Images of Old Hawaiʻi

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Saint Louis School

On June 17, 1839, King Kamehameha III issued the Edict of Toleration permitting religious freedom for Catholics in the same way as it had been granted to the Protestants.

In 1841, Father Louis Maigret, the Vicar delegate, divided Oʻahu into missionary districts. Father Martial Jan was assigned to supervise the Koʻolau district. By the early 1850s, the windward coast of Oʻahu was dotted with chapels.

The Sacred Hearts Father’s College of Ahuimanu was founded on the Windward side of Oʻahu in 1846 by the Catholic Mission under the direction of the Fathers of the Sacred Hearts of Jesus and Mary.

One of its students, Damien (born as Jozef de Veuster,) arrived in Hawaiʻi on March 9, 1864, at the time a 24-year-old choirboy.  Determined to become a priest, he had the remainder of his schooling the College of Ahuimanu.

On May 21, Damien was ordained a priest at the Cathedral of Our Lady of Peace in downtown Honolulu; he spent the rest of his life in Hawaiʻi.  In 2009, Father Damien was canonized by Pope Benedict XVI.

The College of Ahuimanu flourished; as reported by the Bishop in 1865, “The college and the schools are doing well. But as the number of pupils is continually on the increase, it has become necessary to enlarge the college. First we have added a story and a top floor with an attic; then we have been obliged to construct a new building. And yet we are lacking room.”

In 1881, the school moved to its second location in former Rev. Richard Armstrong’s home, ”Stonehouse” (named after the residence of Admiral Richard Thomas in England,) on 91 Beretania Street adjoining Washington Place. At that time, the name “College of St. Louis” was given to the institution in honor of Bishop Louis Maigret’s patron Saint, Louis IX.

Pacific Commercial Advertiser noted that “The College of St. Louis, an Hawaiian Commercial and Business Academy, offering Classical, Scientific and Commercial courses,” also offered in its curriculum courses in Latin, Greek, French, Spanish, German, and Italian. An evening session offered adults “theoretical and, practical knowledge of commercial and business transactions.” (Soong)

Growing enrollment soon required the Mission Fathers to relocate the school, again; this time, they found a site on the banks of Nuʻuanu Stream.  The College at Aʻala was placed under the direction of five pioneer Brothers of Mary who arrived from Dayton, Ohio in 1883.

St Louis continued to be affiliated with the Society of Mary, a religious order of brothers and priests called Marianists.  The Society was founded by Blessed William Joseph Chaminade, a priest who survived the anti-clerical persecution during the French Revolution.

The Nuʻuanu Stream front campus was accessed via “College Walk” street; it’s now a linear mall/park fronting the stream (however, no school or college is there anymore.)

In the years following, it became evident that the elementary and high school departments were in need of still larger quarters. Encouraged by parents and alumni, the Marianists laid plans for a greater St. Louis College.

In 1923, they purchased 205 acres at Kalaepōhaku in Kaimuki; classes began there in 1928.

December 8, 1941 the US Government commandeered the campus for the use of the 147th General Hospital.  Elementary students attended classes at Saint Patrick School and high school classes co-located at McKinley High School.

Sharing a campus by the high schools led to a fierce rivalry. To ease some of the tension, reportedly, Saint Louis football coach (later Honolulu Mayor) Neal Blaisdell created the “poi pounder trophy,” to go to the winner of the annual Saint Louis/McKinley football game (this continued from 1942 to 1969.)

After sixty-seven-years of providing education at grade levels one through twelve, the elementary and intermediate grades were withdrawn one-grade-a-year, beginning in 1950.

In 1955, the Marianists established Chaminade College on the east end of the Kalaepōhaku campus (it was initially named the Saint Louis Junior College; with it, Saint Louis College was renamed to Saint Louis High School.)

In 1957, Saint Louis Junior College became co-educational and a four-year college and the school was renamed to Chaminade College of Honolulu (named after the Society of Mary (Marianists) founder.)

St. Louis’ high school classes continued on campus until 1979, when the school’s Board of Trustees voted to re-incorporate intermediate grades seven and eight, beginning in fall, 1980. A sixth grade was added and the intermediate grades were then converted to a middle school beginning with the fall semester of 1990.

Today, Saint Louis is an all-boys private Catholic school, grades six through twelve; they note it is a school “Where Boys Who Want to Change the World Become the Men Who Do.”

The image shows St Louis College at its Aʻala facility at College Walk on Nuʻuanu Stream.  In addition, I have added some related images in a folder of like name in the Photos section on my Facebook and Google+ pages.

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Keʻelikōlani – Princess Ruth

A great-granddaughter of Kamehameha, a grand-niece to Kamehameha II and III, and a half-sister of Kamehameha IV and V, Ruth Keʻelikōlani was born in Pohukaina, O‘ahu on February 9, 1826.

Ruth’s heritage was controversial.  She was the poʻolua (“two heads”) child of Kāhalaiʻa and Kekūanāoʻa.  (Johnson)

Her mother, Pauahi, was said to be carrying the child of Kāhalaiʻa when she married Kekūanāoʻa. Kekūanāoʻa claimed Keʻelikōlani as his own in court, and the matter was officially settled, though it would be debated again in later years, even by her own half-brother, Lot.  (Nogelmeier)

After Pauahi’s death, Kekūanāoʻa married Kīna‘u, and they became the parents of Lot Kapuāiwa, Alexander Liholiho, and Victoria Kamāmalu, making Keʻelikōlani a half-sister to these three.

Her mother, Pauahi, died while giving birth to Keʻelikōlani, who was then cared for by Kamehameha’s wife, Ka‘ahumanu, who herself died six years later. The Princess was then sent to live with her father, Kekūanāoʻa, and her stepmother, Kīnaʻu.

At the age of sixteen, Keʻelikōlani married William Pitt Leleiōhoku. While serving as governor of Hawai‘i Island, Leleiōhoku died, only twenty-two years old. They had two children, only one of whom – William Pitt Kīnaʻu – survived childhood. Tragically, he died at the age of seventeen in an accident on Hawai‘i.

Keʻelikōlani’s second husband was the part-Hawaiian Isaac Young Davis, grandson of Isaac Davis (a Welsh advisor to King Kamehameha I.)

In 1862, they had a son, Keolaokalani (‘The Life of the Heavenly One.’)  (No one knew then that Keolaokalani would be the last baby born into the Kamehameha line.)  Keʻelikōlani gave him as a hānai to Bernice Pauahi.

Lot (Kamehameha V,) forced Ruth to renounce all ties with Keolaokalani as her heir. (But six months was all the time Pauahi would have with her son. He died on August 29, 1862.)

Then Lot insisted that she adopt William Pitt Leleiōhoku II, King Kalākaua’s youngest brother and heir apparent.    She did; however, Leleiōhoku predeceased Ruth.

Determined to uphold the honor of her ancestors, she retained many traditional religious practices. Although she learned English among other subjects at the missionary-run Chief’s Children’s School, she was a staunch supporter of the Hawaiian language and traditional cultural practices.

Able to speak and write English, she chose not to. Trained in the Christian religion, she held fast to practices and beliefs that were considered pagan, including her patronage of chanters and hula dancers.  (Nogelmeier)

When Madame Pele threatened the town of Hilo with a lava flow in 1881, the people asked Keʻelikōlani to intercede. The Hawaiian-language newspaper Ko Hawai‘i Pae Aina published a letter with the heading “Ka Pele ai Honua ma Hilo” (Pele, devourer of land at Hilo) that describes the immediate danger, “Hapalua Mile ka Mamao mai ke Koana aku” (the distance from town being only one half mile). Ke‘elikōlani offered traditional oli (chants) and hoʻokupu (tribute) to Pele and later reportedly camped at the foot of the flow. The flow stopped just short of town.  (Bishop Museum)

She was a member of the Privy Council (1847,) the House of Nobles (1855-1857) and served as Governor of the island of Hawaiʻi (1855-1874.)

She was godmother to Princess Kaʻiulani. At Kaʻiulani’s baptism, Ruth gifted 10-acres of her land in Waikīkī where Kaʻiulani’s father Archibald Cleghorn built the ʻĀinahau Estate.

Keʻelikōlani was respected as one of considerable rank, and as time passed, she was said to be “Ka Pua Alii Kiekie pili ponoi o ko Kamehameha Hale – the highest-ranking descendant of Kamehameha’s line … ke Alii kahiko aku i ko na Alii e ae a pau – the chiefess with the most historic lineage of all”.  (Ka Nupepa Kuokoa, 1883 – Nogelmeier)

Throughout her life she was regularly addressed by all as Ka Mea Kiʻekiʻe – Highness. Foreigners knew her as “Princess Ruth.”

By the time King Kalākaua was elected, Keʻelikōlani was the richest woman in the kingdom, having inherited the estates of her parents and siblings.

Despite owning Huliheʻe Palace, a Western-style house in Kailua-Kona, she chose to live in a large, traditional grass home on the grounds of that oceanfront property.

She later chose to build Keōua Hale, a large, ornate mansion on her land in Honolulu.  Keōua Hale was a Victorian-style mansion, and the most expansive residence of the time; it was larger than ʻIolani Palace.

The house was completed in 1883; however, Princess Ruth Keʻelikōlani never lived in the palace. She became ill immediately after the house warming and birthday luau.

Her doctors recommended that she return to Huliheʻe, her Kailua-Kona residence, where they believed she would more quickly regain her health.  She died in 1883 at Haleʻōlelo at her large native-style home (thatch house) on the grounds of Huliheʻe Palace in Kailua, Hawaiʻi.

At her death, Keʻelikōlani’s will stated that she “give and bequeath forever to my beloved younger sister (cousin), Bernice Pauahi Bishop, all of my property, the real property and personal property from Hawaiʻi to Kauaʻi, all of said property to be hers.” (about 353,000 acres)

This established the land-base endowment for Pauahi’s subsequent formation of Kamehameha Schools at her death.  Princess Bernice Pauahi Bishop passed away a year later.

The image shows Keʻelikōlani in 1877; in addition, I have added related images in a folder of like name in the Photos section on my Facebook and Google+ pages.

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Education in Hawaiʻi

 

Before the foreigners arrived, Hawaiians had a vocational learning system, where everyone was taught a certain skill by the kahuna.  Skills taught included canoe builder, medicine men, genealogists, navigators, farmers, house builders and priests.

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

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built 1,103 schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 52,882 students.  (Laimana)

The proliferation of schoolhouses was augmented by the printing of 140,000 copies of the pīʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers.  (Laimana)

The word pīʻāpā is said to have been derived from the method of teaching Hawaiians to begin the alphabet “b, a, ba.” The Hawaiians pronounced “b” like “p” and said “pī ʻā pā.”  (Pukui)

In 1831, Lahainaluna Seminary, started by missionary Lorrin Andrews, was created in Maui to be a school for teachers and preachers so that they could teach on the islands. The islands’ first newspaper, Ka Lama Hawaii, was printed at this school.

Hilo Boarding School opened in 1836, built by missionary David Lyman, a missionary. Eight boys lived there the first year. This school was so successful a girls’ boarding school was created in 1838.

Oʻahu’s first school was called the Chiefs’ Children’s School (Royal School.)  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, and at his request was run by missionaries Mr. and Mrs. Amos S. Cooke; 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 Hawaiʻi’s Kingdom.

The Chiefs’ Children’s School was unique because for the first time Aliʻi children were brought together in a group to be taught, ostensibly, about the ways of governance.  The School also acted as another important unifying force among the ruling elite, instilling in their children common principles, attitudes and values, as well as a shared vision.

Kamehameha III called for a highly-organized educational system; the Constitution of 1840 helped Hawaiʻi public schools become reorganized.

William Richards, a missionary, help start the reorganization, and was later replaced by missionary Richard Armstrong.  Richard Armstrong is known as the “the father of American education in Hawaiʻi.”

“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 creation of the Common Schools (where the 3 Rs were taught) marks the beginning of the government’s involvement in education in Hawaiʻi.  At first, the schools were no more than grass huts.

Armstrong helped bring better textbooks, qualified teachers and better school buildings.  Students were taught in Hawaiian how to read, write, math, geography, singing and to be “God-fearing” citizens. (By 1863, three years after Armstrong’s death, the missionaries stopped being a part of Hawaiʻi’s education system.)

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.

Oʻahu College, later named Punahou School, was founded in 1841 on land given to missionary Hiram Bingham by Boki (at the request of Kaʻahumanu.)  Bingham gave the land to the mission for the school.

By 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91 percent – and perhaps as high as 95 percent – by 1834. (Laimana)

From 1820 to 1832, in which Hawaiian literacy grew by 91 percent, the literacy rate on the US continent grew by only 6 percent and did not exceed the 90 percent level until 1902 – three hundred years after the first settlers landed in Jamestown. By way of comparison, it is significant that overall European literacy rates in 1850 had not risen much above 50 percent. (Laimana)

The government-sponsored education system in Hawaiʻi is the longest running public school system west of the Mississippi River.  To this day, Hawaiʻi is the only state to have a completely-centralized State public school system.

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Lahainaluna Printing-Engraving

Lahainaluna Seminary (now Lahainaluna High School) was founded on September 5th 1831 by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”.
Out of this training came many of Hawaii’s future leaders and scholars including David Malo (1835,) Samuel Kamakau (1837) and others (Keali‘i Reichel graduated in 1980.)
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.
On February 14, 1834 came  the  first newspaper, ‘Ka Lama Hawaii,’ ever  printed  in  the  Islands  in  any  language, also  the  first newspaper  published  west of the Rocky Mountains.
Besides the publication of the 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.
That brings us to a newly printed book “Engraved at Lahainaluna,” offered through the Hawaiian Mission Houses Historic Site and Archives.
It’s here and being processed for sales, soon … and if you like things of Hawai‘i, this is something you will want to add to your collection. 
The Mission Houses store is open Tuesday through Sunday 10 am through 4 pm – it’s located at the Historic site at 553 South King Street (Diamond Head side of Kawaiahaʻo Church.
Hawaiian Mission Houses Historic Site and Archives invites the public to celebrate the launching of Engraved at Lahainaluna, on Wednesday, May 30, at 5:30 p.m. at Hawaiian Mission Houses.
For more information on the book launch, or to purchase Engraved at Lahainaluna, please call 447-3923 or visit www.missionhouses.org.
The image shows a drawing of Lahainaluna (ca. 1838, drawn by Bailey and engraved by Kepohoni;) in addition, Missions Houses has given me permission to post some of the engravings and I added a few other Lahainaluna engravings in a folder of like name in the Photos section.  (I’ll add some more later.)
But don’t rely on these, get you own copy of the “Engraved at Lahainaluna” (I’ve already ordered mine.)

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Aka‘ula School, Moloka‘i – A Model In Environmental Education

Education has always been important to me; while I was at DLNR, environmental education was a focus.
Ultimately, the goal was about making sure young people understand the interrelationship of the things around us and the responsibility we share on making sure we do the right thing.
Ultimately, it’s about the future, not what’s in it for any of us, now.
We started meetings with the DOE and looking at opportunities and programs to consider around the state; Aka‘ula School on Moloka‘i kept coming up in peoples’ conversations.
Something good was obviously happening there and we needed to understand what it was and include them in the process.
I called the principal and asked if I could visit the school; I spent the day watching what they were doing and interacting with the kids.
On that visit I was inundated with pointed questions from the student body about invasive plants and animals, endangered species, ballast water, etc.
The students demonstrated a surprising awareness of their surroundings and factors that may impact the quality of life for them, their family and future generations.
It was immediately evident that these students were engaged by the curriculum developed at Aka‘ula and by fields of study in which their “laboratory” was in their back yards and neighborhoods.
The lessons they learned about our fragile and precious resources were obviously strong, clear and lasting.      
Aka‘ula School is a private middle school in Kaunakakai Moloka‘i.  Their school motto is “Learning and Leading Together.”
The school incorporates the concept of PRISM (Providing Resolutions with Integrity for a Sustainable Molokai) it its curriculum.
The PRISM program has a long history on Molokaʻi and has received recognition and awards at local, state, national and international levels as an exemplary environmental education program.
PRISM was started to engage students in learning skills to become effective participants in their community.
To do this, teachers bring students, community resource managers and other leaders together on issues such as solid waste, land use, energy, ecotourism and biodiversity.
Developing these connections and networking with the community has led to increased interest in school by students, parents and community members. 
The ultimate intention of PRISM is to prepare environmentally literate citizens who are willing and able to make informed decisions which promote both the quality of human life and the quality of the environment.
In 2003, National and Molokai-specific research showed that PRISM students improved their critical thinking and problem solving skills and demonstrated the ability to be contributing community members.
Students participating in the program were reported to be more mature, have more poise, self-esteem and leadership ability, and were more autonomous than their peers.
Based on this commitment to education and recognizing there were good models to follow, at DLNR we initiated a legislative bill to expand the number of Charter Schools in the State through the establishment of new environmental education-focused charter schools (at least one per island.)
We suggested the Aka‘ula School was a perfect model for schools with a curriculum based on environmental issues.
Unfortunately, the legislature did not pass the bill.  Hmmm.
Too often, neighbor island initiatives are overlooked and must yield to Honolulu-centric thinking.  It’s too bad, Moloka‘i and Aka‘ula School have a lot to teach the rest of us.