
 North Dakota . . 
 
 Oklahoma 
 
 West Virginia . . 
 
 Alabama 
 
 Connecticut 
 
 $0. 32 
 .31 
 .29 
 .28 
 .28 
 .25 
 
 21 
 20 
 17 
 15 
 
 40. Illinois 
 
 41. Marylan.l 
 
 42. Miss(Hiri 
 
 43. Arkansas 
 
 44. Rho'le IsUukI 
 
 45. Hawaii 
 
 Ne"\v York 
 
 Nevr Jersey.. . 
 Pennsyh-ania. 
 Louisiana.. . . 
 
 $0. 15 
 . 15 
 .15 
 .14 
 . 14 
 .11 
 .10 
 .06 
 .06 
 .05 
 
 Average fur 
 fexchKlinir 
 
 Unite*! Stales 
 Hawaii ) 
 
 Evidently during the first decade of its existence the Colleo-e of 
 Hawaii was not only lacking in students but in the proper funds as 
 well to offer educational inducements equal in scope to those of the 
 mainland colleges. With the year 1919 a new policy seems to have 
 been adopted by the Territory. It was evidently realized that no 
 real expansion could be hoped for until an adequate investment was 
 made. The biennial budget for 1919-1921 contemplates $142,000 
 for buildings, an increase from $42,000 to $104,500 for salaries and 
 expenses, and a special sum of $35,000 for new professorships and 
 for other expenses incidental to the establishment of the college 
 of liberal arts. The new tax income for 1919-1921 is $381,000 
 as compared with $154,000 for 1917-1919. It is interesting to note 
 that the new rate of Territorial expenditures raises the Territory of 
 Hawaii in the table just given from 11 cents per $1,000 of wealth to 
 60 cents per $1,000 and from forty-fifth place to sixth among the 
 States of the Union. 
 
 Another excellent standard of comparison is by per capita re- 
 ceipts. 
 
 Raul: of Sifates as to per capita receipts of hif/Jier educational institution.^ sup- 
 ported Ijij the t^tate. iiornial selioot^ not inetuded. 
 
 1. Nevada .<;2. 43 
 
 2. Arizona 1. 90 
 
 3. Wyoming 1. 62 
 
 4. Montana 1. GO 
 
 5. Utah 1.55 
 
 G. Soutli Dakota 1. 52 
 
 7. Iowa 1.38 
 
 8. Idaho 1.33 
 
 9. Nebraska 1.33 
 
 10. Colorado 1. 2G 
 
 11. California 1.21 
 
 12. :Miehi2an 1. 20 
 
 13. 
 14. 
 1.5. 
 1G. 
 17. 
 IS. 
 19. 
 20. 
 21. 
 22. 
 23. 
 '^1 
 
 IMinnesota 
 
 Oregon 
 
 Kansas 
 
 Wisconsin _ 
 
 NtMv Mexico 
 
 Wasliington 
 
 North Dakota __ 
 
 A'ermont 
 
 Dehiware 
 
 New Hampshire 
 
 Texas 
 
 Indiana 
 
 •'^l 
 
 20 
 
 
 19 
 
 
 14 
 
 
 08 
 
 
 04 
 
 
 99 
 
 
 .92 
 
 
 SO 
 
 
 87 
 
 
 77 
 
 
 70 
 
 
 CS 
 
290 A SURVJEY-OF EDUCATION IN HAWAII. 
 
 Rank of Statrs a.s to per capita receipts of liifiher oluratinnal institutions sup- 
 ported Inj the ^tate, normal schools not in el u tied — Continued. 
 
 39. New York $0. 29 
 
 40. North Carolina . 29 
 
 41. Kentucky :_______ , 26 
 
 42. Rhode Island- .25 
 
 43. Geor.y'ia .24 
 
 44. Alabama . 21 
 
 45. Arkansas .20 
 
 46. Ne^Y Jersey . 15 
 
 47. Pennsylvania . 12 
 
 Hawaii (1917-1919) .10 
 
 48. Louisiana . 09 
 
 Average for United States 
 (excluding Hawaii) .80 
 
 25. Oklahoma J?0. m 
 
 26. Massachusetts . 65 
 
 27. Tennessee_____ .58 
 
 28. Florida . 55 
 
 Hawaii (1919-1021) .55 
 
 29. Ohio . 53 
 
 30. Illinois .48 
 
 31. :Maine .48 
 
 32. West Virginia . 48 
 
 33. South Carolina .43 
 
 34. Virginia .43 
 
 35. Connecticut .35 
 
 30. Mississippi .34 
 
 37. Missouri ^__ .33 
 
 38. Maryland . 30 
 
 In view of the comparisons just given, the situation may be 
 summarized in a few words: The Territorj^ has, during the first 
 decade of the college's existence, not given it adequate financial sup- 
 port. The upbuilding of a State institution of higher education 
 means more than the mere supplementing of Federal appropriations 
 by sums barel}^ sufficient to fill the most pressing needs. It means 
 more than the maintenance of pureW technical schools alone. If 
 the attempt is worth making at all it is worth making thoroughly. 
 The constituency^ from which the Territorial college or university 
 may legitimately hope to draw its students is not to be satisfied 
 with an institution struggling for a bare existence. If Hawaii is 
 to build up in its own field the kind of university to which all types 
 of citizenship will be glad to contribute students, it must be pre- 
 pnreCl to pay the price, i. e., it must expect to contribute as much 
 })roportionatel3^ as do the States of the mainland to their institutions. 
 Xot until the more generous policy of the present biennium is 
 definitel}^ recognized as permanent can Hawaii hope to offer higher 
 educational advantages comparable in scope and excellence with 
 those to be had on the mainland, and not until this result has been 
 reached will the majorit}^ of her sons and daughters turn to the 
 local institution for college training. The Territory has already 
 committed itself to the support of higher education. The field is 
 uniquely remote from all competition, and the wealth and popula- 
 tion of the islands seem to warrant the support of a Territorial 
 university. The commission therefore recommends that the people 
 of Hawaii continue in the future the policy of support inaugurated 
 during the present biennium by taxing the wealtli of the Territory 
 for the support of the universit}^ in a degree reasonably comparable 
 to the practice of the more liberal States of the mainland. 
 
THE UXIVERSITY OF HAWAII. 
 
 291 
 
 COSTS. 
 
 The income of the college by biennial periods has been given above. 
 An attempt will be made here to analyze the expenditures of these 
 appropriations and to secure from several angles statements of the 
 cost of education in the Territorial institution. The actual total 
 annual cost of maintaining the college for the past five years may be 
 used as a starting point, further subdivided by general purposes of 
 expenditure : 
 
 Sunutiarij of annual erpenditurcs <ii the CoUcne of Hoiraii. 191 ',-1910. 
 
 Year. 
 
 Permanent 
 
 j improve- j 
 
 Total. mentsand Special. 
 
 1914-15 1 ?S4, S24. 60 
 
 1915-16 S8, 554. 50 
 
 1916-17 ' 70, 4.31. 41 
 
 1917-18 : 89, 114. 71 
 
 1918-19 ■ 79,642.60 
 
 SI 6 
 
 490.30 
 
 17 
 
 127.63 i 
 
 
 872.37 ! 
 
 11 
 
 363.39 i 
 
 
 636.61 
 
 S4.250.48 
 4,799.10 
 5,697.06 
 5. 1.30. 89 
 
 13', 139. 99 
 
 Equipment 
 
 and 
 
 supplies. 
 
 §112,077.43 
 
 10, 001, S2 
 
 7,597.54 
 
 9,776.25 
 
 8, 36S. 17 
 
 Instruction, 
 
 S40,308.27 
 46,672.67 
 47,833.3.5 
 46, 734. 99 
 43,001.67 
 
 General 
 operating. 
 
 S5,698,12 
 9,953.28 
 8,431.09 
 16, 109. 19 
 14, 496. 16 
 
 Educational. 
 
 Total expenditures 
 
 Construction and lands-. 
 Special funds. 
 Extension and (operating- expendinire?__ 
 service. 
 
 In making surveys of educational institutions the Bureau of Edu- 
 cation has adopted the following plan of subdivision of the total ex- 
 penditures : 
 
 r Instruction. 
 
 I Educational eciuipment 
 
 and supplier^. 
 General operating ex- 
 { penses. 
 
 For the purpose of the present survey the second general title, 
 Extension and service, may be disregarded, since expenditures under 
 this head have been practically nothing. The title Construction and 
 land includes expenditures for permanent improvements, for direct 
 additions to the plant, and for furniture for new buildings. Special 
 funds include prize funds and funds available only for indicated 
 l^urposes apart from instruction. O'peroMng ex-penditures are sub- 
 divided into instruction (teaching salaries), educational equipment 
 and supplies (departmental expenditures, library, etc.), and general 
 operating expenses (overhead administrative salary expense, etc.). 
 It is this item of operating expenditures wdth its three subdivisions 
 vrhich furnishes the best index as to the cost of college maintenance. 
 
 In determining the annual average cost j^er student, the total 
 annual operating expenditures are divided by the average number 
 of students in attendance during the college year September to 
 Jime. This latter figure is determined by taking an average of the 
 
292 
 
 A SURVEY OF EDUCATIOX IX HAWiill, 
 
 maximum attendances during each of the terms or semesters of the 
 3'ear. 
 
 In determining attendance at the College of Hawaii the special 
 student is reckoned as taking one-third the work of the regular 
 student, i. e., three special students are counted as equaling one regu- 
 lar student. That this figure is approximately accurate is shown by 
 the fact that the average num.her of clock hours for the regrdar 
 student is 26.7 and for the special student 8.86. 
 
 student per capita co^ts at the CoUcf/c of TTairaii, 101 ',-1910. 
 
 Year. 
 
 Insti-uction. 
 
 Per 
 capita. 
 
 E<}uip- 
 ment. 
 
 Per 
 capita. 
 
 General 
 operating. 
 
 Per 
 capita. 
 
 Total. 
 
 Per 
 capita. 
 
 1914-1.5 
 
 1915-16 
 
 S46,.30S.27 
 46,672.67 
 47, 833. 35 
 46,7.34.99 
 43,001.67 
 
 SI, 218.64 
 765. 11 
 724.75 
 576. 97 
 452.6.5 
 
 S12,077.43 
 
 10,001.82 
 
 7, .597. 54 
 
 9,776.25 
 
 8,368.17 
 
 $317. 82 
 163. 94 
 11.5. 11 
 120.69 
 
 88.09 
 
 $5,698.12 
 
 9,953.28 
 
 8,431.09 
 
 16,109.19 
 
 14,496.16 
 
 f>149. 95 
 163. 17 
 127. 74 
 198. 88 
 152. 59 
 
 S64,093.82 
 66,627.77 
 63,861.98 
 72,610.43 
 6.5,866.00 
 
 ?1,686.41 
 1,092.22 
 
 1916-17 .. 
 
 967.60 
 
 1917-18..., 
 
 191S-19.... 
 
 896.54 
 693.33 
 
 It can not be denied that the student per capita cost at the Col- 
 lege of Hawaii is very high, higher in fact than at any other in- 
 stitution surveyed l)y the Bureau of Education. T'Wen the figure of 
 $69)i.oo for the year 11)18-19, though it represents a decrease of 
 nearly $1,000 per student when compared to the cost in 1914-15, is 
 still considerably higher than should be the case in an institution 
 where normal conditions prevail. Before discussing the reasons for 
 this it will be illuminating to compare this figure with similarly 
 2'ained results from other institutions. 
 
 Per capita cost.'; of instruction in the institutions sio-reijcd hn the Bureau of 
 Education, in rninlmujn-nta:rinunn order. 
 
 1. Alabama Girls' Technical Institute, 1916-17 $103.54 
 
 2. Alabama Folytecbnic Institute, 1916-17 ^_ 140.19 
 
 3. Alabama Polytechnic Institute, 1917-lS 153.86 
 
 4. University of Alabama, 1910-17 J 155.09 
 
 .1. Alabama Girls' Technical Institute, 1917-lS 164.74 
 
 6. Iowa State Teachers' College, 1913-14 108.00 
 
 7. Iowa State Teachers' College, 1914-15 170.00 
 
 5. University of Alabama, 1917-18 186.30 
 
 9. Washington State X'niversity, 1914-15 1 - 192.77 
 
 10. Washington State University, 1913-14 223. 49 
 
 11. South Dakota State University, 1910-17 241.29 
 
 12. Iowa State Colleg(-, 1913-14 270.00 
 
 13. Iowa State College, 1914-15 271.00 
 
 14. S«mth Dakota State University, 1915-10 2,71.30 
 
 15. Iowa State University, 1914-15 274.50 
 
 10. Iowa State University, 1913-14 275.00 
 
 17. Wiishington State College, 1914-15 2S9. 79 
 
 18. South Dakota State School of Mines, 1916-17 350. 12 
 
THE UXIYERSITY OF HAWAII. 293 
 
 19. Wasliington State College. 1013-14 . .$358.37 
 
 20. Arizona Stato University, 19ir)-ir> 400.73 
 
 21. South Dakota State CoIleg(\ lOlo-lG 441.21 
 
 22. Nevada State University, 1914-1.^ 1 443. IS 
 
 23. South Dakota State Coile-e, 1916-17 i_L_-_- 4r>S. 3", 
 
 24. Nevada State University, 1915-1()_ ^_-_ .^^__: r»22. 77 
 
 25. Soutli Dakota State School of Mines, 1915-10 504. 32 
 
 20. College of Hawaii, 1918-19 G93. 33 
 
 When considering the whole question of student per capita costs 
 it must be home in mind that a great many elements may come into 
 play to reduce or increase the figures. Thus a comparison ol' different 
 institutions, working under different conditions, is scarcely pro- 
 ductive of absolute results. Nor should it be taken for granted that 
 the lower the cost the more efficient the management. Xor is it always 
 true tliat the student receives the best training in the schools whose 
 costs ure highest. In the light of previous surveys a figure of $275 
 has been suggested by the bureau as an average per capita cost for a 
 State institution of reasonable size and of recognized standards. 
 Genera 11}' spealdng, this figure must be increased for institutions of 
 smaller enrollment and it may, perhaps, be somewhat reduced for 
 larger universities. However, it should be the purpose of the best 
 educational policy to pro^^de a better, not necessarily a cheaper, in- 
 stitution. 
 
 The relatively large per capita cost at the College of Hawaii is 
 obviously due, in the first place, to small attendance. As has already 
 been pointed out, a certain initial overhead expense is necessary to 
 establish even the most modest college. ^lost of this investment 
 would doubtless be as necessary for 50 students as for 150 or m.ore. 
 It has already l^een shown on the basis of faculty load, reckoned in 
 student clock houi^^ that a considerable increase in the student body 
 might well be allowed without greatly increasing the teaching force. 
 The same fact is emphasized by a study of the size of the classes. 
 
 .SIZE OF CLASS SECTIONS AT THE COLLEGE OF HAWAII, 
 
 Twenty-three sections have 1 to 5 students. 
 Thirteen sections have 6 to 10 students. 
 Sixteen sections have 11 to 20 students. 
 Seven sections have 21 to 30 students. 
 Four sections have 31 to 40 students. 
 < )iic section has 61 to 70 students. 
 
 Obviously there are entirely too many small sections, particularly 
 sections vrith five students or less, to allow the most economical use 
 of faculty time. This fact should lead to an examination by tiie 
 faculty of the variety of courses offered with the (juestion in mind 
 as to whether a reduction in the number of courses or adoption of the 
 plan of repeating work only in alternate years might not i)erhaps be 
 
294 A SURVEY OF EDUCATION IN HAWAII. 
 
 desirable. However, the commission by no means desires to give the 
 impression that it considers the administration of the college to be 
 an extravagant one. In fact, it believes that more mone}^ rather than 
 less should be expended. The present high per capita cost should be 
 relieved by increasing the student body rather than by economizing 
 in salaries or teaching force. Onh^ b}^ broadening the field of the 
 college can its appeal become a popular one. This will add to the 
 total expenditure, but it should also considerably decrease tlie per 
 caj^ita cost by attracting a much larger student body than the present 
 limited curriculum can ever hope to do. 
 
 3. THE DEVELOPMENT OF A UNIVERSITY OF HAWAII— GRADU- 
 ATE AND PROFESSIONAL SCHOOLS. 
 
 . The College of Hawaii at present offers professional courses in 
 agriculture, engineering, sugar technology, and home economics. 
 Under the new organization of the University of Hawaii these 
 courses will be grouped under the college of applied science, and a 
 fifth course in business and commerce will be added in that college. 
 
 The work now being offered deserves examination as to its relation 
 to island needs and the j^ossibilities of extension and closer corre- 
 lation. The department of agriculture is hampered by a compar- 
 atively small equipment and by lack of cooperation with other 
 public agencies of a similar nature in the islands. The commission 
 believes that the primary object of the department, as stated in the 
 catalogue, namely, " to teach the general laws governing the relation- 
 ship of growing crops and living animals to soil, climate, and sur- 
 roundings," is attained in so far as the limitations of equipment 
 allow. During the past two years the department has issued annual 
 reports which show an extremely creditable effort to deal with the 
 problem of diversified agriculture and to undertake agricultural re- 
 search. However, with a very limited income and equipment and 
 with no funds for research, it is quite impossible for the depart- 
 ment of agriculture to extend its activities far beyond the limits of 
 the university campus and to become a real influence throughout 
 the islands. Detailed consideration will be given in succeeding 
 pages to the general agricultural situation in the Territory. 
 
 In the course in sugar technology the departments of agriculture 
 and engineering liave combined with the scientific departments of 
 the college to trairi men for the agricultural and the engineering 
 phases of the sugar industry. This course is probably unique of its 
 kind and undoubtedly meets the chief local demand, that for men 
 trained in sugar production. Its practical usefulness is attested by 
 the hearty cooperation of the sugar plantations in offering their 
 
 
THE UNIVERSITY OF HAWAII. 295 
 
 resources for a cooperative arrangement for part-time work by stu- 
 dents under actual conditions of production as a part of the course. 
 A short course for men already emplo^^ed on the plantations has been 
 very successful and largely attended. 
 
 The proposed departments which are to constitute the new college 
 of arts and sciences have already been discussed. A limited amount 
 of graduate work is planned. The administration of the college has 
 undoubtedly chosen wisely in adopting this moderate plan of future 
 development. The greatest need of the Territory in the field of 
 higher education will be met by the establishment of a college of arts 
 and sciences, and conversely this step is the wisest possible con- 
 structive move in building up the neAv university itself. The call for 
 graduate work or for professional schools of law, medicine, etc., is 
 still so faint as to preclude the addition of these for many years to 
 come. Certain other professional problems are however more press- 
 ing, since they are the result of insistent local demand. The two most 
 important, in the opinion of the commission, have to do with train- 
 ing and research in agriculture, and with the demand for more thor- 
 oughly trained teachers in the public-school sj^stem of the islands. 
 The}^ Avill be discussed in order. 
 
 AGENCIE>; IX AGRICULTURAL RESEARCH. 
 
 The field of effort in agricultural training and research in the 
 Territory is shared by four agencies.: The Federal agricultural ex- 
 periment station, under the States Relations Service of the U. S. 
 Department of Agriculture : the Territorial Bureau of Agriculture 
 and Forestry, under the Territorial government; the College of 
 Agriculture and Mechanic Arts (College of Hawaii), under com- 
 bined Federal and Territorial auspices ; and the research laboratory 
 of tlie Hawaiian Sugar Planters' Association, under private control. 
 Ihe latter organization has had the advantage of unified and intelli- 
 gent private control and initiative, and of ample resources. It has 
 devoted itself largely to the problems of sugar production, the 
 Territory's main industry, and has achieved an enviable record for 
 thoroughness and efficiency. Being under private control and de- 
 voted to a single industry, it may be for the present eliminated from 
 further consideration in this discussion. The field of effort as regards 
 the publicly supported agencies seems to be roughly divided as fol- 
 lows : The College of Hawaii assumes the duty of instruction, but 
 has little money for experimentation; the Federal agricultural ex- 
 periment station devotes its resources to research, but assumes few 
 duties of instruction: the Territorial bureau of agriculture and 
 forestry is devoted to experimentation and research (said to be in 
 fields other than those occupied by the Federal station), and in addi- 
 
296 A SURVEY OF EDUCATIOi^T IN HAWAII, 
 
 tion assumes necessary police duties in the enforcement of laws 
 within its jurisdiction. 
 
 The College of HaAvaii has long recognized the value of proper 
 coordination between research and instruction, but has been unable 
 to secure any of the Federal funds commonly available for research 
 in agriculture. The P'ederal Government in its tu;L^n has not failed 
 to appreciate the unique value of agricultural experimentation in 
 Hawaii but has intrusted this function to the States Relations Service 
 rather than to tlie College of Agriculture and Mechanic Arts. It is 
 imfortunate, but true, that these two agencies, both supported by- 
 Federal appropriations, have never been able to work out any satis- 
 factory plan of cooperation by which students of the college might 
 enjoy the facilities offered by the Federal experiment station or by 
 which they might becom^e of service to the experiment station and the 
 Territory by being trained as workers at the station. 
 
 It is not the function of this investigation to place the blame for 
 this unfortunate condition of affairs. That an entire lack of under- 
 standing and of cooperation does, however, exist between the two 
 Federal agencies for the promotion of agriculture is a matter of 
 common knowledge and must be openly i-ecognized. The commis- 
 sion can not attempt to weigh the value of the legal and personal 
 arguments both for and against the consolidation of these two Fed- 
 eral interests. It can only point to the fact that from an educational 
 standpoint there is no cpiestion of the value vhich might be gained 
 by the students of the College 'of Hawaii were the resources of the 
 course in agriculture amplified by the free use of the facilities of the 
 experiment station. Wiiether it would be necessary to unite both 
 agencies under the control of the university in order to accomplish 
 this end depends entirely upon the willingness manifested by both 
 to enter into a close working agreement without such union. 
 
 The mainland shows numerous examples of independent Federal 
 experiment stations and also of Federal experiment stations under 
 the control of land-grant colleges. The whole question is one which 
 affects not Hawaii alone but many m_ainland States as well. The 
 commission can only call attention to the very wasteful and unsatis- 
 factory conditions now^ existing in Honolulu and recommend that 
 Congress through a proper committee consider plans by which these 
 two functions of instruction and research, both supported by Fed- 
 eral funds, may ]>e brought into closer relation and their work 
 coordinated. 
 
 The relation between the college and the Territorial bureau of 
 agriculture and forestry is of a somewhat different nature. In this 
 case both the Federal and the Territorial GoA-ernments are repre- 
 sented. Also, the Territorial bureau exercises numerous functions 
 which do not fall within the province of an educational institution, 
 
THE r^s'IYER^SITY OF HAW.VII. 297 
 
 as, for example, poiiee power. There is no tloiibt. liowever, tliat 
 many of the activities of the buireaii would furnish excellent training 
 for college students with eventual l^enefit to the Territory. It is 
 food for serious thought that the College of Hawaii has been able to 
 establish closer cooperative relations with the only private organiza- 
 tion in the field, the Hawaiian Sugar Planters' Experiment Station, 
 than with either of the two organizations supported by the people at 
 large. As examples may be mentioned the cooperative arrangement 
 by Avhich college students in the course in sugar technology work 
 during part of their training on the plantations or in the experiment 
 station of tiie Sugar Planters' Association: also, the short course 
 r.'Hently given at the college for plantation men under the joint 
 iiuspices of the college and the Hawaiian Sugar Planters' Experiment 
 Station. 
 
 XEED FOE TRAINING TEACHERS FOR HIGH SCHOOLS. 
 
 The proper training* of an adequate teaching force within the Tei*- 
 ritory is one of the most serious problems which confronts the public 
 educational system of the islands. It is discnssed at length elsewhere 
 in the survey report. It falls within the province of the study of 
 liigher education only in so far as it may be feasible to use the re- 
 sources of the College af ijawaii in bringing about its solution. At 
 present no secondary-school teachers are trained in Hawaii. That is. 
 all teachers in private and public secondary schools must be imported 
 from the mainland. &neh a condition is basically wrong, particuLirly 
 in view oi the fact that sources of supply on the mainland are for 
 the most part inadequate to satisfy the demands of their own con- 
 stituencieSi The commission believes that this duty of training sec- 
 ondary teachers is one of the most important demands now facing the 
 University of Hawaii. The addition of a strong department of edu- 
 cation to the new college of arts and sciences would enable the uni- 
 versity to accomplish the task satisfactoriW, at least until such time 
 as the members in trainings warrant the establishment of a college of 
 education as a separate unit of the university. For tlie success of surh 
 a plan the cooperation of the public school system is indispensable. 
 The commission recommends that the board of regents of the uni- 
 versity take the initiative in the foi?mation of a training course foi- 
 secondaiy -school teachers by inviting the cooperation of the public- 
 school authorities in the consideration of a cooperative plan simihu' 
 to that in use at the Teachers' Colleg-e of the University of Cincin- 
 nati. 
 
 RESEARCH. 
 
 The resources of the College of Hawaii have not in the past given 
 opportunity for the larger development of the research function. 
 Nevertheless this function is justly recognized as part of the debt 
 
298 A SUE YE Y OF EDUCATION IN HAWAII. 
 
 
 A^hicli a State institution of higher education must repay to its con 
 slituenc}^ The practical trend of research work in an institution of | 
 this type is a not unnatural result of the attendant circumstances. 
 The great debt which Hawaii and the entire oriental world owe to 
 the College of Hawaii for its researches in leprosy and its cure, has 
 already been mentioned. Numerous other fields of local importance 
 are open, and it is here particularly that the first developments in re- 
 search must be made. The administration has not been blind to these 
 opportunities as is evident in the acquirement of the aquarium in 
 Kapiolani Park for research in marine bioiog3^ and in the arrange- 
 ment recently completed with the Bishop Museum for securing a high- 
 grade man to function as professor of biology and director of the 
 marine laboratory recently provided for by a gift from the C. M. 
 Cooke estate, the museum to act as a depository for his systematic 
 collections. Other obvious fields for research, such as tropical agri- 
 culture. Polynesian langiiages, history, etc.. have already been men- 
 tione<l. The board of regents should undoubtedly continue to recog- 
 nize such functions as part of the legitimate duties of the university. 
 
 SERVICE TO THE CUIMM UNITY. 
 
 The most serious problem confronting .the X^iversity of Hawaii 
 is that of extending its si)here of usefulness until it touches the daily 
 lives of the greatest possible number of tlie Territory's inhabitants. 
 With such functional extension should go, hand in hand, an adequate 
 service of information in order that the university's supporting con- 
 stituency may become aAvare of the services which tliey haA e the right 
 to ask and which the institution is ready to furnish. The gravest anci 
 most frequently repeated criticism of the college which the commission 
 lieard during its stay in the islands was the charge that people in 
 general knew very little about it and its activities and consider it in 
 the light of a function of government conducted for a select fev7 alone. 
 Xo one except those in charge of the institution's administration can 
 correct this condition. It is a Yell-proved fact in educational ex- 
 perience that the tax-supported institution owes to itself and to it^ 
 constituency the duty of building up in its community a desire for 
 the educational facilities Ydiich it has to offer. It has not the rio-ht 
 to assume a " take-it-or-leave-it • ' attitude, as the private institution 
 sometimes does. It must be an active force for education, not merely 
 a passive source of supply, and above all it must assume the burden 
 of informing its su.pporters as to what tliey may expect to receive from. 
 its resources in men and materials. 
 
 Analysis shows two reasons for the not-imfounded criticism which 
 has been directed against the college in this regard. The first lies in 
 the lack of funds in tlie past for carrying on extension activities of any 
 
THE UNIVERSITY OF HAWAII. 299 
 
 kind. The Territory of Hawaii was eliminated from the provisions of 
 the Smith-Lever Act, and it will doubtless require an amendment to 
 this act of Congress before the Territory is legally entitled to share in 
 its benefits. As regards Territorial funds, the college has never had 
 any appropriation for extension work, though from time to time small 
 amounts taken from the office maintenance fund have been used for 
 such purposes. The second reason is probably to be found in the 
 mass of detailed w^ork which has centered in the president's office, 
 leaving that executive but little time for any constructive planning 
 of extension activities. Whether vigorous effort a number of years 
 ago might not have corrected both of these conditions is a question 
 Avhich has been several times asked of the conmiission. The answer 
 is of little importance at the present time. Of utmost importance, 
 however, is the necessity of adopting a definite policy for the future 
 of extension work in its broadest interpretation. In this particular 
 l^hase of the situation the commission is vitally interested and desires 
 to offer a few suggestions. 
 
 The main industry of Hawaii is agriculture. The sugar industry 
 (and to some extent the pineapple industry) has already provided 
 amply for its own scientific needs through private funds. While 
 this largely preempts the research field, yet it need not be a bar to 
 work of a similar nature at the university nor to extension courses 
 like that just given to sugar planters. However, it is neither the 
 sugar nor the pineapple industries which particularly require the 
 help of the best facilities of public higher education. Rather it is 
 the small homesteader, constantly increasing in numbers, wdio needs 
 scientific guidance in his attempts at diversified agriculture. AVhen 
 the United States entered the World War there was established a 
 Territorial Food Commission, of which President Dean, of the 
 College of Hawaii, acted as executive officer for a few months. At 
 that time a system of county agents was organized throughout the 
 islands. Although the governor continued this county-agent system 
 under the auspices of the college for a time, the legislature declined 
 to make it a permanent institution. At the same time the Federal 
 experiment station has a Federal appropriation for agricultural ex- 
 tension work and maintains two substations, while the last legis- 
 lature provided fuifds for the erection of an agricultural experiment 
 station on Hawaii with the understanding that this is to be under 
 the direction of the coUege.^*^ 
 
 Until the division of Federal authority can be adjusted by legisla- 
 tion or b}^ a mutual understanding, the whole problem of extension 
 work in agriculture is a difficult one to solve. The situation in many 
 of the mainland States, however, seems to justify the recognition of 
 
 i" Ropoit of I'resident Dean to the Federal Survey Commission. 
 10146°— 20 20 
 
the combined college of agriculture and mechanic arts and the Terri- 
 torial university as the proper agency to talvc the lead in this work. 
 The commission therefore recommends that the Territor}^ encourage 
 the establisliment of agricultural extension work in its various recog- 
 nized forms in connection with the University of Hawaii, and that 
 the university authorities use every means in their power to extend 
 the benefits of tliis activity to the agricultural interests of the 
 Territory. 
 
 The duty of the university to its extra-mural constituency does not 
 cease here. Every problem which has to do with the welfare of the 
 Territory and its inhabitants is a legitimate sul)ject of university 
 interest and a possible field for university activity. The racial situ- 
 ation and the labor conditions arising therefrom bring opportunity 
 for social service of an unusual type. Hawaii realizes that her labor, 
 once ignorant and submissive, is demanding more and more, not only 
 in wages, but also in recreation, education, and environment. As a 
 residt the plantations on the various islands are l>ecoming interested 
 in matters pertaining to the welfare of their laborers and their 
 laborers* families. Hence demand is arising for people wdio have 
 been trained in welfare work of all lands. Here is patently an op- 
 portunity for the univei^sit}^ to render a broad service by training- 
 persons for such work with the population of the islands as a work- 
 ing laboratory. 
 
 The task of adult education is now generally recognized as a 
 proper part of the work of the college or university. Such education 
 is usually given by the evening-class method in the larger centers of 
 population, and is pursued by those who, occupied during the day, are 
 willing to use leisure hours to gain or supplement a college educa- 
 tion. Maturity and the study of necessary prerequisite subjects (if 
 an}') form the only entrance requirements. While such classes often 
 tend to become somewhat " popular " in nature, intelligent elimina- 
 tion of the unfit allows the possibility of doing work deserving of col- 
 lege credit. There is undoubtedly room in Honolulu for classes of 
 this kind under univei^ity direction. Probably also each of the other 
 larger islands could support classes in carefully chosen subjects of 
 general interest in its largest center of population. In such work the 
 university is freed from the competition of the* mainland colleges. 
 The remoteness of the island necessarily diminishes the oportunities 
 for mental and intellectual improvement vrhich the inhabitants of 
 the mainland enjoy. It also diminishes the numl^er of distracting 
 elements in the form of popular amusements. The University of 
 Hawaii should find an unusuall}" fertile ground in which to sow the 
 seeds of such extension work. The people of Hawaii, old as well as 
 young, have, in their turn, the right to look to their university for 
 intellectual stimulation and leadership. 
 
THE UXIVEESITY OF HAWAII. 301 
 
 Comparable to the scientific service proposed for the inhabitants 
 of rural districts through extension work in agriculture is the benefit 
 which might come to the people of the entire Territory and of Hono- 
 hilu in particular, by the establishment of a Territorial bureau of 
 tests at the university. The equipment now at hand in chemistry, 
 engineering, and other technical laboratories already provides the 
 necessary apparatus for testing both physically and chemically the 
 various materials and supplies purchased by the Territory or by any 
 of its subdivisions. The commission is not informed as to what 
 facilities are at present a^'ailable in other agencies for bacteriological 
 testing, food examination, etc. Any such functions, not already pro- 
 vided for, might well l)e assumed by the university. The employ- 
 ment of a single competent man to give his entire time to public test- 
 ing work would, without question, represent a good investment in 
 the saving to the Territory made by the rejection of unworthy mate- 
 rials. 
 
 • Under the heading of '' Service to the Community " the commission 
 has made no effort to list exhaustively all the lines of possible en- 
 deavor. Eather it has tried to indicate a few directions in which 
 constructive activity might well be begun with a reasonable chance of 
 success. These are, to recapitulate, as follows : 1, agricultural ex- 
 tension work: 2, training social workers for local needs; 3, extension 
 classes for adult education : and 4, establishment of a bureau of tests 
 (chemical, physical, etc.). 
 
 The commission recommends that the university begin to solve its 
 problem of making its campus " Territory-Avide " by the adoption of 
 the suggestions just made. It is realized, however, that no advice 
 from outside sources can equal the wisdom gained by long-continued 
 study of the local situation by the universit}^ authorities themselves. 
 Hence it would ultimatel}^ serve best to meet the needs of the Terri- 
 tory were the administrative officers and faculty to devote themselves 
 from year to year to careful consideration and analysis of Hawaii's 
 conditions, with the one end of service in view. The commission feels 
 that it is not putting the case too strongly to say that the very life 
 and success of the university depend upon its broad conception of 
 this duty. 
 
 SERVICE TO THE PAX-PACIFIC STATES. 
 
 Not alone should the University of Hawaii seek to make its campus 
 " Territory wide,'' but the commission believes that with vision an<l 
 energy the University of Hawaii can become the university of the 
 Pan-Pacific. Already a commendable movement is well under way, 
 initiated, and fostered by farseeing citizens of Hawaii, looking 
 toward the winning for Hawaii the honor of being designated as the 
 
natural meeting place for sessions of joint commissions and of scien- 
 titic, social, and educational groups m.ade up of leaders in their re- 
 spective lines of the several countries bordering on the Pacific. 
 There is every reason for believing that the University of Hawaii, if 
 it were to set about it. could draw on these countries heavil}^ for its 
 student body, and in turn could come to wield a powerful influence 
 in the development of the races and peoples of such countries. Such 
 a high purpose could well challenge the ambition of any university. 
 
 KEPORTIXG TO CONSTITUENCY. 
 
 Legitimate college publicity may be generally summarized under 
 the headings of (a) information for prospective students, (b) reports 
 of conditions and activities, and (c) research publications. Under 
 the first title is included the college catalogue, special bulletins re- 
 garding courses, and the like. The second series comprises regular 
 annual reports, special reports, and general publicity matter. The 
 third includes scientific contributions by members of the faculty. 
 The College of Hawaii has made regular efforts to perform its duty in 
 the first and last respects and has regularly published a set of annual 
 reports. It is in the matter of so-called general " publicity " in which 
 less has been accomplished. Many of the problems and achievements 
 briefly summed up in the president's reports are undoubtedly worthy 
 of elaboration and of wide circulation throughout the islands. It is 
 doubtful whether a general comprehensive report, appearing an- 
 nually and perhaps distributed in limited numbers, can really be said 
 to serve the purpose of publicity or satisfy the perfectly legitimate 
 desire of the public at lai'ge to have information at reasonably fre- 
 quent intervals about the institution which the}^ are supporting. The 
 need for frequent contacts with the general public has been met in 
 many institutions by the circulation in numbers of a university bulle- 
 tin, published monthly or even more frequently. Such a publication i 
 contains the most important student and alumni news in brief form, | 
 plans and problems of the college administration, faculty achieve- 
 ments and changes, and academic news of general interest. It does 
 not take the place of the carefully prepared annual report, but supple- 
 ments it and interprets the university to the general public for whom 
 a formal report would have little interest. 
 
 No catalogues or announcements can entirely take the place of 
 personal contact betAveen the high-school student and the college 
 representative. Most high schools on the mainland are visited an- 
 nually by numerous college presidents or faculty members. Boys 
 and girls in the secondary schools of Hawaii are practically without 
 guidance in that most important question of deciding the life course 
 after graduation from high school — at least Avithout guidance by 
 
 I 
 
THE UXIVERSITY OF HAWAII. 303 
 
 men and Avomon actually engaged in higher educational \Tork. It 
 should be a primary duty of a representative of the University of 
 Hawaii to visit once or twice in each year each secondary school in 
 the Territory in order to give prospective graduates personal stimula- 
 tion to attend college and in order to discuss with them impartially 
 the advantages to be gained at various institutions. Such visits 
 would stimulate attendance at the local institution as well by in- 
 fluencing a greater number than formerly to attend some college, 
 and would give to those interested the opportunity to learn at first 
 hand something about the Territory's own university. 
 
 The commission recommends that the new University of Hawaii 
 take steps to stipplement its annual report by the publication at 
 shorter intervals of a circular or bulletin of information on uni- 
 versity affairs to be distributed broadly throughout the islands. It 
 recommends also that opportunity be given annually to the students 
 of all secondary schools in the Territory to confer personally with 
 a representative of the university regarding college education in 
 general and the advantages of the University of Hawaii in partic- 
 ular, and that this opportunity be supplemented by talks to second- 
 ary school students by faculty members, by the circulation of descrip- 
 tive literature, and by the enlistment of the interest of high-school 
 teachers and principals by personal contact and by acquaintance 
 with the personnel and the activities of the university. 
 
 4. SUMMARY OF RECOMMENDATIONS. 
 
 A. COXCERXTXG PREPARATIOX FOE COLLEGE ENTRANCE AT PUBLIC HIGH 
 
 SCHOOLS. 
 
 1. That special effort be made at each high school to adapt the cur- 
 riculum of each prospective college entrant to the requirements of 
 the college of his choice. 
 
 2. That the soundness of the principle of the division of students 
 in English as now used in the first-year v^ork at the McKinley High 
 School be recognized and extended to all high-school classes in Eng- 
 lish where numbers warrant such procedure. 
 
 3. That a specially adapted course in English be planned for the 
 children of non-English-speaking families, and for others of poor 
 preparation and less ability, and that more time be devoted to this 
 Avork with such students, even though such action result in the neces- 
 sity of a longer period than four years for preparation for college. 
 
 4. That the college-entrance curriculum as prescribed contain 16 
 units. 
 
 6. That the class period in all high schools be extended to cover 45 
 minutes, 
 
B. COXCERXIXG HIGHER EDI CATION. 
 
 ('). That the provision of the "Act to establish a University of 
 Hawaii." combining the offices of president of the university and sec- 
 retary of the board of regents, be annulled by legislative amendment. 
 
 7. That a joint committee be appointed from the board of regents 
 of the university and the board of supervisors of the public schools 
 (including the president of the university and the superintendent of 
 schools) to formulate a plan of mutual representation best suited to 
 the local situation and to recommend its enactment by the legislature. 
 
 8. That a financial office be established at the College of Hawaii in 
 charge of a competent and well-trained accountant under the direc- 
 tion of the president and the board. 
 
 0. That a personal expense fund be established for the president of 
 the university, to be used by him in visiting the mainland at least 
 once annually, and in visiting the various islands of the Territor^^ 
 for the purpose of establishing contacts with the entire constituency 
 of the college and extending the knowledge of its work. 
 
 10. That the board of regents confer with the faculty regarding 
 the establishment of a fair rotating system by which the expenses of 
 certain facult}^ members may be paid annually by the college for the 
 purpose of attending scientific and professional meetings on the 
 mainland. 
 
 11. That the next legislature provide funds sufficient to erect a 
 suitable library building and a science building. 
 
 12. That the management of the college book store be divorced 
 from that of the library. 
 
 13. That at least one trained, full-time assistant librarian and one 
 or tAvo part-time student library assistants be employed. 
 
 14. That in making future additions to the teaching staff the col- 
 lege demand at least the possession of the master's degree from all 
 prospective appointees and, if possible, some experience in college 
 teaching. 
 
 lr>. That appointments to full professorships be reserved for those 
 who have attained the advanced graduate degree, or who have earned 
 such appointment hj unusual work in research or by exceptional 
 teaching ability. 
 
 16. That no one be admitted as a regular student who can not 
 offer 15 units of commonly accepted secondary school credit for un- 
 conditional entrance or 14 units for conditional entrance, and that 
 the practice of accepting as regular students those who have pre- 
 pared themselves in highly specialized business or normal courses 
 be abandoned. 
 
 IT. That tlie newly inaugurated policy be continued of taxing the 
 wealth of the Territory for the support of the university in a de- 
 
THE UNIVERSITY OF HAWAII. 3'05 
 
 gree reasonably comparable to the practice of the more liberal Stares 
 of the mainland. 
 
 C. COXCERXIXC; TIIF. DEVEI.t)PMEXT OE A UXIVERSTTY OF HAWAII. 
 
 IT. 
 
 18. That Congress, through a proper committee, consider plans by 
 which the functions of instruction and research in agriculture, both 
 supported by Federal funds, may be brought into closer relation 
 and their work coordinated. 
 
 19- That the board of regents take the initiative in the formation 
 of a training course for secondary school teachers by inviting the 
 coo|)eration of the public-school authorities in the consideration of 
 a cooperative plan similar to that in use at the Teachers' College of 
 the University of Cincinnati. 
 
 '20. That the Territory encourage the establishment of agricultural 
 extension work in its various recognized forms in connection with 
 the University of Hawaii, and that the university authorities use 
 every means in tlieir power to extend the benefits of this activity to 
 the agricultural interests of the Territory. 
 
 21. That the university begin to solve its problem of making its 
 campus "' Territory-wide " by the adoption of the following activi- 
 ties: 1, Agricultural extension work; 2, training social workers for 
 local needs: 3, extension classes for adult education; 4, establishment 
 of a bureau of tests. 
 
 22. That the ne-s^' University of Hawaii take steps to supplement 
 its annual report by the publication at shorter intervals of a circular 
 or bulletin of information on university affairs, to be distributed 
 broadly throughout the islands. 
 
 23. That opportunity be given annually to the students of all sec- 
 ondary schools in the Territory to confer personally with a repi*e- 
 sentative of the university regarding college education in general 
 and the advantages of the University of Hawaii in particular, and 
 thai this opportunity be sFtpplemented by talks to secondary-school 
 students by faculty meml>ers, hy the cLrculation of descriptive litera- 
 ture, and by the enlistment of the interest of high-school teach- 
 ers and principals by personal contact and by acquaintance with the 
 personnel and the activities of the university. 
 
 24. That the University of Hawaii set for its ultimate goal the higli 
 purpose of becoming the recognized universit}^ of the Pan-Pacific 
 States. 
 
Chapter VIII. 
 THE PRIVATE SCHOOLS OF HAWAII. 
 
 Contents. — 1. (ieiieral cuuditioiis : Privaic schools grouijed ; statistical iuformation 
 regarding; pupils per teacher; relaliv<>Iy itew in high schools; high school curriculuius 
 fhosen ; pupil failures ; training and experience of teachers. 2. Punahou School : Work 
 and spirit ; curriculum offered ; coaching for college examinations ; curricula in junior 
 academy and elementary school ; organization and administration ; buildings and equip- 
 ment. 3. Honolulu Military Academy : Curricula ofEered ; organization and administra- 
 tion ; buildings and equipment. 4. Mid-Pacific Institute: Establishment; curricula; 
 teaching efficiency; administrative features; buildings and equipment; needs of the 
 school. 5. The Episcopal schools : lolani School ; St. Andrew's Priory ; recommendations. 
 6. Hilo Boarding School: Establishment; work; buildings and equipment; recom- 
 mendations. 7. Kamehameha Schools : Founding ; work offered ; vocational and class- 
 rooui work unrelated ; organization, administration, and cost ; possibilities for greater 
 efficiency ; an analysis of the schools" problems ; three plans discussed. S. Kohala Girls' 
 School and Maunaolu Seminary : Last of boarding schools for Hawaiian girls ; organi- 
 zation and work ; dormitory plan desirable for the public schools to adopt. 9. Conclusions 
 and recommendations. 
 
 1. GENERAL CONDITIONS- 
 
 The private schools of the Territory of HaAvaii occupy a unique 
 and unusually important position in the educational system of these 
 island communities. This position has been gained, in the first place, 
 because of the zeal for education of the early missionaries and of the 
 organizations behind them. Most of these schools were originally 
 founded by missionar}^ or philanthropic effort for Christian educa- 
 tion, and have been supported largely by gifts and endowments. 
 Many of them still continue as mission schools, while others though 
 now independent or undenominational are strongly imbued with the 
 missionary spirit. Several of them are among the oldest schools in 
 the islands. In the second place, the public school system is not yet 
 fully developed and can not at present satisfy the needs of all the 
 children. Because of the prestige maintained by the earlier and 
 stronger private schools through the prominence which their grad- 
 uates have gained, and because of the many superior advantages 
 which they have been able to offer, and also because the public schools 
 have not been able as yet to keep pace Avith the growth of child popu- 
 lation, not only have the older private schools flourished, but also 
 many others, for the most part small neighborhood schools, have 
 sprung up in all parts of the islands. Some of tliese are missionary 
 in motive, but many are purely proprietary. All these schools fall 
 approximately into five classes : 
 306 
 
THE PRIVATE SCHOOLS OF HAWAII. 307 
 
 1. Boarding schools industrial in trend or original purpose and not 
 giving complete high-school courses. Examples : Kamehameha 
 schools (boys and girls) ; Hilo Boarding School (boys only) : Kohala 
 (nrls' School ; ^launaolu Seminary. 
 
 2. Boarding schools giving college preparatory and finishing 
 courses, as well as elementary school work. Examples: Mid-Pacific 
 Institute, including Mills School (for boys), and Kawaiahao Semi- 
 nary (for girls) : Honolulu Military Academy (boys only). 
 
 3. Day schools with boarding departments giving college prepara- 
 tory and finishing courses. Examples: Punahou School (coeduca- 
 tional), including elementary school, junior academy, academy, girls' 
 boarding department, and music school: lolani Scliool (boys only); 
 St. Andrew's Priory (girls only) : St. Louis College (boys only). 
 
 4. Small mission schools. Examples: Korean Mission, Chinese 
 ^Mission, etc. 
 
 5. Small proprietary or *' select ** schools, supported usually by tui- 
 tion fees onl3\ 
 
 KACIAL DESCENT OF PRIVATE-SCHOC^L POPULATIOX. 
 
 In two of the larger schools, Punahou and the Honolulu Military 
 Academy, the pupils in attendance are mosth^ Caucasian. The same 
 IS true of most of the small proprietary or *' select " schools. 
 
 Punahou limits its pupils of other than Caucasian descent to 10 
 per cent. Honolulu Military Academy has no such rule excluding or 
 limiting any ra.„e or class, but its relatively high tuition and board- 
 ing rate operate automatically to exclude all but a small proportion 
 of the descendants of other than Caucasians. It is mostly families of 
 this race who are able and willing to pay these rates. 
 
 In the Kamehameha schools the population is almost exclusively 
 Hawaiian and Part-Hawaiian, while in Mid-Pacific it is mainly Jap- 
 anese and Chinese, with a liberal sprinkling of other oriental races 
 and Hawaiians. The Catholic schools enroll about equal numbers of 
 Anglo-Saxons and Portuguese on the one hand, and of orientals, 
 Hawaiians. and Part-Hawaiians on the other. The racial composi- 
 tions of the Episcopal schools, lolani and St. Andrew's Priory, are 
 about the same as those of Mid-Pacific, while in some of the mission 
 schools, such as the Korean or the Chinese ^lission, the enrollment 
 consists mainly of children of one particular racial descent, as indi- 
 cated by the name. 
 
 WIDE VARIATIOXS- AMOXG SCHOOLS. 
 
 The purpose of the following table is to shoAv the very interesting 
 and very wide variations among the private schools with reference to 
 the several items included under the different headings. 
 
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THE rrJVATE SCHOOLS OF HAWAII. 
 
 309 
 
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0±V A hUKVi!.! Ul- ±:DL CATION' IN HAWAII. 
 
 Tliis table shows the names, locations, and denominational control, 
 if an}^, of all the private schools of the Territory that reported to the 
 department of public instruction for the year ending December 31, 
 1919. It also shows, in order of their numbers, the prevailing na- 
 tional descents of the pupils in each school, the enrollment in the 
 elementary (first to eighth) and high-school (ninth to twelfth) 
 grades, the enrollment by sexes, the total enrollment, the number of 
 teachers, and the number of pupils to a teacher. The schools are 
 arranged by islands and in the order of the number of teachers. 
 
 This table gives as strong an impression as anything could give 
 of the numbers and variety of these schools and the complexity of 
 their problems. The most significant facts to be gathered are : 
 
 1. The great variety of conditions, constituencies, and types of 
 school life which are found in these schools. 
 
 2. The important extent to which these schools are assisting in the 
 problem of educating all the children, especially in the kindergarten 
 and high -school grades. 
 
 3. Contrary to the usual condition in the States, the number of 
 boys enrolled exceeds the number of girls. 
 
 PUPII.8 IX PRIVATE SCHOOLS. 
 
 Thus, excluding the kindergartens, Avhich are nearly all main- 
 tained and directed by private effort, the private schools are afford- 
 ing elementary education to 4,904 pupils out of a total of 42,296 
 and high-school education to 845 pupils out of a total of 2,038. 
 
 That is, 11.6 per cent of all the elementary pupils of the Territory 
 and 41.5 per cent of all the high-school pupils of the Territory are 
 getting their education in these private schools. 
 
 These schools, including the kindergartens, have 356 out of 1,011, 
 or 35.2 per cent of all the teachers in the Territory. 
 
 Relatively, therefore, the private schools constitute a far greater 
 factor in the educational situation in Hawaii than they do in the 
 States, especially in the high-school department, where the enroll- 
 ment is tAvo-fifths of the whole, and in the kindergarten department, 
 where it is A^eiy nearly the whole. 
 
 NUMBER or PUPILS PER TEACHER. 
 
 The average number of pupils per teacher for all private schools 
 is 20. This is somewhat less than the standard, 25 pupils per teacher, 
 established by the North Central Association of Colleges and Sec- 
 ondary Schools. From the standpoint of the general educational 
 situation, it would be better if all were nearer this norm. 
 
THE PPJYATE SCHOOLS OF HAW AH. 311 
 
 Privdtc schools dl^trihufrd accordinfi to numhcr of pupils per teacher. 
 
 I'upils per teacher. 
 
 ; 
 
 Names of schools. 
 
 '"^•^'^- of schools. 
 
 i 
 
 rCastlc Home 
 
 3.2 \ 2 
 3.0 r 2 
 
 l--*- 1 
 
 Honolulu Free Kindergar l en 
 
 
 Hanahauoli 
 
 5.1 
 
 9.0 
 
 4.0 
 
 .5.8 
 
 7.3 
 
 8.9 ! 
 
 8.9 1 
 
 7.0 
 
 9.0 1 
 1.3.0 j 
 12.0 
 11.7 
 13.0 
 14.3 
 12.5 
 11.4 
 10.1 
 12.5 
 11.5 
 
 13. 5 
 10.6 
 
 10.6 ! 
 18.0 
 
 18.0 : 
 
 15.0 i 
 18.3 
 
 17.1 ' 
 
 15.7 , 
 
 17.2 ! 
 
 17.8 ' 
 17.4 
 16.6 
 23.1 
 20.7 
 21.8 ' 
 
 
 j 
 
 Kaimukl Private 
 
 
 1 
 
 Kula Sanitarium, Maui 
 
 
 
 Hilo Boarding; 
 
 
 r>-o 
 
 Kameharaeha School for Girls 
 
 9 
 
 
 Kamehameha School for Bovs 
 
 
 
 Koliala Girls' , Hawaii ". 
 
 
 
 Mrs. Wilder's Private 
 
 William and Mar\- Alexander Parsonas;e, Maui. . . . 
 [Bethel Street Grammar .' 
 
 
 
 Mrs. Wood's Private 
 
 
 
 Mills. Oahu 
 
 
 
 Ewa Private 
 
 
 
 Kalihi Kindergarten 
 
 
 
 St. Elizabeth's Mission 
 
 
 1Q_1.{ q .. .1 
 
 Kawaiahao . 
 
 1 13 
 
 
 Honolulu Militan' Academv 
 
 
 
 Kamehameha Preparatory.'. 
 
 
 
 Castle Kindergarten. . 
 
 
 
 Muriel Kindergarten 
 
 
 
 Maunaoiu Seminary, Maui 
 
 
 
 Punahou Academy 
 
 
 
 Valley School . 
 
 
 
 Kapiolani Girls' 
 
 lolani School 
 
 
 
 St. Andrew's Priory 
 
 Fort Street Kindergarten 
 
 
 
 Punahou Junior Academy 
 
 Miller Street Kindergarten 
 
 Palama Kindergarten 
 
 
 
 
 20-24.9 
 
 Punahou Elementary 
 
 Baldwin House Kindergarten, Maui 
 
 Academy of Sacred Heart, Honolulu 
 
 Alex. House Kindergarten, Maui 
 
 Korean Christian Institute . . 
 
 3 
 
 
 
 ! 
 
 /Liliha Kindergarten . 
 
 29.9 \ « 
 29.0 / ^ 
 30.5 
 30.0 \ 
 
 2,5-29.9 1 
 
 Chinease Mission. Hawaii 
 
 Chinese Mission, Honolulu 
 
 Mother Rice School ... 
 
 30-34.9 i 
 
 St. Mark's 
 
 Hilo Free Kindergarten 
 
 31.0 i^ 5 
 
 I 
 
 32.5 ' 
 
 3.5-39.9 j 
 
 4()_44.9 
 
 The Sacred Heart , Maui 
 
 St. Mary's Mission 
 
 Sacred Heart Convent (select), Honolulu 
 
 32.7 i 
 
 38.7 ' 1 
 44.0 1 
 
 4,5_4i4.9 
 
 
 46.0 1 1 
 
 
 f St. Joseph's, Hilo. .. 
 
 52.4 1 
 
 50-54 9 -i 
 
 St. Louis 
 
 53.1 ij^ 3 
 
 
 Sacred Heart Convent (free) 
 
 51.8 1 
 
 5.5-59 9 
 
 
 
 
 St. Mary's, Hilo . 
 
 62.0 11 
 
 60-64 9 -i 
 
 Waiakea Select School, Hawaii 
 
 62.0 1 3 
 
 
 St \nthony Girls', Maui . . . 
 
 61.7 ; 
 
 
 
 65.8 1 
 
 65 and o^er '■" 
 
 Paia Kindergarten, Maui 
 
 116.0 i^ 3 
 
 
 Hamakuapoko Kindergarten. Maui 
 
 8.5. '■ 
 
 
 
 
 
 
 .'>6 
 
 school?. 1 
 
 
 
 Schools having only a few pupils per teacher have a high cost per 
 piipil-year for instruction and overhead charges unless the overhead 
 is abnormally reduced and the teachers poorly paid. Poor pay for 
 the teaching staff almost always means poor instruction and a narrow 
 outlook. So also a small pupil-teacher ratio is disadvantageous for 
 pupils of normal intellect by reason of their losing the inspiration that 
 comes from working together in reasonably large groups. Such very 
 small ratios are necessar}^ in the case of defective or subnormal chil- 
 dren, who in most things must have individual instruction. 
 
 I 
 
On the other hand, a very hirge number of pupils per teacher re- 
 duces the cost per pupil-year but necessitates either oversized classes 
 or too many classes per day, or both, which overworks the teachers 
 and prevents the pupils from getting a sufficient individual atten- 
 tion. The recognized standard is 22 to 25 pupils per teacher for* 
 high-school work and 82 to 36 for elementary work, which makes a 
 good compromise between the demands for individual attention to 
 pupils by teachers on the one hand and the conflicting demand for 
 economy on the other hand. 
 
 On examining the preceding table with these principles in mind, 
 it will be seen that those 12 schools which have fewer than 10 pupils 
 per teacher are uneconomical if not extravagant, with no special 
 compensating advantage excepting in such possible cases as when 
 subnormal or defective or erratic children may, be under special in- 
 struction. Looking farther down the table we find 12 other schools 
 vrith 35 up to 85 pupils per teacher. These schools can not give effi- 
 cient instruction unless their teachers have great skill and endur- 
 ance and unless their instruction is prevailingly of the memory and 
 drill types. 
 
 The onl}^ way to prevent these extremes without sacrificing other 
 requirements of good school administration is to get more teachers 
 where the ratio is too large and to get more pupils or consolidate 
 schools where it is too small. These conditions should be given consid- 
 eration by those who are primarily interested in these schools, namely, 
 the managers of the schools and the parents of their pupils. 
 
 One further point should receive attention before leaving this 
 subject. Statistical norms are sometimes ver}' misleading in spe- 
 cial cases wherein conditions differ essentially from those of the 
 cases with which they are classed: and it is therefore necessary to 
 know these conditions in order to avoid erroneous interpretations 
 with respect to the norm. For example, one elementary scliool has 
 60 pupils and 2 teachers and another has 30 pupils and only 1 
 teacher. The niunber of pupils to a teacher is the same in both. 
 Are they therefore equally efficient? By no means. Assuming that 
 both undertake to give the same munber of subjects in the same 
 number of grades, the one liaving two teachers should be just 
 twice as efficient as the other, because two classes can be going 
 simultaneously in the former of every one in the latter through- 
 out the school day. If there were no necessity for differentiating 
 classes with reference to grades and subjects, the one-room one- 
 teacher school might conceivably be as efficient as an eight-room 
 eight-teacher school. Yet all persons familiar with rural schools, 
 for example, know that in the one-room rural school in which eight 
 grades are taught the teacher can give to each grade only one- 
 eightli of her school day for all the subjects in which she gives 
 
THE PRIVATE SCHOOLS OF HAWAH. 
 
 313 
 
 instruction in that grade, whereas in an ei<^ht-room eight -grade 
 eight-teacher school each teacher can give all her school day to one 
 grade. Each school might have the optimum number for ele- 
 mentary grades of 30 pupils per teacher and yet, all other things 
 being equal, the latter is eight times as good as the former and 
 costs no more per pupil. Such facts as these must alwaj^s be borne 
 in mind when interpreting statistical analyses. 
 
 RELATIVELY SMALL NUMBERS ENROLLED IN HIGH SCHOOLS. 
 
 The summary below shows another very significant fact. Only 3 
 per cent of the public-school pupils and only 14.1) per cent of the 
 private-school pupils are high-school pupils, and only 4.5 per cent 
 of ail pupils, public or private, are enrolled in the public and private 
 higli schools. The corresponding ratios for the public schools of 
 seven American cities are as follows: ^ Newton, Mass.. 2r).l per cent; 
 Brookline, Mass., 23.5 per cent; La Crosse, Wis., 22.9 per cent; Mont- 
 clair, X. J., 18.1 per cent; Solway, X. J., 12 per cent; Springfield, 
 111., 11.7 per cent; Cleveland, Ohio, 9.7 per cent; average, 17. G per 
 cent ; median, 18.1 per cent. Xewton and Brookline are wealthy, 
 high-class residence cities, while Cleveland is a large manufacturing 
 cit}^ w^ith a big proportion of recently arrived foreigners. The aver- 
 age or median of these cities may be taken as fairl}- typical of city 
 conditions over the mainland and gives us a rough norm for com- 
 parison. Taking 18 per cent as the norm, we find that for the public 
 high schools and for all high schools combined, both public and pri- 
 vate, the Territory of HaAvaii is far behind, wdiile for the private high 
 schools alone, which draw the bulk of their students, both elementary 
 and high, from the cit}' of Honolulu, the ratio approaches creditably 
 near to the norm. 
 
 For a fair general comparison of this sort we siiould have the 
 figures for entire States in the West and South, wliere, as in the 
 Territory of Hawaii, population is scattered or where unskilled labor- 
 ers make up a large proportion of the population. 
 
 ^SiDumari/ of })Upil otroUiiicnts exclusive of kiiuleruaricns. 
 
 
 Ele- 
 mentarv-. 
 
 High 
 schools. 
 
 Total. 
 
 Private schools ex'^Iusive of kiuderstirtBns 
 
 4,904 
 37,392 ; 
 
 845 
 1, 193 
 
 o,749 
 
 Public schools 
 
 39, r25 
 
 
 
 
 42,296 
 
 2,038 
 
 44,874 
 
 
 
 
 
 14.7 
 
 Pf»r f>ofif nf all TMihlip <;pHnf>l iim^ils pnrnllpfl in nnblio hifh sphonls 
 
 
 
 3,0 
 
 
 
 
 4. .'") 
 
 
 1 Calculated from table ou p. 41 of Methods and Standards for Social School Surveys, by 
 Dou C. Bliss. I). C. Heath & Co., Boston, 1918. 
 
Ol^ A toUliVr^l Ui- i:.L> ULATIU^ i-N MAW Ail. 
 
 'File folloAA^n*^ jire some of the ratios for single States and jrroiips 
 of States in the year 191(3, taken from the 1917 report of the United 
 States Commissioner of Education, page 23. In California, 14.55 per 
 cent of the school population is in the high-school division: in Mas- 
 sachusetts, 12.89 per cent; in Utah, 10.39 per cent; in Nevada, 7.38 
 per cent; in Arizona. 6.40 per cent. For the whole Western Division 
 it is 11.43 per cent; for the Xorth Atlantic, 9.23 per cent; for the 
 North Central, 8.93 per cent; for the South Atlantic, 4.13 per cent; 
 and for the South Central, 4 per cent. 
 
 In reference to this ratio of higli-scool enrollment, both public 
 and private, to total school enrollment in all schools. Hawaii, with 
 4.5 per cent, is behind all the North Atlantic and North Central 
 States; behind all the Western States excepting New ^lexico, with 
 3.77 per cent ; behind four of the South Atlantic States — Delaware, 
 with 5.78 per cent; Maryland, with 5.57 per cent; Virginia, with 5.53 
 per cent; and West Virginia, with 4.82 per cent— and behind one of 
 the South Central States. Texas, with 5.06 per cent. She exceeds all 
 the remaining Southern States, whose ratios range from Oklahoma 
 with 4.44 per cent to South Carolina with 2.55 per cent. 
 
 HKiH-SCHOOL ENROLLMENT C'():MPAI?EI) WITH TOTAL POPULATION. 
 
 Another comparison may be made on the basis of the ratio existing 
 between the enrollment in ])ublic and private high schools and the 
 total population. 
 
 In the Territory of Hawaii for every 10,000 persons in the popula- 
 tion 77 pupils are enrolled in the high schools. On the basis of this 
 ratio Hawaii ranks with Georgia, New Mexico, Arkansas, and Lou- 
 isiana, whose ratios are, respectively, 77, 77, 79, and 80. 
 
 Onl}^ two States rank below her — jNIississippi, with a ratio of 71, 
 and South Carolina, with 68. The highest ratios are California, 294; 
 Utah, 280 ; loAva, 273 ; and Massachusetts, 262. The ratio for Nevada 
 is 98; for Arizona, 139; and for Wyoming, 145. These ratios also 
 are taken from the table of the Commissioner of Education's report, 
 1917, page 23. 
 
 HIGH-SCHOOL CURRICULL 3LS CHOSEN P.T PUPILS. 
 
 Three curriculums are authorized in the public high schools by 
 the Territorial department of public instruction : The college pre- 
 paratory, the commercial, and the general. These same curriculums 
 prevail in the private schools with very few and inconsequential 
 modifications, excepting in the case of the Kamehameha schools, 
 which are primarily vocational and have work which corresponds 
 to high-school work only in the ninth grade. 
 
THE PRIVATE SCHOOLS OF HAWAII. 
 
 315 
 
 The purpose of the following table is to show for the larger and 
 more typical private high schools the relative popularity of the 
 three curriculums as revealed by the choice of the students. Some of 
 the schools were unwilling to furnish data, so they could not be in- 
 cluded in this table. It is believed, however, that the general attitude 
 toward these curricula in the four schools Avhose enrollments are 
 tabulated is fairly tj/pical of that to be found in the others. 
 
 Distribution of pupils by curriculuiivs and sexes in four private liigh'scliooU. 
 
 Name of school. 
 
 College 
 prepara- 
 tory. 
 
 Com- 
 mercial. 
 
 General. 
 
 Grade IX 
 
 undis- 
 tributed. 
 
 Total. 
 
 Punahou : 
 
 94 
 98 
 
 10 
 11 
 
 9 
 34 
 
 
 
 
 113 
 
 Girls. . . 
 
 143 
 
 
 
 Total 
 
 192 
 
 21 
 
 43 
 
 
 
 256 
 
 
 
 Honolulu Military Academy : 
 Boys only 
 
 39 
 
 « 
 
 
 
 
 
 39 
 
 
 
 Mid-Pacific: 
 
 Mills f bovs) 1 
 
 37 
 5 
 
 23 
 3 
 
 7 
 2 
 
 37 
 10 
 
 104 
 
 
 20 
 
 
 
 Total 
 
 42 
 
 26 
 
 9 
 
 47 
 
 124 
 
 
 
 Episcopal schools: 
 
 lolani (boys)i 
 
 10 
 
 
 9 
 
 
 
 33 
 
 24 
 
 
 43 
 
 St. Andrevr's Priorv (girls) i .. . 
 
 33 
 
 
 
 Total 
 
 10 
 
 283 
 
 9 
 
 33 
 
 24 
 
 76 
 
 Grand total 5 schools 
 
 56 
 
 85 
 
 71 
 
 495 
 
 1 In these schools there is no differentiation of curriculiuns in Grade IX. 
 
 This table shows the distribution of pupils by curriculum and 
 sexes in the four largest private high schools under Protestant or 
 undenominational control. It indicates a very decided preference 
 for the college preparatory curriculum. The tendency is especially 
 strong in the first three schools, whose influence toward higher edu- 
 cation is very pronounced and active. It is highly desirable, of 
 course, that this should be so; but it might be well for all these 
 schools to consider whether the college preparatory course is the best 
 for pupils who do not intend to go to college, but who choose it for 
 other reasons. Perhaps strengthening and vitalizing the other cur- 
 riculums so as to make them more valuable for general education 
 would draw into them, both from within and without the schools, 
 more pupils who are headed directly toward commercial and indus- 
 trial life"^, and would give these better training for their life work 
 than they would get in the preparatory curriculum or by going into 
 business or industry directly from the elementary schools. In this 
 connection the discussions regarding the curriculums in this chapter 
 and the chapter on the public high schools should be given careful 
 consideration and study. 
 10146°— 20 21 
 
316 
 
 A SURVEY OF EDUCATI0:N" IN HAWAII. 
 
 SIZES OF CLASSES IN THE rRIVATE SCHOOLS. 
 
 A very important item affecting both economy and efficiency in the 
 administration of a school consists in the sizes of the sections in 
 which the pupils are grouped for classroom and laboratory work. 
 The following table shows for each of nine private schools that werdjl 
 studied somewhat intensively by the survey commission how many^ 
 classes there were enrolling each of the numbers of pupils that are 
 indicated in the first or left-hand columns. Other things being equal^; 
 that school is both most economical and most efficient which holds' 
 the greatest proportion of its sections to enrollments between 22 and 
 28 pupils. Very small sections make the cost of instruction high if 
 teachers are adequately paid and they do not afford so good oppor- 
 tunities as medium-sized sections for group cooperation and coUec- 
 ti\'e enthusiasm. Very large sections, on the other hand, though they 
 reduce the cost of instruction, do so at the expense of overloading 
 the teachers and depriving pupils of a fair share of individual atten- 
 tion. The purpose of the table is to show how these schools stand 
 with reference to this feature of administration. 
 
 Recitation sections oi 
 
 - classes for nine private schools, distributed according to 
 mtmbers of sections of each size. 
 
 
 i 
 
 < . 
 
 'o 
 
 jl 
 
 1! 
 
 O t3 
 
 1 
 
 i 
 
 o 
 
 (SOQ 
 
 § 
 
 "i 
 
 
 IS 
 
 4)'*-' 
 
 rtoQpq 
 
 III 
 
 IS 
 
 Hi 
 
 
 1 
 
 o 
 
 K 
 
 0- 5 
 
 14 
 13 
 15 
 13 
 10 
 4 
 
 
 
 22 
 11 
 13 
 
 3 
 11 
 10 
 10 
 10 
 2 
 1 
 
 1 19 
 
 8 
 6 
 
 1 
 7 
 
 4 
 5 
 5 
 2 
 2 
 
 ....„ 
 
 2 
 1 
 1 
 1 
 
 1 
 
 "'*5' 
 
 ""*5" 
 
 1 
 1 
 
 1 
 
 4' 
 
 2 
 
 5 
 
 6-10 . . . 
 
 1 
 
 5 
 
 18 
 42 
 
 "*"i* 
 
 6 
 
 4 
 4 
 
 3 
 3 
 1 
 
 9 
 
 7 
 12 
 
 20 
 
 11-15 
 
 8 
 
 16-20 
 
 
 21 25 
 
 9 i 2 
 
 
 26-30 
 
 2 
 2 
 
 
 
 
 
 
 31 35 
 
 
 1 
 2 
 
 
 
 
 
 36-40 
 
 
 
 1 1 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 Total 
 
 69 
 
 66 
 
 15 1 53 
 
 1 
 
 47 
 
 ' 
 
 61 24 ' 21 
 
 1 1 
 
 6 6 
 
 7 
 
 7 
 
 33 
 
 A glance at this table shows that none of these schools have classes 
 that are too large. Those enrolling from 26 to 40 are all elementary 
 classes, which, if too large, can be divided by the teacher into two 
 sections, to be handled separately, one section studying while the 
 other recites. 
 
 The great majority of the sections in nearly all of these schools are 
 seen to include from 15 to 25 pupils each, which is near the optimum 
 range for high-school work, but less than the optimum range for 
 elementary work (i. e., 32-36) when economy as well as efficiency is 
 considered. 
 
 The percentages of very small classes in each case are evidently 
 much higher than is usual in the public schools. This condition is 
 the controlling factor in the high cost of instruction per pupil when 
 adequate salaries are paid, and is a large factor in the total cost per 
 
 
THE PRIVATE SCHOOLS OF HAWAII. 
 
 317 
 
 pupil when based on all educational expenses. In most cases these 
 classes are in elective subjects or subjects in the upper years of the* 
 high school. In small high schools some of them can not be avoided. 
 In other cases it is advisable to combine juniors and seniors and give 
 them each a pair of courses in alternate years. In still other cases, 
 such as very small foreign-language classes, it may be best to reduce 
 the number of languages offered. In vocational classes, where upper- 
 class pupils are working on the project-problem plan, it is possible 
 for a single teacher to handle two or more small sections in the same 
 time period, since the instruction is individual, and in much of their 
 work the pupils are able to go ahead independently of one another, 
 and with only a little attention from the teacher now and. then. 
 
 PUPILS WHO FAIL OE DROP OUT. 
 
 The table which follows is to show for the schools investigated what 
 their practices are with reference to promotions and to holding pupils 
 in school. In general a very large percentage of failures and elimi- 
 nations indicates something radically wrong somewhere in the school 
 where it occurs; and, on the other hand, a school which records no 
 failures or eliminations, looks, on the face of things, too good to be 
 true. It may be 100 per cent excellent, yet, again, it may be passing 
 its pupils along without requiring of them any real effort. To know 
 exactly what is happening, then, one must go behind the returns and 
 investigate. A percentage of failures and eliminations ranging be- 
 tween 10 and 20 is common to good schools and may be considered 
 normal. Percentages above 20 indicate pathological conditions and 
 call for diagnosis and treatment. Percentages below 10 may indi- 
 cate exceptionally good and wholesome conditions, or may indicate 
 that the school is not exacting good honest work from the pupils. 
 There is in almost every school, as there is almost everywhere else, a 
 small percentage of individuals who can not or will not do the work 
 and who must, therefore, fail or be eliminated even after all possible 
 skill and effort have been used in order to induce them to apply 
 themselves to their studies. 
 
 FaUures and eliminations in 11 pri^^ate schools and departments, 1918-19. 
 
 Name of school. 
 
 
 
 
 Dropped 
 
 Per cent 
 
 Enrolled. 
 
 Promoted. 
 
 Failed. 
 
 dming 
 year. 
 
 dropped 
 pins failed. 
 
 420 
 
 359 
 
 17 
 
 44 
 
 14.6 
 
 163 
 
 132 
 
 16 
 
 15 
 
 10.0 
 
 128 
 
 117 
 
 3 
 
 8 
 
 8.6 
 
 199 
 
 140 
 
 14 
 
 45 
 
 29.6 
 
 85 
 
 65 
 
 12 
 
 8 
 
 23.3 
 
 91 
 
 51 
 
 20 
 
 20 
 
 44.0 
 
 144 
 
 134 
 
 10 
 
 
 
 7.0 
 
 78 
 
 72 
 
 4 
 
 2 
 
 7.7 
 
 115 
 
 94 
 
 17 
 
 4 
 
 18.3 
 
 75 
 
 67 
 
 5 
 
 3 
 
 10.7 
 
 14 
 
 14 
 
 
 
 
 
 0.0 
 
 Pnnahou Elementary 
 
 Punahou Academy 
 
 Honolulu Military Academy 
 
 Mills School 
 
 Kawaiahao Seminary 
 
 Hilo Boarding School 
 
 Kamehameha School for Boys 
 
 Kamehameha Bovs' School, Preparatory 
 
 Kamehameha School for Girls 
 
 Maunaolu Seminary 
 
 E wa Private 
 
318 
 
 A SURVEY OF EDUCATION IN HAWAII. 
 
 This table shoNvs a. wide variation among the 11 prominent private 
 schools listed with reference to the percentage of losses by failure and 
 by elimination. This variation ranges from no loss in a small neigh- 
 borhood private school to 44 per cent for the Hilo Boarding School. 
 A percentage of failures and eliminations that runs higher than from 
 15 to 20 per cent of the total number of pupils usually justifies the 
 inference that all is not well in the school, and indicates that an 
 earnest search for the causes. is in order. Are too many poorly pre- 
 pared pupils admitted ? Are the curricula ill adapted to the pupils' 
 needs and interests? Is the teaching inefficient? Are the teachers 
 too drastic in their application of standards of promotion? Do the 
 kinds of promotion tests that are applied really test the knowledge 
 and skill which the school aims to impart or do they test some other 
 and unrelated thing? These things should be thoroughly inquired 
 into by the supervisors and teachers of the schools whose mortality 
 records are too high. These officials should read carefully the discus- 
 sions of this subject in other parts of this report and in the Memphis 
 Survey Keports, United States Bureau of Education. Bulletin, 1919, 
 No. 50, Part 1, pp. 81—98, where they will find somevdiat extended 
 discussions of this problem. 
 
 TRAINING AND EXPERIENCE OF TEACHERS. 
 
 Two of the m-ost important factors in the efficiency of a school are 
 the extent of training and of experience that its teachers have had. 
 The purpose of the following table is to show, for comparison, the 
 Aveight of these important factors for each of the schools from which 
 we were able to secure the facts with reliable completeness. 
 
 Distribution according to years of training and gears of experience of teachers 
 in certain prirate schools. 
 
 
 Number of teachers haying each amount of train- 
 ing, in years beyond elementary school. 
 
 Number of teachers hay- 
 ing each amount of 
 experience in years. 
 
 Schools. 
 
 a 
 
 u 
 
 O M 
 
 o 
 
 o 
 
 u 
 
 S3 
 
 M 6 
 
 t 
 
 o 
 
 05 CO 
 
 
 
 06 
 
 
 
 
 i 
 
 3 
 
 i 
 
 i 
 
 
 >. 
 
 >> 
 
 
 Punahoii Aeadeniv 
 
 1 
 
 1 
 
 4 
 1 
 2 
 
 6 
 5 
 3 
 
 3 
 
 8 
 1 
 
 ""2 
 
 5 
 
 2 
 
 1 
 
 
 
 ...... 
 
 
 
 3 
 
 2 
 6 
 
 18 
 
 3 
 
 2 
 
 8 
 
 
 
 15 
 10 
 19 
 
 4 
 6 
 7 
 2 
 5 
 
 10 
 
 5 
 2 
 
 6 
 
 1 
 
 3 
 4 
 
 3 
 
 9 
 1 
 2 
 1 
 
 3 
 
 6 
 
 1 
 4 
 
 
 
 
 1 
 
 
 2 
 9 
 
 I 
 
 2 
 
 1 
 
 2 
 
 
 5 
 
 
 16 
 
 Punaliou Junior Academy 
 
 2 
 
 
 14 
 
 
 1 
 
 23 
 
 Honolulu Military Acad- 
 emy 
 
 i 
 
 2 
 4 
 
 
 
 
 
 9 
 
 Mills 
 
 ""■2v::::: 
 
 1 
 
 i 
 
 17 
 
 Kawaiahao Seminarv- . 
 
 9 
 
 lolani : 
 
 ' 
 
 3 
 
 
 ? 
 
 1 
 
 1 
 
 1 
 
 6 
 
 5 
 
 
 
 1 
 
 2 
 
 4 
 
 5 
 
 2 
 1 
 
 6 
 
 2 
 3 
 
 4 
 
 2 
 
 3 
 
 8 
 
 Kameliameha School for 
 Bovs 
 
 1 
 
 14 
 
 Kamehameha School for 
 Girls 
 
 
 2 
 
 15 
 
 Kamehameha Boys' Pre- 
 paratory 
 
 
 
 6 
 
 Hilo Boarding School . . 
 
 
 1 
 
 
 11 
 
 Maunaolu Seminary 
 
 1 
 
 i 
 
 6 
 
 
 
 1 : 
 
 
 
 
 
THE PRIVATE SCHOOLS OF HAW AH. 319 
 
 It is evident from this table that Punahoii. Honohihi Military 
 Academy, and Mills School make a very good showing on both train- 
 ing and experience. They insist on college graduation and experi- 
 ence for all teachers who give instruction in the so-called college 
 preparatory subjects. The teachers who have not had full college 
 training are almost exclusively teachers of elementary or vocational 
 subjects, and nearly all of these have had some normal school or 
 pedagogical training. Full returns from the teachers of lolani 
 School were not obtainable though earnestly sought. Kamehameha 
 School for Boys employs vocational teachers on the basis of long 
 and varied experience and skill in their special lines of mechanical 
 work and on ability to teach these processes, not on the basis of train- 
 ing in adATinced technical schools or colleges. A vocational shop 
 teacher must be a skilled mechanic and he must have teaching ability. 
 Granted these, however, it goes without saying that the more intel- 
 lectual training and culture he m_ay have the better. 
 
 2. PUNAHOU SCHOOL. 
 
 Punahou School, chartered in 1853, under the corporate name of 
 Oahu College, includes the elementary school, grades 1-6; the junior 
 academy, grades 7-9 ; the academy, grades 10-12., the music school, 
 and the boarding department. The schools are coeducational, but 
 the boarding department is for girls only. 
 
 The Punahou School dates back to 1841. It was founded by the 
 missionaries of Oahu station as a boarding and day .school for the 
 children of the missionaries stationed on the islands in order that 
 the-\^ might educate their children near them instead of sending 
 them to the Eastern States. With the approval and support of the 
 American board, the school was opened on the grounds which it 
 now occupies, with an enrollment of 15 boarding pupils and 19 day 
 pupils. Since that time it has grown through gifts and endowm.ents 
 until it has become a prosperous school with extensive and beautiful 
 grounds, good buildings, and with a large and efficient personnel 
 imbued with a fine spirit of service worth}^ of its founders and its 
 traditions. It started as a tuition school and it still charges tuition, 
 but it gives more than it receives, for the average total cost of its 
 service per jDupil is about double the average am.ount paid by the 
 pupils for their tuition. 
 
 Originally established for the children of educated American 
 families, it has continued to serve an English-speaking, Anglo-Saxon 
 constituency, and holds to this constituency by limiting the admis- 
 sions of applicants of other races to 10 per cent of its student body. 
 Being a tuition school, its constituency must continue also to be com- 
 posed largely of those who can afford to pay ; but it has a number of 
 
320 A SUEVEY OF EDUCATION IN HAWAII. 
 
 scholarships and half scholarships which are awarded annually to 
 such as are judged to need and deserve them. 
 
 Because of its endownment and consequent independence, this 
 school is in a position which affords it the opportunity to exercise a 
 large degree of leadership in education in the islands. It is free to 
 adopt new educational policies and can command resources and sup- 
 port that will enable it to try out educational experiments without 
 waiting for the tardy sanction of the community at large. Punahou 
 is responsible only to its trustees and to its patrons who are them- 
 selves of the educated class and prevailingly hospitable to progressive 
 educational ideas. The president and trustees appear fully to realize 
 that Punahou schools should aim at nothing short of the largest and 
 most effective educational service within their means and power for 
 the prosperity and welfare of the islands at large, and that they 
 sliould not be satisfied with the limited viewpoint of the typical 
 private college-preparatory school. The training of men and women 
 for broad-minded, intelligent leadership in the affairs of the islands 
 looms large in the vision of these men, as it should. 
 
 THE PROVINCE OF PUNAHOU, 
 
 This being the case, it seems clear to the members of the com.mis- 
 sion that Punahou should aim to take an important part in clarifying 
 and crystallizing public opinion on educational matters and methods, 
 and it should do this largely by keeping in close touch on the one 
 hand v\dth the economic, sociological, and aesthetic needs of the 
 Territory, and, on the other, with the most progressive educational 
 movements on the mainland. It should from time to time select, for 
 introduction and thorough trying-out, such new types of courses of 
 study, methods of teaching, and modes of organization as have been 
 proved out in the most progressive communities in the States — always 
 aiming to modify them so far as may be necessary to fit Hawaiian 
 conditions. 
 
 These schools would thus constitute a proving ground for new and 
 valuable ideas in education, demonstrating their permanent value 
 through actual improved results obtained with the children in the 
 classrooms and on the campus. Thus in rendering the best service to 
 the' community it will also serve its own constituency best ; and no 
 matter how efficiently the public schools ma}^ develop on the broad 
 lines that an enlightened public educational policy should lay down 
 and demand for them, this school will always hold an important 
 place, if only it keeps far enough in advance. 
 
 The fact that Punahou is attracting and holding a large propor- 
 tion of those children who are likelv within a few years to become 
 
THE PRIVATE SCHOOLS OF HAWAII. 321 
 
 the leaders of thought and affairs hereabout, throws on the shoulders 
 of its officers and teachers another great responsibility and privilege. 
 It is that of properly training these future leaders, not merely for 
 themselves and their success individually, but for the economic, social, 
 civic, intellectual, and moral service which the advantages afforded 
 them obligate them to render in these islands. By giving them 
 through Punahou an expensive education at approximately half its 
 cost, society at large, no less than their parents, is making an in- 
 vestment in them on which they should feel obligated to make a 
 return in service. Hence, while the ideal of leadership in social and 
 civic service should be made prominent in all the secondary schools, 
 whether public or private, it should be inculcated in Punahou with 
 particular care. The whole life of the school should m.ake for the 
 spirit of democracy, good will toward all races and conditions of 
 their fellow citizens, fair play, and the desire to do things of social 
 worth. 
 
 CHARACTERIZATION OF THE WORK AND SPIRIT. 
 
 Are the president and faculties of Punahou awake to this great 
 responsibility? Are they earnestl}^, intelligently, and sincerely 
 striving to rise to it? In all candor and fairness, after visitation 
 in the classes of very nearly all the teachers, and after niuxierous 
 conferences with the president and the principals, we have no hesita- 
 tion in answering these questions in the affirmative. The school 
 naturally falls short of many of the advanced standards that have 
 been set up by progressive educators ; but its shortcomings are such 
 as are likely to be found in var^ang degrees and in various phases 
 of school work everywhere in good schools, while in many aspects 
 of its work the school takes rank with the very best. 
 
 The pupils of the school are generally good-humored, courteous, 
 mutually considerate, and self-controlled. These traits they share 
 with the pupils of all the schools that the writer has visited in the 
 islands, and in fact with the people of the Territory generally. 
 These are the outstanding traits among all classes, races, and condi- 
 tions, but varying of course with varying degrees of enlightenment. 
 In the recitations and all the activities the pupils are orderly and 
 dignified. On the other hand they seem to take life quite easily, 
 and most of them do not work very hard. Perhaps this is due 
 mainly to the tropical climate, which is not conducive to intensive 
 and continued application. More probably it is because the parents 
 at home are too easy and indulgent. It seems likely, however, that a 
 dbnsiderable part of it is due to the fact that the teachers generally 
 are easy markers, grading the pupils too high, and also that most 
 of them do not set a rapid and vigorous pace in the recitation work. 
 
322 A SUEVEY OF EDUCATION i:^- HAW AH. 
 
 A general tendency to speed up the work, to drill more rapidly, in- 
 tensively, and effectively on memory and skill work when that is in 
 order, and to ask problematic or thought questions when thinking 
 instead of memory is required — more liberal use of visual aids, such 
 as pictures, maj)s, specimens and apparatus; greater attention to 
 pointing out the practical value of the knowledge to be gained from 
 the lesson ; good humored but invariable insistence on the best work 
 from each pupil that he individually is capable of doing, together 
 with lower marks for mediocre and inferior or unsatisfactory work — 
 all these means, if used, ought to secure more intensive application 
 and more generally effective study. The almost universal testimony 
 of tlie teachers in these schools and elsewhere in the islands is that the 
 white children and the Hawaiians will not apply themselves as per- 
 sistently as the Japanese and Chinese do; and this should give the 
 former and their parents food for thought. 
 
 CURRICULTJMS PURSUED. 
 
 With reference to the curriculum needs of the Punahou pupils the 
 most striking fact is the large proportion of them who are definitely 
 aiming to prepare themselves for entering colleges. Of the seniors 
 this 3^ear 29 out of 41 have registered such intentions, and of the 29 
 only (5 are doubtful as to Avhat particular college they wish to attend. 
 Of the 56 juniors 44 have registered such intention, and IT are doubt- 
 ful as to their particular choices. The colleges receiving the highest 
 number of first choices are Hawaii and California, 12 each, Wellesley 
 9, Yale 6, Cornell 5. Then follow Harvard, Chicago, and Smith with 
 3 each, and Mills and Bryn Mawr with 2 each. The following re- 
 ceive one first choice — Illinois, Oberlin, Mt. Holyoke, Massachusetts 
 Institute of Technology, Wisconsin, Northwestern, Michigan, and 
 Columbia. 
 
 Of the 256 pupils in the grades 9 to 12, 192 are pursuing the college 
 preparatory curriculum, 43 the '' general " curriculum and only 21 
 the commercial. Most of those taking the general curriculum are re- 
 ported to be choosing their studies in preparation for certain colleges 
 so that probably 90 per cent of all pupils in the four upper years of 
 the school are definitely aiming at college. 
 
 Probably not all who choose the college preparatory curriculum 
 actually go to college. It would make an interesting study to go 
 back through the records of the past 10 years and find out just what 
 percentage have done so, but it is clearly probable from the facts 
 presented that a large majority of those enrolled in this curriculum 
 will go to colleges, and many different colleges at that. Since the 
 entrance requirements of many of these colleges vary considerably^ 
 
THE PRIVATE SCHOOLS OF HAWAII. 823 
 
 one from another, it is easy to see that the curricuhims of the school 
 must have a large degree of flexibility in order to meet these varying 
 requirements. 
 
 Turning to the curriculum, page 18 of the 1918-19 Punahou an- 
 nouncement bulletin, we find the following for tlie college i)repara- 
 tory curriculum : 
 
 Required — English, 4 units;- mathematics, 2; history ((•()llej::e i»rep.), 1; 
 science, 1; language, 3 of one or 2 of each of two (Latin, Uorman, or Fr<'n<^h) ; 
 and 3 further units to be chosen from the college preparatory courses offered 
 In the departments mentioned above. 
 
 Elective — Other units sufficient in number to make up a total of 18. 
 
 This scheme provides for the necessary flexibility as far as the 
 requirements of most colleges are concerned, for it includes tlie mini- 
 mum requirements made by them in the different subject groups 
 and allows a range of options and electives that will enable eacli 
 candidate to make his adjustments to the maximum requirements of 
 his chosen college in the various subject groups. 
 
 Turning to the content outlines of the courses, pages 22-35 of the 
 announcements, we find that the college courses in all subjects are 
 in line with the requirements of leading colleges: and, in addition, 
 that most are distinctly progressive, embodying some of the recent 
 advances in subject matter and m^ethod. For example, in English 
 IV, a choice of reading courses in the four types of literature (novel, 
 drama, poetry, and short story) is offered, and for the noncollege 
 preparatory students in the junior and senior year's courses in the 
 reading of the current magazines. There are also courses in Bible, 
 oral expression, rhetoricals, dramatics, and public speaking. These 
 latter courses are good in themselves as electives. but one is moved 
 to suggest that all of them should be part and parcel of the regular 
 four years of English work and that every teacher of English should 
 be expert enough to teach them well. A tremendous amount of time 
 is lost in most English classes, some of which might be thus em- 
 ployed ; and these real live employments would result in motivating 
 the pupils so strongly that they would do all they do now and that 
 much more. 
 
 In the Latin course sight reading is featured and some selections 
 from Ovid introduced. This introduction of Latin literature other 
 than the conventional Csesar, Cicero, and Virgil might well be ex- 
 tended further. In order to get at sight reading of good but easy 
 Latin literature apart from the regular grind, the pupils could easily 
 be incited to work harder and go faster. 
 
 In modern language the outline gives the usual college list of liter- 
 ature for '' reading " and the usual requirements for " prose compo- 
 sition." It is further stated that conversation is practiced from the 
 
324 A SURVEY OF EDUCATION IN HAWAII. 
 
 first of each 3^ear. The latter statement describes exactly what was 
 observed to exist ; but " reading- " here, as in many schools and col- 
 leges, is not reading but translation. " Prose composition " is not 
 writing a theme in German or French out of the mind, the thoughts 
 coming in the language in which they are to be expressed. It really 
 is translation of English sentences into the foreign language, just 
 as " Latin prose composition '• is really nothing but translation from 
 English into Latin of sentences from a " Latin composition " text- 
 book. The practice in conversation is formal and is for the sake of 
 practice instead of for actual intercommunication of thought in the 
 language. This results in failure to get the motivation and keen in- 
 terest in conversation which almost invariably comes where the 
 natural or conversational method is used from the first and where 
 real reading and real composition are actually done. 
 
 THE MODERN LANGUAGE SEQUENCE. 
 
 Along the formal lines the modern language teachers of Punahou^ 
 are superior teachers. They have poise, strength, personality, am 
 scholarship, but they are using dead-language methods in too largt 
 a measure. This may suit some colleges, but usually it does not 
 result in real command and permanent interest in the languages and 
 literatures under studv. To one who has observed modern lan<T:uao:e 
 teaching widely it is impossible to escape the conviction that the 
 translation method, vvdth incidental formal practice in conversation,; 
 which is in use in most of the public and private high schools of. 
 the islands, is not to be compared with the natural method in which 
 conversation begins the first day, with constant use in the beginning 
 of action and pantomime, and is kept up in all the work through 
 the years. Thus the language itself becomes at once the only recog- 
 nized medium of communication as well as the subject of study. 
 This is the only right way to teach a modern language. Pupils who 
 learn early to talk and think in the language they are studying work 
 much harder and more enthusiastically, so that they more than make 
 up the time taken in acquiring a practical classroom vocabulary. 
 
 THE MATHEMATICS SEQUENCE. 
 
 The mathematics sequence, pages 41, 25, 26, takes four years for 
 the content ordinarily covered in our best high schools in three 
 and a half years. " Review for college examinations " is the ex- 
 planation. With a good junior high-school organization, such as this 
 school has, the simplest elements of algebra and geometry can be 
 taught in connection with arithmetic in the seventh and eighth 
 grades, and a half year might thus be gained ; so that with intensive 
 
THE PRIVATE SCHOOLS OF HAWAII. 325 
 
 work and the exclusions of nonessentials sufficient command of 
 algebra, plane and solid geometry, and plane trigonometr}^ also can 
 be gained and some of tlie most elementary principles of graphics 
 and anal^'tic geometry also can be mastered Avithin the three years 
 of grades 9, 10, and 11. There is too much dawdling and loss of 
 time in the mathematics sequences in almost all schools, especially 
 in the smaller ones. Too much emphasis is placed on such non- 
 essentials as addition of long fractions, highest common factor and 
 loAvest common multiple, square and cube root, reduction of complex 
 fractions, and the like. Not enough rapid, intensive practice is 
 required in factoring, solving equations, stating and solving concrete 
 problems, dealing with exponents and radicals, quadratic equations, 
 and the binomial theorem. These are the things needed in higher 
 mathematics, and mastery of principles and facility in their use 
 can best be gained by much rapid and spirited practice with easy 
 problems rather than by much mulling over few but complicated and 
 difficult ones. 
 
 THE HISTORY SEQUENCE. 
 
 The history sequence, page 2G, is excellent as to the spirit of the 
 scope, content, and method indicated, and in the types of textbooks 
 used. It shows a three-year sequence, which approximates con- 
 formity with recommendations of the National Education Associa- 
 tion committees on social studies in the reports of the national com- 
 mission for the reorganization of secondary education. There is no 
 provision, however, for community civics in the ninth grade, junior 
 academy, as recommended by that committee. We recommend the 
 introduction of this subject, or of civic biology, in the ninth grade 
 in place of " general science,'' which should be pushed down to the 
 seventh and eighth grades. The civics work outlined for the first 
 six grades of the elementarj^ school is most excellent if carried out 
 in the full spirit of the outline, and forms a splendid basis for the 
 upper work in social studies. It is recommended for careful study 
 in the curriculum revision activities of the other public and private 
 schools of the islands. 
 
 THE SCIENCE SEQUENCE. 
 
 The science outline corresponds in a general way to what is being 
 offered in most of the best mainland high schools, and the quality of 
 the teaching is very good, but not distinctive in its originality. It 
 is probably unfavorably influenced in this connection by college re- 
 quirements. More projects and problems of a practical nature, and 
 more attention to the local applications of the biological, chemical, 
 
326 A SURVEY OF EDUCATION IN HAWAII. 
 
 and i:)hysical principles would add greatly to the pull that the 
 sciences would exert on the pupils toward the formation of scientific 
 habits of thought and permanent interests in scientific matters and 
 pursuits, which should be characteristic of the best brains of these 
 islands. 
 
 THE C03IMERCIAL SEQUENCE. 
 
 The commercial outline, pages 27, 28, 29, is stronger in content 
 than the public-school outline, but we believe it gives too much time 
 to bookkeeping, shorthand, and typewriting as such, and not enough 
 to office practice, the handling of office appliances, and the content 
 studies underlying the materials and processes of commerce and 
 industry. If shorthand and typew^riting were begun in the ninth 
 grade and continued intensively through the tenth, they would be 
 of advantage for actual use by the pupils in their work in the upper 
 grades; and practice would be continued incidentally by requiring 
 all class notes to be taken in shorthand and transcribed on the type- 
 w^riter. This would also tend to keep up speed and form. Good 
 courses in commercial geography and commercial law are offered. 
 Science, economics, sociology, and current literature should figure 
 more largely in the commercial curriculum. The experiment is now 
 being tried in the school of offering special vocational courses in 
 commercial work to be taken by graduates or pupils in the upper 
 years of the general curriculum, on the theory that they will get 
 better training in these after acquiring a good general secondary 
 education. This is out of harmony with the views now held by 
 specialists in education; but experiments carried out sincerely and 
 consistently are always profitable, when the attitude is open minded. 
 It will be well to give this matter a thorough test. In order, however, 
 to decide the question, practical comparison should be made with 
 results gained through such a vitalized commercial curriculum as 
 has been recommended for the public high schools in Chapter VI. 
 
 THE ART COURSES. 
 
 The outline for the art courses is progressive and intelligent from 
 the first grade elementary up to and through the six ^^ears of the 
 junior and senior academies. It might be expanded to advantage 
 so as to provide a wider range of projects in design than is out- 
 lined. Designs in furniture, household decoration, costumes, and 
 millinery should be encouraged, and opportunities given in the 
 manual and domestic arts shops for those who may wish to execute 
 these designs. The art department should give more attention to 
 promotion and publicity, and it should offer a course in art apprecia- 
 tion. It should open a similar course for the Punahou Mothers' 
 
THE PRIVATE SCHOOLS OF HAW AH. 327 
 
 Club, SO as to interest mothers in the aesthetic side of their chil- 
 dren's education. The school music curriculum, which is also well 
 planned and outlined, should be promoted in the same way. 
 
 Punahou ought to make these departments just as strong and 
 aggressive all along the line as it possibly can, in order to lead in the 
 aesthetic development of the community. Provision for tlie prof- 
 itable enjoyment of leisure hours by all classes of society, especially 
 in the lines of music and the representative arts, is much needed; 
 and Punahou School is a logical center from which this type of 
 social development should radiate. This has been recognized by the 
 administration on the musical side by the organization of a well- 
 planned music school open to all persons who are interested and 
 qualified to do the kinds of work that are offered. It has also been 
 recognized on the historical side, for the school is making an organ- 
 ized effort to collect Hawaiian legends, stories, and songs and pre- 
 serve them in proper form. 
 
 MANUAL ARTS AND MECHANICAL I>RAWING. 
 
 The manual arts and mechanical drawing department, pages 31, 
 32, 33, represents a recent development in the school, which is highly 
 to be commended on general edu(?ational grounds. An intelligent, 
 first-hand knowledge of the materials, tools, and processes of in- 
 dustry is so important a part of a .modern cultural education that 
 no school should neglect it. 
 
 This department offers an excellent program in drawing and wood- 
 work, well adapted to the needs of the pupils who attend this school. 
 The aim is primarily educational and social, but the effect will be 
 also to promote needed vocational intelligence on the part of those 
 Avho take this course ; for a knowledge of materials, tools, and proc- 
 esses is of great advantage to all who are preparing for higher edu- 
 cation, with the ultimate aim of working into higher positions in 
 industry and commerce. 
 
 In this department the project method is being intelligently used, 
 and the teaching activity seems to be moving satisfactorily in the 
 right direction, with good results. The proposed extension into 
 m.achine shop and metal work is in the right direction also. Pro- 
 motion and publicit}^ among the student body should receive more 
 attention in this department as well as in those of art and music. 
 An antidote is needed for the narrowing tendency of too close limi- 
 tation of study to the so-called " college preparatory subjects." 
 Speed the time when college entrance functionaries shall get their 
 e3^es opened to the educational values of something besides Latin, 
 algebra, geometr-^, and ancient history, and shall f^Qt more in touch 
 with the living, working world and its present problems. 
 
328 A SURVEY OF EDUCATIOIT 11^ HAWAII. 
 
 THE HOME ECONOMICS DEPARTMENT. 
 
 The programs of the home economics department look somewhat 
 "weak as to statement of content and aims when compared with 
 those in manual arts and mechanical drawing. More work, and work 
 of greater significance should be offered for the girls, and they 
 should be led by intelligent publicity methods to appreciate the value 
 for every girl of practical knowledge in the arts of home making and 
 home management. No girl is so choice that she can demean herself 
 by learning to cook and sew and make garments. She should be as 
 proud of such handiwork as any boy would be who had produced an 
 artistic piece of furniture or an airplane model that will fly. E^^en 
 the most exclusive preparatory and finishing schools of the main- 
 land recognize this, or are yielding to the pressure of sensible par- 
 ents; for their advertisements in the magazines are featuring their 
 home economics courses. 
 
 The courses in domestic science, domestic art, and household man- 
 agement in Punahou should include more content and more practice 
 than is indicated in the announcement, pp. 29, 30. Personal hygiene, 
 the care and feeding of children, and first aid in sickness and injury 
 should be taught, also the designing and making of dresses and hats. 
 The chemistry, physics, sociology, and sanitation of the household 
 should receive attention; and the instructors, furthermore, should 
 go out into the community and familiarize the girls with the proper 
 guarding of the home and public health through the work of the 
 sanitary and health agencies of the city. 
 
 PHYSICAL TPvAINING. 
 
 The principal needs in phj^sicai training are games involving run- 
 ning, jumping, swimming, folk dancing, and the like for developing 
 the big muscles of the limbs and trunk, mass drills for forming 
 habits of quick, unified and effective response to commands, and 
 games involving skill of hand, eye, and body, such as tennis, baseball, 
 and fencing. Most or all of these are proAdded in the programs of 
 physical training for the girls and in connection with the K. O. T. C. 
 course of military instruction for the boys. Both programs are in 
 line with the best educational principles. 
 
 COACHING FOR COLLEGE EXAMINATIONS. 
 
 The members of the commission believe that " reviews for college 
 examinations " should not constitute any part of the curriculum of a 
 good school, whether its main function is college preparatory or not. 
 If " reviewing and coaching " for examinations is to be ^•ecognized at 
 
THE PRIVATE SCHOOLS OF HAWAH. 329 
 
 all, this sliould be permitted only in quiz-clubs voluntarily organized 
 outside the class hours and paid for outside the regular tuition. Pu- 
 nahou occupies a position of dignity, strength, and independence 
 which should enable it to put the ban of disapproval on coaching 
 excepting 'for pupils who have lost time on account of necessary ab- 
 sence or for such as are manifestly below the average in intelligence. 
 
 Some parents prefer to pay for coaching rather than take the 
 trouble to do their own part in making their children attend regularly 
 to their school work. They permit them to contract habits of idle- 
 ness and lo;ifing, indulging themselves in the assurance that at the 
 end of the term a coach will be employed and they will be "put 
 through." Both theoretically and practically the school should set 
 its face against all such attitudes and customs. 
 
 CURPaCULTJMS IX THE JUXIOE ACADEMY AXD ELEMEXTARY SCHOOL. 
 
 The curriculums in the junior academy and the elementary school 
 are worked out with unusual care; 'and the modern principle of par- 
 ticipation b}^ tlie teachers in the progressive improvement of the cur- 
 riculums has been observed. The elementary curriculum, though 
 very good as printed, is now undergoing extensive revision in the 
 hands of committees of the teachers, led by tlie principals. All this 
 makes strongly for good and intelligent instruction. In the revision 
 of the elementary curriculum the report of the committee on mini- 
 mum essentials, of the national societ}^ for the stud}^ of education, 
 and the curriculums of the Columbia University schools (Horace 
 Mann and Speyer), and Dewey's ("The Schools of To-morrow") 
 are being studied. These are among the best sources for progressive 
 curriculum study. In connection with curriculum revision we 
 recommend the use of more project work in all subjects, especially 
 arithmetic, geography, history and elementary science, the supply 
 and use of more maps, pictures, charts; specimens and other visual 
 aids in all subjects, and the introduction of more supplementary read- 
 ing along geographical, industrial, and vocational lines in all grades. 
 "We also recommend more and better concert work for drill subjects 
 and better questioning for thought work. We recommend featuring 
 the socialized recitation in all grades. 
 
 One of the best classroom exercises observed in the mathematics 
 department was in a class in the junior academy. The teacher had 
 stimulated the pupils to bring in all the blanks and other related 
 papers used in the collection of taxes. These were posted in the room 
 and copies were also distributed among the pupils, who were discus- 
 sing the proper methods of filling them out and the many problems 
 connected therewith in a lively, intelligent, and interested manner. 
 Pupils are usually interested and will work hard on a stud}^ when 
 
330 A SURVEY OF EDUCATIOX IN HAWAII. 
 
 they can see its direct practical application to things that nearly con- 
 cern them. This came very near meeting the test of a good socialized 
 recitation, in that the pupils were not reciting to the teacher so much 
 as they were discussing the material with one another. 
 
 The geography work, especially in the upper elementary and junior 
 academy grades, is too formal and bookish. There should be more 
 planning of imaginary journeys and more consulting of maps, rail- 
 road and steamer literature, gazeteers, and reliable books on travel 
 in place of some of the formal question and answer and topical text- 
 book recitations which now prevail. In literature, ^11 the way 
 througli, more attention should be given to instruction and drill in 
 silent reading. Wherever oral reading is required, intelligent prepa- 
 ration should be made for it; and the reader should understand that 
 the interest and satisfaction given to his audience is to be the measure 
 of his success. 
 
 It is suggested that careful study be given by the management of 
 the junior and senior academies to the curriculum discussion in Chap- 
 ter VI of this report and to the curriculum discussion in the high- 
 school section of the report on the survey of the ^Memphis schools. 
 (BuL, U. S. Bu. of Educ, 1919, Xo. 50, pt. 2. Ch. II and pt. 4.) 
 
 The difficulties of meeting the varied college requirements are rec- 
 ognized b}^ the survey commission, yet we believe that it may be 
 possible to make stronger, broader, and more logically balanced cur- 
 riculums for groups having different aims, thus avoiding some of the 
 aimlessness of selection that must come from so free a use of the 
 elective sjrstem. We have m.ost particularly in mind an industrial 
 curriculum for boys and a curriculum for girls not expecting to pur- 
 sue college courses. Such a curriculum for girls should have a central 
 core of home-economics studies and should permit options between 
 foreign language on the one hand and a major sequence in aii: or 
 music on the other. In this curriculum the college mathematics should 
 not be required. Most girls have no use for it excepting to get into 
 colleges that require it. They would get far better mental training 
 and more useful content out of natural science, civics, sociology, and 
 economics, with additional opportunities to learn shorthand and type- 
 Avriting — not necessarily to fit themselves for office jobs, but for the 
 purpose of increasing their personal efficiency. The required mathe- 
 matics of the home-economics curriculum should be restricted to 
 household and communit}^ arithmetic and the simplest elements of 
 algebra and concrete inventional geometry in the junior academy, 
 v\^ith the addition of household bookeeping and the arithmetic of 
 dietetics and budget making in the senior academy. 
 
 Punahou teachers, while representing a high average of training 
 and exi^erience, are not free from, errors of classroom technic like 
 
THE PEIVATE SCHOOLS OF HAW AH. 331 
 
 those discussed in Chapter VI, Section lY; and this discussion is 
 commended to them and their supervisors for careful study. 
 
 TPIE ORGANIZATION AND ADMINISTRATION OF PUNAHOU. 
 
 The organization, administration, and supervision of Punahou 
 bchool are carried out with very exceptional educational intelligence, 
 breadth of vision, open-mindedness, and efficiency. Tender the presi- 
 dent are the principals of the four schools, the head of the boarding 
 department, the librarian, a superintendent of grounds, an engineer, 
 a medical" examiner, and a nurse. For the clerical assistance of the 
 president and principals there are a clerk and three office assistants. 
 Each executive officer who needs one has an assistant. The president 
 has furnished us with an outline of the aims, plans, and policies of 
 the school, which shows careful study of educational problems and 
 looks well into the future along progressive lines. In the senior 
 academy there is not so much active supervision as is desirable ; but 
 in the junior academy and in the elementary school the supervision 
 is very good indeed. It includes nearly all the desirable features 
 outlined in Chapter VI, Section V. Some of these were observed 
 in successful operation. 
 
 An excellent feature in the elementary school is a rack for the 
 teachers, containing the current numbers of the best educational and 
 literary magazines. Articles from these are frequently discussed in 
 the teachers' meetings, which are held every two weeks. Another 
 noteworthy feature of the administration is the prominence given 
 to plans for m_oral and civic training, which are in line with the best 
 educational theories in this field. These plans apparently are in 
 operation and are producing good results. 
 
 THE BUILDINGS AND EQUIPMENT OF PUNAHOU. 
 
 The Punahou Campus, consisting of over 80 acres of ground, is 
 situated in the beautiful Manoa Valley, at the base of the mountains 
 and 80 feet above sea level. There are six buildings containing 42 
 classrooms, laboratories, two auditoriums, and a number of special 
 rooms for various administrative and educational purposes. The 
 library occupies a separate building which also houses a small but 
 valuable collection of art vforks and historical relics. In Castle Hall 
 and Dole Hall are the girls' dormitories and refectory. 
 
 The classrooms are generally w^ell adapted to tlie purposes for 
 which they are used; and most of them are well lighted. There are 
 a few in which the light is received from the right instead of from 
 the left as it should be, and there are a number of others from vvhich 
 the liofht is cut off at the tops of the windows by the overhanging 
 
 10140°— 20 22 
 
332 A SURVEY OF EDUCATION IN HAWAII. 
 
 roof or the lanais. Plans for future buildings should avoid this 
 and should conform to the standard ratios (i. e., length of window 
 not less than one-half width of room, and clear glass area not less 
 than one-fifth of the floor area). 
 
 The sketches for future development of the campus and buildings, 
 by the architect, give promise of a steady improvement of the plant 
 from both the artistic and the educational standpoints. The athletic 
 grounds and equipment, including tract and swim.ming pool, are 
 modern and generous. The erection of a gymnasium is projected for 
 the near future. 
 
 The equipment in good pictures for the schoolroom walls is the best 
 to be found in the islands, and compares favorably with that in the 
 best schools of the mainland. There are some rooms, however, that 
 have no pictures. Every schoolroom should have artistic and educa- 
 tive decorations of some sort. 
 
 The map equipment, though better than that in most of the other 
 schools of the islands, is ver}^ inadequate. Full sets of blackboard 
 outline maps are needed for the elementary school and the two 
 academies ; also full sets of physical, political, and historical maps for 
 all three schools. A liberal assortment of the topographical maps 
 of the United States Geological Surve}^ and of coast and river charts 
 is also needed. These can be obtained at nominal expense, and can 
 be mounted in the school. The school has a few good maps and a 
 few of the teachers use them ; but maps and other visual aids are used 
 far too little here as in other schools in the islands. 
 
 The junior academ}^ has an excellently planned laboratory in gen- 
 eral science which will easily accommodate 24 pupils at one time. 
 More can use it in emergencies without serious crowding. 
 
 The present science building of the senior academy contains a 
 demonstration classroom and two laboratory rooms. The accommo- 
 dations are inadequate, as one laboratory has to be used for both 
 physics and chemistry. This results in overcrowding and all sorts of 
 disadvantages. Physical apparatus should never be kept in or near 
 a chemical laboratory where the fumes from chemical experiments 
 are sure to deteriorate it seriously. The biology room, which is 
 used to house a quite extensive collection of museum specimens, is too 
 small to be used for the three purposes of a classroom, laboratory, and 
 museum. The general equipment for biology though better than that 
 in most of the schools of the islands, excepting that at McKinley is far 
 from generous, and needs development. The chemistry equipment is 
 sufficient for good work, but the chemistry is interfered with by the 
 physics and vice versa. Like the biological apparatus the physical 
 apparatus is fair in amount, exceeding that of any other secondary 
 school in the islands. Most of it has been kept in good condition, 
 
THE PRIVATE SCHOOLS OF HAWAII, 333 
 
 but there is not adequate space for its proper stora^^e and use. More 
 apparatus for laboratory practice, and of the latest design, should be 
 added. 
 
 These needs are fully recognized by the administration of the 
 school; and a complete remodeling and extension of the science hall 
 together with the purchase of additional apparatus is planned for 
 the immediate future. In working out. these plans, it is recommended 
 that careful study be made of the references given in Chapter YI. 
 
 The equipment for household arts is modern and adequate for 
 present needs. So is that in mechanical drawing and woodwork: 
 but if the manual work grows into the popularity which it merits, 
 its scope and equipment will have to be considerably expanded. 
 
 Besides the educational buildings there are on the campus a resi- 
 dence for the president, and six cottages for teachers with families. 
 Unmarried teachers are provided with quarters in the boarding de- 
 partment. These facilities are of great advantage to the school, in 
 providing satisfactory living conditions for the teachers. For the 
 further advantage of the teachers, the school maintains a rest cot- 
 tage at Kahala beach, where teachers may spend their week ends and 
 vacation when they so desire. 
 
 The Punahou library, in respect to housing, operation, the number 
 and balance of choice of books, is unique in its excellence as a school 
 library. The only deficiency noted in the books was in the line of 
 the literature that is rapidly growing up for the promotion of in- 
 dustrial and vocational intelligence among children and adolescents. 
 The tendency to develop small departmental reference libraries in 
 the different schools and departments is to be commended. It makes 
 for economy of time, and for more frequent use of the books than 
 would be secured by sending pupils to the central library for all 
 books. 
 
 3. THE HONOLULU MILITARY ACADEMY. 
 
 This school was founded by its president. Col. L. G. Blackman, 
 in 1911, It is controlled by a board of 10 trustees of which the presi- 
 dent is a member and presiding of^cer ex officio. It has no endow- 
 ment, but owns a fine piece of property consisting of about 100 acres 
 of ground and six buildings, and valued at $200,000. It is located 
 at Kaimuki near Waialae Bay, a mile from the end of the "Waialae 
 street -car line. The buildings stand on high ground overlooking the 
 ocean. 
 
 The school draws its cadets from all points in the islands. The 
 191(S-19 roster shows 64 from Honolulu. 10 from. Oahu outside of 
 Honolulu, 16 from Hawaii. 11 from Maui, 10 from Kauai, 1 from 
 Molokai, 2 from California, and 1 each from New York State, Minne- 
 
334 A SURVEY OF EDUCATION IN HAWAII. 
 
 sota, and Japan. The military regime as the title of the school in- 
 dicates is a dominant feature of its organization. It began at first 
 with instruction only in the elementar}^ grades; but it now offers a 
 12-grade program of studies, and is organized in three divisions, an 
 elementary school, grades 1-6; a junior academy, grades 7, 8, 9; and 
 a senior academy, grades 10, 11, 12. 
 
 The student body at present consists of 105 fine, alert boys, who 
 evidently enjoy and appreciate the life and work of the school. 
 
 CURRICULA OFFERED. 
 
 The curriculum for the first six grades is similar to that which 
 prevails in most American school systems, but is more restricted than 
 is usual in most of our larger cities. The theory is outlined in the 
 announcement bulletin, page 15, as follows : 
 
 PREPARATOIIY DEPARTMENT. 
 GRADES I TO VI. 
 
 The curriculum of this department is the standard course which prevails in 
 the best American schools, and is laid down with the purpose of preparing stu- 
 dents for the entrance requirements of the junior academy, leading up through 
 the academy proper to the acquirement of accredited college-entrance qualifi- 
 cations. 
 
 Throughout the department stress is laid upon thoroughly grounding tlie stu- 
 dent in the rudiments of education before passing to more advanced branches 
 of instruction. The pupil in his early years, therefore, is required to acquire 
 a thorough knowledge of spelling, an intelligent grasp of the use of the English 
 language, facility in reading, a practical business handwriting, and a ready 
 application of the elementary rules of ailthmetic. 
 
 In the lower grades a thorough grounding is given in reading, writing, spell- 
 ing, and in the tables and simple rules of arithmetic. Attention is given to 
 poetry, elementary English, geography, and simple history. Singing, drawing, 
 physiology, and nature study are also taught. 
 
 A feature of the work of the preparatory department is the daily recitation 
 required of each student in all subjects. 
 
 Nature study is not treated as a separate subject, except in the lowest 
 grades. A normal boy requires such knowledge from his own contact Avith 
 nature and from his own general observation, experiment and inquiry. The 
 geographies, readers, and other lesson books abound in useful information re- 
 garding mammals, birds, insects, and natural phenomena. 
 
 Throughout the curriculum an effort is made to eliminate extraneous and 
 unessential matters which have crept into the popular courses of study of late 
 years, often to the detriment of subjects of approval and established importance. 
 
 The survey commission can not agree with the statement as to 
 nature study. We are most emphatically of the opinion that a 
 strong course in nature study and elementary science should extend 
 through the grades of every elmentary and junior school, and that 
 such a course would be a most attractive and educative feature in 
 this one, where it is easy for the boys to get close to nature in many 
 
THE PRIVATE SCHOOLS OF HAWAII. 335 
 
 of its most attractive forms. We know that some boys will observe 
 and learn of nature without stimulation and direction, but that most 
 of them will not. Yet all can learn to do so under the guidance of 
 a wise and entliusiastic teacher who is a naturalist V)y taste and edu- 
 cation. Under such guidance and instruction they may develop 
 interest and acquire knowledge and training which will help them 
 in all their later studies, and will be a source of pleasure and in- 
 spiration to them throughout their lives. Very few boys acquire 
 such interest and knowledge without guidance and training. 
 
 y^e also believe that systematic and thorough class instruction in 
 m_usic and art throughout the elementary and high-school grades 
 would add immensely to the attractiveness and usefulness of the 
 school work. 
 
 ]More speeding up, more intensiveness. and greater technical effi- 
 ciency in the classroom teaching would gain the tim^ for these. Also 
 if the study problems in English, arithmetic, etc., were made to grow 
 largely out of the conditions and circumstances of the nature and 
 science work, and out of the commerce and industries of the island 
 life the motivation for study would be stronger and more intensive 
 work would result. 
 
 In the seventh and eighth grades, junior academy, Latin and 
 French are introduced in addition to the usual English, arithmetic, 
 geography, and United States history. This is in line with modern 
 thought; but why not the rudiments of alg(ibra and concrete 
 geometry with the arithmetic, and why not general science, manual 
 training, free-hand drawing and design? The very purpose of a 
 junior high school organization is to afford opportunity to carry out 
 an enriched curriculum, with elements to appeal to many pupils of 
 varied interests and needs, and particularly to appeal to those who 
 are more easily interested in studying and doing concrete things 
 than in so much juggling with abstract symbols. Unless there is 
 such a curriculum enrichment and differentiation, and unless the 
 junior school has its own separate teaching corps and organization, 
 its members beijig segregated rather distinctively from those of the 
 other schools, a school does not fall within the accepted conception 
 of a junior high school. The junior academy of this school goes only 
 part of the way toward carrying out this conception. 
 
 For grades 9 to 12 the program of studies is restricted to the 
 traditional college preparatory subjects, with the addition only of 
 stenography and typewriting and of " general science." 
 
 IN REALITY ONLY OXE CURRICrLI'IM OFFERED. 
 
 The studies of this quite limited program are repeated under three 
 headings, giving jthe appearance, to an undiscerning view, of three 
 
336 
 
 A SUPiVEY OF EDUCATION IN HAWAII. 
 
 different curriculums; but just as in tiie case of the public high- 
 school curriculums and those of Punahou already discussed, tliere is 
 really only one. Thus any cadet choosing the " English '* curriculum 
 can take by free choice the exact studies that he would take in either 
 of the other two by requirement or election, excepting that he may 
 not take Greek, which however, nobody takes anyway, and he may 
 take stenograph}^ and typewriting which nobod}^ is taking at present. 
 Thei'e is then reali}^ only one curriculum as in the case of the other 
 schools, and a narrower one than the others at that. Eepeating it 
 under two additional headings with a slight shifting of the order of 
 studies and a different placing of them under the words " required " 
 and "elective'' does not make it any broader. In order to show 
 clearly that this statem^ent is true, the studies of the 1919-20 an- 
 nouncement bulletin have been rearranged below and tabulated with 
 reference to their place in the three curriculum columns and with 
 reference to wliether they are required or elective. The Roman 
 numerals refer to the high school grades in which the subjects are to 
 be taken. 
 
 Honolulu Militarn Academii curriculums. 
 
 Studies. 
 
 Collegepreparatory. 
 
 General. 
 
 Commercial. 
 
 Latin IX, X, XI, XII 
 
 Required 
 
 Elective 
 
 . .do 
 
 Elef^tive 
 
 Elective. 
 
 Frencli IX, X, XI, XII . . . 
 
 .....do 
 
 Not offered 
 
 Elective 
 
 Do 
 
 Greek X, XI... 
 
 
 History X, medieval and modern .do 
 
 Elective. 
 
 History XI, English histor"* . 1 .dn. . 
 
 .do. 
 
 Do. 
 
 History XII, American history and civics. . . 
 Review of plane geometry and advanced 
 
 .....do 
 
 Required. . . 
 
 do 
 
 Required 
 
 .....do 
 
 .....do 
 
 Reciuired X 
 
 /Required XI. ..... 
 
 \ Required XII 
 
 Not offered........ 
 
 Required. 
 Elective. 
 
 algebra, XI. 
 
 Solid geometry XII 
 
 Plane trigonometry XII 
 
 General science . 
 
 .....do 
 
 Not offered 
 
 . ...do. 
 
 Do. 
 
 Do. 
 
 Elective X. 
 
 Chemistrv physics 
 
 One required XII. 
 Not offered........ 
 
 Required XI. 
 
 Stenography and typewriting .... 
 
 Elective XI. 
 Elective. 
 
 
 
 Constants — required in all three ciu-riculums. English IX, X, XI, XII, algebra to quadratics IX, 
 plane geometry X, ancient history IX. 
 Additional sequences and studies— required, optional, or elective. 
 
 As stated in the discussion of the Punahou curriculum, we seri- 
 ously question the educational soundness of giving a half year to the 
 review of plane geometry. If solid geometry were" placed here, all 
 necessary review of plane geometry ought to come incidentally in 
 the preparation and recitation of the lessons in solid geometry, and 
 a fourth of a semester's time would thus be saved to spend on science, 
 history, economics, bookkeeping, economic geography, or some other 
 of the vitalizing and appealing subjects of a modernized secondary 
 curriculum. 
 
 We can not see any sound educational philosophy behind the re- 
 quirement for all students of a year in ancient history, while x^meri- 
 can history and civics are made elective in two of the curriculums 
 
THE PRIVATE SCHOOLS OF HAWAII. 337 
 
 and left to the whim of youthful choice. Is the answer that the 
 boys will choose these in college ? If so, why should they be expected 
 to do so if they did not choose them in prej^aratory school? Since 
 the school is as yet too small to carry out economically a more di- 
 versified program of studies, our suggestion is that it offer two cur- 
 riculums — substantially the " arts preparatory " and the " scientific 
 preparator3\" the first two of the five that are suggested for the 
 public high schools, in Chapter VI. 
 
 We strongly advise the introduction of a progressive sequence of 
 mechanical-drawing and manual-training courses, similar in spirit 
 and method to those outlined in the Punahou bulletin, as soon as the 
 enrollment and income of "the school become large enough to jus- 
 tify it. 
 
 ORGANIZATION AND ADMINISTRATION OF THE SCHOOL. 
 
 The training and experience of the teachers in the military 
 academ}^ is set forth in a preceding table. All the teachers are earn- 
 estly devoted to the boys and the school; and in general they are 
 good teachers. The teaching of Latin and history are especially 
 original and stimulating. Two or three of the teachers, however, do 
 not use good English all the time ; and these ought to be admonished 
 to make special effort that their grammar at least be always correct. 
 Some of the technical faults mentioned in Chapter VI are more or 
 less common among them, and they should be led to take to heart the 
 suggestions there made as to ways of eliminating these. The super- 
 vision of the classroom work needs development along the lines sug- 
 gested in Chapter VI. 
 
 The organization and administration and discipline of the school 
 are embodied in the military routines, and are highly efficient. They 
 appear to be excellent in spirit and wise in every detail. Character 
 building and the inculcation of fine ideals of courtesy, manhood, and 
 true worth are evident in all the features of the daily routines, and 
 show plainly in the habits and conduct of the cadets. The training 
 here in habits of promptness, cheerful obedience to regularly con- 
 stituted authority, neatness and cleanliness of person and quarters, 
 courtesy, tolerance, fair play, and chivalry is one of the very finest 
 things seen in the schools of the islands. The routines provide for 
 useful and interesting employment of every waking minute; and 
 this tends to bring back to these boys an ever-present influence against 
 loafing and dawdling and toward a fixed habit of industry and 
 efficiency which was characteristic of the Xew England farm life of 
 the early nineteenth century, but which has nearly vanished from the 
 lives of youth to-day. 
 
338 A SURVEY OF EDUCATION IN HAWAII. 
 
 BUILDINGS AND EQUIPMENT. 
 
 The schoolrooms are well ventilated and attractive, but are not 
 lighted exclusively from the left. There are bad cross-lights and 
 shadows in many of them, a condition Ayhich in some cases could be 
 remedied by turning the seats. In others, changes in the windows 
 should be made. The dormitories, mess hall, living rooms, club 
 rooms, armories and auditorium are all well adapted to their pur- 
 poses, and the playground facilities are excellent. 
 
 The equipment in visual aids, like that of all the secondary schools 
 in the islands, leaves very much to be desired. The science laboratory 
 is too small, and only in chemistry does the equipment of apparatus 
 and supplies approach the amount and variety needed. 
 
 Physical, political, historical, topographical, and blackboard out- 
 line maps are needed. At least one full set of each should be supplied 
 and these should be kept in constant use. More should be added later, 
 according as the need develops. A transit, a level, a plane table, and 
 a sextant Avould add greatly to the interest and utility of the course 
 in trigonometry. Space and simple apparatus are needed for in- 
 dividual laboratory work in general science and physiology, both of 
 which tend to become too bookish and abstract. 
 
 These needs are recognized by the management of the school. 
 Doubtless the needed improA^ements will be made and the deficiencies 
 remedied in the near future. 
 
 4. THE MID-PACIFIC INSTITUTE. 
 
 This school was founded by the union of Mills School for Boys, 
 the Japanese Boarding School, the Methodist Korean Boarding 
 School, and Kawaiahao Seminary for Girls. Mills School was 
 started as a small doAvntovrn missionary school in 1892, by Mr. and 
 Mrs. Francis W. Damon, who took into their home a number of 
 Chinese bovs witli the aim of <]:ivin2f them a Christian education. 
 Kawaiahao Seminary was founded in a similar manner, in 1864, 
 Avhen Mr. and Mrs. Luther H. Gulick took into their home a number 
 of TIav/aiian girls. These schools grew in numbers, interest, and 
 influence, and the}^ gradually accumulated properties, encloAvment 
 funds, and scholarships. In 1907 both Mills and Kawaiahao had 
 outgrown their quarters, and better sites and buildings had long been 
 needed for them. Accordingly these two schools and the tAvo others 
 above mentioned were united for economy and efficiency of adminis- 
 tration. The present valuable site of GO acres near the head of the 
 Manoa Valley was acquired, largely through the beneficence of the 
 Hawaiian Board of Missions. The building used for tlie boys' 
 school and the joint high scliool, Wilcox Hall, AA^as given by Mr. 
 George M. Wilcox, of Kauai ; and the girls' building, Atherton Hall, 
 
THE PEIYATE SCHOOLS OF HAW AH. 339 
 
 was given by Mrs. J. B. Atherton. in memory of her husband. The 
 school is controlled by a self -perpetuating board of trustees, whose 
 election, however, must be approved by the Hawaiian Board of Mis- 
 sions. It now has an endowment of over $600,000. It has an annual 
 income from boarding and tuition fees of approximately $26,000. 
 It is stated by the president that the fees for board and tuition ($100 
 for elementary schools and $125 for high school) barely cover the 
 cost of raw food. Ail the expense of operating the school, therefore, 
 is met by income from tlie endowment, supplemented by generous 
 gifts from friends of the institution. 
 
 The boys of Mills school are nearl}^ aU of Chinese and Japanese 
 parentage. The girls of Kawaiahao are largely Hawaiian, but many 
 oriental and Polynesian races and race mixtures are also 'repre- 
 sented. The students in ^Mid-Pacific, especially the boys, are dili- 
 gent students, as is generally characteristic of orientals when they 
 go to school. The most of them are in school because they knov/ 
 they must depend on their own efforts for a career; and the}^ believe 
 that an American education will help tliem to get on. They are a 
 fine lot of boys, and it was especially inspiring to hear them at 
 chapel singing xVmerican patriotic iiymns witli evident sincerity and 
 enthusiasm. The teachers of the school aim to make Christian 
 Americans out of these boj's and young men of oriental parentage 
 and competent Christian home makers and wage earners out of the 
 girls. There is every reason to believe that they are accomplishing 
 these purposes in an efiicient manner. 
 
 THE CUERICULA OF THE SCHOOL. 
 
 The curriculums are like those already discussed excepting that 
 English is given double time, 8 units being required for graduation 
 instead of 4, that Bible study is required in each year of each cur- 
 riculum, and that 20 to 23 units instead of 16 are recjuired for gradua- 
 tion. Otherwise the curriculums differ but little from those of the 
 public high schools, excepting that in foreign languages only two 
 years each of Latin and French are offered, and only two years of 
 foreign language are required for graduation. 
 
 The curriculum discussions of Chapter VI of this report and of 
 the high-school section of the Memphis survey are commended to the 
 managers of this school for careful study. 
 
 It is fundamentally better to look at the curriculum question from 
 the point of view of otrering to the pupils the opportunity to choose 
 among several different courses of training rather than to choose 
 studies without any definite central aim. 
 
 The elementary curriculum of Kawaiahao includes cooking and 
 sewing. The cooking, however, is such as can be gained by helping 
 in the cooking and serving of the meals for the girls and teachers. 
 
340 A SUEVEY OF EDUCATION IX HAWAII. 
 
 This is educative to a degree, but the requirements of regular meals, 
 to be got exactly on time, for a large number of persons are apt to 
 conflict with the requirements of education. Also the specialized 
 practice which makes for efficiency in institutional housekeeping does 
 not go so far in itself toward developing the power of initiative and 
 the ingenuity in meeting emergencies that is so necessary to the 
 mistress of a private home. The institutional work gives training 
 in the formation of certain efficient habits, and in that sense is good 
 as far as it goes ; but it is not a substitute for regular classroom and 
 laboratory training in domestic science. The sewing rooms though 
 too small are fairly well equipped; and the work covers the articles 
 and principles usually taught in the elementary grades of good 
 public-school systems. As is usual, there was good interest and 
 industrious application in these classes. 
 
 The school is missing a great opportunity in not w^orking into 
 its courses in English, arithmetic, and geograph}^ many real problems 
 and projects that grow naturally out of the housekeeping and 
 sewing work and gardening or are suggested by them. Such prob- 
 lems and projects would furnish real motives for thinking, such 
 as do not come out of formal questions and abstract, made-up 
 examples. 
 
 TEACHING EFFICIENCY. 
 
 The teachers of mid-Pacific are a fine, harmonious body of sincere 
 men and women. They are full of the missionary spirit, and in 
 general very well trained. It is unfortunate, however, that there 
 are no living provisions for married men. One of the urgent needs 
 of the school is for cottages for men with families, such as Kame- 
 hameha and Punahou possess. This would help the school to retain 
 the services of especially useful young men when they become more 
 mature and wish to marry and establish homes of their own. 
 
 The status of the teachers as to training and experience is shown 
 in a preceding table. It will be seen that they stand well as com- 
 pared with the teachers of other private schools. 
 
 The teaching, like that in the other schools, is open to criticism 
 at many points and is worthy of commendation at others. For 
 example, in geometry the teacher is not careful to have all flaws 
 in logic corrected by the class; yet in algebra he gives unusually 
 good attention to bringing out fundamental principles by classifying 
 solutions to problems under different types. 
 
 Recitations in history and geography are too bookish. Not enough 
 problematic and thought-provoking questions are asked, and there 
 is almost no use of Tvall maps and other important kinds of visual 
 aids. 
 
, THE PRIVATE SCHOOLS OF HAWAII. 341 
 
 In the teaching of phonetics and hmgiiage, where automatic mem- 
 ory of forms is the objective, concert work is not used enougli, and 
 the technic is not expert when it is used. 
 
 Examples of good questioning and exposition were observed in 
 biology and geography, but there would be more enthusiasm and 
 better results if more definite project and problem assignments were 
 made. This latter is true of nearly all the subjects. 
 
 In Latin it was noted that the practice of interlining their text- 
 books with English equivalents of the Latin words v/as general 
 among the students. This is a bad practice. The purpose of study- 
 ing the Latin lesson is to get a perfect mastery of the Latin author's 
 thought and then express it in good English. Hence the student 
 should aim in his preparation to knov/ the story and meaning so 
 well that he can render it in good English in his own words and 
 also explain the Latin construction of any passage on demand. 
 Being human, he will not do this if he be allowed to use an interlined 
 text. The practice of interlining can easily be prevented by using 
 in the classroom only separate class texts, without notes or vocabu- 
 lary. These are furnished by all publishers of Latin classics. 
 
 The teaching of physiology in Kawaiahao was an illustration of 
 the extreme of formal quest ion-and-answer, out-of-the-book teaching. 
 It is a poor method of teaching a subject which fairly bristles with 
 jDoints of personal and public interest of the most appealing sort. If 
 the school has the kind of classroom supervision that it ought to have, 
 such ineffective types of teaching may be expected to yield place to 
 project and problem methods in the near future. 
 
 Taking all the teaching work in both schools into consideration it 
 may be said that the quality averages well. Most of the elementary 
 work was equal to or better than the average of that observed in the 
 public elementary schools, and the high-school work on the average 
 was not quite so good as the corresponding work in McKinley and 
 Hilo high schools. 
 
 ADMINISTRATI\'E FEATURES. 
 
 As to aclnrinistration, the executive work is well done; but there 
 is very little in the way of effective supervision of the classroom 
 teaching. This condition, as has already been shown, is not unique 
 among Hawaiian schools any more than in the States, but neverthe- 
 less it represents a radical defect that should be remedied. Kawaia- 
 hao particularly would probably fare better as to effective super- 
 vision if its principal would assume a more hospitable attitude 
 toward the modern tendencies in methods that are proving to be so 
 stimulating to elementary teachers on the mainland. 
 
 The school year is 36 weeks in length. The recitation periods in 
 the high school are 40 minutes gross. It will be recalled that this is 
 
342 A SUEVEY OF EDUCATIO^nT IN HAWAII. 
 
 below the Xorth Central standard of " 40 minutes in the clear." The 
 high-school girls in Kawaiahao recite in the same classes with the 
 high-school boys at Mills. 
 
 BUILDINGS AXD EQUIPMENT. 
 
 The buildings are in the Queen Anne or English gable style, the 
 outer walls being of lava stone quarried on the grounds, and the in- 
 terior of wood. They are well located and make a very imposing and 
 handsome appearance. Half the ground is used for pasturage for 
 the cows that supply the school with milk; of the remainder, part 
 is leased for gardening purposes and the rest is being Avorked up as 
 playgrounds and campus. 
 
 Wilcox Hall, valued at $125,000, contains 14 chtssrooms, parlor^ 
 library, dining room, cookrooms, and dormitory space for 195 boys. 
 The larger boys occupy single rooms and the smaller ones large 
 dormitories. In the basement are bathrooms, showers, toilets, and 
 laundry, two laboratories, three commercial rooms, and a manual 
 training shop. 
 
 Atherton Hall, valued at $80,000, contains eight classrooms, 50 
 rooms for the larger girls, and two large dormitories for the small 
 girls, together with parlor, library, dining room, cookrooms, and 
 laundiy. All pupils and all the teachers live in these buildings. 
 
 In both schools the food is good and the houskeeping well con^ 
 ducted. 
 
 The schoolrooms in both buildings are fairly well lighted, the light 
 coming from the left in most of the rooms, as it should. Some of the 
 basement rooms, notably the manual training shop, the commercial 
 practice room, and the girls' laundry are very inadequately lighted. 
 The lighting of the basement laboratories is a little less than fair. 
 In the typing room the machines should be turned so the light may 
 come to the operators from the side and not from the rear. The 
 operators work with their heads in thei: own light. The chemical 
 and biological laboratories are both too small and there is not ade- 
 quate storage space for apparatus. There is neither -sufficient nor 
 suitable space for teaching physics. The physics apparatus is inade- 
 quate in amount and is kept in the chemistry storeroom, where it 
 must rapidly deteriorate. A separate room with suitable tables and 
 an adequate amount of apparatus is badly needed in order to make 
 the teaching of this subject effective. The shorthand room should be 
 rearranged as to seating, so the students may receive the light from 
 the left. Semitransparent adjustable shades should be jorovided for 
 all rooms receiving direct sunlight. The plum.bing in the Mills 
 School basement is in a bad state of repair and should be overhauled 
 or replaced. 
 
THE PRIVATE SCHOOLS OF HAWAII. 343 
 
 MID-PACIFIC SCHOOL NEEDS. 
 
 To sum up, Mid-Pacific needs a new biiildintr for a joint high 
 school, with adequate unihiteral lighting throughout and no basement 
 classrooms. This building should have spacious and well-equipped 
 laboratories for physics, chemistry, biology, geography, and general 
 science, cooking, plain sewing, dressmaking, and millinery. There 
 should be rooms equipped for typewriting, bookkeeping, and office 
 practice, and well-appointed shop rooms for manual arts and me- 
 chanical drawing. There should also be well-equipped rooms for 
 freehand drawing and design and for handcraft work for girls. 
 Like the other schools examined, this school is very inadequately 
 supplied with maps. There should be Iwo complete sets of large 
 political wall maps, two sets of blackboard outline maps, one set each 
 of historical maps (American and European historj^), and one set of 
 physical maps. 
 
 If possible, the school should provide a completely equipped cot- 
 tage in which the girls can live for a period by turns and keep house 
 together in small groups. They might thus learn private home- 
 keeping by actual practice under regular instruction. As they can 
 not all have set wash trays and electric irons when they go to house- 
 keeping on their own account, they ought to be provided in this cot- 
 tage with ordinary tubs and irons and with an ordinary cook stove 
 So that they may become skillful in the use of these. 
 
 5. THE EPISCOPAL SCHOOLS, 
 
 The lolani School and St. Andrew's Priory are the two largest of 
 a group of Episcopal mission schools, situated in various parts of 
 Honolulu. These two are located in the group of edifices of which 
 the cathedral is the center. All these schools are under the control 
 of the Rt. Rev. H. B. Restarick, Bishop of Honolulu, who informed 
 us that there are no boards of control or trustees for the schools, but 
 that he is wholly responsible for financing and operating them. 
 His attention, however, is given mainly to the financing and to the 
 direction of the religious instruction. He informed us that the 
 curriculums and the operation and instruction are left entirely to 
 the respective principals. In both schools the teaching staffs are 
 constantly changing. Both principals are new this year. They are 
 sincere and earnest people, but neither one has had the kind of train- 
 ing and experience that are essential to success in organizing a 
 school, working out a curriculum, and supervising the teaching ac- 
 cording to accepted modern standards. 
 
 THE lOLAXI SCHOOL. 
 
 lolani School has an earnest and well-disposed body of about 120 
 students; the elder ones especially seem earnestly desirous of learn- 
 
344 A SURVEY OF EDUCATIO:^' IN HAWAII. 
 
 ing all they can. They are mostly of Chinese parentage. The school 
 has all grades from primar}^ through high school. There seems 
 to be a fine spirit of devotion and good will on the part of teachers 
 and pupils; but as an educational institution it can not properly 
 be ranked high. 
 
 The lolani buildings are very old and are totally unfit for school 
 purposes. There is no efficient organization, and the frequent changes 
 in the teaching staff would destroy almost any organization that 
 could be whipped into shape. 
 
 There is no established system of keeping the school records ; and 
 important data asked for by the commission could not be found. 
 One of the members of the clergy who was a teacher in the school 
 left during the survey to assume a ministerial charge, and this 
 necessitated a radical shift in the class assignments. 
 
 THE TEACHING CHARACTERIZED. 
 
 The teaching observed was mostly crude, unskilled, and ineffective. 
 Especially in the middle elementary and lower high school grades 
 the class management was so poor that there was much noise and 
 confusion and little or nothing of the instruction was made to de- 
 velop logically or stand out clearly. " Volley answers,"" " hesitation 
 questions,". '' inverted what questions," and " blank filling questions " 
 were the rule rather than the exception. In some cases the teachers 
 were not themselves in possession of a clear understanding of what 
 they were trying to teach. In many classes there were serious dis- 
 turbances from noise coming through the thin board .partitions from 
 other rooms. In most of the rooms the blackboard space was insuf- 
 ficient and the quality of the blackboards very poor. This con- 
 tributed seriously to the inefficiency of the instruction. 
 
 The following extracts from the observer's field notes will serve 
 to illustrate some of the types of faulty teachings Avhich also are 
 discussed at some length in Chaj^ter VI. 
 
 1. Recitation in English. — Held in dining room. The boys are picking out 
 clauses as subject and predicate, naming verbs, etc. 
 
 Questions: Whoever comes is your what?" And your subject is ? 
 
 And then your whole clause is ? What kind of a word is suffer? Answer, 
 
 " a verb." Teacher, " yes, a veii), all right." 
 
 Part of the assignment for next day was to bring in five original sentences in 
 each of which a clause is used for the subject. No explanation was given or 
 discussion entered into as to why a clause might be more useful as subject than 
 a word or phrase. No motive for the assignment was apparent except that of 
 meeting the demand of the teacher. 
 
 In a really constructive teaching process the boys would have been 
 led to analyze an English selection within the range of their com- 
 prehension and interests in order to find out.what were the uses of the 
 
 I 
 
THE PRR'ATE SCHOOLS OF HAW AH. 345 
 
 different words, phrases, and clauses in conveying the thought of the 
 writer to the reader clearly, concisely, and forcibly. They would 
 then have been assigned something to write about — something in 
 which they were interested and about which they had some thought 
 that ihej would like to express. They would then have been asked 
 to analyze these and change them around in various ways until they 
 had got them into the best possible form for expressing what was in 
 their minds. In each paragraph the structure, form, and function of 
 each important word or group element would be discussed, and trials 
 would be made of changing clauses into phrases or single w^ords and 
 vice versa, and of changing order and arrangement to get the sen- 
 tence into the clearest, concisest, smoothest, and most forcible form. 
 This kind of procedure would furnish a real motive for grammatical 
 thought, for it would be made plain that a knowledge of grammatical 
 relations and of the functions in a sentence of its different gram- 
 matical elements is necessary in order to achieve either a clear expres- 
 sion of one's thoughts or a clear understanding of the thoughts of 
 another. 
 
 2. A Latin reeitaiion. — There is much confusion of voices. Pupils allowed to 
 interrupt each other. General questions with " volley answers " are the most 
 common sort. There is, however, a good development by the teacher of the uses 
 of the different inflected forms in expressing differences in meaning. 
 
 3. Arithmetio lesson. — Promiscuous or "volley answers" prevail. Much noise 
 and confusion. No principles are made to stand out clearly, although some good 
 blackboard practice is being given. Teacher often fails to notice pupils' mis- 
 takes, and hence they are not made to correct these. 
 
 4. A geography recitation. — " Volley answers " prevail. Much confusion. 
 Exclusively memory work. Little or notliing made clear or interesting. No 
 effective use of wall maps. 
 
 5. A chemistry class. — Class held in a shed badly crowded and very poorly 
 lighted, part of the light coming from the front, j)art from left and some from 
 rear. Students show good interest. Teacher enthusiastic, but badly ham- 
 pered by lack of space and adequate apparatus and by crowding of class. 
 
 6. A history lesson. — Exclusively question and answer, textbook recitation. 
 Very slow and uninteresting. 
 
 In this school there is no real coordinating leadersliip, no sj^stem, 
 and no unification of aim and effort. Consequently the instruction 
 must be relatively ineffective. There are, of course, many students 
 who will learn much if you teach them how to read and put them 
 in touch with books ; but a school ought to do more than this. 
 
 BUILDINGS AXD EQUIPMENT. 
 
 The building is entirely unfit for the purposes of a school, especially 
 such a large one as this. The light is inadequate or from a wrong di- 
 rection or ])oth, in nearly all the rooms. The blackboards are xevy poor 
 or inadequate in area. Aside from a small demonstration outfit in 
 
846 A SUEVEY OF EDUCATIO:fT IN HAWAII. 
 
 chemistry, a few articles to be used for demonstration, and a map or 
 two, the school has practically no equipment. There was a small 
 manual-training outfit but it is not now in regular use. 
 
 It was stated that $100,000 of a large fund that is to be raised by 
 the Episcopal churches of the United States has been apportioned 
 to this school for the erection and equipment of a building. The 
 bishop hopes that this will be available within another year. Such 
 an up-to-date building as might be erected and equipped for this 
 amount is certainly badly needed; but it may prove difficult to 
 reconcile the needs of both an up-to-date school building and equip- 
 ment on the one hand and the needs of an adequate boarding de- 
 partment on the other. Those Avho are to be responsible for spending 
 this amount of money should see to it that the plans and specifi- 
 cations are correct and up-to-date in every detail of adaptation to 
 the needs of a good school. This means that someone who laiows 
 about good schools should have a hand in making the plans. Other- 
 wise there is danger that the building will be made to fit in well 
 with the ecclesiastical group as to proportion and appearance, but 
 that many urgent needs of the school will be overlooked or poorly 
 provided for. 
 
 ST. Andrew's priory. 
 
 The St. Andrew's Priory is, on the whole, a much more successful 
 school than lolani. It has an attractive and comfortable build- 
 ing of monastic style, harmonizing well in type of architecture 
 with the church buildings. The dormitories, dining room, and 
 kitchen are neat and attractive. Most of the schoolrooms are well 
 lighted and of suitable size, but the school is already overcrowded. 
 The plans for the building failed to provide for any expansion, yet 
 the management keeps on admitting more pupils, finding it hard to 
 refuse those w^ho apply. 
 
 The school gives much attention to right habits of home life, good 
 ideals, and training in English speech. In these it has been remark- 
 ably successful, according to the testimony of the bishop and the 
 teachers. 
 
 Visitation in the classrooms revealed that the lovv^er primary' work 
 is being well done, that the English training and the observances of 
 courtesies in all classes and at all times are good, that the upper ele- 
 mentary work is fair and that the high-school work is weak. 
 
 The equipment for sewing is fair. There is no cooking laboratory 
 and no special rooms or equipment for laboratory work in science. 
 
 The elementary curriculum is of the strictly traditional type above 
 the first two grades excepting there is opportunity for the girls to 
 get good instruction in sewing. There is no other handcraft work, 
 and no noteworthy effort at systematic instruction in drawing, color, 
 
THE PRIVATE SCHOOLS OF HAWAH. 347 
 
 and design. The high-school cnrricuhim has more on paper than 
 can be properly taught or than is being taught. It is not built on 
 modern principles of curriculum making. The kind of curriculum 
 which would seem to be demanded to fit the needs of the girls in 
 this school is one in which the home interests and the interests of 
 the women citizens should form the core. The home economics 
 curriculum recommended for the public high schools. Chapter VI, 
 would serve well as a basis to work from in constructing a curriculum 
 for this school. It is recommended to the principals and teachers 
 for careful consideration in connection with the work of building a 
 curriculum that is better suited to the needs of these girls. 
 
 RECOMMEXDATIUNS. 
 
 The survey commission believes and recommends that steps should 
 be taken at once to have the control and oversight of these schools 
 placed in the hands of a board of trustees or a board of control, who 
 shall decide on the educational and fiscal policies to be carried out, 
 and who shall select a competent head for the schools. The person 
 selected should be a schoolman of experience, trained in the profes- 
 sion of supervising education. He should direct and supervise the 
 activities of both schools and recommend policies to the board of 
 trustees for consideration and approval. The salary attached to this 
 position should be sufficient to attract and hold a competent person, 
 or else no benefit will result. 
 
 6. THE HILO BOARDING SCHOOL. 
 
 This is one of the oldest schools in the islands. It was established 
 in 1836 through the efforts of the Rev. D. B. Lyman, who was its 
 principal until 1874, and the Eev. Titus Coan. It is recorded that 
 Gen. Armstrong, who founded Hampton Institute, received much of 
 his inspiration and many of his practical ideas of industrial educa- 
 tion from contact with Dr. Lyman and the Hilo Boarding School. 
 The fact is noteworthy that elementary tool work and industrial 
 training were vjell started in this school b}^ '' Father Lyman " 40 
 years before the founding at Boston in 1878 of the first manual- 
 training school on the mainland. 
 
 This school served well in the early days in educating leaders 
 among the Hawaiian race, producing vdiat was most needed among 
 them, teachers, preachers, and intelligent agriculturists and home- 
 makers. It also served as a feeder for Laliainaluna Seminar}^ which 
 was then a higher school for the training of native preachers and 
 missionaries. From the first, religious instruction, practical farm- 
 ing, and the mechanical skills of the time were dominating elements 
 of the curriculum, but instruction in the common-school branches was 
 10146°— 20 23 
 
348 A SURVEY 01- EDUCATION IX HAWAII. 
 
 also given. It has always been predominantly an industrial school. 
 and the labor of the pupils themselves has been a large factor in 
 building up the plant, developing the farm and maintaining the sub- 
 sistence department. There has been a steady development of shop- 
 work until now the school approaches the trade school type. 
 
 The enrollment rapidly grew from 8 boys at the opening to 75 
 and has stood between that and a hundred ever since. Originally 
 entirely Hawaiian, the enrollment has gracluallv cliajiged so that 
 now more than half the students are of oriental parentage, the 
 Japanese being the most numerous, and the remainder nearly all part- 
 Hawaiian, Hawaiian, and Portuguese. In 1918-19 the geographical 
 distribution of the 83 students was as follows: Havvaii outside of 
 Hilo, 58; Hilo, 19: Honolulu, 4: Kauai, 1; Philipphie Islands, 1, 
 The school is thus seen to he serving mainly the large island of 
 Hawaii, leaving the other islands to Lahainaluna and Kamehameha, 
 the other two important industrial boarding schools for boys. 
 
 THE WORK OF THE SCHOOL. 
 
 The curriculum as set forth in the 1918-19 catalogue is very well 
 worked out, and if taught thoroughly and in the spirit in which it 
 is conceived should produce ver^^ good results. There is a consistent 
 attempt to build up the academic work in close connection with the 
 industrial, making the intellectual problems grow out of the occupa- 
 tions of the farm, the shops, the kitchen, and the dairy. This is 
 decidedly in the right direction and is to be commended. There is 
 a '' preparatory " class for older boys v/ho do not knovr English, 
 which covers the work of the first three grades in a year. The smaller 
 bo3^s coming from English-speaking families make their home at the 
 school, but attend the neighboring public elementary school in Hilo 
 for the first two grades. 
 
 The regular curriculum begins with the third grade and ends with 
 the eighth. The academic studies are arithmetic, English, language, 
 anvd reading, biography and history, Bible stndy, geography, the 
 elementary physics of the farm and shop, civics and economics, 
 hygiene, agriculture, and music. The work includes carpentrj^ 
 joinery, cabinetmaking, v/ood turning, and polishing. A prominent 
 feature of the shopwork is the manufacture of novelties from the 
 native Hawaiian woods for the tourist market. Blacksmithing, 
 printing, painting, concrete construction, road building, and auto- 
 mobile repairing are also taught. One of the best features of the 
 manual training work is the home crafts or "handy man" course, in 
 which the boys are taught in rotation to do all sorts of handy home 
 construction and repair jobs, such as repairing shoes, saddles and 
 
THE PRIVATE SCHOOLS OE HAWAII. 349 
 
 liarness, house cleaning and cooking, mending clothes, simple elec- 
 trical repairing and wiring, pipe fitting, setting window glass, care 
 of horses, yehicles and farm implements, soldering, soap making, 
 butchering and meat cutting, caning cluiirs, and making knots and 
 splices. 
 
 The learning of these things is of great value from the practical 
 standpoint alone, hut their intellectual value in giving a first-hand 
 Imowledge of the materials, tools, and processes underlying all our 
 liome and industrial life can scarcely be overestimated- It furnishes 
 a concrete basis of wide experience out of which ideas may arise in 
 the processes of thinking out intellectwai problems of all sorts, and 
 it also helps the boys in choosing the kind of shopwork on which to 
 si>ecialize. What a boon it would be to ev^ry modem city boy if 
 he could have such experience ^s this, which his great-grandfather 
 got on the fa I'm, but which he is denies;] by th^ complex living con- 
 ditions of to-day^ ! Besides the shopwork a rather comprehensive 
 course in elementary meehaiiicai drawing is offered. 
 
 It vrould be well, indeed, for the public-school authorities to 
 carefully examane these coui^ses with a view to introducing similar 
 instruction into tiie public scImboIs. (See CIl I.) 
 
 Like Kameliameha, this school is conducted largely on a military 
 basis, military drill, instruction, and daily routine Ijeing made regu- 
 lar features of the boys' life in the sc1k>o1. As in the Honolulu 
 Military Academy. Kameliameha, and in less degree in Punaliou. 
 where it is rather more incidental, this military regimen proves to 
 be of great assistance in the formation of right habits and ideals. 
 It is a most important aid in maintaining good discipline and 
 morale, and instilling loyahy^ to the school and the Xation. 
 
 AtMetics is encouraged, and physical training is carried on under 
 the direction of an instructor. 
 
 The extent of the training and experience of the teachers in this 
 school is shown in the comparative tables in the first section of this 
 chapter. In general, the teachers have not been so fortunate in the 
 amount of training that they have rec^eived as is desira'ole. If 
 ]x>ssible, higher salaries should be paid in order that teachers might 
 have means to supplement their previous education by further study. 
 The principal has set a very Avortliy example by his enterprise in 
 going to the mainland and taking special courses in automechanics, 
 repairing, and other craft work in order that he may teach these 
 subjects in the school. Other teachers should be encouraged to do 
 likewise. It would l^e a great advantage to th.e school if some of 
 its friends who haxe ample means and philanthropic ideals would 
 set aside a sum to be used by it in aiding teachers by paid leaves of 
 absence to be used in this way. 
 
350 A SURVEY OF EDUCATION IN HAWAII. 
 
 ]^UILDINGS AND EQUIPMENT. 
 
 The school possesses 44J acres of cultivated ground and campus 
 and about 25 acres of pasturage. It also owns water rights which 
 are the means of contributing substantially to its revenues. 
 
 The main building contains seven classrooms, offices, library, and 
 study or assembl}^ hall on the first floor; dormitories on the second 
 floor; and dining hall, kitchen, and agricultural laboratory in the 
 basement or ground stoi-y. There are also an additional dormitory 
 building, a gymnasium with a floor TO by 100 feet, a shop building, 
 principal's house, and three teachers' cottages. 
 
 The carpenter shop has benches and tools for 10 pupils to work 
 at one time and a fair outfit of power tools, which, however, are in 
 rather poor condition from long and continuous use. The black- 
 smith shop is well equipped for classes of 10 at a time. The other 
 shops are more or less improvised and poorly equipped, but hj dint 
 of patience and industry are made to answer their purpose fairly 
 Avell. Besides the school and shop buildings, there are the dairy 
 and poi factory, the cow sheds and horse barn, a stone crusher, and 
 the necessary stock and farm implements. 
 
 The scliool classrooms are all lighted from the left, and the light 
 is fair, though the windows have the fault so common in the Terri- 
 tory of being too short. The auditorium, which is used for a general 
 study room, is very badly lighted. So are the shops, and also the 
 dining room. 
 
 The horse barn and cow sheds are in a bad state of repair, and the 
 barnyard and grounds about the buildings are not kept so clean and 
 as sanitary as they should be. Surely in a school of this character no 
 more valuable contribution can be made than to develop among the 
 pupils standards of order, neatness, and cleanliness. The care and 
 attention to tliese matters observed in the classrooms and the dormi- 
 tories have not been projected, as they should be. to the outbuildings 
 and the grounds adjacent. 
 
 The school equipment, like that elsewhere in the islands, is far below 
 the minimum of efficiency. There is very little in the way of modern 
 apparatus for tlie teaching of elementary science and agriculture; 
 and there are scarcely any good maps. The school has a good Thomp- 
 son reflectoscope, and a carefully classified and neatly filed collec- 
 tion of pictures, gathered from all sorts of sources and including a 
 great variety of subjects. This collection of pictures is constantly 
 growing, and is a valuable adjunct to the teaching of geography, 
 history, literature, and composition. 
 
 The library contains several thousand volumes, but many of them 
 are entireh' out of date and worse than useless in a school of this 
 character. 3Iany such books are given to schools by well-intentioned 
 
THE PRIVATE SCHOOLS OF HAWAH. 351 
 
 people who have not taken the trouble to think what kind of books 
 are suitable. Certainly no school can use books that no one else 
 knoAYS what to do with. They only take up space whicli ought to be 
 occupied by books of interest and present Aalue — books that would 
 help young- people in getting true and up-to-date information about 
 the sciences, arts, industry, and culture of to-dav. 
 
 REC03I 3IEXDATI0NS. 
 
 The commission recommends the following changes, which are 
 urgently needed : 
 
 1. A stenographer-clerk should be emploj-ed as assistant to the 
 principal and vice princij^al. She should be competent also to act as 
 recorder and alumni secretar3\ 
 
 2. The library should be carefully gone over, and tlie useless, worn 
 out, or badl}^ printed books should be disposed of. Modern books of a 
 rather simple and elementary character, but written by scliolars and 
 authorities, are needed, especially books of biograpliy and history, 
 elementary science, geography and travel, mechanics, agriculture, 
 and vocational information. 
 
 3. Either a new^ and properl}^ planned and furnished study room 
 should be added to the school plant, or the present auditorium should 
 be remodeled and refurnished as follows : Eeplace the short windows 
 that are now in the front or west wall by two banks of long mul- 
 lioned windows, equal in area to one-fifth of the floor space, and 
 reaching from the ceiling to within 4 feet of the floor. Kemove 
 the stage and also the antiquated double desks. Replace the desks 
 by tables feet long and 2 feet wide, with two folding camp chairs 
 for each table, or by desk-chairs of the Moulthrop type. Chair legs 
 slioidd all be rubber tipped. Chairs should face the north so as to get 
 the vs'est light from the left. Shorten all the east windows and build 
 in bookcases beneath them. Transfer all the reference books from 
 tlie library to these shelves. Place a long reading tal)le with shaded 
 drop-lights alongside cases. Equip all windoAvs Avith buff, semitrans- 
 parent adjustable shades of the Draper type. Fit up a removable 
 stage to replace the present fixed stage for entertainments. This, 
 Avhen set up, should be placed at the north end of the room. Provide 
 this room Avith semi-indirect electric-light fixtures of sufficient power 
 and proper distribution to give ample light for eA'ening study or 
 reading, and paint the ceiling a light cream, color to facilitate dif- 
 fusion of light. 
 
 4. Provide for more da3dight in the dining room by use of prism 
 glass lights to be inserted above the present AvindoAvs. 
 
 5. The shops should be remodeled to provide better lighting. The 
 present lighting is pitifully po.or. In order to remecl}^ this condi- 
 
^52 A SUKVEY OF EDUCATIOX IX HAV,'AII. 
 
 tion it atUI be necessary to remove the adjoimii<:- sheds and lean-to 
 shops, especially the stone crusher, and rebuild them elsewhere. Ee- 
 niove trees and shrubbery that are too close to windows. Add more 
 windows, making the outside walls |:>ractically all glass, like a 
 modern shop building. All windows should reach to the ceiling. 
 The stone crusher could be installed along with the feed cutter, 
 and use the same motor, 
 
 6. Rebuild or improve the cow sheds, providing concrete floors 
 and proper drainage. Clean up and drain barnyard and provide 
 concrete floor, at least near the sheds and barn. 
 
 7. Keep records of feed consumed and milk produced by dairy 
 cows, and build up the herd by selection to the highest possilde state 
 of efficiency. 
 
 8. Xegotiate with the board of education, and if possible work out 
 a plan for cooperation between this school and the Hilo High School 
 wliereby a machine shop may be installed at Hilo boarding school, to 
 which day and part-time scholars may be admitted. Offer thorough 
 intensive trade courses in machine shop work and mechanical draw- 
 ing for pupils of all ages who are mature enough to profit by them. 
 If possible include night courses for young men who are at vrork 
 (hiring the day. 
 
 9. Provide more and better apparatus for the teaching of science 
 and agriculture. Much of what is most needed could be ijroducecl 
 as projects in the shops, but some of it would have to be purchase'd. 
 
 10. Provide one set each of physical maps, blackboard outline maps, 
 and historical maps of standard authorship. 
 
 7. KAMEHAMEHA SCHOOLS. 
 
 These schools were founded and are maintained under the provi- 
 sions of the vrill of Bernice Poualii Bishop, an enlightened and be- 
 loved princess of the Hawaiian race, who was the last of the royal line 
 of Kamehameha, and who died October IG, 1884. The will provided 
 for a board of trustees appointed for life, vacancies in the board to 
 be filled by the court of jurisdiction in the Territory, to whom, after 
 liaving made a few personal bequests, the testatrix bequeathed all 
 her estate, real and personal, for the erection and maintenance of 
 two schools each for boarding and day scholars, one for boys and 
 one for girls, to be known as the Kamehameha Schools. 
 
 The trustees are " to provide first and chiefly a good education 
 in the common English branches, and also instiaiction in morals and 
 in such useful knowledge as may tend to make good and industrious 
 men and women,^' and instruction in the higher branches is 'Ho be sub- 
 sidiar}^ to the foregoing objects.'' The board of trustees, of whom 
 the Hon. Charles E. Bisliop, husband of the testatrix, was one, issued 
 
THE PRIVATE SCHOOLS OF HAWAII. 353 
 
 the first prospectus of the school under date of December 23. 1885. 
 This prospectus sets forth the phms at some length, and amon^ij 
 othei' things it sa^^s of the schools : 
 
 While they will be conducted with special reference to advantages to l)e 
 lilioitled to Hawaiian?! by preference, as the will requires, they will not l>e 
 exclusively Hawaiian. Hilo and LahuinaUma. ^Makawao, and Kawaiahao may 
 well he devoted to such special work ; but the noble-minded Hawaiian chief t ess 
 who endowed the Kamehameha schools put no limitations of race or condition 
 on her jieneral bequest. Instruction will be given osily in the English languagt', 
 but the schools will be open to all nationalities. Hawaiians must compete Mitli 
 other nationalities in the struggle for national existence. It is wise to recognizt^ 
 this beneficent but inexoriible law of competition in human society, a funda- 
 mental law in all physical life. It is hoped to help the young Hawaiian hold 
 his own from the first In this honorable rivalry, so that he can work out his 
 own future under conditions most favorable for his success. To this end some 
 industrial training is for the majority more essential than any high degree 
 of literary qualifications. The course of study will require several hours of 
 manual labor every day. the controlling purix)se of the school being to fit the 
 boys to take hold intelligently and hopefully of the work of life. 
 
 The students are almost exclusiveiy Hawaiians and Part-Hawaiians. 
 The distribution of the pupils in the various grades of the three 
 schools is shown in a preceding table. The most striking thing about 
 the enrollment figures is the small number of pupils in each grade. 
 The number in each of the five grades of the boys' preparatory might 
 be doubled without materially increasing the cost of teaching and 
 overhead service, and with very good effect on the enthusiasm of 
 the group work. The same is true of grades 5. 6, and 9 of the girls' 
 school. The nimibers in the boys' school are nearer to the norm. 
 However, the three upper grades are split up into specialized voca- 
 tional classes, each with a very small number of pupils. Hence in 
 this department also there might be a very considerable increase 
 in the extent of service rendered without a proportional increase in 
 the expense of teaching and overhead, if the nimiber of pupils were 
 doubled. The small classes liere are in the vocational work, not the 
 academic. 
 
 THE XAXri^E OF THE WORK OFFERED. 
 
 The curriculum in the boys' school, grades 5 and 6, provides for 
 manual training, but otherv^ise it is rather narrowly conventional 
 and academic. In grades T, 8, and 9 the boy's time is about equally 
 divided between conventional academJc vrork and shop work that is 
 intended directly to fit him for a trade. The shop worlv consists 
 of the various phases of carpentry, joinery, and cabinetmaking, gen- 
 eral blacksrnithing. including horseshoeing and wheelwrighting, ma- 
 chine shopwork, electric wiring and repair work, plumbing, paint 
 inii", and ae:riciiltui"e. 
 
354 A SURVEY or education in HAWAII. 
 
 In a school whose aim is frankly vocational one v\'ould expect to 
 find that the classroom work in the academic subjects was kept in 
 very close touch witli the work of the dairy, tlie garden, and espe- 
 cially the shops; and that the problems of English, arithmetic, and 
 science used in the classrooms as a means of introducing the princi- 
 ples of these studies should be largely those that gro^v out of the 
 shop and other industrial activities in which the boys are daily 
 engaged. On examining the curriculimi, we hnd some suggestions 
 as to doing this, but they have not been worked out in detail, and 
 illustrative examples are not given ; so that the curriculum in its 
 present form does not go far in helping the teachers to find and use 
 such problems. 
 
 Observation of the work in the classroom reveals that it is quite 
 generally of a formal nature, thougli well done for formal work. 
 The teaching of spoken and written English is being very well 
 done in all three schools. Judging by the English which passes cur- 
 rent in the classrooms it is quite successful, (rood topical recitations 
 are very general in both the boys' and girls' scliools, especially the 
 latter, but very little of the teaching vras found to be of the types 
 that are especially effective in developing thinking power through 
 practice in working projects and problems and discussing proble- 
 matic questions. 
 
 In the girls' school, for example, vre should expect to find in the 
 arithmetic classes many problems involving costs and proportions of 
 supplies purchased and used for tlie tables, of materials for dresses, 
 hats, underclothes, room furnishings and decorations and the like; 
 but we did not find them. There were, however, some suggestions as 
 to the use of that sort of thing in the curi iculum for the girls' school. 
 Budgets and household accounts do appear as items in the household 
 arts course ; but the general type of procedure in the classrooms leads 
 to the inference that these subjects are probably treated in a formal 
 and conventional way, rather than as real projects or live problems 
 of immediate application to personal interests and immediate needs. 
 
 Flower and vegetable gardening, chicken, pigeon, and rabbit rais- 
 ing and even pig raising, might be practically taught to these girls 
 so as to be made centers of interest and motivation for more intensive 
 study, as v\^ejl as means of preparation for successful and economical 
 types of living for prospective housewives. These things also would 
 be just as practical for the girls who are preparing to take a normal 
 school course and fit themselves for teaching in the rural and suburban 
 public scliools. As community leaders they also would need such 
 knowledge and experience. The small boys in the boys' preparatory 
 department are taught gardening, and each has his own garden to 
 culti\'ate : but in this school no attem[)t whatever is made to use in the 
 
THE PRIVATE SCHOOLS OF HAWAH. 355 
 
 classrooms problems and projects arisin<j: out of tlie «xar(lenin^ or 
 manual training work. 
 
 VOCATIOXAI. AND CLAS8R003[ AVORK I XKELATI.l). 
 
 For schools that are frankly vocational, as these schools are, and 
 ought to be, and that have ample means with which to employ such 
 teachers as are needed to do the work according to the best modern 
 practice, this lack of coherence nnd correlation between the vocational 
 occupations and the schoolroom studies is a condition which ought 
 not to exist. It requires an explanation and the application of what- 
 ever remedial measures m^ay be necessary to bring about a marked 
 change. There are three possible causes for this condition : 
 
 1. The classroom teachers may be exclusively such as have received 
 academic training only. They may not have learned that such cor- 
 relation is necessary in successful vocational education, or knowing it 
 to be necessary they may not know how to do it. 
 
 2. They may not be getting direct, active leadership and construc- 
 tive supervision in this new kind of education. 
 
 3. Thej^ ma}^ understand the principle of the problem method in 
 a general way, and accept it as academicall}^ true, but lind following 
 the oid and customar^^ habits and routines of teaching so much easier 
 that they are not hospitably inclined toward methods that are new or 
 different, and are not interested in trying them out. 
 
 Our observations lead us to conclude that each of these causes in 
 some degree lies back of the failure to make vital connection between 
 the class work and the industrial Avork. 
 
 In order to improve this condition, the administration will have 
 to require the principals and teachers to study the problems and 
 methods of vocational education, keep up with the development of 
 theory and practice in it. and to make such study, individually 
 and in round-table discussions, a ver}' important part of their 
 business. 
 
 As a result of these studies and discussions the curricula of the 
 three schools should be developing progressively toward consistent 
 statement in terms of the problem method. The curricula themselves 
 should be concise and comparatively brief outlines, but an ex- 
 planatory handbook should be worked out to accompany each of 
 the sequences of courses, telling with specific examples and illus- 
 trations how the different fundamental principles are to be taught 
 through practice in v/orking out problems and projects. For the 
 teacher the aim is to teach general principles through problems and 
 projects and to form habits, inculcate ideals, develop thinking ability, 
 and impart information by means of them; but the teacher must 
 remember that if the pupil is to work in the most successful way 
 
dDO A SLEYEY OF EDUCATIOX IX HAWAII, 
 
 lie must become possessed of a strong and im[)elliixa' motive: and that 
 such a motive most often arises out of the desire to carry out a 
 l^roject or solve a problem that appeals to him as being worth 
 while for its own sake. To the pupil therefore the completion of 
 the project or the solution of the problem is the immediate aim. 
 and the values of the more permanently important things that tlie 
 teacher has in mind are so little comprehended and so inadequately 
 appreciated because of his J'outh and inexperience that they are 
 incidentaL The teacher then must plan projects that will make 
 an appeal, and that at the same time involve opportunities for the 
 practice that is necessary to the pupils for acquiring the habits, 
 skills, ideals, thinking ability, and information that are part and 
 parcel of *" a good industrious citizen " and competent skilled worker. 
 
 It seems to the members of the survey commission that there is 
 too distinct a line of demarcation between the academic and the 
 vocational work, and between the two types of teachers who are 
 giving the academic and the vocational instruction. The vocational 
 teachers understand their special work, and apparently are giving 
 good instruction in their trade processes and skills: but they ought 
 to know more about the types of academic work that are appli- 
 cable to the kinds of pupils they are training: and they ought to 
 suggest projects and problems, from their trade and shop tools, 
 materials, and processes, that vriil be useful to the academic teachers 
 in training the pupils for general intelligence. On the other hand 
 the academic teachers are good teachers of the conventional elemen- 
 tary grade sort, but several of them are badly beset by the technical 
 faults that are common among teachers: and most of them are defi- 
 cient in A'ocational insight, and in knowledge of the best things that 
 are going on elsewhere, and even in their own school, in vcycational 
 education. Hence they are not resourceful in hooldng up the aca- 
 demic work with the vocational in such a manner as we liave in- 
 dicated. 
 
 In order to luring about this desirable change there should be 
 brought into the schools some teachers who are trained in vocational 
 education on the theoretical as well as the practical side. There 
 should at least be one such person in the boys' schools and one in 
 the girls' school. Such teachers would be very useful on their own 
 account, because of their knowledge of both vocational and general 
 culture studies: hut they are particularly needed to assist in bring- 
 ing about through individual conference and round-table discus- 
 sions a better knowledge of the nature and functions of the basic 
 cultural studies on the part of the vocational teachers, and a better 
 knowledge of the vocational work and a broader and deeper insight 
 into the social and educational functions of the vocational studies 
 on the part of the academic teachers. 
 
THE PRIVATE SCHOOLS 07 HAW AH. 357 
 
 With tlie development of more effective supervision it seems prob- 
 able that the teachers now connected with the school can modify 
 their methods, and make them more trul}^ effective for the kind of 
 vocational education that the school is aiming to give; but if after 
 fair trial some of them should not prove able to do so, it would be 
 well to assist them in securing positions in schools wdiere the work 
 is more academic in aim. In view of the teacher famine that is 
 dcstiiied to prevail it should be easy for them to secui-e such positions. 
 
 ORGANIZATION, ADMINISTRATION, xVND COKT. 
 
 Kamehameha schools have an elaborate system of administration, 
 consisting of the president, a chaplain (part time), a i)rincipal for 
 each of the three schools, six office secretaries, an alumni secretary, 
 an accountant and purchasing agent, a bookkeeper, a storekeeper, 
 three matrons, five assitaiit matrons, a physician, a dentist, and three 
 nurses. The relationships of these officials are in accordance with 
 V ell-escablished principles of administration; and the organization, 
 apparently^ works smoothly and harmoniously^ Were the schools 
 not spending less than their income, the question would probably 
 ari.-e as to whether, for only 338 students, it were necessary to have 
 three principals, five principals' secretaries, and three nurses. If the 
 school were supported by public taxation, pressure would certainkv 
 be brought either for a little more centralization and economy in 
 the overhead activities, or for assigning more pupils to the care of 
 the officials in charge. 
 
 The table which follows shows the administration and super- 
 vision costs per pupil in each of the three schools. The cost per 
 pupil for general administration is computed by finding the sum 
 of the salaries of the president, graduate secretary', president's secre- 
 tar}', purchasing agent, chaplain, and storekeeper and dividing it 
 hy 338, the total enrollment of these schools (i. e., $13,150—338= 
 b'38.90). The cost per pupil for salaries and expenses of principal 
 is computed for each school by summing the amount paid the prin- 
 cipal and clerical asistants and dividing by the enrollment of that 
 school. 
 
 These costs, then, include only salaries of administrative person- 
 nel and do not take account of stationery, supplies, and other serv- 
 ice. Also, in the absence of definite information as to how much 
 of the time of these officers is given to the educational departments 
 and how much to the boarding departments and general business of 
 the school plant, it is arbitrarily assumed that half their time is 
 given to each, so in computing for this table the costs for adminis- 
 tration and supervision of school work one-half the total of sucli 
 cost is taken in each case. 
 
3'58 A SURVEY OF EDUCATIOX IN HAWAII. 
 
 Co.^ts of adiiiiiiistratlou, yuiicrri'iion, and instruction. Kamchanicha SvhooJ. 
 
 Salaries of teacher? 
 
 Salaries, general administ ration, $13,1 50.. 
 
 Salaries of principals and clerical assistant 
 
 Enrollment. 
 
 One-half cost per pupil for principal and clerical assistants , 
 
 One-half cost per pupil for general administration , 
 
 Total cost per pupil, school administration and supervision.. . 
 
 Cost per pupil for instruction 
 
 Total per pupil,, administration, supervision and instruction 
 
 Ratio cost of administralion and supervision to cost of instruction. 
 
 Boys' 
 school. 
 
 $24,270 
 
 Boys' pre- 
 paratory. 
 
 SS,580 
 
 S4,500 
 
 151 
 
 SI 4. 90 
 
 S19.4.5 
 
 $34. 35 
 
 8160.07 
 
 $194. 42 
 
 S4,890 
 
 75 
 
 $32.60 
 
 $19. 45 
 
 $52.05 
 
 $170.40 
 
 1222. 45 
 
 1 :4. 
 
 1 :3.27 
 
 Girls' 
 school. 
 
 $15,960 
 
 $5,310 
 
 112 
 
 $32.70 
 
 $19.45 
 
 $43. 15 
 $142. 50 
 $185. 04 
 
 1 : 3. 30 
 
 Three interesting facts are shown by this table : 
 
 1. The costs of supervision and instruction in all three depart- 
 ments of the school are high as compared with the public schools. 
 Thus, in 18 cities of the iTiited States with populations from 25,000 
 to 750,000 the average expenditure per pupil for instruction was 
 $32.39 and the sum of the averages for superintendence, manage- 
 ment, and supervision vras $5.77: total, $38.16.^ Kaniehameha costs 
 average pretty nearly the same as at Punahou, where the per capita 
 cost based on instruction alone is reported by the president at $115.85 
 while that based on all expenses is $210.46. These figures, however, 
 are not fully comparable, because the boarding department of Puna- 
 hou is a relatively small factor in its demands on overhead service, 
 and also this total may include ail operating expenses, such as light 
 and janitor service. Janitor service at Kamehameha is done by the 
 students cooperatively, and involves no large cash outlay. 
 
 2. The boys' preparatory department costs more per capita than 
 either of the other schools, although it ought to be the cheapest. The 
 reason is to be found in the small number of pupils. If the num- 
 ber of pupils were doubled the classes Avould still not be too large, 
 and the per capita cost would be cut to one-half. That is, this de- 
 partment without extra expense for the administration and instruc- 
 tion might be taking care of 150 pupils instead of 75. 
 
 3. The salaries of the principals in the three schools are graded in 
 the order, but not in the ratio, of knowledge needed and responsi- 
 bility assumed. The amounts spent for clerical assistance seem to 
 bear no relation v\diatever to these fundamental factors. In the 
 girls' school the amount is more than double the corresponding ex- 
 penditure for the boys' manual sdiool ; and that spent for the same 
 purpose in the boys' preparatory department is a little less than^ 
 double. If two secretaries are necessary in the girls' school, and two 
 in the school for the small boys, why should only one be needed in 
 the school for larger boys? And why should as much clerical as- 
 
 ^ From data given in the Cleveland (Ohio) School Survey. 
 
THE PRR^ATE SCHOOLS OF HAWAH. 359 
 
 sistance be required in taking care of 75 small boys in grades 1 to 5 
 as in taking care of 112 girls or of 151 boys in grades 5 to 9 ? 
 
 Possibilities for greater efficiency should be studied. 
 
 The facts that have been mentioned with regard to administration 
 suggest that some attention should be given to a study of the possi- 
 bilities for greater efficiency in this field. Since the school is not 
 pressed for funds, there is no object in merely saving the money. 
 The money in fact is intended to be spent ; but every effort should 
 be made to have it go as far as possil)le for actual results in edu- 
 cation. 
 
 One thing seems certain. The teachers and a<lministrators are 
 receiving salaries that are m.ore nearly adjusted to the value of their 
 service as related to the present costs of living than are those in 
 most schools; and this is one reason for the relativelv hio-h costs. 
 The other reason is the small enrollment in many of the classes. 
 There should be no reduction in salaries, but a careful stud}^ ought 
 to be made of the possibilities of increasing the size of the school or 
 of certain classes, and also of the possibilities of getting more 
 effective supervision and educational leadership for the teachers 
 from those who are responsible for this function, and are well paid 
 for exercising it. 
 
 It is believed that the principals are sincerely desirous of giving 
 just such service; but in order to succeed fully in their attempts they 
 need to direct their educational studies aAvay from the traditional 
 classroom methods and toward a first-hand study and understanding 
 of the vocational work. The problem in Avhich the teachers most 
 need guidance is that of how to correlate the classroom Avork with the 
 vocational work through the use of projects and problems that arise 
 out of the vocational activities or are suggested by them. 
 
 BUILDINGS AND EQUTl^AIEXT. 
 
 The school plant when first erected and the equipment when first 
 installed were considered modern and generous according to the 
 standard of the time : but all the units can not be so considered now. 
 The main building of the girls' school is a bad fire risk. It is hard 
 to see how the dormitories on the third floor can be regarded as 
 otherwise than dangerous. Also the tower room on the fourth floor, 
 which is used as an art room, is connected with a fire escape which 
 leads from a window down the steep-sloping roof to the level of the 
 eaves, where it opens on the platform for the third-floor escape. Not 
 only would it look fearsome to a bevy of frightened girls, but it is 
 also difficult to reach, since it starts at the sill of a high window to 
 which no steps are provided. In the States where there are adequate 
 fire laws the use for school or dormitory purposes of rooms above 
 
{^.t)li A SLEYEY or EDUCATION IX HAWAII. 
 
 the second storj, iii wooden or iionfireproof buildings, would not be 
 permitted. In the islands tlie absence of heating i")lants in the 
 school biuldings somewhat reduces the £re hazards, but the presence 
 of electric-light wires, as is TN-eli Iviiown, is one of the chief sources 
 of fires. 
 
 Aside from the iii'e risk the girls' building is liomelike and the 
 school classrooms are well designed as to lighting and spacing. The 
 main defect lies in the absence of suitable laboratory room>. and 
 ecjuipment. There is almost no equipment for laboratory or demon- 
 stration work in science. The equipment of maps is inadequate. 
 While there are a few good maps, there ai-e many others that are 
 either very poor or very much out of date. As to maps, the same is 
 true even in greater degree of the boys' schools. Physical and black- 
 board outline maps are especially needed, and when obtained should 
 be more often used than are the maps now on liancl. 
 
 The boys' manual school lias one laboratory which is pretty well 
 equipped for chemical experimenting, but there is neither sufficient 
 floor and table space, nor sufficient equipment for physical and bio- 
 logical experiments. 
 
 In the development of the islands the biological and physical sci- 
 ences and geography are playing such a large part, and need to play 
 so much larger part in the future, that no reasonable expenditure 
 should be spared for facilities in teaching them concretely and with 
 full means of illustration. 
 
 The school shops are fairly well equipped with tools and ma- 
 chinerj^, but the shops themselves are far from being well designed, 
 neither do they admit of further expansion. Some of the machines 
 are strictly up to d.ate and motor driven, and this is well ; others are 
 old and not in tlie very best of condition. It is believed by many 
 excellent vocational teachers that it is not well to have an equipment 
 which is too elaborate und ^xtensivei, because if students work onh' 
 with such equipment tiiey do not learn to adapt themselves to con- 
 ditions under which the average shop is conducted. The kind of 
 mechanic for whom tliere seems to be the gTeatest present and pros- 
 pective demand in the islands is the one who can do the job with what- 
 ever machiner}' and tools are available: so that the resourcefulness 
 that must be developed by overcoming difficulties with modest equip- 
 ment is a real asset. However, when machines become so old as to be 
 incapable of turning out good work even with care and ingenuity, 
 they should be I'ebuilt in the shop or discarded. 
 
 The dairy is complete, modern^ and supplied with the best of 
 c-attle, but at the present site there can not be grovv'n sufficient forage 
 for their mainteniince. A fine stock of pigs is being raised on the 
 oTounds, but the spaces available for them to run in are not adequate 
 for exemplifying the best methods of stock raising. Rabbit raismg 
 
THE PEIVATE SCHOOLS OF HAWAII. 361 
 
 has been introduced as a project for the boys, as an introductory 
 type of training for the greater res]3onsibilities of a pig-raising 
 project. The agriculturist reports that 75 per cent of the boys 
 undertaking this work carry it through satisfactorily, while 25 per 
 c€nt of them fail because of neglect or indolence. He seems some- 
 what discouraged at this result, but we believe that for tlie beginning 
 of the enterprise this percentage is encouraging; with more experi- 
 ence in handling the boj^s on this project it is probable that a much 
 larger percentage of them can be so trained and motivated as to stick 
 to the work and make a success of it. 
 
 The libraries in the three schools are extensive and vvell housed. 
 The main library in Bishop Hall, the principal building of the boys' 
 manual school, contains over thxee thousand volumes and tlie girls' 
 library over a thousand more. The main school library contains a 
 good many books which are of doubtful value for the school and 
 which might well be disposed of : but there are many recent additions, 
 and the usable books are pretty well balanced as to the different fields 
 of knowledge. The greatest needs are for more recent books on 
 biogTaph}^, on civics, economics and social prol^lems, on science, on 
 geography and travel, and above all for some of the recent suggestive 
 literature on the processes, requirements, working conditions, oppor- 
 tunities, and rewards of the various vocations. 
 
 Student participation in government is developed successfully in 
 these schools to a very considerable extent. In the bo3^s' schools this 
 is closely tied up v^ith the militan; training, which seems to be 
 tlioroughly efficient in develop ing individual initiative, school loyalty, 
 and sense of responsibilit5^ Much of the oversight and control of the 
 boys is exercised through authority delegated to student officers, who 
 seem to carr3^ their responsibilities well. Much of the discipline is 
 administered through a students' council. 
 
 In all three schools, the manual labor required in connection vvith 
 the maintenance and or^eration of the school, and boarding plants, 
 and the regular daily program of fixed duties are features of great 
 ^alue to the students in the formation of habits of promptness, 
 obedience, and industry. 
 
 PROBLEMS FACED BT THE SCHOOL. 
 
 In looking toward a consistent and useful educational polic^^ for 
 the future the trustees of Kamehameha have before them a puzzling 
 problem with a variety of conflicting conditions, the most significant 
 of which are enumerated below. 
 
 1. Several of the buildings are not well adapted to their uses, or 
 are in such a state of deterioration as to demand constant and ex- 
 pensive repairs, so that the rebuilding and remodeling of the plant 
 will soon become imperative. 
 
362 A SURVEY OF EDUCATION IN HAWAII. 
 
 '2. The city is rapidly groAving up around the property; so that the 
 very desirable seclusion Iieretofore enjoyed by the girls' school will 
 soon be a thing of the past. From a suburban school formerly well 
 remo^•ed from the immediate and incessant distractions and tempta- 
 tions of a rapidly growing city, these schools are fast becoming city 
 schools. On this account tliey are losing for both girls and boys 
 many of the advantages that are peculiar to a boarding school in a 
 suburban or open-country location. 
 
 3. The underlying industries of the islands are probably destined 
 to be mainly agricultural or tributary to the needs of agriculture. 
 3Iany who have given much thouglit to the mission and purpose of 
 the school have believed that training in the science and art of agri- 
 culture should be one of its most im.portant types of work. The 
 study of tlie situation made by the commission leads it to concur with 
 them in this belief. 
 
 4. After numerous, well-considered, and persistent attempts to 
 develop the present groups for productive agriculture and for a labo- 
 ratory of instruction in agricultural metliods it seems fairly well 
 proved tliat these grounds are not at all well adapted for these 
 purposes. 
 
 5. Certainly for the present, and probably for a long time to come, 
 the culture of sugar cane and pineapples on a large scale will be 
 the main types of agriculture, with cattle, pigs, and other live stock 
 coming forward rather rapidly tovrard a position of importance 
 among the products of tlie Territory. In these three most important 
 industries very little can be done either for production or instruction 
 at the present site of the school. 
 
 6. As far as the boys are concerned the school is having the effect 
 of gathering them up from all over the islands and attracting them 
 toward life in the city. According to President Webster's statistics 
 about 75 per cent of all the living graduate^, and 89 per cent of the 
 living graduates of the past 10 years, now reside in Honolulu. 
 
 This certainly means tliat the school as noAv conducted in its present 
 location is training its students into the ways of city life. It is doing 
 very little to educate them in tastes and abilities for doing, out on the 
 land, many kinds of work that need to be done tliere and will com- 
 mand high wages but which can be done only by fairly intelligent and 
 technically trained workers. 
 
 7. The capacities of the three schools for the accommodation of 
 boarding pupils are, respectively, boys' preparatory, 75 ; girls' school, 
 112; boys' school. 150. Each is filled and has a small waiting list; 
 but in each the school enrollment could be doubled with very few 
 additions to the number of schoolrooms or the numiber of teachers. 
 
THE PRIVATE SCHOOLS OF HAWAH. 363 
 
 THE INCOME C)F THE SCHOOL. 
 
 8. The income of the portion of the Bishop estate which has been 
 set aside for the school has been growing rapidly, and the expenses 
 liave also been increasing, ])ut not so fast as the income, so that for 
 several years a surplus has been accumulating. The amount of the 
 surplus is reported to be sufficient for the rebuilding and remodelinj^ 
 necessary to modernize the plant. 
 
 9. Since the income is greater than the schools can now use to 
 advantage — indeed, the enrollment could be doubled without exceed- 
 ing the income — it would seem that every effort should be made to 
 expand to the point of absorbing the annual surplus, reserving only 
 a margin for emergencies. The}^ would thus be educating a larger 
 number of youth at a much smaller per capita cost and on a higher 
 level of educational efficiency. 
 
 10. In the first prospectus issued by the trustees it was announced^ 
 as a part of the educational polic}", that the Kamechamebia school 
 would avoid duplication of the work of the public schools. The sur- 
 ve}^ commission believes that this intention to aA'oid duplication and 
 competition for pupils is fundamental, and should be a controlling 
 factor in shaping the educational policies of the trustees. 
 
 AVe are convinced that the private schools, and especially this one, 
 ought not to be doing exactly the same work as the public schools 
 are doing, and that they should not compete with the public schools 
 for students. 
 
 On tlie other hand, they may very wisely undertake to do many 
 things that are educationally desirable, but which the public schools 
 can not do, and also many things that the public schools ought to be 
 doing but are not now doing. 
 
 11. For a long time it has been a policy, not published but tacitly 
 adhered to, not to admit day pupils to Kamehameha school. The 
 managers and trustees of the school seemed to think that the pres- 
 ence of day scholars would disturb the organization of tlie boarding 
 school, and cause it to lose manj^ of the character-forming features 
 of a school exclusively for boarding pupils. The opinion seems to 
 prevail that boarding and day pupils do not mix well. 
 
 On the other hand, it may be urged that without increasing its 
 l)oarding accommodations the boys' school might admit enough day 
 scliolars to double its enrollment. It might then accommodate 150 
 additional boj^s of Honolulu whose parents prefer to maintain them 
 in their homes, but want them to secure the vocational training which 
 this school offers, and no part of which, until the inception of the 
 ])ublic trade school during the current school year, has been offered 
 by the public schools. 
 ]014G°— 20 24 
 
364 A SURVEY OF EDUCATION IX HAWAII. 
 
 THE SCHOOL NOT NECJ:SSARILY LIMITED TO IIAWAIIAX RACE. 
 
 12. In Honolulu it is generally taken for granted that Kanie- 
 liameha schools were origmallv intended to be, and alwa^rs will ]n\ 
 operated exclusively for the benefit of youth of Havraiian blood. 
 The Hawaiians themselves, and especially the alumni of the school. 
 a.x3pear to believe that these schools should be reserved for the people 
 of this race. 
 
 It is quite natural that this opinion should prevail; and up to date 
 the school has been almost exclusively Hawaiian; yet it is not neces- 
 saril}^ nor even probably correct for all time. The clauses in I\I''s. 
 Bishop's will and the original prospectus, already quoted, do not 
 require such an interpretation. The will merely mentions giving 
 preference to those of Hawaiian blood, presumably in the distribu- 
 tion of benefits to children in destitute circum.'itances (free scholar- 
 ships). 
 
 The prospectus distinctly' enunciates the doctrine that no race 
 should be excluded and that children of other races should ]j»e 
 admitted in order that the young Hawaiian may learn in school to 
 compete successfully with those whose competition they must meet 
 in later life. iVs Mr. Bishop was one of the trustees vdio framed the 
 prospectus, it must be assumed that his wife held this view, for he 
 left no stone unturned to carry out her desires in connection with 
 the school. 
 
 The question of admitting other races to the school has fre(piently 
 arisen^ and in vicAV of the evidence and the circumstances it seems 
 fair to conclude that a wise policy should give preference to members 
 of the Hawaiian race. So long as a suflicient number of Hawaiians 
 ai:)ply to fill the quota and so long as these are all that can and will 
 profit by what the school offers, the}^ should he achnitted even to the 
 exclusion of other races. Supposing, however, tliat by admitting day 
 pupilSy or otherwise joroviding for expansion, the school should he 
 prepared to double or triple its eni^ollment and that a sufficient num- 
 ber of worthy Hawaiian candidates should not be found to fill the 
 school, we believe it would be not only proper but desirable to do as 
 the Hilo Boarding School has done, and open the door to all de- 
 serving and promising candidates. 
 
 ORADUATES DISTRIDI7TED ACCORD! NO TO OCCrPATTON,-. 
 
 13. In considering what trades and occu])ations the school should 
 prepare for, the following revised statistics from the alumni list are 
 significant : The total number of living male graduates up to and in- 
 cluding the class of 1918 is 359. Their distribution by occupations 
 is as follows: ^lanual trades. 110; clerical service, 61: Government 
 
THE PRIVATE SCHOOLS OF HAWAII. 365 
 
 service, 39; eclucatiou, 33; business, 20; atiTiculture. 28; professions, 
 13; music, 12: Army and Xavy, 9; unloiown, 25. 
 
 The total numl)€r of living girl graduates is 220; their occupa- 
 tional distribution follows: Housewife or living at home, 101-; educa- 
 tion, 7G; nursing, 1-1:; clerical work, 9; trade, -1: Army and Xavy, 1; 
 imknown, 12. Of the number 133 are married. 
 
 In both lists students in public and private higli schools are 
 classed with teachers under education. 
 
 These figures are interesting as showing the vocational tendencies 
 of the graduates. Many who are here classed under clerical arc in 
 Government, municipal or county service, and many who are classed 
 as in business are in clerical positions. While 110 or 31 per cent are 
 engaged in mechanical work, 162 or 45 ]xu' cent are in clerical, Gov- 
 ernment, business, or educational occupations, and only 28 or 8 per 
 cent in agricidture. 
 
 Since the school does not give any special training for clerical posi- 
 tions and does give si^eciai training in mechanical trades and offers 
 it in agriculture, these figures show the existence of a real need for a 
 continuing system of vocational surveys and vocational and educa- 
 tional guidance, which should be maintained by this school. !Mam' 
 graduates are going into minor jobs of a clerical nature, where the op- 
 portunities to rise are rare. With the training in mechanics and 
 agriculture available in the school, with a wide outlook and with 
 ambition aroused by vocational guidance, probabh^ most of these 
 could command better wages on the plantations as mechanics and 
 skilled agricultural worl^ers. Tliey would have more and better 
 opportunities to rise to greater responsibilities and rewards on the 
 plantations than they could have as clerical workers, where the de- 
 mand is already well supplied. This whole subject needs careful 
 investigation from the standpoints both of the industries, which 
 need various kinds of trained workers, and the schools, which are 
 attempting to provide the training. If the trend toward clerical 
 work and governmental jobs should prove to be inevitable, then the 
 school should offer the best possible training specifically for such 
 positions. 
 
 The figures show that the Hawaiian girls have a remarkably strong 
 tendency to marry early and settle down as home makers. Out of 
 the total of 220 graduates, 133, or 60 per cent, are married, although 
 29 per cent of these are listed under occupations other than house- 
 keeping. 
 
 Home making, nursing, and teaching, then, are the leading occu- 
 pations chosen by the girls, and training for these is prominent in 
 the aims of instruction as stated by the teachers. Whether this 
 stix)ng tendency to marry early may not result in a large percentage 
 
3^6 A SUEA'EY OF KDUCATIOX IX HA^VAII. 
 
 of ill-considered and unwise marriages, and Avhether opportunities 
 for training in a. larger list of occupations, such as seamstress, dress- 
 maker, milliner, salesAvoman, and stenographer, ought to be opened 
 up and attractively presented to the girls, are questions that should 
 be carefully looked into. 
 
 1-i. The public-school system is beginning to develop along modern 
 lines, but as yet its accommodations are inadequate and its types of 
 training too narrow. In view of the probable development of the 
 public-school system and the policy of nonduplication to which 
 Kamehameha is or should be committed, and in view also of the other 
 conditions here described, the trustees have found difficult}^ in coming 
 to an agreement on a consistent educational policy for the future, 
 and for the past two years the school in consequence has not been 
 making progress. 
 
 The tendency has been to neglect repairs an<l betterments, to let 
 the schoolroom equipment run down, and to drift along without 
 making any considerable improvements in curriculums or methods. 
 
 Among the teachers there appears to be a tendency to settle down 
 into a kind of easy-going institutional type of living and to be rather 
 too well satisfied with the status quo. 
 
 The question of a future educational policy is bound up with that of 
 the location of the school, so that both must be settled together. 
 
 THREE POSSIBLE SOLIJTIOXS. 
 
 To the survey commission it seems more important that both ques- 
 tions be settled without further delay than that they be settled ac- 
 cording to any particular one of the possible solutions. We can 
 find only three solutions : 
 
 1. Proceed at once to rebuild on the present site, and develop as 
 a city boarding and day school. 
 
 2. Build on the property at Waialae Bay and develop as a suburban 
 boarding school, or on property of the Bishop estate on Oahu, farther 
 away from Honolulu, and develop as a rural boarding school. 
 
 3. Keep the boys' school where it is, and develop it as a mechanical 
 trade school, with possibly a business department. Build for and es- 
 tablish the girls' school and set up an agricultural branch school for 
 boys at '\A'aialae or on a suitable tract in rural Oahu. 
 
 THE FIRST TLAX. 
 
 If the first-named solution be adopted, the boys' school would be- 
 come a boarding and day school with a large number of day pupils, 
 including orientals up to say 30 or -iO per cent, and offering many 
 types of vocational training for city boys or for boys from outside 
 Honolulu who have their eyes turned cityward. It would cease to 
 
THE PRIVATE SCHOOLS OF HAWAII. 367 
 
 offer agriculture as a vocational subject. It would develop night 
 courses, part-time day courses, and coox^erative shop and store courses. 
 
 The girls' school would continue to feature home training, but 
 would improve and broaden the intellectual training and connect it 
 up closer with real life interests. It would be a city school, identified 
 and connected vrith urban life and activities. It would admit day- 
 pupils and offer office training as well as preparation for normal 
 school, salesmanship, nursing, and the needlework trades. 
 
 If the schools stay in the city, it seems to the commission that they 
 must inevitabW develop as indicated or gradually die of dry rot. 
 With an adequate development of the city and rural public schools 
 the '* preparatory^ school " for the younger boys will become super- 
 fluous within a few years and will be discontinued. 
 
 If the public schools go forward as they should, they will in time 
 be carrjdng on all the types of activity that we have indicated ; and 
 the Kamehameha schools will be duplicating their work, unless, as 
 may happen, the public should shirk the task, and leave it for Kame- 
 hameha to carry on. This it is very likeh^ to do unless the trustees 
 make it plain that they are only pioneering this field and intend to 
 retire from it in due time. In the latter case the question of deter- 
 mining on an educational policy for the future would still be un- 
 solved. 
 
 THE SECOND PLAX. 
 
 If the second solution be chosen and the schools are established 
 either at Waialae or on a tract in rural Oahu, a unique type of school 
 can be developed which will have a distinctive and permanent field 
 of its own. 
 
 With such a large tract of land as will be available one can picture 
 in his mind's eye a large plantation with fields of cane and pineapples, 
 with a small, but complete and up-to-date sugar mill, a small cannery 
 and a technical laboratory, a stock and dairy farm, a large vegetable 
 garden, and a garden and nursery for the culture of flowers and orna- 
 mental shrubs. There will be sufficient land for producing all these 
 things on a commercial scale and for producing most of the food that 
 is needed for the maintenance of tlie pupils, teachers, and hired labor. 
 
 Here, right on or near the plantation, will be located a boarding 
 school of a new and unique type — a plantation school, both agricul- 
 tural and mechanical. Here all the plantation industries will be 
 going forAvard normally on a production basis under the eyes of the 
 pupils. 
 
 The school buildings will be of concrete, in the early English or 
 Spanish mission style, grouped around a quadrangle, with the ad- 
 ministration building at one end and the chapel at the opposite end. 
 
5b5 A SURVEY OF EDUCATION IN HAVv'AII. 
 
 On one flank of the school group and facmg the parade ground T/ill 
 be the barracks group, inckiding the sleeping rooms, study lialL 
 mess hall and kitchens, the armory, and the gymnasium. On the 
 other flank will be the shop group, with modern shop buildings and 
 equipment, and near by the school groups will be the athletic fields 
 and plaj^grounds. 
 
 Sufficienth^ removed from the boys' school and the plantation Avill 
 be the girls' school group, with a modern dormitorj' and cottages, 
 where the girls may learn not only institutional housekeeping but 
 family housekeej)ing and "light housekeeping'' in cottages and 
 small apartments, for the latter are the types of housekeeping which 
 will later come into their own experience. There will be a gym- 
 nasium and playground for the girls, and welhequipped labora- 
 tories for cooking, sewing, dressmaking, millinery, and general 
 science, and a home laundr}^ where the girls will do their own 
 laundry work and learn by doing all the processes of home launder- 
 ing and cleaning. There will be a hospital for the plantation and 
 schools, where the girls can learn nursing by practical experience in 
 cooperation or part-time courses. There will also be a visiting- 
 nurse and social worker, under whom the girls can get practice in 
 social and communit^^ w^elfare work. 
 
 The school group for the boys will contain laboratories for physics. 
 chemistr}' , and general science, as well as a sufficient number of class- 
 rooms. The center of the administration building will be occupied 
 by the auditorium, one wing by the library and reading room, and 
 the other wing by the administration offices. The basic vocations for 
 which the school will offer training are : Agriculture, car})entry, 
 joinery and cabinet making, drafting, blacksmithing, horseshoeing 
 and wheelwrighting, plumbing, general machine-shop work, and the 
 operation, care, and repairing of auto cars, trucks, tractors, and plan- 
 tation and farm machinery. 
 
 Courses in shoe, harness and saddlery repairing, steam laundry 
 work, concrete work, road building, and other occu]>ations will be 
 given when sufficient numbers of boys will take them so that they 
 can be taught with reasonable economy. The general aim of the 
 school v>dll be twofold: First, to find out wdiat kinds of jobs are 
 opening up that offer a useful and hopeful career to young men 
 with some intelligence and promise; and, second, to attract such 
 young men into the school and train them for these jobs. The 
 training, of course, should not be confined to the mere getting of 
 skill in mechanical processes. The intellectual training will go 
 forward with the hand training and both will be aimed toward 
 building up through actual practice the skills, habits, information, 
 and thinking ability that is most needed by men in the kinds of 
 
THE PEIVATE SCHOOLS OF HAYv'An. 369 
 
 jobs for Tvliich the training is intended. Consequently, the chiss- 
 room work must be ])ased largely on problems and projects that 
 come up in the shop or plantation work or are suggested by the 
 information requirements of such work. 
 
 The aim will be to make not merely skilled workmen in various 
 lines but slvilled worlimen with at least some abihty to meet 
 emergencies and new situations while on the job — men who are 
 capable, with experience, of becoming foremen, small contractors, 
 small-shop proprietors, skilled plantation employees, homestead or 
 leasehold farmers, etc. 
 
 Since the plantation itself will be carrying on or can carry on, 
 on^a commercial basis, practically all the occupational activities for 
 which the students will be trained, the school and the plantation 
 can provide for night classes, part-time day classes, and cooperative 
 apprentice courses of the most efficient sort. The business offices 
 of the plantation will afford opportunities for similar cooperative 
 courses in business education. 
 
 The religious and the aesthetic sides of life w^ill not be neglected. 
 There will be provision for religious instruction and service and 
 ojoportunities for class and club instruction in literature, music and 
 art, for both l^oys and girls. 
 
 There will be ample chances on the plantation for boys and girls 
 vdio have ability to make something of themselves, but are poor and 
 friendless, to come here and work their way through, or at least to 
 prove their worth and promise to an extent that will justify award- 
 ing them free scholarships or part scholarships. 
 
 The plantation and school will keep in close touch with the college 
 of Hawaii and the department of agriculture and will cooperate with 
 the experts of these institutions with reference to both production 
 and education. 
 
 In such a school as this, removed from an immediate city environ- 
 ment and surrounded by and participating in the interesting activi- 
 ties of a plantation, it vrould seem that the attraction toward rural 
 life and occupations would be stronger than the pull toward the city. 
 
 THE THIKD VLAS. 
 
 The third plan is in the nature of a compromise or temporary 
 solution. It would get the girls away from the city and provide 
 new, safe, and adequate buildings in place of the dangerous wooden 
 structure now in use. It would also provide for the boys oppor- 
 tunities for learning agriculture at first hand and under conditions 
 affording a strong pull toward rural life: Ijut the number of boys 
 who would elect to attend the small branch school in agriculture 
 as ao-ainst the laro-er school in the citv. trainino; for citv trades. 
 
370 A SURVEY OF EDUCATION IN HAWAII. 
 
 AYOukl probably ])e relatively small. Also it would split the school; 
 and whatever of efficiency and economy in management and corn- 
 mnnity of interests there might be in keeping the schools in close 
 proximity and running them under one organization would probably 
 be lost. 
 
 Furthermore, the development of that part of the school which 
 remained in the city would be precisely like that described in the 
 discussion of the first plan. The time would come ultimately when 
 the trustees would have to determine whether to do, in the place of 
 the public schools, the Avork which obviously they should do, or to 
 compete with them for students in this work in case the public 
 schools do undertake it, or to retire from the field and sell its plant 
 to the public schools. 
 
 COXCLfSIOX AND RECOMAIF.XDATIOXS. 
 
 In view of this analysis the Avisest and most farsighted polic}- for 
 the trustees would seem to be to adopt the second plan— the plan- 
 tation school. 
 
 Whether the boys' manual school moves or stays, one thing seems 
 to the survey commission to be ver^' important — more attention should 
 be given to vocational guidance. This vital work should be taken in 
 hand by some one who can give it a great deal of study and practical 
 attention, involving careful study of occupational conditions and op- 
 portunities in both the cities and in the rural sections of all the 
 islands. The vocational director should also use his traveling oppor- 
 tunities to look up promising boys who need just the chance that 
 Kamehameha can give them and can not get it at home. He should 
 be active in attracting such bo^^s to the school. He should make 
 known to the people in the various districts the advantages which 
 Kamehameha can offer to their boA^s and girls. 
 
 AVhile a considerable portion of his time should thus be occupied, 
 his main function should be that of a vocational guide and coordina- 
 tor in the school. Individually he should study the pupils' tastes 
 and abilities and assist them in their choice of studies and make the 
 vocational meanings and connections of their studies clear to them. 
 He should gradually assist them toward a decision of tlieir future 
 occupations. He should see to it that the jobs for which they are 
 being trained are jobs at which they will have good chances of get- 
 ting work and of getting openings for promotion if they prove them- 
 selves Avorthy. He should advise and instruct the teachers as to how 
 they, in connection with their subjects, ma}^ help effectiA^ely in this 
 work. Finally, lie should organize and maintain an employment bu- 
 reau for placing ncAv boys and for placing bo3's already at work in 
 
THE PRIVATE SCHOOLS OF HAWAII. 371 
 
 better positions when suitable openings occur. For this he would 
 need to keep a continuing card file of all undergraduates and of all 
 graduates in positions — also a card file of firms employing boys, and 
 of the kinds of jobs available in their plants, together with the requi- 
 site qualifications for each job. 
 
 Whether the president and principal can take on these functions 
 along with those they now have must be left for them to decide. We 
 incline strongly toward the opinion that more satisfactory results 
 would be obtained b}^ emplo^dng one man with special training for 
 just such a job. Such a specialist would be a great asset to the whole 
 Territory as well as to Kamehameha School. 
 
 8. BOARDING SCHOOLS FOR HAWAIIAN GIRLS— KOHALA GIRLS* 
 SCHOOL AND MAUNAOLU SEMINARY. 
 
 In the early days of their work the missionaries saw that schools 
 for natives were necessar}-. Froin the first they established such 
 schools. Very early, too, it was seen that boarding schools were essen- 
 tial to the proper training of selected youth of both sexes and many 
 sprung up in response to the need. ^lore recentl3\ however, a num- 
 ber of these schools have been merged or discontinued. Thus the 
 Girls' Seminar}^ at "Waihinu was removed to Waialua. After a time 
 it was merged in Kawaiahao Seminary, Honolulu, now a part of the 
 Mid-Pacific Institute. The Wilcox School at Waioli, Kauai, after a 
 long period of usefulness was discontinued ; as was the school at Ko- 
 loa, the boys' school at Waialua, and the Bond School for Boys at 
 Kohala, Hawaii. 
 
 The special schools filled a great want prior to the development of 
 the public-school s^^stem. But with the steady growth of tlie latter 
 the need for such schools has not seemed as great. Furthermore, the 
 development of good roads and more rapid means of intercommuni- 
 cation have operated to turn the flow of students away from the 
 smaller and more isolated schools to those more centrally situated. 
 
 Aside from the girls' division of Kamahameha School and of Mid- 
 Pacific Institute, both in Honolulu, there now remain, distinctively 
 for girls of the Hawaiian race, coming down from this earh' period, 
 onl3^two boarding schools in the islands — the Kohala Girls' School, 
 Kohala, Hawaii; and the Maunaolu Seminary, Paia, Maui. 
 
 ORGAXIZA'nOX AND AVORK. 
 
 The Kohala Girls' School was established in 1874 by Rev. Dr. 
 Elias Bond, who came to the islands in 1841 as a missionary under 
 the American Board of Foreign Missions. The school remained un- 
 der Dr. Bond's supervision until 1889, when the property was deeded 
 in trust to the Hawaiian Evangelical Association, under whose gen- 
 
372 A SUEA'EY OF EDUCATIOX IX IlAWAlI. 
 
 eral control it now stands, aUlion<i-li the direct mtaiagen^ent of the 
 school is vested in a board of mana_a-ers appointed l>y the asso- 
 ciation. 
 
 The Maunaolu Seminary was established in ISGO by the Eev. C. B. 
 Andrews. The school started with but a handful of Haw^aiian g-irls 
 who were taken into Mr. Andrews's home principalh^ for the pur- 
 pose of giving them a training in home making. The academic 
 features of the school do not seem to have been emphasized until 
 about 1804, when the records show that some attempt was made to 
 teach the English language. In 1869 the school was destroj^ed by 
 fire and seems not to have resumed its Avork until 1871. From this 
 time the attendance gradually increased until in 1801 there was an 
 attendance of 110 pupils, the largest enrollment in the history of the 
 school. The attendance now is about 85 pupils. 
 
 Both schools are beautifully situated on high ground overlooking 
 cane-co\ered lands stretching down to the ocean. The buildings of 
 both are also set down in tracts of ground of generous size. Both, 
 too, are supported in large part by the beneficence of two families — 
 the Bond faniih^ in the case of the Kohala School and the Baldwin 
 family in that of Maunaolu. In both the tuition charged is onl}' 
 about $50 per annum per puj^il, part of which can be worked out 
 if the pupil desires. Through the generosity of interested friends 
 a number of scholarships at both schools ha^'e been provided for 
 inipils v^dlo are too poor to pay the full tuition. 
 
 In both schools regular work is carried on from the primar}^ grade 
 through the eighth grade. Effort in both schools is made to parallel 
 the work of the public elementary grades as far as is practicable. 
 Much more is being done, however, in sewing, housekeeping, and 
 weaA'ing in both schools than the public schools are attempting. 
 Special attention also is being given to music, and classes in cliorns 
 and i>art singing are held each week with good results, as the 
 Hawaiian girls are natural musicians, many having excellent voices. 
 
 In short, these schools are attempting to give to deserving girls, 
 chiefly of the Hawaiian race between the ages of 6 and 18. a whole- 
 some Christian home training, together v\dth a practical education 
 of the character such as to fit them to become housekeepers or wage- 
 earners in the handicrafts, or for entrance into schools at Honolulu 
 whicli prepare teachers for the public schools of the Territory. 
 
 The member of the commission who visited these schools was much 
 impressed with the high type of personality found in tlie principals 
 and faculty meml)ers of both schools: in the standards of immacu- 
 late cleanliness of buildings and grounds and of person insisted 
 upon; and in the practical and helpful character of the work wliich 
 was being given. 
 
THE PEIVATE SCHOOLS OF HAWAII. 373 
 
 The Maunaolii .Seminary is much better appointed in buildings 
 and equipment than the Kohahi School. At the latter school the 
 buildings are old and not well suited to the vrork. It is planned, 
 however, that these will soon be replaced by commodious and well- 
 equipped buildings arranged to meet the modern conceptions of 
 good educational practice. 
 
 As these schools are the last of the group of boarding schools 
 independently supported, which sprang up before the development 
 of the public-school system, the question naturally arises whether 
 these, too, will go the way of the others in the face of the rapidly 
 developing importance and efficiency of the public schools. There 
 can be do doubt thnt these schools have served and are still serving 
 a very useful purpose, for because of their work scores upon scores 
 of girls from the poor and isolated homes of the islands of Havraii 
 and Maui have been started on lives of usefulness through the train- 
 ing it would have been impossible for them to have gotten otherwise. 
 There is no doubt, either, that through having the girls under their 
 instruction and supervision for their entire time, the teachers can 
 accomplish much more in training the girls to complete living than 
 can teachei*s in the public schools who are in contact with the chil- 
 dren but a few hours daily. Indeed, it would be a splendid thing in 
 many ways if the Territory could maintain boarding schools of the 
 character of these schools where all the children of the islands could 
 spend all their time, returning to their homes only during vacations. 
 
 THE DOEMITORT SYSTE:\r OX THE ^lAIXLAND. 
 
 Within five years a movement in the States has sprung up and is 
 growing rapidly which has much of significance in it for the islands ; 
 that is, providing dormitory and boarding facilities for public schools 
 of high-school grade in sparsely settled regions of tlie country. 
 More than 150 such plants are now to be found in the United States. 
 In general the plan is to have a considerable acreage of groimd in 
 connection with the school on which the pupils can work out all or 
 part of the fees charged. In most cases the amount charged the 
 pupil is not sufficient to cover the entire cost, the deficit being met 
 by the State or county. 
 
 So far the plan has not been extended to grades Ijelow the high 
 school but there is no inherent reason why such extension should not 
 be made. In Hawaii such a plan would meet not only conditions 
 of sparse popidation in many regions but would be particularly 
 valuable in enabling the Territory to do on a large scale just what 
 the Kohala and ^lannaolu schools are doing on a small scale. Such 
 a plan woidd facilitate greatly the tliorough and rapid Americaniza- 
 tion of children of the foi^eign born. 
 
374 A SURVEY OF EDUCATION IN HAWAII. 
 
 At any rate, whether or not tlie Territory enters upon such a com- 
 l^rehensive pL^n, the commission can think of no way by which 
 wealthy persons can expend tlieir money more wisely than in gener- 
 ously maintaining such schools as the Kohala and Maunaolu schools 
 and making it possible for the children of deserving people to secure 
 the excellent training ATliich tliey are giving. 
 
 9. CONCLUSIONS AND RECOMMENDATIONS. 
 
 1. In the absence of a completely organized system of scliools sup- 
 ported by public taxation, the private schools of the islands have 
 constituted an educational and Christianizing force of great value 
 and influence. They will continue to constitute such a force if they 
 succeed always in keeping in the vanguard of educational progress. 
 The public-school system, though it falls far short of what it should 
 be as to adequate accommodations and facilities for the number of 
 l)upils to be educated, is thorougldy leavened with the progressive 
 spirit. It is rapidly gaining in its hold on the interest and loyalty 
 of the public, and is due for a period of rapid expansion and inten- 
 sive internal improvement. To hold their position of usefulness the 
 private schools must develop consistently progressive programs and 
 policies and carry them out ATith efficiency and thorouglmess. 
 
 2. The influence of the small and uneconomical private schools 
 will gi-adually 1)ecome smaller. Such schools will be more successful 
 if they limit their instruction to pupils of special classes and ages, 
 so as to do more homogenous work. For example, they should not 
 attempt high-school work, because it is impossible for tliem to do it 
 well except at excessive cost. The problem of providing homes and 
 education for orphans, dependents, and subnormal children should 
 be solved by establishing a central institution under public support 
 and control and conducted b^^ experts in the education and care of 
 such children. 
 
 ?). Certain physical conditions in several of the private schools are 
 faulty to a greater or less degree. 
 
 All have cases of inadequate or improper lighting arrangements, 
 some of tliem to a serious extent. All wooden school buildings and 
 dormitories and all buildings whose interior construction is mainly 
 of wood are dangerous to life and liml) because of the risk from fires. 
 All buildings having rooms a])ove the second floor, occupied as dormi- 
 tories or classrooms, should be equipped Avitli automatic sprinklers 
 and adequate fire escapes. Fire drills should be held regularly. 
 Fire escapes, extinguishers, electric ligliting wires, and automatic 
 sprinklers should be inspected at frequent intervals. In future, no 
 nonfii'eproof school Ijuilding or domitories over two stories high 
 should be erected anvwhere in the islands. 
 
THE PFJYATE SCHOOLS OF HAVrAII. 375 
 
 Several of the private schools are badly cramped for lack of suffi- 
 cient room for class and laboratory work. If relief be sought by the 
 erection of temporary or portable buildings, these should be designed 
 so as to be adequately and properW lighted, from the left onl3^ and 
 also properly ventilated. The type of bungalow used in the public 
 elementary schools and the McKinley High School should not be 
 used. It is utterly unfit for school purposes. 
 
 4. All tlie private schools need more and better laboratory ecjuip- 
 ment for science work, more maps, and more liberal supplies of other 
 visual aids to teaching. With respect to these important facilities 
 the Hawaiian schools do not compare favorably with the best schools 
 in the States. 
 
 5. The standards for qualifications of teachers on the mainland 
 should be adhered to. These are: For high-school teachers, gradu- 
 ation from a standard collegiate institution with at least 11 semester- 
 hours of training in education ; and for eiementar}^ teachers gradua- 
 tion from a standard four-year high school and at least two years in 
 a standard normal school or college requiring a four-year high school 
 course for admission. 
 
 6. The high-school curricula of all the private schools need more 
 or less revision along progressive lines as suggested for the public 
 high schools in Chapter VI of this report. 
 
 7. In most of the schools, closer classroom supervision is urgently 
 needed, and especially should better correlation be worked out, with 
 use of the project-problem, types of teaching, in the intellectual work 
 of the vocational schools. 
 
 8. These schools should stud}^ the possibilities of abolishing many 
 of their very small classes or of recruiting them up to a better size for 
 economy. 
 
 9. Most of the private schools have some form of pupil partici- 
 pation in self-government which they are carrying on with very 
 good results. EA^olution along this line should be encouraged. 
 
 Very few are making any attempt to use the various forms of 
 socialized recitation. We recommend that in all of them the social- 
 ized recitation be carefully and gradually introduced and tried out. 
 
 We recommend continuance and further development of directed 
 study in grades 7 to 10 in those schools where it is being tried out. 
 We suggest that it be tried out in the other schools, and that sys- 
 tematic attempts be made to educate the teachers in the technic of 
 handling it. 
 
 10. We recommend the introduction of systematic effort toward 
 educational and vocational guidance, especially in the vocational 
 schools. To be successful it must be under the direction of specially 
 trained experts in this relatively new and ver}^ important type of 
 
376 A SURVEY OF EDUCATTOX IX HAWAII. 1 
 
 educational service. All subjects in the curriculum should con- 
 tribute something consciously toward Aocational intelligence. An in- 
 dustrial and vocational survey of the Territory by experts in this field 
 is urgently needed. The schools need to know more definitely the 
 occupational opportunities for which the rising generation of Ilirvaii 
 must be trained if they are to do the best for themselves and the 
 communit}^ 
 
 11. We recommend the appointment of a competent specialist who 
 shall ser^e as school adviser under the direction of the superin- 
 tendent of public instruction and as half-time professor of education 
 under the direction of a college or department of education to ha 
 established in the University of Hawaii, and who shall act as a 
 liaison officer or clearing-house agent for the two departments. We 
 recommend that this officer, acting for the superintendent of public 
 instruction, shall visit the private schools as often as may be neces- 
 sary and ^practicable for the purpose of reporting on their conditions 
 and advising them as to their vfork and plans. 
 
 This recommendation is made because the private schools, no less 
 than the public schools, some in greater degree and some in less, are 
 in need of expert advice in solving their problems of administration 
 of personnel, of methods, and of equipment. The private schools 
 in fact as well as in law should be made to come under the general 
 supervision of the Territorial department of public instruction ; and 
 this supervision could be best carried on by an expert who should 
 spend about half of his time visiting the high schools and private 
 schools of the Territor^^ and the other half teaching in the University 
 of Hawaii and the normal .school, if it should be affiliated with it. 
 
 During his supervisory semester his chief function should be to 
 examine into conditions and report to the superintendent what he 
 finds, toofether with his commendations of what is o:ood and his 
 suggestions for improving what seems to be poor. A copy of his 
 report on each school should in every case be sent to the officer 
 responsible for tlie conduct of that school; and he should prepare 
 an annual or biennial report covering the features that are of gen- 
 eral interest. This report should include particularly suggestions 
 for the correction of faults that are common to many schools and 
 features of excellence that occur in some schools that it would 
 be desirable for the other schools to try out with reference to 
 adoption. As an adviser he could do much in stimulating teachers 
 toward professional study and greater zeal in the use of such 
 modern devices as educational measurements and self-surA-eys 
 by schools of their own Avork. As a teacher of education in the col- 
 lege, he should prove to be of much value to public and private 
 schools both by training teachers in service and by preparing can- 
 didates for teaching positions. 
 
THE PFvIVATK SCHOOLS OF HAWAII. 377 
 
 Late afternoon, night, and Saturda}- courses miglit be given for 
 teachers in Honohdu : and a system of exchange of teachers between 
 Honohilu and other districts might be worked out, so that teachers 
 who are ready to work for advanced degrees in education could 
 teach in Honolulu for a year and carry on their studies at the Uni- 
 versity of Hawaii. Such an arrangement would be very beneficial 
 to all concerned, by bringing them into close touch, so that the de- 
 partment of public instruction, the University of Hawaii, the public 
 schools, and the private schools, all of which are working toward the 
 one purpose of promoting the education of the children and the wel- 
 fare of the island, would have a clearing-house agent through whom 
 each could keep in touch with all the others. 
 
APPENDIX. 
 
 CONTENTS OF THE JAPANESE LANGUAGE SCHOOL TEXT- 
 
 BOOKS. 
 
 PRIMARY BOOK NO. 1. 
 
 This book is made up of two parts. The first part of it (pages 1 
 to 41) is essential!}^ a primer, containing words, short phrases, and 
 illustrations. For example, on the first page the word ^'hata" or 
 flag with the illustration of American and Japanese flags is given. 
 The second page gives four Japanese characters meaning 'Hako" or 
 kite, and '^koma" or top, with illustrations. The pictures are en- 
 tireh' of Japanese conception. The contents of Book I, Part 2, 
 follow : 
 
 1. People. 
 
 2. :\[omotaro, Part 1.— "Peach Boy." 
 
 3. Momotaro, Part 2. — (This has been taken from the Japanese Government School 
 
 Text-Book. It is a story of a child born from a peach. Once an old man went 
 up the mountain to get fuel, while his wife, an old woman, went to the river 
 for washing. While she was washing her clothes, a large peach came floating 
 down the stream. She took the peach home, and gave it to her husband. An 
 unusual thing happened when the old man cut the peach into two. Instead 
 of a seed, a large boy came out of it. The child was named Momotaro or Peach 
 Boy, and the story goes on to tell that he became one of the strongest men in 
 Japan.) 
 
 4. Sisters. 
 
 5. Chickens. (G. S. B.^ 
 G. Sunrise. (G. S. B.) 
 
 7. The River. (G. S. B.) 
 
 8. Chrysanthemums. (G. S. B.) 
 
 9. The Moon. (G. S. B.) 
 
 10. O Hana. (The story of a girl who was very tidy and neat.) 
 
 11. A Dog's Greediness. (G. S. B.) (A story found in the Defoe's Tales.) 
 
 12. Playing Ball. 
 
 13. A Pdddle. (G. S. B.) 
 
 14. The Rainbow. 
 
 15. Japanese New Year. (G. S. B.) 
 16= Hide and Seek. (G. S. B.) 
 
 17. Do Not Tell a Lie. 
 
 18. Papaia and Guave. (A Hawaiian subject.) 
 
 19. Mother. (G. S. B.) 
 
 20. Kite Song. (G. S. B.) 
 
 21. Sympathy. 
 
 22. Goddess Pele. (A Hawaiian subject.) 
 
 23. Goddess Pele. (A Hawaiian subject.) 
 
 24. Hanasaka Jijii. (An old man who made the flowers bloom. An old story of an 
 
 honest man, who was rewarded for honesty.) (G. S. B.) 
 
 1 Government School Text-Book. 379 
 
 1014G"— 20 2r, 
 
380 APPENDIX. 
 
 PRIMARY BOOK NO. 2. 
 
 1. Cherry Blossoms. (G. S. B.) 
 
 2. My Home. (G. S. B.) 
 
 3. Ninomiya Kinjiro. (A story of a man wlio always servod otkcr people.) 
 
 4. The Lark. (G. S. B.) 
 
 5. A Riddle. (G. S. B.) 
 
 G. Cows and Horses. (G. S. B.) 
 
 7. The Little Horse. (G. S. B.) 
 
 8. The Mango. (A Hawaiian subject.^ 
 
 9. Cornelia. (Story taken from Roman history.) 
 
 10. Bambo. (G. S. B.) 
 
 11. May Day. {A Hawaiian subject.) 
 
 12. Right and Left. (G. S. B.) (This is a story of Minamoto Yoshiiye, one of the 
 
 gi'eatest generals of Old Japan. The lesson tells that once this general placed 
 all of his soldiers who had distinguished themselves in the day's battle on the 
 left side, and those who did not perform any act of valor on the right sick. By 
 so placing all his followers,, the general encouraged men to strive their utmost, 
 and in every battle they were victorious.) 
 
 13. The Cardinal Points. (G. S. B.) 
 1-1. The Lizard. (A Hawaiian subject.) 
 
 15. ^^Tiat to take to school. (G. S. B.) (The answer gixen is "carry your eyes, car. 
 
 and mouth,") 
 
 16. Washington's Honesty. (Story from American history.) 
 
 17. The Mountain Apple. (Ohia — a Hawaiian subject.) 
 
 18. The Frog. (G. S. B.) 
 
 19. The Frog and the Spider. (G. S. B.) 
 
 20. The Frog's Mother. 
 
 21. "Yes, right now!" (G. S. B.) (It is a story of a girl u'ho always replied to lier 
 
 mother's request to do anything — "Yes, right nov\'!" but did not try to do any- 
 thing.) 
 
 22. The Sea. (G. S. B.) 
 
 23. The Salt. 
 
 24. The Crab. 
 
 25. The Shell. (G. S. B.) 
 
 2f). Urashima. (G. S. B.) (A Japanese fairy story. Urashima is the Japanese Rip 
 Van Winkle.) 
 
 27. Same. 
 
 28. Our Plantation. (A Hawaiian subject.) 
 
 29. The View from the Mountain (Punchbowl). (A Hawaiian subject.) 
 
 30. Mount Fuji. 
 
 31. Jajjan's greatest mountain. (In verse — G. S. B.) 
 
 32. Hunting on Mount Fuji. (G. S, B.) (It is a story of Minamoto Tadatsune, a 
 
 great hero of Japanese history who killed a huge boar by hurdling on its back 
 from his horse, "Tlie people," the story concludes, "cheered so loudly that 
 even the mountain seemed to crumble down.") 
 
 33. The Tare. (A Hawaiian subject.) 
 
 34. The Tenchosetsu. (The Emperor's birthday.) (G. S. B.— slight alterations.) 
 
 35. The Fingers. (G. S. B.) 
 30. The Good Children. 
 
 37. Pla>dng Store. (G. S. B.) 
 
 38. The Man-eating Shark. (A Hawaiian subject.) 
 
 39. The Proud Sazae. (Sazae — ^Tur})0 cornutus, horned top — sort of shell fish.) (G. 
 
 S. B.) 
 
 40. The Cereals. (G. S. B.) 
 
JAPAXESE LANGUAGE SCHOOL TEXTBOOKS. 08 1 
 
 The Clock. (G. S. B.) 
 Song of the Clock. (In verse — G. S. B.) 
 A Riddle. (G. S. B.) 
 The T^liite Rabbit. (G. S. B.) 
 
 The "^Tiite Rabbit and God Okuninushi. (A prehietoricul personage.) 
 Sympathy. 
 
 Sugar. (A Hawaiian subject.) 
 A Child's Heart. (G. S. B.) 
 A Mother's Heart. (G. S. B.) 
 Ohinasama— Girls' Festival. (G. S. B.) 
 
 Xasuno Yoichi. (G. S. B.) UA story of a hero in Japanese history who was 
 52. Xasuno Yoichi. (G. S. B.) / adept in the use of bow and aiTow.) 
 
 PRIMARY BOOK NO. 3. 
 
 1. The Stone Door of Heaven. (G. S. B.) "Amatearasu was a very soft hearted 
 
 goddess. Her younger brother, Susa-noo-no-mikoto, was a very rough god. 
 He did many mischievous things. His sister, Amaterasu-00-mikami (the real 
 sun goddess), was always patient with him. One day the god, Susa-noo-no- 
 mikoto, took the skin from a li'\T.ng horse and threw it (the horse) into his sister's 
 V7ea\ing room. The sun godde&s was very much surprised and she hid herself 
 inside of the Stone Door of Heaven. — "How terrible! The world which until 
 now was bright is dark and bad people began to do bad things. ^lany gods 
 conferred as to how to bring her out and began to dance before the door. At 
 that time a goddess by tlie name of Ame-no-uzume-no-mikoto danced an in- 
 teresting dance which made the gods laugh and clap their hands. Because of 
 this noise, the sun goddess opened the door a little and when she peered out 
 Tajikara-no-mikoto, a strong god, took her out by the hand and led her forth. 
 It is said that from that time the world was bright again." 
 
 2. The Golden Kits. (G. S. B.). 
 
 3. Placing the Boat. (In verse — G. S. B.) 
 
 4. Studies of Arai Hakuseki — a great Confucianist (1710). 
 
 5. Ulu. (A Hawaiian subject.) 
 
 6. The Travels of Water. (The story of the drop of rain.) 
 
 7. Same. (G. S. B.) 
 
 .^. Kapiolani Park. (A Hawaiian subject.) 
 9. The Aquarium. (A Hawaiian subject.) 
 
 10. Kusanagi-no-tsurugi. (The Herb-Quelling Sword.) (G. S. B.) (''Keiko Tenno 
 
 is the twelfth Emperor from Jinmu Tenno. He commanded Yamato- taker u- 
 no-mikoto to make an expedition to Western Yezo. Yamato-takeru-no-mikoto 
 first went to Ise to pray at Jingu (temple of the Sun Goddess). Then he said 
 farewell to his aunt, Yamato-hime-no-mikoto. At that time she gave Ameno- 
 murakumo-no-tsiu-ugi (a sword). On the road Yamato-takeru-no-mikoto sub- 
 dued many bad people and when he came to Suruga (a pro^ince), the enemy at 
 that place seemed to euiTender . ' In this place there ao-e many deer ; you should 
 hunt,' the enemy urged him. 'Tliat will be fun,' said 3»Iikoto, and he walked 
 into the held. When the enemy saw this they set fire to the four sides of the 
 field to try to kill him. Mikoto noticed the enemy's trick, took out the sword 
 and cut down the grass, and wonderfully, the Avind changed to the direction of 
 the enemy and he escaped from the danger. From this time we call this svcord 
 Kusanagi-no-tsurugi. ' ' 
 
 11. The Carp. (G.S.B.) (The practice of fl>ing the paper carp above a house on May 
 
 5, the festival of boys in Japan. This custom is very popular in Japan. Th« 
 idea is that the boys may become strong and brave like the carp going up the 
 falls in certain season of the vear.) 
 
382 APPENDIX. • 
 
 12. Helping Mother. (G. S. B.) 
 
 13. Tlie Boy's Eye Marks. 
 
 14. The Pickled Plums. (G. S. B.) 
 
 15. Tea and Coffee. (G. S. B. — -with slight alteration.) (Coffee's description is 
 
 Hawaiian.) 
 
 16. An Obedient Girl. 
 
 17. Independence Day. (An American subject.) 
 1^. The Surf-riding. (A Hawaiian subject.) 
 
 19. The Hawaiian Islands. (A Hawaiian subject.) 
 
 20. The Kukui. (A Hawaiian subject.) 
 
 21. Post Cards. (G. S. B.) 
 
 22. Melons. (G. S. B.) 
 
 23. The Bat. (G. S. B.) 
 
 24. Story of the Mosquito. (A Hawaiian subject.) 
 
 25. Fire. 
 
 26. Uyesugi Kensin. (A great historical figure. The lesson deals with TJyesugi's 
 
 great respect toward his teacher. ) 
 
 27. Arbor Day. (A Hawaiian subject.) 
 
 28. The Deer's Mirror. (G. S. B.) 
 
 29. Hiyodorigoe-no-sakaotoshi. (G. S. B.) (It deals with the famous battle of Heike 
 
 and Genji.) 
 
 30. Same. 
 
 31. Honolulu. (Places of interest; a Hawaiian subject.) 
 
 32. The Letter from Honolulu. (A Hawaiian subject.) 
 
 33. The Picnic. 
 
 34. Taro's Diary. 
 
 35. The Strong Child. 
 
 36. Battle of Ujikawa. (Taken from Japanese history.) 
 
 37. Lei. (A Hawaiian subject.) 
 
 38. The Clever Child. (Taken from a Chinese story.) 
 
 39. Pineapples. (A Hawaiian subject.) 
 
 40. A Good Boy. 
 
 41. Textiles. 
 
 42. Proverbs. (Japanese.) 
 
 43. Jingu Kogo. (The story of the subjugation of Korea by Empress Jingo Tenno, 
 
 A. D. 201 to 269.) 
 
 44. Human Sympathy. (Verse.) 
 
 45. The Bear. 
 
 46. The Old Desk. 
 
 47. The Harbor. 
 
 48. Osaka. (Bridgeport of Japan.) 
 
 49. Counting Song. (Verse.) 
 
 50. Shotoku Taishi. (The man who established Buddhism as the state religion.) 
 
 51. Washington. (An American subject.) 
 
 52. Discovery of Fire. (Taken from Hawaiian folklore.) 
 
 53. Same. 
 
 54. Rice. 
 
 PRIMARY BOOK NO. 4. 
 
 1. Kusunoki Father and Son. (G. S. B.) (The story Avhich is singled out as the best 
 
 illustration of Japanese patriotism.) 
 
 2. Same. 
 
 3. Letter of Inquiry and Answer. 
 
 4. One Kind of Bean. 
 
JAPAXESE LANGUAGE SCHOOL TEXTBOOKS. SSS 
 
 5. Hojo, Yasutoki. (G. S. B.) (A short sketch of Hojo, who Avas a firm believer in 
 
 Buddhism.) 
 
 6. Brothers. 
 
 7. Hamihaho Kiichi. (G. S. B.) (The story of famous blind writer.) 
 
 8. Work with Hands. (G. S. B.) 
 
 9. Bon and Decoration Day. (Compares the Memorial Service for the dead in Hawaii 
 
 and America with that of Japan. The lesson brings in the significance of Bon, 
 a memorial service among the Buddhists.) 
 
 10. Imperial Japan. (A description of Japanese islands and possessions. It notes 
 
 the fact of Jinmu Tenno's accession 2,570 years ago and the present emperor 
 as 123d in direct line.) 
 
 11. Same. 
 
 12. Tokyo, Japan. (It describes the places of interest.) 
 
 13. Silk Worms and Tea. (G. S. B.) 
 
 14. Porcelain and Lacquer. (G. S. B.) 
 
 15. Wife of Yamanouchi. (G. S. B. — story of a wife's thrift.) 
 
 16. The Family Crests. (G. S. B. — deals with coats-of-arms of important families in 
 
 Japan.) 
 
 17. Tenbinbo. (The stick used for carr\drig baskets.) 
 
 18. Dogs. (G. S. B.) 
 
 19. Sakanouye-no-Tamuramura. (The story of a giant general; attempts to portray 
 
 the valor of the man. Taken from Japanese history.) 
 
 20. Water and Body. (G. S. B.) 
 
 21. Care of the Body. 
 
 22. A Letter Concerning Mango, and its^answer. 
 
 23. Living Things of the Sea. (G. S. B.) 
 
 24. Same. 
 
 25. Mind in all Things. (Verse.) 
 
 26. Story of a Voyage. (G. S. B.) 
 
 27. Same. 
 
 28. The Ungrateful Soldier. (It is a story of war between the Swedes and Danes. A 
 
 wounded Dane offered his canteen to a wounded Swede, who tried to kill him. 
 He spared his life and was rewarded.) 
 
 29. A Letter Concerning a Picture and Answer. 
 
 30. To Work is People's Duty. 
 
 31. The White Sparrow. 
 
 32. Same. 
 
 33. Kato Kiyomasa. (Stor>' of a great general who invaded Korea. Attempt is made 
 
 to show wherein lies the greatness of a great man.) 
 
 34. Florence Nightingale. 
 
 35. The Blacksmith. 
 
 36. The Japanese Flower Calendar, (Verse.) 
 
 37. Matches. 
 
 38. Yamada Nagamasa. (A story of a famous general Avho went to Siam and became 
 
 a king of that nation.) 
 
 39. One Day. (Verse.) 
 
 40. The Forty-seven Renins. (Taken from Japanese history.) 
 
 41. Same. 
 
 42. The Bird. 
 
 43. The Stomach and the Body. 
 
 44. Franklin. (An American subject.) 
 
 45. The Tiger and the Cat. (Msop Fable.) 
 
 46. Around the World. 
 
384 APPENDIX. 
 
 47. Same. 
 
 •IS. Hawaii. (Description of the Hawaiian Islands with map.) 
 
 49. Washington's Bii'thday and Mid-Pacinc Carnival. (A Hawaiian subject.) 
 
 50. Seishimaru. (Taken from Japanese histoiy.) 
 
 51. The Owl returns a FaA'or. (A Hawaiian story.) 
 
 52. Same. 
 
 b?>. The Brave Sailor. (The story of a sailor, ]\liura Torajiio, who v^as -v^oundcd and 
 killed in the battle of the Yellow Sea. .Another story of patriotism. The 
 lesson is partly in verse and partly in prose. Both attempt to show liow Ihe 
 dying sailor thought of his country.) 
 
 54. Public Interest. , 
 
 55. Napoleon, 
 
 50. Same. (The lesson ernphasizes the qualities of Napoleon— the audacity ahd 
 courage.) 
 
 PRIMARY BOOK NO. 5. 
 
 1. Amaterasu-o-mi-kami. (Taken iTom Japanese history.) ("Kotai Jingu is at Uji 
 
 ITamada in Ise. This is the temple of the Sun Goddess. The Sun Goddess is 
 the ancestress of the Imperial House. A long time ago 0-mii-mikami (Sun 
 Goddess) gave to her grandchild, Ninigi-no-mikoto,. the land of Japan. 'This 
 country must be ruled by my descendants. Go, Imperial grandsons; thy throne 
 between earth and heaven shall be without end.' she said. Ninigi-no-n-ikoto 
 listened attentively and taking many followers he came dov.n to this country. 
 This is the beginning of Japanese tiistoiy . At that time the Sim Goddess gave 
 him the Yamato Mirror, Amenomm-akumo-no-tsurugi (the sword already men- 
 tioned in Book ?>, Lesson 9) and A^asakani Jewels. These are called three sacred 
 treasures. They arc handed do^^n to the hereditary em-perors as pymboJs oi 
 power. The song of ]\[eiji Tenno (died 1010): 
 
 Prom the age of the Gods 
 
 The Sacred Treasures have corne down 
 
 To govern the tand of Japaii. 
 
 From Ninigi-no-mikoto,. diuring three generations the capitol v.as in Kyushu. 
 This is called the Age of Gods." 
 
 2. Jinmu Tenno. (Taken fi'om Japanese History.) (Jinmii Tenno is the fourth 
 
 generation after Ninigi-no-mikoto. He is the grandchild. TsTien he vras in 
 Hyuga, in the eastern part there were mxany bad people. Jinmu Tenno .subdued 
 them and he made the people contented. Jinmu Tenno took his brother and 
 his child and m.any foUowera and lived in Hyuga. And from this time during 
 some tens of years thev- encountered many hardships. One time a strong enemy 
 made war and his brother was lost, but at last the enemy was subdued and he 
 acceded to the thi'one of Yamato-no-kuni, Kashiwara-no-mjya. Counting from 
 the sixth year of Taisho (1917) it was 2,577 years ago that this occurred. Jinmu 
 Tenno is called the first emperor, and the pi-esent emperor is the one hundred 
 and twenty -second.") 
 
 3. From Honolulu to A^okohama. 
 
 4. Three Views of Japan. 
 
 5. The Grand Parents. 
 
 G. Sugita Iki. (Again the story of loyalty to master.) 
 
 7. The Sailor's Mother. (The letter of a mother to her son on "Takachilio" tugging 
 
 him not to be afraid of sacrificing his life for the eountry's sake. It is again the 
 attempt to arouse one's sense of loyaltv to his country. ") 
 
 8. Mother's Day. (Mother's Sunday.) ' 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 385 
 
 0. Chinese Literatiu-e and Buddhism. ("In Japan at the present tirae they ha\e the 
 kana [Japanese syllabri ] and the kanji [Chinese characters]. The origin of the 
 kanji was in China, and gradually came to be used in Japan. Of the kana, 
 kata-kana are parts taken from the kanji character. Chinese va-iting as well as 
 Chinese I.iteratiu-e spread. That was 1,600 years ago, during the reign of Ojin 
 Tenno. Ojin Tenno's mother was Jingu Kcgo, After Jingu Kogo had subdued 
 the three Han states (Korea), they gave many things. One year Kudara-nc- 
 kuni (one of the states) brought Chinese books on literature and from that 
 country came a teacher named Wani. He taught many princes. From that 
 time Chinese writing was used and Chinese literature was studied in Japan. 
 Two himdred and sixty years after that time, Buddhism also came fi'om Kudara. 
 In the beginning there was a dispute about this doctrine. But gradually it 
 spread throughout Japan. We learned before how Shotoku Taisho woiked 
 for the spread of Buddhism in Japan.'') (Book 3, Lesson 50.) 
 
 10. Inventions of IModern Times. (Watt, Fulton, Stevenson, Morse, Bell. Edison, 
 
 Marconi.) 
 
 11. James Watt. 
 
 12. From Tokyo to Aomori. 
 
 13. Nikko. (G. S. B.) (Describes the temples and tombs of shoguns.) 
 
 14. Kokugi. (Describes the national pastimes and games of different countries.) 
 
 15. Tenji Tenno and Fujiwara Kamatari. (Taken from Japanese history.) 
 
 16. Head Dress. (Hats, etc., of different nationalities.) 
 
 17. The Red and White Balls. 
 
 IS. Sightseeing in Hokkaido. (Northern Japan -vsith map. Chaps. IS and 19.) 
 10. Care of Health. 
 
 20. Nara Period. (Describes very briefly the golden age of Buddhism and Chinese 
 
 literature in Japan.) 
 
 21. Wakino Kiyomaru. (The story of a fearless patriot who frustrated the attempt of 
 
 the priest Dokyo, a paramom* of the Empress Shotoku, to ascend the throne. 
 He was banished only to return at the end of the empress' reign.) 
 
 22. Visiting the Sick. 
 
 23. A Girl's Saving. 
 
 24. Abeno Nakamaro and Kibi-no-Makibi. (Two personages in Xara Period who 
 
 studied in China. The last named invented the Japanese syliabry.) 
 
 25. Currency, Weight and Measures. 
 
 26. Sights of Japan. 
 
 28. Kanmu Tenno. (Includes the account of two scholars, Saiclio and Kukai, who 
 
 went to China and studied Buddhism, and their acti\-ities in spreading 
 Buddhism after their return to Japan.) 
 
 29. Kioto. (Describes the Buddhist temples.) 
 
 30. Fujiwara. (The Fujiwara family was most powerful in the ]^.Iiddle Ages.) 
 
 31. Choryo and Kanshin. (Taken from Chinese liistory.) 
 
 32. From Nagoya to Niigata, Japan. 
 
 33. Genii and Heiji. (Describes the account of the Wars of Hoses [of Japan].) 
 .34. Same. 
 
 35. A Letter to a Friend. 
 
 36. A Book. 
 
 37. Hojo Tokim^une. (Describes the account of the Mongol iuA'asion of Japan.) 
 
 38. A Winter view of Japan. 
 
 39. Mines of Japan. (G. S. B.) 
 
 40. Revival of Kenbu Period. (Forty years after the Mongolian invasion.) 
 
 41. The Dew under the Pine. (Poem.) 
 
 42. Era of Yoshino. (Taken from Japanese history.) 
 
386 APPENDIX. 
 
 43. Kojima Shoyen. (Describes his loyalty and obedience to the aged mother.) 
 
 44. FloAvered Matting. 
 
 45. An Order, and Answer. 
 
 46. Ashikaga- Period. (Describes the two famous Buddhist temples in Kioto, Kin- 
 
 kakuji and Ginkakuji.) 
 
 47. The Battle of Kawanaliajima. (Taken from Japanese history.) 
 
 48. A \^^ialing Vessel. 
 
 49. A Brave Girl. (The Story of Grace Darling.) 
 
 50. Captain Cook. (Discovery of Havraii.) 
 
 51. Oda Nobunaga. (First Shogun of Japan.) 
 
 52. Toyotomi Hideyoshi. (Account of his rise.) 
 
 53. From Nagoya to Uji Yamada. 
 
 54. Gratitude. (The story of Hideyoshi's wife.) 
 
 55. Thanksgiving Day and Harvest Festival. (Comparison between the Puritans' 
 
 Thanksgiving and early festival in Japan.) 
 5G. Hot Springs. 
 
 57. The Great King Kamehameha. 
 
 58. Arctic Expeditions. (Narrates the various expeditions.) 
 
 59. Same. 
 
 60. Hawaiian Correspondence. (From Hawaii to Japan, and from Hawaii to America.) 
 ()] . Stories of the Post. 
 
 62. Courtesy. 
 
 63. General Nogi. (In verse.) (Extolling the heroism and loyalty of the general 
 
 to his country.) 
 
 64. General Grant. (His life and trip to Japan.) 
 €-5, Travels in Yamato. 
 
 66. Same. 
 
 67. The Potato King. (Account of George Shima of California.) 
 
 68. Hawaii. (In verse.) (English translation given in the textbook.) 
 
 PRIMARY BOOK NO. 6. 
 
 1 . Imperial Rescript on Education. 
 
 2. The Honey Bee. 
 
 3. The Division of Labor. 
 
 4. TheV7ind. 
 
 5. Osaka (Japanese City). 
 
 6. Tokugawa lyeyasu. (The account of the founder of the Tokugawa dynasty of 
 
 Shoguns.) 
 
 7. Columbus' Discovery of America. 
 
 8. Fixing One's Aim in Life. 
 
 9. Kobe and Okayama. (Japanese cities.) 
 
 10. The Inland Seas. (Description of the sea between Japanese islands.) 
 n. The Shogun Tokugawa. (The account of the Tokugawa Dynasty.) 
 
 12. Baseball and Football. 
 
 13. The Ideal Physique. 
 
 14. The Pacific Coast of the United States. 
 
 15. Same. (Description with map.) 
 
 16. The Paradise of the Pacific. (Hawaii.) 
 
 17. The Duty of the Hostess. 
 
 18. Arai Hakuseki. (The account of the famous Confucianist.) 
 
 19. The Four Seasons. 
 
 20. Washington. 
 
 21. Famous places of Honolulu. 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 387 
 
 22. One Year in Honolulu. 
 
 23. Travel in Shikoku. (One of the main Japanese Islands.) 
 
 24. Same. 
 
 25. Three Eccentric Persons of the Kansei Period. (Gives account, very briefly, of 
 
 Gamo Kunpei, Takayama Hikokuro, and Hayashi Shihei. The lesson 
 tells that this period for the first time began to see the rise of nationalism 
 in Japan. Kunpei traveled the whole nation, urging the people to back 
 the movement to rebuild the imperial tomb. Takayama, bewailing the 
 weakness of the imperial power and the tremendous prestige and power of 
 the Shoguns, praj^ed on the Sanjo bridge, Kioto, for the Imperial House- 
 hold. Hayashi studied the conditions of the foreign countries and wrote 
 a book on the military defense of the nation.) 
 
 26. Lincoln. 
 
 27. The Home. 
 
 28. Making the Camps Beautiful. (Plantation camps./ 
 
 29. Kamakura. (The seat of the old Shogun Government.) 
 
 30. Seki Takayori. (The account of great mathematician.) 
 
 31. The Opening of the Nation. (Commodore Perry's Expedition.) 
 
 32. Hiroshima and Yamaguchi. (Description of two provinces in Japan, from which 
 
 most of the Japanese in Hawaii have come to Hawaii.) 
 
 33. Japanese Woman. 
 
 3-1. The Drummer Boy. (A French story.) 
 
 35. Suez and Panama Canals. 
 
 36. Time. 
 
 37. An Iu\dtation. 
 
 38. The Protecting Light House. (Poem.) 
 
 39. The Kamon Channel. (The Western entrance to the inland sea.) 
 
 40. The Great P^eign of Meiji. (Extols the remarkable progress of Japan under the 
 
 Emperor .leiji (died 1910). The les.son is illustrated with the picture of Meiji 
 Tenno.) 
 
 41. Public and Private Business. 
 
 42. Kumamoto and Fukuoka. (Two provinces in Japan. Japanese from these two 
 
 proATinces well represented in Hawaii.) 
 
 43. Japanese Agriculture. 
 
 44. About Formosa. 
 
 45. The Music of the Street Corner. (Story of Alexander Bouche.) 
 
 46. Kagoshima and Nagasaki. (Description of two cities.) 
 
 47. Spinning. (Cotton industry of Japan.) 
 
 48. Cooperative Spirit. 
 
 49. The War of .lapan and Russia. 
 
 50. America and Hawaii. (Very brief account of Hawaii from the coming of the 
 
 American missionaries to the annexation of Hawaii to the United States.) 
 
 51. Japan and Hawaii. (Brief account of Hawaii's relationship with Japan.) 
 
 52. History of the Coming of Japanese to the Hawaiian Islands. 
 
 53. Pearl Harbor. (Brief description of the naval station.) 
 
 54. Cecil Rhoads. 
 
 55. About Saghalien. (Description of Japanese possession on that island.) 
 
 56. Commerce. 
 
 57. Story of the Declaration of Independence. 
 
 58. A Child of the Sea. (Poem) " I'am the child of the sea. " 
 
 59. Prince Takehito on Board the Battleship. (Account of the early naval training 
 
 of Prince Takehito Arisugawa. Prince was educated under Captain Cleveland 
 on British Battleship "Iron Duke.") 
 
388 APPEXDIX. 
 
 60. History of the Bank. 
 
 61. The Morimiira Company of Xew York City. (Account of Baron Morimura's 
 
 business ethics.) (Note: Baron IchizaemonMorimuraisoneof the most remark- 
 able Japanese merchants. He became a Christian the later part of his life, 
 and traveled the whole country preaching the Gospel. He died beginning of 
 this year.) 
 
 62. The Mixture of American Bace. (Account of the American melting. pot.) 
 
 63. Good Citizenship. 
 
 NoTK. — For contents of Grammar Grade Books Xos. 1 ami 2, sec Chapter III of this report. 
 
 JAPANESE HIGH SCHOOL (HONGWANJI BUDDHIST) TEXT- 
 BOOKS. 
 
 Revised High School Reader. Edited by Brof. Yaichi Haga. Published by Fumi- 
 yama Bo. Each marked "Approved by the Department of Education." 
 Date of Revision, October, 1912. 
 
 BOOK I. 
 
 1. Our Home. (Description of the home, how built, traditional usages, the family 
 
 hearth, the family Buddhist shrine, the family treasures, the sword, etc.) 
 
 2. The Early Spring. (In verse.) 
 
 3. The Cherry Blossom. (Description — ''The Cherry blossom (an with pride be 
 
 said to be the national flower of the Japanese, " etc.) 
 
 4. On the Banks of the Tonegawa. (River Tone.) (Description.) 
 
 5. The Farewell to the Birthplace. 
 
 6. From the Country. (A letter — description of its beauty.) 
 
 7. The Social Intercourse. 
 
 8. A Spartan Warrior. (The training of Spartan youth, extolling the loyalty and 
 
 courage of Spartan warrior.) 
 
 9. A Talking Turtle. (A Korean story.). 
 
 10. The Great Empire. (A song extolling the beauty, greaiue.S'^ of the land, spirit 
 
 of the people, the unbroken line of Mikado, etc.) 
 
 11. The Capture of 203 Metre Hill (Battle of Port Arthur^ (A long description in 
 
 nine pages.) 
 
 12. Lieut. Sakuma. (A story of heroism.) 
 
 13. Commander Hirose. (In verse; extolling his heroism.) 
 
 14. Yushu Kv\-an. (The museum in the premises of Yasukuni Jinsha, Tokyo, which 
 
 exhibits the captured guns, rifles, and other vspoils of the Russo-Japanese War.) 
 
 15. Work Well and Play Well. 
 
 16. The Boy Scouts of England. 
 
 17. The Boyhood of Bismarck. (A narrative in nine pages.) 
 
 18. The Oriental Jokes: (a) Japan, (b) China, and (c) India. 
 
 19. The Great Walls. 
 
 20. A Letter to a Schoblm.ate. 
 
 21. On the Hakone Road. (Description of famous places — Odowara, Soun-ji (a 
 
 temple), and the Hakone Pass.) 
 
 22. The Vanguards at Ujigawa (River Uji). (The story of the famous battle.) 
 
 23. The Renins Retire to Sengakuji (Sengaku Temple). (The story of forty-sevon 
 
 ronins after their revenge on Kozukenosuke.) 
 
 24. The Return to Home. (A description.) 
 
 25. The Moon of Four Seasons. 
 
 26. A Letter, inviting a friend to swimming, and its answer. 
 
JAPAXESE LANGUAGE SCHOOL TEXTBOOKS. 389 
 
 27. Bankokii no Ryomi (^Coolness). (A description.) 
 
 28. Amano Hashidate. (A description of famous Japanese scenery.) 
 
 29. A Daily of Rural Life. 
 
 30. The Siberian Railroad. 
 
 31. Prince Ito's Ad\-ice. (''Every man is born with a co'taiu definite task. I do 
 
 not urge you to follow my will unwillingly. If that is }-our innate task, I 
 would not regret it even if you may become a beggar. If you desire to follow my 
 will, ])e above all loyal to our emperor. Japan is a small nation, but with the 
 emperor as a center we have developed the country intei'nally and externall\'. 
 That is the reason we are enjoying today a great pi-ospeiity. A Japanese, no 
 matter whether he be an official, or merchant, or an ordinary citizen, should 
 be loyal to the imperial family of unbroken lineage, and should realize that 
 ids mission is to share in making Japan an upholder of peace in tlie Orient. 
 Xext to loyalty, be exceedingly honest, etc. "; 
 
 32. Xinomiya Sontoku. (Biogi'aphy of a famous scholai'.) 
 
 BOOK n, 
 
 1. My Album. 
 
 2. The Joy of Home. 
 
 3. Raisanyo. (A biography.) 
 
 4. The Star and the Flower. (In verse.) 
 
 5. The Music of Natui'e. 
 
 G. Xiii'a Saburo. (A biography.) 
 
 7. The Birds of Passage. 
 
 8. The Vv^Lsdom of Monkey. 
 
 9. The Rabbit Hunt. (A description.) 
 
 10. A Letter to a Brother. 
 
 11. Soga Brothers. (A story of filial loyalty.) 
 
 12. Same. 
 
 13. Yoritomo and Goro. (A story of filial loyalty.) 
 
 14. Winter at South Sea, 
 
 15. Ounabara (Great Sea). (A song.) 
 
 10. The Battle of Dan no Ura. (The famous battle between Genji and lieishi.) 
 17. The Visit to Dadaifu. 
 IS. Queen Victoria. 
 
 19. The Ruins of Egypt. 
 
 20. The Protecting Eyes and Arms of a X'ation. (The stor\- of Iforatius.) 
 
 21. The Greatest Man. (Dialogue between a school principal and pupils. The 
 
 story leads up to a conclusion that the gi^eatest man is one who overcomes 
 self. ) 
 
 22. Three Great Men of the Restoration. (Brief biographies or Generals Saigo, 
 
 Okubo, and Kito.) 
 
 23. The Old Man's New Year's Eve. 
 
 24. Christmas and New Year. (Description of Christmas at Berlin; celebration 
 
 under the Linden.) 
 
 25. A Letter to a friend who nK>urn3 over the death of iiis death. 
 2G. The Battle of Mukden. 
 
 27. Same. 
 
 28. The Read^uards. (Also a stoiy of the battle of Mu kden.) 
 
 29. The Way of the Brave. (In verse. Extols the heroism of the soldier.) 
 
 30. The Characteristics of Englishmen. 
 
 31. Same. 
 
 32. Chukei Ino. (Biography of a scholar.) 
 
390 APPEXDIX. 
 
 BOOK III. 
 
 1. ^ly Birthplace. 
 
 2. A Garden of Three Feet Square. 
 
 3. The Four Seasons. (In verse.) 
 
 4. The Pilgrimage to Saikoko. (A description of places noted for flowers.) 
 
 5. The Visit to the Imperial Palace at Kioto. 
 
 6. The Jinsha (shrines). (A description of famous shrines.) 
 
 7. The Butsukaku (Buddhist temples). (Description of famous Buddhist temples.) 
 
 8. A Ship's Route. (Inverse.) 
 
 9. A Daily on the Steamer. 
 
 10. A Letter from Odawara. (Description of the life on that South Sea Island.) 
 
 11. The Battle of Japan Sea. 
 
 12. The Same. 
 
 13. Lieut. -Commander Shiraishi. (A eulogy. Lieut. -Commander Shiraishi was in 
 
 command of the third blockade expedition against Port Arthur.) 
 
 14. The Feeling at Early Summer. 
 
 15. The Village in the Morning. (Inverse.) 
 
 16. My Boyhood. 
 
 17. Kii Dainagon. (Story of a councillor of state, Kii.) 
 
 18. From the Kiyomi Promontory. (A description.) 
 
 19. The Story of General Moltke. 
 
 20. The Siege of Kuma.m.oto Fort. (An incident of Jeiji Restoration.) 
 
 21. A Mirror Does not Reflect the Back. 
 
 22. Three Species of Mankind. 
 
 23. Yukichi Fukuzawa. (Herald of Western Culture.) 
 
 24. The Story of Major Fukushima's exploits in Siberia. 
 28. The Hike on Mount Asama. 
 
 26. The Mongolian Customs. (The customs in Mongolia.) 
 
 27. A Letter. 
 
 28. The Voice of a Mother. 
 
 29. AndreAV Carnegie in Boyhood Days. 
 
 30. The Imperial Family and The Citizens. (An essay on the allegiance of Japanese 
 
 people to the emperor.) 
 
 BOOK IV. 
 
 1. My House. 
 
 2. The Family Seal. (Depicts some famous family seals.) 
 
 3. The Customs of the Year's Holidays. (The holiday customs mentioned in this 
 
 chapter are mostly Buddhist.) 
 
 4. The Joy of Farming. 
 
 5. The Song of the Farmer. 
 
 6. The Autumn. (A description of the autumn scenery of famous beauty spots.) 
 
 7. Down the Fujigawa (River Fuji). 
 
 8. Tokyo. (A description.) 
 
 9. Musashino. (A description of fields and woods.) 
 
 10. Shoun Zenshi. (A story of famous Buddhist priest.) 
 
 11. The Boyhood of Nobutsuna Matsutaira. 
 
 12. The Hawk Hunt. 
 
 13. The Blockade Expedition against Port Arthur. (Story of heroic deeds.) 
 
 14. The Naval Heroes. 
 
 15. The Fall of Port Arthur. (In verse.) 
 Ki Customs and Manners in Korea. 
 
 17. Sketches of Europe and America: The Mist of London, Americans, Germans, 
 The Streets of New York City. 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 391 
 
 18. The Moon of the Desert, 
 
 19. The Jojr of Travel. 
 
 20. From Kasagi. (A letter.) 
 
 21. The Shijonawate. (The reminisceDce of old battles.) 
 
 22. Takayama Hikolcuro. (The stor}^ of a patriot who traveled all over Japan during 
 
 the rule of the Shogunate to restore the imperial rule.) 
 
 23. The Joy of Keaven. (A letter.) 
 
 24. Kiyomori and Yoritomo. 
 
 2-5. Prince Iwakura. (A great Hgure of the imperial restoration.) 
 
 26. Same. 
 
 27. Same. 
 
 28. Men Most Needed After Death. 
 
 29. Patriotism. Part I. 
 80. Patriotism. Part TI. 
 
 BOOK V. 
 
 1. An Evening in Spring. (A description.) 
 
 2. A Springtime Meditation. 
 
 .3. A Detter. (Describing the journey from Yechigo to ToIvao.) 
 
 4. The Oi River Crossing. 
 
 5. Travel, Past and Present. (Describing the modes of travel, the attractions, 
 
 dangers, etc.) 
 
 6. An Endless Ship's Route (?). 
 
 7. Our life is in Your Hand. (Describing the incident of a great storm during the 
 
 expedition of the men from Kishu.) 
 
 8. A Hero. (A manly youth. In verse.) 
 
 9. A Live Man of Live Society: (a) Soul of the Great; (b) Soul (.f the Child; (c) 
 
 Culture — what does it mean? (^7) The final Moment; (e) The Source of Dy- 
 namic Power. 
 
 10. The Parting at Sakurai. (The story of Kusunoki, father and son. A stor\ of 
 
 fihal loyalty and loyalty to the J^ord.) 
 
 11. Gamo Kunpei and Ozawa Roan. (A story of two patriot scholars who beautified 
 
 the sepulchi-e of emperors.) 
 
 12. A Letter. (Describing the famous Buddhist temple, Shuzenji.) 
 
 13. A Song of the Summer. 
 
 li. Climbing the Nitkin San (]Mount Fuji). 
 15. Chidaina. (A story of a great Buddhist priest.) 
 
 IG. The Chuzenji Lake. (A description of the lake in the premises of famous Bud" 
 dhist temple.) 
 
 17. The Relation between the Atmosphere and the Appearance of the Plant. (An 
 
 essay.) 
 
 18. The T^ove of Natm-e. (An essay which leads up to the conclusion that the essen- 
 
 tial characteristic of Japanese people is the love of nature, admiration of nature, 
 and intimacy with nature.) 
 
 19. The Preservation of Natural Scenery. (An essay.) 
 
 20. Hosokawa Yusai and Ohta Dokan. (Story of tv/o scholars.) 
 
 21. Toyotomi Taiko. (The sketch of great dictator.) 
 
 22. Ivingo, The Councillor. 
 
 23. Characteristics of the Korean People. 
 
 24. Up the Yangtse River. (Description of a great Chinese river.) 
 
 25. The Cocoanut. (In verse.) 
 
 26. Sugimoto Kujuro. (A story of a youth who committed "hara-kiri'' when com- 
 
 manded to do £0, and lived up to the name of his family.) 
 
392 APPENDIX. 
 
 27. Tho Forty-seven Eonins' Plan of Revenge. (A story of men v.ho sacriPced their 
 
 lives for the master.) 
 
 28. Self-Help. (The secret of success is self-help.) 
 
 29. Ni<*hiren-Jonin. (A story of a great Bud d hist priest.) 
 
 30. To Every Young ^^Jan. (The gist of the essay is; ''Japan of pre-Neiji era was 
 
 ' Japan of Japan . ' But Japan after the restoration became ' Japan of the Orient. ' 
 Nov,' it is 'Japan of the World.' Japan is now undergoing a fierce competition 
 Vvithin and \dthout. She is face to face v/ith two alternatives: rise or fall. 
 For us li\T.ng in this age of great national revolution, VvO should press onwpj-d 
 in spite of the hardshi])s and shortcomings, and should become active in the 
 world's arena. Strengthen your body, rouse yom- spirit, cultivate your wis- 
 dom, and nomish your pov,er, etc.") 
 
 31. Language and Patriotism. ("The man v;ho truly loves bis country venerates 
 
 the language of his country. 'J'he characteristic of the people of a great naiic^ai 
 is the sincere love of the language of one's country, and no other's. The people 
 of such a nation would guard it and Vv-ould reform it, and with it would strive to 
 produce good and loyal citizens. The example of Germany is an excellent 
 one. A people of any country should not forget two tMngs: th-e lang-uag^ and 
 the history of their country. That should bo the prime dut\" of o\ery 
 Japanese.") 
 
 BOOK Yi. 
 
 1. Ilagi (Flower — Lespedeza bicolor). (An essay with verses.) 
 
 2. Tlie ]\roon of Four Seasons. (A description vvitli verses.) 
 
 3. Agriculture in Jajian. (A ti'ejitise.) 
 
 4. The Protecting Woods. (A description of the woods of Ise.) 
 
 5. The Country and the Great ■\ran. (^in essay. It tries to bring home the fact 
 
 that a great man has always come out of the country district. A good example, 
 the lesson tells us, is Bismarck.) 
 
 6. Glimpse of Prince Ito. (a) Prince Ito and Kobe Daishi, a great Buddhist priest. 
 
 Prince Ito looked up to this great priest as an ideal. (6) The jVfanchurian 
 Tour. (Prince Ito 's impressions in verses.) 
 
 7. General Nogi. (Inverse. Extols his greatness.) 
 
 8. Admiral Togo's Fare-\v'eli Speech to the Grand Fleet. 
 
 9. Honda Shigeji. (The stoiy of a faithful folio p.-er of Tokugawa Shogun who risked 
 
 even his life to save the life of his master.) 
 
 10. The Allegories of India: Destiny and Wor]<: The Owl and the Paven: and The 
 
 Sparrow and the Falcon . 
 
 11. The Moon, Snow, and Flower. (A des<-ri])tion.) 
 
 12. Japanese verses. (Inspiration.) 
 
 13. The Letter of Otaka Gengo to his ^Mother, 
 lb An Old Scholar. (An essay.) 
 
 15. Watanabe Sadashizu (Watanabe ICasan). (Sketch of a great artist.) 
 IC. The Jar of Nanking. (The story of a man who from his greediness was not able 
 to take his hand out of tho jar.) 
 
 17. An Advice to a Pupil. 
 
 18. An Evening of the New Year. 
 
 19. The Sea on New Year. (In letter and verse.) 
 
 20. An Evergreen Tree. 
 
 21. Hannibal, Part I. 
 
 22. Same, Part II. 
 
 2'). The Tribute to Saigo Takamori. (A great figure of early Meiji period. By 
 
 Prince Aritomo Yamagata.) 
 21. The Shiroyama. (In verse. Shiroyama is the Waterloo of Saigo Takainori.) 
 
JAPANESE LAXGUAGE SCHOOL TEXTBOOKS. 393 
 
 25. The Hearing of Plea boliind the Screen. (A story of a famous judge, Okaye- 
 
 chizen-no-kami.) 
 2(3. The Merchant of Venice. (The trial scene.) 
 
 27. Same. 
 
 28. The Morality and The Law. 
 
 29. Same. 
 
 30. Taira no Shigemori. (The story of a great personality vrho was faitliful to his 
 
 father and country.) 
 
 31. Ancestor Worship. (The lesson teaches that a true Japanese should always 
 
 respect his forefathers. The greatness of Shinshu Buddhism is that it has 
 taught the people to respect their forefathers, while it has inculcated the 
 power of faith and the future life, etc.) 
 
 BOOK VII. 
 
 1. Kyoto. (A description of the old capitol.) 
 
 2. The Evening in Spring. (In verse.) 
 
 3. The Sunshine in Spring and the Autumn Color. 
 
 4. The Beautiful Soul. (In verse.) 
 
 5. The Battle of Okehazama. (The battle between Imagawa Yoshimoto and Oda 
 
 Xobunaga.) 
 
 G. The Central Plains of Empii-e. (A description of the birthplaces of famous his- 
 torical figures.) 
 
 7. The Rain. (An essay.) 
 
 S. The Lake. (Its variety.) 
 
 9. Up the River Hozu. (A description.) 
 
 10. The Student of Summer. 
 
 11. Oku no Hosomichi. (A collection of essays.) 
 
 12. The Last i^Foment of Basho. (A great poet.) 
 
 13. Basho, The Great poet. 
 
 14. Alas, Professor Fujioka. (A tribute by Prof. Yaichi Haga.) 
 
 15. An Acquaintance. 
 
 16. Matsushita Sonjuku. (A sketch of a great scholar, Pestalozzi of Japan.) 
 
 17. The Will of Shoin. (A great scholar who was imprisoned and killed for studying 
 
 the Western culture.) 
 
 18. Pestalozzi. (A sketch.) 
 
 19. The Flight to Kumano. 
 
 20. The Duty of Subject. (The duty of a subject should be above everything else 
 
 loyalty to the lord and the sacrifice of his own life for the sake of the master.) 
 
 21. The Bushido. (The wa,ys of the knight: skill in arms; loyalty- to the lord; 
 
 willingness to sacrifice one's life; and purity.) 
 
 22. The Sword of Japan. (The sword is the symbol of courage and might of the 
 
 knight (samurai). As Mahomet said, "The svv^ord is the key to Heaven and 
 Hell." These words vrell reflect the thought of Japanese people, etc.) 
 
 23. The Red Cross. (Sketch of its movement fi-om the inception.) 
 
 24. The Proverb. (A. treatise.) 
 
 25. The People of Prehistoric Japan. 
 
 26. The National xVsph-ation, Part I. 
 
 27. Same, Part II. 
 
 28. To be a Great Nation: (a) To value education; (6) to respect industry aud labor j 
 
 (c) to value science; (d) to value arts and literature; (<?) to value good habits and 
 customs; (/) to value rights; (g) to develop commerce; (h) to maintain army 
 (?') to cultivate public spirit. 
 
394 APPENDIX. 
 
 BOOK vni. 
 
 1. The FareTvell on the Banks of Nagara. (A famous historical incident.) 
 
 2. The Will of Taiko. (Great dictator, Toyotomi.) 
 
 3. Xaoye Yamashiro no kami. (A story of a great knight.) 
 
 4. The Decision and Judgment. 
 
 5. Kiyomori Nyudo. (A story of a historical figure.) 
 
 6. The Target of Fan. (A story of a great warrior, Nasuno Yoichi.) 
 
 7. The Great Billows of Onaruto. 
 
 8. The Fishermen's Village. 
 
 9. The Sea in Japanese Literature, Part I. 
 
 10. Same, Part II. 
 
 11. The Water and Fire. (In verse.) 
 
 12. The Famine. 
 
 13. Lotze's View of Humanity. 
 
 14. A Letter to a Colleague. 
 
 15. The Potted Plant. (A lyrical play.) 
 
 16. Same. 
 
 17. The Plum. 
 
 18. The Exile of Kanko. (A great historical figure.) 
 
 19. The Death and Eternal Life. 
 
 20. The Poems of Emperor Meiji. 
 
 21. Yosa Buson. (A poet.) 
 
 22. The Drudgery' of Writing. (An essay.) 
 
 23. Japanese Poems (recent). 
 
 24. Self-control. 
 
 25. The Birthplace, Part I. 
 
 26. Same, Pai't II. 
 
 27. Characteristics 01 the Japanese: (a) Sentimental, sensitive; (6) willingness to sac- 
 
 rifice one's life for country; (c) receptive; (d) not venturesome. 
 
 28. The Mission of Japan. (''Japan stands in a position of an interpreter of oriental 
 
 ci\dlization to the Occident and of occidental civilization to the Orient.") 
 
 BOOK IX. 
 
 1. Hagoromo (Angelic Clothes). (A famous Japanese lyrical play.) 
 
 2. No. (Traditional dance of Japan.) 
 
 3. The Four Seasons. 
 
 4. Tachibana Shoran's Home. 
 
 5. The Pyramids. 
 
 6. Jinmu Tenno (Emperor) and Godaigo Tenno (Emperor Gc/daigo). (In verse.) 
 
 7. The Funeral of the Emperor Meiji. (From Tokyo Asahi Shinbun; a newspaper 
 
 report.) 
 
 8. The Constitution. (A trearise.) 
 
 9. Prince I to and the Constitution. (An essay.) 
 
 10. Saigo Takamori. (An esssay.) 
 
 11. The Morning View of Mount Fuji. (A description.) 
 
 12. The Prose Poem on Mount Fuji. (An essay.) 
 
 13. On Suruga Highway. (A description.), 
 
 14. The Moonlight Enjoyment. (A description.) 
 
 15. The Furin (bell that rings in the wind) and Mallet. 
 
 16. The Wrestling. 
 
 17. Japanese Poems. (Vei-ses.) 
 
 18. Kikaiga Shima. (A place of exile of Shunkan.) 
 
 19. The Country of Greed. 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 395 
 
 20. Kinzei Hachiro Tametomo. (A great warrior who was very skillful] with the bow 
 
 and arrow.) 
 
 21. The Proraise with Chrysanthemum. (The story of Hasebe Samon.) 
 
 22. Saigyo Hoshi. (Story of a great Buddhist priest who wa=! noted for Japanese 
 
 poems.) 
 
 23. Four Saints of the World. Part I. 
 
 24. Same. Part II. (Buddha; Confucius; Socrates; Christ.) 
 
 25. The Manlv Youths. 
 
 The Text-Book on Middle School Moral Precepts. Edited by Profs. Tsubouchi 
 Yuzo and Mori Shinichiro. Published by Sansei Do Book Company, Tokyo, 
 Japan. "Approved by the Department of Education," March 4, 1912. (Each 
 book is prefaced with two Imperial rescripts; the first of October 30, 1890, 
 and the second of October 13, 1908.) 
 
 BOOK I. 
 
 1. Do that which you think is right and do not that which you think is wrong, 
 
 2. Weak will, source of all evils. 
 
 3. One can not be a true man by not being independent. 
 
 4. Patience is the first step in molding a character. 
 
 5. To follow that which deserves to be followed is the way of a manly person. 
 
 6. Act that which is told quickly, readily and sincerely. 
 
 7. Lying is a cowardice. 
 
 8. To be honest is to be fearless. 
 
 9. Falsehood is liable to be exaggerated. 
 
 10. Overcome impatience and greediness. 
 
 11. Play well and work well. 
 
 12. There is a way if there is an ambition. 
 
 13. Venturesome (Columbus — an example). 
 
 14. Think well before you do it. 
 
 15. Do not forget self-control. 
 
 16. Selfishness is the worst e^^.l. 
 
 17. Do unto others as you would they should do to you; or do not do the things to 
 
 others which you would not they should do to yourself. 
 
 18. Filial piety is the beginning of all actions. 
 
 19. Foremost duty is to relieve the parents. 
 
 20. Same. 
 
 21. Be careful of the start. 
 
 22. Bear the burdens of others. 
 
 BOOK II. 
 
 1. The habit is a secondary nature. 
 
 2. The habit of overcoming the wicked habit is the best. 
 
 3. Day after day, month after month, and year after year press onward toward that 
 
 which is good. 
 
 4. Do not hesitate to correct excess. 
 
 5. Stubbornness and sturdiness are like muddy water and medicinal spring. 
 
 6. The breaking of a promise is a bit of lie. 
 
 7. Do what you have always promised. 
 
 8. Do not wash blood with blood. (Meaning, do not retaliate.) 
 
 9. Return the mckedness with good. 
 
 10. One who knows not his shame does not do the things vrhich he knows. 
 10146°— 20— 26 
 
396 APPENDIX. 
 
 11. One without coiu'age is not a man. 
 
 12. I.earn the spiiit of Bushido (ways of the knight). 
 
 13. A boy who risked his life as a secret messenger. 
 
 14. One who is careless of little things can not succeed — can not do a big thing. 
 
 15. Virtues of Napoleon — independent, patient, courageous, sturdy, careful of little 
 
 things, and self-confident. 
 10. A'irtues and weaknesses of Napoleon. Virtues: Studied everything minutely; 
 concentrated on one thing or task; keenness. Weaknesses: Selfishness; placed 
 personal interests above everything else. 
 
 17. Benevolence of John Howard. 
 
 18. A man can not live alone. 
 
 19. Same. 
 
 20. Be like a man, be a man worth living. 
 
 21. Reputation or wealth is not true goal of life. 
 
 22. Japan is like one big family. 
 
 BOOK III. 
 
 1. Morality. 
 
 2. Sincerity, self-control, loyaJty, and tenderness. 
 
 3. Filial piety. 
 
 4. Kyubei Kalmeda. (Story of a man who was exceedingly loyal to his i)arent3.) 
 
 5. Brotherliness. 
 
 6. Moderation. 
 
 7. Courtesy. 
 
 8. Public spirit. 
 
 9. Friendship. 
 
 10. Charity. 
 
 11. Self-dependence. 
 
 12. Perfect mind and body. 
 
 13. Training of mind and body. 
 
 14. Self-support. 
 
 15. Good heart and wicked heart. 
 1('>. Temptation. 
 
 17. Conscience. 
 
 18. Reading. 
 
 19. Same. 
 
 20. Worship of ancestors and patriotism. 
 
 BOOK IV. 
 
 1. The Imperial Rescript of Boshin (1898). 
 
 2. Same. 
 
 3. Same. (In one of these chapters mention is made of the Five Articles promul- 
 
 gated March 14, 1868. The Five Articles are sometimes called "The Charter 
 Oath of 1868." (a) An assembly widely convoked shall be established, and all 
 measures of government shall be decided by public opinion, (b) All classes, 
 high and low, shall unite in vigorously carrying out the plan of government. 
 (c) All the people shall be given [the opportunity] to satisfy their legitimate 
 desires, (d) All absurd iLsages shall be abandoned, and justice and righteous- 
 ness shall regulate all actions, (e) Knowledge shall be sought for throughout 
 the world, so that the foundation of the empire shall be strengthened.) 
 Part II. The Nation and Imperial House. 
 
 4. The throne and Imperial house. 
 
 5. The nation. 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 397 
 
 G. The national constitution. 
 
 7. Tlie subject. Part I. 
 
 8. The subject. Part II. 
 
 Part III. Home. 
 
 9. Home. 
 
 10. Ancestors. 
 
 11. Filial relationship Parti. 
 
 12 . Filial relationship . Par t II . 
 
 13. Husband and wife. 
 
 14. Brothers and sisters. 
 
 15. Relatives. 
 IG. Servants. 
 
 17. Home and cultivation of virtues. 
 
 BOOK V. 
 
 Part I. Social Life. 
 
 1. Spirit of cooperation. 
 
 2. Social order. 
 
 3. Customs and manners. 
 
 4. Public welfare. 
 
 5. Occupations. 
 G. Property. 
 
 7. Reputation of fame. 
 
 8. Rights and duties. 
 
 9. Same. 
 
 10. Character. 
 
 Part II. International Relations. 
 
 11. The faithful attitude toward foreigners. 
 
 12. Courtesy toward foreigners. 
 
 Part III. The Characteristic Morality of Our Country ('Japan). 
 
 13. The origin of our national m-orality. 
 
 14. Filial piety and loyalty to lord, one and same. 
 
 15. Worship of ancestors. 
 
 IG. Patriotism and public duty. 
 
 THE TEXTBOOKS FOR HIGH SCHOOL GRADES (INDEPENDENT 
 
 SCHOOLS), 
 
 The Independent Schools do not use the textbooks of Moral Precepts like Hong- 
 wanji or other Buddhist Schools. There is a great difference between the textbooks 
 used by Hongwanji or other Buddhist Temple Schools and those used by the Inde- 
 pendent Schools. Even the contents show thia marked difference. 
 The Taisho National Language Book. Edited by Koichi Hoshina. Published by 
 Ikuyeishoin, Tokyo, Japan. "Approved by the Department of Education," 
 December 2G, 1915. (Like Buddhist Temple Schools' Textbooks, this set of 
 readers is also made up of a collection of essays, treatises, extracts from history, 
 novels, etc.) 
 
 BOOK I. 
 
 1. The Spring of a Thousand Miles, (Description of Kioto, the old capital, and its 
 
 vicinity.) 
 
 2. Same. Part II. 
 
 3. Spring. (Poem.) 
 
398 APPENDIX. 
 
 4. The Flowery Temple. (The celebration of Buddha's birthday.) 
 
 5. The "Tastes of the Ear." (The music of the fields; the song of the fall.) 
 
 6. From the Deck. (A letter to a friend, describing the experiences of a long journey 
 
 from Japan to Marseilles, France.) 
 
 7. The Trip on the Rhine. (A description.) 
 
 8. Alexander the Great. (A brief sketch.) 
 
 9. The Horse Race. (Japanese army.) 
 
 10. Five Months in Paris. 
 
 11. A Lighthouse Keeper. (A French story.) 
 
 12. Itto Sen (A money for one candle). (A story of a group of students under' 
 
 Yoshida Shoin.) 
 
 13. The Heroic Samurai (warrior) of Chohan. 
 
 14. A Kindness Unforgotten. (A story of Masanori Fukushima, a warrior under 
 
 Hideyoshi Toyotomi, a great general.) 
 
 15. Yamada Nagamasa. (A story of a hero who went to Siam at the behest of the 
 
 Siamese King, and later became King of Siam.) 
 
 16. The Summer of Formosa. (Description of.Formosan life.) 
 
 17. A Summer Evening. (A poem.) 
 
 18. A Firefly. (An essay.) 
 
 19. Mount Fuji. Part I. 
 
 20. Mount Fuji. Part II. 
 
 21. Five Funny Stories: Thales, La Fontaine, The First Reason, A Mohammedan 
 
 Priest and his Adherents, Saved by Wit. 
 
 22. The Essay of Tokutomi Roka. (Description of the seashore of Sagami.) 
 
 23. The Boyhood of Bismarck. Part I. 
 
 24. Same. Part II. 
 
 25. The Flight from Berlin. Part I. 
 
 26. Same. Part II. (The incident narrated here is that which occurred just before 
 
 the Great War. The writer tells of the good treatment received from Germans.) 
 
 27. The W^ise Lord of Izu. (The story of Matsutaira Nobutsuna.) 
 
 28. The Training of the Heart. (The story of Masumune, the great forger of the sword.) 
 
 29. Penguin. (An incident of Shackleton.) 
 
 30. The Priest at Moonlight Night. (A story of Misoya Nibei.) 
 
 31. The Bell of the Village Temple. (In verse.) 
 
 32. Admiral Togo. (A sketch.) 
 
 BOOK II. 
 
 1. Poems of the Emperor Meiji. 
 
 2. Emperor Meiji as a Poet. Part I. 
 
 3. Same. Part II. 
 
 4. The Progi'ess of Tokyo. 
 
 6. The Restoration of Yedo Jo (Tokyo Fortress). Part I. 
 
 6. Same. Part II. 
 
 7. Gokendo. (Shrine of Prince Ito.) 
 
 8. Commander Hirose. (In verse. Extols the heroism and sacrifice of life for fellow 
 
 men.) 
 
 9. The Training of Courage or Coolness. 
 
 10. The Arctic Explorations. Part I. 
 
 11. Same. Part II. 
 
 12. A liOtter to Parents from Kiau Chau, China. 
 
 13. The Triumphal Entry into Kiau Chau, Shantung. 
 
 14. Same. 
 
 15. View from the Summit of Mount Hiei, Kioto. 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 399 
 
 IG. Tales of Ninomiya. 
 
 17. See Thyself First. 
 
 18. Three ways of Living. (Three kinds of life.) 
 
 19. The Snow of Koshiji. Part I. 
 
 20. Same. Part II. 
 
 21. The Assault of Gishi (47 Ronins or retainers). (A story of 47 loyal retainers who 
 
 revenged the death of their master.) 
 
 22. Same. 
 
 23. Same. 
 
 24. The Boyhood of Abraham Lincoln. 
 
 25. The Story of Matsudaira Sadanobu. 
 
 26. The Letter to Father. 
 
 27. The Trip across the Red Sea. 
 
 28. A Night at Dunkirk. 
 
 29. Same. 
 
 30. The Water Mill. (Inverse.) 
 
 31. Ino Chukei's Study in his Old Age. 
 
 32. Same. 
 
 BOOK in. 
 
 1. Unebi Yama. (The account of the visit to Unebi Yama, the tomb of the Emperor 
 
 Jinmu.) 
 
 2. The Foijr Seasons. (In verse.) 
 
 3. Nakoso no seki. (From Japanese history.) 
 
 4. From the Tales of Soga. (The story of brothers who avenged the death of their 
 
 father.) 
 
 5. Experiences from Reading. 
 
 6. Ushionomisaki(Uchio Headland). (A description.) 
 
 7. The Cruise of "Beagle." ^An experience of Prof. Henslow, of Cambridge, with 
 
 Captain Fitzroy.) 
 
 8. The Life Competition. (Theory of survival of the fittest.) 
 
 9. The Writings of Ohta Kinjo. (Extract.) 
 
 10. The Dikes of Tenryu River. 
 
 11. Impressions of Korea. 
 
 12. Same. 
 
 13. The Mountain of Eight Provinces (Great Central Range of Korea) . (In verse.) 
 
 14. The Sapporo Farm (Sapporo Agricultural College). 
 
 15. Eton School. 
 
 16. The National Characteristics of England, France, and Germany. 
 
 17. City of Venice. 
 
 18. Shokusanjin and Bon Lantern. (Story of Ohta Nanbun and a lantern dealer.) 
 
 19. Our Household Economy. 
 
 20. Date Masamune's Retiu-n. 
 
 21. Yegawa Tanan. (Story of Yegawa Tarozaemon.) 
 
 22. A Merchant with the Spirit of a Samurai. 
 
 23. Joy. 
 
 24. Interest in Learning. 
 
 25. Extract from Meirin Songs. (Japanese poems.) 
 
 26. From Formosa. (A letter of General Nogi.) 
 
 27. The Battle of Trafalgar. 
 
 28. Same. 
 
400 APPEITDIX. 
 
 BOOK IV. 
 
 1. The Bravery of our Nation. 
 
 2. Be a Man wlio would be Valued after Death. 
 
 3. The Music of Shiroyama. 
 4.' The Will of Saigo Nanshu. 
 
 5. The Comment on Japanese verse. 
 
 6. The Autumn Night. 
 
 7. Across the Alps, Part I. 
 
 8. Same, Part II. (The story of Hannibal.) 
 
 9. The Senjo ga Hara. (Description of a famous plain.) 
 
 10. Lake Leman, Geneva. 
 
 11. The Wealth of our Home. 
 
 12. Gishi Yoshio. (A sketch of a famous warrior who was the leader of 47 Ronins cr 
 
 loyal retainei*3.) 
 
 13. The End of the Year. (An essay.) 
 
 14. Satsuma no Kami Nakatoshi's Catch of a Badger, 
 
 15. A Comic Poem (Japanese). 
 
 16. The Wound of a little Snake. 
 
 17. The Boyhood of the Saint of Gmi, (The story of his devotion to his mother.) 
 
 18. From Vladivostok. (A letter.) 
 
 19 The Customs and Manners of Russia, Part I. 
 
 20. Same, Part II. 
 
 21. General Nogi. (In verse.) 
 
 22. Constantinople. 
 
 23. Iwakura Ufu. (Sketch of Iwakura Tomomi.) 
 
 24. Same, Part II. 
 
 25. Same, Part III. 
 
 2G. The Letter of the Lord of Mito on the Child's Education. 
 
 27. The Decline of Shogunate (Feudal Government). 
 
 28. Same. 
 
 BOOK V. 
 
 1. The Moon, Snow, and Flower, Part I, 
 
 o 
 
 Same, Part II. (Essay). 
 
 3. An Evening Stroll in Spring. 
 
 4. To Mother. {A letter of Sakuma Shosan, a famous scholar, describing the coming 
 
 of white men at Uraga.) 
 
 5. Sugita Iki. (A famous warrior under the Lord of lyo.) 
 
 6. A Wild Goose. (A poem.) 
 
 7. Sado ga Shima. (A description of an island.) 
 
 8. From Yechigo to Tokyo, (A descriptive letter.) 
 
 9. Oda Nobunaga. (An essay, Sketch of a famous statesman-general.) 
 
 10. Toyotomi Hideyoshi. (A sketch of another statesman-general,) 
 
 11. The Busliido. (The way of Samurai or knight.) 
 
 12. The Manly Man, or Hero. (In verse,) 
 
 13. The Ohonpic Games. 
 
 14. The Museum of Fine Arts at the Louvre. 
 
 15. The Four Great Bridges of New York City. 
 
 16. Game Gonpei and Ozawa Roan. (Story of a patriot and his benefactor. Gamo, 
 
 the patriot, traveled every corner of Japan and carried on a campaign to beautify 
 the tombs of the emperors. Ozawa Roan took Gamo into his home and looked 
 after him. Both are noted as scholars in Japanese history.) 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 401 
 
 17. The Four Seasons. (The collection of Japanese verses.) 
 IS. View of Onaruto, Part I. 
 
 19. Same, Part II. 
 
 20. Same, Part III. (Description of a famous Japanese whirlpool.) 
 
 21. Nichii'cn Joniu. (A sketch of a famous Buddhist priest.) 
 
 22. The Mongolian Invasion, Part I. 
 
 23. vSame, Part II. (The exploits of Hojo Tokimune.) 
 
 24. The interview of Ukishima ga Hara. (An historical incident from the Tales of 
 
 Yoshitsune.) 
 
 25. The Wild Goose. .(From the Tales of Soga Brothers.) 
 2G. Shoyo, the Hermit. 
 
 BOOK VI. 
 
 1. The Comparison of Flowers. 
 
 2. Before and After Snowfall. 
 
 3. The Moon of Lake Dotei (Chinese Lake). 
 
 4. The Coast of Italy. 
 
 5. Greatness. (Japanese verses.) 
 
 G. Watanabe Kasan. (Secret of his success.) 
 
 7. Samurai (Knight), Farmer, Craftsman and I^ferchant. 
 
 S. Prince Ito. (A tribute.) 
 
 9. The Remarkable Scenery of Kiso. 
 10. Travel. (In verse.) 
 n. Miura Peninsula. (A description.) 
 
 12. The "'Parting" Letter. (A letter of Ohta Gengo to his mother.) 
 
 13. Shushunsui and Ando Shoan. Part I. 
 
 1-1. Same. Part II. (The story of a famous teacher and pupil.) 
 
 15. Sol)u. (A Chinese emperor's faithful follovrer. A song.) 
 
 16. The Imperial Sepulcher at Shiramune. 
 
 17. Tametomoin Exile. 
 
 18. Sakakibara Yasnmasa. Part 1. 
 
 19. Same. Part II. 
 
 20. The Priest of Ninnaji. 
 
 21. The Vicinity of Saga. 
 
 22. Genroku. (Inverse — collection.) 
 
 23. Kitsunezuka. (A farce.) 
 
 24. The Tale of WiUiam Tell. 
 
 25. Same. (Drama.) 
 
 26. The Ptcsult of War. (.\n essay. In this essay the writer says: ''The thing which 
 
 is most beautiful, most noble, and beat of human being is that whiish has sprung 
 out of the war. Of Japanese spirit, that which is most beautiful and noble is 
 not Buddhism or Confucianism. It is the spriti of Bushi or Knighthoon. It 
 is the spirit born out of tho battle. This noble spirit is not the pi'oduct of the 
 teaching of China or India.") 
 
 BOOK VII. 
 
 1. Oar Nation. 
 
 2. Hitachi Obi. (Essay on the Old Japanese Song.) 
 
 3. An Evening in Spring. (In verse.) 
 
 4. The Essays of Matsuo Basho. 
 
 5. A Scarecrow. 
 
 6. Climbing the Taisau. (Chinese mountain j 
 
 7. Tho Council of Wnr. (Of Tametomo.) 
 
402 APPENDIX. 
 
 S. The Night Assault of Shirokawa Den. 
 9, The Glimpse of Emersoin. 
 
 10. A Letter to Sister. Part I. 
 
 11. Same. Part II. (Letter of Yoshida Shoin.) 
 
 12. The Snow of Ono. 
 
 13. Rihaku, the Poet. (Chiuese poet.) 
 
 1^. The Extract from ITojo Tales or Chronicles. 
 
 15. The Proverbs. (An essay.) 
 
 16. Scott, the Poet. 
 
 17. The Poet's Statue. (In verse.) 
 
 18. Collection of Songs. 
 
 19. A Letter of Amemori IToshu. 
 
 20. Extract from Satomi TIatsuken Den ot Takizawa Baxin — The Takino gawa, 
 
 21. Same. 
 
 22. The Imperial Sepulcher at Ohara. (An essay.) 
 
 23. Taim Shingemori. Part I. (An essay.) 
 
 24. Same. Part II. 
 
 25. Aral ITakaseki and ^fotoori Nobunaga. (Sketch of two famous scholars.) 
 
 BOOK VIII. 
 
 1. Characteristics of the Tapanese. 
 
 2. The Fail of Aizu Fortress. 
 
 3. Same. 
 
 4. Collection of Songs. 
 
 5. Saigyo, the Musician. 
 
 6. Same. (Sketch of a famous Buddhist priest musician.) 
 
 7. "By Making the Child a Priest." (From the Tales of Yoshida Kenko, a famous 
 
 Buddhist priest.) 
 
 8. A Letter to a Brother. (By a certain Buddhist priest.) 
 
 9. Speech of Anthony. (From Julius Csesar.) 
 
 10. The Tower of London. (An essay of Natsume Soseki.) 
 
 11. The Wandering. (Inverse.) 
 
 12. ^Titsuyori's audience with the Emperior. 
 
 13. Dan no Fra. (The Battle of Ileike and Genji.) 
 
 14. Same. 
 
 15. The Assault of Oisbi, or Loyal Retainers. (In letter form.) 
 
 16. The Four Seasons. (From Yoshida Kenko 's Teurezure Gusa.) 
 
 17. The Flight to Kumano of Prince Dai to. 
 
 18. Prince Ilironari's Hawk Hunt. 
 
 19. The Extracts from Shinyo Wakashu. (Japanese poems.) 
 
 20. The Potted Plant. Part I, 
 
 21. Same. 
 
 22. Yosa Buson, the Poet. 
 
 23. Japanese Songs. 
 
 24. The Tartars' Invasions. 
 
 25. Grecian Civilization. 
 
 BOOK IX. 
 
 1. The Essentials of National Constitution. 
 
 2. Yamaga Soke and General Nogi. 
 
 3. The Pi,estoration of Kenmu. Part I. 
 
 4. Same. Part II. 
 
 5. Japanese Sengs. 
 
JAPANESE LANGUAGE SCHOOL TEXTBOOKS. 403 
 
 6. Inspiration. (By Tokutomi Soho.) 
 
 7. ^ame. 
 
 8. The Keejjer of Niishima. 
 
 9. tiame. 
 
 10. The Imperial Sepiilchpr at ^fano. (Of Eraperior Shitoku.) 
 
 11. Same. 
 
 12. The Fo-or Saints of the World, 
 l;^. Same. 
 
 li. Tsukino mayo no noryo. (The }>fooulight Enjoyment.) 
 15. Raisanyo. (A famous scholar.) 
 IG. Same. 
 
 17. The Song of Hirano Kuniomi. 
 
 18. Faust's Pessimism. 
 
 19. From Weimar. (Sketches of Goethe and Schiller.) 
 
 20. Musicians of "Manyo Era. 
 
 2i . Gojo ga Hara. (In verse. Incident from Chinese history.) 
 
 22. Mensius. Chinese Philosopher. 
 
 23. Same. 
 
 BOOK X. 
 
 1. Emperor Jinmu. (First Emperor.) 
 
 2. Same. 
 
 3. Life's Greatest Happening. 
 •1. Same. 
 
 D. ^ame. 
 
 6. The Collection of Songs. 
 
 7. The Meditation of Autumn. 
 
 8. Confucianism. 
 
 9. Oyomei's Greatest Resolution. 
 
 10. Moon, the Reflection of Earth. 
 
 11. ^foon and Flower. 
 
 12. The Spirit Imperishable. (By Tagore.) 
 
 13. At^ka no Seki. Part 1. 
 
 14. Same. Part II. 
 
 15. Same. 
 
 16. ;Mount ITakone. (A description.) 
 
 17. The Exile of Sugawara. 
 
 JS. Extract from Ileike ^lonogatari. (Tales of Hoike.) 
 
 19. TCikaiga Shi ma. (From the Tales of Heike.) 
 
 20. Opinion on Educational System. (In letter form.) 
 
 21. The Great Walls. (In verse.) 
 
 22. Soga Brothers. 
 
 23. Same. (Brothers who took revenge for their death and disgi-ace.) 
 21. Extracts from Japanese History. 
 
INDEX, 
 
 Agencies dealiaa,- with educational prob- 
 lem, 46-53. 
 
 Agriculture, opportunity for the small 
 farmer, 30-32 ; roseaa-ch. College of 
 Hawaii, 295-297 : sugar industry. 29-30. 
 
 Alexander House Settlement As.sociation, 
 activities at Wailuku, 52. 
 
 Americanization, 142-143, 217-21&. 
 
 Americans, intermarriage with other race.^, 
 2(3. 
 
 Arithmetic, instruetion, public elementary 
 .schools, 199-200. 
 
 Art, importance of study, 230 ; in.struction, 
 Punahou School, 32G-327. 
 
 Arts preparator>' curriculum, public high 
 school.'?, 225. 
 
 Ai^iatics, birth rates and death rates, 15 ; 
 i^chool enrollment, 13. 
 
 Attendance, comparative table of nationali- 
 ties of pupils iu all schools, 21-23. See 
 also Enrollment. 
 
 Attendance officers, work, 61-62. 
 
 Baldwin Hou-se, activities at Liahaina. 52. 
 
 Birth rates, statistics, 15-16. 
 
 Blackboards, public elementary schools. 
 186-187. 
 
 Beard of .school commissioui'rs. and county 
 boards of education, 58-60 ; recommen- 
 dations for appointing. 59 : relation, of 
 superintendent, 56—57. 
 
 Board of school commissioners and super- 
 visors, 60. 
 
 British, intermarriage with other races, 26. 
 
 ISuddhist sects, activities. 43, 110-112. See 
 al.^ri Textbooks. 
 
 Buildings and equipment, public high 
 schools. 2.J1-255. 
 
 Caucasians, school enrollment, 13. 
 
 Census, school. See School census. 
 
 Censu.=!, Territorial (1896). 12. 
 
 Certification of teachers, public elementary 
 schools, 162-163. 
 
 Chinese, immigration, 9-10 ; school enroll- 
 ment, 13 : intermarriage with oth^r races, 
 27. 
 
 Christian schools, founding. 107. 
 
 Cities, expenditures for schools, 102. 
 
 Citizenship, .Japanese. 23—25. 
 
 Civics, instiTiction. public elementary 
 schools, 201-202. 
 
 Classes, sizes in private schools, 316-317: 
 sizes in public high schools, 248-240. 
 
 Classroom procedure and course of study, 
 public elementary schools. 181-211. 
 
 CiMxton, P. P., on Americanization Avork, 
 143. 
 
 College entrance subjects, 257-259. 
 
 Collegv of Hawaii, annual expenditures, 
 1914-1019, 291 ; endowment of students, 
 281-284 ; entrance requirements. 284- 
 283 : equipment. 271-274 ; graduates, 
 287; income from Federal and Terri- 
 torial sources, 287-288 ; internal admin- 
 istration, 269-270; organization and his- 
 toi y. 265-266 : professional courses. 294- 
 297 ; relation to Federal and Territorial 
 governments. 266—267 ; research work, 
 295-298 ; salaries of professors, 277 ; 
 size of class sections, 293-294 ; student 
 per capita costs (1914-1919). 292 : train- 
 ing teachers for high schools, 297. See 
 also University of Hawaii. 
 
 Colleges and universities, Hawaiian stu- 
 dents, 263-264 : per capita costs of in- 
 struction. 292-293. 
 
 Commercial curriculum, public high schools, 
 225. 226; Punahou School, 326. 
 
 Community civics, public high schools, 
 course recommended, 228-229. 
 
 County boards of education, and board of 
 school commissioners. 58-59. 
 
 Courses of study, Ej)iscopal schools, 344- 
 347 ; Hilo Boarding School, 348-349 : 
 Honolulu Military Academy. 334-337 : 
 .Japanese high schools of the Hongwanji 
 Buddhists, 117: Mid-Pacific Institute. 
 339-346 : normal school. 78-79 ; popu- 
 larity of different, 249-250 ; public ele- 
 mentary schools, 181—211 ; pu')lic high 
 schools. 222-231 : Punahou School. 322- 
 333. 
 
 Curriculum, .s'te Courses of study. 
 
 Daughters of the American Revolution, 
 resolutions of Aloha chapter regarding 
 foreign language schools, 134-135. 
 
 Death rates, statistics, lo-lG. 
 
 Department of public instruction. See 
 Territorial department of public instruc- 
 tion. 
 
 Desks, public elementary .schools, 186-187. 
 
 Duluth, Minn., course of study, 1?S, 207- 
 209. 
 
 Educational associations, Japanese, 114- 
 115. 
 
 Btlucational department. .suiJervision. 75-78. 
 
 Elementary schools (public), classroom pro- 
 cedure and course of study, 181-211 : 
 teaehers, 144-180. 
 
 I-}nglish language, ignorance among chil- 
 dren of islands. 37. 
 
 English language (instruction), publb- . I,- 
 mentary seho<ds. T97-T99 : pnlilie high 
 schools. 229-230. 257-258. 
 
 405 
 
406 
 
 INDEX. 
 
 Euvollmeut, College of Hawaii, 281-284 ; 
 normal schools, 82-83 ; private schools, 
 313-314 ; public and private schools, 
 13-14 ; public high schools, 214-217, 249. 
 
 Entrance requirements. University of Ha- 
 waii, 284-285. 
 
 Epi>^copal Church, schools, 46, 343-847. 
 
 Examinations, coaching for college, I'una- 
 hoii School, 328-329 ; public elementary 
 schools, 188-189. 
 
 Expenditures, College of Hawaii, 291 ; per 
 pupil enrolled in public schools, 44 : pub- 
 lic schools of Honolulu, 99-102. 
 
 Failures and eliminations, private schools, 
 317-318. 
 
 Fod'-ral aid to education, University of Ha- 
 waii. 287-288. 
 
 Federal Government, relation to Univt>rsity 
 of Hawaii, 266-267. 
 
 Filipinos, school enrollment, 13. 
 
 Foreign-language schools, 42-44, 107-143 ; 
 enrollment, teachers, and religious con- 
 nections, statistics, 112 ; influence, com- 
 ments by American teachers, 125-134 ; 
 plan proposed by the commission, 139- 
 143 ; proposed legislation, 134-143. 
 
 Foreign languages, public high schools, 
 258-259. 
 
 Free kindergarten and Childreirs Aid Asso- 
 ciation, activities, 47, 74—75. 
 
 Geography, public elementary schools, 200- 
 201. - 
 
 <ieriiians, immigration, 12 ; intermarriage 
 with other races, 26. 
 
 Girls, Hawaiian, boarding schools, 371—377. 
 
 Grammar, English, public elementary 
 schools, 197-199. 
 
 Group principal plan of supervision. Island 
 of Maui, 76-77. 
 
 Handwriting, public elementary schools, 
 193-195. 
 
 Hawaii, College of. See College of Hawaii. 
 
 Hawaii, University of. See University of 
 Hawaii. 
 
 Hawaiian Immigration Society, organized. 
 11. 
 
 Hawaiians, school eniollment. 13. 
 
 Higashi branch of Hongwanji sect, 112. 
 
 High schools, Japanese (Hongwanji Bud- 
 dhist), textbooks, 388-397; Japanese (In- 
 dependent), textbooks. 397-403. 
 
 High schools, private, enrollment, 31.3-314. 
 See also High schools, public and private ; 
 Japanese high schools. 
 
 High schools (public), 212-255; course of 
 study, 222-231 ; enrollment, 214-218 ; 
 equipment and buildings, 251-255 ; facili- 
 ties inadequate, 212-213 ; Island of Maui, 
 65-66 ; library facilities, 250-251 ; mak- 
 ing them accessible to the people, 63-64 ; 
 organization, administration, and super- 
 vision, 245-250 ; outline of system, 2oG- 
 263 ; problem of Americanization, 217- 
 219 ; pupils, 215-217 ; supervision, 68 ; 
 teachers, 231-245. 
 
 High schools, public and private, graduates 
 attending college, 263-264 ; students pre- 
 paring for college, 261-263. 
 
 Higher education, expenditures for State • 
 supported institutions, 288-289 ; Hawaii, 
 264-294 ; per capita receipts of State- 
 supported institutions. 289-290. 
 
 Hilo Boarding School, history and activi- 
 ties, 347-352. 
 
 Hilo Public High School, enrollment, 218; 
 inadequacy of equipment, 253-254. 
 
 History, instruction, public high schools, 
 259 ; Punahou School, 325. 
 
 History and civics, public elementary 
 schools. 201-202. 
 
 Home economics, course of study in public 
 high schools. 225, 227-228 ; instruction, 
 Punahou School, 328. 
 
 Homesteads (1896-1919). distributed by 
 nationalities, 31. 
 
 Hongwanji sect, activities. 111-112 ; course 
 of study for Japanese high schools, 117. 
 See also Textbooks. 
 
 Honolulu, exp(^nditures for public schools, 
 99-102 ; tax rate and property valuation, 
 102-103 ; tax rate compared with that 
 of other cities, 104-106. 
 
 Honolulu Ad. Club, recommendations re- 
 garding foreign-language schools, 130- 
 137. 
 
 Honolulu Chamber of Commerce, and school 
 situation, 135-136. 
 
 Honolulu Military Academy, organization 
 and activities, 333-338. 
 
 Hygiene, instruction, public elnmentary 
 schools, 202. 
 
 Imamura, Bishop, work. 111. 
 
 Immigi-ation, early attempts to assist. 9-10. 
 
 Industrial curriculum, puldic liigh schools, 
 225, 227. 
 
 Intermarrying of races, 25-29. 
 
 lolani School, activities, 34-3-346. 
 
 Japanese, activity of Buddhist sects, 110- 
 112 ; citizenship, method of releasing 
 children from. 23-25 ; decision regarding 
 citizenship, 23-25 ; distribution accord- 
 ing to occupations. 17-18 ; educational 
 associations, 114-115 ; explanation of ac- 
 tivity among, 18 ; immigration, 10 ; high 
 schools, Hongwanji Buddhists, course of 
 study, 117 ; intermarriage with other 
 races, 27 ; momentum, 17 ; " picture 
 brides," 28 : political control of islands. 
 18-20 ; school enrollment, 13 ; school or- 
 ganization, support, and administration. 
 113-115 ; textbooks, 116-125, 379-388, 
 397-403 ; work of Christianizing, 107. 
 
 Japanese Educational Association, revision 
 of textbooks for Japanese schools. 116. 
 
 Jodo sect, activities, 110. 
 
 Junior and senior high schools, organiza- 
 tion, 66-67. 
 
 Junior high schools. Hawaii and Oahu, 06 ; 
 Island of Kauai, 64-65. 
 
 Kamehameha III, and population of Pit- 
 cairu Island, 10. 
 
INDEX. 
 
 407 
 
 Kamehameha IV, and Polynesian peoples, 10. 
 KjMnehanieha schoolrs, foundation and ac- 
 
 tivitie.s, 352-371. 
 Kauai, I.sland of, junior higli schools recom- 
 mended, 64-65. 
 K;tuai Public High School, distribution of 
 
 pupil.^ bj' grades and descent, 218. 
 Kin'leigartens, activities, 47-48 ; organiza- 
 
 ti(.u and basic principles, 70-75. 
 Kohala Girls' School, organization and 
 
 work, 371-372. 
 Koreans, intermarriage Avith other races, 
 
 27; school enrollment, 13. 
 Latior conditions, 32-34. 
 Lahainaluua Trade School, activities, 95- 
 
 ds : plan for reorganization, 98. 
 Lane, F. K.. on Americanization work, 
 
 142-143. 
 Language and grammar, instruction, public 
 
 elementary schools. 197-109. 
 Latin races, school enrollment, 13. 
 Leprosy, researches in College of Hawaii. 
 
 298. 
 Libraries, public high schools, 250—251. 
 LJgliting conditions, McKinley Public 
 
 High School, 252. 
 MacCaughey, Yaughan, study of inter- 
 marrying of races, 25—27. 
 McKinley Public High School, Honolulu, 
 
 course of study, 222-223 ; enrollment, 
 
 210 ; inadequacy of equipment, 253-25-±. 
 
 255 ; library, 250 ; lighting conditions, 
 
 2.52. 
 Manual arts, instruction, Punahou School, 
 
 327. 
 Manual arts and household arts, four-year 
 
 high school sequences, 230. 
 Mathematics, instruction, public high 
 
 schools, 258 ; Punahou School, 324-325. 
 Maui, Island of, group principal plan of 
 
 supervision, 76-77 : high school, 05-66 : 
 
 welfare activitiec, 52-53. 
 Maui Aid Association, activities, ."52-53. 
 Maui Public High School, distribution of 
 
 pupils liy grades and descent, 218. 
 Maunaolu Seminary. organization and 
 
 work, 372-373. 
 Memphis, Tenn., instruction in science and 
 
 nature study, 203-204 ; study of teach- 
 ers' salaries, 176-177, 178. 
 Methods of teaching, public high schools, 
 
 234-240 ; specialists needed, 77-78. 
 Michigan, influence of kindergarten on repe- 
 tition, 73. 
 Mid-Pacific Institute, organization and ac- 
 tivities, 338-343. 
 Military education. See Honolulu Military 
 
 Academy ; Hilo Boarding School. 
 Milling activities, 32-.34. 
 MfHlern languages, instruction, Punahou 
 
 School, 324. 
 Music, instruction, public elementary 
 
 schools, 202-203 ; importance of study. 
 
 230. 
 National Education Association, on relation 
 
 between superintendent and a board of 
 
 education, 56-57. 
 
 Natural endowment of races compared, 
 37-38. 
 
 Naturalization, Asiatics, 23. 
 
 Nature study, instruction, public elemen- 
 tary schools, 203-204. 
 
 Nevada. University of. See University of 
 Nevada. 
 
 Nichiren sect, activities. 110. 
 
 Normal school, graduates, 163-165 ; organi- 
 zation and administration, 78-95 ; pro- 
 grams of the students, 87-94 ; recom- 
 mendations of the commission, 94-95. 
 
 Northeru Europe, immigration, 11-12. 
 
 Norwegians, immigration, 11-12. 
 
 Oakland, Calif., method of appointing super- 
 intendent of schools, 50. 
 
 Occupational needs an<l opportunities, 29— 
 30. 
 
 Pan-Pacific States, service of University of 
 Hawaii, 501-502. 
 
 Physical education, public elementary 
 schools, 204 ; public high schools. 230- 
 231 ; Punahou School, 328. 
 
 " Picture brides," 28, 
 
 Pitcairn Island, unsucc<^ssful attempt to 
 l)ring population to Hawaii, 10. 
 
 Plantation and milling activities, 32-34. 
 
 I'laygrounds, 38, 191-192. 
 
 I'olynesians. immigration, 10 ; school enroll- 
 ment, 13. 
 
 Population, census of 1896. 12 ; character of 
 present, 12-13. 
 
 Porto Ricans, school enrollment, 13. 
 
 I'ortuguese, immigration, 11 ; intermarriage 
 with other races, 2.51-26 : school enroll- 
 ment, 13. 
 
 I'rimary education, influence of kindergar- 
 ten, 72. 
 
 Principals, public high srhot)ls, functions, 
 245-246. 
 
 Private schools, activities, 46-47, 260-261 ; 
 conclusions and recommendations, 374- 
 377 ; general conditions and activities, 
 306-377 : list, and statistics, 308-309 ; su- 
 pervision, 68-70. 
 
 I'rofessors (salaries), in 90 State colleges 
 and universities, 276; University of Ha- 
 waii, 277-278. 
 
 Professors, training, experience, and publi- 
 cations, University of Hawaii, 274-276. 
 
 Program, normal school, 87-94. 
 
 Promotion, effect of kindergarten training, 
 72-73. 
 
 Promotions and failures, public high 
 schools, 219-221. 
 
 Public schools, inadequately supported, 
 44-45 ; relation to island needs, 34-36. 
 ,Sce also High schools. 
 
 Punahou School, organization and work, 
 319-333. 
 
 I'upil activities, gi-owing of coffee on West 
 Hawaii, 45. 
 
 Pupilsr distribution by curriculums and 
 sexes in four private high schools, 315; 
 public high schools, grouped according to 
 ability in English, 246-247. 
 
 Races in Hawaii, mixture, 9-14. 
 
408 
 
 IXDEX. 
 
 lieadiny, litorature, and story work, iu.stnu- 
 tion, public elemeutary schools, 195-197. 
 
 lioligious sects and denominations, statis- 
 tics, 112. 
 
 Ki peators, influence of kindergartc^n. 7-\. 
 
 H(>poi-t on Hawaii, chief features, 5. 
 
 Iloman Catholic Church, schools, 46. 
 
 Koyal Hawaiian Agricultural Society, early 
 attempts to assist immigration, 9-10. 
 
 St. Andrev/'s Prioi-y. activities, 346-347. 
 
 School attendance. >S'ee Attendance. 
 
 School budget, recommendations, 03. 
 
 School census, value of annual. 62-G."^>. 
 
 School commissioners, and the sheriff's 
 office. 60-03. 
 
 School day, lengthened one required, 36. 
 
 S(hool onrollmetit. »S'ce Enrollment. 
 
 School finances, discussion, 90-106. 
 
 School handicaps, public elementary schools. 
 186-188. 
 
 School organization, 54-100. 
 
 School system, function, 4-5. 
 
 School taxes. Kce Taxation. 
 
 Schoolhouses. See Buildings. 
 
 Science, public elementary schools. 203- 
 204 : public high schools, 225, 226. 250 ; 
 I'unahou School, 325-326. 
 
 SlicrifTs office, and the school commis- 
 .-doners, 60-63. 
 
 Shingon sect, activities. 110. 
 
 Social situation, complex condition. 36-46. 
 
 Sodo sect, activities, 110. 
 
 Spanish, intermarriage with other races. 
 26 : school enrollment, 13. 
 
 Spelling, instmction, piiblic elementary 
 schools, 200. 
 
 Sugar industry, 29-30 ; r<'search work in 
 College of Hawaii, 299. 
 
 Superintendent of schools, duties, 54-57 : 
 relation to board of school commission- 
 ers, 56-57. 
 
 Supervision, group principal plan, ele- 
 mentary schools on Island of Maui. 7(>- 
 77 ; inadequate, 41-42 ; public high 
 schools, 245-250. 
 
 Supervisors, and board of school commis- 
 sioners, 60. 
 
 Survey commission, personnel, 7. 
 
 Taxation, Honolulu, rate compared with 
 that of other cities, 104-106 : rate and 
 property valuation of city and county of 
 Honolulu, 102-103 : unique system in 
 Territory, 103-104. 
 
 Teachers, assignment of grades to, and of 
 pupils per room, public elementary 
 schools, 151-152 ; certification, public ele- 
 mentary schools, 162—163 ; cottages, 41 ; 
 distribution l"»y age, public elementary 
 schools, 149-150; distribution by racial 
 descent, public elementai-y schools, 144- 
 147 : distribution by sex, public elemen- 
 tary schools, 147-149 ; dismissal, 170-171 ; 
 inadequate supervision, 41-42 ; iixstabil- 
 ity of force, 38-41 ; lengtU of service. 
 
 39-40, 154-157 ; living expenses, public 
 elementary schools, 174-175 ; liiany 
 poorly qualified, 41 ; meetings, public ele- 
 mentary schools, 161-163 ; public ele- 
 mentary schools, 144-180 ; profes.sional 
 reading, public elementary schools, 160- 
 161 ; promotion and rating, public ele- 
 mentary .school.s, 165-169. 
 
 Teachers'^ imreau, recommended, 244-245. 
 
 Teacher.s" salaries, Japanese language 
 schools, 114 ; Memphis, Tenn., 176-177, 
 178; noi-mal school, 81-82; public eb, - 
 meutary schools, 171-174, 177-178 ; pu'"- 
 lic high schools, 240--244. S'cr oIko Pro- 
 fessors' salaries. 
 
 Teacher.-:?' training, private schools, 31S- 
 319 ; public elementary schools, 152-54. 
 157-158. 160-165; public high schcols. 
 231-234. &e€ aho Professors. 
 
 Teaching load, University of Hawaii, 278- 
 279 ; University of Nevada, 279. 
 
 Teaching methods, public high schools. 134- 
 240. 
 
 Territorial board of .school commissioners. 
 See P>oard of scliool commisfsionors. 
 
 Territorial department of public instruc- 
 tion, finaaicing, 99-106. 
 
 TerritoriaJ Normal School, graduates, 163- 
 165: work, 78-95. 
 
 Territorial schools, commen(laI)le foatures. 
 6-7. 
 
 Te.Tfbooks, .Tapanes{> language. 116-125. 
 .379-397 : iocommendatlons, 210-211. 
 
 Transporting pupiN to school nt public ex 
 ponse, 67-68. 
 
 United States, immigration, 10-11. 
 
 University of Hawaii, connecting the train- 
 ing of island teachers with, 95 ; income 
 from Federal and Territorial sources, 
 287-288 ; internal administration, 270- 
 271 ; new departments proposed, 280- 
 281 ; organization and activities, 256- 
 305 : service to community. 298-301 ; 
 summ:\ry of recommendations, 303-305 : 
 teaching load of faculty, 278-279 ; train- 
 ing, experience, and pu1)lications of fac- 
 ulty members, 274-276. See also College 
 of Hawaii. 
 
 University of Nevada, teaching load, 279. 
 
 Vaug'han, II. W., decision regarding citizen- 
 ship of .Japanese, 23. 
 
 Vocational and industrial education, public 
 (Elementary schools, 205-207. 
 
 Wailuku .Japanese Girls' Home, activati(\s, 
 53. 
 
 Welfare work, Island of Maui, 52-53. 
 
 West Hawaii, transporting pupils to school 
 at public expense, 68. 
 
 Writing, " plan." reorganization rec.om- 
 mended, 187. 
 
 Young Men's Christian Association, acvivi- 
 ties, 48-50. 
 
 Young Women's Christian As.soci.ntion, ac- 
 tivities, 51-52. 
 
 O 
 
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