Peter T Young

May 11, 2019 by Peter T Young 1 Comment

“The Queen’s Retreat” (Waikīkī)

“In 1868, the year of her 30th birthday and the sixth anniversary of her marriage to John (Dominis), Lili‘uokalani inherited valuable property in Waikiki”. (Star Bulletin)

“The Queen’s Retreat” was in the district of Hamohamo (“rub gently,”) it consisted of two homes – one, called Paoakalani (“the royal perfume,”) was her principal home in Waikīkī.

The other was Ke‘alohilani (“the royal brightness,”) located opposite Kūhiō Beach, which she referred to in her memoirs as “my pretty seaside cottage.”

“In contrast to stately Washington Place, the one-story Ke‘alohilani was open on two sides with a large and inviting living room ‘filled with all things Hawaiian,’ where Lili‘uokalani and her ohana could gather in joy and hospitality”.

“Next to a satin pillow, embroidered in heavy thread proclaiming ‘There Is No Place Like Home,’ stood feathered kahilis. … A feather cape, a knitted afghan, a dog’s tooth necklace, a gold-plated bracelet …”

“… all intermingled in the home Lili‘uokalani came to love so dearly. ‘I danced around the rooms. It was my own!’” (Lili‘uokalani; Hawaii Bar Assn)

Here, she retreated to relax and informally entertain family, friends and on occasion, visiting royalty. She also spent much of her time composing her songs and translating Hawaiian stories into English.

Her home served as a comforting getaway from the pressures of business at ʻIolani Palace, several miles away.

“Hamohamo is justly considered to be the most life-giving and healthy district in the whole extent of the island of Oʻahu; there is something unexplainable and peculiar in the atmosphere of that place, which seldom fails to bring back the glow of health to the patient, no matter from what disease suffering.”

The Queen “derived much amusement, as well as pleasure: for as the sun shines on the evil and the good, and the rain falls on the just and the unjust, I have not felt called upon to limit the enjoyment of my beach and shade-trees to any party in politics …”

“While in exile it has ever been a pleasant thought to me that my people, in spite of differences of opinions, are enjoying together the free use of my seashore home.” (Lili‘uokalani)

In setting up the Lili‘uokalani trust, “Assisted by her attorneys, Lili‘uokalani conveyed all her real property to three trustees (brother-in-law Archibald S Cleghorn, business agent Curtis P Iaukea, and attorney William O Smith) on December 2, 1909. She retained the right to use Washington Place and Ke‘alohilani as her residences”. (Hawaii Bar Assn)

After the Queen’s death, Ke‘alohilani, as well as the pier and beach fronting the area (including the fisheries,) was transferred to Prince Kūhiō.

The Prince and his wife, Princess Elizabeth Kahanu, temporarily lived in Queen Lili‘uokalani’s Waikīkī cottage, Ke‘alohilani, for about a year.

They razed it and constructed a new home, which they called Pualeilani (“heavenly flower lei” or “flower from wreath of heaven.”)

After Prince Kūhiō died at Pualeilani on Jan. 7, 1922, the property was given to the city; by 1938 the name of the pier, as well as the beach area fronting it, became known as Kūhiō Beach.

The surf break in front of this is still known as Queen’s, because this was facing the Queen’s home.

Kuekaunahi stream used to run through the property; this small stream paralleled Kapahulu Avenue and crossed Waikīkī Beach at the intersection of Kalākaua and Kapahulu Avenue.

The stream was eventually enclosed in a culvert and at the shore its waters were channeled into the ocean through the Kapahulu Groin.

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Queen_Liliuokalani-1891

Waikiki-Queen_Liliuokalani’s_Pier

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Home believed to be one of Liliuokalani’s residences

Hamohamo-now the corner of Liliuokalani Street and Kuhio Avenue

‘Diamond_Head_from_Waikiki’,_oil_on_canvas_painting_by_Enoch_Wood_Perry,_Jr.,_c._1865

Alohilani location map-Beall

May 10, 2019 by Peter T Young 8 Comments

Maunaʻolu Seminary

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Maunaolu_Seminary-HMCS-The_Friend-1929

Maunaolu_Seminary-HMCS-The_Friend-1884

Makawao_Union_Church_1909

Maunaolu_Seminary-Approximate_Location

May 9, 2019 by Peter T Young 4 Comments

“Russian Fort”

It’s time to set the record straight. I join the long list of folks who have misunderstood and unknowingly have repeated the wrong information about a fort at Waimea, Kauai.

When I was DLNR Chair, and to today, the State Park is called “Russian Fort Elizabeth State Historical Park”. The State has it wrong.

The National Park Service notes, “Russian Fort, located in Fort Elizabeth State Historical Park, in Waimea on the Island of Kauai, was built by the Russian American Company (RAC) in 1817.”

“The purpose of the fort was to establish a foothold for Russia in Hawaii by creating a fueling station in the Pacific Ocean and establishing a stable trading location for the shipping company.”

“The fort is a reminder of the short Russian venture into Hawaii between 1815 and 1817.” The feds have it wrong.

Yes, there was a Russian Fort on Kauai, but it was Fort Alexander at what is now known as Princeville on Kauai’s north shore.

Thanks to Peter Mills (Professor of Anthropology at the University of Hawaii at Hilo who has studied the fort extensively) we learn the true story of the “Russian Fort”.

Mills notes that what we call “Russian Fort” was actually built by Hawaiians for Hawaiians … not the Russians; “it was just a part of Kaumualiʻi’s own residential compound.”

“The construction was largely under Kaumualiʻi’s direction, and the labor force involved in constructing it was overwhelmingly Native Hawaiian (there is no record that Russians lifted a single stone to build it), with some designs supplied by Schaffer.”

“The Hawaiian name for the fort (pāpū) was Pāʻulaʻula and can be seen in Native Testimony provided by one of the Hawaiian commandants who was stationed there (Paele 6589 NT).”

“It was not completed while the Russians were there, and there is no evidence that Russians ever garrisoned it, while Hawaiians kept a garrison there for over 40 years.”

“If Hawaiians built it, and Hawaiians garrisoned it, then why on earth do people continue to say it is a ‘Russian Fort’ built by Russians? It was a Hawaiian Fort.” (Peter Mills)

The fort, originally with walls 20 feet high and built in an irregular octagon shape (in the shape of a star,) was fortified with several cannons.

“When Russian Fort Elisabeth became a state park in 1970, it was in a state of disrepair. The state outfit the site with some minimal signage, but the historical interpretation reflected on those signs was based on false history perpetuated by a troublesome 1885 map.” (Brittany Lyte)

“Drawn up by a Hawaiian government surveyor, the fort on the map includes dubious features, such as redwood buildings, glass-paned windows and a trading house. These labels amount to little more than fanciful guesswork, according to Mills.” (Brittany Lyte)

“The surveyor drew the fort as he imagined it looked at the time the Russians were there, which, of course, is an event that never happened,” said Mills, whose book “Hawaii’s Russian Adventure: A New Look at Old History” is an editor’s note to history misinterpreted. (Lyte)

The story about Russians on Kauai begins when the Russian ship ‘Bering’ became stranded on the shores of Kauai’s Waimea Bay on January 31, 1815. The ship’s cargo and the sailors’ possessions were confiscated by Kauai’s ruler, Kaumuali‘i.

The Russian-American Company (the owner of the ship and its cargo) sent Bavarian Georg Anton Schäffer to the Hawaiian Islands to retrieve the cargo or seek appropriate payment.

Later that year, Schäffer arrived in Honolulu. There, Kamehameha granted him permission to build a storehouse near Honolulu Harbor.

But, instead, Schäffer began building a fort and raised the Russian flag – that was in Honolulu. When Kamehameha discovered this, he sent several of his men to remove the Russians from O‘ahu, by force, if necessary. The Russians judiciously chose to sail for Kauai, instead of risking bloodshed.

Once on Kauai, Schäffer gained the confidence of King Kaumuali‘i, when he promised the king that the Russian Tsar would help him to break free of Kamehameha’s rule.

Although Kaumuali‘i had ceded Kauai to Kamehameha in 1810, he generally maintained de facto independence and control of the island, following his agreement with Kamehameha.

It is believed that Kaumuali‘i considered it possible for him to claim rule over Kauai, Ni‘ihau, O`ahu, Maui, Molokai and Lāna‘i, if he had Russian support. The Russians meanwhile were searching compensation for lost trade goods, as well as expanded trading opportunities.

Kaumuali‘i and Schäffer had several agreements to bring Kauai under the protection of Russia, as well as weapons and ammunition from Schäffer, in exchange for trade in sandalwood.

On May 21, 1816, and without the knowledge or approval of Czar Alexander Pavlovich, Kaumuali‘i signed a document that put Kauai under the protection of the Russian Empire.

In return, Schäffer promised Kaumuali‘i protection and an armed Russian warship to lead an attack on Kamehameha’s forces. (Baranoff later informed Schäffer that he was not authorized to make such agreements.)

On July 1, 1816, Schäffer and Kaumuali‘i entered into a secret agreement to use Schäffer’s purported Russian authority to reclaim Kauai from King Kamehameha I, and also to launch expeditions against other islands that Kaumuali‘i felt he had a hereditary right to rule.

Kaumuali‘i had thoughts of conquering Maui, Lānaʻi, Molokai and O‘ahu, which he felt to be his right based on lineage.

Subsequently, Kaumuali‘i gave Schäffer Hanalei valley and two or three other valuable pieces of land. Schaffer went to Hanalei on September 30 and renamed the valley Schäffertal (Schäffer’s Valley.)

In 1817, however, it was discovered that Schäffer did not have the support of the Russian Tsar. He was forced to leave Hawaii, and Captain Alexander Adams, a Scotsman who served in the navy of the Kingdom of Hawai‘i, raised the Kingdom of Hawai‘i flag over the fort in October 1817.

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May 7, 2019 by Peter T Young 1 Comment

Kapihaʻā Village Interpretive Trail

He Wahi Pana O Lānaʻi – A Storied Place of Lānaʻi – the Kapihaʻā Interpretive Trail is an approximate one-mile round trip. The Kapihaʻā preservation area contains at least fifteen distinct sites, made up of more than 60 features, by which we may see how Hawaiians lived, worked and worshiped on Lānaʻi.

Interpretive signs found along the trail identify several different types of sites, including agricultural fields, residences, ceremonial sites and lithic (stone) workshops.

Sign 1 – ”Wahi Pana” are storied and sacred places on the Hawaiian landscape.
Walking the trail from this point, you will step back in time, and glimpse life on Lānaʻi prior to the arrival of westerners in 1778.

Sign 2- Kapihaʻā: Life Along The Leeward Shore Of Lānaʻi
Close to 800 years ago, native Hawaiians settled along sheltered areas of the coast line on Lānaʻi, and then extended inland where extensive dry land agricultural fields were developed.

Because water resources were limited even then, most agricultural pursuits were in the form of dry land crops planted upon the kula (plains) and under the canopy of now reduced forests that collected fog drip.

Along the trail there is evidence of permanent and temporary dwellings, agricultural plots, lithic (stone) workshops and ceremonial sites, and the ancient setting of Kapihaʻā Village.

Sign 3 – Puʻupehe Islet
Native lore describes the platform with an upright stone in it as either a burial place for a woman who bore the name of Puʻupehe, or as a shrine dedicated to the god of bird catchers.

In traditional times, sea birds were an important part of the Hawaiian diet, and koʻa (shrines) were placed on “bird islands to sustain the land with plenty of birds.”

Sign 4 – Heiau (Temple) of Kapihaʻā Village
This heiau is a significant architectural feature on the cultural landscape of Kapihaʻā. There are five features associated with the heiau, which include a walled platform, terraces and an ʻahu (altar or cairn).

The prominence of this site, and the fact that it commands an imposing view of the ocean and surrounding lands, suggests that it was a temple associated with prayers and offerings to promote the abundance of the fisheries, or perhaps to pray for rains and sustainable growth of crops on land.

Sign 5 – Dry Land Agricultural Terraces
Because of the arid nature of Lānaʻi, most of the crops grown here were adapted to the kula (open flat lands), and planted in kīhāpai, and moʻo (walled fields or shallow terraces). Passing showers born by the nāulu (southerly) breezes and the early morning kēhau (dew born upon mountain breezes) provided enough water for the plants to grow.

Both natural terraces, some of which were modified, and formal terraces, in which mulch was developed to support plant growth, may be found in this area. Crops such as ʻuala (sweet potatoes), uhi (yams), hue (gourds), lau ki (ti plants) and clumps of kō (sugarcane) could be grown here.

Sign 6 – Kauhale and Hale Pāpaʻi House Sites, Temporary Habitation Sites and Shelters
On the leeward side of Lānaʻi, Kapihaʻā and neighboring villages of the Hulopoʻe-Mānele vicinity supported a population of at least several hundred people at any given time.

The small house sites were basically shelters from bad weather, with most activities – such as making fishing gear, working on stone tools, and food preparation – occurring outside.

Poles of wood, gathered from the uplands, would have been placed upon the stone foundations of these house sites and shelters as support posts, beams and purloins. Thatching of native pili grass, leaves of loulu (pritchardia) palms, niu (coconut fronds), and leafy branches from shrubs would then be lashed to the poles on narrow cross pieces, thus providing protection from rain, cold and heat.

The house foundation has multiple terraces and separate leveled areas, each of which would have served a special use in domestic life. Generally the highest area on the upslope side was reserved for special functions associated with family worship.

Sign 7 – Koʻa, a Fisherman’s Shrine and Triangulation Station
A significant wealth of this part of Lana’i lay in its fisheries, as marine resources supplied protein for the native Hawaiian diet. In addition to fish, various pūpū (shellfish), papaʻi (crabs), and several varieties of limu (seaweeds) were also collected along the shore and from the sea. These fishery resources, together with crops from the uplands sustained the residents of Kapihaʻā over many generations.

A significant Hawaiian ceremonial site, a koʻa or fishing shrine, lies to the west of this trail, perched on a promontory overlooking the ocean and the fisherman’s trail. Portions of the koʻa have collapsed, but the large mound of coral set upon the stone foundation is symbolic of the god Kūʻula and makes this koʻa one of the most unique sites of its kind anywhere in Hawai’i.

Fishermen sought protection during fishing trips and continued abundance of the fisheries through offerings of fish, urchins, and shell fish to the gods and ʻaumakua (guardians). Offerings would again be made upon return from fishing expeditions to thank the gods for their successful catch and safe return.

Sign 8 – The Kapihaʻā Preservation Area and Interpretive Trail (Coastal Section)
Sections of the Fisherman’s Trail along this coast follow a traditional ala hele (trail) traveled by ancient Hawaiian residents of Lānaʻi for generations.

The ala hele linked coastal communities together, and provided residents with access to various resources. The ala hele that turns mauka (upland) at this point enters the ancient village site known as Kapihaʻā. (Information on the Kapihaʻā interpretive trail is from Lānaʻi Culture & Heritage Center, prepared by Kepā Maly, Kumu Pono Associates LLC.)

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Kapihaa_Village_Interpretive_Trail

Kapihaʻā village site heiau below Mānele Bay golf clubhouse, near Pu’upehe Platform, Lānaʻi

Kapihaa Preservation Area

Kapihaʻā village site stone path below Mānele Bay golf clubhouse, near Pu’upehe Platform, Lānaʻi

Kapihaʻā village site terrace walls below Mānele Bay golf clubhouse, near Pu’upehe Platform, Lānaʻi

Kapihaa_Brochure_Cover

Kauhale-Kapihaa

Puʻupehe Platform Rock (also known as Sweetheart Rock) viewed from Mānele Bay, Lānaʻi

Puʻupehe Islet (also known as Sweetheart Rock) viewed from Kapihaʻā village shoreline, Lānaʻi

May 6, 2019 by Peter T Young Leave a Comment

Head, Heart & Hand

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

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

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

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

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

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

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

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

Foreign Mission School

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

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

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

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

Lahainaluna

Under the leadership of Reverend Lorrin Andrews, Lahainaluna was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

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

Hilo Boarding School

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

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

O‘ahu College – Punahou School

“The founding of Punahou as a school for missionary children not only provided means of instruction for the children of the Mission, but also gave a trend to the education and history of the Islands.” (Report of the Superintendent of Public Education, 1900)

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

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

Kamehameha Schools

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

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

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

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

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

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

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

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

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

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

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

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