Schools | Page 30 | Images of Old Hawaiʻi

November 4, 2015 by Peter T Young 2 Comments

Early Days at Kamehameha Schools

October 3, 1887 Kamehameha Schools for Boys opens for students and holds classes. By October 12, 37 boys over the age of twelve are enrolled; there were 4 teachers. On November 4 1887, opening day ceremonies take place with much pomp and circumstance.

A year later the Preparatory Department, for boys 6 to 12 years of age, opened in adjacent facilities. In 1894 the Kamehameha School for Girls opened on its own campus nearby.

At the first Founder’s Day ceremony in December, 1889, Charles Reed Bishop, Pauahi’s husband and a member of Kamehameha’s first Board of Trustees, elaborated on her intentions.

“Bernice Pauahi Bishop, by founding the Kamehameha Schools, intended to establish institutions which should be of lasting benefit to her country…The founder of these schools was a true Hawaiian. She knew the advantages of education and well directed industry. Industrious and skillful herself, she respected those qualities in others.” (KSBE)

“The hope that there would come a turning point, when, through enlightenment, the adoption of regular habits and Christian ways of living, the natives would not only hold their numbers, but would increase again.”

“And so, in order that her own people might have the opportunity for fitting themselves for such competition, and be able to hold their own in a manly and friendly way, without asking any favors which they were not likely to receive, these schools were provided for, in which Hawaiians have the preference, and which she hoped they would value and take the advantages of as fully as possible.” (KSBE)

Uldrick Thompson, Sr was a teacher at Kamehameha School for Boys (1889-1898 and 1901-1922) and served as the school principal (1898-1901.) Here are excerpts of his explanation of the early days at Kamehameha Schools.

“You who come to Kamehameha and find it as it now is, cannot conceive the degree of barrenness that greeted us that day. No rain for two years! Not a blade of green grass or even a weed in sight!”

“The few algaroba trees scattered about were not taller than a man, and seemed as stunted and discouraged as the mesquite of Arizona. And rocks, rocks, rocks everywhere, with cracks in the clay between large enough to put your foot in.”

“Only two reasons were never given me for selecting such a site for these schools. The fact that this site was a part of the Bishop Estate was one reason. And the fact that Mr SM Damon, one of the original Trustees, had already begun to develop his beautiful Moanalua Estate and wanted the schools here to prevent the Orientals from spreading out in that direction is another reason.”

“The campus provided two companies in Honolulu with thousands of loads of rock for ballast. Several boys paid for their school expenses by breaking rocks, but this was considered unpopular ‘Portuguese’ work. In 1889, the only area cleared of rocks was the baseball diamond.”

“The roads were made of coral rock and so were trying to the eyes. This coral rock ground up easily and when rain came the mud of the roads mingled with the campus mud and the floors of the dormitories and dining hall were coated with the combination. At times hoes were needed in cleaning the floors because brooms were useless.”

The principal William B Oleson organized the military system at the school in 1888. Officers were appointed by Oleson and were responsible for discipline and marching to and from town. Oleson was in charge of drills, but teachers joined in the marches to church or other meetings. In September 1899, the boys wore their uniforms to class and drills.

“One and one half hours work, before breakfast was required of every boy, from the first day of organization. The rising bell sounded at 5:30 am; the Morning Work began at 5:45 and continued till 7 o’clock. Then breakfast.”

“This work consisted of care of the buildings, grounds; helping about the kitchen and dining room; cutting wood for the school fires and for the teachers; and in clearing the Campus of rocks and weeds. Mr Oleson was out nearly every morning, supervising the work of the boys.”

“But so many colds developed, attributed to exposure to rain and to severe exercise without food, that early in 1898, each boy was given a cup of coffee and a piece of pilot bread before beginning work. And in October 1899, breakfast was served before the boys went to their morning work.”

“Up to October, 1895, each boy was assigned to some definite work when he entered school; and he continued that special work during the whole of that year. Possibly, longer.”

“For example, a boy was assigned to ringing the bell for each change of class or of work; meals etc. and he did nothing else. He learned that one thing; and he learned nothing else. It was astonishing how quickly one of those giants could ring a ten-pound bell to pieces.”

“But early in the fall term of 1895, a system was worked out by which every boy was scheduled for the year; and changed his work at the beginning of the month…this system went into effect and has continued, with modifications”.

There was a great need for trained, skilled local labor, and businessmen anticipated that Kamehameha Schools would provide the training for young Hawaiians in the trade and service industries.

“They believed also that a good percent would prove capable of filling positions of responsibility. These men were sincerely interested in the Hawaiian youth; and they promptly showed this interest by sending boys here and paying all expenses.”

“But the results were not always just what the patrons hoped for. Too many of the boys, feeling that their expenses were paid; and feeling sure of three meals a day, did not seem to care a cent whether school kept or not.”

“One of the experiments (then-principal) Richards worked out was to give the boys a chance to pay their own way at Kamehameha, rather than be dependent upon others.”

“Acting upon Mr Richards’ suggestion, our Trustees on June 15th, 1894, authorized twenty-five Work Scholarships. The plan was to select twenty-five reliable boys; pay each ten cents an hour for his work; and have them do only such work as would otherwise be done by outside labor and paid for by the Estate. In short each boy was to earn that money for the Estate.”

“Getting the boys to realize that self-support as better for each boy than depending upon either their parents or patrons, was not managed in one day. But Mr Richards succeeded in getting the twenty-five boys to try the experiment.”

“One plan was to have the Work Scholarship boys produce all the taro the Schools needed and to this end several taro fields up Kalihi were turned over to the Schools by the Estate. Another plan was to have the Work Scholarship boys produce all the milk the Schools needed and to this end several cows were bought, sorghum was planted and a dairy started.”

“Mr Oleson was both orthodox and practical in religious matters. He believed the Bible implicitly and there was no compromise in his nature; but his sermons and talks for our boys were quite as much about every-day affairs as about a future state.”

“We had devotional exercises every morning at 8:30; and every evening before study began. There was a prayer meeting every Wednesday evening; and every Sunday afternoon. The boys usually marched down to Kaumakapili every Sunday morning for Sunday School and remained to church service.”

(Reminiscences of Old Hawaii with Account of Early Life by Uldrick Thompson, Sr (1941) and Reminiscences of the Kamehameha Schools (1922,) provide information about his experiences in Hawaiʻi and at the Kamehameha School for Boys. Information here comes from those (KSBE.))

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$V2_3A {KSB dormitories-rocky field-Punchbowl in the background]-(KSBE)$

V2_3A {KSB dormitories-rocky field-Punchbowl in the background]-(KSBE)

Campus of the three historical schools-(KSBE)-1932

V4_4-C [KSB Band and Cadets in front of Bishop Museum]-(KSBE)

Early Teachers at Kamehameha Schools

Kamehameha School for Boys campus-(KSBE)-before 1900

Bishop Memorial Chapel Old Kamehameha Schools Campus-(KSBE)

Bishop Memorial Chapel-(KSBE)-1897

BPBishopMuseum-BishopHall-(WC)

v2_7B [Dormitory Row]-(KSBE)

First Graduating Class of the Kamehameha School for Boys-(KSBE)-1891

Kamehameha_School_for_Boys_Print_Shop,-(WC)_1897

V2_6A[Dormitory Row-(KSBE)-c1890]

School_for_Boys-L_to_R- Dormitory A, Dormitory B, the Dining-Kitchen-Classroom Building, Dormitory C-(KSBE)

Kamehameha_School_for_Girls-(KSBE)

Kamehameha_School_for_Girls_sewing_class,-(WC)_late_1890s

First Graduating Class of the Kamehameha School for Girls-(KSBE)-1897

Girls_Uniform-1920s

Preparatory_Department-(KSBE)-1888

Preparatory_Department-students_and_teacher-(KSBE)-1888

Honolulu_Harbor-Diamond_Head-Monsarrat-Reg1910-(1897)-portion-noting_Kamehameha_Schools

October 29, 2015 by Peter T Young Leave a Comment

Foreign Mission School

On October 29, 1816, the American Board of Commissioners for Foreign Missions (ABCFM) established the Foreign Mission School as a seminary.

Classes began in 1817 “for the purpose of educating youths of Heathen nations, with a view to their being useful in their respective countries.”

Its object was to educate the youth of promising talent and of hopeful demeanor to return, in due time, to their respective lands in the character of husbandmen, school-masters, or preachers of the gospel.

The first four destinations chosen were (1) the Bombay region of India (1813,) (2) Ceylon (1816,) (3) the Cherokee Indian Nation in the State of Tennessee (1817) and (4) Hawai‘i (1820). (Brumaghim)

The Foreign Mission School connects the town of Cornwall, Connecticut to a larger, national religious fervor of the Second Great Awakening.

The Second Great Awakening spread from its origins in Connecticut to Williamstown, Massachusetts; enlightenment ideals from France were gradually being countered by an increase in religious fervor, first in the town, and then in Williams College.

In the summer of 1806, in a grove of trees, in what was then known as Sloan’s Meadow, Samuel John Mills, James Richards, Francis L Robbins, Harvey Loomis and Byram Green debated the theology of missionary service. Their meeting was interrupted by a thunderstorm and they took shelter under a haystack until the sky cleared.

That event has since been referred to as the “Haystack Prayer Meeting” and is viewed by many scholars as the pivotal event for the development of Protestant missions in the subsequent decades and century.

The first American student missionary society began in September 1808, when Mills and others called themselves “The Brethren,” whose object was “to effect, in the person of its members, a mission or missions to the heathen.” (Smith) Milla graduated Williams College in 1809 and later Andover Theological Seminary.

In June 1810, Mills and James Richards petitioned the General Association of the Congregational Church to establish the foreign missions. American Board of Commissioners for Foreign Missions was formed with a Board of members from Massachusetts and Connecticut.

Cornwall’s Foreign Mission School exemplified evangelical efforts to recruit young men from indigenous cultures around the world, convert them to Christianity, educate them and train them to become preachers, health workers, translators and teachers back in their native lands.

Initially lacking a principal, Edwin Welles Dwight filled that role from May 1817 to May 1818; he was replaced the next year by the Reverend Herman Daggett. In its first year, the Foreign Mission School had 12 students, seven Hawaiians, one Hindu, one Bengalese, an Indian and two Anglo-Americans.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1807 (after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent. In its first year, the Foreign Mission School had 12 students, more than half of whom were Hawaiian.

The school increased its number of pupils the second year to twenty-four; four Cherokee, two Choctaw, one Abenaki, two Chinese, two Malays, a Bengalese, one Hindu, six Hawaiians and two Marquesans as well as three American. By 1820, Native Americans from six different tribes made up half of the school’s students.

Once enrolled, students spent seven hours a day in study. Subjects included chemistry, geography, calculus and theology, as well as Greek, French and Latin.

They were also taught special skills like coopering (the making of barrels and other storage casks), blacksmithing, navigation and surveying. When not in class, students attended mandatory church and prayer sessions and also worked on making improvements to the school’s lands. (Cornwall)

In due time, Reverend Hiram Bingham visited the Foreign Mission School in Cornwall but that wasn’t until May 1819, one year after ʻŌpūkahaʻia died.

Then, from Andover Theological Seminary, Bingham wrote in a letter dated July 18, 1819, to Reverend Samuel Worcester that “the unexpected and afflictive death of Obookiah, roused my attention to the subject, & perhaps by writing and delivering some thoughts occasioned by his death I became more deeply interested than before in that cause for which he desired to live …”

“… & from that time it seemed by no means impossible that I should be employed in the field which Henry had intended to occupy…the possibility that this little field in the vast Pacific would be mine, was the greatest, in my own view.” (Brumaghim)

Subsequently, in the summer of 1819, Bingham and his classmate at Andover Theological Seminary, Reverend Asa Thurston, volunteered to go with the first group of missionaries to Hawai‘i.

On October 23, 1819, a group of northeast missionaries, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) With the missionaries were four Hawaiian students from the Foreign Mission School, Thomas Hopu, William Kanui, John Honoliʻi and Prince Humehume (son of Kauaʻi’s King Kaumuali‘i.)

The Prudential Committee of the American Board of Commissioners for Foreign Missions (ABCFM) in giving instructions to the pioneers of 1819 said:

“Your mission is a mission of mercy, and your work is to be wholly a labor of love. … Your views are not to be limited to a low, narrow scale, but you are to open your hearts wide, and set your marks high.”

“You are to aim at nothing short of covering these islands with fruitful fields, and pleasant dwellings and schools and churches, and of Christian civilization.” (The Friend)

The points of special and essential importance to all missionaries, and all persons engaged in the missionary work are four:
• Devotedness to Christ;
• Subordination to rightful direction;
• Unity one with another; and
• Benevolence towards the objects of their mission

Between 1820 and 1848, the ABCFM sent “eighty-four men and one hundred women to Hawai‘i to preach and teach, to translate and publish, to advise and counsel – and win the hearts of the Hawaiian people.” (Dwight; Brumaghim)

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Cornwall’s Foreign Mission School

Cornwall-home_of_the_Foreign_Mission_School-by_Barber-(WC)-1835

Cornwall’s Foreign Mission School-lantern

First Foreign Mission School-Marker (St. Peter’s Lutheran Church)

First Foreign Mission School Marker

Departure_of_the_2nd_Company_from_the_ABCFM_to_Hawaii

Williams_College-Sloan’s_Meadow-1906

Williams_College_-_Haystack_Monument

American Board of Commissioners for Foreign Missions group-(LOC)-1901

Henry_Opukahaia,_ca. 1810s

Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree

Memoirs_of_Henry_Obookiah

ABCFM-Missionary_Companies_to_Hawaii

September 23, 2015 by Peter T Young Leave a Comment

Student Farmers

On October 23, 1819, the Pioneer Company of missionaries from the northeast US, set sail on the Thaddeus for the Islands. There were seven couples sent by the ABCFM to convert the Hawaiians to Christianity.

These included two Ordained Preachers, Hiram Bingham and his wife Sybil and Asa Thurston and his wife Lucy; two Teachers, Mr. Samuel Whitney and his wife Mercy and Samuel Ruggles and his wife Mary; a Doctor, Thomas Holman and his wife Lucia; a Printer, Elisha Loomis and his wife Maria; a Farmer, Daniel Chamberlain, his wife and five children.

They quickly reduced the Hawaiian language to written form and established schools in which the native Hawaiians were taught to read and to write.

Their instruction was not confined, however, to the ‘three R’s.’ Included in the original band of missionaries was a New England farmer, Daniel Chamberlain, indicating the importance they attached to giving some instruction in western agriculture to the native Hawaiians.

Effectively, they were teaching to the Head, Heart and Hand. Let’s look at some examples.

In 1823, Kalākua Kaheiheimālie (ke Aliʻi Hoapili wahine, wife of Governor Hoapili) offered the American missionaries a tract of land on the slopes surrounding Puʻu Paʻupaʻu for the creation of a high school.

Betsey Stockton from the 2nd Company of Protestant missionaries initially started a school for makaʻāinana (common people) and their wives and children on the site.

Later, on September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna (Upper Lāhainā)) began in thatched huts with 25 Hawaiian young men.

Each scholar was expected to furnish himself with food and clothing by his own industry. Accompanying the work in the fields, a small amount of organized instruction in western agriculture was given. (History of Agricultural Education)

In September 1836, thirty-two boys between the ages of 10 and 20 were admitted as the first boarding students, from the neighbor islands, as well as from the “other side of the island” thus, the beginning of the boarding school at Lahainaluna.

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaiʻi would be largely dependent upon the success of its schools. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In 1835, they constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.)

On January 6, 1835 “our children’s school commenced, eighty children present, sixty knew their letters. A number of the more forward children are employed as monitors to assist the less forward. (ie. advanced)” (Sarah Lyman)

The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

“Mr. Lyman who was brought up on a farm had an abiding faith in the value of manual labor; and his work in Hilo had convinced him that such activity in both primitive and introduced vocation was as necessary as book learning during the period of transition from one culture to another.” (Lorthian)

Rev. William Brewster Oleson had served as principal of the Hilo Boarding School for 8 years. Then, on November 4, 1887, Kamehameha School for Boys opened with 37 students and four teachers – Oleson was appointed its first principal and helped organize the school on a similar model.

Manual labor has a regular feature of the activities of the Kamehameha Boys’ School. Between 1889 and 1893 the school experimented with the raising of cows, pigs, chickens, and vegetables.

Later, the Kamehameha School flocks and herds were improved, and they began the production of forage crops, vegetables, and fruits on a larger scale, and strengthened the classroom work. (History of Agricultural Education)

Punahou, another boarding school, formed in 1841, required that “All students who entered the Boarding department were required to take part in the manual labor of the institution, under the direction of the faculty, not to exceed an average of two hours for each day.” (Punahou Catalogue, 1899)

“We had a dairy, the Punahou dairy, over on the other side of Rocky Hill. That was all pasture. We had beautiful, delicious milk, all the milk you wanted.” (Shaw, Punahou)

Later, in January 1925, Punahou bought the Honolulu Military Academy property – it had about 90-acres of land and a half-dozen buildings on the back side of Diamond Head. (The Honolulu Military Academy was originally founded by Col LG Blackman, in 1911.)

It served as the “Punahou Farm” to carry on the school’s work and courses in agriculture. “We were picked up and taken to the Punahou Farm School, which was also the boarding school for boys. The girls boarded at Castle Hall on campus.” (Kneubuhl, Punahou) The farm school was in Kaimuki between 18th and 22nd Avenues.

In addition to offices and living quarters, the Farm School supplied Punahou with most of its food supplies. The compound included a big pasture for milk cows, a large vegetable garden, pigs, chickens, beehives, and sorghum and alfalfa fields that provided feed for the cows. Hired hands who tended the farm pasteurized the milk in a small dairy, bottled the honey and crated the eggs. (Kneubuhl, Punahou)

While the programs of ‘manual labor’ and farming have been dropped by almost all of the respective school’s curriculums, a lasting legacy and reminder of the prior farming is seen in the Lahainaluna Time Clock.

Between 1941 and 1976, Lahainaluna boarders punched in their “in” and “out” times (according to their assigned student number) to keep track of their daily hours worked for their room and board. (It stopped when the only repairman familiar with the clock passed away.)

While Lahainaluna still has farming activity (raising pigs and cultivating dryland taro, corn, butter lettuce, beans, ti and other crops (Advertiser,)) they don’t punch in/out with the clock.

However, according to the Boarder’s Handbook (2014-2015,) every weekday afternoon and Saturday morning, boarders are to “Check in at the time clock” before they start their 3 ½ hours of work. Likewise, “All Boarders must report to the Time Clock every day and sign out with the Farm Manager when working Overtime until all hours are cleared.”

“Boarders will be evaluated on their dorm and farm work performances; farm and school attendance records; dorm, school, and farm discipline records; school academic effort and achievements; and their overall attitude and behavior in the Boarding Program.” (Lahainaluna High School Boarder’s Handbook, 2014-2015)

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Lahainaluna_Time-Clock

Lahainaluna-Kahu Earl Kukahiko (right), teaches students about farming -1980s-(mauinews)

Lahainaluna boarding student Josh Arata, 16, a senior from Ha’iku, tends to the 5-month old pigs-(advertiser)

Lahainaluna_Time-Clock

Lahainaluna-Chef Paris Nabavi-Sangrita Grill+Cantina-donated $1,200 to Lahainaluna High School’s Agriculture Program-(mauitime)

Hilo_Boarding_School_and_Gardens-from_Haili_Hill-(Lothian)-1856

Hilo_Boarding_School-(75-years)

Hilo_Boarding_School-garden-(75-years)

Kamehameha-Campus of the three historical schools-(KSBE)-1932

Kamehameha [Dormitory Row]-(KSBE)

Kamehameha School for Boys, 1890, (right) Rev. Wm. Oleson, Principal, (far left) Charles E. King-(WC)

Punahou-Gardens-1880

Punahou-Manual-Arts-Class–1924

Punahou-Campus-from-the-air-1939

August 23, 2015 by Peter T Young Leave a Comment

Uldrick Thompson

Uldrick Thompson, Sr was orphaned at the age of 4 – his father, Ambrose Thompson, died of tuberculosis when he was 3 years old. While caring for her husband, his mother contracted the same disease, and died a year later.

His maternal uncle, Uldrick Reynolds and his wife Sarah Myners-Reynolds took him in as one of their own according to the wishes of Thompson’s mother. They farmed halfway between Glens Falls and Saratoga Springs in New York.

Thompson was raised in a Methodist community and in the Methodist church. Uncle Uldrick attended Church regularly, revival meetings occasionally and Camp meetings not at all. The family kept the Sabbath day by attending church, avoiding unnecessary work and reading the Bible and good literature.

But Uncle Uldrick’s personal conduct was more influential; he didn’t swear, drink or gamble and paid his debts, his word being as good as a bond. Thompson sought to do likewise throughout his life.

Thompson was encouraged to become a professional teacher and enrolled at Oswego Normal School. There he met Alice Haviland of Brooklyn, New York; they were married at her parents’ home on July 5, 1882.

On November 4, 1887, the Kamehameha School for Boys opened with 37 students and four teachers. A year later the Preparatory Department, for boys 6 to 12 years of age, opened in adjacent facilities. (Organization of the Kamehameha School for Girls was delayed until 1894.)

Then, Thompson received a letter from General Samuel C Armstrong, the founder of Hampton Institute and son of Hawaiʻi missionary Reverend Richard Armstrong. He was recommended to teach in Hawaiʻi. He met with Charles Reed Bishop and agreed to teach at the new Kamehameha School for Boys.

On August 23, 1889, Rev William Brewster Oleson, principal of the Kamehameha School for Boys (popularly called the Manual School or Department) and Mr Harry Townsend, the vice-principal, met the Thompsons on the dock; they stayed at the Oleson home for a few days.

Thompson (1849-1942) was a teacher at Kamehameha School for Boys (1889-1898 and 1901-1922) and served as the school principal (1898-1901.)

The core classes were arithmetic, algebra, geometry, English, geography, penmanship, business, health, book-keeping and mechanical drawing. “The curriculum emphasized industrial training considered necessary for a Hawaiian to achieve personal and social success.”

For the girls, along with the standard curriculum, there were sewing, cooking, laundering, nursing and hospital practice classes. Girls 13 and older learned how to be homemakers and mothers. (Ruidas)

“Mrs. Thompson and I and the children, had an ideal life on The Kamehameha Campus. We would not have exchanged our experiences there for anything that might have been offered on the mainland.”

A lasting legacy of Thompson is a clock he made when he was 80; in 1928 he donated it to Oswego Normal School, where Thompson first received his teacher training. (Charles King and Sam Keliinoi of the first graduating class at Kamehameha (1891) came to the Oswego Normal School.)

It took Thompson a year to complete the towering grandfather clock made of koa; “His friend, DH McConnell, donated the Oxford-Whittington-Westminster chimes and works.” Thompson “requested it be placed in Sheldon Hall when built.”

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Uldrick Thompson-ksbe

The Dolphin Clock by Uldrick Thompson

Grandfather-clock-built-by-Uldrich-Thompson-Principal-KSB-1898-1901

Early Teachers at Kamehameha Schools

V4-01-A-KSB-First-Graduating-Class-1891

L2R-Dormitory A, Dormitory B, the Dining-Kitchen-Classroom Building, Dormitory C-ksbe

Graduating_Class_of_the_Kamehameha_School_for_Boys,_1900

Assembly-Uldrick Thompson-ksbe

Downtown Honolulu-Uldrick Thompson-ksbe

Downtown Honolulu Landmarks-Uldrick Thompson-ksbe

August 20, 2015 by Peter T Young 7 Comments

Kawaiahaʻo Female Seminary

“The inception of this school emanated from Mrs Halsey Gulick. In 1863, when living in the old mission premises on the mauka side of King street, she took several Hawaiian girls into her family to be brought up with her own children … The mother love was strong in that little group as some of us remember.” (Hawaiian Gazette, March 23, 1897)

The usefulness of such a school became evident; as the enrollment grew, the need for a more permanent organization was required.

“It might be claimed that the real beginning was when Rev. Dr. Gulick and wife first occupied the Clark house, and on March 6, 1865, opened a family school for girls.” (The Friend, April 1, 1923)

In 1867, the Hawaiian Mission Children’s Society (HMCS – an organization consisting of the children of the missionaries and adopted supporters) decided to support a girls’ boarding school. An early advertisement (April 13, 1867) notes it was called Honolulu Female Academy.

HMCS invited Miss Lydia Bingham (daughter of Reverend Hiram Bingham, leader of the Pioneer Company of missionaries to Hawaiʻi) to return to Honolulu to be a teacher in this family school; she was then principal of the Ohio Female College, at College Hill, Ohio.

“Her love for the land of her birth and Interest for the children of the people to whom her father and mother had given their early lives, led her to accept the position, and in March, 1867, she arrived on the Morning Star via Cape Horn.” (Hawaiian Gazette, March 23, 1897)

HMCS appropriated funds for repairs and additions to the buildings; “(t)he old stone buildings which had formerly been used as printing office and bindery by the mission, with the house of Rev EW Clark, then occupied by Dr. H. Gulick, were repaired and remodelled, to enlarge and make more comfortable the necessary rooms for the school now successfully started.”

“It would be impossible to tell those of you who only know the present building, how crowded and uncomfortable some of those rooms were but we rejoiced, for it was improvement! Miss Bingham soon became principal of the school.” (Hawaiian Gazette, March 23, 1897) It was later named Kawaiahaʻo Female Seminary.

It started with boarders and day students, but after 1871 it has been exclusively a boarding school. “Under her patient energy and tact, with the help of her assistants, it prospered greatly, and became a success.” (Coan)

At first the school was designed to prepare Hawaiian girls to become ‘suitable’ wives for men who were at the same time preparing to become missionaries and work in the South Seas.

This objective took the back seat to industrial education as new industrial departments were added. This included sewing, washing and ironing, dressmaking, domestic arts and nursing.

The mainstay of the curriculum involved furnishing complete elementary courses, including music, both vocal and instrumental, and training in the household arts. Concerts given by the girls helped the school to make money.

In January 1869, Miss Elizabeth Kaʻahumanu (Lizzie) Bingham arrived from the continent to be an assistant to her sister. Lizzie was a graduate of Mount Holyoke and, when she was recruited, was a teacher at Rockford Female Seminary. (Beyer)

“To those of us who were then watching the efforts of these Christian ladies the school became the centre of great interest. The excellent discipline, the loving care, the neatness and skill shown in all departments of domestic life, the thoroughness of the teaching and the high Christian spirit which pervaded it all caused rejoicing that such an impulse had been given to education for Hawaiian girls.” (Hawaiian Gazette, March 23, 1897)

“Every Sunday one of the teachers accompanied the Girls to Kawaiahaʻo Church diagonally across the street to the morning service.” (Sutherland Journal)

“When Miss Bingham came to Hilo (on October 13, 1873 she married Titus Coan,) the seminary was committed to the charge of her sister, whose earnest labors for seven years in a task that is heavy and exhausting so reduced her strength, that in June, 1880 she was obliged to resign her post.” (Coan)

While Kawaiahaʻo was both growing and changing into an industrial school, two other female seminaries came into existence: Kohala Female Seminary and Maunaʻolu Seminary (East Maui Female Seminary.)

At the end of the century, all the female seminaries began to lose students to the newly founded Kamehameha School for Girls. This latter school was established in 1894.

It was not technically a seminary or founded by missionaries, but all the girls enrolled were Hawaiian, and its curriculum was very similar to what was used at the missionary sponsored seminaries.

Since Kawaiahaʻo Seminary was located only a few miles from this new female school, it experienced the biggest loss in enrollment and adjusted by enrolling more non-Hawaiian students.

In 1905, a merger with Mills Institute, a boys’ school, was discussed; the Hawaiian Board of Foreign Missions purchased the Kidwell estate, about 35-acres of land in Mānoa valley.

By 1908, the first building was completed and the school was officially operated as Mid-Pacific Institute, consisting of Kawaiahaʻo School for Girls and Damon School for Boys.

Finally, in the fall of 1922, a new coeducational plan went into effect – likewise, ‘Mills’ and ‘Kawaiahaʻo’ were dropped and by June 1923, Mid-Pacific became the common, shared name.

Kohala Female Seminary and Maunaʻolu Female Seminary continued to exist through the 1920s, offering a high school diploma to their graduates. (Hiram and Sybil Bingham, parents of Lydia and Lizzie, are my great-great-great grandparent.)

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