Schools | Page 16 | Images of Old Hawaiʻi

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August 16, 2019 by Peter T Young Leave a Comment

Kulanui o Hawaii Nei

Kulanui (Lit., big school) – University, College; Kulanui o Hawaii Nei … University of Hawai‘i.

“An act to establish the College of Agriculture and Mechanic Arts of the Territory of Hawai‘i” was passed by the Hawai‘i’s Territorial Legislature and was signed into law by Governor George Carter on March 25th, 1907.

It began as a land-grant college, initiated out of the 1862 US Federal Morrill Act funding for “land grant” colleges. The Morrill Act funded educational institutions by granting federally-controlled land to the states for them to develop or sell to raise funds to establish and endow “land-grant” colleges.

Regular classes began in September 1908 with ten students (five freshmen, five preparatory students) and thirteen faculty members at a temporary Young Street facility in the William Maertens’ house near Thomas Square.

The regents chose the present campus location in lower Mānoa on June 19, 1907. In 1911, the name of the school was changed to the “College of Hawaiʻi.”

In 1912, the college moved to the present Mānoa location (the first permanent building is known today as Hawaiʻi Hall.) The first Commencement was June 3, 1912.

With the addition of the College of Arts and Sciences in 1920, the school became known as the University of Hawaiʻi. The Territorial Normal and Training School (now the College of Education) joined the University in 1931.

The University continued to grow throughout the 1930s. The Oriental Institute, predecessor of the East-West Center, was founded in 1935, bolstering the University’s mounting prominence in Asia-Pacific studies.

UH Mānoa’s School of Law opened in temporary buildings in 1973. The Center for Hawaiian Studies was established in 1977 followed by the School of Architecture in 1980.

The School of Ocean and Earth Sciences and Technology was founded eight years later and in 2005 the John A Burns School of Medicine moved to its present location in Honolulu’s Kakaʻako district.

In the 1950s, after three years of offering UH Extension Division courses at the old Hilo Boarding School, the University of Hawai‘i, Hilo Branch, was approved; the UH Community Colleges system was established in 1964.

Today, the University of Hawai‘i System includes 3 universities (Mānoa, Hilo and West Oʻahu,) 7 community colleges (Kauaʻi, Leeward, Honolulu, Kapiʻolani, Windward, Maui and Hawaiʻi) and community-based learning centers across Hawai‘i.

But this isn’t about that University of Hawai‘i, this is about the first University of Hawai‘i Nei. It was on Maui …

“At the general meeting of the missionaries at Honolulu in June, 1831, the following resolutions were adopted.”

“Resolved, That we consider the education of the natives of these islands generally, and the preparation of some of them in particular for becoming teachers of religion, as holding a place of great importance in our missionary labors.”

“Resolved, That, though we consider the present situation of this people as requiring all our efforts in the way heretofore directed; yet we believe this subject of sufficient importance to demand the exclusive time, attention, and labors of one of our number.”

“Resolved, That, relying on the strength of the Great Head of the Church, we agree to establish a High School, for the purposes above mentioned, and on a plan hereafter to be submitted.”

“Resolved, That the school go into operation as soon as suitable accommodations for the principal and scholars shall be ready; and that we show a plan of the school to the chiefs, and invite them to co-operate with us.”

At that meeting, it was also unanimously resolved to establish a Seminary for raising up teachers and other helpers in the missionary work. The design of the Seminary is more fully expressed in the laws to he as follows:

To aid the mission in accomplishing the great work for which they were sent hither; that is, to introduce and perpetuate the religion of our Lord and Savior Jesus Christ, with all its accompanying blessings, civil, literary and religious.
As a means of accomplishing this great end, it is the design of the Seminary to disseminate sound knowledge throughout the Islands, embracing general literature and the sciences, and whatever may tend to elevate the whole mass oi! the people from their present ignorance and degradation, and cause them to become a thinking, enlightened and virtuous people.
A more definite object of the Seminary is to train up and qualify good school teachers for their respective duties, to teach them theoretically and practically the best method of communicating instruction to others; together with a knowledge of the arts, usages and habits of civilized life, with all their train of social blessings.
Another object still more definite and of equal or greater importance is to educate as soon as practicable young men of piety and promising talents and fit them to become preachers of the gospel, to be fellow laborers with us in disseminating the pure religion of Jesus among their dying fellow men. (Dibble)

“Mr. Green, Mr. Richards and Mr. Tinker had gained some proficiency in the Hawaiian language, and were teaching the Hawaiians about the good things they should do in leading their lives. They were teaching in the Hawaiian language, and they got together to discuss the making of a school for the islands, where they could quickly instruct the students. These discussions had been going on for some years, as at their assemblies.”

“They determined that it would be best to build a large school in these islands, and that certain ones of their number would be chosen to teach the students about the right way of living, in both body and spirit. They were taken of the thought that they should build a large school at which they could teach selected people, and prepare them to do this good work throughout the islands. That the students would be the ones to go out and teach other Hawaiians about those things which were good for them.”

“Therefore, they chose the Island of Maui, the site called by the name of auwai o Auwaiawao (the water way-ditch of Auwaiawao), as the place to build the school, and that Andrews would be the teacher there. Andrews began the school. Afterwards each of those who had attended the conference, began to send their students to enter into the school.” (Ka Nonanona, Ianuali 30, 1839; Maly translator)

“Soon after the General Meeting, Mr. Andrews accompanied by his former associate Mr. Richards, commenced the examination of several sites in the neighborhood of Lahaina for the location of the school. They at length fixed upon the present spot, which has since been named by the scholars Lahainaluna or Upper Lahaina.” (Dibble)

On September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna) began in thatched huts with 25 Hawaiian young men.

When Lahainaluna Seminary first opened, Lāhainā was the capital of the kingdom of Hawaiʻi, and it was a bustling seaport for the Pacific whaling fleet.

“By the assistance of Messrs. (Sheldon) Dibble, (Ephraim) Clark, (John) Emerson, and others, Lahainaluna has become the ‘University’ of Hawaii nei.” (Missionary Herald)

Lahainaluna Seminary was the first Kulanui of Hawai‘i Nei (University of Hawai‘i).

Above text is a summary – Click HERE for more information

The Mission Seminary at Lahainaluna on Maui in the 1830s
P-15 Lahainaluna
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Lahainaluna Hale Pa’i (Printing Shop)-LOC-058643pv
Lahainaluna L-lazarohike

August 12, 2019 by Peter T Young 1 Comment

Female Seminaries

Hawaiian female seminaries grew out of the evolution of education of middle class white women in the US. Because the primary educators responsible for developing the education system of Hawai’i were Americans, the educational practices for Hawaiian girls tended to mirror, but not necessarily duplicate, what was taking place on the continent. (Beyer)

It was believed that women would have to 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 the school population rose and there was a shortage of teachers, as school teachers.

The founders of the female seminaries were at first men who were committed to providing education for women, but as time went by, more of the founders were women. The financial backing for these seminaries were typically from private sources and the tuition charged the students. Enrollment varied between 50 to 100 students.

The men of the mission to Hawai’i were prepared for the work by education, work experience, and the sense of a calling. Their backgrounds were usually rural, and often farming had been the family livelihood. They were from the middle class. Their education had been preceded by engagement in various kinds of work: the employment with charitable or religious concerns; and traveling the northeast with tracts, Bibles, and the missionary message, or the call to revival.

The women of the mission were quick, efficient, and multi-talented. Also from rural, middle-class backgrounds, they were adaptable in terms of skills, worked to fund their own education, and were not accustomed to leisure or easy living. Most had secured their education at intervals, while supporting themselves by teaching, by farm labor, or skilled trade.

When the daughters of these missionaries or new recruits from the US took over the education of Hawaiian females during the last 40 years of the 19th century, many more were trained in the female seminaries of the US.

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 (or the Central Female Seminary, as it was first called) was the first female school begun by the missionaries (1837). It received support at a time when the missionaries were experimenting with both boarding schools and a manual labor system.

Fidelia Coan, the wife of Reverend Titus Coan, began Hilo Girls’ Boarding School in 1838. The Hilo school was opened for 20 girls from seven to 10 years old. Hilo residents helped erect and furnish the school building, and arranged to supply food for the pupils.

On January 16, 1860, the Privy Council authorized the chartering of the Makiki Family School. In family schools, young girls lived in the homes of the instructors; the instruction included both academics and domestic craft. It later closed, with the formation of Kawaiaha’o Seminary.

In 1862, Orramel Hinckley Gulick and his wife, Ann Eliza Clark Gulick began the Kaʻū Seminary on the Island of Hawai‘i. Both were the children of missionaries (Peter Johnson Gulick and Fanny Hinckley Thomas Gulick; Ephraim Weston Clark and Mary Kittredge Clark.)

Due to the isolated location of the seminary, it was difficult to attract many students to the school. In 1865, after struggling to fill the school, it was decided to move the school to Waialua, Oʻahu, on the Anahulu Stream.

“Honolulu Female Academy (is) another of the schools provided by Christian benevolence for the benefit of the children of this highly favored land. This institution will, it is hoped, supply a felt need for a home for girls, in the town of Honolulu, yet not too near its center of business.” (Pacific Commercial Advertiser, April 13, 1867)

In 1867, the Hawaiian Mission Children’s Society (HMCS – an organization consisting of the children of the missionaries and adopted supporters) decided to support a girls’ boarding school.

Miss Lydia Bingham (daughter of Reverend Hiram Bingham, leader of the Pioneer Company of missionaries to Hawaiʻi) became teacher and principal.

It was later named Kawaiahaʻo Female Seminary. In January 1869, Miss Elizabeth Kaʻahumanu (Lizzie) Bingham arrived from the continent to be an assistant to her sister. Lizzie later became principal.

The Kohala Girl’s School was Reverend Elias Bond’s last major undertaking. For 30-years prior to the 1874 founding of the Kohala Girl’s School, Reverend Bond ran a boarding school for boys. His decision to build a separate facility to educate native Hawaiian women in Christian living and housekeeping was made in 1872.

The last of the female seminaries that was begun by the missionaries was initially called the Makawao Family School. Later called Maunaʻolu Seminary, it was an out-growth of the “East Maui Female Seminary

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.

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.