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THE GARDEN ISLAND. TUESDAY, DEC. 30, 1919
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Read the Garden Island
Ways of Connecting the Public
School With the Plantation
By R O. WIST, Principal
Kamehanicha 111 Sihool
The title of thia paper mimes one, of
our local educational problem. When
onereuii.es that the Kicat majority
of our Island' public school pupils arc
plantation children, many of them
workers themselves; that the co.it of
their education is largely borne by
these same plantations, it makes one
wonder why there is so little conned
ion between the two interests. This
situation is, I believe, quite unique in
an American community. I have heard
plantation managers, as well us school
officials, express the opinion tint
school and plantation interests clash.
If this is so, thera is something radi
cally wrong with our educational sys
tem or the plantation policy or both.
Personally, I am inclined to think that
this theory is unfounded. I believe
that in the last few years these two
interests have come to realize that "in
union there is strength;" that the in
terest of one must necessarily be the
interest of the other. The war has
been partly, if not largely, responsible
for this. The plantation community
loo'.;ed to the school child far assist
ance in all war activities, particularly
as a propagandist in educating his
parents. The school teacher r.nd pupil
looked Upon the plantation oflicials.
especially the manager, ns a natural
leader in war activities. Naturally
they learned to know one another bet
ter and both found the other reason
able and approachable.
In the new era into which we have
entered, I hope to see much closer
cooperation between the plantations
and the schools. This, I feel, is es
sential to both. It will tend to create
a viewpoint more or less similar. The
school child will benefit thereby. It
costs money for education. It i3 there
fore of interest to the schools that the
plantation succeeds financially. For
the plantation to succeed, it must have
healthy, intelligent workers. Where
can such workers be developed better
than in oar public schools? I5y closer
cooperation I mean that plantation
people, managci'3 in particular, will be
more familiar with the school and its'
work, that use be made of the school
plant wherever possible, that teachers
and children bo called upon to take
part in community work. I believe it
the duty of every teacher i:i these Is
lands to know considerable about the
plantation and its work, its people and
their conditions, including possibilities
for improvements. They should rdopl
the broader educational view, which
is to educate our boys and jvirls to be
better workers and not educate them
awry from work. The," h.is. I fir r.
benn a considerable tendency to do the
latter. Almost every te:'. h er l..s made
the m'staVc of crotalin'j r-uTtion in
o'.ir boys to "ri;s:'" to a portion In life
where they can wear clean c'othrs and
work indoors. The result is tint most
often our boys, upon grcUii.t ion from
school, prefer a "white coll ir position"
to a job in the field, even ;t les.'i p.y
and longer hours. This is a hack-to-J
the s-oil iii;e. The Gre:-t War has
t.nu'ht us the necessity of rvcit'n.?
workers wi;h the soil. Education that
does not stimulate this ambition is
misapplied, for the simple reason that
great proportion of our school grad
uates should go to work on the planta
tions. Elsewhere in this paragraph I
speak of plantation officials familiariz
ing themselves with the school plant.
They should, however, go further than
this; they should, whenever possible,
assist the school in the education of
the plantation child. A good eximple
of how they can do this may be found
in the Hoy Scout Organization. The
Troop Committee of the School Hoy j
Scout Troop should consist largely of,
plantation men. If possible the scout
master should be one.
One way in which the sihool can be
of assistance to the child, through the
plantation, is in doing pioneer work
which will prepare the plantation and
worker for welfare work. Here wo aiv
treading more or less on dangerous
ground. Welfare work must come, not
as a bensvolent kindness or gift to the j
people, but us a part of the regular!
proposition. Creating this feeling a-1
mong oar laborers is not an easy mat-1
ter. The laborer must be educated to
want welfare work and. incidentally, to!
consider it part ami parcel of his daily
activities. Without this spirit on his
part, welfare work is like a chain con-!
sitting of separated links. He takes,
what is given him. thanks for it and
proceeds to forget it. One act has no
logical connection to another. Theor-i
etically. the den: m l fc" different ret-1
i v it f"H. whic h come under the reading
of welfare v ork, should ec mi- frein the
h.l.oivr himself. lint he has not
reac hed the stage where he c.,n make
a reasonable or intelligent il.m nid.
This is where the school comes in. We
should make it a part of our business
to develop in the boy and giil the
ability to organize and iivv on the
work of athletic and ,-u. ,al cl-ibs.
They should be able to assume the
initiative in organizing e:.ir.; baseball,
basket-ball or volley-ball teams. They
(Coutiuued on Paso ii)
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13th Chapter cf PEARL WHITE
Weekly News Up to Date
wilier w AN
on LLiJowrpaocA, l mn, ,
FRIDAY, JAN. 2
Fifth Chapter of "THE TIGER'S TRAIL" with Ruth Roland
Pathe WaeUy - Up-to-date
SAT. JAN. 3
VIVIAN MARTIN in 11 LUIS! AN A
A lieimtil'nl ,-tnrv nf l.ouUimia I'min tlie Imok 1 .v KWANCIS IH'ltN K I T.
llV wort 1 1 .-eeii,.
17th Chapter of The "The Brass Bullet"
Weekly News Up-To-Date
SUN. JAN. 4
LI LA LEE in
One nf tlie : ot .-turies ever told, and is suited for Miss I.ee. lit liiellilier l.er ill In r last
liieiure, ")Al'(iHTKU OF Till: W'OI.F?" This is Letter.
4th Chapter cf Ecfdie Polo in "The Lure 'A the Circus"
Weekly News Up To Date
Wednesday, Dec. 31
Pr3tnts The Great
Di-ury Lane Melodra
' -' Y- , ' J
THURS. JANUARY 1
Here It Is!
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12th EpsoJe t-f "THE HAND OF VENGEANCE"
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