Schools | Page 28 | Images of Old Hawaiʻi

September 1, 2016 by Peter T Young Leave a Comment

Hanahauʻoli

George Paul Cooke (grandson of missionaries Amos Starr and Juliette Montague Cooke, son of Charles Montague Cooke and Anna Charlotte (Rice) Cooke) and his wife Sophie Boyd Judd (granddaughter of missionaries Gerrit Parmele Judd and Laura Fish Judd, daughter of Albert Francis Judd and Agnes Hall Judd) started Hanahauʻoli School.

Hanahauʻoli (happy, joyous work) was a dream realized for George and Sophie Cooke in 1918, for their six children and those of many of their friend (it started with 16 children from ages 6 to 11 years old.)

It was a small school, from kindergarten through sixth grade where all the children cooperated as in a large family; it’s in the same location on the corner of Nowewehi (now Nehoa) and Makiki street.

Two small buildings surrounded by a lawn dotted with kiawe trees, a jungle gym and working gardens were the backdrop for shop, art, French and music, in addition to the more ‘traditional’ subjects.

An old bronze hand bell is rung to start and end the day. (The first bell was bought in 1914 by Sophie and her mother in Florence, Italy. The bell was first used to call the Cooke children from their play at Molokai Ranch.)

There long-held traditions (events and ‘rituals,’) most from the earliest days of the school, that help to build a strong social foundation for children who learn what it means to plan and look forward to experiences that have held meaning for generations.

These include, Makahiki, a celebration of thanksgiving; the Holiday Program and tree cutting; the 6th grade odyssey that includes stepping stone making; oratories and Olympics; morning flag; the Head of School handshaking at the end of the day and the slipper toss.

Makahiki started in 1932; the children were studying ancient Hawaiians and making Kapas (that they wore for the first time at Makahiki.) In addition, there were games in the school courtyard.

The first stepping stone day was in 1926; shop teacher, Mrs AA Wilson initially used wood for the frames to make the Stepping Stone, but now they use Styrofoam – students carve their designs, representing their personal “enthusiasms” and memories.

Slipper toss, started in the 1990s, is held on the last day of school every year in the courtyard to wish everyone a good summer. (“In case someone has the same slipper as you and for safety we only throw one slipper.”)

Former Principal Mary Ray Pohl Kahanamoku began Birthday Books (“it’s a way to celebrate a child’s birthday and at the same time to give a book to the Hanahauʻoli Library. A student gets to choose a book, then they make a fancy bookplate and put it in the book.”)

The Childrens’ Fair started as Hanahauʻoli Festival (it began 1920s.) In the beginning, the children did all the work, children made all the crafts they sold at the fairs (the 1933 fair raised $21.80 for the school.) Now there are “rides and games and lots more things, we have crafts that children can make at the fair to take home.”

Tree cutting got started because children at Hanahauʻoli used to get their Christmas trees from the Territorial Nursery in Makiki Valley. Later, they planted a Norfolk pine tree by the courtyard and when it got big enough they cut it down but left part of the trunk so another tree can grow for another Christmas. (They soon began growing more trees for future supply.)

Oratories started in 1963. “They use to tell stories and poems now they only tell Greek myths. … 6th graders get to choose which myth they want to present. They present their myths in the music room and people come in small groups to watch them.”

Graduation started in 1920 at the pavilion (back in 1918, only two students would be graduating.) Graduates got orange and white crepe paper lei they had to make themselves; now they’re made of orange and white ribbon.

Still a small school for 208-children from Junior Kindergarten through 6th grade, children are now in multi-age classes that acknowledge individual growth and developmental readiness.

Small wood frame buildings that opened out to play areas are now state of the art classrooms with 21st century technology built in, yet they still open to outdoor work and play areas that honor Hawai`i climate and complement project-based programs.

The 2.5-acre campus has facilities including classrooms for JK and 6th grade and multiage classrooms with homegroup learning spaces for K/1, 2/3 and 4/5; classrooms for each of 5 specialty areas, a library containing 15,000-volumes, Gym, playing field with climbing structure and outdoor hard court surface area.

Similar to the early days, there is a low faculty-student ratio and the curriculum remains true to the belief that disciplines are not separate and that learning integrates school life with the home and world. And, the traditions, events and ‘rituals’ continue. (Lots of information here is from Hanahauʻoli, including quotes from former students.)

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Hanahauoli-First_Buildings-1921-(hanahauoli)

Hanahauoli-Makahiki-1942-(hanahauoli)

Hanahauoli-Bell-(hanahauoli)

Hanahauoli_Stepping_Stones_Day-1960-(hanahauoli)

Hanahauoli_Fair-1920s-(hanahauoli)

Hanahauoli_Central_Courtyard-(hanahauoli)

Hanahauoli-new_building-2009-(hanahauoli)

Hanahauoli_Slipper_Toss-(hanahauoli)

July 10, 2016 by Peter T Young 1 Comment

Broken Bones

The Chiefs’ Children’s School (The Royal School) was founded in 1839. The cornerstone of the original school was laid on June 28, 1839 in the area of the old barracks of ʻIolani Palace (at about the site of the present State Capitol of Hawaiʻi.)

The school was created by King Kamehameha III; the main goal of this school was to groom the next generation of the highest ranking chief’s children of the realm and secure their positions for Hawaii’s Kingdom.

Seven families were eligible under succession laws stated in the 1840 Constitution of the Kingdom of Hawai‘i; Kamehameha III called on seven boys and seven girls of his family to board in the Chief’s Children’s School.

The Chiefs’ Children’s School was unique because for the first time Aliʻi children would be brought together in a group to be taught, ostensibly, about the ways of governance.

Amos Starr Cooke (1810–1871) and Juliette Montague Cooke (1812-1896), missionaries from the American Board of Commissioners for Foreign Missions, were selected to teach the 16 royal children and run the school.

In this school were educated the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855, namely, Alexander Liholiho (King Kamehameha IV,) Queen Emma, Lot Kamehameha (King Kamehameha V,) King William Lunalilo, King David Kalākaua and Queen Lydia Lili‘uokalani.

In addition, the following royal family members were taught there: Princess Bernice Pauahi Bishop, Princess Elizabeth Kekaaniau Pratt, Prince Moses Kekuaiwa, Princess Jane Loeau Jasper, Princess Victoria Kamāmalu, Prince Peter Young Kaeo, Prince William Pitt Kīnaʻu, Princess Abigail Maheha, Prince James Kaliokalani and Princess Mary Polly Paʻaʻāina.

In a letter requesting the Cookes to teach and Judd to care for the children, King Kamehameha III wrote, “Greetings to you all, Teachers – Where are you, all you teachers? We ask Mr. Cooke to be teacher for our royal children. He is the teacher of our royal children and Dr. Judd is the one to take care of the royal children because we two hold Dr Judd as necessary for the children and also in certain difficulties between us and you all.”

But all were not always well. “On Saturday afternoon, when we returned from bathing David fell off his horse and broke his arm so I ran after his father and the Gov and Abigail’s mother came to see him and Dr Judd set it.” (Monday, July 29, 1844 entry in Prince Lot Kapuāiwa’s diary while at the Chiefs’ Children’s School)

Amos Cooke’s journal entry on the day of the accident explains what happened, “About 3 o’clock we went to bathe & all the boys went & I took special pains to wash them very clean.”

“We returned in very good spirits & most of us had reached home, but (David, written in different ink) came on behind & just as he was turning the last corner his horse jumped one side & threw him off, & broke his right shoulder bone near the elbow.”

“Dr Judd came in immediately & set it. His head was bruised some & so was one of his ankles. He now lies in the room occupied by Mr Sturges when he was here. The king & suite have not come to day as was expected.” (Amos Cooke Journal, July 27, 1844)

Cooke later noted, “… though the youngest boy, David, fell from his horse in July last and broke his right shoulder bone. During the setting of it, and also a resetting, he neither flinched nor shed a tear. (Letter Amos Cooke to Rev D Gree, March 22, 1845)

By the entries in Prince Lot’s journal, it appears the students of the Chief’s Childrens’ School (Royal School) regularly rode horses – typically before breakfast. And, Kalākaua was not the only one to fall and break a bone.

A month before Kalākaua’s fall, Prince Lot noted the third anniversary that Moses Kekūāiwa also “fell off from his horse and broke his arm”. (Prince lot, June 20, 1844 Journal entry)

The Cooke’s also experienced bone breaks; their daughter “Juliette has been so unfortunate as to break her arm 10 days since. She is still under some restraint – gets hurt frequently. Bears it very well.”

“It is no small affair to have a broken bone in the family, but I am so thankful that it is only her arm, her head and back being all safe that I have not felt like complaining. I feel more than common cheerfulness and gratitude.” (Amos Cooke Letter to his mother, August 27, 1847)

Another unidentified bone break happened later, “Juliette and our children are enjoying usual health. Our little scholar with a broken leg has nearly recovered. He hobbles about.” (Amos Cooke Letter to his mother, July 20, 1848)

There were some other close calls, “This afternoon, at recess, Jane & Abigail were swinging Emma & swung her so forcibly that she hit against the post & injured her hip & knee.”

“This evening sent for Dr Judd who says no bones are broken. This afternoon Dr Rooke sailed for Maui in the Kahaelaia & we hesitated about letting Emma go home until her mother came, & took her home.” (Cooke Journal, October 13, 1842)

While Cooke noted the student injuries, he was not immune to injury himself. “After dinner at 2 o’clock I started alone for Waialua. … I went several miles inland …. In going down a pale (pali) & getting back to the road I lost Wm’s poncho, & left word with an old woman if she found it to send it to Mr Bishop’s.”

“I rode on pleasantly until within 2 ½ or 3 miles of Waialua, & while descending a little, my horse galloping & my reins down & holding a parasol with both hands, the horse stumbled & rolled over throwing me off on the near side. It was all done in an instant & when I started up & found my left arm lame & fearing some accident I began to feel to see if any bones were broken.”

“None were broken but my left shoulder was dislocated. At first, I felt faint, but I soon slung my arm in a handkerchief got up on my horse & started for Mr Wilcox’s with a hope that he might be able to set it.” (Cooke Journal, August 12, 1845)

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Photograph_of_the_Royal_School,_probably_after_1848

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.

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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)

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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:)