Reid Ginoza at 00:29, 10 April 2006

2006-04-10T00:29:14Z

Jennifer Wada at 10:45, 8 March 2006

2006-03-08T10:45:04Z

New page

entry in the missionary journal The
Friend, September, 1878:
I've studied Hawaiian for 46
years but am by no means
perfect...it is an interminable
language...it is one of the
oldest living languages of the
earth, as some conjecture, and
may well be classed among the
best...the thought to displace
it, or to doom it to oblivion by
substituting the English
language, ought not for a momemt
be indulged. Long live the
grand old, sonorous, poetical
Hawaiian language! 24/
Strong support from the
English-speaking leadership of the
Department of Education for the
English medium schools had a negative
financial impact on the Hawaiian
medium schools and school teachers.
Appropriations given the English
medium schools were considerably
higher, as were the salaries paid
teachers in those schools. Loss of
pupils to the better-supplied English
medium schools resulted in loss of
jobs for many Hawaiian teachers, and
increased job opportunities for the
English-speaking community.
Hawaiian interest in English was
primarily economic. The period of
greatest interest occurred during the
reign of King Kalakaua (1874 to 1891).
There was also at this time, however,
a correspondingly high interest in
restoring Hawaiian poetry, dance, and
traditional culture among all
Hawaiians, including Kalakaua. The
expanding establishment of English
medium schools intensified the study
of English and foreign languages and
took a serious toll on the Hawaiian
language. The prestige of Hawaiian
language diminished, as did teaching
in Hawaiian, as a result of poor
salaries and facilities associated
with Hawaiian schools. The English
medium schools further removed
Hawaiian vocabulary for technical and
academic matters relating to the
Western aspects of life in Hawai'i,
hence employment alternatives. The
schools affected the status of
Hawaiian as a means for bringing
different races together by removing
the growing immigrant children
population from an atmosphere in whic
their command of the national languag
could be improved. Hawaiian language
lost an opportunity to act as a racia
catalyst when the growing population
of immigrant children was denied
improvement in the national language.
Also destructive was the direct
exposure to Euro-American philosophy
(in a way, propaganda) of that era,
which proposed that non-Western
peoples were inferior, further
weakening confidence of Hawaiian
children in themselves, their native
language, and their culture.
To credit the English Schools of
the monarchy, a good number of
Hawaiians became bilingual and very
fluent in an English that was
characterized by a certain British
flavor, due to a preference for the
British by upper-class Hawaiians.
This competence in a high-value,
prestige dialect of English was
exactly what the Hawaiians needed to
regain control of the positions that
had been overtaken by an
English-speaking group claiming that
they alone could serve the nation in
this capacity. Further strengthening
the Hawaiian speakers in this area was
the group of talented Hawaiian youth
who had been sent abroad to Japan,
Italy, Germany, and England to be
educated. They returned with
broadened perspectives and languages
to better serve Hawai'i in dealing
with foreign nations. 25/
Growing Hawaiian competence in what
the English-speaking community had
{{p|194}}

@@ Line 1: / Line 1: @@
-entry in the missionary journal The
+entry in the missionary journal <u>The Friend</u>, September, 1878:
 Friend, September, 1878:
-I've studied Hawaiian for 46
+: I've studied Hawaiian for 46 years but am by no means perfect...it is an interminable language...it is one of the oldest living languages of the earth, as some conjecture, and may well be classed among the best...the thought to displace it, or to doom it to oblivion by substituting the English language, ought not for a momemt be indulged. Long live the grand old, sonorous, poetical Hawaiian language! <U>24</u>/
 years but am by no means
 Strong support from the
 English-speaking leadership of the
@@ Line 30: / Line 18: @@
 increased job opportunities for the
 English-speaking community.
 Hawaiian interest in English was
 primarily economic. The period of
@@ Line 57: / Line 46: @@
 different races together by removing
 the growing immigrant children
-population from an atmosphere in whic
+population from an atmosphere in which
-their command of the national languag
+their command of the national language
 could be improved. Hawaiian language
-lost an opportunity to act as a racia
+lost an opportunity to act as a racial
 catalyst when the growing population
 of immigrant children was denied
@@ Line 72: / Line 61: @@
 children in themselves, their native
 language, and their culture.
 To credit the English Schools of
 the monarchy, a good number of
@@ Line 94: / Line 84: @@
 broadened perspectives and languages
 to better serve Hawai'i in dealing
-with foreign nations. 25/
+with foreign nations. <u>25</u>/
 Growing Hawaiian competence in what
 the English-speaking community had
 {{p|194}}

Template:Nhsc-v1-194 - Revision history

Reid Ginoza at 00:29, 10 April 2006

Jennifer Wada at 10:45, 8 March 2006