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The educational welfare of children of native and minority groups in continental United States and its outlying parts involves instructional procedures which in recent years are becoming more and more recognized as constituting specialized problems in education. Bilingualism is generally recognized as offering serious instructional difficulties among minority groups, while social and economic adjustment in the homes from which the majority of bilingual children come are necessarily reflected in the conduct and attitudes as well as in progress in the school studies of the children concerned. The language situation in Hawaii is unique. The population is made up of many races, speaking distinctly different language. Sometimes more than one foreign tongue is spoken within a single home. This bulletin is a report on two studies, the first of which is concerned with the type of errors commonly found among school children in Hawaii and, in some instances, the evidence accounting for their prevalence. The other is an account of successful practices in teaching English followed by teachers of bilingual children in Hawaii. Both sections are suggestive to school officials dealing with similar problems and will, it is believed, be of value to the large number of school officials to whom the education of bilingual children is entrusted. This bulletin is one of a series reporting the findings of investigations undertaken during 1936-37 under the Project in Research in Universities of the Office of Education. The project was financed under the Emergency Relief Appropriation Act of 1935, and conducted in accordance with administrative regulations of the Works Progress Administration. Appended are: (1) Master Outline of Elements in the Problem; (2) Copy of Preliminary Letter Sent to Cooperating Teachers; (3) Bibliography of Books Helpful in Teaching English to Bilingual Children; and (4) Frequency and Type of Errors in Oral and Written English. Individual sections contain footnotes. (Contains 26 tables.) [This bulletin was written with the assistance of Jitsuichi Masuoka. Best copy available has been provided.]

With the annexation of the Hawaiian Islands as a Territory in 1898, the people of the United States assumed responsibility for leadership of the Hawaiian people toward social and economic goals, as well as for the establishment and maintenance of democratic government. In a democracy education is the chief means of promoting stability of government and social welfare. Therefore, the type of school system set up to achieve the purposes indicated, its administration and support, the methods through which desired educational objectives are to be attained, and progress toward their attainment are of continuing interest in continental United States. In pursuance of the functions assigned to it by Congress the United States Office of Education assumes the same responsibility for the promotion of education and for disseminating information concerning it in Hawaii as in the States on the continent. While Hawaiians have been citizens of the United States since 1898 and while Hawaii territorially has the same civil status as did the majority of the States until their admission in the Union, its relative isolation from the continent mitigates against general familiarity with its educational progress. This bulletin has been prepared as a step in the direction of wider acquaintance on the continent with public education in Hawaii. (Contains 7 tables and 33 endnotes.) [Best copy available has been provided.]

The purpose of this bulletin is to present a selected working bibliography of practical usefulness to students and others interested in the education of native and minority groups. The field is a relatively new one in American education, and so far as information is available, this is the first effort to formulate a bibliography concerned with it. The primary purpose is to assist students of education and others interested in securing information or in pursuing studies concerned with the education of native and minority people living under the sovereignty of the United States. It is hoped that increased knowledge of conditions and progress influencing education will lead to better mutual understandings and further scientific studies of social and educational problems. These results should lead to more intelligent functioning of the school systems established throughout the outlying territories. This bibliography is arranged under seven classifications, as follows: (1) A general approach to problems concerned with native and minority groups; (2) How certain foreign governments are meeting these problems; (3) The education of Indians in continental United States; (4) Alaska and native Alaskans; (5) Education in the American West Indies; (6) Education in the Philippine Islands; and (7) Hawaii and other Pacific insular parts. An index is also included. [Best copy available has been provided.]