Peter T Young

September 26, 2016 by Peter T Young Leave a Comment

Damon Memorial

In 1887, Samual C Gale wrote a letter to the Holden town officials stating: “I am now able to say, that unless prevented by some misfortune, I shall commence the present season to erect upon the Chenery lot a building adapted to both High School and Library purposes.”

“This building and ground, together with some books which we hope to add, my wife and I will present to the Town of Holden as a free gift …”

The result of this wonderful gift is the Damon Memorial Building, built in 1888, in honor of his wife Susan Damon Gale. Susan was the daughter of Colonel Samuel Damon.

The building was designed to house both the Gale Free Library and the Holden High School. The first floor was the library with the high school on the second floor. The Worcester architect Stephen C Earle designed the Romanesque style building.

The Damon Memorial was the second high school in Holden. The first opened in 1880 as part of the second floor of the Center School.

The Damon Building served as the high school until Holden High School opened on Main Street in 1926. In 1954 Wachusett Regional High School opened as the first regional high school in Massachusetts. (Assumption College)

One of the model public buildings of the towns of central Massachusetts is the Damon Memorial of Holden. It is architecturally an ornament to the village. The Memorial stands near the Common.

From the tower wall a rough boulder projects, bearing the words ‘Damon Memorial, 1888.’ The building is trimmed with brownstone, uncut as far as possible. The clock tower is an attractive feature of the building. Inside the arrangements for school and library have been made with great care and foresight.

The Memorial was appropriately dedicated August 29, 1888. In his address Mr. Gale, the donor, said: “Thirty-four years ago I came to this village to teach school. The frame school house, still standing and in use, was then new and was a subject of much interest and pride.”

“The only instruction I received from the school committee as to the management of the school was that I should keep the scholars from marking and scratching the new school house.”

“I entirely neglected my duty in this respect. At the end of the winter, marks and scratches were very abundant; and I knew it was all my fault, for no school master ever had better boys and girls.”

“After thinking over my offense for thirty-five years I concluded that the only suitable recompense that I could make was to give the town a new school house, which I accordingly have done.”

“I do not say, however, that there were no other and more serious considerations for the enterprise. Here my wife was born and reared, and this, in the opinion of at least her husband, entitles the place to monumental honors.”

“May I also especially mention her brother, the late Dr Samuel C Damon, a resident of Honolulu, Hawaiian Islands, a greathearted and broad-minded man, with a deep affection for his native town. He it was who first suggested to me the idea of aiding to establish here a public library.”

“It is in memory of him and of her other kinspeople and friends dear to us both, whose homes have been here in this and other generations, that we have sought to do this town some good thing, so important and permanent that the inhabitants will always kindly remember us.”

Charles E. Parker, who accepted the gift in behalf of the town, assured the donors that the simple conditions of the gift would be gladly observed.

At a town meeting, September 26, 1888, Holden formally accepted the gift and tendered its thanks and appreciation of the Memorial to the generous donors.

In addition to the building Mr. Gale added $3,000 for books, and John Wadsworth, of Chicago, sent $100 ‘as a slight recompense to Holden for having furnished him a wife.’

The Holden Library Association presented its library of fourteen hundred volumes to the town and the library opened in December, 1888, with forty-five hundred volumes, to which large additions have since been made. (Crane, Historic Homes, 1907)

Samuel Chenery Damon, son of Colonel Samuel Damon, was born in Holden, Massachusetts, February 15, 1815. He was graduated from Amherst College in 1836, studied at Princeton Theological Seminary in 1838-39, and was graduated at Andover Theological Seminary in 1841. He was an American missionary.

He was preparing to go to India as a missionary and was studying the Tamil language for that purpose, when an urgent call came for a seaman’s chaplain at the port of Honolulu in the Hawaiian Islands. He was ordained September 15, 1841, and he decided to accept the position at Honolulu.

He married Julia Sherman Mills of Natick, Massachusetts on October 6, 1841. Their children were: Samuel Mills, born July 9. 1843, died June 2, 1844; Samuel Mills, born March 13, 1845, who later was minister of finance under the monarchy in Hawaii; married Harriet M Baldwin, daughter of Rev. D. Baldwin, and their son (Samuel Edward Damon, born June 1, 1873) …

… Edward Chenery, born May 21, 1848; Francis Williams, born December 10, 1852; William Frederick, born January 11, 1857, died October 23, 1879.

Samuel Chenery Damon died February 7, 1885, at Honolulu, and his funeral the next day was attended by a very large congregation, including King Kalākaua and his ministers.

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September 25, 2016 by Peter T Young 1 Comment

Windows into a Time

Puakea Nogelmeier gave a talk at Mission Houses related to the translation project he worked on associated with letters from the ali‘i to missionaries. The following is a transcript of portions of his talk. He speaks of the missionaries and the ali‘i and their relationship ….

“The missionary effort is more successful in Hawaii than probably anywhere in the world, in the impact that it has on the character and the form of a nation. And so, that history is incredible; but history gets so blurry …”

“The missionary success cover decades and decades becomes sort of this huge force where people feel like the missionaries got off the boat barking orders … where they just kind of came in and took over. They got off the boat and said ‘stop dancing,’ ‘put on clothes,’ don’t sleep around.’”

“And it’s so not the case ….”

“The missionaries arrived here, and they’re a really remarkable bunch of people. They are scholars, they have got a dignity that goes with religious enterprise that the Hawaiians recognized immediately. …”

“The Hawaiians had been playing with the rest of the world for forty-years by the time the missionaries came here. The missionaries are not the first to the buffet and most people had messed up the food already.”

“And the missionaries, that first bunch on the Thaddeus almost didn’t get to land. I am sure many of you know the story that Kamehameha had said, ‘yes send missionaries from England,’ so when they arrived from America, his son almost said, ‘no, we’ll wait for the pizza we ordered … this isn’t the group we asked for.’”

“But, they end up staying and the impact is immediate. They are the first outside group that doesn’t want to take advantage of you, one way or the other, get ahold of their goods, their food, or your daughter.”

“They cowered three really important things; they come with a set of skills that Hawaiians are really impressed with. Literacy, they had been waiting for it for forty years, basically. And so for forty years Hawaiians wanted everything on every ship that came. And they could get it; it was pretty easy to get. Two pigs and … a place to live, you could trade for almost anything.”

“But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write, and there is proof they did. Kamehameha sets up a school for his sons in 1810. It doesn’t work very well because (his sons) aren’t particularly good students. So it lasts for only about a week or two.”

“Kamehameha tries, he signs his name to letters … they wanted, but nobody can really settle it down.”

“The missionaries were the first group of a scholarly background, but they also had the patience and endurance. So that’s part of the skill sets. … That’s really the more important things that are attracted first.”

“But the second thing is they are pono.”

“They have an interaction that is intentionally not taking advantage. It’s not crude. They don’t get drunk and throw up on the street … and they don’t take advantage and they don’t make a profit. So that pono actually is more attractive than religion.”

“They start in on the skill set and the pono, and those two that lead Hawaiians into religion.”

“But I have students who say the missionaries brainwashed the Hawaiians. Well then, how dumb were the Hawaiians?”

“This project really opens up the move from learning to read and write, which was really a big gun, and advancing the pono, which is the new sort of virtue – that everybody should be held to a standard. That led Hawaiians on a one-by-one.”

“This is not a brainwashing; it’s, as people bought in, they became Christian.”

“Not all of them did. You’ll notice that in 1840, twenty years into the project, the missionaries are still complaining about all the people who didn’t convert. So, if it was a brainwashing effort, it wasn’t that effective.”

“But, reading and writing starts immediately. And, of course, the missionaries can only teach in English. So they are teaching English reading and writing. We’re still playing with trying to open up that little window; there’s a very short window of probably a couple of months where those who have learned to read and write in English suddenly start to … write Hawaiian.…”

“The remarkable success here is that Hawaiians are given a new technology and what they started to put out in writing, they are transitioning from a … very sophisticated stone age culture into a very, very modern world. And now they’re empowered to write all that, and document it.”

“So the first ones who knew how to write are writing down history that had been held orally for hundreds of years. And then, writing becomes a national endeavor.…”

“Hawaii becomes more literate than America or England because the two things, actually Liholiho starts it Kauikeaouli takes it off and says ‘mine will be a nation of literacy.’ When he said that he could already read and write in both languages.”

“It’s not that he’s saying we should learn to read and write.’ He’s saying ‘let my people,’ and he made schools and he made teachers and he made a teachers’ college….”

“That notion that they appreciated the skill set and they appreciated the pono, and that led to appreciation of Christianity….”

An example is found in a letter written by Kalanimōku in 1826 to Hiram Bingham, in part, that letter translates to, “Greetings Mr Bingham. Here is my message to all of you, our missionary teachers.”

“I am telling you that I have not seen your wrong doing. If I had seen you to be wrong, I would tell you all. No, you must all be good.”

“Give us literacy and we will teach it. And, give us the word of God and we will heed it. Our women are prohibited, for we have learned the word of God.”

“Then foreigners come doing damage to our land. Foreigners of American and Britain. But don’t be angry, for we are to blame for you being faulted. And it is not you foreigners, the other foreigners.”

“Here’s my message according to the words of Jehovah, I have given my heart to God and my body and my spirit. I have devoted myself to the church and Jesus Christ.”

“Have a look at this letter of mine, Mr Bingham and company. And if you see it and wish to send my message on to America to our chief (President,) that is up to you. Greetings to the chief of America. Regards to you all, Kalanimōku.”

Here’s the audio of Puakea Nogelmeier’s presentation:

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Departure_of_the_Second_Company_from_the_American_Board_of_Commissioners_for_Foreign_Missions_to_Hawaii

Hiram Bingham I preaching to Queen at Waimea, Kauai, in 1826

The Mission Seminary at Lahainaluna on Maui in the 1830s

View of Hilo, Mauna Kea and Mauna Loa in the 1820s

View of Kealakekua Bay from the village of Kaʻawaloa in the 1820s

View of southern Oʻahu from ʻEwa in the 1820

Waimea, Kauai in the 1820s

Kawaiahao_Church_at_Honolulu_illustration-Bingham

September 24, 2016 by Peter T Young Leave a Comment

Marconi Wireless

Until 1840 any immediate communication between human beings was limited to the range of the eye or the ear. In nations such as France, Russia and Great Britain, fire signal towers stretched the length of the country to serve as early warning systems.

During the nineteenth century scientists and inventors came to better understand electricity’s ability to transmit sound, and with this understanding came such inventions as the telegraph by Samuel Morse in 1840, the telephone by Alexander Graham Bell in 1875, and the phonograph by Thomas Alva Edison in 1877.

In addition to these new wonders came such scientific advances as James Clerk Maxwell’s 1865 theory, which postulated electromagnetic waves existed and moved at a uniform speed, but varied in length and frequency.

In 1888, Heinrich Hertz proved this theory by demonstrating that electricity could bridge a gap from one coil to produce a current in another. These all laid the groundwork for humanity’s delving into the possibility of wireless communication.

Then came Guglielmo Marconi (who was born at Bologna, Italy on April 25, 1874.) In 1895, he began laboratory experiments at his father’s country estate where he succeeded in sending wireless signals over a distance of one and a half miles.

In 1900, he took out his famous patent No. 7777 for “tuned or syntonic telegraphy” and, on an historic day in December 1901, determined to prove that wireless waves were not affected by the curvature of the Earth.

He used his system for transmitting the first wireless signals across the Atlantic between Poldhu, Cornwall, and St. John’s, Newfoundland, a distance of 2,100 miles. (Nobel Prize)

In the Islands, “Telegraph communication seems likely soon to be in operation between our islands. Marconi has successfully sent telegrams across the British channel without wire.”

“An invisible electric ray is flashed from lofty mast, directed to receiver thirty miles away, which records it. So Hawai‘i will not need an inter-island cable. Rain, fog and darkness do not obstruct the ray.” (The Friend, May 1, 1899)

Then interisland wireless came; “Just about the latest wonder accomplished by science is telegraphing without wires, communicating between far distant and mutually invisible points by means of the ether which is believed to exist as a sort of cement holding the molecules of the atmosphere together.”

“Today Hawaiians will be given their first opportunity of witnessing the workings of this marvel the marvel by which a young Italian boy named Marconi astonished the world a few years ago.” (Pacific Commercial Advertiser, June 16, 1900)

Then, the American Marconi Company began establishing global coverage with long distance, paired sending and receiving stations not only in England, France and the United States, but also Spain, Italy, Egypt, India, and Argentina.

Hawaii was viewed as a bridge facilitating wireless communication between California, Hawaii and Japan as well as Australia; he planned facilities at Koko Head and Kahuku. At the time of Kahuku’s opening, it was the largest wireless telegraph station in the world in terms of capacity and power.

Everything in the plant was in duplicate, the one system backing up the other, so there was no reason to have to shut down operations because of a need to undertake repairs. (NPS) “Quite a large staff is housed in the Marconi Hotel, some operators and some engineers.” (Marconi Service News)

“Besides being included in the great chain of wireless stations which are to be erected by the Marconi Company, Hawai‘i has been favored with being selected as the site for the largest wireless station in the world.”

“While situated in the middle of the Pacific ocean, isolated, as it were, from the rest of the world except for a single cable and a wireless station only capable of working at night …”

“… Hawai‘i will be able to throw off this isolation with the coming of the Marconi system, get into a more complete touch with the rest of the world, and be drawn into closer relations with the country of which it is a territory.” (Star Bulletin, April 19, 1913)

The transoceanic stations were officially opened on September 24, 1914, approximately two months after the start of World War I in Europe. (NPS)

The first message (from Governor Lucius Pinkham to President Woodrow Wilson) read, “With time and distance annihilated and space subdued through wireless triumphs and impulse …”

“… the Territory of Hawai‘i conveys its greetings, profound respect and sympathy to Woodrow Wilson, president of the United States, as he so earnestly seeks the blessings of peace and good will for all men and all nations. (Star Bulletin, September 24, 1914)

President responded with a short, “May God bring the nation together in thought and purpose and lasting peace.” (NPS)

“Today marks a new era in transpacific and world-communication for the people of Hawai‘i. With the opening of two great wifeless stations on Oahu by the Marconi Wireless Telegraph Company of America ‘’

“… Uncle Sam’s midpacific territory is brought closer and is bound closer than ever to her sister commonwealth of the mainland.” (Star Bulletin to Associated Press, September 24, 1914)

The Marconi Wireless Telegraph Station at Kahuku includes four buildings: the power house/operating building, hotel, administration building, and manager’s cottage.

With the end of WWI, Radio Corporation of America (RCA) took over the facility; then, preparations and defense facilities, in anticipation of WWII, started popping up on the island.

The north-Oʻahu facility was under the overall command of the Hawaiian Air Force (HAF) headquartered at Hickam, Oʻahu. The HAF was activated on October 28, 1940, as the first air force outside the Continental US. (Bennett)

On November 25, 1941, Army Engineers took over the RCA facility and started constructing an Army Air Base in and around it. (They also constructed two other North Shore airfields at Kawaihāpai (Mokuleʻia/Dillingham) and Haleiwa.)

The old Marconi/RCA administration building was converted into air base headquarters and Commanding Officer’s quarters. The RCA buildings, with the exception of the powerhouse/operating building, were also used by the air field.

The hotel became the base headquarters, the administration building housed base operations, and the manager’s house became the commanding officer’s quarters.

The usual theater of operations support buildings were constructed (i.e., control tower, barracks for enlisted men, officer’s quarters, mess halls, chapel, dispensaries, cold storage, two fire stations, paint shop, Post Exchange, radio station, telephone exchange, etc.)

The April 1, 1946 tsunami devastated the Kahuku Air Base, destroying numerous buildings and covering the runways with debris. Following this tidal wave, military air operations ceased at Kahuku and sometime between June 12, 1946 and March 1947 the lands were returned to Campbell Estate.

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September 23, 2016 by Peter T Young 4 Comments

Riverside School

The Wailuku is the longest river in Hilo (twenty-six miles.) Its course runs from the mountains to the ocean along the divide between Mauna Kea and Mauna Loa.

Waiānuenue Avenue (rainbow (seen in) water) is named for the most famous waterfall, Ka Wailele ʻO Waiānuenue, Rainbow Falls on the Wailuku River.

For a while, other than church-related schools, if a Big Island youngster wanted to pursue his education beyond the eighth grade, he had to travel to O‘ahu. There he would board and go to school. (HHS)

Then, “One of the largest gatherings that ever attended a mass meeting in Hilo was present at Fireman’s Hall Thursday night to express to Superintendent of Public Instruction WH Babbitt their views regarding a high school site and other school matters.”

“The atmosphere of the hall was fairly charged with incipient trouble, which later broke into a storm of words and bitterness.”

“Chairman Mason called for expressions of opinion upon the subject under discussion. There was a dead silence for an interval, when LA Andrews started the ball rolling, by stating there were two things upon which there was a unanimity of sentiment in Hilo.”

“The first was the necessity for a high school in Hilo and the second the selection of the Riverside lot as the high school site. TJ Ryan offered a resolution, which passed without opposition …”

“… stating that it was the sense of the meeting that the high school should be erected on the Riverside lot.” (Hilo Tribune, December 12, 1905)

“After considering the various sites suggested, the committee practically determined on the lot on which now stands the Riverside School.”

“The present lot is not quite large enough to accommodate both the Riverside and the High Schools, which latter will be a nine-room building, and if a portion of the hospital grounds can be secured, the mauka portion of the Riverside lot will be used for High School purposes. (Hilo Tribune, June 29, 1905)

School authorities hesitated but finally agreed to start a high school at Hilo Union School in September, 1905; 25 ninth-grade students attended high school at Hilo Union School.

In 1907, the school moved to the Riverside School. It was then called Hilo Junior High School. By the time the first class graduated in 1909, only 7 of the original 25 were left.

Hilo High’s first graduating class consisted of seven students in 1909: Richard Kekoa, Amy Williams, Eliza Desha, Frank Arakawa, John Kennedy, Annie Napier and Herbert Westerbelt. (Mangiboyat)

With limitations for space, in 1911, “(t)he bandstand at Moʻoheau Park has been converted into a schoolroom by the county fathers, on account of the fact that the accommodations at the Riverside School are inadequate and the County has no funds at present with which to build an addition.” (Hawaiian Star, February 27, 1911)

“This class formerly occupied the basement of the Riverside building and it was so damp in the present weather that it was thought best to make the change.” (Hawaiian Star, February 27, 1911)

Finally in 1922, Hilo Junior High School moved up Waianuenue Avenue and renamed to the permanent and present Hilo High Campus. As years passed, the campus flourished with more buildings, students and educational experience. (Mangiboyat)

Hilo High Auditorium was built in 1928. It was donated to the school by the Alumni Association. It was designed by a former student (and part of the first graduates) of Hilo High School, Frank Arakawa.

Riverside got its school site. In the early 1920s, American-born parents called for the development of separate education for their children.

Consequently, the development of “English Standard” schools, sometimes called “Select Schools” since a level of proficiency in English language was required.

While most of the people who attended the schools were of American-born parents, anyone with the ability to speak proper English was allowed to attend. 1925 marked the beginning of segregating students by ability to speak and write English.

In 1927, a Parent-Teacher group in Hilo petitioned the legislature for funds to construct a new English Standard school which had an attendance of 169 children sharing facilities with Hilo Union School.

Just before its opening in 1929, the Hilo Tribune Herald reported: “It is a one-story frame building with Spanish type arched porches and when complete will be one of the most attractive school buildings on the island.”

By 1948, English Standard sections in various schools were replacing separate schools as the next generation of immigrant children became proficient in English. In 1955, two rooms were added to the original E-shaped structure.

In 1956, the porte cochère, or covered drive-through/passenger drop-off, was constructed. A garage driveway was also added in 1956. Riverside became the Hilo District Office for the Department of Education in 1959. (HHF)

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Riverside School (future Hilo High class of 1960) – Hagar

September 22, 2016 by Peter T Young Leave a Comment

Surfing in Britain

“Surf riding after the Hawaiian fashion is extremely simple when performed with pen and ink, but the swimmer who tries it at Waikiki when there is any sort of sea tumbling in from the south is either overwhelmed in the roller …”

“… or parts company with his board to learn the adamantine solidity of beach sand when a would-be rider essays to plow it up with any portion of his anatomy.” (Paducah Daily Sun, AK, August 18, 1898)

Edward, Prince of Wales (Later King Edward VIII) visited Hawai‘i in April 1920 and enjoyed a three-day surf trip with Earl Mountbatten (future Admiral of the Fleet.) He was so thrilled with the experience that he ordered his ship, the HMS Renown, to return for three days so he could surf again.

But it’s not the surfing of British royals in Hawai‘i that is the focus of this summary, this is about Hawaiian royals in Britain, surfing off the British coast.

While Duke Kahanamoku introduced and promoted surfing to the rest of the world (making him the ‘Father of International Surfing,’) the year he was born (1890,) a couple Hawaiian Princes were riding the waves at Bridlington, Yorkshire in Britain.

Brothers David Kawānanakoa (Koa) and Kūhiō, orphaned after their father died in 1880 and mother in 1884, were adopted by King David Kalākaua’s wife, Queen Kapiʻolani, who was their maternal aunt.

Both were sent on Kalākaua’s ‘studies abroad program.’ They travelled with a guardian arriving in London on November 27, 1889. At first, it was thought that David might work for Hawaii Consul Armstrong in London.

There were 13 Hawaiian Consuls throughout England, indicative of the two countries important trade relations. As for Kuhio, “(he) is not sure if he wants to stay or leave. He thinks he’ll leave, (because) it is very cold here.” (Hall)

On September 22, 1890 Prince Kūhiō could not restrain his enthusiasm in his letter to the Hawaiian Consul Armstrong about their experience of surfing at Bridlington:

“We enjoy the seaside very much and are out swimming every day. The weather has been very windy these few days and we like it very much for we like the sea to be rough so that we are able to have surf riding. We enjoy surf riding very much and surprise the people to see us riding on the surf.”

“Even (John) Wrightson (their tutor) is learning surf riding and will be able to ride as well as we can in a few days more. He likes this very much for it is a very good sport.” (Museum of British Surfing)

Their Bridlington surfboards would most likely have been planks purchased from a boat‐builder. There were extensive regional forests plus readily available foreign timber. A local wood expert’s best guess is that the wood was ash, sycamore or lime. (Hall)

This wasn’t the first international surfing experience for the princely brothers. In 1885, the Koa and Kūhiō (and their other brother Edward, who later died in 1887) were schooled at St Matthew’s Hall in San Mateo, California; they were placed under the care of Antoinette Swan, one of the ‘Pioneers’ of Santa Cruz and daughter of Don Francisco de Paula Marin.

When the Swan home became too crowded, the princes boarded at the nearby Wilkins House, located half a block away, on Pacific and Cathcart streets. (Dunn & Stoner)

The three princes are noted in the first account of surfing anywhere in the Americas: “The young Hawaiian princes were in the water, enjoying it hugely and giving interesting exhibitions of surf-board swimming as practiced in their native islands.” (Santa Cruz Daily Surf, July 20, 1885; Divine)

Another Hawaiian royal may also have added to the international surfing experience. It is suggested that when Princess Kaʻiulani, a cousin of Koa and Kūhiō, also surfed in England (in 1892.)

“She may have been the first female surfer in Britain, … a letter in which she wrote that she enjoyed ‘being on the water again’ at Brighton.”

“Kaʻiulani liked swimming and surfing. She was a high-spirited girl, who when she returned to Hawaii, liked to sneak out past midnight to go swimming in the moonlight with girlfriends.” (Hall)

Reportedly, “The tall foreign dignitary stood erect on a thin board with her hair blowing in the wind and rode the chilly waters.” (British Surfing Museum; Boal)

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