Schools | Page 26 | Images of Old Hawaiʻi

September 23, 2016 by Peter T Young 4 Comments

Riverside School

The Wailuku is the longest river in Hilo (twenty-six miles.) Its course runs from the mountains to the ocean along the divide between Mauna Kea and Mauna Loa.

Waiānuenue Avenue (rainbow (seen in) water) is named for the most famous waterfall, Ka Wailele ʻO Waiānuenue, Rainbow Falls on the Wailuku River.

For a while, other than church-related schools, if a Big Island youngster wanted to pursue his education beyond the eighth grade, he had to travel to O‘ahu. There he would board and go to school. (HHS)

Then, “One of the largest gatherings that ever attended a mass meeting in Hilo was present at Fireman’s Hall Thursday night to express to Superintendent of Public Instruction WH Babbitt their views regarding a high school site and other school matters.”

“The atmosphere of the hall was fairly charged with incipient trouble, which later broke into a storm of words and bitterness.”

“Chairman Mason called for expressions of opinion upon the subject under discussion. There was a dead silence for an interval, when LA Andrews started the ball rolling, by stating there were two things upon which there was a unanimity of sentiment in Hilo.”

“The first was the necessity for a high school in Hilo and the second the selection of the Riverside lot as the high school site. TJ Ryan offered a resolution, which passed without opposition …”

“… stating that it was the sense of the meeting that the high school should be erected on the Riverside lot.” (Hilo Tribune, December 12, 1905)

“After considering the various sites suggested, the committee practically determined on the lot on which now stands the Riverside School.”

“The present lot is not quite large enough to accommodate both the Riverside and the High Schools, which latter will be a nine-room building, and if a portion of the hospital grounds can be secured, the mauka portion of the Riverside lot will be used for High School purposes. (Hilo Tribune, June 29, 1905)

School authorities hesitated but finally agreed to start a high school at Hilo Union School in September, 1905; 25 ninth-grade students attended high school at Hilo Union School.

In 1907, the school moved to the Riverside School. It was then called Hilo Junior High School. By the time the first class graduated in 1909, only 7 of the original 25 were left.

Hilo High’s first graduating class consisted of seven students in 1909: Richard Kekoa, Amy Williams, Eliza Desha, Frank Arakawa, John Kennedy, Annie Napier and Herbert Westerbelt. (Mangiboyat)

With limitations for space, in 1911, “(t)he bandstand at Moʻoheau Park has been converted into a schoolroom by the county fathers, on account of the fact that the accommodations at the Riverside School are inadequate and the County has no funds at present with which to build an addition.” (Hawaiian Star, February 27, 1911)

“This class formerly occupied the basement of the Riverside building and it was so damp in the present weather that it was thought best to make the change.” (Hawaiian Star, February 27, 1911)

Finally in 1922, Hilo Junior High School moved up Waianuenue Avenue and renamed to the permanent and present Hilo High Campus. As years passed, the campus flourished with more buildings, students and educational experience. (Mangiboyat)

Hilo High Auditorium was built in 1928. It was donated to the school by the Alumni Association. It was designed by a former student (and part of the first graduates) of Hilo High School, Frank Arakawa.

Riverside got its school site. In the early 1920s, American-born parents called for the development of separate education for their children.

Consequently, the development of “English Standard” schools, sometimes called “Select Schools” since a level of proficiency in English language was required.

While most of the people who attended the schools were of American-born parents, anyone with the ability to speak proper English was allowed to attend. 1925 marked the beginning of segregating students by ability to speak and write English.

In 1927, a Parent-Teacher group in Hilo petitioned the legislature for funds to construct a new English Standard school which had an attendance of 169 children sharing facilities with Hilo Union School.

Just before its opening in 1929, the Hilo Tribune Herald reported: “It is a one-story frame building with Spanish type arched porches and when complete will be one of the most attractive school buildings on the island.”

By 1948, English Standard sections in various schools were replacing separate schools as the next generation of immigrant children became proficient in English. In 1955, two rooms were added to the original E-shaped structure.

In 1956, the porte cochère, or covered drive-through/passenger drop-off, was constructed. A garage driveway was also added in 1956. Riverside became the Hilo District Office for the Department of Education in 1959. (HHF)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Riverside School-NPS

Riverside School-DOE District Annex

Riverside School-HHF

1st grade Riverside School-Hagar

Riverside School (future Hilo High class of 1960) – Hagar

September 14, 2016 by Peter T Young Leave a Comment

McKinley Memorial Fund

William McKinley was the 25th President of the United States, serving from March 4, 1897, until his assassination on September 14, 1901. (He was standing in a receiving line at the Buffalo Pan-American Exposition when he was shot; he died eight days later.)

Born in Niles, Ohio, in 1843, McKinley briefly attended Allegheny College, and was teaching in a country school when the Civil War broke out. Enlisting as a private in the Union Army, he was mustered out at the end of the war as a brevet major of volunteers. He studied law, opened an office in Canton, Ohio, and married Ida Saxton, daughter of a local banker.

At 34, McKinley won a seat in Congress. He spent 14 years in the House and in 1891 was elected Governor of Ohio, serving two terms. McKinley became US President in 1897. (White House) Following his assassination, “Steps were at once taken toward raising funds for the erection of a suitable memorial”.

In Ohio, “within a month from the date of its creation the committee was incorporated at Canton under the name The McKinley National Memorial Association.” Auxiliary associations were formed in nearly every State for the purpose of aiding the National body.

“The memorial is to be, in the highest sense, the sincere expression of all the people of the country of their love for President McKinley and of their admiration for the qualities expressed so eminently in his life and deeds.” (New York Tribune, September 14, 1902)

A fund was started in the Islands. “An engraved or lithographed memorial certificate will be furnished to each contributor. It is believed that the project of erecting a local memorial to Mr McKinley …”

“… if carried out by all classes of the Hawaiian population, and participated in by the school children, will tend to develop patriotism and go to strengthen the interest of our people in American Institutions and principles.”

“It is desirable that the names of all donors with their addresses and the amount of their contributions be accurately reported and recorded by the chairman of your committee, who will forward such record of contributions to the Treasurer, Mr. C. M. Cooke, and he will mail the above mentioned certificate to the donor.” (Dole; Hawaiian Star, November 22, 1901)

Ideas ranged as to the appropriate memorial, “The McKinley memorial fund (had) been started in Honolulu with four subscriptions of $1,000 each and half a dozen more aggregating $2,000, a total of $6,060 from ten subscribers. The money is to be used for the purchase of a large playground for children.” (San Francisco Call, March 6, 1902)

“A letter has been received by the executive committee from the Mothers and Teachers Club in reference to the McKinley Memorial. … Accompanying the letter was a petition to the effect that the McKinley Memorial take the form of a large park somewhere in Honolulu, to be known as McKinley Park.”

“Sculptor Rupert Schmidt is desirous of providing Honolulu with a McKinley monument. Other propositions in this line have been received and will be considered.” (Honolulu Republican, November 14, 1901)

“The committee in charge of the McKinley memorial fund In Hawaii has decided in favor of a public park and playground as the best form of memorial.” (San Francisco Call, January 7, 1902)

On Maui, where “few will refuse to contribute something … Naturally the people and the papers of Honolulu desire to see their town embellished with parks, pleasure grounds and public buildings, but the proposition to take advantage of the death of President McKinley to levy on all the Islands for that purpose smacks a little of selfish thrift.”

“However if the idea is to be practical, let it be so, but instead of a play garden in Honolulu, let the funds be devoted to the construction of a lighthouse for Kahului harbor, which would forever stand as a beacon and a memorial of the most practical and useful nature possible.” (Maui News, November 30, 1901)

Back on O‘ahu, “For making an actual beginning … of beautifying Honolulu, herewith something definite, practicable and not excessively costly is presented. It is the improvement of the presently disused public market building, including its transformation into a great assembly pavilion useful …”

“… and even much wanted for many purposes of the people at large the structure as remodeled to be perpetually dedicated to the memory of the martyred President William McKinley, under whose administration Hawai‘i was annexed to the great American Commonwealth.” (Pacific Commercial Advertiser, November 13, 1907) (Included was a memorial entrance arch.)

Rather, “The corner-stone of the new Honolulu High School which is to be the beneficiary of the McKinley Memorial fund and take the name of the McKinley High School was laid yesterday afternoon by the Alumni of the school assisted by a large assembly of friends and pupils of the Institution.”

“A very important incident of the function was the announcement by Judge Dole, who was one of the principal speakers, that the trustees of the McKinley Memorial Fund had voted to devote the memorial funds to the High School. The terms of the gift are contained in the following resolution, which Mr. Dole read:”

“‘Resolved, That the proposal of the Board of Education and the students of the Honolulu High School that the new building of the Honolulu High School be named the McKinley High School be accepted …’”

“‘… and in consideration thereof that a bronze statue of the late President McKinley, costing not more than $9,000 be erected on the grounds of such school and that the balance of the funds in the hands of this committee be assigned to three trustees …’”

“‘… $1,000 of such funds to be expended in books for the school library and the net Income of the balance of such trust funds to be devoted to the increase, and care of the library of such school and the care of the statue.’”(Evening Bulletin, March 6, 1908)

Later, “A very marked improvement has been attained in the architecture of buildings recently erected in Hawai‘i and the school-houses, constructed within the last few years, have kept pace with the movement. This is notably true of the imposing McKinley High School, a building which compares most favorably with any of its kind in the world.”

“The McKinley High School is located on Victoria street, occupying the grounds between Young and Beretania, and facing historical Thomas Square. The foyer entrance is very attractive and through either of two doors the visitor steps directly into the main hall.”

“A part of the McKinley Memorial Fund has been expended for an heroic size statue of President McKinley, which will stand in front of the building, a part in purchasing books for the library and the Trustees have invested the balance of the fund in bonds, the income to be utilized in acquiring additions to the school library from time to time.” (Thrum, 1908)

“The Bulletin extends its congratulations to those who have interested themselves in solving the problem of the memorial and the Territory, whose present and future citizenship will profit by the example of the man and the practical equipment for life’s, work which the community has given in his name.” (Evening Bulletin, March 6, 1908)

In September 1907, the McKinley Memorial in Canton, Ohio was finished; 9-states had contributed material for the memorial, a 50-foot wide, 77-foot tall domed structure. At the top of the dome is a red, white and blue skylight. The skylight has 45-stars in its design representing the 45-states in the Union at the time of his death.

President McKinley and his wife Ida rest in the monument on an altar in the center of the rotunda in a pair of marble sarcophagi. Their young daughters rest in the wall directly behind them. (McKinley Museum)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

McKinley_Statue-McKinley_High_School

William_McKinley_by_Courtney_Art_Studio,_1896

McKinley_National_Memorial-Canton,_Ohio

McKinley Memorial Arch at Public Market-McKinley Memorial Fund-PCA-Nov_13,_1907

September 1, 2016 by Peter T Young Leave a Comment

Hanahauʻoli

George Paul Cooke (grandson of missionaries Amos Starr and Juliette Montague Cooke, son of Charles Montague Cooke and Anna Charlotte (Rice) Cooke) and his wife Sophie Boyd Judd (granddaughter of missionaries Gerrit Parmele Judd and Laura Fish Judd, daughter of Albert Francis Judd and Agnes Hall Judd) started Hanahauʻoli School.

Hanahauʻoli (happy, joyous work) was a dream realized for George and Sophie Cooke in 1918, for their six children and those of many of their friend (it started with 16 children from ages 6 to 11 years old.)

It was a small school, from kindergarten through sixth grade where all the children cooperated as in a large family; it’s in the same location on the corner of Nowewehi (now Nehoa) and Makiki street.

Two small buildings surrounded by a lawn dotted with kiawe trees, a jungle gym and working gardens were the backdrop for shop, art, French and music, in addition to the more ‘traditional’ subjects.

An old bronze hand bell is rung to start and end the day. (The first bell was bought in 1914 by Sophie and her mother in Florence, Italy. The bell was first used to call the Cooke children from their play at Molokai Ranch.)

There long-held traditions (events and ‘rituals,’) most from the earliest days of the school, that help to build a strong social foundation for children who learn what it means to plan and look forward to experiences that have held meaning for generations.

These include, Makahiki, a celebration of thanksgiving; the Holiday Program and tree cutting; the 6th grade odyssey that includes stepping stone making; oratories and Olympics; morning flag; the Head of School handshaking at the end of the day and the slipper toss.

Makahiki started in 1932; the children were studying ancient Hawaiians and making Kapas (that they wore for the first time at Makahiki.) In addition, there were games in the school courtyard.

The first stepping stone day was in 1926; shop teacher, Mrs AA Wilson initially used wood for the frames to make the Stepping Stone, but now they use Styrofoam – students carve their designs, representing their personal “enthusiasms” and memories.

Slipper toss, started in the 1990s, is held on the last day of school every year in the courtyard to wish everyone a good summer. (“In case someone has the same slipper as you and for safety we only throw one slipper.”)

Former Principal Mary Ray Pohl Kahanamoku began Birthday Books (“it’s a way to celebrate a child’s birthday and at the same time to give a book to the Hanahauʻoli Library. A student gets to choose a book, then they make a fancy bookplate and put it in the book.”)

The Childrens’ Fair started as Hanahauʻoli Festival (it began 1920s.) In the beginning, the children did all the work, children made all the crafts they sold at the fairs (the 1933 fair raised $21.80 for the school.) Now there are “rides and games and lots more things, we have crafts that children can make at the fair to take home.”

Tree cutting got started because children at Hanahauʻoli used to get their Christmas trees from the Territorial Nursery in Makiki Valley. Later, they planted a Norfolk pine tree by the courtyard and when it got big enough they cut it down but left part of the trunk so another tree can grow for another Christmas. (They soon began growing more trees for future supply.)

Oratories started in 1963. “They use to tell stories and poems now they only tell Greek myths. … 6th graders get to choose which myth they want to present. They present their myths in the music room and people come in small groups to watch them.”

Graduation started in 1920 at the pavilion (back in 1918, only two students would be graduating.) Graduates got orange and white crepe paper lei they had to make themselves; now they’re made of orange and white ribbon.

Still a small school for 208-children from Junior Kindergarten through 6th grade, children are now in multi-age classes that acknowledge individual growth and developmental readiness.

Small wood frame buildings that opened out to play areas are now state of the art classrooms with 21st century technology built in, yet they still open to outdoor work and play areas that honor Hawai`i climate and complement project-based programs.

The 2.5-acre campus has facilities including classrooms for JK and 6th grade and multiage classrooms with homegroup learning spaces for K/1, 2/3 and 4/5; classrooms for each of 5 specialty areas, a library containing 15,000-volumes, Gym, playing field with climbing structure and outdoor hard court surface area.

Similar to the early days, there is a low faculty-student ratio and the curriculum remains true to the belief that disciplines are not separate and that learning integrates school life with the home and world. And, the traditions, events and ‘rituals’ continue. (Lots of information here is from Hanahauʻoli, including quotes from former students.)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Hanahauoli-First_Buildings-1921-(hanahauoli)

Hanahauoli-Makahiki-1942-(hanahauoli)

Hanahauoli-Bell-(hanahauoli)

Hanahauoli_Stepping_Stones_Day-1960-(hanahauoli)

Hanahauoli_Fair-1920s-(hanahauoli)

Hanahauoli_Central_Courtyard-(hanahauoli)

Hanahauoli-new_building-2009-(hanahauoli)

Hanahauoli_Slipper_Toss-(hanahauoli)

July 10, 2016 by Peter T Young 1 Comment

Broken Bones

The Chiefs’ Children’s School (The Royal School) was founded in 1839. The cornerstone of the original school was laid on June 28, 1839 in the area of the old barracks of ʻIolani Palace (at about the site of the present State Capitol of Hawaiʻi.)

The school was created by King Kamehameha III; the main goal of this school was to groom the next generation of the highest ranking chief’s children of the realm and secure their positions for Hawaii’s Kingdom.

Seven families were eligible under succession laws stated in the 1840 Constitution of the Kingdom of Hawai‘i; Kamehameha III called on seven boys and seven girls of his family to board in the Chief’s Children’s School.

The Chiefs’ Children’s School was unique because for the first time Aliʻi children would be brought together in a group to be taught, ostensibly, about the ways of governance.

Amos Starr Cooke (1810–1871) and Juliette Montague Cooke (1812-1896), missionaries from the American Board of Commissioners for Foreign Missions, were selected to teach the 16 royal children and run the school.

In this school were educated the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855, namely, Alexander Liholiho (King Kamehameha IV,) Queen Emma, Lot Kamehameha (King Kamehameha V,) King William Lunalilo, King David Kalākaua and Queen Lydia Lili‘uokalani.

In addition, the following royal family members were taught there: Princess Bernice Pauahi Bishop, Princess Elizabeth Kekaaniau Pratt, Prince Moses Kekuaiwa, Princess Jane Loeau Jasper, Princess Victoria Kamāmalu, Prince Peter Young Kaeo, Prince William Pitt Kīnaʻu, Princess Abigail Maheha, Prince James Kaliokalani and Princess Mary Polly Paʻaʻāina.

In a letter requesting the Cookes to teach and Judd to care for the children, King Kamehameha III wrote, “Greetings to you all, Teachers – Where are you, all you teachers? We ask Mr. Cooke to be teacher for our royal children. He is the teacher of our royal children and Dr. Judd is the one to take care of the royal children because we two hold Dr Judd as necessary for the children and also in certain difficulties between us and you all.”

But all were not always well. “On Saturday afternoon, when we returned from bathing David fell off his horse and broke his arm so I ran after his father and the Gov and Abigail’s mother came to see him and Dr Judd set it.” (Monday, July 29, 1844 entry in Prince Lot Kapuāiwa’s diary while at the Chiefs’ Children’s School)

Amos Cooke’s journal entry on the day of the accident explains what happened, “About 3 o’clock we went to bathe & all the boys went & I took special pains to wash them very clean.”

“We returned in very good spirits & most of us had reached home, but (David, written in different ink) came on behind & just as he was turning the last corner his horse jumped one side & threw him off, & broke his right shoulder bone near the elbow.”

“Dr Judd came in immediately & set it. His head was bruised some & so was one of his ankles. He now lies in the room occupied by Mr Sturges when he was here. The king & suite have not come to day as was expected.” (Amos Cooke Journal, July 27, 1844)

Cooke later noted, “… though the youngest boy, David, fell from his horse in July last and broke his right shoulder bone. During the setting of it, and also a resetting, he neither flinched nor shed a tear. (Letter Amos Cooke to Rev D Gree, March 22, 1845)

By the entries in Prince Lot’s journal, it appears the students of the Chief’s Childrens’ School (Royal School) regularly rode horses – typically before breakfast. And, Kalākaua was not the only one to fall and break a bone.

A month before Kalākaua’s fall, Prince Lot noted the third anniversary that Moses Kekūāiwa also “fell off from his horse and broke his arm”. (Prince lot, June 20, 1844 Journal entry)

The Cooke’s also experienced bone breaks; their daughter “Juliette has been so unfortunate as to break her arm 10 days since. She is still under some restraint – gets hurt frequently. Bears it very well.”

“It is no small affair to have a broken bone in the family, but I am so thankful that it is only her arm, her head and back being all safe that I have not felt like complaining. I feel more than common cheerfulness and gratitude.” (Amos Cooke Letter to his mother, August 27, 1847)

Another unidentified bone break happened later, “Juliette and our children are enjoying usual health. Our little scholar with a broken leg has nearly recovered. He hobbles about.” (Amos Cooke Letter to his mother, July 20, 1848)

There were some other close calls, “This afternoon, at recess, Jane & Abigail were swinging Emma & swung her so forcibly that she hit against the post & injured her hip & knee.”

“This evening sent for Dr Judd who says no bones are broken. This afternoon Dr Rooke sailed for Maui in the Kahaelaia & we hesitated about letting Emma go home until her mother came, & took her home.” (Cooke Journal, October 13, 1842)

While Cooke noted the student injuries, he was not immune to injury himself. “After dinner at 2 o’clock I started alone for Waialua. … I went several miles inland …. In going down a pale (pali) & getting back to the road I lost Wm’s poncho, & left word with an old woman if she found it to send it to Mr Bishop’s.”

“I rode on pleasantly until within 2 ½ or 3 miles of Waialua, & while descending a little, my horse galloping & my reins down & holding a parasol with both hands, the horse stumbled & rolled over throwing me off on the near side. It was all done in an instant & when I started up & found my left arm lame & fearing some accident I began to feel to see if any bones were broken.”

“None were broken but my left shoulder was dislocated. At first, I felt faint, but I soon slung my arm in a handkerchief got up on my horse & started for Mr Wilcox’s with a hope that he might be able to set it.” (Cooke Journal, August 12, 1845)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Photograph_of_the_Royal_School,_probably_after_1848

June 21, 2016 by Peter T Young 7 Comments

English Standard School

‘One of the most potent factoid in this reorganization movement’ was the US Bureau of Education’s 1918 publication, the ‘Cardinal Principles of Secondary Education.’ Drafted by a commission of the National Education Association, it served as a kind of low-key national manifesto of the educational ideas of Dewey, Bode, and Kilpatrick. (Cary; Forbes)

In a democracy, it stated, the purpose of education should be to “develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and society toward ever nobler ends.’

The ‘Seven Cardinal Principles’ were: 1. Health; 2. Command of fundamental processes; 3. Worthy home-membership; 4. Vocation; 5. Citizenship, 6. Worthy use of leisure; and 7. Ethical character. (Forbes)

Experience in Hawai‘i and elsewhere seems to indicate that, if they are able to, many parents will go to great lengths to provide their children with what they view as the ‘best’ education.

In the 1820s the missionaries in Hawai‘i sent their children on a six-month trip to New England at an early age because of the lack of Western educational opportunities and their unwillingness to have their children come into contact with Hawaiian children. (Hughes)

Compulsory education had been in effect since 1835 in Hawai’i, and educators in the kingdom and then the territory were proud of their record of universal education. (Hughes)

By 1850, English had become the medium of instruction in the Royal School, and was the language of business, diplomacy and, to a considerable extent, of government itself, but it was not until 1854 that the Hawaiian legislature officially authorized the establishment of a few classes in English for Hawaiians.

Provision was also made for the establishment of special school boards, empowered to set up English ‘select’ schools when suitable quarters had been acquired and a fund of $400 locally subscribed. (LRB)

Starting in approximately 1852 when Hawai‘i was a kingdom, the sugar planters and the Hawaiian government began importing laborers from Asia. In 1879, the importation spread to include Europe.

These laborers came for a limited period of time with the expectation on the part of the employer and the laborer that the workers would return to their country of origin at the end of the contract. For a variety of reasons, growing numbers of these laborers remained in Hawai’i after their initial contract had ended. (Hughes)

At time of annexation, there were 140 public schools, including industrial schools at Lahaina and Hilo, 55 private schools (including one Japanese school.)

As the children of the plantation workers came of school age they were required to attend public school and they rapidly increased the school population. Thus, a 1920 federal survey claimed that only 2-3 percent of the children entering the public schools at age six or seven could speak English. (Hughes)

`Through the 1920s, more than half of the high school students in the Territory attended McKinley High School. Among its 1929 student body of 2,339, nearly one of ten students was (Caucasian) … 43% were of Japanese ancestry and 20% of Chinese parentage. Eleven percent … were Hawaiian or part-Hawaiian and 4 percent were Portuguese’. (Manicas)

In the entire territory there were four high schools: McKinley (the former Honolulu High School;) Hilo, established in 1905; Maui (1913;) and Kauai (1914). The Territory had a proportionally smaller high-school enrollment than any of the forty-eight states, Puerto Rico or the Canal Zone.

In the early 1920s, an experiment had been made by the Central Grammar School of Honolulu in restricting enrollment on the basis of an oral English examination. It was a ‘select school’ for English-speaking children only.

The pressure of the growing Caucasian group and other parents concerned with the problem brought matters to a head. Public meetings were held, and the pros and cons heatedly debated. (LRB)

The prevailing view was that such schools were not proposed for Caucasians alone, or even for children of English-speaking homes, but were for children of all racial groups whose English was such as to justify homogeneity in organization. (LRB)

In 1924, the Department of Public Instruction established the policy of setting aside certain schools where admission was based upon ability to speak and use the English language. The first of these schools was Lincoln, in Honolulu.

When the upper grades of this school became the nucleus of Roosevelt Junior High School, the English standard plan was carried over to that institution. (LRB)

The English Standard system (patterned after the American standard school system) was established in 1924; this required students to pass an oral English entrance exam before being admitted.

Roosevelt was initially composed of grades seven to eleven and housed in temporary quarters in an old, Normal School building that formerly trained teachers for Hawai‘i’s public schools.

In 1937, the seventh, eighth, and ninth grades were permanently removed to the Normal School building, reorganized as an intermediate school, and Roosevelt High remained as a school for tenth and eleventh graders until 1939 when it became a three year high school . (NPS)

At that time, over 80% of children of Japanese descent were in some 175 Japanese language schools. These began instruction after the public school day ended. There were, in addition, 14 Chinese language schools and 10 Korean language schools. These numbered some 40,000 altogether. (Manicas)

After the war, the trend was toward the increase in number of the English standard section, designed to convert eventually all schools to the English standard. (LRB)

From the outset, the plan was that the English standard system would be an interim measure, one designed to last until the majority of children in the public system spoke English as their native language, presumably one generation.

The primary articulated goal was to ensure that the children of English-speaking parents were provided an education in which they were not held back in English and other subjects because of the presence of non-English-speaking children.

In 1941 a citizen’s group conducted a study of the school system and included in its report several comparisons between English standard and district school pupils. In every case the English standard children performed better academically than did the non-English standard children. (Hughes)

In 1949 the legislature passed Act 227, which ordered the Department of public Instruction to: “raise the standards of all public schools to the level of the English Standard system and to provide for the transition from the dual to the single standard system starting in September 1949”. It lasted until the early-1960s in some places.

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Roosevelt High School