Schools | Page 3 | Images of Old Hawaiʻi

July 26, 2018 by Peter T Young Leave a Comment

St Cross Seminary

“A College will shortly be opened for Hawaiian Girls, under the patronage of Her Gracious Majesty Queen Emma. Lady Superintendant, Mrs George Mason. Besides and ordinary English education, instruction will be given in Industrial work.”

“Application for the admission of Boarders and for terms, to be made to Mrs Mason, at the Parsonage, Kukui Street. Also, there will be opened shortly a Collegiate Grammar School, for Young Gentlemen (it started as St Albans, later, Iolani).”

“Instruction will be given in Latin, Greek, Euclid and Algebra, as well as in the usual branches of English education.” (Polynesian, November 8, 1862)

In January 1864, the Female Industrial Seminary was transferred to Lahaina; the Reverend Mother Lydia Sellon arrived in Hawai‘i in late-1864 and took charge of the school. By then, the school had 25-boarders and about 40-day girls; it was renamed St Cross school for girls (St Cross Seminary) (Kanahele).

The school was operated by three religious Sisters of the Society of the Most Holy Trinity, Devonport, England (the Devonport Sisters), the first of the Religious Orders re-founded in the Church of England after the Reformation.

“Lahaina was a great whaling port during the (eighteen) sixties, for as many as eighty or ninety whaleships were at one time anchored in the offing. Sailors crowded the streets of Lahaina, and people came from far and wide to see them.”

“Many even from Molokai were tempted to change their residences to Lahaina, just for the purpose of seeing the crowds of whaling men pass through the streets, and many of the young girls of those days, and many of the married women even, were parted from their parents and from their husbands just for the novelty of being in the company of seafaring men.”

“In 1860 the present Lahaina stone court house was built. It served the dual purposes of both court house and custom house, and the collector of customs did a thriving business during those whaling days. The Queen’s Hospital was started at Honolulu in the same year.”

“The St. Cross Hospital, built in 1865 by the Episcopal Mission, which was also used as an industrial girls’ school, flourished for some years at Lahaina, and the old stone building is still standing …” (Keola; Mid-Pacific Magazine, December 1915)

In 1873 Isabella Bird visited “the industrial training and boarding school for girls, taught and superintended by two English ladies of Miss Sellon’s sisterhood, Sisters Mary Clara and Phoebe”.

“She notes, “I found it buried under the shade of the finest candlenut trees I have yet seen. A rude wooden cross in front is a touching and fitting emblem of the Saviour, for whom these pious women have sacrificed friends, sympathy, and the social intercourse and amenities which are within daily reach of our workers at home.”

“The large house, which is either plastered stone or adobe, contains the dormitories, visitors’ room, and oratory, and three houses at the back; all densely shaded, are used as schoolroom, cook-house, laundry, and refectory.“

“There is a playground under some fine tamarind trees, and an adobe wall encloses, without secluding, the whole. The visitors’ room is about twelve feet by eight feet, very bare, with a deal table and three chairs in it, but it was vacant …”

“… and I crossed to the large, shady, airy, school-room, where I found the senior sister engaged in teaching, while the junior was busy in the cook-house.”

“These ladies in eight years have never left Lahaina. Other people may think it necessary to leave its broiling heat, and seek health and recreation on the mountains, but their work has left them no leisure, and their zeal no desire, for a holiday.”

“A very solid, careful English education is given here, as well as a thorough training in all housewifely arts, and in the more important matters of modest dress and deportment, and propriety in language.
“

“There are thirty-seven boarders, native and half-native, and mixed native and Chinese, between the ages of four and eighteen. They provide their own clothes, beds, and bedding, and I think pay forty dollars a year. The capitation grant from Government
for two years was $2325.”

“Sister Phoebe was my cicerone, and l owe her one of the pleasantest days I have spent on the islands. The elder sister is in middle life, but though fragile-looking, has a pure complexion and a lovely countenance …”

“… the younger is scarcely middle-aged, one of the brightest, bonniest, sweetest-looking women I ever saw, with fun dancing in her eyes and round the corners of her mouth …”

“… yet the regnant expression on both faces was serenity, as though they had attained to ‘the love which looketh kindly, and the wisdom which looketh soberly on all things.’”

“I never saw such a mirthful-looking set of girls. Some were cooking the dinner, some ironing, others reading English aloud; but each occupation seemed a pastime, and whenever they spoke to the Sisters they clung about them as if they were their mothers.”

“I heard them read the Bible and an historical lesson, as well as play on a piano and sing, and they wrote some very difficult passages from dictation without any errors, and in a flowing, legible handwriting that I am disposed to envy.”

“Their accent and intonation were pleasing, and there was a briskness and emulation about their style of answering questions, rarely found in country schools with us, significant of intelligence and good teaching. All but the younger girls spoke English as fluently as Hawaiian.”

“I cannot convey a notion of the blithesomeness and independence of manner of these children. To say that they were free and easy would be wrong; it was rather the manner of very frolicksome daughters to very indulgent mothers or aunts. It was a family manner rather than a school manner, and the rule is obviously one of love.”

“The Sisters are very wise in adapting their discipline to the native character and circumstances. The rigidity which is customary in similar institutions at home would be out of place, as well as fatal here, and would ultimately lead to a rebound of a most injurious description.”

“Strict obedience is of course required, but the rules are few and lenient, and there is no more pressure of discipline than in a well-ordered family.” (Bird)

St. Cross provided the opportunity for the establishment of an enduring educational work for girls by the Society of the Holy Trinity. This venture proving successful, the Sisterhood presently opened a similar school – St. Andrew’s Priory – for which a site on the Cathedral property in Honolulu was granted. (Anglican History)

Despite the dedication of the Sisters and the support of the queen, St Cross was forced to close its doors in 1884 for lack of students. (Kanahele)

It was thereupon proposed that the two Sisters in charge should return to England; but they were so devoted to their task that they begged to be allowed to remain in Honolulu, depending upon such support as they themselves could secure.

Their plea was heeded and they continued in charge of the Priory until the transfer of jurisdiction to the American Church. (Anglican History)

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St Cross Seminary-The Net-1877

July 11, 2018 by Peter T Young Leave a Comment

Because There Was No Punahou

“‘Friday, December 16, 1836. Mrs. Chamberlain and I went on board the ship Phoenix to see the berths of the boys. It is one berth nearly 5 feet by 3 upon the transum or what in nautical language is called the after locker, the locker being widened by a board and secured by a side and end piece. It will make them a very comfortable place to sleep.’”

“‘The Phoenix if all ready for sea and would have sailed this afternoon but the pilot did not think the wind quite strong enough. We went down with a view to the embarkation of Mr. Parker & the boys …’”

“‘… but we returned and Cap. Allyn with us: he took tea at our house. In the evening a social prayer meeting was held at the house of Mr. Bingham in reference to the expected departure of Mr. P. and our two sons.’”

“‘Saturday 17. Soon after sun rise the signal gun was fired from the Phoenix. Our little boys were already up and full of excitement in prospect of getting away.’”

“‘We took our breakfast hastily and attended morning prayer. The little boys bid their mother & sisters an affectionate farewell and I led them down to the wharf at the point near which the ship was moored.’”

“‘A boat was pretty soon sent to take us off. The boys stepped in very cheerfully, and when we came along side they climbed cheerfully up the sides of the vessel which is to carry them away from all whom they have felt to be near & dear on earth.’”

“‘They appeared to be well satisfied with their berth and manifested no reluctance to staying on board. As soon as the vessel was ready to start I told them it was best they should take off their common day clothes and put on their night clothes. To this they readily submitted and when they had made the exchg. they laid themselves down in their berth.’”

“‘Their feelings were very tender and they could not look at me without weeping; for tho. Warren Fay had seemed to feel before that a separation was about to take place, yet Evarts had not till now realized it, and both seemed to feel as I leaned over them and gave them a few words of parting counsel that the time was near when they should see me no more.’”

“‘I asked them whether they wished to send any word back to their mother. Their hearts were too full to speak. Warren Fay however said Give my love to all the children.’”

“‘As the time had come for me to leave them I called Mr. Parker from on deck, wishing the little boys to see a friend by their side as I left them, to see them probably no more on earth.’”

“‘I pressed their lips with affection and telling them severally to be good, took my leave and passing brother P. exchanged with him the apostolic salutation of a kiss of charity and hastened on deck …’”

“‘… bidding the Cap. and mate farewell I descended the sides of the vessel into the boat of the pilot and with him came into the harbor, he going on board of a ship wh. he was about to take out & I to the shore.’”

“In the boat all the way back to shore young Father Chamberlain wept at thus leaving his small sons, one seven, the other five years old, to set out almost as orphans on life’s uncertain voyage.”

“This picture of his father’s grief is given by Warren Chamberlain, the older of the two lads, who had it from the mate of the Phoenix, and as an old man in 1910 wrote it down for the Cousins’ Society when the beautiful old Chamberlain house on King Street was about to be restored to continue its service as a rallying place for mission descendants.”

“Other pictures of that eventful voyage Warren gave in 1910 … And not the least interesting is the promise which had moved Captain Allyn to grant a passage to the two lads.”

“The scene was at dinner in the Chamberlain house, then a new house. The captain was a guest in that hospitable home, as was also the Rev. Mr. Parker who had come over the Rocky Mountains to survey Indian mission work for the American Board, and who had already engaged passage on the whale-ship Phoenix for New London.”

“Also there was Father Whitney of Kauai, warm friend to the Chamberlains, who had had to send his own two little sons away and was interested to help these lads who knew him as Uncle. The Captain declined to take them, saying that he had no fitting accommodations.”

“‘It was then suggested that a place be constructed in the cabin, between the two windows in the stern for light, and the ladder that led to the deck.’ To clinch the matter, Uncle Whitney offered to give the captain ‘all the sweet potatoes he wished, also goats and other things, if he would sail around by his place at Waimea, Kauai.’”

“As in many another whaling voyage provisions from this garden of islands proved the deciding factor and the captain consented, although he finally found his ship sufficiently provisioned and did not sail via that island of plenty.”

“All this and much more occurred because there was then no school at Punahou.” (Ethel M. Damon)

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.

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.

“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. “(M)ission parents were busy translating, preaching and teaching. Usually parents only had a couple of hours each day to spare with their children.” (Schultz)

From 1826, until Punahou School opened in 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 their children back to New England. The trauma mostly affected families of the first two companies, and involved 19 out of 250 Mission children. (Zwiep)

“(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.” (Bishop)

“Peculiarly dependent upon the family life, at the age of eight to twelve years, they were suddenly torn from the only intimates they had ever known, and banished, lonely and homesick, to a mythical country on the other side of the world …”

“… where they could receive letters but once or twice a year; where they must remain isolated from friends and relatives for years and from which they might never return.” (Bishop)

In 1829, Sophia Bingham was sent back to the continent. “It was a sad, sad day when our Sophia left us. She stood at the rail clutching her only toy, a wooden doll made for her by her father. Our hearts said farewell beloved child!” (Sybil Bingham; Punahou)

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!” (Judd)

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

On July 11, 1842, fifteen children met for the first time in Punahou’s original E-shaped building. The first Board of Trustees (1841) included Rev. Daniel Dole, Rev. Richard Armstrong, Levi Chamberlain, Rev. John S Emerson and Gerrit P Judd. (Hawaiian Gazette, June 17, 1916)

By the end of that first year, 34-children from Sandwich Islands and Oregon missions were enrolled, only one over 12-years old.

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Punahou School, Photograph attributed to Charles Burgess-1866

Punahou-Ball-Game-1877

Punahou-Gardens-1880

Tamarind tree on left, at School’s first building, which was shaped like an ‘E’-Punahou

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

US Engineer employees cultivate a victory garden on the athletic field of Punahou Campus-starbulletin

Punahou-Old_School_Hall

Punahou-Manual-Arts-Class-1924

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

Palm_Drive-Punahou_Preparatory_School,_Honolulu-(WC)-(1909)

Punahou-Street-looking-toward-Round-Top.-Pauahi-Hall-at-Punahou-School-on-right.-Night-blooming-cereus-growing-on-wall-HSA-PPWD-17-3-027-1900

Bingham-Tablet-(Punahou Archives Photo)

June 20, 2018 by Peter T Young Leave a Comment

Japanese High School

Japanese came to Hawai’i between 1885 and 1924, when limits were placed on the numbers permitted entry. “The government contract workers who arrived in Hawaii in the 1880s did not have much time or energy to worry about their children’s education.”

“Their only aim was to make enough money to return to Japan. With mothers going to work from early in the morning the children were virtually left to themselves all day long.” (Duus)

“At first the parents had no mind to settle permanently in this territory. One day they would go back to Japan and take their children with them. But they would be greatly to blame if their children were found unable to speak and write in their mother tongue.”

“It was thus the earnest wish of the parents for the welfare of the children that they should be fully equipped with Japanese instruction, so as to enable them, on their return home, to stand on an equal footing with those who were born in Japan and educated there.”

“In the early days then, Japanese schools tried very hard to meet this request of the parents. Though the school hours were limited to less than two hours in the morning or two hours in the afternoon, they used to give not only the language lesson, but teach as many subjects as you will find in the curriculum of Japanese instruction in Japan.” (Imamura)

“Because of the lack of higher education among most immigrants and their children in Hawai’i, Buddhist Bishop Yemyo Imamura proposed building a Hongwanji high school, incorporating dormitories for students from rural O‘ahu and the neighbor islands.”

“While in Japan in early 1906 he gained approval from the Honzan, Hongwanji’s headquarters temple in Kyoto, and on his return to Hawai‘i he spoke to (Mary) Foster about the new project.” (Karpiel)

“Mary Foster donated a large piece of land covered with kiawe trees, now bisected by the Pali Highway, which was used to construct Hongwanji High School in 1907 (the first Buddhist High School in the United States) and the new Honpa Hongwanji Betsuin in 1918.” (Tsomo)

The final stretch of the Pali Highway to be completed was the segment which connected it to the downtown area between Coelho Lane and the intersection of Bishop Street and Beretania Street. It impacted the school. Planning for this segment had
begun as early as 1953.

When the Pali Highway was constructed, the Honpa Hongwanji, whose property was bisected by the proposed new segment, requested three of its buildings be relocated and a pedestrian underpass be constructed under the new highway to connect the temple with its school premises. (HHF)

The Japanese High School of the Hongwanji got the attention of others. “The ﬁrst Japanese language program at a public school was established at McKinley High School in Honolulu on October 1, 1924.” (Asato)

“The minutes of the Japanese committee of the Hawaiian Evangelical Association, dated September 10, (1924) a month before the Japanese program at McKinley High School began, reveals who was involved with this movement.”

“During the meeting, Treasurer Theodore Richards expressed his concern about female high-school students who attended the Hongwanji School for advanced Japanese language study, saying that they ‘were getting led away from Christianity.’”

“Richards was discussing the Hongwanji Girls’ High School (Hawai Kōtō Jogakkō) established in 1910, the girls’ counterpart of Hongwanji’s junior high school, Hawai Chūgakkō, established three years earlier.” (Asato)

World War II totally disrupted Buddhist activities in Hawaii. On December 7, 1941, the Buddhist community was busily preparing for Bodhi Day services at various temples. The next day the temples were closed, and the Buddhist ministers were interned.

Labeled “potentially dangerous enemy aliens,” most Buddhist clergy, language school teachers, community leaders, businessmen doctors, anyone who had been identified as possible enemies of the United States, were rounded up to be taken away to detention camps, passing through the assembly center at Sand Island on O‘ahu. (Hongwanji Hawaii)

In 1949, one of the most momentous decisions made by the Hongwanji after the war was the adoption of a proposal to establish the Hongwanji Mission School, the first Buddhist, English grade school.

In 1992, the Hongwanji Mission School became available for students up until the 8th grade. Prior to that, the school was an elementary school with students from preschool to the sixth grade. In September of 1993, the middle school building was completed, and the class of 1994 was the first class to occupy it.

In the fall of 2003, with the encouragement of Bishop Chikai Yosemori, the Pacific Buddhist Academy (PBA) opened its doors to the first class of fourteen students. PBA is a college preparatory high school, and the first Shin Buddhist high school in the western world.

The school’s mission is “to prepare students for college through academic excellence; to enrich their lives with Buddhist values; and to develop their courage to nurture peace.” (Hongwanji Hawaii)

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Japanese High School plaque

Aloha Garden-Japanese High School

May 24, 2018 by Peter T Young Leave a Comment

Kawaihae – First School?

When the Pioneer Company of American Protestant missionaries first stopped at Kawaihae, an emissary was sent into the village to learn the whereabouts of the king. Lucy G. Thurston, wife of Reverend Asa Thurston, recounted the event …

“Approaching Kawaihae, Hopu went ashore to invite some of the highest chiefs of the nation. Kalanimōku was the first person of distinction that came. In dress and manner he appeared with the dignity of a man of culture.”

Obviously familiar with western customs, the chief gallantly bowed and shook the hands of the ladies. Mrs. Thurston continued, “The effects of that first warm appreciating clasp I feel even now. To be met by such a specimen of heathen humanity on the borders of their land, was to stay us with flagons, and comfort us with apples.”

After sending gifts of hogs and sweet potatoes, Kalanimōku appeared and Bingham comments on ‘his great civility.’ “His appearance was much more interesting than we expected. His dress was a neat dimity jacket, black silk vest, mankin pantaloons, white cotton stockings, and shoes, plaid cravat, and a neat English hat.” (Bingham)

After a brief stop at Kawaihae, where they learned of the death of Kamehameha and the abolition of the old religion, they proceeded down the coast to Kailua with the chiefs on board to meet with the new king and hopefully gain permission to remain in the islands to establish a mission. (Del Piano)

Kamehameha had granted Kawaihae Komohana ahupua‘a (present Kawaihae 1) to Kalanimōku, his ‘prime minister’:

“As his principal executive officer (his kalaimoku according to the traditional scheme of government), Kamehameha appointed a young chief named (in modern writings) Kalanimōku …”

“… in his own lifetime, this chief was usually called Karaimoku by the Hawaiians, sometimes Kalaimoku; foreigners rendered his name Crymoku or Crimoku or gave it some similar form …”

“… he himself adopted the name of his contemporary, the great English prime minister, William Pitt, and he was frequently referred to and addressed by foreigners as Mr. Pitt or Billy Pitt.”

“Kalanimōku was Kamehameha’s prime minister and treasurer, the advisor on whom the king leaned most heavily. He was a man of great natural ability, both in purely governmental and in business matters. He was liked and respected by foreigners, who learned from experience that they could rely on his word.” (Kuykendall)

Kalanimōku maintained a residence at Kawaihae and was there when the first company of Protestant missionaries reached the Hawaiian Islands in 1820. (Cultural Surveys)

At Kawaihae, the missionaries took aboard a number of chiefs who sailed with them south to Kailua, Kona where they anchored on April 4, 1820. (Cultural Surveys)

“Thus to facilitate the diffusion of light over these islands, we were quickly and widely scattered’. (Bingham) They quickly set about establishing mission stations.

Reverend Asa Thurston; Mrs. Lucy Goodale Thurston; Thomas Holman, MD; and Mrs. Lucia Holman, accompanied by Hawaiian converts Thomas Hopu and William Kanui, were sent to Kailua to minister to the people of that district — teaching them literature, the arts, and most importantly, Christianity (“training them for heaven”). (NPS)

“Arrangements were made by the 23d of July, for Messrs. W(hitney) and R(uggles). and their wives to take up their residence at Waimea, on Kauai.”

“On the eve of their departure from Honolulu, eleven of our number united in celebrating the dying love of our exalted Redeemer, for the first time on the shores of the Sandwich Islands, and found the season happy.” (Bingham)

Among their first pupils were the new king and his younger brother, two of his wives, and some other youths. The king was particularly interested in having Holman present to provide medical care for the royal family. (NPS)

“Mr. Loomis hastened to Kawaihae and engaged in teaching Kalanimōku and his wife, and a class of favorite youths whom he wished to have instructed.” (Bingham)

“The first resident missionary at Kawaihae was Elisha Loomis, a 21-year old printer, who was supported by Kalanimōku. In the summer of 1820, Loomis was given two buildings (a schoolhouse and a dwelling place) and 10 youths to educate”. (Marion Kelly)

Kawaihae was the site of one of the first mission stations in the Hawaiian Islands, although it was only briefly looked after by Elisha Loomis beginning in 1821. (NPS)

Though Loomis and his pupils were moved to Honolulu in November, the schoolhouse at Kawaihae may represent the first missionary-run school in the Hawaiian Islands. (Cultural Surveys)

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Kawaihae_Bay_in_1822

April 24, 2018 by Peter T Young 1 Comment

Keakealani School

Peter Lee, an enterprising pioneer with an eye to the future, tried to popularize the Punalu‘u-Pahala route to Kilauea Volcano, a noted attraction, then and now.

“The wonderful volcano of Kīlauea, on the island of Hawaii, is the great attractive of visitors. It is the only crater in the world that is constantly in action, and that can be safely approached at all times to the very edge of the precipice which encloses the boiling lava.”

“To reach Kīlauea necessitates a passage of thirty hours from Honolulu in a fine steamer to Hilo or Punalu‘u, then a ride of thirty
miles in coaches takes visitors to a fine hotel, which overlooks the molten lava lake. It is a sight that will repay the effort and expense incurred ten times over, and one that will never be forgotten.” (Whitney)

In 1891, Lee built a 24-mile wagon road from Pahala to Kilauea, following by seven years the construction of a hotel at Punalu‘u. (NPS) However, the construction of the Volcano Road from Hilo had also begun.

With the completion of the Hilo to Volcano Road in 1894, four-horse stagecoaches came into the picture, reducing the travel time from Hilo from two days to six and one-half hours, and Hilo became the principal departure point for Kilauea. (NPS)

Lee later sold to the new owners of the Volcano House and then managed both hotels for them. Lee would remain as manager of the Volcano House until 1898.

Lee established a home on land near the center of the ʻŌlaʻa Summer Lots 29-Mile subdivision, which later become Volcano Village.

Noting the need for a school there, in 1914, Peter Lee donated a one-acre site on Haunani Road (named for one of his daughters) to the Territory of Hawai‘i for a “school to teach the children of the region”.

In 1915 the first school building was constructed – a classic one-room structure, along with a teacher’s cottage, small garage, and water tank. The school was named “Keakealani School” in honor of another of Lee’s daughters. (VSAC DEA)

In 1934 the growing student population called for larger facilities and the present two-room building was constructed and the teachers’ cottage and garage demolished, which left the layout we see there today.

In the late 1930s the Kennedy Family, who owned the property abutting the school site to the Hilo side, donated 2.25 acres to the Territory to increase the site to its current 3.25 acres.

In addition to the two-room building, the property consists of a grassy field with a few open-sided, temporary shelters. (VSAC DEA)

By Executive Order No. 1040 dated November 27, 1943, control of the subject property was placed in the Territorial Department of Public Instruction, now the Department of Education (DOE).

“The Hawaii Visitors Bureau won’t admit it. Mainland tourists basking in the sun at Waikiki beach won’t believe it. But kerosene and electric heaters are used to warm the tootsies of some 100 youngsters who attend classes in several public schools here in this island paradise when the mercury takes a nose dive.”

“Mrs Antonio Short, principal of KeaKealani school in the volcano area on the island of Hawaii, explained that ‘some days during the winter we keep our heaters burning all day and have frosty windows, like real Christmas weather.’”

“‘Frost ‘fell’ on our school yard twice in five years, and the temperature sometimes gets as low as 32 degrees,’ Mrs Short said. ‘Most of the youngsters even have to wear sweaters and coats until 10 am on cold days. And if it gets much worse, the youngsters will have to wear shoes all the time.’” (The Times, Shreveport, December 16, 1956)

DOE operated a public school on the site until 1973, when the students were transferred to Mountain View Elementary School. Until 2010, DOE used the facility as an outdoor education center for elementary students on the island of Hawaii.

Budgetary constraints caused DOE to terminate this program, and the facility was subsequently licensed on a year-to-year basis to Volcano School of Arts and Sciences (Volcano School), a public charter school, commencing on July 1, 2010. (DLNR)

Volcano School used the facility as its middle school campus, and received a $618,000 grant-in-aid from the 2011 Legislature to expand the facility to better accommodate its middle school program.

DOE and Volcano School subsequently executed a Lease Agreement effective as of August 1, 2012 that specifies that the premises shall be used for a charter school (consistent with the purpose of the executive order). (DLNR)

This allows the school to consolidate its grades K-4 classes, which are currently located on Old Volcano Rd., with its grades 5-8 classes so the school’s students will be together on one campus. (KHON2)

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