School | Images of Old Hawaiʻi

April 19, 2016 by Peter T Young Leave a Comment

Missionary, Educator … Former Slave

“Here begins the history of things known only to those who have bid the American shores a long adieu….” (Betsey Stockton)

The Second Company destined for the Sandwich Island Mission assembled at New Haven for the purpose of taking passage in the ship Thames, captain Closby, which was to sail on the 19th (November 1822.) (Congregational Magazine)

Among them was Betsey Stockton, “a colored young woman brought up in the family of the Rev. Ashbel Green, having been received with the Rev. Charles S Stewart & his wife, as a missionary to the Sandwich islands by the American Board of Commissioners for Foreign Missions (ABCFM.)”

Betsey Stockton was born into slavery in Princeton, New Jersey in 1798. She belonged to Robert Stockton, a local attorney. She was presented as a gift to Stockton’s daughter and son-in-law, the Rev. Ashbel Green, then President of Princeton College (later Princeton University.)

She was given books and was allowed to attend evening classes at Princeton Theological Seminary and was later freed. (Kealoha)

“(S)he is to be regarded & treated neither as an equal nor as a servant – but as an humble christian friend, embarked in the great enterprise of endeavoring to ameliorate the condition of the heathen generally, & especially to bring them to the saving knowledge of the truths as it is in Jesus.” (Portion of Approval for Betsey Stockton to be a Missionary to Hawaiʻi, ABCFM)

“On the 24th (March 1823,) we saw and made Owhyhee. At the first sight of the snow-capped mountains, I felt a strange sensation of joy and grief. It soon wore away, and as we sailed slowly past its windward side, we had a full view of all its grandeur.”

“The tops of the mountains are hidden in the clouds, and covered with perpetual snow. We could see with a glass the white banks, which brought the strong wintry blasts of our native country to our minds so forcibly, as almost to make me shiver.”

“Two or three canoes, loaded with natives, came to the ship … we asked them where the king was at Hawaii, or Oahu? They said at Oahu. We informed them that we were missionaries, come to live with them, and do them good. At which an old man exclaimed, in his native dialect, what may be thus translated – ‘That is very good, by and by, know God.’” (Stockton)

They landed on Oʻahu. “The Mission is in prosperous circumstances, and the hopes of its supporters here were never brighter. Truly the fields are already ripe for the harvest, and we may add, ‘The harvest is great, but the labourers are few.’”

“We have been received with open arms by the government and people, and twice the number of missionaries would have been joyfully hailed.” (Charles Samuel Stewart)

“On the 26th of May we heard that the barge was about to sail for Lahaina, with the old queen and princes; and that the queen (Keōpūolani) was desirous to have missionaries to accompany her; and that if missionaries would consent to go, the barge should wait two days for them.”

“(T)he king this morning hastened off in a small yacht, and left orders for the barge (the celebrated Cleopatra) and Waverley, to follow to Lahaina: they are now preparing to get under weigh, and I must secure a passage.”

“Two weeks after we arrived at the islands, we were sent to this place, which is considered the best part of the whole. The productions are melons, bananas, sweet potatoes, &c.” (Stockton)

“The prosperity of the mission is uninterrupted, and its prospects most encouraging. … We are very comfortably located at one of the most beautiful and important spots on the islands.”

“Mr. Richards and myself have an island with 20,000 inhabitants committed to our spiritual care – a solemn – a most responsible charge!” (Stewart)

“It was there, as (Betsey said,) that she opened a school for the common people which was certainly the first of the kind in Maui and probably the first in all Hawaii; for at the beginning the missionaries were chiefly engaged in the instructions of the chiefs and their families.” (Maui News, May 5, 1906)

“The 29th (June 1923) was the Sabbath. I went in the morning with the family to worship; the scene that presented itself was one that would have done an American’s heart good to have witnessed.”

“Our place of worship was nothing but an open place on the beach, with a large tree to shelter us; on the ground a large mat was laid, on which the chief persons sat. To the right there was a sofa, and a number of chairs; on these the missionaries, the king, and principal persons sat.”

“The kanakas, or lower class of people, sat on the ground in rows; leaving a passage open to the sea, from which the breeze was blowing. Mr. R. (Richards) addressed them from these words, ‘It is appointed unto all men once to die, and after death the judgment.’ Honoru acted as interpreter: the audience all appeared very solemn.” (Stockton)

“After service the favourite queen called me, and requested that I should take a seat with her on the sofa, which I did, although I could say but few words which she could understand. Soon after, biding them aroha I returned with the family. In the afternoon we had an English sermon at our house: about fifty were present, and behaved well.”

“In the morning one of the king’s boys came to the house, desiring to be instructed in English. Mr. S. (Stewart) thought it would be well for me to engage in the work at once. Accordingly I collected a proper number and commenced. I had four English, and six Hawaiian scholars. This, with the care of the family, I find as much as I can manage.” (Stockton)

Stockton has asked the mission to allow her “to create a school for the makaʻāinana (common people.) Stockton learned the Hawaiian Language and established a school in Maui where she taught English, Latin, History and Algebra. (Kealoha)

“It shows that a sincere desire to accomplish a good purpose need not be thwarted by other necessary engagements, however humble or exacting.” (Maui News, May 5, 1906)

Betsey Stockton set a new direction for education in the Islands. Stockton’s school was commended for its teaching proficiency, and later served as a model for the Hilo Boarding School and also for the Hampton Institute in Virginia, founded by General Samuel C. Armstrong. (Takara)

After residing in Hawaii for over two years, Betsey Stockton relocated to Cooperstown, New York, with the Stewarts. In subsequent years, she taught indigenous Canadian Indian students on Grape Island.

She later “led a movement to form the First Presbyterian Church of Colour in Princeton, New Jersey, in 1848.” In addition, between the period of 1848 to 1865, Stockton moved to Philadelphia to teach Black children.

Betsey Stockton made pioneering endeavors as a missionary in Hawaii, but her legacy is not well known. Still, Stockton’s school “set a new direction for education in the Islands … (It) served as a model for the Hilo Boarding School.”

Her teaching program have influence Samuel C Armstrong, the founder of Hampton Institute, who also worked as a missionary in Hawaii during this period. After a full and productive life of service for the Lord, Betsey Stockton passed away in October of 1865 in Princeton, New Jersey. (Johnson)

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Betsey_Stockton

P-15 Lahainaluna

Lahaina as seen from Lahainaluna (Maui) Miss Thurston, Attributed to possibly be Eliza Thurston (1807-1873)

The Mission Seminary at Lahainaluna on Maui in the 1830s, from Hiram Bingham I’s book

Hilo Boarding School and Mission Houses

Waiakea_Mission_The 7th Baron Lord Byron visited Hilo in 1825-painting by the Robert Dampier-only a few thatched huts at the time-1825

Hampton Normal & Agricultural Institute

Hampton Normal and Agricultural Institute

Witherspoon_St_Presbyterian_Church

Witherspoon_Street_Presbyterian_Church

June 9, 2015 by Peter T Young Leave a Comment

Normal School

One of the first ‘Normal’ schools, the École Normale Supérieure (“Normal Superior School,”) was established in Paris in 1794. Based on various German exemplars, the school was intended to serve as a model for other teacher-training schools. Later it became affiliated with the University of Paris. (Britannica)

On July 3, 1839, three young women reported to Lexington, Massachusetts, with hopes of attending the first state funded school specifically established for public teacher education (what were then referred to as ‘normal’ schools.)

A normal school is a school created to train high school graduates to be teachers. Its purpose is to establish teaching standards or norms, hence its name. Most such schools are now called teachers’ colleges.

In Hawaiʻi, as early as 1845, a Department of Education was organized with its own Minister. Two years later, the position of Inspector General of Schools was established.

In 1895, it was decided that the work of instructing the teachers already in the employ of the Department should be undertaken by the Summer School and the preparation of those wishing to enter the service, by a special Normal class in the High School.

This class has developed into the Normal and Training School, the only Normal School in the Territory (1895,) it trained elementary school teachers; it was first housed at Honolulu High School (former Hale Keōua, home of Princess Ruth Keʻelikōlani – the site of the present Central Middle School.)

James L Dumas was hired by the Department of Public Instruction to head the government’s normal school (he had been teaching teachers at Lahainaluna.) In his initial year, he had 29-students, ten of whom were only 16-years of age and with an eighth-grade education.

At his request, the Board of Education agreed to build a ‘practice school’ for his teacher students; two classrooms were added to the site as a training school for the normal school. A later disagreement with the Board led to Dumas’ resignation. (Logan)

In 1899, the Normal and Training School moved to the old Fort Street School. This change of location made possible a much needed enlargement of the training department as well as a considerable development of the other departments.

The course was changed from a two years’ course to a four years’ course for graduates of the grammar school and a one year course for graduates of a regular four years’ course in a High School. Certificates were granted to those completing three years of the four years’ course. (TN&TS, 1910)

In 1900, when Hawaiʻi became a territory of the US, the position of Minister of Education became that of Superintendent of Public Instruction. Although changes in the school system have taken place from time to time, the large administrative unit as a whole, has remained. (Wist, 1922)

Honolulu Normal and Training School relocated to Lunalilo and Quarry streets in 1905 and was given a new name, Territorial Normal and Training School. (TGI)

The purpose of the school was (a) to aid the student in acquiring the art of teaching by practice under intelligent direction, and to instruct him in the science of education; (b) to teach the subject-matter of the elementary and High School courses, and such subject-matter of collegiate rank as will give background for the work of teaching and supervision. (TN&TS)

The Normal and Training School occupied two buildings; the main building was 100 by 70 feet and had three stories and a basement. It is of Flemish bond brick with terra cotta trimmings.

On the first floor are six class rooms, an office, a supply room, a library, and a cloak room. On the second floor are eight class rooms, and on the third two class rooms and an assembly hall.

The Manual Training building, near the main building, had two rooms. One room was devoted to woodwork and the other to domestic science. There are benches for about twenty pupils per period in the woodworking room, and accommodations for the same number in the room devoted to domestic science. (TN&TS, 1910)

Although the program had grown steadily, it had not been able to furnish enough teachers to keep pace with the rapidly increasing population. The Department appointed approximately 200-new teachers yearly; about half of these were trained locally in the Normal School, the other half being imported from the mainland US. (Wist)

Since the Normal School trains elementary teachers only, the University opened a department of education for the training of high-school teachers, all of whom had previously been imported. (Wist, 1922)

“During the past year (1924,) the Territorial Normal School was placed on the list of accredited teachers’ colleges of the United States. It is rapidly becoming an institution that will rank with the best mainland normal schools.”

“High-school graduation is the entrance requirement for all students. The two-year Course is equivalent to two years of college work. (Report of the Governor, 1924)

“In 1929, the Territorial Normal School, which had outgrown its buildings on the side of Punchbowl, acquired land at the corner of University Avenue and Metcalf Street, and a building plus an annex were erected.”

“A large campus with several buildings was planned for the site. However, in 1931, the legislature merged the TNS with the University (of Hawaiʻi,) creating the Teachers College (TC) … (in 1951) the Regents named the TC Building Wist Hall.” (UCLA)

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Territorial Normal and Training School

May 9, 2015 by Peter T Young 3 Comments

The First School

God brought Hiram Bingham a woman “he chose himself and bade me take her with a thankful heart, and always remember that God hears prayer. For he had prepared her and her friends to bless the mission with her aid.” (Hiram Bingham to William Jackson, February 1821; Wagner)

“This friend of the heathen was an honor to the town that gave her birth and education. She was a sagacious and successful teacher in Southampton, Mass., Sharon and East Windsor, Conn., Canandaigua, N ., and Honolulu, Sandwich Islands”. (Hiram Bingham to William G. Bates, Westfield, Mass, October 6, 1869; Westfield Jubilee, 1870)

Sybil Moseley Bingham was born September 14, 1792, the daughter of Pliny and Sophia (Pomeroy) Moseley in Westfield, Massachusetts. She was educated at Westfield Academy. By the age of nineteen she had lost both of her parents (1810 and 1811.)

Sybil was a good scholar; and when she arrived at the age of twenty-one, she commenced teaching, in different and distant towns. She was a remarkably mild and gentle person in her manners. (Westfield Jubilee, 1870)

As the eldest of three sisters, she had to work to support herself and her two sisters, who stayed with relatives while she taught school at first at Hartford and later at in Canandaigua, New York.

“The result of her labors there, in conjunction with her fellow-laborers, has been of world-wide importance. Those beautiful islands have been redeemed from heathenism; and, though the population has decreased in its numbers, yet the people have increased in intelligence, and the products of their labor have added to the comforts of the world.”

“I doubt not, but that Mrs. Bingham was not surpassed, in her devotion and zeal, and in her earnest and faithful labors, by any other missionary, who ever went forth to a foreign land. Her whole soul was in the work.”

“She was, in a peculiar manner, fitted for it; and there was a pervading enthusiasm in her mind, which gave to her whole life, the highest impulse of Christian duty.” (Westfield Jubilee, 1870)

Hiram Bingham and his classmate, Asa Thurston, were ordained at Goshen, Ct., September 29, 1819; it was the first ordination of foreign missionaries in the State of Connecticut.

On October 11, Bingham was married, at Hartford, Ct., to Miss Sybil Moseley, who, out of sympathy with the new missionary enterprise, had been led to attend the ordination, and to whom he was first introduced on that occasion. (Congressional Quarterly, 1871)

They sailed for the Hawaiian Islands (then called Sandwich Islands) on October 23, 1819; on March 30, 1820, they anchored off shore of Kawaihae, then sailed to Kailua Kona and anchored there (April 4.) On April 11, King Kamehameha II (Liholiho) gave the missionaries permission to stay. Hiram and Sybil sailed for Honolulu the next day (and arrived April 19.)

It is said that she started the first school in Hawaiʻi in May 1820. (“… Sybil Moseley Bingham, opened the first school in this city in May, 1820, surely an historic date.” (Hiram Bingham II)

Sybil’s June 20, 1820 journal entry notes, “After neglect of my journal for more than two months in a most interesting part of our history too … Very soon I gathered up 12 or 15 little native girls to come once a day to the house so that as early as possible the business of instruction might be commenced. That was an interesting day to me to lay the foundation of the first school ever assembled in this dark land.”

June 21st. “The most which has interested me to-day has been my little school. To see the little things so ready to learn, and so busy with their needles, is very pleasant. I long to know more of their language, that I might be pouring into their tender minds more instruction than ab.”

“I think we make progress in that now. It was impossible to do much on the voyage, as, without books, all our knowledge of it must be acquired as it falls from the lips of the natives. There are a few females who understand a little of English.”

July 20th. “What arrangement we shall make of our family concerns when so large a part has gone, we have not determined. I should like to have this little cottage a few weeks with only my kind husband and pleasant native boy, that so I might attend with more delight to my school which is daily encreasing, and such missionary duties as each day brings with it.”

She did not just teach children, her July 22, 1820 entry notes, “a native woman called Sally in whom we have all been interested. She is the wife of an American – speaks English, and with her two little girls comes regularly every day to learn to read. I earnestly desire to be more faithful in instructing her.”

Sybil was not alone in teaching the native Hawaiians. In 1820, missionary wife Lucy Thurston noted in her Journal, Liholiho’s desire to learn, “The king (Liholiho, Kamehameha II) brought two young men to Mr. Thurston, and said: “Teach these, my favorites, (John Papa) Ii and (James) Kahuhu. It will be the same as teaching me. Through them I shall find out what learning is.”

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

The proliferation of schoolhouses was augmented by the missionaries printing of 140,000-copies of the pi-ʻapa (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers. (Laimana)

In 1839, King Kamehameha III called for the formation of the Chiefs’ Children’s School (Royal School.) The main goal of this school was to groom the next generation of the highest ranking Chiefs’ children and secure their positions for Hawaiʻi’s Kingdom. The King asked missionaries Amos Starr Cooke and Juliette Montague Cooke to teach the 16-royal children and run the school.

Interestingly, as the early missionaries learned the Hawaiian language, they then taught their lessons in the mission schools in Hawaiian, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians. (Sybil Bingham is my great-great-great grandmother.)

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