Schools | Page 16 | Images of Old Hawaiʻi

Click HERE to View/Download an expanded discussion on Oʻahu College/Punahou School.

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July 15, 2019 by Peter T Young 3 Comments

Punahou School – Oʻahu College

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”,) about 184-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the ABCFM in the Hawaiian Islands.

One of the first things the first missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. Their emphasis was on preaching and teaching.

The missionaries established schools associated with their missions across the Islands. This marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of Chiefs to stimulate the people to reading and writing.

However, the education of their children was a concern of missionaries.

There were two major dilemmas, (1) there were a limited number of missionary children and (2) existing schools (which the missionaries taught) served adult Hawaiians (who were taught from a limited curriculum in the Hawaiian language.)

“During the period from infancy to the age of ten or twelve years, children in the almost isolated family of a missionary could be well provided for and instructed in the rudiments of education without a regular school … But after that period, difficulties in most cases multiplied.” (Hiram Bingham)

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

“(I)t was the general opinion of the missionaries there that their children over eight or ten years of age, notwithstanding the trial that might be involved, ought to be sent or carried to the United States, if there were friends who would assume a proper guardianship over them”. (Bingham)

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

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

During the first 21-years of the missionary period (1820-1863,) no fewer than 33 children were either taken back to the continent by their parents. (Seven-year-old Sophia Bingham, the first Caucasian girl born on Oʻahu, daughter of Hiram and Sybil, was sent to the continent in 1828. She is my great-great-grandmother.)

Resolution 14 of the 1841 General Meeting of the Sandwich Islands Mission changed that; it established a school for the children of the missionaries (May 12, 1841.) Meeting minutes note, “This subject occupied much time in discussion, and excited much interest.”

The following report was adopted: “Whereas it has long been the desire of many members of this mission to have a school established for the instruction of their children, and this object received the deliberate sanction of our last General Meeting; and”

“(W)hereas the Providence of God seems to have opened the way for this undertaking, by providing a good location for the school, suitable teachers to take charge of it, and a sufficiency of other means for making a commencement. Therefore,”

“Resolved 1, That the foundation of this institution be laid with faith in God, relying upon his great and precious promises to believing parents, in behalf of their children, commending it to his care and love from its commencement, and looking unto him to build it up, cherish it, and make it a blessing to the church and the world.”

“Resolved 2, That the location of the school be at Punahou, in the vicinity of Honolulu.”

“Resolved 3, That $2,000 be appropriated from the funds of the mission, to aid in erecting the necessary buildings, and preparing the premises for the accommodation of the school, as soon as possible; but as this sum is inadequate to the wants of the school, even in its commencement, that it be commended to the private patronage of the brethren of the mission.”

“Resolved 4, That a Board of five Trustees be chosen, of whom the teacher shall be one, ex officio, whose duty it shall be to devise a plan for the school, carry it into operation, as soon as possible, watch over its interests, and regulate its affairs generally.” (Resolution of the General Meeting of the Sandwich Islands Mission, 1841)

A subsequent Resolution noted “That Mr (Daniel) Dole be located at Punahou, as teacher for the Children of the Mission.”

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

By the end of that first year, 34-children from Sandwich Islands and Oregon missions were enrolled, only one over 12-years old. Tuition was $12 per term, and the school year covered three terms. (Punahou)

By 1851, Punahou officially opened its doors to all races and religions. (Students from Oregon, California and Tahiti were welcomed from 1841 – 1849.)

December 15 of that year, Old School Hall, “the new spacious school house,” opened officially to receive its first students. The building is still there and in use by the 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. In 1841, at Punahou the Mission established this school and built for it simple halls of adobe. From this unpretentious beginning, the school has grown to its present prosperous condition.” (Report of the Superintendent of Public Education, 1900)

The curriculum at Punahou under 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)

Some of Punahou’s early buildings include, Old School Hall (1852,) music studios; Bingham Hall (1882,) Bishop Hall of Science (1884,) Pauahi Hall (1894,) Charles R. Bishop Hall (1902,) recitation halls; Dole Hall and Rice Hall (1906,) dormitories; Cooke Library (1908) and Castle Hall (1913,) dormitory.

Dole Street, laid out in 1880 and part of the development of the lower Punahou pasture was named after Daniel Dole (other nearby streets were named after other Punahou presidents.)

Punahou School, Photograph attributed to Charles Burgess-1866

July 12, 2019 by Peter T Young 1 Comment

La Pietra

Papaʻenaʻena heiau was situated on the side of Lēʻahi, Diamond Head. It was referred to by early writers as “Lēʻahi heiau.”

Papaʻenaʻena was reportedly built by Maui King Kahekili to commemorate his conquest of Oʻahu. This heiau was destroyed in about 1856 and its stones were carted off to Waikīkī for use as rock walls and driveways.

During the Mahele this site was given by the Kingdom of Hawaiʻi to the future King Lunalilo. After the king’s death this site was sold to James Campbell, in 1883. Later, Walter F. Dillingham bought the land from Campbell.

In 1910, Walter Dillingham married Louise Gaylord. Bucking the current trend of wealthy families living in Mānoa, Mr. Dillingham chose to build his new bride a home on a dry and – at the time – remote area on the slopes of Diamond Head.

With the help of famed Chicago architect, David Adler, they built a home similar to the Villa La Pietra they admired in Tuscany while on their honeymoon.

Three elements compose the central structure. One is facing the northward toward the Koʻolau range, one westward to the Waianae range, and one southward to the sea.

All three face inward on a flagged courtyard surrounded by a pillared arcade. In the center of the courtyard is an Italianate fountain, which was used to cool the building when the breeze swept through the structure.

The building is a composite of villa, as noted by Grace Tower Warren, Island Hostess: An Italian Villa in Hawaii, Paradise of the Pacific, Vol. 63:
“Many people have had the idea that La Pietra is a copy of my aunt’s villa in Florence of the same name, the one In which Mr. Dillingham and I were married, but such is not the case”, said Mrs. Dillingham.

“It is a composite of several of the beautiful villas in Florence to which my aunt, Mrs. Acton, took me, The facade facing the Waianae Mountains and the town is copied from the Villa Cambreia, The facade facing the Koolau Mountains is a replica of the de Medici villa in Florence. Our architect was David Adler, and he beautifully combined and coordinated the designs and ideas we loved…”

Mr. Dillingham and Adler did not work together in person. At the time Adler was designing another residence in New York. So Mr. Dillingham sent Mr. Adler detailed measurements and contour maps of the site, and photographs showing the setting in which the villa would stand.

With that, La Pietra – meaning The Gem or The Rock – was born.

The Dillingham home was completed in 1922 and included 5 bedrooms, a swimming pool, a formal dining room, horse stables, servants’ quarters, tennis courts, and a game/pool table room.

Architecturally, the home is described as “An extensive two-story “Italian villa” in an imposing terraced setting overlooking Kapiʻolani Park, Waikiki Bay and Honolulu; an example of the “Mediterranean Revival” period which had some popularity in Honolulu, as on the mainland.”

For the next 40 years, La Pietra was a social center for Honolulu’s wealthy and famous, with visitors to the estate including Franklin D. Roosevelt and Walt Disney.

Upon Mr. Dillingham’s death in 1963, Punahou School gained ownership of La Pietra and used it for faculty housing; the property was eventually sold to the newly formed Hawaii School for Girls in 1969.

With its start at Central Union Church, Hawaii School for Girls then renamed and relocated to La Pietra – Hawaii School for Girls, an independent, college preparatory school for girls, which consisted of nine founding teachers, 210 girls and Head of School, Joseph Pynchon.

Over the years, various enhancements were made to the campus. A six classroom building named in honor of Mrs. Cooke was dedicated in January 1977.

The athletic complex, completed in 1987, was named in honor of Mrs. Anthony in 2008. Bachman Science Center was built in 1997. Most recently, the school renovated its library to create Hawaii’s first all-digital school library.

La Pietra

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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 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.

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.

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

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May 6, 2019 by Peter T Young Leave a Comment

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 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.