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EDUCATION IN THE HAWAIIAN ISLANDS.

BY C. J. LYONS.

The first establishment of common schools in the Hawaiian Islands was effected under the direct supervision of the governing chiefs, between the years 1823 and 1827. After much persuasion by the American missionaries, the chiefs, together with their immediate followers, placed themselves under instruction. It is related that, at first, the King directed two or three of his more intelligent subjects to try this matter of learning to read, and see if it were safe, in which case he himself, and others of rank, would follow. In the course of time the new accomplishment became so popular that the adherents of the chiefs and others were sent all over the group to establish schools, which were attended by nearly the whole population. The schools were several hundred in number-at one time nearly nine hundred-composed mostly of adults, and, in their highest prosperity, were reported to contain 52,000 pupils. It was a remarkable instance of a body of despotic chiefs seeking, under the movement of Christian influence, to educate the masses of their barbarous people. The scholars assembled for instruction during an hour or two in the early forenoon, probably as soon as 7 or 8 o'clock, in most cases, and then dispersed to meet again, for a like period, at 3 o'clock, or thereabouts, in the afternoon.

The method of study was of the rudest kind, and the matter of disciplino but little thought of. The teachers were under the patronage of the chiefs, who ordered the people to provide for their wants. In many cases they seem to have furnished the teachers with land to cultivate.

Besides reading and writing, some teaching in arithmetic and geography was attempted. Both these branches of study have always been favorites with the Hawaiians.

In a few years the larger part of the people had acquired the art of reading, and the schools, not being thoroughly established, especially for children, suffered a great decline.

From 1830 to 1840 the American missionaries sustained at each of their stations (which at the latter period were eighteen in number) schools intended as models, for which purpose small grants of money were made each year by the American Board of Missions, and valuable assistance rendered by the chiefs.

The schools in the outlying districts were kept up or not, according as there was more or less energy on the part of the people, or district head-men, (chief agents,) the schools being always under the direction of the missionaries.

After the French Roman Catholic mission was firmly established in the group, which was in 1839, its own schools were also set in operation, and furnished with schoolbooks, prepared and printed by the same organization. These schools were not as numerous as the others, but have always been an important clement.

FIRST SCHOOL-LAW.

In 1840 the first written constitution and laws were promulgated. Among the latter was a school-law, further amended in 1841. By this law, which has a strong tinge of Massachusetts ideas, or something akin to them, in its composition, the parents in any district where the children outnumbered fifteen were empowered to meet and choose three of their number as school-officers. These were to act in conjunction with the superintendent for each island, who was appointed by the assembly of chiefs, (which was the then existing government,) in securing teachers. They were to provide for the support of the teachers from the avails of the old feudallaw-tax, (a labor-tax,) and the chief of the district was to provide a piece of land upon which the older scholars were expected to labor for the benefit of the teacher. The teacher, moreover, was entitled to freedom from taxation. Teachers were obliged, even at that early day, to have certificates. Attendance was made compulsory. To persons born after 1820, ability to read and write was made a condition of marriage, or of holding any office.

The schools do not appear to have thoroughly flourished under this system until 1846, when the departments of the government were organized, a minister of public instruction appointed by law, and authorized to draw upon the government revenues for the support of schools. He was directed to take the entire charge of the commonschool system of the group; to make frequent tours of the different islands; to hold examinations; and to infuse energy and a spirit of order generally. In 1850 a regular school-tax of $2 upon each taxable individual was imposed, and the tax-collectors in

the different districts authorized to transfer the amount to a district-treasurer, who acted as paymaster to the teachers. This tax has been kept up to the present time. Efforts have been made to exempt parents sending their children to private schools, but, fortunately, without success.

The office of minister of public instruction was afterward changed to that of president of the board of education; the board consisting of three members.

By the act of 1865, which, with slight modification, is the present school-law, the board of education consists of five members, appointed by the King, to serve without pay. The prominence of the president of the board ceased by the creation of the office of inspector-general, whose duties are nearly those formerly imposed upon the minister of public instruction.

THE INSPECTOR-GENERAL.

He is appointed by the board, acts under the authority of that body, but has large discretionary powers permanently conferred upon him by resolution of the board. He is required by law to visit all the schools; to direct as to what studies shall be pursued, and in what proportions; to grant certificates of competency to teachers, and is empowered to cancel the same. He directs the repairs on school-houses; examines the accounts of the district-officers hereafter specified. Until recently, the appointment as well as the removal of teachers was in his hands. By the act of 1870 this was placed in the hands of a school-board to be noticed hereafter. No person in holy orders, or minister of religion, is eligible to this office. The position is now (1872) filled by H. R. Hitchcock, a son of an American missionary. Salary of the office, $2,000.

OFFICE OF BOARD OF EDUCATION.

The board of education keep an office in the government buildings. In attendance, the clerk of the bureau; salary, $1,500. Supplies of school-books and stationery are forwarded to the different schools from this office. No regular time of meeting of the board is imposed by law. Any appeal from the action of the inspector-general is made to the board. A biennial report is prepared, signed by the president of the board, and laid before the legislature at each session, containing all statistics, and such information as may be necessary. A sextennial census, counting from 1860, is ordered by law, and its duties committed to the board of education. In addition to this a complete registry of births, deaths, and marriages is provided for, to be kept by the sub-officers of the board, and reported biennally to the legislature.

DISTRICTS.

The islands, for all purposes pertaining to educational matters, are divided into districts, coincident with the taxation-districts. By the act of 1865, these are 25 in number.

In each district, the board appoints a school-agent. He is the local executive officer of the board for that district, acting as treasurer, trustee of school-property, registrar of births, &c., and performs whatever other duties of this nature that may be required. As attendance at school is compulsory, it is generally expected that the agent will make complaints for truancy.

In conjunction with the district-justice and an elective member, yearly balloted for by the parents and guardians of the children in actual attendance, the school-agent is member of a district school-board. This board has the power of appointing and removing teachers, subject to appeal to the board of education. It has no especial powers in addition, but is expected to assist and co-operate with the school-agent as he may need such assistance and co-operation.

TEACHERS

The usual pay of teachers in common schools is 50 cents per day. The actual amount is determined by the board of education.

Male teachers are mostly employed, it being only of late, and in cases where the sexes are separated, that female Hawaiian teachers have been employed.

School-hours are from 9 o'clock a. m. until 2 o'clock p. m., with one recess of 15 and one of 30 minutes. Teachers are required to have a certificate of competency from the inspector-general. They are now expected to attend the teachers' institutes, which are generally held once a quarter, one on each island, excepting Hawaii, where there are three. There is no normal school, but most of the teachers have received their education at the Lahainaluna Seminary. They are required to keep a register of scholars, and to give a certificate of dismissal to those leaving their school for another.

ATTENDANCE.

Attendance is compulsory upon all between the ages of six and fourteen. Parents or guardians are fined five dollars in case of absenteeism. Should parental authority prove powerless, a term at the reform-school, or labor otherwise enforced, is provided as a penalty. Teachers are now directed to make complaints for truancy to the districtjustice.

SCHOOL-TERMS.

The vacations are fixed by the board of education; forty weeks, or ten weeks per quarter, being, by the present rule, the school-term for the year. The number of children requisite in each district to authorize the continuance of a school is also at the option of the same body, as well as the number of school-hours each day. The tendency among Hawaiians is to begin early and dismiss early.

SUPPORT.

The regular school-tax of $2 proving inadequate in many thinly-settled districts to keep up the schools during the whole school-year, a special appropriation from the general revenue was made in 1868, and has been since continued from year to year. For school-honses, the same has been done; the parents, however, in many instances co-operating with the government in repairing and building, when requested.

STUDIES AND SCHOOL-BOOKS.

In all schools known as common schools where tuition is free the instruction is entirely in the Hawaiian language. There is one exception to this in the Hilo (Hawaii) union school, the first attempt to establish a graded school on the islands. In this school, at a certain stage of advancement, scholars are admitted to the English department.

At Honolulu there are two schools attended by Hawaiians, (the royal school for boys and the Mililani school for girls,) where a fee of $5 per year is required of each scholar. In these schools competent teachers are employed, at salaries from $1,500 down, and the English language is made the vehicle of instruction. For many years the American Protestant mission furnished school-books in the Hawaiian language at a price below cost, prepared by its own members.

The Catholic mission furnished its own school-books. The scarcity of school-books, consequent upon the expense of preparing them where only small additions are necessary, had proved a great drawback.

Lately Thomson's Higher Arithmetic has been translated and published by the government. A reading-book modeled after the Progressive Third Reader of Town and Holbrook's series, but containing much original matter, succeeded this. An edition of 7,000 was printed of each.

Two geographies are now in course of preparation. Colburn's Mental Arithmetic, which has long been the standard, has been translated and reprinted. One cannot but sympathize with the Hawaiians in their efforts to keep up their own language, which to them cannot be replaced. The impossibility of obtaining at low wages teachers competent to introduce English as a common-school branch is the principal reason for its non-introduction.

A government day-school for English-speaking children is maintained at Honolulu ; salary of head teacher, $1,500, with two assistant teachers. The distinction between this and the other high-grade schools already mentioned consists in the ability to use. the English language previous to entrance, as no race distinctions are allowed.

In this connection may be mentioned two quite prominent independent day-schools in Honolulu, where English is taught by native Hawaiians.

LAHAINALUNA SEMINARY.

This is the national college for native malo Hawaiians. It is not, however, a chartered institution, but is supported directly by government appropriations. It was established in 1831 by the American mission, near Lahaina, or Maui, which was then the second place of importance on the islands. It is modeled somewhat after the American college, the course of study requiring four years. Average number of students, 90; in attendance at the last report, 103. A valuable piece of arable land being attached to the institution, the pupils labor regularly for their own support. No tuitionfees are expected. In 1849, the government assumed the support and control of this seminary, under the stipulation, however, that no religious teaching should be introduced contrary, in its principles, to the previous teachings of the American mission.

Two foreign instructors with their families are sustained here at present-both sons of missionaries and a Hawaiian assistant. The English language is taught as a branch, not as a medium of instruction. It is noteworthy that at this school was published in Hawaiian the first newspaper of the Pacific Ocean. This was in 1831.

OAHU COLLEGE.

This college occupies as leading a position as the Lahainaluna Seminary, and is the principal institution for English-speaking youths of both sexes. It is situated at the foot of the hills two miles cast of Honolulu; was originally founded in 1841 by the American missionaries for their own children; and was chartered in 1849. In 1853 a now charter was granted, with a view to remodeling the institution after the pattern of an American college, at which time the present title was adopted. It has never maintained a permanent stand beyond that of a first-class academy. In most instances such young persons as have been desirous of obtaining a liberal education have, with good reason, been anxious to obtain at the same time the social advantages and experience only attainable in older and larger countries. In its proper character, however, of a high school, it has had a prosperous career, as a large portion of the bettereducated members of the island community have received most of their education at this school. The present endowment is about $30,000, bestowed partly by the Hawaiian government, partly by the American board, and partly by individual donors, here and abroad. The government appoints two out of fifteen trustees. Principal's salary, $1,500. Three or four assistant teachers are generally employed. Present number of pupils, 75, of which 18 are boarders. A large tract of land belongs to the college. Manual labor is expected of the boarding-scholars. Summer-vacation, about twelve weeks.

OTHER GOVERNMENT SCHOOLS.

The Hilo (Hawaii) Boarding-School may be regarded as a government school to the extent that the sum of $1,200 a year for teachers' salaries, &c., is drawn from the public

revenue.

It is a boarding-school for boys, numbering at last report seventy-three pupils. It furnishes a large proportion of teachers for common schools. The boys have regular working-hours.

The other government schools of higher class are the Haleakala Industrial School for Boys, at Makawao, Mani; teacher's salary, $1,200; number of pupils, 40; and the Reform School at Honolulu,established by the act of 1865; teacher's salary, $1,200; inmates, 60 to 70. In the latter, only the boys' department is kept up. A good piece of ground for cultivation belongs to this. Older boys are now often sent to the plantation to work.

FEMALE SEMINARIES.

The plan of assistance adopted by the government for this class of schools, which are more or less denominational, is by means of what is called the "capitation-fee." From $25 to $50 per year, according to advancement in the course of study, is allowed to each scholar who shall have remained after the first year. This assistance, however, is not by any means always asked for, especially in the case of the largest school of this class, viz, that of the Sisters of the Sacred Heart, (Catholic mission,) at Honolulu. They have 51 boarders and 55 day-scholars; total, 106.

Connected with the English Episcopal mission are two schools of this sort-Saint Andrew's Priory, at Honolulu; pupils, 67: and Saint Cross Seminary, at Lahaina; pupils, 58.

The American Protestant mission to the islands was discontinued by the American Board of Commissioners for Foreign Missions in the year 1863, on the ground that a formal connection with the board was no longer necessary. There are three female seminaries not under the control of any religious body, but the instructors are mainly descendants of the members of the said mission. These are the Makawao Femalo Seminary, on Maui, with 46 pupils, and possessing the finest school-building on the islands; the Kawaiahao Female Seminary, at Honolulu, with 51 pupils, established in 1867; and the Waialua Female Seminary, also on Oahu, established in 1865, with 30 pupils. These are all more or less modeled after schools of the same character in the United States.

OTHER INSTITUTIONS.

The Catholic mission, at an early date in its history, established a high school for boys, known as Ahuimana College, on the northeast side of Oahu. The pupils are said to be well drilled in habits of industry. The present number is 38. The French language is one of the branches of study.

The English missions are the especial supporters of Iolani College, Honolulu, which has made a prosperous beginning with 30 foreign and native pupils. The government maintain 11 scholarships in this school.

There are a number of independent schools in different places, as will be seen from the figures in the table following; but the above list includes all the important institutions of learning in the Hawaiian Islands.

CONCLUDING REMARKS.

The above summary may,after all, fail of conveying a correct impression of the actual amount of school-learning. A serious difficulty, in the way of progress in educational respects on the islands, is the co-existence of two languages. This stands in the way of a graded school at Honolulu. The progress of the native Hawaiians, if studying in English, is hindered by their non-familiarity with the words used, and, if instructed in Hawaiian, by the paucity of literature in that tongue. To counterbalance this, however, some of the evils of large and crowded public schools are avoided, and (may it not be added?) the evils of the modern system of cramming too much book-knowledge into youthful brains. Nor is the rigid discipline of colder climates possible, except in rare cases, with those who have felt no climatic influence, save that of the tropics. As a result of educational efforts, there exists probably no community in the world with so large a proportion of its inhabitants able to read and write. Though there are no published figures on the subject, it is known to be a rare thing to find a native unable to read. The newspapers that are published in the Hawaiian tongue are perused with the utmost avidity, and a remarkable familiarity with passing events is noticeable among all classes.

STATISTICS.

The following table is from the educational report for 1872:
Schools and school-attendance of the kingdom in 1872.

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The following figures show in round numbers the amounts expended by the government for educational purposes in 1871:

Avails of school-tax expended in districts where collected......

Special appropriation for common schools..

For building school-houses..

For school-books..

Reform-school....

Higher-grade schools

Total annual government expenditure..

This is about one-sixth of the total revenue.

$36,000

8, 500

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