Schools | Page 30 | Images of Old Hawaiʻi

February 10, 2016 by Peter T Young 1 Comment

CTAHR

“A Kingdom without a university looks like an anomaly. Education in this Kingdom is unquestionably on a respectable footing. The foundation of a Hawaiian national university is consequently not a chimerical idea.”

“The King and country should feel proud at the thought of a Hawaiian University lifting its head beside all the other universities of the world. The Curriculum, of course, would embrace the faculties of law, medicine and divinity.”

“A school of medicine is highly desirable here, as well as law school, and a regular school of divinity How is the Kingdom to be supplied with lawyers , doctors and divines?” (Pacific Commercial Advertiser, July 7, 1877)

On January 4, 1893, the Hawaii Bureau (later Board) of Agriculture and Forestry was established in the Kingdom of Hawaii. From the remnants of the Royal Hawaiian Agricultural Society (1850–1869), the Hawaiian Sugar Planters’ Association was established in 1895, and during this period, the seeds of the US Agricultural Experiment Station were planted.

On May 25, 1900, Congress allocated money for reconnaissance and eventually to establish an agricultural experiment station in Hawai‘i. The investigation confirmed that establishing a federal research station in the Territory of Hawaii was appropriate, and on April 5, 1901, Jared Smith stepped off a ship in Honolulu to become its special agent in charge. (CTAHR)

The Farmers’ Institute, along with the Hawaiian Poultry Association, organized the Territorial Agricultural Exhibits in 1906 and 1908. Institute members also voted to petition the US Secretary of Agriculture to assign a tobacco expert to Hawai‘i and to assist in a soil survey.

Meanwhile, it wasn’t until thirty years after the editorial noted at the beginning that, “An act to establish the College of Agriculture and Mechanic Arts of the Territory of Hawai‘i” was passed by the Hawai‘i’s Territorial Legislature and was signed into law by Governor George Carter on March 25th, 1907.

The University of Hawaiʻi began as a land-grant college, initiated out of the 1862 US Federal Morrill Act funding for “land grant” colleges. Since the federal government could not “grant” land in Hawaiʻi as it did for most states, it provided a guarantee of $30,000 a year for several years, which increased to $50,000 for a time.

Cornell graduate John Gilmore, who had agriculture school experience in the Philippines and China took over as president. Gilmore was allowed to recruit faculty members, several of whom were Cornell graduates, thus establishing a “Cornell connection” that still exists today in the college. (CTAHR)

The regents chose the present campus location in lower Mānoa on June 19, 1907. In 1911, the name of the school was changed to the “College of Hawaiʻi.”

The campus was a relatively dry and scruffy place, “The early Mānoa campus was covered with a tangle of kiawe trees, wild lantana and panini cactus”.

The new College of Hawaii campus was also a working farm from the first day. A majority of the property, once cleared of rocks and brush, went to the college’s teaching farm. It appears the first structures built were a poultry shed and a dairy barn.

In 1912, the college moved to the present Mānoa location (the first permanent building is known today as Hawaiʻi Hall.) The first Commencement was June 3, 1912. On July 1, 1920, the College of Hawaiʻi became the University of Hawaiʻi.

On July 1, 1929, the US Agricultural Experiment Station came under joint management of USDA and the university, and all the federal employees who had been operating as federal extensions agents were transferred to the university. David Crawford, the university president, was also the first permanent director of extension under the newly formed relationship.

One of the most unique aspects of agricultural research and education in Hawai‘i, since the early 1900s, has been the cooperative relationship that prevailed among various entities concerned with creating successful agriculture in the Islands.

This included the US Agricultural Experiment Station, the Hawaiian Sugar Planters’ Association (now the Hawaii Agriculture Research Center), the Pineapple Research Institute, the Bureau of Agriculture and Forestry (now the Hawai‘i Department of Agriculture), and the college and university (all within a few miles of each other.)

The founding of the Graduate School of Tropical Agriculture at UH in 1931 brought together educators from these organizations, as well as the Bishop Museum, to teach graduate students. The Agricultural Engineering Institute was a direct result of a successful collaboration among three research institutions in 1947. (CTAHR)

The College of Agriculture was established in 1947 when faculty from the Cooperative Extension Service and the Experiment Station merged with the agriculture and home economics teaching faculty in the College of Applied Science.

Twenty-three years later, it was renamed the College of Tropical Agriculture (emphasizing the tropical nature of Hawai‘i’s environment and agricultural commodities.)

In 1978, the Cooperative Extension Service and the Hawaii Agricultural Experiment Station were brought closer together to create the Hawaii Institute of Tropical Agriculture and Human Resources (HITAHR). Research and extension faculty were administratively included in the newly renamed College of Tropical Agriculture and Human Resources (CTAHR.)

One of the oldest artifacts of Hawai‘i’s Extension Service is ‘Minnie Lee’, the Extension hibiscus (a cross between the ‘Agnes Galt’ hibiscus and a “common yellow” variety.) This large yellow flower with a pinkish-red throat became a symbol of the program’s statewide outreach organization.

‘Minnie Lee’ was bred by Mr. AM Bush and first planted on Maui on May 25, 1929, about a year after the Extension Service officially started in Hawai‘i. It was named for the wife and daughter of William Lloyd, who came from Washington, DC for a year to formally establish the Extension Service. (Lots of information here is from CTAHR.)

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CTAHR-UH Campus-Hawaii_Hall-Farm on Right-1910s

UH_Manoa-PP-59-6-009-00001-portion

CTAHR-UH Campus-Farm on Left

College of Hawaii’s farm (1920)

UH Manoa-College Farm

CTAHR-UH-Campus Map-1949

CTAHR-Related Facilities-Map

USDA Fruit Fly Laboratory (1931)

U.S Agricultural Experiment Station (circa 1901)

Territorial Normal School-1907

Pineapple Research Institute (1931)

Hawaii Sugar Planter’s Experiment Station (1904)

Hawaii Department of Agriculture-1930

College of Agriculture and Mechanic Arts (well prior to 1907)

Bishop Museum (1889)

Minnie Lee Hibiscus

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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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.)

“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.” (Thompson; KSBE)

“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.”

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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