Schools | Page 28 | Images of Old Hawaiʻi

June 21, 2016 by Peter T Young 7 Comments

English Standard School

‘One of the most potent factoid in this reorganization movement’ was the US Bureau of Education’s 1918 publication, the ‘Cardinal Principles of Secondary Education.’ Drafted by a commission of the National Education Association, it served as a kind of low-key national manifesto of the educational ideas of Dewey, Bode, and Kilpatrick. (Cary; Forbes)

In a democracy, it stated, the purpose of education should be to “develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and society toward ever nobler ends.’

The ‘Seven Cardinal Principles’ were: 1. Health; 2. Command of fundamental processes; 3. Worthy home-membership; 4. Vocation; 5. Citizenship, 6. Worthy use of leisure; and 7. Ethical character. (Forbes)

Experience in Hawai‘i and elsewhere seems to indicate that, if they are able to, many parents will go to great lengths to provide their children with what they view as the ‘best’ education.

In the 1820s the missionaries in Hawai‘i sent their children on a six-month trip to New England at an early age because of the lack of Western educational opportunities and their unwillingness to have their children come into contact with Hawaiian children. (Hughes)

Compulsory education had been in effect since 1835 in Hawai’i, and educators in the kingdom and then the territory were proud of their record of universal education. (Hughes)

By 1850, English had become the medium of instruction in the Royal School, and was the language of business, diplomacy and, to a considerable extent, of government itself, but it was not until 1854 that the Hawaiian legislature officially authorized the establishment of a few classes in English for Hawaiians.

Provision was also made for the establishment of special school boards, empowered to set up English ‘select’ schools when suitable quarters had been acquired and a fund of $400 locally subscribed. (LRB)

Starting in approximately 1852 when Hawai‘i was a kingdom, the sugar planters and the Hawaiian government began importing laborers from Asia. In 1879, the importation spread to include Europe.

These laborers came for a limited period of time with the expectation on the part of the employer and the laborer that the workers would return to their country of origin at the end of the contract. For a variety of reasons, growing numbers of these laborers remained in Hawai’i after their initial contract had ended. (Hughes)

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

As the children of the plantation workers came of school age they were required to attend public school and they rapidly increased the school population. Thus, a 1920 federal survey claimed that only 2-3 percent of the children entering the public schools at age six or seven could speak English. (Hughes)

`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’. (Manicas)

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.

In the early 1920s, an experiment had been made by the Central Grammar School of Honolulu in restricting enrollment on the basis of an oral English examination. It was a ‘select school’ for English-speaking children only.

The pressure of the growing Caucasian group and other parents concerned with the problem brought matters to a head. Public meetings were held, and the pros and cons heatedly debated. (LRB)

The prevailing view was that such schools were not proposed for Caucasians alone, or even for children of English-speaking homes, but were for children of all racial groups whose English was such as to justify homogeneity in organization. (LRB)

In 1924, the Department of Public Instruction established the policy of setting aside certain schools where admission was based upon ability to speak and use the English language. The first of these schools was Lincoln, in Honolulu.

When the upper grades of this school became the nucleus of Roosevelt Junior High School, the English standard plan was carried over to that institution. (LRB)

The English Standard system (patterned after the American standard school system) was established in 1924; this required students to pass an oral English entrance exam before being admitted.

Roosevelt 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.

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)

At that time, over 80% of children of Japanese descent were in some 175 Japanese language schools. These began instruction after the public school day ended. There were, in addition, 14 Chinese language schools and 10 Korean language schools. These numbered some 40,000 altogether. (Manicas)

After the war, the trend was toward the increase in number of the English standard section, designed to convert eventually all schools to the English standard. (LRB)

From the outset, the plan was that the English standard system would be an interim measure, one designed to last until the majority of children in the public system spoke English as their native language, presumably one generation.

The primary articulated goal was to ensure that the children of English-speaking parents were provided an education in which they were not held back in English and other subjects because of the presence of non-English-speaking children.

In 1941 a citizen’s group conducted a study of the school system and included in its report several comparisons between English standard and district school pupils. In every case the English standard children performed better academically than did the non-English standard children. (Hughes)

In 1949 the legislature passed Act 227, which ordered the Department of public Instruction to: “raise the standards of all public schools to the level of the English Standard system and to provide for the transition from the dual to the single standard system starting in September 1949”. It lasted until the early-1960s in some places.

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Roosevelt High School

June 20, 2016 by Peter T Young 1 Comment

Arthur L Andrews Outdoor Theatre

Cornell-educated core faculty was brought in during the early days of the College of Hawai‘i to help build a foundation for the University of Hawai‘i’s future.

One such was Arthur Lynn Andrews; He was born in 1871 in McLean, New York and received a MA and his doctorate from Cornell University.

When he arrived in the islands in 1910, he first joined the College of Agriculture and Mechanic as an English professor. College classes were held in a remodeled residence in the backyard of a high school at Beretania and Victoria; the entire student enrollment was 17.

Andrews was active in all aspects of university life. He did not play football but is said to have introduced the famous Statue of Liberty feint play to island teams.

In 1913, he produced the University’s first play, “The Revolving Wedge,” and engaged students in playwriting. He organized the first campus newspaper and the first annual, sang in the glee club and played third base on the baseball team. (UH)

Andrews became the first Dean of the College of Arts and Science, when the College of Hawai‘i was transformed into the University in 1920.

Debate was once a major part of the university. Andrews founded the debate and forensics program in 1924, modeling it after the world famous Oxford Union.

He then became Dean of Faculties from 1930 until 1936, when he retired. From 1941 to 1943, he was a member of the board of Regents. (NPS)

Construction of the Manoa Campus almost stopped during the great depression in the 1930s. Exceptions were projects for which the Federal Emergency Relief Administration (FERA – under the ‘New Deal’) provided the manpower.

One such project at the University was an Outdoor Theater. The University provided $5,213 (cost of materials) and $50,000 was provided by the FERA.

The Outdoor Theatre was designed by Ralph Fishbourne and Professor Arthur R. Keller served as the consulting engineer. The landscape designer was a noted UH graduate and landscape architect in Hawaiʻi, Richard Tongg.

The structure was designed with a 5,500 person seating capacity with some of the stone material for the seating coming from Fort Ruger.

The approximate size of the space is 200 feet wide by 300 feet long. The curve of the Outdoor Theatre portion has a sweeping 60-foot radius. The Outdoor Theatre seating is partially sunken into the ground, with the stage area set below grade. The 25 foot by 35 foot concrete surface at the center of the raised stage gives way to lawn, used as an extension of the formal stage.

It opened on June 20, 1935. Originally the structure was called Andrews Amphitheatre (named after Andrews,) but President Gregg Sinclair renamed it “Arthur L. Andrews Outdoor Theatre” in an attempt to use the proper descriptive vocabulary, since ‘Amphitheatre’ refers to a structure that wraps all of the way around the stage.

The graduating class of 1935 was the first to hold commencement ceremonies in the Outdoor Theatre. The theatre was dedicated at the Annual Commencement on June 12, 1945, to Dr Andrews who had died a month earlier.

In the 1970s there was discussion of adding a retractable roof in order to guarantee dry events, but these ideas were terminated in favor of keeping the garden design preserved and open to daylighting. Andrews served as a venue for graduation ceremonies, speeches, and concerts.

The University has two programs dedicated to Andrews: Arthur Lynn Andrews Distinguished Visiting Professor of Asian Studies to promote Asian and Pacific studies at UH through the selection of outstanding visiting professors each year and Arthur Lynn Andrews Award for Fiction awarded to the top entry from undergraduate and graduate students – entries not to exceed 10,000 words. (UH)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Andrews-Amphitheater-1935

Arthur Lynn Andrews

Andrews-Amphitheater-1940

Andrews-Amphitheater 1940

Arthur Lynn Andrews-gravestone-Oahu Cemetery

Andrews Outdoor Theatre

Andrews-UH-1950s graduation-EBay

Andrews Amphitheater

Andrews_Amphitheater

Andrews-Amphitheater

UH Manoa – Before Andrews Amphitheater-1932

UH Manoa – Andrews Amphitheater noted-1937

UH Manoa – Andrews Amphitheater noted-1936

June 16, 2016 by Peter T Young 4 Comments

Simon Peter Kalama

Lahainaluna Seminary (now Lahainaluna High School) was founded on September 5, 1831 by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”.

In December, 1833, a printing press was delivered to Lahainaluna from Honolulu. It was housed in a temporary office building and in January, 1834, the first book printed off the press was Worcester’s Scripture Geography.

Besides the publication of newspapers, pamphlets and books, another important facet of activity off the press was engraving. A checklist made in 1927 records thirty-three maps and fifty-seven sketches of houses and landscapes, only one of which is of a non-Hawaiian subject.

“It was stated last year that some incipient efforts had been made towards engraving. These efforts have been continued. It should be remembered that both teacher & pupils have groped their way in the dark to arrive even at the commencement of the business.”

“A set of copy slips for writing was the first effort of importance; next a map of the Hawaiian islands. For some time past a Hawaiian Atlas has been in hand & is nearly finished, containing the following maps Viz. the Globes, North America, South America, the United States, Europe, Africa, Asia, the Hawaiian islands & the Pacific.”

“It is evident that if the business is to be carried on so as to be of any benefit to schools generally, some considerable expense must be incurred for fitting up a shop for engraving & a room for printing. Hithertoo, everything has been done at the greatest disadvantage. Some means for prosecuting the business have lately been received from the Board.” (Andrews et al to Anderson, November 16, 1836)

Andrews was fortunate to have real talent in his artisans. Simon Peter Kalama was one of the best. Nineteen when he became a scholar, Kalama arrived at Lahainaluna with a recognized skill in drafting.

Kalama compiled the first map of Hawaiʻi published in Hawaiʻi and executed most of the “views,” which are the only record we have of the true island landscape of that time.

Since they were intended for the use of the Hawaiian students, the place names were given either in the Hawaiian form of the name, or in a modified transcription in which vowels were added so the foreign words could be pronounced in the Hawaiian style. (Fitzpatrick)

Ho‘okano, an assistant to Dr Gerrit P Judd, was assigned in the 1830s to interview kahuna lapa‘au to gain information about their practice which Judd incorporated in treating his own patients.

When Ho‘okano died in 1840, his notes were transcribed by Kalama and published in Ka Hae Hawaii in 1858 – 1859. The serialization has been translated by Malcolm Chun as Hawaiian Medicine Book: He Buke La‘au Lapa‘au and is the best source of information on traditional kahuna lapa‘au that exists today. (Mission Houses)

During the Wilkes expedition on Hawai‘i Island, on January 16, 1841, Kalama saved Judd from death in the crater of the volcano Kilauea. (Twain)

“Dr. Judd volunteered to head a party to go in search of some specimens of gases, with the apparatus we had provided, and also to dip up some liquid lava from the burning pool.” (Wilkes)

“I went down into Kilauea on the 16th to collect gases, taking a frying pan, in hopes of dipping up some liquid lava. Kalama went with me to measure the black ledge, and I had five natives to carry apparatus and specimens.” (Judd)

“While thus advancing, he saw and heard a slight movement in the lava, about fifty feet from him, which was twice repeated; curiosity led him to turn to approach the place where the motion occurred.”

“(T)he crust was broken asunder by a terrific heave, and a jet of molten lava, full fifteen feet in diameter, rose to the height of about forty-five feet … He instantly turned for the purpose of escaping, but found he was now under a projecting ledge, which opposed his ascent, and that the place where he descended was some feet distant.” (Wilkes)

Although he considered his life as lost, he prayed God for deliverance, “and shouted to the natives to come and take my hand, which I could extend over the ledge so as to be seen. … Kalama heard me and came to the brink, but the intense heat drove him back. ‘Do not forsake me and let me perish,’ I said.” (Judd)

“(He) saw the friendly hand of Kalumo (Kalama,) who, on this fearful occasion, had not abandoned his spiritual guide and friend, extended towards him. … seizing Dr. Judd’s with a giant’s grasp, their joint efforts placed him on the ledge. Another moment, and all aid would have been unavailing to save Dr. Judd from perishing in the fiery deluge.” (Wilkes)

A few years later, as the Western concept of landownership began to alter the Hawaiian landscape, Kalama enjoyed a lucrative career as a surveyor. He served as konohiki (overseer) of the Kalihi Kai district on O‘ahu, as a member of the House of Representatives and eventually as privy councilor to two kings. (Wood)

“The Hon SP Kalama, a member of the Privy Council, died on the 2nd inst at his residence at Liliha Street, having been ill for some months.”

“Mr Kalama was formerly a Government Surveyor, had served several terms in the Legislature as a Representative, and was a member of the Privy Council under Kamehameha V, Lunalilo and his present Majesty (Kalākaua.) He was about 60 years of age.” (Pacific Commercial Advertiser, December 4, 1875)

Here is a video of Moses Goods portraying Kalama (it was part of a Mission Houses event:)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

Na Mokupuni O Hawaii Nei-Kalama 1837

Mission_Houses,_Honolulu-Drawn_by_Wheeler_and_engraved_by_Kalama-_ca._1837

Maui from the anchorage of Lahaina-engraved by Kalama

Sheldon_Dibble_House_at_Lahainaluna,_engraved_by_Kalama

Kilauea-Wilkes-Expedition-1845

Palapala_Honua,_engraved_by_Kalama_and_Kepohoni,_1839

May 24, 2016 by Peter T Young Leave a Comment

St Mary’s – St Joseph’s

About the beginning of February, 1842, the Catholic mission was established at Hilo, when Father Heurtel baptized 136-persons, and engaged the new Catholics to erect three grass chapels there and at other points of the district. (Yzendoorn)

It was later decided to divide the island into four Catholic missionary districts, which were allotted as follows: Kona to Father Heurtel, Kohala to Father Lebret, Hāmākua and Hilo to Father Maudet, and Kau with Puna to Father Marechal.

With the arrival on March 26, 1846 of five priests, two catechists and three lay-brothers, more support was provided. Included in the new missionary party was Father Charles Pouvet – he was sent to support Hilo.

As early as 1864, Father Pouzot had 18-students at his English school in Hilo (he felt the need to provide education for the Catholic children, rather than them attending Harvey Hitchcock’s (a Protestant missionary son) school in town.)

Five years later, on April 1, 1869, a small parish school was established for the purpose of teaching English to the native Hawaiians. Father Pouzot started with 10-boarders, but wrote in January 1870, “I have only three now, for want of means to keep more.”

It grew with “much improved accommodations and new school rooms and dormitories.” Separate buildings housed the boys (in what was named Keola Maria) and the girls at St Joseph’s. (Alvarez)

The schools were separated and moved to different campuses in 1875, the boys to a site on Waianuenue Street and the girls on Kapiʻolani Street.

In 1885 the Marianist Brothers came to Hilo to run the boys’ school and renamed it St Mary’s School. Parish staff and lay persons taught the girls at St Joseph School. (Brothers of Mary also took charge of St Louis’s College at Honolulu and St Anthony’s School at Wailuku.)

Both St Mary’s Boys’ School (on the site of what is now the Hilo Terrace Apartments on Waianuenue) and the St Joseph Girls’ School (a block from the church on Kapiʻolani Street) had students through the eighth grade.

The Franciscan Sisters of Syracuse (Mother Marianne Cope’s congregation) arrived in 1900 to St Joseph’s School for Girls on Kapiʻolani Street.

“St Mary’s School, Hilo. This school … (is) in charge of the Brothers of Mary. (It is an) eight-grade school of very high standard. (For boys only.) Brother Albert, principal, and four other teachers, all Americans; 270 pupils.”

“St Joseph’s School, Hilo (for girls). Sister Susanna, principal, and four other Sisters, all Americans; 256 pupils. The wooden buildings are well constructed, the rooms large, well ventilated and lighted and can compete in attractiveness with any school room in the Islands. The grounds are sufficiently spacious and of pleasing aspect.” (Report of Superintendent, 1907)

The first seismograph station in Hilo was established during 1921, when a seismograph constructed by Dr Arnold Romberg in the shop of the Hawaiian Volcano Observatory was installed in the basement of one of the buildings of St Mary’s School on Waianuenue Street.

The new location was satisfactory until a new road, Laimana Street, was cut through only 15 feet from the vault. After that time “the traffic disturbance became increasingly troublesome.” (USGS)

Father Sebastian immediately launched Hilo’s second high school, ultimately the only Catholic high school on Big Island. Opening day was September 6, 1927, with 23 boys coming from St Mary’s, from Hilo Junior High and from as far away as Hakalau, Honomu and Laupāhoehoe.

In 1928, Father Sebastian then labored so that the girls at St Joseph’s would have their high school too. He created space for their classrooms by jacking up the school building and installing classrooms in the enlarged basement.

The first week of June 1929 was indeed a busy one for the parish hall. Wednesday, June 5, saw the first combined commencements of the eighth and tenth grades of St Joseph’s and St Mary’s School’s respectively.

The valedictory was given by Lawrence Capellas followed by an address by Bishop Stephen Alencastre, Hawai‘i’s only Hawaii-born Catholic bishop. (StJoeHilo)

In 1948, St Mary’s and St Joseph’s were consolidated into a co-educational institution which was built on the present St Joseph’s site at the intersection of Ululani and Hualālai streets. Some nine hundred and sixty-three students were enrolled for the first year.

In 1951, the Marianist Brothers were reassigned to teaching posts elsewhere. They were replaced in Hilo with a larger staff of Sisters as well as dedicated lay teachers.

The opening of the new school in 1951-52 was a memorable event for it marked the beginning of St Joseph as a complete coeducational school directly under the Pastor of St Joseph Parish.

The Franciscan Sisters withdrew from St Joseph School in June 2009 after a 109-year history. Joining the faculty are the Missionary Sisters of Mary Help of Christians. (Lots of information here is from St Joseph’s and Alavarez.)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

St Marys High School

St_Mary’s_School

St Mary’s School

St Marys_School

St Mary’s_School

St Mary School

Bros. School – Hilo

St Joeseph’s HS-1952

St_Joseph’s High School

April 19, 2016 by Peter T Young Leave a Comment

Missionary, Educator … Former Slave

“Here begins the history of things known only to those who have bid the American shores a long adieu….” (Betsey Stockton)

The Second Company destined for the Sandwich Island Mission assembled at New Haven for the purpose of taking passage in the ship Thames, captain Closby, which was to sail on the 19th (November 1822.) (Congregational Magazine)

Among them was Betsey Stockton, “a colored young woman brought up in the family of the Rev. Ashbel Green, having been received with the Rev. Charles S Stewart & his wife, as a missionary to the Sandwich islands by the American Board of Commissioners for Foreign Missions (ABCFM.)”

Betsey Stockton was born into slavery in Princeton, New Jersey in 1798. She belonged to Robert Stockton, a local attorney. She was presented as a gift to Stockton’s daughter and son-in-law, the Rev. Ashbel Green, then President of Princeton College (later Princeton University.)

She was given books and was allowed to attend evening classes at Princeton Theological Seminary and was later freed. (Kealoha)

“(S)he is to be regarded & treated neither as an equal nor as a servant – but as an humble christian friend, embarked in the great enterprise of endeavoring to ameliorate the condition of the heathen generally, & especially to bring them to the saving knowledge of the truths as it is in Jesus.” (Portion of Approval for Betsey Stockton to be a Missionary to Hawaiʻi, ABCFM)

“On the 24th (March 1823,) we saw and made Owhyhee. At the first sight of the snow-capped mountains, I felt a strange sensation of joy and grief. It soon wore away, and as we sailed slowly past its windward side, we had a full view of all its grandeur.”

“The tops of the mountains are hidden in the clouds, and covered with perpetual snow. We could see with a glass the white banks, which brought the strong wintry blasts of our native country to our minds so forcibly, as almost to make me shiver.”

“Two or three canoes, loaded with natives, came to the ship … we asked them where the king was at Hawaii, or Oahu? They said at Oahu. We informed them that we were missionaries, come to live with them, and do them good. At which an old man exclaimed, in his native dialect, what may be thus translated – ‘That is very good, by and by, know God.’” (Stockton)

They landed on Oʻahu. “The Mission is in prosperous circumstances, and the hopes of its supporters here were never brighter. Truly the fields are already ripe for the harvest, and we may add, ‘The harvest is great, but the labourers are few.’”

“We have been received with open arms by the government and people, and twice the number of missionaries would have been joyfully hailed.” (Charles Samuel Stewart)

“On the 26th of May we heard that the barge was about to sail for Lahaina, with the old queen and princes; and that the queen (Keōpūolani) was desirous to have missionaries to accompany her; and that if missionaries would consent to go, the barge should wait two days for them.”

“(T)he king this morning hastened off in a small yacht, and left orders for the barge (the celebrated Cleopatra) and Waverley, to follow to Lahaina: they are now preparing to get under weigh, and I must secure a passage.”

“Two weeks after we arrived at the islands, we were sent to this place, which is considered the best part of the whole. The productions are melons, bananas, sweet potatoes, &c.” (Stockton)

“The prosperity of the mission is uninterrupted, and its prospects most encouraging. … We are very comfortably located at one of the most beautiful and important spots on the islands.”

“Mr. Richards and myself have an island with 20,000 inhabitants committed to our spiritual care – a solemn – a most responsible charge!” (Stewart)

“It was there, as (Betsey said,) that she opened a school for the common people which was certainly the first of the kind in Maui and probably the first in all Hawaii; for at the beginning the missionaries were chiefly engaged in the instructions of the chiefs and their families.” (Maui News, May 5, 1906)

“The 29th (June 1923) was the Sabbath. I went in the morning with the family to worship; the scene that presented itself was one that would have done an American’s heart good to have witnessed.”

“Our place of worship was nothing but an open place on the beach, with a large tree to shelter us; on the ground a large mat was laid, on which the chief persons sat. To the right there was a sofa, and a number of chairs; on these the missionaries, the king, and principal persons sat.”

“The kanakas, or lower class of people, sat on the ground in rows; leaving a passage open to the sea, from which the breeze was blowing. Mr. R. (Richards) addressed them from these words, ‘It is appointed unto all men once to die, and after death the judgment.’ Honoru acted as interpreter: the audience all appeared very solemn.” (Stockton)

“After service the favourite queen called me, and requested that I should take a seat with her on the sofa, which I did, although I could say but few words which she could understand. Soon after, biding them aroha I returned with the family. In the afternoon we had an English sermon at our house: about fifty were present, and behaved well.”

“In the morning one of the king’s boys came to the house, desiring to be instructed in English. Mr. S. (Stewart) thought it would be well for me to engage in the work at once. Accordingly I collected a proper number and commenced. I had four English, and six Hawaiian scholars. This, with the care of the family, I find as much as I can manage.” (Stockton)

Stockton has asked the mission to allow her “to create a school for the makaʻāinana (common people.) Stockton learned the Hawaiian Language and established a school in Maui where she taught English, Latin, History and Algebra. (Kealoha)

“It shows that a sincere desire to accomplish a good purpose need not be thwarted by other necessary engagements, however humble or exacting.” (Maui News, May 5, 1906)

Betsey Stockton set a new direction for education in the Islands. Stockton’s school was commended for its teaching proficiency, and later served as a model for the Hilo Boarding School and also for the Hampton Institute in Virginia, founded by General Samuel C. Armstrong. (Takara)

After residing in Hawaii for over two years, Betsey Stockton relocated to Cooperstown, New York, with the Stewarts. In subsequent years, she taught indigenous Canadian Indian students on Grape Island.

She later “led a movement to form the First Presbyterian Church of Colour in Princeton, New Jersey, in 1848.” In addition, between the period of 1848 to 1865, Stockton moved to Philadelphia to teach Black children.

Betsey Stockton made pioneering endeavors as a missionary in Hawaii, but her legacy is not well known. Still, Stockton’s school “set a new direction for education in the Islands … (It) served as a model for the Hilo Boarding School.”

Her teaching program have influence Samuel C Armstrong, the founder of Hampton Institute, who also worked as a missionary in Hawaii during this period. After a full and productive life of service for the Lord, Betsey Stockton passed away in October of 1865 in Princeton, New Jersey. (Johnson)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger