The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1901-06-28

plant Or reap or hoe, and in every such
contest your Will power has grown stron-
ger The diploma testifies to this We
shan all hope and believe that it has
grown strong enough to resist all evil
temptation No better testimony could
you have borne to the DEVELOPMENT of
your VIII than in the fact that every
member of this class has found some
work TO do at once, instead sof waiting
around for work to find him
In the third place. this diploma testi-
nes TO obedience. 1 hope you have learn
ed this lesson. We must all obey the
laws or the country, the laws of society,
the laws Of health, the laws of God. I'm
doubtedly you have had moments when
you wished to escape obedience to the
rghtful authority OF your teachers or
officers. If you have conquered yourself
and have obeyed, you have prepared
yourself for positions Of honor and trust.
Now these three thfngs-knowledye
Will, obedience-Loweu saws are the roots
OF dominion; that is, they give us power.
I our diploma, then. stands for the now
er sure 10 come If you are WORTHY of
this diploma
wish for you good business. a good
nome, good life. Study the work Won
go into; learn to do 1t better than any,
one else can do It. Let the diplomas
which ! now present you be the outward
signs OF the knowledge, win and obe-
dlence which make for power
After the presentation of the diplo-
mas, according TO the program, the
pupils of the schools and the visitors
joined in Hawaii Ponoi'' in enthusiasts
tic chorus. and Rev. E. S. Timotao pro-
nounced an impressive benediction.
A kamehameha song by the Kameha-
meha boys and girls. and the tuneful
call OF the Kamehameha Girls School
ollowed, the exercises closing with the
preparatory and manual yells and a
finale of three rousing cheers for the
thirteen graduates of 1901. whose
names are:
Edward Aikue, Louis Alau. Harry
Hanakahi. David Harbottle. Samuel
Kaaloa, Henry K Eli. James Kuofa.
iKahalau Seoiki, William Martin. Jesse
s-Nohoikaiu, william Punohu. James Sa-
t6una- Benjamin j Wright
Ii The essay of Henry X. Eli on Some
Duties the Government Owes the
People" was as follows.
/ The object of the government is the
preservation and protection of the peo-
pie; the object of the school is to pre-
pare people properly TO appreciate the
laws Of the government If this is true
why should not the government have
every school teach the pupils in agricuI-
ture. carpentry, bIacksmithing and the
common English branches; and girls in
the common English branches, house
keeping and some practical ideas of agri-
culture, when they are able to do it?
Special schools ought to be establish
ed on each Island where boys and girls
who have passed the common school Sc
lect some other form of education that
is better adapted TO promote their use
fulness and happiness in the future. II
they wish TO take up some professions
they are to pass an examination and
should be taught along scientific lines
and public service. II they become spe-
ciaiists and hold high positions in the
government for twenty-five years, they
should receive pensions when they re-
tire from duty. If the government only
would educate people in this way sa-I
looms would close and less police would
be needed and all the money that is paid
TO them would go 10 the educational
fund and the time would come when all
things would be in perfect order, for our
republican system Of government de-
ponds on the self-control of the citizens
What, then. shall we do to become
good citizens? We should be intelligent,
should be well acquainted with the his
tory of our government and the prin-
cipIes upon which it is founded.
What, then, shall we do with the Por-
to Ricans in regard to education? Shall
We have their children educated in our
public schools OF let them remain ig-
norant? Eeither way IS dangerous to
our progress II We should let them re-
main ignorant II will interfere with their
future intelligence and morals For we
cannot allow the ignorant TO exercise his
freedom in cultivating bacteria or leav-
ing his children without education. Ed
ucation. from one point of view is
debt which the adult generation owes TO
that which is to succeed 1t. This civili-
cation to which we have attained these
intellectual resources, these moral prin-
ciples, these habits of proved utility
how are they to be passed on to the Por-
to Rican children? BY education-that
is TO say, by mental contact and moral
sympathy between those who know and
those who, as yet, do not know. Here
we make two reasonable assumptions
the first, that all we have learned the
Porto Ricau may also learn; the second,
that possibly il Is not worth the while
of the Porto Rican to learn all that we
have learned.
Things which We ourselves have learn
ed perhaps with considerable effort or
we are apt to attach a fictitious value TO
simply because they have cost us dear,
but let our chief effort be to give the
Porto Rican a free education in farm
ing so it win not disturb the interest
of the sugar planter.
At the beginning of the last century
the law and the public sentiment among
the property-owning classes were both
unfavorahle to the organization Of Ia
borers This was shown in a case in
England. To say that lahorers were not
allowed to combine in defense of their
rights is to put the matter altogether
TOO mildly. The slightest attempt Of
united action 10 increase the price of
their services was visited by severest
penalty But with the growth Of demo
cratic spirit and democratic power new
policy began TO prevail
In the minds Of a large number OF the
public labor unions are chiefly essociat-
ed with strikes. What, Their, shall we
do TO suppress such action7 The gov
eminent Ought TO have a state board Of
artitrat tom Of five men who have had
experience In labor troubles. Whenever