Difference between revisions of "Template:Nhsc-v1-123"

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Education
+
=Education=
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A. INTRODUCTION
+
 
 +
==A. INTRODUCTION==
 +
 
 
The chapter above on "Demographics"
 
The chapter above on "Demographics"
 
presents the statistics on education
 
presents the statistics on education
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the educational system in Hawaii. It
 
the educational system in Hawaii. It
 
will include criticisms of the system,
 
will include criticisms of the system,
−
review proqrams that have been
+
review programs that have been
 
initiated specifically for native
 
initiated specifically for native
 
Hawaiians, and discuss native Hawaiian
 
Hawaiians, and discuss native Hawaiian
 
participation in the educational
 
participation in the educational
 
community.
 
community.
−
B. HISTORICAL BACKGROUND
+
 
−
Early Background
+
==B. HISTORICAL BACKGROUND==
 +
 
 +
===<u>Early Background</u>===
 
Formal education as practiced in
 
Formal education as practiced in
 
the United States began in Hawaii
 
the United States began in Hawaii
−
a f t e r the arrival of the Protestant
+
after the arrival of the Protestant
 
missionaries in 1820. Before that
 
missionaries in 1820. Before that
 
time, learning was passed down orally
 
time, learning was passed down orally
 
from one generation to another. For
 
from one generation to another. For
−
the commoners (maka 'ainana ) this
+
the commoners (<u>maka 'ainana</u>) this
 
process generally involved learning
 
process generally involved learning
−
the trades from elders. The a l i ' i
+
the trades from elders. The <u>ali'i</u>
 
were instructed in the higher arts of
 
were instructed in the higher arts of
−
r e l i g i o n , ruling, and warfare.
+
religion, ruling, and warfare.
 +
 
 
The missionaries lost no time in
 
The missionaries lost no time in
 
introducing their version of a formal
 
introducing their version of a formal
 
education system, although it was at
 
education system, although it was at
−
f i r s t r e s t r i c t e d to the a l i ' i , at the
+
first restricted to the <u>ali'i</u>, at the
−
l a t t e r ' s command. The missionaries'
+
latter's command. The missionaries'
−
f i r s t task was to reduce the h i t h e r to
+
first task was to reduce the hither to
 
oral Hawaiian language to written
 
oral Hawaiian language to written
−
form. Within a year of their a r r i v a l,
+
form. Within a year of their arrival,
−
the missionaries developed the f i r st
+
the missionaries developed the first
−
Hawaiian alphabet. A year l a t e r , the
+
Hawaiian alphabet. A year later, the
−
f i r s t textbook in Hawaiian was
+
first textbook in Hawaiian was
 
printed--a sixteen-page primer with
 
printed--a sixteen-page primer with
 
the alphabet and rudimentary lessons.
 
the alphabet and rudimentary lessons.
−
When the a l i ' i gave the missionaries
+
 
−
permission to e s t a b l i s h schools
+
When the <u>ali'i</u> gave the missionaries
 +
permission to establish schools
 
for commoners, the growth in numbers
 
for commoners, the growth in numbers
 
of both students and schools was
 
of both students and schools was
 
phenomenal. By 1831, approximately
 
phenomenal. By 1831, approximately
 
two-fifths of the population was
 
two-fifths of the population was
−
enrolled in schools. 1/ Throughout
+
enrolled in schools. <u>1</u>/ Throughout
 
the decade of the 1820's, the majority
 
the decade of the 1820's, the majority
−
of students were a d u l t s . Concerted
+
of students were adults. Concerted
−
e f f o r t s were begun to teach children
+
efforts were begun to teach children
 
in the 1830's, when the novelty of
 
in the 1830's, when the novelty of
 
education had worn off for the
 
education had worn off for the
−
a d u l t s .
+
adults.
 +
 
 
Until 1840, education was the
 
Until 1840, education was the
 
domain of the Protestant missionaries,
 
domain of the Protestant missionaries,
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national system of common schools
 
national system of common schools
 
supported by the government. As a
 
supported by the government. As a
−
r e s u l t , for the f i r s t time the people
+
result, for the first time the people
 
as a whole were required to send their
 
as a whole were required to send their
 
children to school. In 1845, the
 
children to school. In 1845, the
−
l e g i s l a t u r e created a cabinet-level
+
legislature created a cabinet-level
−
position of Minister of Puhlic
+
position of Minister of Public
−
I n s t r u c t i o n . The second reason for
+
Instruction. The second reason for
−
t h i s diminished control was that
+
this diminished control was that
 
religious tolerance was declared a
 
religious tolerance was declared a
 
government policy and other religious
 
government policy and other religious
−
s e c t s (primarily Catholic) began
+
sects (primarily Catholic) began
−
e s t a b l i s h i n g schools. However, in
+
establishing schools. However, in
−
s p i t e of government d i r e c t i o n , the
+
spite of government direction, the
 
schools maintained their sectarian
 
schools maintained their sectarian
−
character u n t i l the end of the reign
+
character until the end of the reign
−
of Kamehameha I I I in 1854.
+
of Kamehameha III in 1854.
 +
 
 
By the middle of the nineteenth
 
By the middle of the nineteenth
 
century there were two types of
 
century there were two types of
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former comprised the free public
 
former comprised the free public
 
school system. The language of
 
school system. The language of
−
i n s t r u c t i o n was Hawaiian, and the
+
instruction was Hawaiian, and the
 
students were taught by native
 
students were taught by native
 
Hawaiian teachers. The select schools
 
Hawaiian teachers. The select schools
 
were the private schools set up for
 
were the private schools set up for
−
s p e c i f i c groups. Instruction was in
+
specific groups. Instruction was in
 
English. The Royal School, which was
 
English. The Royal School, which was
 
established in 1839 by the Rev. Amos
 
established in 1839 by the Rev. Amos
 
Starr Cooke and his wife, was the
 
Starr Cooke and his wife, was the
 
school that the children of the
 
school that the children of the
−
highest-ranking a l i ' i attended. 2/ In
+
highest-ranking <u>ali'i</u> attended. <u>2</u>/ In
 
1842, another missionary established
 
1842, another missionary established
 
Punahou, for missionary children.
 
Punahou, for missionary children.
 
{{p|123}}
 
{{p|123}}

Latest revision as of 03:45, 2 April 2006

Education

A. INTRODUCTION

The chapter above on "Demographics" presents the statistics on education in Hawaii that are now available to the Commission. This chapter will review the historical development of the educational system in Hawaii. It will include criticisms of the system, review programs that have been initiated specifically for native Hawaiians, and discuss native Hawaiian participation in the educational community.

B. HISTORICAL BACKGROUND

Early Background

Formal education as practiced in the United States began in Hawaii after the arrival of the Protestant missionaries in 1820. Before that time, learning was passed down orally from one generation to another. For the commoners (maka 'ainana) this process generally involved learning the trades from elders. The ali'i were instructed in the higher arts of religion, ruling, and warfare.

The missionaries lost no time in introducing their version of a formal education system, although it was at first restricted to the ali'i, at the latter's command. The missionaries' first task was to reduce the hither to oral Hawaiian language to written form. Within a year of their arrival, the missionaries developed the first Hawaiian alphabet. A year later, the first textbook in Hawaiian was printed--a sixteen-page primer with the alphabet and rudimentary lessons.

When the ali'i gave the missionaries permission to establish schools for commoners, the growth in numbers of both students and schools was phenomenal. By 1831, approximately two-fifths of the population was enrolled in schools. 1/ Throughout the decade of the 1820's, the majority of students were adults. Concerted efforts were begun to teach children in the 1830's, when the novelty of education had worn off for the adults.

Until 1840, education was the domain of the Protestant missionaries, with native Hawaiians as teachers. After 1840, this control diminished for two reasons. First, in 1840 a law was enacted to provide for a national system of common schools supported by the government. As a result, for the first time the people as a whole were required to send their children to school. In 1845, the legislature created a cabinet-level position of Minister of Public Instruction. The second reason for this diminished control was that religious tolerance was declared a government policy and other religious sects (primarily Catholic) began establishing schools. However, in spite of government direction, the schools maintained their sectarian character until the end of the reign of Kamehameha III in 1854.

By the middle of the nineteenth century there were two types of schools, government common free schools and select schools. The former comprised the free public school system. The language of instruction was Hawaiian, and the students were taught by native Hawaiian teachers. The select schools were the private schools set up for specific groups. Instruction was in English. The Royal School, which was established in 1839 by the Rev. Amos Starr Cooke and his wife, was the school that the children of the highest-ranking ali'i attended. 2/ In 1842, another missionary established Punahou, for missionary children.

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