Schools | Page 22 | Images of Old Hawaiʻi

September 3, 2017 by Peter T Young 13 Comments

Roosevelt High School

At time of annexation, there were 140 public schools, including industrial schools at Lahaina and Hilo, and 55 private schools (including one Japanese school.)

`Through the 1920s, more than half of the high school students in the Territory attended McKinley High School. Among its 1929 student body of 2,339, nearly one of ten students was (Caucasian) … 43% were of Japanese ancestry and 20% of Chinese parentage. Eleven percent … were Hawaiian or part-Hawaiian and 4 percent were Portuguese’. (Javonovich)

In the entire territory, there were four high schools: McKinley (the former Honolulu High School;) Hilo, established in 1905; Maui (1913;) and Kauai (1914). The Territory had a proportionally smaller high-school enrollment than any of the forty-eight states, Puerto Rico or the Canal Zone.

Unhappy that so many students came from homes where English was not spoken, Caucasian parents forced the first English Standard grammar school, Lincoln. Admission required a passing grade in an English proficiency exam. (Javonovich)

When the upper grades of Lincoln school became the nucleus of Roosevelt Junior High School, the English standard plan was carried over to that institution. (LRB) Roosevelt was the only public, English-standard secondary school in the Territory of Hawai‘i.

It was initially composed of grades seven to eleven and housed in temporary quarters in an old, Normal School building that formerly trained teachers for Hawai‘i’s public schools. When Roosevelt became a senior high school (President Theodore Roosevelt High School) – Robert Louis Stevenson Intermediate School taking over the Roosevelt junior high school grades. (LRB)

In 1937, the seventh, eighth and ninth grades were permanently removed to the Normal School building, reorganized as an intermediate school, and Roosevelt High remained as a school for tenth and eleventh graders until 1939 when it became a three year high school. (NPS)

Honolulu students would typically go to Lincoln, then to Jefferson or Stevenson (both English Standard) and then to Roosevelt.

The school’s property encompasses a little over 20-acres in upper Makiki, in Honolulu. From 1883-1927, the site had been the home of Lunalilo Home, an institution for the aged and infirm Hawaiian , whose creation was willed by the estate of Hawaii’s sixth king , William Charles Lunalilo.

Crowning a wide, grassy knoll is the Main, or administration, building of President Theodore Roosevelt High School , named in honor of the twenty-sixth US President.

This predominantly three-storied building with its tower and auditorium are of the Spanish Revival style with plain, cream-colored stucco walls, a symmetrically placed window, decorative arches and vents and a red tile roof. It is the only Spanish Revival building in an eleven-building complex.

The building was designed by Guy Rothwell and Marcus Lester and built of reinforced concrete in 1932. Its plan is generally H-shaped with slight modifications. Attached to the front of the shorter east wing in 1935 are a square tower, approximately 75-feet high, and to that, an auditorium.

The campus classrooms are loosely arranged in a generally horizontal formation on three graded levels of sloping topography. All other buildings, added after 1932, are two stories high and of contemporary design. (NPS)

A heated football rivalry began in 1933 between Roosevelt and nearby Punahou. Roosevelt seniors Lex Brodie, Rufus Hagood and Gibby Rietow responded by painting the blue pie sections of Punahou’s Pauahi Hall dome green.

(At the time Roosevelt’s school colors were green and gold; out of deference for Leilehua High School, Roosevelt’s colors were changed to today’s red and gold in 1939.)

After several years of costly vandalism on the eve of their games, the ‘Paint Brush Trophy’ was jointly created in 1948 by the student bodies of both schools as a peacemaking gesture. Thereafter, the winner of the annual Punahou-Roosevelt football game took possession of and proudly displayed ‘The Paint Brush Trophy.’

The tradition continued until 1969, after which Roosevelt became a part of the O‘ahu Interscholastic Association and Punahou the Interscholastic League of Honolulu, and the two schools no longer played regular season games against each other. (Punahou)

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Roosevelt High School

Roosevelt High School-HHF

President-Theodore-Roosevelt-High-School-WC

Roosevelt High School Seal-WC

Roosevelt-Map

Lunalilo_Home_in_Makiki-_1885

Punahou-Pauahi_Hall

Cartoon from the Nov. 08, 1932 issue of Ka Punahou-Punahou

Cartoon in the Oct. 28, 1941 issue of Ka Punahou – Roosevelt’s successful prank of flying its flag on the Punahou flagpole-Punahou

July 11, 2017 by Peter T Young 1 Comment

Oldest Living Object

“The school was opened at Punahou, July 11th, 1842, with fifteen scholars in attendance that day. During the first year there were thirty-four pupils, of whom fifteen were boarders, their ages varying from seven to twelve.”

“It was in that year (1842) that some of the pupils planted the old tamarind tree, which still stands in front of the ‘Rice Building.’” (Punahou Jubilee, 1891)

At the time of planting the tree was a seedling, about a year old. It descended from trees first brought to Hawai‘i in 1797 that were planted by Don Francisco de Paula Marin in Pauoa Valley. The species quickly became a favorite of early settlers and was planted on many old homesteads. (Punahou)

The tamarind tree is the oldest living object on the Punahou School campus. In those days, morning and evening student work supplied the school with corn and vegetables for the table. (Punahou)

“In the old time there was hardly less sunshine in the life at Punahou than at present. Nor was moral culture given in those times to the neglect of physical training.”

“The pupils were taught to labor; and their work brought good returns. Sometimes the labor was irksome; and boylike some of them would exclaim of the institution ‘Punahou-hoe-hoe.’”

“Sometimes the fruit produced was too carefully kept; and the refrain was ‘Bananas rot, which I have not.’ While the mission were obliged to practice strict economy, and were hardly able to bear the expense of starting the school, there were not the means to teach the manual arts, as there are hardly now the requisite means for such a purpose.” (Punahou Jubilee, 1891)

In 1941, Punahou prepared for its first centennial celebration; a Centennial Committee was formed. Great Great Granddaughter of Hiram and Sybil Bingham, Lydia Sutherland (my mother,) a graduate of the 1941 centennial class, served as the Student Chairman of the Centennial Committee.

“One hundred years ago a hot and tired woman, Sybil Bingham, bent under an unrelenting sun to pick up stones and pile them on a wall. She was doing her share of the work on a school for her children and the children of her fellow missionaries to the Sandwich Islands.”

“The whole story of the past century carries with it a message which we can take to heart. Faith attended the beginning of Punahou, faith that through knowledge might come understanding and from understanding a finer life. That same faith has led Punahou through the years, guiding its development, expansion and activity.” (The Friend, June 1, 1941)

“The occasion demands, however, a double vision. One looks backward over the past and gathers up the history of what has happened. To this man responds by honoring those who have labored so meritoriously and by giving heed to the lessons of success and failure experience teaches.”

“The other vision looks forward. It peers into the dark and unknown future, building into it a pathway upon which human beings may tread. Quite wisely have Punahou’s leaders looked both ways.” (The Friend, June 1, 1941)

“One Hundred Years, the Story of an Era, as this centennial pageant has been named, will be presented on a massive stage 175 feet long and 50 feet deep, which will he built on Alexander Field at Punahou School.” (The Friend, June 1, 1941)

One centennial event was in memory (and recognition of) the school’s tamarind tree – the Tamarind Derby, a centennial event that paid homage to the tamarind tree.

The Tamarind Derby was a gardening contest. It featured seedlings from the great tree that were distributed to Centennial attendees. Planted throughout O‘ahu, the seedlings were to be later measured to see who had grown the largest tree in one year’s time. (Punahou74)

The elementary children then brought out the year-old tamarind seedlings and placed them on the former Bingham Hall (1883 – 1959) lanai for sale while tamarind punch was served. (Punahou)

Those who bought the trees also bought the opportunity to compete in the “Tamarind Derby Race.” Entry was guaranteed for each registered seedling planted on the island of Oahu before July 31.

Annual tree inspections would be held for five years and prizes awarded to both the purchaser and the school’s Living Endowment fund for the best trees. A final inspection would be held in 1951 with $2,500 paid to Living Endowment in the name of the owner the winning tree.

But no derby winners would ever be named. With the bombing of Pearl Harbor on December 7, 1941 more pressing matters came to occupy the minds of Hawai‘i’s people. (Punahou)

The derby was called off. On September 1, 1942 Dr. Shepard wrote to all derby entrants: “At the Centennial Celebration you kindly purchased a tamarind tree which was registered for the Tamarind Derby.”

“One of the conditions of the competition was that a written report be filed at the Punahou School office between May 1 and June 30, 1942, stating that the tree was ready for inspection. Since no one filed such report and since war conditions hinder or interfere so much with inspections, it has been decided to call off the race.”

“While we regret this necessity, we are pleased to announce that the Steward of the Race (Walter F. Dillingham) is contributing funds in addition to the $265.00 realized from the sale of trees to purchase $1,500.00 in War Bonds to be credited to the Scholarship Fund of Punahou School. We hope that this provision will be satisfactory to all who entered the Race.” (Punahou)

Punahou was quickly converted to wartime service. Immediately following the attack on Pearl Harbor, because a follow-on air attack was considered possible, Army Corps of Engineers Honolulu district engineer Lieutenant Colonel Theodore Wyman Jr moved his office from the Alexander Young Hotel to a preselected, less conspicuous location: the Tuna Packer’s Cannery at Kewalo Basin.

Realizing the vulnerability of the cannery, the district engineer sought a new headquarters location away from the coast. Faced
with the district’s increased construction work load, he needed a facility where he could immediately resume engineering operations.

The commanding general of the U.S. Army assumed the role of military governor. Shortly after midnight, only 18 hours after the Pearl Harbor attack, Wyman moved his headquarters to Punahou School.

A library room became the district engineer’s office; the reading room, the administrative office; the cleared book area was converted to sleeping spaces; and the basement became a temporary officers’ mess. The remaining district officers were set up in other buildings on campus. (Fitzgerald; HJH)

About two weeks after the attack, the small Pleasanton Hotel, across Punahou Street from the school, was rented to provide a larger mess and accommodations for military families prior to their evacuation to the Mainland. (Fitzgerald; HJH)

The tamarind tree still stands on the Punahou Campus, between Alexander Hall and Mamiya Science Center. (Punahou)

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Tamarind tree on left, at School’s first building, which was shaped like an ‘E’-Punahou

Tamarind Tree-Oldest Living Thing at Punahou-Punahou

Punahou-Girls-Court-of-the-E-Building-1877

President Arthur Hauck with several grounds employees, harvesting tamarind pods during the 1920s-Punahou

Seedling purchase tags from the 1941 -Tamarind Tree Derby Race’-Punahou

Dedication ceremony for the tamarind tree bench, a gift from the Class of 1941 for the Centennial celebrations-Punahou

Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right

Punahou Centennial Plaque-Hawaiian Historical Society

LSY-Punahou_Centennial_Committee

1940 Punahou Cheer’g Squad

June 17, 2017 by Peter T Young Leave a Comment

‘Ōpūkaha‘ia Enters Foreign Mission School

As Obookiah, at the time of his entrance into the school at Cornwall, had arrived at an age of considerable maturity, it may be proper that a more particular description should now be given of his person and character.

He was considerably above the ordinary size: but little less than six feet in height, and in his limbs and body proportionably large. His form, which at sixteen was awkward and unshapen, had become erect, graceful, and dignified.

His countenance had lost every mark of dulness; and was, in an unusual degree, sprightly, and intelligent. His features were strongly marked. They were expressive of a sound and penetrating mind. He had a piercing eye, a prominent Roman nose, and a projecting chin.

His complexion was olive, varied equally from the blackness of the African, and the redness of the Indian. His hair was black,
worn short, and dressed after the manner of the Americans.

In his disposition he was amiable and affectionate. His temper was mild. Passion was not easily excited, nor long retained Revenge, or resentment, it if presumed, was never known to be cherished in his heart.

He loved his friends, and was grateful for the favours which he received from them. In his journal and letters are found frequent expressions of affection and gratitude to those who had been his benefactors.

To families in which he had lived, or to individuals who had been his particular patrons, he felt an ardent attachment. One of the latter, who had been separated from him for a considerable time, he met with great delight; …

… and after the first customary salutations, said to him, ‘I want to see you great while: you don’t know how you seem to me: you seem like father, mother, brother, all.’

In his understanding, Obookiah excelled ordinary young men. His mind was not of a common cast. It was such, that, with proper culture, it might have become a mind of the first order.

Its distinguishing traits were sound common sense, keen discernment, and an inquisitiveness or enterprise which disposed him to look as far as his mind could reach into every subject that was presented to his attention.

By his good sense he was accustomed to view subjects of every kind in their proper light; to see things as they are. He seldom misconceived or misjudged.

By his companions his counsel was sought, and regarded as decisive. He had that clear sense of propriety with regard to his own conduct and the conduct of others, which always commands the respect or excites the fear of those who behold it.

Had he been disposed to cultivate a talent for this purpose, he would have become one of the severest of critics upon the manners and conduct of those around him.

Few persons have a deeper insight into the characters of men, or have the power of forming a more just estimate of them, by
their words and actions, than he had.

Few are more capable of perceiving the exact import of language, or are less liable to be deceived as to its real meaning, by a designed ambiguity of terms.

His inquisitiveness existed in relation to all subjects of interest, and disposed him to make himself acquainted with every thing that was known by others, and to discover whatever was within hill reach. The trait was exhibited, especially, in his character as a scholar.

His inquisitive mind was not satisfied with pursuing the usual round of study, but he was disposed to understand critically every
branch of knowledge to which he attended. For this reason, his progress in his studies was not rapid – but as a scholar he was industrious, ingenious and thorough.

His mind was also inventive. After having acquired some slight knowledge of the English language in its grammatical construction, he entered upon the project of reducing to system his own native language.

As it was not a written language, but lay in its chaotic state, every thing was to be done. With some assistance he had made considerable progress towards completing a grammar, a dictionary, and a spelling-book. He had also translated into his native language the whole of the book of Genesis.

These specimens of his industry and ingenuity, when seen, administer severe reproof to the sloth and dulness of most persona of much greater age, and of advantages far superior to his own.

When Obookiah became a member of the Foreign Mission School, he had attended to all the common branches of English education.

In reading, writing, and spelling, he was perhaps as perfect as most young men of our country, of the same age and with common opportunities.

He wrote a legible, manly hand, and acquired the habit of writing with considerable rapidity. He had at this time studied the English Grammar so far as to be able to parse most sentences with readiness. He understood the important rules in common Arithmetic, and had obtained considerable knowledge of Geography.

He had studied also one book of Euclid’s Elements of Geometry, and of his own accord, without a regular instructer, he had acquired such knowledge of the Hebrew, that he had been able to read several chapters for the Hebrew Bible, and had translated a few passages into his native language.

He had a peculiar relish for the Hebrew language, and from its resemblance to his own, acquired it with great facility.

The winter before he came to the school he commenced the study of Latin. This, he pursued principally after he became a member of the Institution.

In his manners, Obookiah was habitually grave and reserved. In the presence of his friends, however, his conversation was often sprightly, and rendered particularly entertaining, by a fondness for humour, for which he was distinguished.

This he oftener exhibited by a quick perception and relish for it in others, than by actually displaying it in himself. Yet he sometimes gave evidence in his own remarks, of possessing no small degree of genuine wit.

When conversing with his companions in their native language, he frequently afforded them much amusement by the pleasant and humorous cast of his conversation.

The customary deportment of Obookiah, however, was serious, and dignity strikingly characterized his manners. Few young men, it is presumed, command so much respect from persons of every age and character.

Notwithstanding the familiarity which he used with his companions, he maintained an influence over them, becoming the relation of an elder brother, or even that of a respected parent.

In his intercourse with them the dignity of hill character was peculiarly visible. A motion of his head often made known to them his will, and obtained the compliance which he desired.

His manners had become in a considerable degree refined. A gentleman of respectability who visited Cornwall, and had a particular interview with him, observed, that he had met with but few persons of any country, more gentlemanly in their manners in intelligent and interesting in their conversation.

Obookiah was a decided and consistent Christian. His conduct was habitually under the influence of principles of piety. He manifested a strong interest in the general prosperity of religion, and expressed in his conversation, as well as his letters and diary …

… ardent desires for the salvation of his fellowmen and especially of his countrymen, for whom he fervently prayed, and in whose behalf he often requested the earnest prayers of his friends. (All text is from Memoirs of Obookiah)

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Opukahaia

June 5, 2017 by Peter T Young 1 Comment

Baldwin High School

It’s situated on the sand dunes midway between Wailuku and Kahului on the main highway … it was named and renamed four different times: Wailuku Junior High School (1928) … Wailuku Intermediate (1932) … Wailuku High School (1936) … Baldwin High School (1939.)

Let’s look back …

In December of 1924 a resolution was introduced by Supervisor R. A. Drummond to establish a new high school in or near Wailuku.

While Maui High School was available for students pursuing a secondary school education (back then, it was located in Pā‘ia,) the supervisors felt that it was too far and inconvenient for students to travel to Hāmākuapoko and that a high school should be located near the population center of the island.

But it took a while for the High School to be built. First, in 1928, Wailuku Junior High School was constructed. Situated in the heart of Wailuku, it drew students from Waiheʻe, Kihei, Waikapu and Wailuku.

Enrollment skyrocketed from 225-students in 1928 to 498 in 1931. The next year the school name changed to Wailuku Intermediate. After four years the name changed again, to Wailuku High School.

By 1937, Maui High School was becoming crowded and a new school was needed to relieve pressure from the school. However, building a new high school was not a unanimously approved plan.

As reported in the Maui News (June 5, 1937): “Talk of building a new high school found Supervisor HL Holstein asking the question as to whether the school was being built so as to thrust another batch of white collar job hunters on the market or whether a vocational school was being built that would teach a man a trade so he could earn a living.”

The supervising principal, Richard E Meyer, pointed out that only 25% of students who began the first grade finished the twelfth and that the new school was to be a senior high school with some shop and vocational work.

The community received news that on October 6, 1937 the legislature provided funding for the new school construction. Fifty acres of land were purchased below the sand hills.

A number of Honolulu architects submitted their applications to the Department of Education, including CW Winstedt and CW Dickey.

However, as a cost saving measure, plans and specifications were prepared by Department of Public Works architect Henry Stewart and County architect Noboru Kobayashi.

Bids for the first unit, the Cafeteria, were called on November 1938. Construction for the shop unit began in December. Then bids for the last four units, which were the largest, administration, homemaking, science and utility buildings, were awarded.

In April 1939, Harry Baldwin, president and manager of Maui Agriculture Company, turned up the first shovel of earth, marking the beginning of the construction of these units.

On October 27, 1939, ceremonies were held celebrating the final inspection and acceptance of the administration and classroom unit. The school then received its lasting name, Henry Perrine Baldwin High School. Later that year the auditorium was built.

Students and teachers moved furniture and equipment into the new buildings before beginning the 1939 Christmas vacation and after vacation, January 8, 1940, students started at their new school.

The school’s namesake, Henry Perrine Baldwin (born August 29, 1842 in Lahaina,) was a son of Dwight and Charlotte Fowler Baldwin, early American Protestant missionaries to Hawai‘i.

He and Samuel Thomas Alexander, another son of American Protestant missionaries (William Patterson Alexander and Mary Ann McKinney Alexander,) grew up together, became close friends and went on to develop a sugar-growing partnership – Alexander & Baldwin (A&B.)

In 1883, Alexander and Baldwin formalized their partnership by incorporating their sugar business as the Pā’ia Plantation also known at various times as Samuel T Alexander & Co, Haleakala Sugar Co and Alexander & Baldwin Plantation.

By spring of 1900, A&B had outgrown its partnership organization and plans were made to incorporate the company, allowing the company to increase capitalization and facilitate expansion.

A&B was one of Hawaiʻi’s five major companies (that emerged to providing operations, marketing, supplies and other services for the plantations and eventually came to own and manage most of them.) They became known as the Big Five.

Hawaiʻi’s Big Five were: C Brewer (1826;) A Theo H Davies (1845;) Amfac – starting as Hackfeld & Company (1849;) Castle & Cooke (1851) and Alexander & Baldwin (1870.)

What started off as partnership between two young men, with the purchase of 12-acres in Maui, has grown into a corporation with $2.3 billion in assets, including over 88,000-acres of land.

(In 2012, A&B separated into two stand-alone, publicly traded companies – A&B focusing on land and agribusiness, and Matson on transportation.)

A&B is the State’s fourth largest private landowner, and is one of the State’s most active real estate investors. Its portfolio includes a diversity of projects throughout Hawaiʻi, and a commercial property portfolio comprising nearly 8-million square feet of leasable space in Hawaiʻi and on the US Mainland. (Lots of information here is from Baldwin HS, NPS and A&B.)

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Maui-Baldwin-HS-frontlawn

Baldwin High School

Maui-Baldwin-HS-gym

Baldwin High School

Maui-Baldwin-HS-auditorium

Ku Kila Kila-3 tiers-grandparent (past)-parent (present)-youth (future)-Baldwin High School

Baldwin_High_School_NPS

Baldwin_High_School NPS

Maui High School vs. Baldwin High School. Katsugo – Kahului Fairgrounds (nisei-hawaii-edu)

Henry Perrine Baldwin

April 26, 2017 by Peter T Young 1 Comment

Princess Ka‘iulani School

“As you drive through to Palama your eyes, accustomed to the barren land, or sordid stores that line the roughened way, turn with Involuntary pleasure toward a splendid residence that suddenly looms before your vision.”

“It is set well back from the roadside. Its gates are wide open, as if inviting visitors; its beautiful lawns refresh one’s senses, and its trees and fernery call up many a pleasant memory of other trees and other ferneries in a far distant land.”

“For this is the Ka‘iulani School! Yesterday was the birthday of the beautiful princess, who gave to the school her name. In the big hall on the second floor appropriate exercises were held yesterday morning to commemorate Ka’iulani, the Good.” (Coyney; Pacific Commercial Advertise. October 17, 1900)

The Princess Ka‘iulani, who was the heir apparent to the Hawaiian throne, was born in Honolulu, October 16, 1875. Her father was Archibald S. Cleghorn, a Scotchman, and ex-Governor of the Island of Oahu. Her mother was the Princess Miriam Likelike, sister of the late King Kalākaua and of the present Queen Liliuokalani.” (Pacific Commercial Advertiser, October 17, 1900)

Ka‘iulani’s mother passed away when she was just 11 years old. “The Princess was sent to England to be educated, when but fourteen years of age. There she had the best advantages and was cordially received into London society, even royalty taking an Interest in her.”

“It was while studying there, March 9, 1891, that she was proclaimed heir apparent to the throne by Queen Liliuokalani …” It was some time during 1893 she visited the United States. Later on she returned to England, where she was received with open arms.”

“She revisited the States in 1897, and then came home. Her father built her a beautiful residence in Waikiki, ‘Āinahau. Here she lived quietly and simply …”

“After annexation she dropped her title, becoming plain Miss Cleghorn. She was active in the work of the Hawaiian Relief Society, the Red Cross Society and all matters relating to charity. She rests in the company of the King of her race and lies entombed in their mausoleum.” (Pacific Commercial Advertiser, October 17, 1900)

Kaiulani died unexpectedly on March 6, 1899 at the young age of 23. It was said that her peacocks cried out with sadness the day she passed away. That same year, a new school was opened in Kalihi-Palama and was named Princess Victoria Ka’iulani Elementary School. (Princess Ka‘iulani School)

“The Princess Ka‘iulani School opened for its scholars this morning.” (The Independent, April 25, 1899)

“The Princess Kaiulani school in Palama opened yesterday morning with a full attendance. The preparatory work of organizing the classes and getting under way was accomplished. Today the regular school work will go on.”

“Principal Armstrong Smith has compiled the following statistics from the records of the first day’s total attendance of 297.” (Pacific Commercial Advertiser, April 26, 1899)

“The school aim is to prepare these children, not for colleges, but for life. They are taught to honor labor. As Miss Felker quoted:
‘The man who earns by honest labor. The daily food which nature needs. Is not beneath his lordly neighbor. Whom the golden spoon of fortune feeds.’” (Pacific Commercial Advertiser, October 17, 1900)

Every year on or near October 16th, Ka‘iulani’s birthday, the school celebrates and honors Ka‘iulani in song and dance. The Royal Hawaiian Band joins them at their outdoor stage for this special event. (Princess Ka‘iulani School)

A cutting of Ka‘iulani’s banyan was taken from her home, ‘Āinahau, and given to the school when it opened in 1899.

“On Wednesday, October 13, 1930, the anniversary of the birthday of Princess Ka‘iulani, a bronze tablet, placed on the banyan tree at ‘Āinahau, Waikiki, was unveiled with appropriate ceremonies.” (The Friend, June 1, 1934)

Apparently, the tablet was later moved to the Ka‘iulani School and placed under the banyan tree there. It reads: “This tablet was placed by the Daughters of Hawai‘i in memory of Princess Ka’iulani 1875-1899.”

“‘The daughter of a double race, her islands here, in southern sun, shall mourn their Ka‘iulani gone. And I, in her dear banyan shade, look vainly for my little maid.’ Written to Ka‘iulani by Robert Louis Stevenson who often sat here with her.”

“Historic ʻĀinahau, at Waikiki, was totally destroyed by fire August 2d (1921,) together with most of its furniture and fittings, on which $15,000 insurance was carried.” (Thrum)

“Historic ʻĀinahau, home of the wide lanais and lofty palms, rendezvous of Honolulu society in the reign of King Kalākaua, and haunt of Robert Louis Stevenson in his Hawaiian days, is gone. “

“The age old coconut trees which surrounded the famous palace were torches of remembrance, flaming high into the tropic night long after ʻĀinahau had become only a ghost among its glowing embers, but today they are charred stumps around blackened ruins.”

“Cleghorn, who survived both Princess Miriam Likelike and their daughter, died only a few years ago. His wish was that the estate might be preserved to posterity as a public monument, but the government did not see fit to accept the gift, and the property was cut up into building lots.”

“The palace itself, after a brief career as a hotel, passed into the hands of WF Aldrich, the moving picture producer, who, with his wife, “Peggy” Aldrich, had a rather close call last night when the place burned.” (Gessler, The Step Ladder, October 1921)

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