Schools | Page 19 | Images of Old Hawaiʻi

September 30, 2018 by Peter T Young Leave a Comment

Hana High School

The journey to Hāna was made partly over unpaved wagon roads and horse trails, often rendered impassable by damage from frequent rains. The most common means of travel to Hana was by steamer ship. Writer Robert Wenkam states that:

“When Hana was without a road, and the coastal steamer arrived on a weekly schedule, Hana-bound travelers unwilling to wait for the boat drove their car to the road’s end … rode horseback … walked down the switchback into Honomanu Valley. …”

“By outrigger canoe it was a short ride beyond Wailua to Nahiku landing where they could borrow a car for the rest of the involved trip to Hana. Sometimes the itinerary could be completed in a day. Bad weather could make it last a week.” (Library of Congress)

In 1900, folks saw the need to extend a good wagon road through to Hāna, which would be part of the island’s “belt” (around-the-island) road system. That year, a rudimentary road was built from Ke’anae to Nahiku.

The 1905 Superintendent of Public Works report stated that “very rough country is encountered in these districts. On account of the great expenses of road construction, the road has been made as narrow as possible in order to construct, with the money available, the maximum length of road”. (LOC, Territory of Hawaiʻi 1905)

Overland travel continued by horse and many travelers followed the trails along the irrigation ditches. Steamers remained the preferred mode of transportation for travel along the Hāna Coast.

Beginning in 1908, in anticipation of road improvements, twenty-four solid-paneled, reinforced-concrete bridges were built by 1915; from 1916 to 1929, an additional thirty-one bridges were built with a reinforced-concrete. (NPS)

Hana High and Elementary School was established by the Department of Education in 1912. “The new school at Hana will be a four room one, and it is hoped that it will be finished soon.”

“The new Hana school will stand in grounds that cover four acres. The site is an ideal one for a school and the view from the place is a magnificent one.” (Maui News, October 19, 1912)

“‘The idea of putting up a high school in Hana is preposterous,’ Chairman Marques of the education committee remarked after the session. This looks bad for the Hana high school …”

However, Pashoal noted, “‘The Hana people are all related to everybody in Maui, and if we get a high school established in Hana
the children attending it will all find homes with relatives in that section of the country.’” (Hawaiian Gazette, March 16, 1917)

“The Hana school gardens are improving. The boys have made the gardens at the foot of Kauikl Hill. Mr. Alyward, one of the teachers, has charge of the garden boys.”

“Wednesday and Friday afternoon we have vocational work. The girls do some tatting and crotcheting. In the future the girls will also weave.” (Josephine Jacobs; Maui News, January 16, 1920)

“The vocational work of the Hana school is going on very smoothly. Some of the older boys work in the carpenter shop while others plant their gardens.”

“The carpenter shop boys recently made some flower stands on which ferns have been placed. They are growing nicely. They also made some picture frames for the pictures of the late Theo. Roosevelt, just received.” (Margaret Cabral; Maui News, January 16, 1920)

“An additional room for the Hana School was proposed by Supt. MacCaughey while visiting here. Also something for the children during recreation hours; such as a gymnasium or a cooking department.”

“Most of the children of Hana School have caught the ‘skipping rope fever.’ Ropes may be seen all over the school yard. The girls skip in double style, while some of the boys do It in single, not being so skilled in the art.” (Eleanor McKenzie; Maui News January 23, 1920)

“The cabbages that are growing in the garden are about ready for sale. Some carrots were also planted, but they do not seem to flourish here. The boys are going to plant some Irish potatoes during this week.” (Charles Jacobs; Maui News January 23, 1920)

“Miss Kapol who is teaching the girls how to weave and crochet has quite a large class, but Mrs. Haia who conducts the tatting class has more children. Both classes have already finished many articles.” (Helen Akana; Maui News January 23, 1920)

“The corn which we planted on Kau Iki Hill is growing splendidly. This will help to beautify the (school yard) hill when full grown.” (Hideo Ibara; Maui News January 23, 1920)

“We are raising chickens at home and they are all fine, large ones As for the little ones, we must always be on the watch; otherwise they will go into the cane and get lost.” (Hitoshi; Maui News January 23, 1920)

The former Hana School campus is now the Hana Community Center and District Complex and Ball Park. The present Hana High and Elementary School, built in 1977, is a Grade K to 12 school. Total design enrollment is 500 students. Today, the school serves approximately 350 students from kindergarten through high school.

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Hana Community Center

September 1, 2018 by Peter T Young Leave a Comment

Pa‘upa‘u

Pa‘upa‘u (lit. drudgery (servants were weary of bringing water to bathe the chief’s child)) is a hill above Lahainaluna School on Maui.

As noted in Pukui’s ‘Place Names’ book, “Not many years ago Mary Kawena Pukui found a colleague, Ke=oho=kapu, hard at work.”

“Instead of the banal comment that a haole would make, she asked cryptically, ‘E ku‘o‘i a‘e ana i ke One=o=Luhi?’ (Are [you] limping along the Beach of Weariness?)”

“Ke=oho=kapu, quick as a flash, said resignedly. ‘He pi‘i-na ke-ia i mauna Pa‘u-pa‘u.’ ([I”m) just climbing up Drudgery Hill.)”

“Both were pleased, and as a result of this repartee, the work may have seemed less like drudgery. The core of these sayings is the double meaning – in the place names Luhi ‘weariness’ and Pa‘u-pa‘u ‘drudgery’ a device rarely used in English sayings.” (Pukui, Appendix 8.1)

Sheldon Dibble had a house on the hill … “…Mon. Dec 14. Dined with Mr. Baldwin whose domicile joins that of Mr. Forbes, & is equally pleasantly situated. Mr. B[aldwin] has a wife & 5 children, the eldest a lad of 12 or 13 apparently…”

“Tues Dec 15th 1846. Rose soon after daylight & with Messrs Alexander & Hunt took a delightful ride on horseback along the base of the hills back of the Seminary.”

“We first rode up the hill to the cottage formerly built & occupied by Mr. Dibble situated on the side of the mountain 1500 ft above the sea (900 above Lahainaluna).”

“This residence was doubtless the means of prolonging the life of Mr. D[ibble] while declining of pulmonary consumption. The great objection to the residence is the difficulty of procuring water which has to be brought from a distance up very steep precipices.”

“The hill which rises back of this cottage on the flank of which it stands is called Mt Ball. The top of it is 2100 ft above the ocean…” (Lyman)

Another missionary, Samuel Whitney, also used the house on the hill … he had “taken ill on the island of Kauai, on the 21st of September last (1845). His symptoms, from the first, indicated a disordered liver.”

“After trying a change of air at his summer retreat at Hanapepeluna and employing various remedies, he, with his family, sailed on the 21st of October for Honolulu, where he arrived in three days …”

“From this, however, he partially recovered, and he was induced, by an earnest invitation, to come to Maui, to try the effects of a residence at the cool and elevated retreat of Mount Ball, above Lahainaluna. … When he arrived, he was quite fatigued, and he was ever afterwards confined mostly to his bed.”

“He now rapidly wasted away under the influence of disease, though his friends generally hoped he would soon begin to mend. …” Whitney died December 15, 1845.

Though David Malo did not die at Pa‘upa‘u, he wanted to be (and was) buried there. “He said this land will fall into the possession of foreigners. Land in Lahaina would be valuable.”

“The graveyards, enriched by the remains of the natives, would be coveted, and the contents of the graves scattered abroad. He wished not his bones to be disturbed. Let him be buried on that summit where no white man will ever build his house.” (Honolulu Advertiser, January 7, 1918)

Pu‘u Pa‘upa‘u has a symbol from Malo’s school (he was one of the first students enrolled at Lahainaluna Seminary). A large ‘L’ (standing for Lahainaluna, reportedly put there in 1929) is visible from most parts below.

Today, Lahainaluna students continue to maintain the ‘L’ on Pa‘upa‘u (a 30-foot letter of the natural red of the hill, outlined with white lime) at about the 2,000-foot elevation. (The school’s colors are red and white.)

Twice a year, students in Lahainaluna’s boarding program lug sacks of lime up to the site to outline the red ‘L’ in white. Hash-marks on the long side of the ‘L’ indicate sports championships.

Students also make the trek to pay reverence to David Malo, who died October 21, 1853 and who is buried on its summit. The school has an annual ho‘olaulea, David Malo Day, that pays tribute to Malo.

Pu‘u Pa‘upa‘u is also referred to as Mount Ball. It is not clear why or when it was named such, but references back to the mid-1840s, at least, use that name.

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lahainaluna-L

The L Lahainaluna-MountBall

Lahainaluna High School L

Lahainaluna L in need of lime

Lahainaluna L-lazarohike

David Malo grave

Rainbow_over_Lahainaluna

Lahaina as seen from Lahainaluna (Maui) Miss Thurston, Attributed to possibly be Eliza Thurston (1807-1873)

August 1, 2018 by Peter T Young Leave a Comment

Slate

“Not long after the passing of Kamehameha I in 1819, the first Christian missionaries arrived at (Kawaihae), Hawaiʻi on March 30, 1820. (They finally anchored at Kailua-Kona on April 4, 1820.)”

“Their arrival here became the topic of much discussion as Liholiho, known as Kamehameha II, deliberated with his aliʻi council for 13 days on a plan allowing the missionaries to stay.”

“A key point in Liholiho’s plan required the missionaries to first teach the aliʻi to read and write. The missionaries agreed to the King’s terms and instruction began soon after.” (KSBE)

“There was a frankness and earnestness on the part of some, in commencing and prosecuting study, which agreeably surprised us, and greatly encouraged our first efforts.”

“On the Sabbath, very soon after our arrival, Pulunu came to attend our public worship, and brought two shy, but bright looking little daughters, and after the service, she desired us to take them under our instruction.”

“We readily consented; and both mother and daughters became interesting members of the school. In a few weeks the mother conquered the main difficulty in acquiring an ability to read and write, and the others before many months.” (Bingham)

“On the 1st of August (1820), the slate was introduced, and by the 4th, Pulunu wrote on her slate, from a Sabbath School card, the following sentence in English; ‘I cannot see God, but God can see me.’”

“She was delighted with the exercise, and with her success in writing and comprehending it. The rest of the pupils listened with admiration as she read it, and gave the sense in Hawaiian. Here was a demonstration that a slate could speak in a foreign tongue, and convey a grand thought in their own.” (Bingham)

Demand for slates skyrocketed … “Our house has been thronged with natives applying for books & slates – Our yard has sometime presented the appearance of a market stocked with goats, pigs, poultry, melons & bananas brought to be exchanged for the means of instruction.” (Levi Chamberlain, July 18, 1826)

“Sabbath Augt 27 (1826). At the close of the native service in the morning notice was given that some of the mission would meet in the afternoon those persons who might desire to write down the text.”

“After dinner from 50 to 75 persons assembled with their slates and wrote the text which was given out sentence by sentence. A few remarks were made and the exercise concluded by prayer.” (Levi Chamberlain, August 27, 1826)

Writing material (slates) were a medium of exchange … “A very busy week this has been to me. On Wendnesday the ship began to discharge our supplies – and more or less have been landed every day since. Most of the packages and barrels have been delivered and a little more than half the lumber.”

“I have employed from 8 to 12 natives a day and have paid them at the rate of about 50 cts. per day in books or slates.” (Levi Chamberlain, May 1, 1830)

Saturday May 29th 1830. Since the last date I have been very much engaged. Our yard and the premises have been a scene of labor. Mr. Clark has been superintending the erection of houses in the enclosure in which my house stands.”

“The frames of three native houses are now put up, one of which is designed for a dwelling for himself, another for a study and the last for the accommodation of the natives belonging to his family.”

“The two former buildings are separated from the other houses in the yard by a ti fence. A cook house is soon to be built for the accommodation of his family and ours and it will stand about mid way between our two dwelling houses.”

“A front gate has been put up which will serve for us both, without the necessity of passing out by the printing house.”

“I have also come to the conclusion of building a new store house to be connected with a dwelling for myself to be built of stones & carried up two stories.”

“The stones I am now collecting. I purchase them for Gospels & Slates, to be cut & left on the beach -1 to draw them up. For a Gospel 6 stones 2 feet sq. – for the smallest size slates 10 stones & for the next large -12 stones. More than 1000 have been cut. I shall need at least 3000.” (Levi Chamberlain, May 29, 1830)

“Monday (June) 21st (1830). To day a company of men with whom I have made a bargain to dig the cellar of the new Store & dwelling house for myself commenced their work. I am to pay them 2 ps. unbld. factory cotton & 10 middling size slates.”

But, it was not always positive … “(Lyman) says, ‘We have no calls for books not enough to get the common work done of mahi ai. We cannot even hire common work for slates.’”

“It is evident for this that the business of learning is becoming to the natives an irksome business. Piopio the head woman is thought to be an opposer to that which is good.”

“The course which she has taken with a teacher whom the brethren have favored, & whom she had been seeking an occasion against and unfortunately for him had found, evinced a great deal of hatred.”

“This young man she has sent to Lahaina and Mr. Lyman adds. ‘We do not expect that she will attempt to remove us, but want of power alone will prevent.’ Her influence is of no doubtful character.” (Levi Chamberlain, September 19, 1833)

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Writing Slate-1800

July 26, 2018 by Peter T Young Leave a Comment

St Cross Seminary

“A College will shortly be opened for Hawaiian Girls, under the patronage of Her Gracious Majesty Queen Emma. Lady Superintendant, Mrs George Mason. Besides and ordinary English education, instruction will be given in Industrial work.”

“Application for the admission of Boarders and for terms, to be made to Mrs Mason, at the Parsonage, Kukui Street. Also, there will be opened shortly a Collegiate Grammar School, for Young Gentlemen (it started as St Albans, later, Iolani).”

“Instruction will be given in Latin, Greek, Euclid and Algebra, as well as in the usual branches of English education.” (Polynesian, November 8, 1862)

In January 1864, the Female Industrial Seminary was transferred to Lahaina; the Reverend Mother Lydia Sellon arrived in Hawai‘i in late-1864 and took charge of the school. By then, the school had 25-boarders and about 40-day girls; it was renamed St Cross school for girls (St Cross Seminary) (Kanahele).

The school was operated by three religious Sisters of the Society of the Most Holy Trinity, Devonport, England (the Devonport Sisters), the first of the Religious Orders re-founded in the Church of England after the Reformation.

“Lahaina was a great whaling port during the (eighteen) sixties, for as many as eighty or ninety whaleships were at one time anchored in the offing. Sailors crowded the streets of Lahaina, and people came from far and wide to see them.”

“Many even from Molokai were tempted to change their residences to Lahaina, just for the purpose of seeing the crowds of whaling men pass through the streets, and many of the young girls of those days, and many of the married women even, were parted from their parents and from their husbands just for the novelty of being in the company of seafaring men.”

“In 1860 the present Lahaina stone court house was built. It served the dual purposes of both court house and custom house, and the collector of customs did a thriving business during those whaling days. The Queen’s Hospital was started at Honolulu in the same year.”

“The St. Cross Hospital, built in 1865 by the Episcopal Mission, which was also used as an industrial girls’ school, flourished for some years at Lahaina, and the old stone building is still standing …” (Keola; Mid-Pacific Magazine, December 1915)

In 1873 Isabella Bird visited “the industrial training and boarding school for girls, taught and superintended by two English ladies of Miss Sellon’s sisterhood, Sisters Mary Clara and Phoebe”.

“She notes, “I found it buried under the shade of the finest candlenut trees I have yet seen. A rude wooden cross in front is a touching and fitting emblem of the Saviour, for whom these pious women have sacrificed friends, sympathy, and the social intercourse and amenities which are within daily reach of our workers at home.”

“The large house, which is either plastered stone or adobe, contains the dormitories, visitors’ room, and oratory, and three houses at the back; all densely shaded, are used as schoolroom, cook-house, laundry, and refectory.“

“There is a playground under some fine tamarind trees, and an adobe wall encloses, without secluding, the whole. The visitors’ room is about twelve feet by eight feet, very bare, with a deal table and three chairs in it, but it was vacant …”

“… and I crossed to the large, shady, airy, school-room, where I found the senior sister engaged in teaching, while the junior was busy in the cook-house.”

“These ladies in eight years have never left Lahaina. Other people may think it necessary to leave its broiling heat, and seek health and recreation on the mountains, but their work has left them no leisure, and their zeal no desire, for a holiday.”

“A very solid, careful English education is given here, as well as a thorough training in all housewifely arts, and in the more important matters of modest dress and deportment, and propriety in language.
“

“There are thirty-seven boarders, native and half-native, and mixed native and Chinese, between the ages of four and eighteen. They provide their own clothes, beds, and bedding, and I think pay forty dollars a year. The capitation grant from Government
for two years was $2325.”

“Sister Phoebe was my cicerone, and l owe her one of the pleasantest days I have spent on the islands. The elder sister is in middle life, but though fragile-looking, has a pure complexion and a lovely countenance …”

“… the younger is scarcely middle-aged, one of the brightest, bonniest, sweetest-looking women I ever saw, with fun dancing in her eyes and round the corners of her mouth …”

“… yet the regnant expression on both faces was serenity, as though they had attained to ‘the love which looketh kindly, and the wisdom which looketh soberly on all things.’”

“I never saw such a mirthful-looking set of girls. Some were cooking the dinner, some ironing, others reading English aloud; but each occupation seemed a pastime, and whenever they spoke to the Sisters they clung about them as if they were their mothers.”

“I heard them read the Bible and an historical lesson, as well as play on a piano and sing, and they wrote some very difficult passages from dictation without any errors, and in a flowing, legible handwriting that I am disposed to envy.”

“Their accent and intonation were pleasing, and there was a briskness and emulation about their style of answering questions, rarely found in country schools with us, significant of intelligence and good teaching. All but the younger girls spoke English as fluently as Hawaiian.”

“I cannot convey a notion of the blithesomeness and independence of manner of these children. To say that they were free and easy would be wrong; it was rather the manner of very frolicksome daughters to very indulgent mothers or aunts. It was a family manner rather than a school manner, and the rule is obviously one of love.”

“The Sisters are very wise in adapting their discipline to the native character and circumstances. The rigidity which is customary in similar institutions at home would be out of place, as well as fatal here, and would ultimately lead to a rebound of a most injurious description.”

“Strict obedience is of course required, but the rules are few and lenient, and there is no more pressure of discipline than in a well-ordered family.” (Bird)

St. Cross provided the opportunity for the establishment of an enduring educational work for girls by the Society of the Holy Trinity. This venture proving successful, the Sisterhood presently opened a similar school – St. Andrew’s Priory – for which a site on the Cathedral property in Honolulu was granted. (Anglican History)

Despite the dedication of the Sisters and the support of the queen, St Cross was forced to close its doors in 1884 for lack of students. (Kanahele)

It was thereupon proposed that the two Sisters in charge should return to England; but they were so devoted to their task that they begged to be allowed to remain in Honolulu, depending upon such support as they themselves could secure.

Their plea was heeded and they continued in charge of the Priory until the transfer of jurisdiction to the American Church. (Anglican History)

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St Cross Seminary-The Net-1877

July 11, 2018 by Peter T Young Leave a Comment

Because There Was No Punahou

“‘Friday, December 16, 1836. Mrs. Chamberlain and I went on board the ship Phoenix to see the berths of the boys. It is one berth nearly 5 feet by 3 upon the transum or what in nautical language is called the after locker, the locker being widened by a board and secured by a side and end piece. It will make them a very comfortable place to sleep.’”

“‘The Phoenix if all ready for sea and would have sailed this afternoon but the pilot did not think the wind quite strong enough. We went down with a view to the embarkation of Mr. Parker & the boys …’”

“‘… but we returned and Cap. Allyn with us: he took tea at our house. In the evening a social prayer meeting was held at the house of Mr. Bingham in reference to the expected departure of Mr. P. and our two sons.’”

“‘Saturday 17. Soon after sun rise the signal gun was fired from the Phoenix. Our little boys were already up and full of excitement in prospect of getting away.’”

“‘We took our breakfast hastily and attended morning prayer. The little boys bid their mother & sisters an affectionate farewell and I led them down to the wharf at the point near which the ship was moored.’”

“‘A boat was pretty soon sent to take us off. The boys stepped in very cheerfully, and when we came along side they climbed cheerfully up the sides of the vessel which is to carry them away from all whom they have felt to be near & dear on earth.’”

“‘They appeared to be well satisfied with their berth and manifested no reluctance to staying on board. As soon as the vessel was ready to start I told them it was best they should take off their common day clothes and put on their night clothes. To this they readily submitted and when they had made the exchg. they laid themselves down in their berth.’”

“‘Their feelings were very tender and they could not look at me without weeping; for tho. Warren Fay had seemed to feel before that a separation was about to take place, yet Evarts had not till now realized it, and both seemed to feel as I leaned over them and gave them a few words of parting counsel that the time was near when they should see me no more.’”

“‘I asked them whether they wished to send any word back to their mother. Their hearts were too full to speak. Warren Fay however said Give my love to all the children.’”

“‘As the time had come for me to leave them I called Mr. Parker from on deck, wishing the little boys to see a friend by their side as I left them, to see them probably no more on earth.’”

“‘I pressed their lips with affection and telling them severally to be good, took my leave and passing brother P. exchanged with him the apostolic salutation of a kiss of charity and hastened on deck …’”

“‘… bidding the Cap. and mate farewell I descended the sides of the vessel into the boat of the pilot and with him came into the harbor, he going on board of a ship wh. he was about to take out & I to the shore.’”

“In the boat all the way back to shore young Father Chamberlain wept at thus leaving his small sons, one seven, the other five years old, to set out almost as orphans on life’s uncertain voyage.”

“This picture of his father’s grief is given by Warren Chamberlain, the older of the two lads, who had it from the mate of the Phoenix, and as an old man in 1910 wrote it down for the Cousins’ Society when the beautiful old Chamberlain house on King Street was about to be restored to continue its service as a rallying place for mission descendants.”

“Other pictures of that eventful voyage Warren gave in 1910 … And not the least interesting is the promise which had moved Captain Allyn to grant a passage to the two lads.”

“The scene was at dinner in the Chamberlain house, then a new house. The captain was a guest in that hospitable home, as was also the Rev. Mr. Parker who had come over the Rocky Mountains to survey Indian mission work for the American Board, and who had already engaged passage on the whale-ship Phoenix for New London.”

“Also there was Father Whitney of Kauai, warm friend to the Chamberlains, who had had to send his own two little sons away and was interested to help these lads who knew him as Uncle. The Captain declined to take them, saying that he had no fitting accommodations.”

“‘It was then suggested that a place be constructed in the cabin, between the two windows in the stern for light, and the ladder that led to the deck.’ To clinch the matter, Uncle Whitney offered to give the captain ‘all the sweet potatoes he wished, also goats and other things, if he would sail around by his place at Waimea, Kauai.’”

“As in many another whaling voyage provisions from this garden of islands proved the deciding factor and the captain consented, although he finally found his ship sufficiently provisioned and did not sail via that island of plenty.”

“All this and much more occurred because there was then no school at Punahou.” (Ethel M. Damon)

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 American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

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.

“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)

From 1826, until Punahou School opened in 1842, young missionary parents began to make a decision seemingly at odds with the idealizing of the family so prevalent in the 19th century; they weighed the possibility of sending their children back to New England. The trauma mostly affected families of the first two companies, and involved 19 out of 250 Mission children. (Zwiep)

“(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)

“Owing to the then lack of advanced schools in Hawaii, the earlier mission children were all ‘sent home’ around Cape Horn, to ‘be educated.’ This was the darkest day in the life history of the mission child.” (Bishop)

“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)

In 1829, Sophia Bingham was sent back to the continent. “It was a sad, sad day when our Sophia left us. She stood at the rail clutching her only toy, a wooden doll made for her by her father. Our hearts said farewell beloved child!” (Sybil Bingham; Punahou)

In 1840, as the ship carrying the missionaries’ offspring pulled away from the dock, a distraught seven-year-old, Caroline Armstrong, looking at her father on the shore, the distance between them widening every moment … “Oh, father, dear father, do take me back!” (Judd)

Her plea echoed in the hearts of the community. In June of that year the mission voted to establish a school for the children of the missionaries at Punahou. (Emanuel)

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.

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