Jennifer Wada at 11:14, 2 April 2006

2006-04-02T11:14:20Z

Jennifer Wada at 10:11, 8 March 2006

2006-03-08T10:11:52Z

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Japanese and Chinese enrollment
increased dramatically from 1900 to
1911, while haole, Portuguese, and
native Hawaiian enrollment increased
only slightly. 11/
More public high schools were
established—at Hilo in 1905, on Maui
in 1913, and on Kauai in 1914. A
public college of mechanical and
agricultural arts was established in
1907 and was enlarged to become the
College of Hawaii in 1912, and the
University of Hawaii in 1920. 12/
The Hawaii educational system had
made remarkable strides, yet more
could be done. It was investigated by
a mainland team under the direction of
the Federal Commissioner of Education
in 1920. The team's report criticized
several aspects of the system and
offered many recommendations: the
average per capita expenditure for
education was low; teachers were
underpaid and there were too few of
them; not enough was spent on
maintenance of and supplies for
schools; secondary schools needed to
be expanded and to offer a wider
curriculum (only 3 pupils of every 100
were then in public high schools); the
university needed to be expanded; and
junior high schools and public kindergartens
needed to be created. 13/
Many of the survey's recommendations
were adopted. One of the
changes brought about was in the
credentials necessary to become a
teacher. The Commission recommended
that only high school graduates be
admitted to the Normal School and that
the training period be extended to two
years. At the time, eighth grade
graduates were admitted for a
four-year course and high school
graduates received one year of
training. 14/ In 1931, the
Territorial Normal and Training School
and the university's School of
Education united to form the Hawaii
Teachers College. 15/ The Laboratory
Schools of this College became known
for their innovative teacher training
program. 16/
The federal survey also suggested
that pupils be segregated in ;,'jblic
schools according to their ability to
use English correctly. This was based
on the theory that the use of pidgin
by (mainly) Oriental children would
retard the progress of other students.
After 1920, the pressure f>r school
segregation mounted. It was no longer
possible for all Caucasian children to
attend private schools, and the public
schools were now about 60 percent
Japanese and Chinese. 17/ Segregation
by race was impossible because of the
extensive interracial marriage that
had already taken place. It would
also not be possible to create
separate schools just for hacle
students, since the "Hawaiians and
Portuguese, constituting an overwhelming
majority of voters, would never
permit such a system." 18/
The Territory responded by creating
the "English Standard" schools that
required students to pass English
entrance examinations to qualify for
admission. At first, this duo. school
system tended to segregate stjients ^y
race. It discriminated mostly agair.st
Orientals and full-Hawaiians,
depending on the location of t.-*e
school. It also helped to perpetuate
class distinctions and to emphasize
social distinctions. However, tnese
distinctions were lessened as time
went on, and by the time the English
Standard system was abolished in 1947,
these schools were attended by more
Japanese than haole students. 19/
During the life of this system,
only a small minority of Hawaii's
children attended English Standard
schools. In 1941, less than 7 percent
of the students enrolled in the public
school system attended them, while the
rest of the students attended regular
public schools. 20/
Mainland teachers played a key role
in Hawaii's education system. They
stressed American culture and American
values. They concentrated or. the
tenets of democracy, freedom, patriotism,
and equality. Such moral and
philosophical ideas were in sharp
{{p|125}}

@@ Line 1: / Line 1: @@
 Japanese and Chinese enrollment
 increased dramatically from 1900 to
-, while haole, Portuguese, and
+, while <u>haole</u>, Portuguese, and
 native Hawaiian enrollment increased
-only slightly. 11/
+only slightly. <u>11</u>/
 More public high schools were
 established—at Hilo in 1905, on Maui
@@ Line 11: / Line 12: @@
 and was enlarged to become the
 College of Hawaii in 1912, and the
-University of Hawaii in 1920. 12/
+University of Hawaii in 1920. <u>12</u>/
 The Hawaii educational system had
 made remarkable strides, yet more
@@ Line 31: / Line 33: @@
 university needed to be expanded; and
 junior high schools and public kindergartens
-needed to be created. 13/
+needed to be created. <u>13</u>/
 Many of the survey's recommendations
 were adopted. One of the
@@ Line 44: / Line 47: @@
 four-year course and high school
 graduates received one year of
-training. 14/ In 1931, the
+training. <u>14</u>/ In 1931, the
 Territorial Normal and Training School
 and the university's School of
 Education united to form the Hawaii
-Teachers College. 15/ The Laboratory
+Teachers College. <u>15</u>/ The Laboratory
 Schools of this College became known
 for their innovative teacher training
-program. 16/
+program. <u>16</u>/
 The federal survey also suggested
-that pupils be segregated in ;,'jblic
+that pupils be segregated in public
 schools according to their ability to
 use English correctly. This was based
@@ Line 59: / Line 63: @@
 by (mainly) Oriental children would
 retard the progress of other students.
-After 1920, the pressure f>r school
 segregation mounted. It was no longer
 possible for all Caucasian children to
 attend private schools, and the public
 schools were now about 60 percent
-Japanese and Chinese. 17/ Segregation
+Japanese and Chinese. <u>17</u>/ Segregation
 by race was impossible because of the
 extensive interracial marriage that
 had already taken place. It would
 also not be possible to create
-separate schools just for hacle
+separate schools just for <u>haole</u>
 students, since the "Hawaiians and
 Portuguese, constituting an overwhelming
 majority of voters, would never
-permit such a system." 18/
+permit such a system." <u>18</u>/
 The Territory responded by creating
 the "English Standard" schools that
@@ Line 79: / Line 85: @@
 entrance examinations to qualify for
 admission. At first, this duo. school
-system tended to segregate stjients ^y
+system tended to segregate students by
-race. It discriminated mostly agair.st
+race. It discriminated mostly against
 Orientals and full-Hawaiians,
-depending on the location of t.-*e
+depending on the location of the
 school. It also helped to perpetuate
 class distinctions and to emphasize
-social distinctions. However, tnese
+social distinctions. However, these
 distinctions were lessened as time
 went on, and by the time the English
 Standard system was abolished in 1947,
 these schools were attended by more
-Japanese than haole students. 19/
+Japanese than <u>haole</u> students. <u>19</u>/
 During the life of this system,
 only a small minority of Hawaii's
@@ Line 98: / Line 105: @@
 school system attended them, while the
 rest of the students attended regular
-public schools. 20/
+public schools. <u>20</u>/
 Mainland teachers played a key role
 in Hawaii's education system. They

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Jennifer Wada at 11:14, 2 April 2006

Jennifer Wada at 10:11, 8 March 2006