Hawaii. Why any kind of schooling was provided was, from the government's view, a matter of pacification rather than religion or educational principle. It was hoped by U.S. officials that the schools might convince Indians not to oppose their own banishment across the Mississippi. 161
Americans were not free to duplicate their home-grown practices overseas. Sometimes, geography stood in the way. In Samoa, the port of Pago-Pago was the main attraction. Americans, however, did not confiscate significant amounts of Samoan land and thus left the system of common ownership undisturbed. This was not because of U.S. respect for the principle of common ownership but simply because there was not much productive soil available. In Hawaii, on the other hand, much land was available and could be put to productive use promptly by the Americans. Within a few years, in fact, the traditional Hawaiian system of land ownership was legislated out of existence and by the 1890s, as we saw earlier, Americans owned most Hawaiian land. A great attraction of Guam to Americans was the presence there of comparatively much level cultivable land. Land whose location was valuable militarily was taken without a second thought.
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Publication information: Book title: Asian-American Education:Historical Background and Current Realities. Contributors: Meyer Weinberg - Author. Publisher: Lawrence Erlbaum Associates. Place of publication: Mahwah, NJ. Publication year: 1997. Page number: 281.