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Ramage Press replica at Mission Houses

Hawaiian Alphabet

Baibala

Kaahumanu-(HerbKane)

Missionaries_preaching_under_kukui_groves,_1841

November 26, 2019 by Peter T Young 2 Comments

President William McKinley High School

McKinley High School (Oʻahu’s oldest public high school) was officially established in 1865, as the Fort Street English Day School by Maurice B. Beckwith. In November 1869, the English Day School moved from the basement of the old Fort Street Church to a new stone building on the corner of Fort and School Streets.

The Fort Street School was split in 1895 into Kaʻiulani Elementary School and Honolulu High School (the high school moved into Keōua Hale – former residence of Princess Ruth Keʻelikōlani.)

In 1907, Honolulu High School moved to the corner of Beretania and Victoria Streets. The school’s name was then changed to President William McKinley High School, after President William McKinley, whose influence brought about the annexation of the Hawaiian Islands to the United States.

McKinley High School enjoyed the use of an “imposing” building opened in 1908. In an article which appeared in Thrum’s “Hawaiian Almanac and Annual for 1909” (published in 1908), CE King said:

“A very marked improvement has been attained in the architecture of buildings recently erected in Hawaii … This is notably true of the imposing McKinley High School, a building which compares most favorably with any of its kind in the world. …”

“In addition there is a principal’s office, ladies’ retiring room, each provided with all conveniences, two hat rooms for the use of students, a specimen and apparatus room for the physics laboratory, a private chemistry laboratory and a dark room connected with the chemical laboratory.”

That former McKinley High School building is still there. McKinley was later relocated, the old site (Beretania and Victoria) was occupied by the Linekona (“Lincoln”) Elementary School (that later relocated to the Makiki District.) In 1990, the building was renovated as the “Academy Art Center,” the largest art private school in Hawaiʻi, under the administration of the Honolulu Academy of Arts.

With growing enrollment, the school quickly outgrew its new building and a new and bigger school was necessary. In 1921, the present site on King Street was acquired through territorial condemnation. In 1923, the school was moved from the Beretania/ Victoria site to its present location, nearby on King Street.

At that time, McKinley had no auditorium; however, in 1927 the Marion McCarrell Scott Auditorium was dedicated. This new auditorium was then the largest theater in Hawaiʻi with a seating capacity of 1,114 (it served not only the students but the community at large.)

The school’s swimming pool was the students’ pride of the 1920s because they played an active part in its construction. Armed with picks, shovels and determination, the students began the excavation for a pool in 1923. The pool was completed in 1926 and named in honor of the late Honolulu Mayor Fred Wright.

Through the 1920s, more than half of the high school students in Hawaiʻi attended McKinley.

December 8, 1941 the US Government commandeered the nearby St Louis campus for the use of the 147th General Hospital. Elementary students attended classes at Saint Patrick School and St Louis high school classes shared classes at McKinley High School.

Sharing a campus by the high schools led to a fierce rivalry. To ease some of the tension, reportedly, Saint Louis football coach (later Honolulu Mayor) Neal Blaisdell created the “poi pounder trophy,” to go to the winner of the annual Saint Louis/McKinley football game (this continued from 1942 to 1969.)

The Second World War proved to bring other challenges to the students of McKinley. They wanted to do their part in the nation’s war effort. A savings bond drive was conducted, and the students responded by buying over $200,000 in bonds and stamps.

The overwhelming success of the bond drive instigated a new project; the goal was to purchase a fighter bomber for the US Air Force. Students raised an additional $333,000 in war bonds to cover the cost of a Liberator bomber. In February 1944, the plane, christened “Madame Pele,” was presented to the US Air Force.

With the ending of WW II, Veterans’ School was begun on campus to help the McKinley young men who had left school for the war. One hundred and five veterans came back to McKinley and finished their education.

In the 1960s, the students had an opportunity to choose from a wider range of subjects in preparation for their post-high school education. McKinley continued to be a comprehensive public high school in Hawaiʻi.

Comprehensive high schools are meant to serve the needs of all students; typical comprehensive high schools offer more than one course of specialization in its program and usually have a college preparatory course and one or more scientific or vocational courses.

The school colors, black and gold, were selected when McKinley High School was very young. Gold was chosen for McKinley’s close association with Hawaiian royalty. Not only was the school started during the reign of Kamehameha V, but also Honolulu High School, the predecessor of McKinley High School, used the home of Princess Ruth for a school house.

In searching for a color to compliment the gold, black was agreed upon. Part of the reason for the selection was that many McKinley graduates continued their education at Princeton University, whose colors are also black and gold. The nickname, “Tigers”, was possibly derived from the close association with Princeton.

Another proud aspect of McKinley’s history is the Code of Honor written in 1927 by student Mun Chee Chun. The code expressed the high standard of behavior which McKinley students tried to maintain. The original plaque of the code is proudly displayed in the main foyer of the Administration building.

Click HERE to view/download Background Information on Missionary Children

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Keoua Hale, Princess Ruth Keelikolani's mansion-was_Honolulu_High_School-forerunner_to_McKinley

Keōua Hale,f Princess Ruth Keʻelikōlani at 1302 Queen Emma Street - site of Central Intermediate School

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November 18, 2019 by Peter T Young Leave a Comment

“Oh, father, dear father, do take me back!”

From 1820 to 1848, 12-Companies of missionaries, under the auspices of the American Board of Commissioners for Foreign Missions (ABCFM), arrived in the Islands. Every group of missionaries arrived by ship, sailing from New England, around Cape Horn and finally reaching the Hawaiian Islands usually after a five-month sea voyage. (Miller)

For the most part, the missionaries were married – typically ‘just married’ a few weeks or months of their departure. In the Pioneer Company, by the middle of the trip, four of the wives were pregnant.

After 164-days at sea, on April 4, 1820, the Thaddeus arrived and anchored at Kailua-Kona on the Island of Hawaiʻi. Hawai‘i’s “Plymouth Rock” is about where the Kailua pier is today.

Starting a few short months after their arrival, the new missionary wives became mothers.

The first child was Levi Loomis, son of the Printer, Elisha and Maria Loomis; he was the first white child born in the Islands. Here is the order of the early missionary births:

July 16, 1820 … Honolulu (Oʻahu) … Levi Loomis
October 19, 1820 … Waimea (Kauai) … Maria Whitney
November 9, 1820 … Honolulu (Oʻahu) … Sophia Bingham
December 22, 1820 … Waimea (Kauai) … Sarah Ruggles
March 2, 1821 … Waimea (Kauai) … Lucia Holman
September 28, 1821 … Honolulu (Oʻahu) … Persis Thurston

More missionaries, and more children, came, later.

By 1853, nearly three-fourths of the native Hawaiian population over the age of sixteen years was literate in their own language. The short time span within which native Hawaiians achieved literacy is remarkable in light of the overall low literacy rates of the United States at that time. (Lucas)

This was fine for the Hawaiians who were beginning to learn to read and write, but the missionary families were looking for expanded education for their children.

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 period from infancy to the age of ten or twelve years, children in the almost isolated family of a missionary could be well provided for and instructed in the rudiments of education without a regular school … But after that period, difficulties in most cases multiplied.” (Hiram Bingham)

Missionaries were torn between preaching the gospel and teaching their kids. From 1826 until 1842, young missionary parents began to make a decision seemingly at odds with the idealizing of the family so prevalent in the 19th century; they weighed the possibility of sending them back to New England. The trauma mostly affected families of the first two companies.

“(I)t was the general opinion of the missionaries there that their children over eight or ten years of age, notwithstanding the trial that might be involved, ought to be sent or carried to the United States, if there were friends who would assume a proper guardianship over them”. (Bingham)

“Owing to the then lack of advanced schools in Hawaii, the earlier mission children were all ‘sent home’ around Cape Horn, to ‘be educated.’ This was the darkest day in the life history of the mission child.”

In 1840, as the ship carrying the missionaries’ offspring pulled away from the dock, a distraught seven-year-old, Caroline Armstrong, looking at her father on the shore, the distance between them widening every moment … “Oh, father, dear father, do take me back!”

Her plea echoed in the hearts of the community. In June of that year the mission voted to establish a school for the missionary children at Punahou.

The Missionary Period lasted from 1820 to 1863; during the first 21-years of the Missionary Period, no fewer than 33 children were either sent or taken back to the continent by their parents.

Sophia Bingham-photo of original painting

October 30, 2019 by Peter T Young Leave a Comment

College Hill

In 1829, Hiram Bingham was given the lands of Kapunahou – he subsequently gave it to the American Board of Commissioners for Foreign Missions (ABCFM) – to establish Punahou School.

Founded in 1841, Punahou School (originally called Oʻahu College) was built at Kapunahou to provide a quality education for the children of Congregational missionaries, allowing them to stay in Hawaiʻi with their families, instead of being sent away to school. The first class had 15 students.

The land area of the Kapunahou gift was significantly larger than the present school campus size. Near the turn of the last century, the Punahou Board of Trustees decided to subdivide some of the land – they called their subdivision “College Hills.”

Inspired by the garden suburb ideals then becoming popular both in North America and Europe, and especially England, College Hills was initiated as a way of raising revenue for the school.

College Hills was one of several enclaves for Honolulu’s wealthier residents and marked the true beginning of park-like suburban developments in Hawaiʻi.

Following upon earlier subdivisions, such as the 1886 Seaview Tract in the area now known as “lower Manoa,” the College Hills Tract was an important real estate development in the history of Honolulu.

Using nearly 100 acres of land previously leased out as a dairy farm, Punahou subdivided the rolling landscape into separate parcels of from 10,000- to 20,000-square feet.

The “Atherton House” was built on one of the most attractive of these parcels (actually six lots purchased together.) Situated on a slight rise, and protected by the hillside of Tantalus rising to the west (Ewa) side, the Atherton House, part of the new wave of Mānoa residences. It represented the move of one of Hawaiʻi’s elite families into an area thought before to be countryside.

College Hills soon became a desirable residential area served by a streetcar, which traveled up O‘ahu Avenue and made a wide U-turn around the Atherton home on Kamehameha Avenue.

The Atherton House was the residence of Frank C Atherton and his wife Eleanore from 1902 until his death in 1945. (Mrs. Atherton continued living in the house until the early-1960s.)

Designed by architect Walter E Pinkham, the shingled two-story wood-framed house reflects the influence of the late Queen Anne, Prairie and Craftsman styles, but its lava rock piers, ʻōhia floors and large lanai denote it as Hawaiian.

The house was a gift to Atherton from his father, Joseph Ballard Atherton, the family patriarch in Hawaiʻi, who was one of a small group of North Americans and Europeans that became prominent in Hawaiʻi’s business and political life toward the end of the 19th century.

Arriving in Honolulu from Boston in 1858, JB Atherton worked first for the firm of DC Waterman, before taking a position with the larger company of Castle and Cooke.

In 1865, JB Atherton married Juliette Montague Cooke, a daughter of the Reverend Amos Starr Cooke, one of the islands’ early missionaries. Together they had six children (including Frank.)

JB Atherton became a junior partner of Castle and Cooke; by 1894, as the sole survivor of the firm’s early leadership, he became president.

He worked closely with the Pāʻia Plantation and the Haiku Sugar Company on Maui, and in 1890 was one of the incorporators of the ʻEwa Plantation Company. Together with BF Dillingham, he organized the Waialua Agricultural Company, Ltd and became the first president

Atherton served for many years the president of Castle and Cooke, one of the “Big Five” companies in Hawaiʻi. At Castle and Cooke, he distinguished himself as an energetic and progressive leader, who helped transform Hawaii’s economy away from the single agricultural crop of sugar toward greater diversity.

Eventually, Frank C Atherton would become vice-president and then president of Castle and Cooke.

For 60 years the “Atherton House” was the home of the Atherton family; the Atherton’s children donated it to the University of Hawaiʻi in 1964 to serve as a home for the University of Hawaiʻi president – the University named the home “College Hill.”

While it is the designated home for the University of Hawaiʻi president, and now bears the name “College Hill,” it didn’t get its name because the UH president lives there. (The Mānoa residence was built five years before the University was founded.)

Oʻahu College – as Punahou School used to be called – was located nearby. Thus, the Mānoa Valley section where Frank and Eleanore Atherton had their country home was called “College Hills Tract.”

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College-Hill-Miyamoto-Collection-Oct.-1964

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Aerial photograph,(UH_Manoa)-04-04-26-noting College Hill

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October 2, 2019 by Peter T Young 1 Comment

Hilo Boarding School

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

With the vigorous support of the Queen-Regent Kaʻahumanu, attendance in mission schools increased from about 200 in 1821 to 2,000 in 1824, 37,000 in 1828 and 41,238 in 1830, of which nearly half were pupils on the island of Hawaiʻi. (Canevali)

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)

Reverend David Belden Lyman (1803-1884) and his wife, Sarah Joiner Lyman (1806-1885,) arrived in Hawaii in 1832, members of the fifth company of missionaries sent to the Islands by the American Board of Commissioners for Foreign Missions, and were assigned the mission in Hilo.

“When we arrived in Hilo there were no foreign residents, save the Missionaries who proceeded us. There was but one frame building in this region … which the Coans have occupied. There were no roads (only footpaths,) no fences, and the Wailuku River was crossed on a plank … the only bell was hung in a breadfruit tree.” (Sarah Lyman)

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. 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 1835, they constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.)

On January 6, 1835 “our children’s school commenced, eighty children present, sixty knew their letters. A number of the more forward children are employed as monitors to assist the less forward. (ie. advanced)” (Sarah Lyman)

In October 1836, two thatch houses were constructed near Lyman’s house and on October 3 the school opened with eight boarders, but the number soon increased to twelve.

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.)

“Mr. Lyman who was brought up on a farm had an abiding faith in the value of manual labor; and his work in Hilo had convinced him that such activity in both primitive and introduced vocation was as necessary as book learning during the period of transition from one culture to another.” (Lorthian)

Hilo Boarding School, under the leadership of the Lymans, was an immediate success. In 1837, six graduates were sent to Lahainaluna Seminary.

In 1839, the old thatch buildings were torn down and Lyman purchased the entire first shipment of lumber to arrive in Hilo to build a new school building, as well as a cookhouse and infirmary which would accommodate sixty to seventy boys.

The new school building lodged fifty-five pupils in its first year, most of them coming from outside Hilo. In 1840, sugar cultivation commenced on adjacent mission land, and was worked entirely by the boys of the school along with a “monthly concert” of labor by all members of the parish. The cane was probably ground in a Chinese-owned mill in Hilo.

The school occupied forty-acres of land (used mostly in farming activities,) and, in 1846, King Kamehameha III gave the mission the water rights of the Wailuku River in Hilo. In 1848, the school received a government charter and was incorporated.

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 HBS “is one of our most important schools. It is the very life and soul of our common school on that large island.”

The school building burned down in 1853; in rebuilding, a new site for the school was selected about one-half mile above Haili Church. This was to be the third and final location of HBS. In 1856 the T-shaped, two-story wooden building was completed. It included a stone basement and an attic with a corrugated zinc roof.

1878 witnessed the first major building at HBS since repairs to the basement necessitated by an earthquake ten years earlier. A principal’s house was raised, as the former principal’s house continued to be the Lyman residence.

At the same time, a roadway was begun connecting HBS to School Street (now Kapiʻolani Street), and completed in 1880. The row of palms leading from the school to what is now Haili Street was also planted in that year.

Between 1886-1890 carpentry classes were organized when a supply of tools were donated. In addition, the gift of three sewing machines did much for the tailoring department. An industrial building was added in 1887.

In 1888, Mr. Alexander Young, manager of the Hilo Iron Works, donated a turbine wheel, complete with the necessary iron work, shafting, pully and the pully flanges.

In 1890 Mrs. Cassie B. Terry was appointed school principal; she took charge of the academic department and her husband devoted his time to the farm and shop classes. They expanded the blacksmithing class, and Mr. Terry invented a wooden poi-pounding machine.

In 1892 a fifteen-light dynamo was installed at the school; hydroelectric power, guaranteed by the school’s exclusive control over water rights, made it the first establishment in Hilo to be lighted by electricity.

In 1894 a one-half ton ice plant was situated on the campus, ice being produced for both school and community use. Later, in exchange for control of the water rights, the electric company (HELCO) provided free power to the school.

Vocational training really took off in the period from 1897-1923, under the guidance of Levi Lyman, grandson of the founder. New buildings replaced the old and vocational programs were housed in a blacksmiths shop, a four room utility building accommodating a steam plant, dairy, poi factory and wood room for craft supplies (as well as gym and mechanical arts building.)

At first, greater emphasis was placed upon producing teachers and preachers than upon molding farmers or craftsmen. However, with the loss of Lahainaluna to the government, the Hilo school became reoriented to stress vocational training.

Hilo Boarding School was never a purely vocational institution, however, its founder’s focus of educating the head, heart and hand carried throughout its history.

The Hilo Boarding School closed in 1925, although its facilities were used for several years thereafter. It first became a community center.

Then, in 1947, it was the first home of the Hilo Branch of the University of Hawaiʻi a center of the University Extension Division. UH programs expanded there with a permanent summer school in 1948 – then, in 1949, the institution changed its name to University of Hawaiʻi, Hilo center (which later moved to its present site on Lanikāula Street, in 1955.)

All of the Hilo Boarding School buildings are gone; in 1980 the Hilo Center affiliated with the Boy’s Clubs of America now occupies the site.