Schools | Page 30 | Images of Old Hawaiʻi

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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Kainalu_Crash-Honolulu Advertiser, November 21, 1961

Kainalu_Crash-Kingsport News, TN, November 22, 1961

Kainalu_Crash-Long Beach, CA Press-Telegram, November 21, 1961

Kainalu_Crash-Evening Times, MD, November 21, 1961

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

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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