Schools | Page 29 | Images of Old Hawaiʻi

January 21, 2016 by Peter T Young Leave a Comment

Junior … Intermediate … Middle

The arrival of the first company of American Protestant missionaries in Hawaiʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy.

The missionaries were scattered across the Islands, each home was usually in a thickly inhabited village, so that the missionary and his wife could be close to their work among the people. The missionaries established schools associated with their missions .

On July 14, 1826, the American missionaries finalized a 12-letter alphabet for the written Hawaiian language, using five vowels (a, e, i, o and u) and seven consonants (h, k, l, m, n, p and w.) That alphabet continues today.

Planning for the written Hawaiian language and development by the missionaries was modeled after the spoken language, attempting to represent the spoken Hawaiian sounds with English letters.

Interestingly, these same early missionaries taught their lessons in Hawaiian to the Hawaiians, rather than English. The missionaries learned the Hawaiian language, and then taught the Hawaiians in their language. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

Common schools (where the 3 Rs were taught) sprang up in villages all over the Islands. In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people. (Canevali)

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.

“Statute for the Regulation of Schools” passed by the King and chiefs on October 15, 1840. Its preamble stated, “The basis on which the Kingdom rests is wisdom and knowledge.”

“Peace and prosperity cannot prevail in the land, unless the people are taught in letters and in that which constitutes prosperity. If the children are not taught, ignorance must be perpetual, and children of the chiefs cannot prosper, nor any other children”.

The 1840 educational law mandated compulsory attendance for children ages four to fourteen. Any village that had fifteen or more school-age children was required to provide a school for their students.

William Richards, a missionary, was appointed Minister of Public Instruction and helped develop a highly-organized educational system. He was later replaced by missionary Richard Armstrong. Richard Armstrong is known as the “the father of American education in Hawaiʻi.”

In 1855 the office of Minister was replaced by the Board of Education, whose members were appointed by the King, and the department was named the Department of Public Instruction.

The educational system and means of instruction evolved over time, in the Islands and across the continent. Younger learners were first in ‘preparatory’ or ‘grammar’ schools in the Islands (we now generally refer to these as elementary schools.)

Older learners were in ‘colleges’ (i.e. Oahu College (Punahou,) St Louis College;) these are now typically called high schools.

Historically, grades K-8 were considered ‘elementary.’ In 1888 on the continent, Charles Eliot launched an effort to reorganize schooling, arguing that the last years of elementary school was a waste and students should be working on college preparatory courses instead. Rather than grades 7 and 8 as part of elementary, the push was to put them in the high school.

Then, on July 6, 1909, the Columbus, Ohio, Board of Education authorized the creation of the first junior high school in the US. (Ohio History Central)

In the Islands, between 1909 and 1920 the education system underwent a series of changes. In 1909, school agents were replaced by supervising principals; in 1913 the building and maintenance responsibilities of the school agents were transferred out of the department to the Counties. (State Archives)

In 1920, a report was published on the survey of schools conducted by the Bureau of Education of the Federal Department of the Interior.

The report noted that on the continent typical middle-class families in America were sending their children to public secondary schools, but in Hawai‘i, public schools were so few and geographically isolated, that many had to go to private schools or were forced to drop out.

Therefore, the commission recommended the establishment of secondary or Junior high schools which should offer more academic and vocational choices to feed various high schools. (NPS) There was a rapid increase in the establishment of Junior high schools.

By 1922, there were six in the rural parts of the state. In 1928, Central Grammar School became Central Junior High School with an enrollment of approximately 1,200 students and 47 teachers. It was one of 5 Junior high schools in Honolulu (with Lincoln, Washington, Kalākaua and Lili‘uokalani.) (NPS)

Then, in 1932, the board of education changed all formerly-named Junior High Schools to Intermediate Schools. (NPS) The education department continued to maintain a policy of naming Intermediate schools after American Presidents or members of the Hawaiian Royal family.

Then, a new reform movement took place with the Junior/Intermediate-aged students (~11-13;) rather than have a focus on college preparatory, school reformers were looking for an educational program to meet the intellectual, emotional, and the interpersonal needs of young adolescents. (Jadallah)

In 1963, William Alexander first used the expression middle school to describe the schools between elementary and high school. Alexander, regarded as the ‘father of the middle-school,’ led the movement to create middle-schools and a middle-level curriculum that would meet the unique needs of young adolescents. (McFarland)

The Carnegie Corporation (1989) issued a report that profoundly affected the education of young adolescents. ‘Turning Points’ advocated reforms intended to make their education more personalized, supportive, and active: interdisciplinary teams, cooperative learning, involvement with families and community, mentoring, and active teaching. (Daniels)

With a new program, school names started to change again. While no wholesale change took place (as happened with the Junior High to Intermediate,) Intermediate schools in the Islands started adopting the ‘Middle School’ philosophy and label.

Today, while the Junior High School reference is long gone, there are many Intermediate and Middle Schools across the Islands.

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JA Cummins Junior High School

January 10, 2016 by Peter T Young 1 Comment

Oʻahu Charity School

Andrew Johnstone, born in Dundee, Scotland in 1794, came to the US in 1813; he and his wife (Rebecca Worth Johnstone) were members of the Fourth Company of missionaries to the Islands, arriving on June 7, 1831. (Mission Houses)

The missionaries stationed at Honolulu were overwhelmed with working with the native Hawaiian population, preaching, translating the Bible, preparing text books and superintending the Hawaiians in schools. (Alexander)

The missionaries taught their lessons in Hawaiian to the Hawaiians, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

Johnstone, by a previous understanding, devoted part of his time to visiting seamen and distributing Bibles and other books among them. During one of these visits, he met the 12 or 14-year-old son of Captain Carter, commanding the English Cutter ‘William Little’ then in port.

Johnstone offered young Carter some books and invited him to his house; in a day or two he brought with him another lad, the son of a foreign resident, who asked Johnstone to teach him to read.

Johnstone agreed, and very soon one and another boy came asking the same favor, to the point where a regular class was formed. (Alexander)

Meanwhile, “(m)arriages between foreigners and Hawaiians appear of late to be rapidly increasing, and it has been the custom of many parents to send their offspring to the United States to receive an education.” (Polynesian, April 10, 1841)

Some of the parents of half-Hawaiian/half-foreign children wanted their children to learn the English language. There was an evident and growing need for an English language school. (Polynesian, April 10, 1841)

Soon, a subscription was opened to raise funds for the creation of a school house for the instruction of English-speaking children. Generous donations were made by some of the residents, and an orphan-school fund was created. This led to the establishment of the ‘Oʻahu Charity School.’

The missionaries supported Johnstone’s efforts at their June 1832 ‘General Meeting,’ resolving “That the Mission approve of Mr and Mrs Johnstone’s continuing their attention to the instruction of the children of foreigners, making annually such a report to the Mission of the school and their labors, as is required of the rest of our number in our respective spheres of action.”

The King granted a lot for the school in an area of Honolulu known as Mililani. On September 3, 1832, the subscribers met and approved the construction of a schoolhouse. (Polynesian, April 10, 1841)

“It is a neat substantial building of stone, 56 feet long and 26 feet wide, fitted up with benches, and other conveniences, for a school-room”. (Sailor’s Magazine, August 1838) (It stood in a lane running from King to Queen Street near the Waikiki end of the Judiciary building. (Goodale))

“On looking around the room, it appeared well furnished with cards, maps, books, slates, &c, of an excellent character and in sufficient variety.” (Polynesian, November 14, 1840)

“Thirty five children of both sexes having been admitted, the school was opened on the 10th Jan. 1833. … The children were all beginners, and nearly all entirely ignorant of the language of their teachers.” (Polynesian, April 10, 1841)

“Until the establishment of this institution, the education of (the children of Hawaiian mothers and foreign fathers) was almost entirely neglected, but now they appear to be in a fair way to become fitted for stations of usefulness and respectability in life.) (Polynesian, November 14, 1840)

Oʻahu Charity School was the first school in the Islands and the first school on the Pacific where the English language was used (it was one of six English language schools west of the Rockies.) In fact, it received pupils from the US, Alaska and Mexico. (NEA, February 1922)

In 1842, nine boys from the best families of California were sent here to be educated at the Oʻahu Charity School. One of these boys was José Antonio Romualdo Pacheco, Jr. He came to the Islands when he was 7-years old, and was in the Islands for five years. He later became the 12th-Governor of American California.

The School continued to increase in numbers and usefulness; however, there was a falling out and the Johnstones left (January 22, 1844) and formed their own school.

During the years Pacheco attended the School, its good reputation and numbers steadily increased. Students were arriving from the Russian settlement of Kamchatka, while others were coming from California and the other Hawaiian Islands.

The school had dormitories for the students who were either orphans or who had been sent from distant places. The curriculum was comprehensive and substantial, including classes to teach the Hawaiian language, writing, reading, mathematics, sciences, the arts and geography. (Hartmann & Wright)

Later, other schools offered English language education. Oʻahu Charity School experienced financial difficulties, with the rise of various competing private schools, and in 1851 was provided with public assistance.

A special tax was imposed on all foreigners of legal age residing in Honolulu: $3 for every individual without children, and $5 for every individual having children within the school age. This plan met with general approval. (Alexander)

The school’s name then changed to the Town Free School, but its board maintained control over the school until 1859, when it passed into the Superintendent of School’s domain. (NPS)

In 1865, the Board of Education split the school into separate boys and girls (the Town Free School became Mililani Girls School.) In 1874, that school closed and the girls went to a new school called Pohukaina. (Alexander)

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Oahu Charity School-MissionHouses

Oahu Charity School-Sailor’s Journal-Aug_1838

Oahu Charity School-Emmert-1854

December 30, 2015 by Peter T Young Leave a Comment

Paʻaʻaina

“Dearest Mary thou hast left us,
Here thy loss we deeply feel,
But ‘tis God who hath bereft us,
He can all our sorrow heal.”
(The Friend, June 1853)

Isaac Davis and John Young arrived in Hawai‘i at the same time (1790 – on different boats.) Isaac Davis (Welch) was the sole survivor of the massacre of the crew of The Fair American; John Young, British boatswain on the Eleanora, was stranded on the Island of Hawai‘i.

“Young and Davis would have been killed had not Kaoanaeha, a high lady, fallen in love with Young and by her intercession with the King saved the lives of both sailors. Kaoanaeha was the most beautiful woman on the Island of Owhyhee and was the admiration of all the sailors who visited Karakakooa Bay.”

“She was the only daughter of Keliimaiki, the favorite brother of the great King, Kamehameha I. John Young and Kaoauaeba were soon married. King Kamehameha appreciated the superior talents of the white men and made them high chiefs.”

“When the navigator Vancouver visited the island, in 1793, he was entertained by King Kamehameha and John Young, who was then the King’s chief counselor. Young built the first house on the island of Hawaii, and its ruins are still to be seen. It is of stone.”

“Here Young and Kaoanaeha lived and died, and here their daughter, Fannie Young Kekelaokalani was born.” (NY Times, February 14, 1886)

Fanny married twice, first to Henry Coleman Lewis (they had a daughter Mary Polly Paʻaʻaina;) then Fannie married High Chief George Naʻea (Emma, their daughter, was Paʻaʻaina’s step sister – Emma later married Alexander Liholiho and became Queen Emma.)

Paʻaʻaina was hanai (adopted) by John Papa ʻIʻi and his wife Sarai; ʻIʻi served as kahu (caretaker) to Princess Victoria Kamamalu.

Paʻaʻaina, Emma and twelve others eventually (at varying times) entered the Chief’s Childrens’ School. The main goal of the 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.

In May 1843, Paʻaʻaina was the last girl to enter the boarding school; she was 10 years old which was relatively old (the last boy “William Pitt” Kinaʻu entered in 1844.)

The children were taught reading, spelling, penmanship, arithmetic, geometry, algebra, physics, geography, history, bookkeeping, singing and English composition.

King Kamehameha III founded the Chief’s Children’s School (Royal School) in 1839. The school’s main goal was to groom the next generation of the highest ranking chief’s children of the realm and secure their positions for Hawaii’s Kingdom. King Kamehameha III “ask(ed) (missionary) Mr Cooke to be teacher for our royal children.”

In this school, the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855 were educated, including: Alexander Liholiho (King Kamehameha IV;) Emma Naʻea Rooke (Queen Emma;) Lot Kapuāiwa (King Kamehameha V;) William Lunalilo (King Lunalilo;) Bernice Pauahi (Princess Bernice Pauahi Bishop founder of Kamehameha Schools;) David Kalākaua (King Kalakaua) and Lydia Liliʻu Kamakaʻeha (Queen Liliʻuokalani.)

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.

(After his experience running the school teaching and training Hawai‘i’s future monarchs, Amos Cooke then co-founded the firm Castle & Cooke which became one of the “Big Five” corporations that dominated the early Hawaiian economy.)

Paʻaʻaina was a pupil in the Royal School for seven years where she endeared herself to her teachers and fellow pupils.

Then, she married Mr James Augustus Griswold on December 30, 1851, in Honolulu. Unfortunately, the marriage was short-lived; she became ill.

“Her sufferings during her last sickness were extreme. She felt conscious of danger, and, as far as human eye could see, prepared herself for her departure.”

“She took a calm and effecting leave of her friends that were present, and sent her last message to absent ones. She expressed the wish that others whom she loved would prepare while in health for the trying hour of death.” (The Friend, June 1853)

She died at Honolulu, May 28, 1853. Her only child was a daughter named Mary Paʻaʻaina Griswold. (Kravitz)

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December 9, 2015 by Peter T Young 4 Comments

Carlotta

In 1898, Carlotta Stewart, at eighteen years of age, came to Hawai‘i with her father (probably at his urging,) to continue her education and to begin planning her future. (Guttman)

The third child of Thomas McCants Stewart and Charlotte Pearl Harris, Carlotta was born in 1881 in Brooklyn, New York, where she attended public schools during her formative years.

Although her father had spent several years in Liberia, Africa, Carlotta had never traveled outside of the continental United States before coming to Hawai‘i.

Her father – a noted black lawyer, civil rights leader and friend of Booker T Washington – was the first African American to be admitted to practice law in Hawaiʻi (1898.) (jtb-org)

She attended Oʻahu College (Punahou,) where she played on the girls’ basketball team. After she graduated from there, she continued with basketball, playing for the YWCA and serving as timekeeper for the local games.

Her brothers McCants and Gilchrist had attended Tuskegee Institute, the Southern vocational school established by Booker T
Washington (1881,) Carlotta lived with her father following a bitter divorce from his first wife. (Broussard)

She graduated from Oʻahu College in 1902, one of eight members in the senior class. The course of study there included classes in philosophy, religion, English, Latin, Greek, French or German, history, economics, mathematics and science.

After graduation, Carlotta completed the requirements for a Normal School certificate (later known as the Teachers’ College,) which she received in 1902, and she promptly accepted a teaching position in the Practice Department of the Normal School.

She had converted to Catholicism during the early-1900s, despite the fact that her father was an ordained minister in the African Methodist Episcopal Church and that she visited the Priory (an Episcopal school) often as a young teacher to pray, study and dine with other females. (Broussard)

Stewart remained at the Normal School for several years, where she taught English; she is listed in the Report of the Superintendent of Public Instruction to the Governor of the Territory of Hawaii between 1902 and 1924.

Her father and stepmother left the Islands in 1905; Carlotta later noted “Sometimes I get quite blue not having a single relative in the Islands. … I soon get over it, for I have such good friends. I want for nothing.”

In 1906, in addition to teaching, she was busy with classes, vacations, camping, surfing and frequent parties. “We took in two dances a week at the Seaside Hotel and played cards at home the other evenings or made up moonlight bathing parties.” (Stewart; Broussard)

In 1909, Carlota was noted as a teacher assigned to Koʻolau Elementary School (Kauai,) a later newspaper story noted that she was identified as principal there. “This school (is) situated on the government road near the north side of Moloa‘a Valley, between Anahola and Kilauea”.

Initially, total enrollment for the school was 61, average attendance 59; Japanese 31, Part Hawaiian 19, Hawaiian 7 and Portuguese 4.

“The majority of the children here come from the homes of the small tillers of the soil in the Moloa‘a Valley and thereabouts, especially the rice fields of the Japanese and the kuleanas of the Hawaiians.” (Evening Bulletin, October 14, 1909)

Her rapid advancement in the space of seven years was an impressive achievement, although many black women had established teaching careers and a handful were school administrators by 1909, it was unusual for a black woman at the age of 28 to serve as principal of a multi-racial school.

This achievement was particularly striking in a society in which few black people lived and, therefore, had no political influence to request a job of this magnitude. Her pupils reflected a true cross section of Hawaii’s school-aged population, which grew rapidly between 1900 and 1940.

Conditions were neither difficult nor racially oppressive for a black professional woman, in Hawai‘i, there was no substantial black community before World War II, and Carlotta saw few black people either in classrooms or outside.

Most of her socializing took place in groups, relieving her of the pressure to find a companion with a comparable racial and social background.

She met and married her husband, Yun Tim Lai of Chinese ancestry at Anahola. He was sales manager of the Garden Island Motors, Ltd, an automobile dealership in Lihue, when the couple wed in 1916. (The 19-year marriage ended, however, in 1935, when Lai died suddenly in Hong Kong while visiting his parents.) (Broussard)

Carlotta Stewart Lai never remarried but remained in Hawai’i for the next 17 years, serving as principal and English teacher until her retirement in 1944.

By 1951 Lai’s health grew increasingly more fragile, and, unable to provide for herself without fear of bodily injury, she entered the Manoa Convalescent Home in 1952 and died there on July 6, 1952.

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Carlotta Stewart Lai

Oahu_College-1902-front (L-R) Carlotta Stewart, William Heen, Mary Paty; Ed Young, Charlotte Dodge, Harriet Hapai, George Hapai-(Punahou)

McCantsStewart1907

Principal Carlotta Stewart Lai and students at Hanamaulu School, Kauai-1933

November 20, 2015 by Peter T Young 6 Comments

Kainalu Plane Crash

2nd Lt William Wright and Kainalu Elementary School student Steven Schmitz were killed at 8:30 pm, November 20, 1961, when a “Skyhawk” attack bomber crashed in Kailua.

Two marine jet bombers collided over a residential area and one of them crashed into a home, killing the pilot and the 8 year old boy (son of Coast Guard Commander Frank C Schmitz.)

The planes were returning from a run at the target island (Kahoʻolawe). One plane made it back and landed safely with vertical stabilizer and rudder damage, the other plane went down.

In reconstructing the pieces of the plane in a base hangar, it was evident that Lt. Wright survived the initial impact and could have ejected, but chose to stay with his airplane and tried to dead stick it over the town and into Kailua Bay. Unfortunately, it wasn’t successful despite the heroic efforts of Lt. Wright. (Norm Spilleth)

A military crash crew reported it was unable to approach the plane for an hour after the crash. The jet hit the house squarely after parts of it fell near the Kainalu Elementary School.

Mrs. Robert Craig, principal of the school, said she heard the jets fly over during the PTA meeting (held that night,) then a loud explosion. She said a fence near the school was set afire and she saw the nearby home in a huge sheet of flame. (Chicago Tribune, November 21, 1961)

The matter was the subject of a public presentation by Dr Paul Brennan at a Kainalu Elementary School PTA meeting.

The following link will take you to a video of the presentation; it is followed by a forum discussion by some of the eye witnesses to the event.

The presentation by Brennan and following discussion by the eyewitnesses gives a broad perspective of what happened.

(I had been a 2nd grade student at Kainalu Elementary the year before – Nelia has been a Kainalu 5th grade teacher for the past 10+ years.) The image shows the sad headline.

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