In this section: SCHOOLS. (1) Attendance of Orientals in American public schools. (2) Japanese language schools conducted by Japanese in California. (3) Japanese language schools in Hawaii. (4) Effect of these Japanese schools upon the Americanization of Japanese as pictured by Dr. Sidney L. Gulick with quotation from him. (5) Japanese home influence nullifies American school teachings. SCHOOLS. Orientals attend the American public schools. In fact, in a number of districts the Japanese now constitute the major part of the attendance, whites and Japanese attending the same schools, together. Japanese Language Schools. The Japanese, besides attending the American public schools, thereby acquiring the English language and a knowledge of American customs, in many districts they also attend private Japanese schools conducted in the Japanese language in which are taught the language, laws, customs, history and religion of Japan. How many there are at present of these Japanese language schools was not ascertained definitely. However, in a memorial address, prepared by the Japanese Association of America (in California), to the President of the United States, on the occasion of his visit to California in 1919, the Japanese Association stated that there were in California seventy-five such Japanese language schools, which they designate as "supplementary" schools. While these schools are said by the Japanese to be primarily for the study of the Japanese language, and not intended to perpetuate the traditions and moral concepts of Japan, nevertheless, when an attempt was made in the Territorial Legislature of Hawaii to require teachers in these Japanese language schools to qualify for a certificate to teach, by passing an examination in the English language, American history and American civics, the measure introduced in the legislature for this purpose was strongly opposed by Japanese educators and editors on the ground that it would force Japanese schools in that territory to close. This opposition defeated the bill. (See Appendix "A" of Hearings before Committee on Immigration and Naturalization, House of Representatives, page 277.) Japanese Home Influence Nullifies American School Teachings. It seems apparent that the teachings of the American public schools do not offset the Japanese home influence, for, after years of residence in California, the Japanese still continue to congregate in racial groups, speak the Japanese language among themselves and adhere to the customs of the mother country. There is little evidence of their assimilation. Dr. Sidney L. Gulick, author of numerous books and articles on the Japanese question, lecturer in the Imperial University of Japan, and who is by no means unfriendly to the Japanese, has expressed this very aptly in his book, "The American-Japanese Problem," in which, addressing himself to the subject as it relates to the teaching of Japanese children in the schools of Hawaii, he writes as follows: "It is not to be assumed that the education they (Japanese children) receive in the public schools, which they leave at 14 or 15 years of age, is adequate to prepare them for citizenship during the six or seven years after they get out from under the influence of their American teachers. Most of the boys will be isolated from English-speaking Americans; they will be associated chiefly with men of their own SCHOOLS. Orientals attend the American public schools. In fact, in a number of districts the Japanese now constitute the major part of the attendance, whites and Japanese attending the same schools, together. Japanese Language Schools. The Japanese, besides attending the American public schools, thereby acquiring the English language and a knowledge of American customs, in many districts they also attend private Japanese schools conducted in the Japanese language in which are taught the language, laws, customs, history and religion of Japan. How many there are at present of these Japanese language schools was not ascertained definitely. However, in a memorial address, prepared by the Japanese Association of America (in California), to the President of the United States, on the occasion of his visit to California in 1919, the Japanese Association stated that there were in California seventy-five such Japanese language schools, which they designate as "supplementary" schools. While these schools are said by the Japanese to be primarily for the study of the Japanese language, and not intended to perpetuate the traditions and moral concepts of Japan, nevertheless, when an attempt was made in the Territorial Legislature of Hawaii to require teachers in these Japanese language schools to qualify for a certificate to teach, by passing an examination in the English language, American history and American civics, the measure introduced in the legislature for this purpose was strongly opposed by Japanese educators and editors on the ground that it would force Japanese schools in that territory to close. This opposition defeated the bill. (See Appendix "A" of Hearings before Committee on Immigration and Naturalization, House of Representatives, page 277.) Japanese Home Influence Nullifies American School Teachings. It seems apparent that the teachings of the American public schools do not offset the Japanese home influence, for, after years of residence in California, the Japanese still continue to congregate in racial groups, speak the Japanese language among themselves and adhere to the customs of the mother country. There is little evidence of their assimilation. Dr. Sidney L. Gulick, author of numerous books and articles on the Japanese question, lecturer in the Imperial University of Japan, and who is by no means unfriendly to the Japanese, has expressed this very aptly in his book, "The American-Japanese Problem," in which, addressing himself to the subject as it relates to the teaching of Japanese children in the schools of Hawaii, he writes as follows: "It is not to be assumed that the education they (Japanese children) receive in the public schools, which they leave at 14 or 15 years of age, is adequate to prepare them for citizenship during the six or seven years after they get out from under the influence of their American teachers. Most of the boys will be isolated from English-speaking Americans; they will be associated chiefly with men of their own |