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October 29, 2026 by Peter T Young Leave a Comment

Kīlauea

“A little farther on we entered groves of hala, through which we continued to ride for the rest of our journey. We turned from the road to see the falls of the Kāhili River.”

“Though not large they are beautiful. Here the river falls in a jet of foam over a precipice of about 40 feet into a broad clear basin below….” (Alexander, 1849; (Kīlauea Stream is universally referred to as “Kāhili Stream;”) Cultural Surveys)

Pukui suggests “Kīlauea means “spewing, much spreading;” associated references relate to volcanic eruptions at the place of like name on the Island of Hawaiʻi – typically referring to the rising smoke clouds.

Wichman explains the name as referring to “spewing many vapors” and traces it rather generically to the streams of Kīlauea that flow between the Makaleha Mountains and the Kamo‘okoa Ridge. The name may have originally been in reference to Kīlauea Falls itself. (Cultural Surveys)

The relatively large volume of water flowing over a relatively wide and high drop against the prevailing trade winds (blowing approximately straight up the lower stretch of the valley) can create a large volume of diffuse mist that may have inspired the name of the land. (Cultural Surveys)

In the Māhele, all of Kīlauea ahupuaʻa was retained as government lands; apparently no claims were made by native tenants, although there were several in a low, wide terrace along the stream in the adjoining Kāhili ahupuaʻa.

In January 1863, the approximate 3,016-acres of the Kīlauea ahupuaʻa were purchased by a former American whaler named Charles Titcomb. Titcomb already had land holdings at Kōloa and Hanalei. He was cultivating silkworm, coffee, tobacco, sugarcane and cattle.

Adding other leased land, he and partners Captain John Ross and EP Adams formed the Kilauea Plantation (1863,) and by 1877 the started a sugar plantation, “one of the smallest plantations in the Hawaiian Islands operating its own sugar mill”. (Cultural Surveys)

Hawaiʻi’s earliest history with railroads is often credited to Kīlauea Plantation, whose first system opened in 1881 on three miles of narrow-gauge track to haul sugar cane. Princess Lydia Kamakaeha (Lili‘uokalani) drove in the first spikes for the railroad bed. The plantation infrastructure grew over the next twenty years.

“The transportation system consists of twelve and a half miles of permanent track, five miles of portable track, 200 cane cars, six sugar cars and four locomotives.”

“(Kīlauea) is situated three miles from the landing at Kāhili, with which it is connected by the railway system. Sugar is delivered to the steamers by means of a cable device at the rate of from 600 to 800-bags an hour.” (San Francisco Chronicle, July 18, 1910) The town of Kīlauea originated as the center of the sugar plantation operation; Kīlauea Sugar Plantation closed in 1970.

The Kīlauea School was founded in 1882 as an ‘English School.’ Its 54-pupils were primarily workers’ children from Kīlauea Sugar Plantation. As the Board of Education of the Kingdom of Hawaiʻi owned no land in the district, school was held in a Protestant Church and partly in an old building that belonged to the Board.

In 1894, the Board of Education of the Republic of Hawaiʻi was able to obtain a two-acre parcel of land from the plantation and a two-room school and teacher’s cottage were erected (it was situated near Kūhiō Highway and Kalihiwai Road.)

By 1920, the educational facilities were greatly strained as the school boasted 239-students and 7-teachers for grades one through eight. At the end of 1921, Kauai County purchased the present school site and the new school opened September 11, 1922; it has been in use since that time. (NPS)

By the 1890s, much of the old kalo-growing areas of this portion of Kaua‘i were now producing rice, farmed by Chinese immigrants. There were 55-acres of land in rice production in the Kīlauea-Kāhili area in 1892 and eventually a rice mill on Kīlauea Stream.

The mill is known to have been on the stream terrace east of Kīlauea Stream. Rice and vegetable cultivation was also noted along the banks of Kīlauea Stream, circa 1925. (Cultural Surveys)

Built in 1913 as a navigational aid for commercial shipping, the Kīlauea Lighthouse was credited with saving lives, not only of countless sailors lost at sea, but of two fliers on a historic trans-Pacific flight.

When Lt Albert Hegenberger and Lt Lester Maitland were on the first trans-Pacific airplane flight in history (June 29, 1927,) they overshot their course to Oʻahu and became lost.

They heard a strange signal and interpreted it as a radio beacon originating in the Islands. They used the signal to calculate their exact position and made the necessary adjustments to put them on course, thus enabling them to land the ‘Bird of Paradise’ safely at Hickam Field on Oʻahu. (NPS)

Kīlauea Point National Wildlife Refuge, surrounding the Lighthouse, was established in 1985 to preserve and enhance seabird nesting colonies and was expanded in 1988 to include Crater Hill and Mōkōlea Point. The refuge is home to some of the largest populations of nesting seabirds in in the main Hawaiian Islands.

Nearby, Hawaiian Islands Land Trust (HILT) added to an existing preserved property to form the Kāhili Coastal Preserve. The property provides public access to Kāhili Beach while safeguarding the shoreline ecosystem. (HILT)

October 28, 2026 by Peter T Young 1 Comment

Arthur L Andrews Outdoor Theatre

Cornell-educated core faculty was brought in during the early days of the College of Hawai‘i to help build a foundation for the University of Hawai‘i’s future.

One such was Arthur Lynn Andrews; He was born in 1871 in McLean, New York and received a MA and his doctorate from Cornell University.

When he arrived in the islands in 1910, he first joined the College of Agriculture and Mechanic as an English professor. College classes were held in a remodeled residence in the backyard of a high school at Beretania and Victoria; the entire student enrollment was 17.

Andrews was active in all aspects of university life. He did not play football but is said to have introduced the famous Statue of Liberty feint play to island teams.

In 1913, he produced the University’s first play, “The Revolving Wedge,” and engaged students in playwriting. He organized the first campus newspaper and the first annual, sang in the glee club and played third base on the baseball team. (UH)

Andrews became the first Dean of the College of Arts and Science, when the College of Hawai‘i was transformed into the University in 1920.

Debate was once a major part of the university. Andrews founded the debate and forensics program in 1924, modeling it after the world famous Oxford Union.

He then became Dean of Faculties from 1930 until 1936, when he retired. From 1941 to 1943, he was a member of the board of Regents. (NPS)

Construction of the Manoa Campus almost stopped during the great depression in the 1930s. Exceptions were projects for which the Federal Emergency Relief Administration (FERA – under the ‘New Deal’) provided the manpower.

One such project at the University was an Outdoor Theater. The University provided $5,213 (cost of materials) and $50,000 was provided by the FERA.

The Outdoor Theatre was designed by Ralph Fishbourne and Professor Arthur R. Keller served as the consulting engineer. The landscape designer was a noted UH graduate and landscape architect in Hawaiʻi, Richard Tongg.

The structure was designed with a 5,500 person seating capacity with some of the stone material for the seating coming from Fort Ruger.

The approximate size of the space is 200 feet wide by 300 feet long. The curve of the Outdoor Theatre portion has a sweeping 60-foot radius. The Outdoor Theatre seating is partially sunken into the ground, with the stage area set below grade. The 25 foot by 35 foot concrete surface at the center of the raised stage gives way to lawn, used as an extension of the formal stage.

It opened on June 20, 1935. Originally the structure was called Andrews Amphitheatre (named after Andrews,) but President Gregg Sinclair renamed it “Arthur L. Andrews Outdoor Theatre” in an attempt to use the proper descriptive vocabulary, since ‘Amphitheatre’ refers to a structure that wraps all of the way around the stage.

The graduating class of 1935 was the first to hold commencement ceremonies in the Outdoor Theatre. The theatre was dedicated at the Annual Commencement on June 12, 1945, to Dr Andrews who had died a month earlier.

In the 1970s there was discussion of adding a retractable roof in order to guarantee dry events, but these ideas were terminated in favor of keeping the garden design preserved and open to daylighting. Andrews served as a venue for graduation ceremonies, speeches, and concerts.

The University has two programs dedicated to Andrews: Arthur Lynn Andrews Distinguished Visiting Professor of Asian Studies to promote Asian and Pacific studies at UH through the selection of outstanding visiting professors each year and Arthur Lynn Andrews Award for Fiction awarded to the top entry from undergraduate and graduate students – entries not to exceed 10,000 words. (UH)

October 27, 2026 by Peter T Young Leave a Comment

About 250 Years Ago … The Federalist

The Federalist (they did not become known as ‘The Federalist Papers’ until the 20th century) is a series of 85 essays written by Alexander Hamilton, James Madison and John Jay between October 1787 and May 1788.

The essays were published anonymously, under the pen name “Publius,” in various New York state newspapers of the time.

The Federalist Papers were written and published to urge New Yorkers to ratify the proposed United States Constitution, which was drafted in Philadelphia in the summer of 1787.

In lobbying for adoption of the Constitution over the existing Articles of Confederation, the essays explain particular provisions of the Constitution in detail.

For this reason, and because Hamilton and Madison were each members of the Constitutional Convention, the Federalist Papers are often used today to help interpret the intentions of those drafting the Constitution.

The Federalist Papers were published primarily in two New York state newspapers: The New York Packet and The Independent Journal. They were reprinted in other newspapers in New York state and in several cities in other states.

Beginning on October 27, 1787, these papers are generally considered to be one of the most important contributions to political thought made in America.

The essays appeared in book form in 1788, with an introduction by Hamilton. Subsequently they were printed in many editions and translated to several languages.

The authors of the Federalist papers argued against the decentralization of political authority under the Articles of Confederation.

They worried, for example, that national commercial interests suffered from intransigent economic conflicts between states and that federal weakness undermined American diplomatic efforts abroad. Broadly, they argued that the government’s impotence under the Articles of Confederation obstructed America’s emergence as a powerful commercial empire.

The authors were also critical of the power assumed by state legislatures under the Articles of Confederation – and of the characters of the people serving in those assemblies. In the authors’ view, the farmers and artisans who rose to power in postrevolutionary America were too beholden to narrow economic and regional interests to serve the broader public good.

Of particular concern to the authors was the passage by state legislatures of pro-debtor legislation and paper money laws that threatened creditors’ property rights.

Unlike most Americans of the period, who typically worried about the conspiracies of the elite few against the liberties of the people, the authors were concerned about tyrannical legislative majorities threatening the rights of propertied minorities.

The Articles of Confederation, in their view, had provided no safeguards against the vices of the people themselves, and the American Revolution’s enthusiasm for liberty had diminished popular appreciation of the need for good governance. The Federalist papers presented the 1786–87 insurrection of debtor farmers in western Massachusetts – Shays’s Rebellion – as a symptom of this broader crisis.

The authors of the Federalist papers argued for an increase in the ‘energy’ of the federal government to respond to this crisis.

However, the national government’s increased power would have to be based in republican principles and retain a federal distribution of power; there would be no return to monarchical rule or consolidation of central authority.

In one of the most notable essays, “Federalist 10,” Madison rejected the then common belief that republican government was possible only for small states.

He argued that stability, liberty, and justice were more likely to be achieved in a large area with a numerous and heterogeneous population.

Although frequently interpreted as an attack on majority rule, the essay is in reality a defense of both social, economic, and cultural pluralism and of a composite majority formed by compromise and conciliation.

Decision by such a majority, rather than by a monistic one, would be more likely to accord with the proper ends of government. This distinction between a proper and an improper majority typifies the fundamental philosophy of the Federalist papers; republican institutions, including the principle of majority rule, were not considered good in themselves but were good because they constituted the best means for the pursuit of justice and the preservation of liberty.

On September 17, 1787, the Constitution of the United States was accepted by the delegates. Nine states needed to vote for the Constitution for it to be accepted.

On July 26, 1788 New York, by a vote of 30-27, became the 11th state to ratify the Constitution. The New York Ratifying Convention, having approved the Constitution, also voted unanimously to prepare a circular letter to the other states, asking them to support a second general convention to consider amendments to the Constitution.

Largely through the efforts of James Madison, the first Congress in September 1789 proposed a Bill of Rights, which was adopted with little public debate in December 1791.

Click the following link to a general summary about The Federalist:

Click to access The-Federalist.pdf

October 26, 2026 by Peter T Young Leave a Comment

Aliʻiolani College

The school seemed to change names, and locations; but, for the most part, it was run by the same person, Leopold Gilbert Blackman.

Born on July 4, 1874 in Cheltenham, England, Blackman was the son of Thomas and Harriet (Sutherland) Blackman. He was an associate of Saint Nicholas College, Lancing, England, and was principal of the preparatory school of Ardingly College before coming to Hawaiʻi. (Builders of Hawaiʻi)

At the request of the Bishop Willis, Blackman arrived in the Islands in 1900 to take charge of ʻIolani School. He served as head of school at ʻIolani for one year; then, he was an assistant at Bishop Museum 1901-09 (also serving as editor of the Hawaiian Forester and Agriculturist.)

Then, he went back to school.

It started with Aliʻiolani College, in Pālolo. “Aliʻiolani College was an offshoot from the ʻIolani (school.)” (Thrum)

“Aliʻiolani College, started a few years ago in a cottage, has now quite arrived as a respectable acquisition to Honolulu’s fine array of public and private schools. It appears to supply a distinct want for its neighborhood, besides aiding to solve the problem of school congestion for the city.” (Hawaiian Star, June 21, 1910)

“(T)hrough the generosity of Mrs Mary E Foster, foundress of the college, permanent buildings had been erected sufficient for all present needs and in many other ways progress had been made toward making Aliʻiolani an efficient unit of the splendid Honolulu family of educational institutions.” (Hawaiian Star, June 21, 1910)

(Daughter of James Robinson, Mary Robinson married Thomas Foster, an initial organizer of the Inter-Island Steam Navigation Company. That company founded a subsidiary, Inter-Island Airways, that later changed its name to Hawaiian Airlines. Their home later became Foster Botanical Garden.)

“Among our many well equipped establishments we believe that Aliʻiolani has a definite destiny as a boys’ boarding school, offering at moderate fees a substantial education soundly based upon the elementary branches of Instruction, an education in which habits of discipline cheerful obedience to constituted authority, courtesy and loyalty are given a recognized place as adjuncts to true manhood.” (Blackman, Hawaiian Star, June 21, 1910)

However, that school on that site had a short stay.

The building and grounds of the Aliʻiolani College was offered to the board of education “for the establishment of vocational schools … rent free for four months or until the legislature provides ways and means for maintaining the schools.”

“The offer of Aliʻiolani has been made by the owner, Mrs. Nellie E. Foster, who has also offered to contribute generously towards a fund to meet running expenses.” (Hawaiian Gazette, May 24, 1912)

A Department of Education Biennial Report for 1912 notes Blackman as principal of the Honolulu School For Boys, it was divided into three departments: Preparatory, Grammar School and High School. “The Honolulu School for Boys, at Kaimukī, (was) an independent boarding and training school, originally the Aliʻiolani College.” (Thrum)

“The campus comprises eighteen acres and is situated in the salubrious Ocean View district of Honolulu. Extensive views of mountain range and ocean are obtained, while continual trade breezes temper the air and render residence at the school pleasant and healthful.”

“The main building consists of a two-story edifice with two one-story wings. The ground floor is devoted chiefly to class rooms and dormitories. Of the wings, one furnishes a dining hall; the other, the matron’s residence, is chiefly devoted to the use of the smaller boys. All dormitories are upstairs, are well ventilated and lighted and open upon spacious lanais.”

“The increasing enrollments of the school necessitated an additional building to be erected in the summer of 1912, known as the Grammar School. This new structure is of two stories—the upper one being devoted to dormitory accommodations and the lower one to class rooms.” (DOE, 1912)

The school later moved into lower Kaimukī, and, again, changed its name – and the old campus was converted to a hotel.

“For some time the place (former Aliʻiolani campus in Pālolo) remained vacant but recently was run as a boarding house until take over by King, who has renovated the building and started a modern hotel. It has been renovated, remodeled and improved and will be known as Aliʻiolani Hotel.” (Honolulu Star-bulletin, September 19, 1916)

Honolulu School for Boys changed its name to Honolulu Military Academy. (Thrum, 1917) “It was controlled by a board of 10 trustees of which the president (Blackman) was a member and presiding officer ex officio.”

“It had no endowment, but owned a fine piece of property consisting of grounds and six buildings … at Kaimukī near Waiʻalae Bay, a mile from the end of the Waiʻalae street-car line.” (DOI Bureau of Education Bulletin 1920)

“The school drew its cadets from all points in the islands. The 1918-19 roster showed 64 from Honolulu, 10 from Oʻahu outside of Honolulu, 16 from Hawaiʻi, 11 from Maui, 10 from Kauaʻi, 1 from Molokai, 2 from California, and 1 each from New York State, Minnesota, and Japan.”

“It began at first with instruction only in the elementary grades; but it grew to offer a 12-grade program of studies.” (DOI Bureau of Education Bulletin 1920)

Then, in January 1925, Punahou School bought the Honolulu Military Academy property – it had about 90-acres of land and a half-dozen buildings on the back side of Diamond Head.

It served as the “Punahou Farm” to carry on the school’s work and courses in agriculture. “We were picked up and taken to the Punahou Farm School, which was also the boarding school for boys. The girls boarded at Castle Hall on campus.” (Kneubuhl, Punahou) The farm school was in Kaimukī between 18th and 22nd Avenues.

In addition to offices and living quarters, the Farm School supplied Punahou with most of its food supplies. The compound included a big pasture for milk cows, a large vegetable garden, pigs, chickens, beehives, and sorghum and alfalfa fields that provided feed for the cows. Hired hands who tended the farm pasteurized the milk in a small dairy, bottled the honey and crated the eggs. (Kneubuhl, Punahou)

The Punahou dairy herd was cared for by the students as part of their course of studies – the boys boarded there. However, disciplinary troubles, enrollment concerns (not enough boys signing up for agricultural classes) and financial deficits led to its closure in 1929.

By the mid-1930s, the property was generally idle except for some Punahou faculty housing. In 1939, Punahou sold the property to the government as a site for a public school (it’s now the site of Kaimuki Middle School.) The initial Aliʻiolani College site is the present site of Aliʻiolani Elementary School.)

The image shows the original Aliʻiolani building, funded by Mary Foster (Maui News, July 30, 1910.) In addition, I have added other related images in a folder of like name in the Photos section on my Facebook and Google+ pages.

October 25, 2026 by Peter T Young 1 Comment

Madge Tennent

She was born Madeline Grace Cook in Dulwich, England, on June 22, 1889. Her father owned a construction business; her mother was the editor of a women’s fashion magazine.

When she was five she moved with her family to Cape Town, South Africa. At the age of twelve, she entered an art school in Cape Town.

The following year, her parents, who recognized and encouraged her talent, moved to Paris to enable Madeline to study there In Paris, she studied figure drawing under William Bouguereau, an experience that laid the technical foundation for her later figural drawings and paintings. (Beebe)

Two years later they returned to Cape Town, where Madge taught art and illustrated fashion magazines. She was also an accomplished pianist, taught by her mother, and gave regular recitals in Cape Town. One such recital was attended by a visiting military officer from New Zealand, Hugh Cowper Tennent, who was in South Africa with his regiment.

They married (1915) and returned to his home, New Zealand, where she led the haphazard life of an army camp follower until their first son Arthur was born in 1916.

Madge directed an art school, having been appointed head instructor at the Government School of Art in Woodville, the village where Madge and Hugh lived while he awaited further military orders. (Wageman)

Hugh went off to war in Europe and returned with a seriously wounded hand; the young family was sent to Western Samoa, which had become a New Zealand protectorate after the war, with Hugh as the treasurer of the territory. Their second son, Val, was born there in Apia.

They spent six years in Samoa. During her stay in Samoa, Tennent became fascinated with Polynesians, and while on a leave of several months in Australia, Tennent studied with Julian Ashton “and learned to draw seriously for the first time.” (Beebe)

On a trip to London to enroll the boys in a British boarding school in 1923, the Tennents arrived in Honolulu with their two young sons, planning on a three-day stop-over.

They were introduced to members of the local artistic community, who saw her Samoan studies and asked her to stay and paint the Hawaiians. They stayed.

As a chartered accountant (the British equivalent of a CPA), Hugh was unable to work until he put in a year of residency. Madge supported the family by doing watercolor portraits, mostly of society children. She kept a studio downtown on Hotel Street.

Madge was fascinated by the Hawaiians from the beginning, but true inspiration struck when she was given a book of colored reproductions by Paul Gauguin in Tahiti. From that time on she devoted herself to the single-minded pursuit painting Polynesians.

Often referred to as Hawai‘i’s Gauguin, Tennent was unswerving in her devotion to the beauty of the Hawaiian people with pen, brush and palette knife. (Walls)

She was active in Hawai’i from the 1930s to the 1960s. “The Hawaiians are really to me the most beautiful people in the world … no doubt about it – the Hawaiian is a piece of living sculpture.” (Tennent; HPA)

Tennent portrayed Hawaiian women as solidly fleshed and majestic – larger than life. Her method of working with impasto – applying thick layers of paint to achieve a graceful, perfectly balanced composition – is evident in ‘Lei Queen Fantasia.’

The paint is applied in whirls in what might be called the ‘Tennent whirl’ – the colors bright and luminous. Tennent envisioned Hawaiian Kings and Queens as having descended from Gods of heroic proportion, intelligent and brave, bearing a strong affinity to the Greeks in their legends and persons. (HPA)

Over the years she was very active in the arts community in Honolulu, taught frequent classes at the Honolulu Academy of Arts, and wrote for publication on art-related subjects. (Walls)

Just a few days before her death in 1972, Tennent summed up her philosophy of life and art for a newspaper reporter who interviewed her, frail and blind, at a private nursing home overlooking Diamond Head. He asked her …

“How does it feel, Mrs. Tennent, to have your genius publicly recognized during your lifetime?” … “Genius, baloney,” she muttered, with all the strength she could muster. “It was nothing but darn hard work.” (Walls)

Major collections of her work are found at the Honolulu Academy of Arts and the University of Hawaii. In 2005, Hawai’i Preparatory Academy’s Isaacs Art Center was chosen by the Trustees of the Tennent Art Foundation to become the caretaker of the collection. (HPA) Tennent died February 5, 1972.