Schools | Images of Old Hawaiʻi

Punahou School, Photograph attributed to Charles Burgess-1866

July 12, 2019 by Peter T Young 1 Comment

La Pietra

Papaʻenaʻena heiau was situated on the side of Lēʻahi, Diamond Head. It was referred to by early writers as “Lēʻahi heiau.”

Papaʻenaʻena was reportedly built by Maui King Kahekili to commemorate his conquest of Oʻahu. This heiau was destroyed in about 1856 and its stones were carted off to Waikīkī for use as rock walls and driveways.

During the Mahele this site was given by the Kingdom of Hawaiʻi to the future King Lunalilo. After the king’s death this site was sold to James Campbell, in 1883. Later, Walter F. Dillingham bought the land from Campbell.

In 1910, Walter Dillingham married Louise Gaylord. Bucking the current trend of wealthy families living in Mānoa, Mr. Dillingham chose to build his new bride a home on a dry and – at the time – remote area on the slopes of Diamond Head.

With the help of famed Chicago architect, David Adler, they built a home similar to the Villa La Pietra they admired in Tuscany while on their honeymoon.

Three elements compose the central structure. One is facing the northward toward the Koʻolau range, one westward to the Waianae range, and one southward to the sea.

All three face inward on a flagged courtyard surrounded by a pillared arcade. In the center of the courtyard is an Italianate fountain, which was used to cool the building when the breeze swept through the structure.

The building is a composite of villa, as noted by Grace Tower Warren, Island Hostess: An Italian Villa in Hawaii, Paradise of the Pacific, Vol. 63:
“Many people have had the idea that La Pietra is a copy of my aunt’s villa in Florence of the same name, the one In which Mr. Dillingham and I were married, but such is not the case”, said Mrs. Dillingham.

“It is a composite of several of the beautiful villas in Florence to which my aunt, Mrs. Acton, took me, The facade facing the Waianae Mountains and the town is copied from the Villa Cambreia, The facade facing the Koolau Mountains is a replica of the de Medici villa in Florence. Our architect was David Adler, and he beautifully combined and coordinated the designs and ideas we loved…”

Mr. Dillingham and Adler did not work together in person. At the time Adler was designing another residence in New York. So Mr. Dillingham sent Mr. Adler detailed measurements and contour maps of the site, and photographs showing the setting in which the villa would stand.

With that, La Pietra – meaning The Gem or The Rock – was born.

The Dillingham home was completed in 1922 and included 5 bedrooms, a swimming pool, a formal dining room, horse stables, servants’ quarters, tennis courts, and a game/pool table room.

Architecturally, the home is described as “An extensive two-story “Italian villa” in an imposing terraced setting overlooking Kapiʻolani Park, Waikiki Bay and Honolulu; an example of the “Mediterranean Revival” period which had some popularity in Honolulu, as on the mainland.”

For the next 40 years, La Pietra was a social center for Honolulu’s wealthy and famous, with visitors to the estate including Franklin D. Roosevelt and Walt Disney.

Upon Mr. Dillingham’s death in 1963, Punahou School gained ownership of La Pietra and used it for faculty housing; the property was eventually sold to the newly formed Hawaii School for Girls in 1969.

With its start at Central Union Church, Hawaii School for Girls then renamed and relocated to La Pietra – Hawaii School for Girls, an independent, college preparatory school for girls, which consisted of nine founding teachers, 210 girls and Head of School, Joseph Pynchon.

Over the years, various enhancements were made to the campus. A six classroom building named in honor of Mrs. Cooke was dedicated in January 1977.

The athletic complex, completed in 1987, was named in honor of Mrs. Anthony in 2008. Bachman Science Center was built in 1997. Most recently, the school renovated its library to create Hawaii’s first all-digital school library.

La Pietra

Walter_Francis_Dillingham-(WC)

May 10, 2019 by Peter T Young 6 Comments

Maunaʻolu Seminary

Back in the beginning of the 19th-century, it was believed that women should be educated to understand domestic economy, because they were to play the major role in educating the young, primarily in their homes, and later as school teachers (as the school population grew and there was a shortage of teachers).

Gender segregated schools were established. The seminary’s primary task was professional preparation: the male seminary prepared men for the ministry; the female seminary took as its earnest job the training of women for teaching and motherhood. (Horowitz, Beyer)

Although schools for upper-class women were in existence prior to the 19th-century, the female seminary for middle-class women became the prevailing type of institution from 1820 until after the Civil War.

The most prominent female seminaries on the continent were Troy Seminary (1821,) Hartford Seminary (1823,) Ipswich Seminary (1828,) Mount Holyoke Seminary (1837) and Oxford Seminary (1839.)

In the Islands, the first female seminary students were adult Hawaiian women. Patricia Grimshaw states: “… that (s)oon after their arrival in Hawai’i in 1820, and over the next three decades, New England missionary women embarked on an ambitious plan to transform Hawaiian girls and women to notions of femininity upheld by their culture.”

“The plan and design of the Female Seminary is to take a class of young females into a boarding school—away in a measure from the contaminating influence of heathen society, to train them to habits of industry, neatness, and order …”

“… to instruct them in employments suited to their sex, to cultivate the minds, to improve their manners and to instill the principles of our holy religion – to fit them to be suitable companions for the scholars of the Mission Seminary and examples of propriety among the females of the Sandwich Islands.” (Dibble)

In 1835, at the general meeting of the Mission, a resolution was passed to promote boarding schools for Hawaiians; several male boarding schools and two female boarding schools were begun (Wailuku Female Seminary on the island of Maui and the Hilo Girls Boarding School on the island of Hawai’I; others followed.)

The last of the female seminaries that was begun by the missionaries was initially called the Makawao Family School. Reverend Claudius B. Andrews and his wife, Anne Seward Gilson Andrews, began it in 1861 in a location above Makawao Village on the island of Maui.

Maunaʻolu Seminary is an out-growth of the “East Maui Female Seminary.” It first sprang into existence, through the earnest desire of the Andrews for a school for Hawaiian girls, where they might he educated in the atmosphere of a Christian home, and so be equipped for their future life work.

Mr. Andrews purchased a piece of land called “Maluhia,” selecting a site about 2,000-feet on the slopes of Haleakalā.

It was here that Mr. and Mrs. Andrews with their family first conceived the idea of a “Home School” for Hawaiian girls, as Mr. Andrews said, “Where the girls are to be taught as my own daughters”.

It was not so much the idea of book knowledge as that in the early years of the child-life they would be given the essential elements of true character building, looking to future development of Hawaiian womanhood.

A year after the school began, Mrs. Andrews died.

Throughout the next seven years, Reverend Andrews received help from a variety of people, and attendance grew to 70 students. But then, in 1869, the school building burned; the school was temporarily closed, but reopened in 1871.

Reverend Andrews, along with his second wife, Samantha Andrews, were in charge of operating the school. (The second Mrs. Andrews was a sister of his first wife.)

Miss Helen E. Carpenter was engaged as an assistant teacher. Both Samantha Andrews and Helen Carpenter were graduates of Mount Holyoke Seminary. In 1874, the latter was appointed principal.

Throughout the following years, the curriculum included the usual academic courses in reading, mathematics, literature, history, language (all instruction was in English), geography, spelling, civics and the Bible. The industrial departments included sewing, domestic arts and culinary.

During the last two decades of the 19th century, the school was nicknamed the Mount Holyoke Seminary of the Hawaiian Islands due to the connection of its instructors with that American seminary and the large number of Hawaiian Islands ministers’ daughters in attendance.

Additions to the buildings and aid from both the Government and the American Board of Commissioners for Foreign Missions (ABCFM) led to the enrollment climbing to 100 students.

At the end of the century, all the female seminaries in Hawai‘i began to lose students to the newly-founded Kamehameha School for Girls.

This latter school was established in 1894; it was not technically a seminary or founded by missionaries, but all the girls enrolled were Hawaiian, and its curriculum was very similar to what was used at the missionary-sponsored seminaries.

After a second fire in 1898, Maunaʻolu Seminary moved into temporary quarters in the buildings of the old Haleakala government boy’s school, also above Makawao.

In 1900 Maunaʻolu was rebuilt in a place closer to Pā‘ia on land known as Pu‘u Makani (windy hill). This was brought about by the generosity of the honored trustee, Mr. Henry P. Baldwin.

Maunaʻolu Seminary continued to exist through the 1920s, offering a high school diploma to their graduates. Its last commencement was in June 1942.

The school was used for the military hospital during World War II. Reopened in 1950 as a coeducational junior college run by the Hawaiian Evangelical Association of Congregational Christian Churches, Maunaʻolu Community College offered the last two years of high school and the first two years of college.

A four-year college curriculum was developed in 1969, but the college had difficulty attracting students.

In 1971, Maunaʻolu College was acquired by United States International University, and later by the County of Maui. The college is no longer in existence.

Click HERE for more information on Head, Heart & Hand.

Edward_Bailey_painting_of_East_Maui_Female_Seminary,_or_Maunaʻolu_Seminary

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Maunaolu_Seminary-HMCS-The_Friend-1929

Maunaolu_Seminary-HMCS-The_Friend-1884

Makawao_Union_Church_1909

Maunaolu_Seminary-Approximate_Location

May 6, 2019 by Peter T Young Leave a Comment

Head, Heart & Hand

In the early years, after the arrival of the first American Protestant missionaries, the Hawaiian language came to be the universal mode of education.

Common schools (where the 3 Rs were taught) sprang up in villages all over the islands. In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people. (Canevali)

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools.

Recognizing there were a limited number of missionaries to teach the chiefs and maka‘āinana (common people), the missionaries effectively set up a school in Lāhainā to teach teachers.

With the main facility at Lahainaluna, the Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In many of the mission schools the focus was educating the head, heart and hand. In addition to the rigorous academic drills (Head), the schools provided religious/moral (Heart) and manual/vocational (Hand) training.

This method of learning started with the training of the missionary ministers. While they had extensive training in academics and religious studies, because missionaries were often in isolated locations without services, the early missionary ministers had training in manual arts, as well – this philosophy continued into the schools the missions formed.

Foreign Mission School

The object of the Foreign Mission School was the education, in the US country, of heathen youth (those that do not know God), so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

Once enrolled, students spent seven hours a day in study. Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

They were also taught special skills like coopering (the making of barrels and other storage casks), blacksmithing, navigation and surveying. When not in class, students attended mandatory church and prayer sessions and also worked on making improvements to the school’s lands. (Cornwall)

Lahainaluna

Under the leadership of Reverend Lorrin Andrews, Lahainaluna 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.

The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

Hilo Boarding School

In 1835, the mission constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.) The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

More than one-third of the boys who had attended the school eventually became teachers in the common schools of the kingdom. In 1850 the Minister of Public Instruction, Richard Armstrong, reported that Hilo Boarding School “is one of our most important schools. It is the very life and soul of our common school on that large island.”

O‘ahu College – Punahou School

The school was officially named in 1859 and it was initially called the Oʻahu College. It is not until 1934 that the school name was changed to Punahou School, the name we know it as today.

The curriculum at Punahou under Daniel Dole combined the elements of a classical education with a strong emphasis on manual labor in the school’s fields for the boys, and in domestic matters for the girls. The school raised much of its own food. (Burlin)

Kamehameha Schools

The head, heart and hand education continued. On April 1, 1886, Reverend William Brewster Oleson was hired from Hilo Boarding School to become the first principal of the Kamehameha School for Boys.

At Kamehameha, “Each student will be allowed to carry out 12 hours a week of manual labor. For industrial arts, two hours a day, and five days a week. Military drilling and physical education will be a portion of the curriculum everyday.”

“Arithmetic, English Language, Popular Science (Akeakamai,) Elementary Algebra (Anahonua,) Free-hand and Mechanical Drawing (Kakau me Kaha Kii,) Practical Geometry (Moleanahonua,) Bookkeeping (malama Buke Kalepa,) tailoring (tela humu lole,) printing (pai palapala,), masonry (hamo puna,) and other similar things, and blacksmithing.” (Kuokoa, June 28, 1887)

Missionary ‘Head, Heart & Hand’ Model Makes it Back to the Continent

Hilo Boarding School was the model for educating students at Hampton Institute in Virginia and Tuskegee Institute in Alabama. (KSBE)

With the help of the American Missionary Association, Samuel Armstrong, son of missionary Richard Armstrong, established the Hampton Normal and Agricultural Institute – now known as Hampton University – in Hampton, Virginia in 1868.

The Institute was meant to be a place where black students could receive post-secondary education to become teachers, as well as training in useful job skills while paying for their education through manual labor.

Hampton University’s most notable alumni is Booker T. Washington. “I was born a slave on a plantation in Franklin County, Virginia. … As nearly as I have been able to learn, I was born near a cross-roads post-office called Hale’s Ford, and the year was 1858 or 1859.”

After coming to Hampton Institute in 1872, Washington immediately began to adopt Armstrong’s teaching and philosophy. Washington described Armstrong as “the most perfect specimen of man, physically, mentally and spiritually the most Christ-like….” Washington also quickly learned the aim of the Hampton Institute.

Washington rose to become one of the most influential African-American intellectuals of the late 19th century. In 1881, he founded the Tuskegee Institute, a black school in Alabama devoted to training teachers.

Click HERE for more information on Head, Heart & Hand.

Click HERE to view/download for more information on the Foreign Mission School.

Hilo_Boarding_School_Shop,_Class_of_June_1901

Hilo_Boarding_School-printing-(75-years)

Hilo_Boarding_School-shop-(75-years)

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Hilo Boarding School and Mission Houses

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Hilo_Boarding_School-(75-years)

Hilo_Boarding_School-garden-(75-years)

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Cornwall’s Foreign Mission School

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Punahou-Girls-Court-of-the-E-Building-1877

Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right

Punahou-Manual-Arts-Class-1924

Punahou-Gardens-1880

Kamehameha School for Boys campus-(KSBE)-before 1900

February 25, 2019 by Peter T Young 1 Comment

Foreign Mission School

In June 1810, Mills and James Richards petitioned the General Association of the Congregational Church to establish the foreign missions. American Board of Commissioners for Foreign Missions (ABCFM) was formed with a Board of members from Massachusetts and Connecticut.

ABCFM had its origin in the desire of several young men in the Andover Theological Seminary to preach the gospel in the heathen world. (The term ‘heathen’ (without the knowledge of Jesus Christ and God) was a term in use at the time (200-years ago.))

“The Board has established missions, in the order of time in which they are now named at Bombay, and Ceylon; among the Cherokees, Choctaws, and the Cherokees of the Arkansaw ….”

It is important to note that in the early nineteenth century all land west of the Ohio Valley was considered foreign territory. Westward continental expansion bled into the Pacific and beyond. (NPS)

By 1816, contributions to the ABCFM had declined. There were several reasons including post-War of 1812 recession and the fact that India and Ceylon (Sri Lanka) were too remote to hold public interest. (Wagner)

Folks saw a couple options: bring Indian and foreign youth into white communities and teach them there, or go out to them and teach them in their own communities. They chose the former.

“If the proper means were employed, no doubt can be entertained, that many of these Youths would become the instruments of good, to themselves and to the nations to which they belong. From the declarations o: providence of God, it is reasonable to hope, that some, if favoured with a religious education, would become the subjects of divine grace.”

“The great object in educating these Youths, is, that they may be employed as instruments of salvation to their benighted countrymen. Should they become qualified to preach the Gospel, they will possess many advantages over Missionaries, from this, or any other part of the Christian World.”

Formation of Foreign Mission School

“(W)e have a school at Cornwall, Connecticut, instituted for the purpose of educating youths of Heathen nations, with a view of their being useful in their respective countries. This school commenced in May, 1817. The number of pupils is at present about thirty; fifteen of whom are Indian youths, of principal families, belonging to five or six different Indian tribes …”

“… several of these last receive an allowance from the government; and I beg to commend them all to the favor of the President, as very promising youths, in a course of education, which will qualify them for extending influence, and for important usefulness, in their respective nations. They, as well as the pupils in the schools in the nations, are exercised in various labors, and inured to industry; and the school comprises most of the branches of academical education, and is under excellent instruction and government.” (Morse, 1822)

The object of the school was the education, in the US country, of heathen youth, so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate to the heathen nations such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

Cornwall’s Foreign Mission School exemplified evangelical efforts to recruit young men from indigenous cultures around the world, convert them to Christianity, educate them and train them to become preachers, health workers, translators and teachers back in their native lands.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1808 (after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent. In its first year, the Foreign Mission School had 12 students, more than half of whom were Hawaiian.

Curricula operated at various levels, as some of the pupils were more advanced in their studies while others where just learning basic literacy – the more advanced students helped teach the others.

Students rose around 5 or 6 am and ate breakfast together at 7 am in the dining room of the steward’s house. Daily classes ran from 9 am to noon, and again from 2 to 5 pm, with all sessions taking place on the first floor of the main school building just across the street from the steward’s house.

The coming of Henry ʻŌpūkahaʻia and other young Hawaiians to the US, who awakened a deep Christian sympathy in the churches, moved the ABCFM to establish a mission at the Islands. When asked “Who will return with these boys to their native land to teach the truths of salvation?”

Bingham and his classmate, Asa Thurston, were the first to respond, and offer their services to the Board. (Congregational Quarterly) They were ordained at Goshen, Connecticut on September 29, 1819; several years earlier from Goshen came the first official request for a mission to Hawai‘i; this ordination of foreign missionaries was the first held in the State of Connecticut.

“During its brief existence, Cornwall’s Foreign Mission School taught over 100 students. More importantly, however, it connected a small town in Connecticut to larger, international events, such as the flourishing Christian missionary movement. Additionally, it reveals the boundaries of tolerance in the early 1800s.” (Connecticut History) By the time the school closed in 1826, only fourteen students remained.