Schools | Images of Old Hawaiʻi

May 30, 2020 by Peter T Young Leave a Comment

St. Andrew’s Priory

At the invitation of King Kamehameha IV, the Anglican Church mission came to Hawaiʻi in 1862; the invitation was extended to both the Church of England and the Episcopal Church in the Unites States. The Church of England gave a favorable response.

At the time, the American Protestants, through the Congregational Church, and Roman Catholic Church were established and active in the islands. Each had also established schools within the islands.

Queen Emma recognized the educational needs of the young women of her island nation. Her mission of establishing a girls’ school in Honolulu took her to England to seek the counsel of the Archbishop of Canterbury.

Under his authority, the Sisters of the Church of England returned to Hawai’i with Queen Emma to begin their work.

Queen Emma was raised in the Anglican faith and envisioned a school where Hawaiian girls would receive an education equivalent to the education that was traditionally offered only to boys.

St. Andrew’s Priory School was founded on Ascension Day, May 30, 1867, by Queen Emma, wife of King Kamehameha IV, and Mother Priscilla Lydia Sellon of the Society of the Most Holy Trinity of Devonport, England.

St. Andrews Priory was named in honor of St. Andrew, which was also the dedication of the Cathedral. This name had been chosen for the Cathedral because St. Andrews Day, November 30, was the anniversary of the death of Kamehameha IV, for whom the building was a memorial.

The Society of the Most Holy Trinity used the Benedictine terminology, whereby the mother house of a religious order was called an abbey and a branch house a priory. Therefore, the school became St. Andrew’s Priory School for Girls.

The school opened with 11-boarders and a few day students; by the end of the year, 17-boarders had registered. Most of the boarders were aliʻi.

Priory was eligible and received government grants; in doing so, it had to follow government regulations. As such, curriculum included the required reading in English or Hawaiian, writing, arithmetic grammar, geography and training in industrial work,

Good English was the Priory’s chief objective, so all instruction was in English and the girls were not allowed to speak Hawaiian, even on the playground. The girls learned sewing and embroidery, music, drawing, in addition to the academic subjects. Religious classes were part of the school curriculum. (Heyes)

The Board of Education encouraged early entrance, before age 10, to English schools, so that students may learn English in their formative years. The Priory’s first 17-boarders ranged in age from four 1/2 to sixteen. In 1871, a 2 1/2-year old Kauaʻi student (McBryde) was admitted with her two older sisters.

The girls slept in dormitories (they furnished their own beds and bedding.) The girls had poi every day. Initially, the girls wore their own clothes, there was no uniform (however, every girl had a white dress for Sundays and special occasions – uniforms started sometime after 1918.)

By 1876, the school was well established; dormitory space had been almost doubled, making room for forty boarders. The number of day students also increased and in that year to a total of 118-students.

In the 1880s, the Royal Hawaiian Band played concerts twice a week in Queen Emma Square. “One of our pleasant diversions was to go to and hear Captain Berger’s band play at Emma Square every Saturday afternoon. … we all went and sat in the carriage just outside the park. There was usually a crowd there, as it was very popular.” (Sutherland Journal)

With the formation of the Republic of Hawaiʻi, the educational policy favored establishing the American system of free public schools for everyone. Government aid to private schools was forbidden. (However, private schools continued to flourish.)

In 1902, the school transferred to the jurisdiction of the Episcopal Church of the United States and was run by the Sisters of the American Order of the Transfiguration. The school was then dependent financially on tuition and gifts from friends.

Even with these changes, there was no basic change in the purpose of the school. An education suited for the “probable life circumstances” of the girls still placed high emphasis on the homemaking arts, as well as preparing the girls for teaching, nursing and secretarial work. (Heyes)

In 1903, a high school department was opened offering the girls an opportunity to receive secondary education, placing the Priory at the forefront of the secondary school movement in Hawaiʻi. At the time, the only other secondary education options for girls were Honolulu High School (later known as McKinley) and Punahou.

There was significant new construction between 1906 and 1914; in 1909 the cornerstone for the new Dickey-designed Priory was laid for a two-story building made of steel and concrete (the first of its kind in the islands.)

The Sisters of the American Order of the Transfiguration operated the school until 1969. Since that time, the school has been under the leadership of a head of school.

In 1976, the Priory became a non-profit corporation with a Board of Trustees and a charter of incorporation that continues to provide an official link with the Episcopal Church.

Founded as a school for girls, the Priory remains dedicated to this legacy. Today, the Priory provides girls in grades K-12 a college preparatory education within a Christian environment so that in any future community they will be self-confident, capable, participating members. (Lots of information here from Heyes.)

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May 21, 2020 by Peter T Young Leave a Comment

Waialeʻe Industrial School

The legislature, on December 30, 1864, approved “An act authorizing the board of education to establish an industrial and reformatory school for the care and education of helpless and neglected children, as also for the reformation of juvenile offenders”.

“The only object of the said industrial and reformatory schools shall be the detention, management, education, employment, reformation, and maintenance of such children as shall be committed thereto as orphans, vagrants, truants, living an idle or dissolute life, who shall be duly convicted of any crime or misdemeanor”. (Hawaiian Commission, Annexation Report, 1898)

“The first notice of a reform school is contained in the report of M. Kekuanao’a, president of the board of education, in 1866. The legislature in March, 1865, voted an appropriation of $6,000 for an industrial and reform school.” (Report to the Governor, 1903)

The department of public instruction established an industrial and reformatory school at Keoneula, Kapālama, Oʻahu and had authority to establish other industrial schools across the Islands.

In 1899, a proposal was made to establish a new school at Waialeʻe on Oʻahu’s North Shore, but action wasn’t taken until 1901 when the land was deeded over to the department of education. It was built to replace an older school.

On the May 13, 1902, the last of the boys of the reformatory school in Honolulu – 68 in number – were moved down to the new buildings at Waialeʻe, the institution was thereafter known as the Waialeʻe Industrial School.

The Waialeʻe Industrial School was situated on 700-acres of land, about 5-miles from Kahuku and 8-miles from Waialua. It had a coast line of over a mile, and it extended back to the mountain ridge.

School improvements were built about ½-mile from the ocean on low land between a series of bluffs. Taro patches were built above the beach; there was a large pond supplied by “never-failing springs.”

This site enabled the school to carry on agriculture, dairy farming and fishing, besides giving instruction in carpentering, blacksmithing, the manufacture of poi and general school work.

In 1903, four taro patches had been made and planted; a fifth is about ready to plant. A vegetable garden was planted with onions, tomatoes, com, beans, lettuce, radish, beets, and carrots.

There have also been planted 220 banana plants and about 500 trees for windbreaks and firewood. The trees planted are eucalyptus, gravillea robusta, ironwood, kamani, poinciana, tamarind, alligator pear and mango.

A terrace was built, extending 30 feet around the main building, and planted with grass. A considerable area has been cleared of lantana and stones.

For the dining hall 8 tables and 24 benches have been made, 3 safes for the pantry, a table and cupboard for the kitchen, a table and cupboard for the hospital, and 42 desks have been set up and placed in the schoolroom.

The following buildings were built by the boys: a clothes and store room, 18 by 48 feet, a closet with 10 compartments, 5 by 30 feet, with urinals and latticed screen, a carpenter shop, 20 by 40 feet, and a poi house of corrugated iron with cemented floor, 13 by 15 feet.

In 1903, there were a total of 78-boys in the Waialeʻe Industrial School. (At that time, their attendance was noted as: In school 73; In hospital 1; In Oahu jail 3; and Escaped 1.)

Their offenses included: Truancy 18; Vagrancy and homeless 11; Disobedience to parents 15; Common nuisance 1; Trespass 3; Assault and lottery 2; Larceny 25; Housebreaking 1; and Burglary 2. (Reportedly, an average of 180-boys lived at the school at any given time.)

All was not pretty at the place. “Members of the education committee of the house of representatives are of the opinion that the so-called dark cells or dungeons are improper and should be abolished.” (Star-Bulletin, 1919; as noted in Honolulu Weekly)

Another Star-Bulletin article reveals excerpts of a journal discovered by then-superintendent Morris Freedman that covers most of the inmates from 1899 to 1908. “Disobedience to the moral suasion of parents [resulted in] a man-sized term of 3 to 5 years . . . Runaways were not few and far between . . . Ball and chain were used.” (As noted in Honolulu Weekly)

A related article on the “Boys of Waialee” notes an unpublished piece by Freedman between 1935–1939 that notes corporeal punishment: “Oregon boots, shackles, leg irons, cat-o-nine tails, straps soaked in vinegar and salt, terrific lashings and beatings were the order of the day.”

“In 1921, when Mr. Wesson [took over] the school his first act was to destroy these vestiges of the Dark Ages era [and he] discontinued the use of dark cells which were built below the level of the street surface … his treatment was by far more humane than it had been before.”

A September 3, 1953 editorial in the Honolulu Record notes, “70 per cent of the Oahu Prison inmates comes from Waialee Training School for Boys, which is supposedly a correction and rehabilitation home.”

“This does not include prisoners at Honolulu Jail who “graduated” from Waialee, many of them asking in early youth while at Waialee to be transferred to the jail rather than withstand the brutality and bestiality of the administration staff at the boy’s school.”

The school was operational for approximately 50-years; the boys were moved to facilities on the windward side (above Kailua.)

Later, Crawford’s Convalescent Home operated mauka of Kamehameha Highway. On about 135-acres of the makai lands (below the highway) UH-Manoa College of Tropical Agriculture and Human Resources (CTAHR) operated the Waialeʻe Livestock Experiment Station, an animal research and demonstration facility.

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Waialeʻe Industrial School For Boys-(ghosttowns)-1906

Waialeʻe Industrial School For Boys-(ghosttowns)-1930s

Waialeʻe Industrial School For Boys-1940

Waialeʻe Industrial School For Boys-(historichawaiifoundation)

Waialeʻe Industrial School For Boys-band_room-front; jail-middle; poi_factory-back-(ghosttowns)

Waialee, dinning hall

Waialee Trainning School – infirmery

Waialeʻe Industrial School For Boys-Nationality-Offenses-Length_of_Terms-1903

April 29, 2020 by Peter T Young 1 Comment

Continuation School

(The 1909 Report of the Public School Fund Commission carried a paper, Our Children, Our Schools, and Our Industries, by Andrew S. Draper, Superintendent of Public Instruction, New York State.)

He noted “We have exploited the fundamental principles of our democracy in our politics and in our religion much, more completely and satisfactorily than in our education or in our industries. The application of those principles to our training and our work of hand is now to be pressed to conclusions.”

“The usefulness of our society to the individual depends upon the character and the efficiency of the units who comprise the mass.”

“The worth of the individual to the State, on the other hand depends upon the common acceptance of the principles of the Golden Rule, as well as upon the ambitions which are inspired by the common thinking and the prevalent anxiety and aptitude of the people for work.”

“Whether the work be intellectual or manual has; nothing to do with the right of the toiler to respect and regard.”

“Individual success and the growing strength of a people must come, if it comes at all, through steady application by growing numbers, through increasing competency, through sound living, and through the slow accretions of goods and of esteem.”

“It would be an appalling and pathetic mistake for a people to think that subtlety and greed can become the basis of either personal or national prosperity.”

“Economic conditions have forced combinations. The disappearance of individual responsibility in the corporation and the labor union, has wrought havoc with old-fashioned thinking and with moral fiber.”

“The time must soon come when the man in the corporation shall be stopped from using the common power of the people to oppress rather than to aid the people, and when the man in the union shall be stopped …”

“… from using the organized strength of his fellows to do the least he can for his wage, and from debasing himself through subtle antagonism to the people for whom he works, or a heavy shadow will rest upon the pathway of the Republic.”

“The man in the union, and all the rest of us, both in this generation and the next, must be aided more completely by the schools, and to do that some radical changes in the basis, the thought, and the plan of the schools seem imperative.”

“The child must have his chance, – an equal, open, hopeful, chance. But he must not be misled. His chance is in work. It is in his becoming accustomed to discipline, to direction, to industry, and to persistence, before he is sixteen years of age.” (Draper 1909)

In that same report the Maine Superintendent of Schools stated, “Of all the larger educational movements of the time probably no other is destined to have so far reaching influence as that which seeks to introduce into our school work a more distinctly utilitarian purpose than has before been recognized.”

“The general object of the introduction of this purpose has been so much under recent discussion that it is hardly necessary to repeat this here. We are learning, however, from the experience of other people, that it pays in every sense to train for efficiency in action as well as for efficiency in thinking, and that, I conceive, is the underlying motive of a right sort of vocational training.”

“We are recognizing that in the discharge of its duty to itself the State is bound to consider as much the man who is to work with his hands as it does him whose labor is to be of the head; indeed that is the rightly organized industrial state …”

“… there can be no complete separation of one from the other, and, therefore, that productive industry is entitled to men trained to co-ordinate hand and brain in a higher, better and, therefore, more profitable workmanship.” (Maine Superintendent)

Draper added several recommendations to his paper, including:
• Require attendance at seven years of age, instead of eight, and let it continue, in elementary school or trades school, to seventeen, but excuse from attendance before eight, at the parents’ request, on the ground of immaturity, and also excuse from attendance whenever the work in the elementary school and trades school is completed, or after fifteen if the child is regularly at work,

• Establish schools for teaching trade vocations, the work to begin at the end of the elementary school course, and continue for three years. Let the trades schools be open both in the day time and evening.

• Establish continuation schools, to be open mainly in the evenings, where the work shall be of a, general character, suited to the needs of youth who are employed through the day and are not doing the work in the trades schools

• In other words, make our evening schools more general and better. Let the work in the continuation schools go perhaps half way or more through the high school course, but with less formalism about it.

• Shorten the time in the elementary schools to seven years. Take out what it is not vital for a child to know in order to learn or to do other things for himself. Assume that he will learn and do things on his own account, if he has the power.

• Strive to give him power, and expect that through it he will get knowledge. Stop reasoning that mere information will give him power. Stop the dress parade and pretense about teaching, which consume time unnecessarily.

• Push the child along and aim to have him finish the elementary school in the fourteenth year. When he is fifteen send him to the trades school whether he has finished the elementary school or not.

• Assume that if the child does not go to the high school, his school work may end with his seventeenth, and not in his fourteenth, year.

• Put into the elementary schools, from the very beginning, some phase of industrial work. Up to the last year or two let it be work that can be done in the schoolroom, at the desks, under the ordinary teachers, and will occupy two or three hours a week. This might proceed from folding paper, molding sand, modeling clay, outlining with a needle, to the simple knife work in wood, plain sewing, knitting, and the like. In the last year or two send the classes to central rooms specially prepared, perhaps to the trade schools, for more complex wood work, cooking, etc. Always emphasize the drawing.

• As the child comes to the end of the elementary schools, expect him to elect whether he will go to the high school, to a trades school, or to work.

• Wherever he goes, expect that the schools will keep track of him until he is at least seventeen. If he goes to the trades school, expect him to get into the possession of the fundamental knowledge and something of the skill of a trade by his seventeenth or eighteenth year.

• If he goes to work in a store or factory, expect him to come to the continuation school till his seventeenth year is completed. Have him and, his parents understand that he is responsible to the schools until he is perhaps eighteen years old.

• Set up trades schools in spacious, but not necessarily ornate buildings. Start the particular kind of trades schools that the business of the town and the interests of the trades call for.

• Let it be understood that wherever there are a sufficient number of children to learn a particular trade, there will be a school to teach it to them. Let the trades school partake more of the character of the shop’ than of the school.

Hawai‘i had continuation schools. “The aims of the continuation school in Hawaii are to give the employed boy or girl, 14 to 18 years of age, a better understanding of the work and world about him, to help him use his leisure time wisely and to give him guidance in his work and other problems.” (US Office of Education, 1935)

“The continuation school is conducted under an instructor furnished by the Territorial department of public instruction. The purpose of the continuation school is to offer an opportunity to those who for some reason or other did not complete or feel that they did not receive as much education as they would like to have had.”

“In order to attend the school, the employee must sacrifice a half day of work each week without pay. This is a hard and fast rule of the continuation school system over which we have no control. Classes are held daily from 1 p.m. to 4 p.m., with the exceptions of Saturdays and Sundays, but each class only attends school once a week.”

“For the first semester beginning September 1937, 47 employees have enrolled. English is compulsory. Other subjects are typing, shorthand, community civics, social science, shop work, and journalism.” (Congress, Joint Committee on Hawaii, 1937)

The image shows the Territorial Normal School – it’s not a continuation school, The Normal School is where teachers were taught.

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April 26, 2020 by Peter T Young Leave a Comment

Waikīkī Ranch and Dairy

Jay P Graves, son of John James Graves (who made his fortune in mining, streetcar and railroad on the continent) purchased about 1,000-acres of land in 1904 and started Waikīkī Ranch.

Like others with means in the day, he built a mansion; it was designed by architect Kirtland Cutter. The Olmstead Brothers of Boston designed the gardens and water system, and the interiors were done by Elsie de Wolfe, America’s first well-known decorator.

Graves wanted the mansion to have a joyous atmosphere, which significantly influenced the Cutter design. The house has beautiful oak and maple floors, and unique molded-plaster ceilings.

Newspaper accounts note that a construction camp had been established on the property for the 25-100 workmen who were engaged in construction of the mansion. The camp was complete with a bunkhouse, commissary and mess tent.

The 23-room mansion and a number of smaller buildings were constructed at a cost of approximately $175,000 for construction and furnishings in 1911-1913.

Waikīkī Ranch had its own water system, which included a storage system of 100,000-gallons, as well as its own hydro-electric system, which provided all of the electrical requirements.

The beautiful staircase featured rare tigerwood and benches to sit. The one-piece carved alabaster light fixture was of exceptional size and typical of Cutters details; leaded glass was throughout the home.

For nearly twenty-five years Graves continued to make additions and alterations to the property, often with Cutter designs.

The Graves entertained many of the nation’s financial leaders and even royalty. Prince Albert, later King Albert of Belgium, was a visitor.

Waikīkī Ranch was said to have had the largest herd of thoroughbred Jersey Cattle in the Pacific. The dairy was well known throughout the world with breeding stock shipped as far away as China.

The Jersey was bred on the British Channel Island of Jersey. It apparently descended from cattle stock brought over from the nearby Norman mainland, and was first recorded as a separate breed around 1700.

Adaptable to hot climates, these are smaller cows are a popular breed due to the ability to carry a larger number of effective milking cows per unit area due to lower body weight, hence lower maintenance requirements and superior grazing ability (also the high butterfat content of its milk.)

The Waikīkī Dairy, founded in 1914, had its own special bottling, with bottles printed with brilliant red lettering around the bottom: “For the exclusive use of Waikīkī Dairy”.

In 1936, the mansion and remaining ranch property was sold to Mr. & Mrs. Charles E. Marr for $175,000. The Graves moved to Pasadena, California.

OK, before you exhaust yourself racking your brain trying to figure out where this 1,000-acre dairy/ranch was in Waikīkī … it wasn’t in Hawaiʻi, it was in Spokane, Washington.

But there are Hawaiʻi ties to the place.

Obviously the name, Waikīkī Ranch, is one. Graves had visited Waikīkī and noted the meaning of its name, ‘spouting waters.’ Since the ranch had 24-natural springs, Graves thought it an appropriate name for his property.

There’s more.

Lots of Hawaiʻi students go to college on the former ranch property.

Gonzaga University purchased the Waikīkī Mansion and 9-acres of land in 1964 for $500,000 with the intention of using it for retreats and other events.

In 1983, the Waikīkī mansion was renamed the Bozarth Mansion and Retreat Center in honor of area wheat farmer, Horace and Christine Bozarth, who gave a substantial gift to renovate the mansion and pay off the remaining debt.

Gonzaga students formed the Hawaiʻi-Pacific Islanders Club and host an annual lūʻau for students and area residents. Another Spokane school has Waikīkī Ranch ties; the ranch originally included the land on which Whitworth University is presently located.

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Milk Bottle from the Waikiki Dairy-Spokane

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Waikiki Ranch & Dairy - Bozarth Mansion and Retreat Center (Gonzaga)-GoogleEarth

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Gonzaga University-Hawaii Pacific Islanders Club

Gonzaga University-Hawaii Pacific Islanders Club-Luau

April 20, 2020 by Peter T Young Leave a Comment

Lasting Legacies

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”), about 184-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

Collaboration between Native Hawaiians and American Protestant missionaries resulted in, among other things, the
• Introduction of Christianity;
• Development of a written Hawaiian language and establishment of schools that resulted in widespread literacy;
• Promulgation of the concept of constitutional government;
• Combination of Hawaiian with Western medicine; and
• Evolution of a new and distinctive musical tradition (with harmony and choral singing)

Notable lasting legacies of the mission are the numerous historic churches and restored mission residences, across the Islands. Among the other legacies are reminders of the Hawaiian Islands Mission and the good work of the missionaries who were part of it; here are a handful of only some of the reminders of the mission:

Hawaiian Mission Houses Historic Site and Archives

The Hawaiian Mission Houses Historic Site and Archives (Mission Houses) includes three restored houses, two of which are the oldest houses in Hawai‘i, the 1821 Mission House (wood frame) and the 1831 Chamberlain House (coral block,) and a 1841 bedroom annex interpreted as the Print Shop, and a research archives which provides a unique glimpse into 19th-century Hawai`i both onsite and online.

Mission Houses sits on an acre of land in the middle of downtown Honolulu. In addition, the site has the Mission Memorial Cemetery, and a building which houses collections and archives, a reading room, a visitors’ store and staff offices. A National Historic Landmark, Mission Houses preserves and interprets the two oldest houses in Hawaiʻi through school programs, historic house tours, and special events.

Lahainaluna

On September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna (Upper Lāhainā)) began in thatched huts with 25 Hawaiian young men (including David Malo, who went on to hold important positions in the kingdom, including the first Superintendent of Schools.)

Under the leadership of Reverend Lorrin Andrews, the school was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

Lahainaluna was transferred from being operated by the American missionaries to the control of the Hawaiian monarchy in 1849. By 1864, only Lahainaluna graduates were considered qualified to hold government positions such as lawyers, teachers, district magistrates and other important posts.

O‘ahu College – Punahou School

The missionaries established schools associated with their missions across the Islands. This marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of Chiefs to stimulate the people to reading and writing.

However, the education of their children was a concern of missionaries. There were two major dilemmas, (1) there were a limited number of missionary children and (2) existing schools (which the missionaries taught) served adult Hawaiians (who were taught from a limited curriculum in the Hawaiian language.)

During the first 21-years of the missionary period (1820-1863,) no fewer than 33 children were either taken back to the continent by their parents. That changed … Resolution 14 of the 1841 General Meeting of the Sandwich Islands Mission changed that; it established a school for the children of the missionaries (May 12, 1841.) Meeting minutes note, “This subject occupied much time in discussion, and excited much interest.” On July 11, 1842, fifteen children met for the first time in Punahou’s original E-shaped building.

Lāhainā Banyan Tree

James William Smith was in the Tenth Company of ABCFM missionaries to the Islands, arriving on September 24, 1842. His son, William Owen Smith, born at Kōloa, Kauai, was educated at Rev David Dole’s school at Kōloa, later attending Punahou School in Honolulu.

On April 24, 1873, while serving as Sheriff on Maui, William Owen Smith planted Lāhainā’s Indian Banyan to commemorate the 50th anniversary of the first Protestant mission in Lāhainā.

Today, shading almost an acre of the surrounding park and reaching upward to a height of 60 feet, this banyan tree is reportedly the largest in the US. Its aerial roots grow into thick trunks when they reach the ground, supporting the tree’s large canopy. There are 16 major trunks in addition to the original trunk in the center.

Mission Memorial Building

“Impressive ceremonies marked the laying of the cornerstone yesterday afternoon of the Mission Memorial building in King street, Ewa of the YWCA Homestead, being erected at a cost of $90,000 as a monument to pioneer missionaries and to be the center pf the missionary work in Hawaii in the future.” (Hawaiian Gazette, July 20, 1915)

Designed by architect H.L. Kerr and built between 1915 and 1916, these structures were commissioned by the Hawaii Evangelical Association in preparation for the centennial commemoration of the arrival of the American Protestant missionaries to Hawaii in 1820. (C&C)

“‘Various forms of memorials have been suggested, but instead of some monument of beauty, perhaps, but which could be put to no practical use, why not something which would be of lasting value and usefulness and what would combine all so well as a building which would be the center of activity for the Hawaiian board, where work along the lines of those whose memories are now being revered, should be directed!’” (Hawaiian Gazette, July 20, 1915)

During World War II, the city administration moved to have the building condemned. The large, red-brick, neoclassical structures are the only example of Jeffersonian architecture in Hawaii. In 2003, after decades of use as city office space, the auditorium was renovated back to its original state.

This is only a summary; Click HERE for more on the Lasting Legacies.

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