Schools | Page 31 | Images of Old Hawaiʻi

July 11, 2015 by Peter T Young Leave a Comment

School for the Children of the Missionaries

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”,) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the ABCFM in the Hawaiian Islands.

One of the first things the first missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. Their emphasis was on preaching and teaching.

The missionaries established schools associated with their missions across the Islands. This marked the beginning of Hawaiʻi’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.

However, the education of their children was a concern of missionaries.

There were two major dilemmas, (1) there were a limited number of missionary children and (2) existing schools (which the missionaries taught) served adult Hawaiians (who were taught from a limited curriculum in the Hawaiian language.)

“During the period from infancy to the age of ten or twelve years, children in the almost isolated family of a missionary could be well provided for and instructed in the rudiments of education without a regular school … But after that period, difficulties in most cases multiplied.” (Hiram Bingham)

Missionaries were torn between preaching the gospel and teaching their kids. “(M)ission parents were busy translating, preaching and teaching. Usually parents only had a couple of hours each day to spare with their children.” (Schultz)

“(I)t was the general opinion of the missionaries there that their children over eight or ten years of age, notwithstanding the trial that might be involved, ought to be sent or carried to the United States, if there were friends who would assume a proper guardianship over them”. (Bingham)

“This was the darkest day in the life history of the mission child. Peculiarly dependent upon the family life, at the age of eight to twelve years, they were suddenly torn from the only intimates they had ever known, and banished, lonely and homesick, to a mythical country on the other side of the world …”

“… where they could receive letters but once or twice a year; where they must remain isolated from friends and relatives for years and from which they might never return.” (Bishop)

During the first 21-years of the missionary period (1820-1863,) no fewer than 33 children were either taken back to the continent by their parents. (Seven-year-old Sophia Bingham, the first Caucasian girl born on Oʻahu, daughter of Hiram and Sybil, was sent to the continent in 1828. She is my great-great-grandmother.)

Resolution 14 of the 1841 General Meeting of the Sandwich Islands Mission changed that; it established a school for the children of the missionaries (May 12, 1841.) Meeting minutes note, “This subject occupied much time in discussion, and excited much interest.”

The following report was adopted: “Whereas it has long been the desire of many members of this mission to have a school established for the instruction of their children, and this object received the deliberate sanction of our last General Meeting; and”

“(W)hereas the Providence of God seems to have opened the way for this undertaking, by providing a good location for the school, suitable teachers to take charge of it, and a sufficiency of other means for making a commencement. Therefore,”

“Resolved 1, That the foundation of this institution be laid with faith in God, relying upon his great and precious promises to believing parents, in behalf of their children, commending it to his care and love from its commencement, and looking unto him to build it up, cherish it, and make it a blessing to the church and the world.”

“Resolved 2, That the location of the school be at Punahou, in the vicinity of Honolulu.”

“Resolved 3, That $2,000 be appropriated from the funds of the mission, to aid in erecting the necessary buildings, and preparing the premises for the accommodation of the school, as soon as possible; but as this sum is inadequate to the wants of the school, even in its commencement, that it be commended to the private patronage of the brethren of the mission.”

“Resolved 4, That a Board of five Trustees be chosen, of whom the teacher shall be one, ex officio, whose duty it shall be to devise a plan for the school, carry it into operation, as soon as possible, watch over its interests, and regulate its affairs generally.” (Resolution of the General Meeting of the Sandwich Islands Mission, 1841)

A subsequent Resolution noted “That Mr (Daniel) Dole be located at Punahou, as teacher for the Children of the Mission.”

On July 11, 1842, fifteen children met for the first time in Punahou’s original E-shaped building. The first Board of Trustees (1841) included Rev. Daniel Dole, Rev. Richard Armstrong, Levi Chamberlain, Rev. John S Emerson and Gerrit P Judd. (Hawaiian Gazette, June 17, 1916)

By the end of that first year, 34-children from Sandwich Islands and Oregon missions were enrolled, only one over 12-years old. Tuition was $12 per term, and the school year covered three terms. (Punahou)

By 1851, Punahou officially opened its doors to all races and religions. (Students from Oregon, California and Tahiti were welcomed from 1841 – 1849.)

December 15 of that year, Old School Hall, “the new spacious school house,” opened officially to receive its first students. The building is still there and in use by the school.

“The founding of Punahou as a school for missionary children not only provided means of instruction for the children, of the Mission, but also gave a trend to the education and history of the Islands.”

“In 1841, at Punahou the Mission established this school and built for it simple halls of adobe. From this unpretentious beginning, the school has grown to its present prosperous condition.” (Report of the Superintendent of Public Education, 1900)

The curriculum at Punahou under Dole combined the elements of a classical education with a strong emphasis on manual labor in the school’s fields for the boys, and in domestic matters for the girls. The school raised much of its own food. (Burlin)

Some of Punahou’s early buildings include, Old School Hall (1852,) music studios; Bingham Hall (1882,) Bishop Hall of Science (1884,) Pauahi Hall (1894,) Charles R. Bishop Hall (1902,) recitation halls; Dole Hall and Rice Hall (1906,) dormitories; Cooke Library (1908) and Castle Hall (1913,) dormitory.

Dole Street, laid out in 1880 and part of the development of the lower Punahou pasture was named after Daniel Dole (other nearby streets were named after other Punahou presidents.)

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Advertisement-Oahu-College-1895

Bingham Tablet

Punahou School, Photograph attributed to Charles Burgess-1866

Oahu College scene of driveway to Old School Hall and E Building, c.1881

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Punahou Street looking toward Round Top-(HSA)-PPWD-17-3-027-1900

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May 15, 2015 by Peter T Young 1 Comment

Vocational Training

When the missionaries established schools and seminaries (i.e. the female seminaries, as well as Lahainaluna, Hilo Boarding School, Punahou,) they included teaching of the head (‘common’ courses, the 3Rs,) heart (religious, moral) and hand (vocational training, manual labor.)

Lahainaluna was designed first, “to instruct young men that they may become assistant teachers of religion;” second, “to disseminate sound knowledge embracing literature and science;…”

“… third, to qualify native school teachers for their respective duties; fourth, “it is designated that a piece of land shall be connected with the institution and the manual labor system introduced as far as practicable.” (Westervelt)

Later, shortly after the University of Hawaiʻi started (1907,) short courses or ‘special lectures’ of education of “less than college grade” were offered in agriculture as ‘extension’ work.

Nationally, the Cooperative Extension Service was created in 1914 with the passage of the Smith-Lever Act (but it excluded Hawaiʻi.) UH developed its own version of an extension program, which was the basis of a successful appeal to Congress after several years of struggle for Hawai‘i’s inclusion in the Act in November 1928. (CTAHR)

Again, nationally, the Smith-Hughes Act (1917) was “An Act to provide for the promotion of vocational education; to provide for cooperation with the States in the promotion of such education in agriculture and the trades and industries …”

“… to provide for cooperation with the States in the preparation of teachers of vocational subjects; and to appropriate money and regulate its expenditure”. (The law wasn’t effective in Hawaiʻi until March 10, 1924.)

“That for the purpose of cooperating with the States in paying the salaries of teachers, supervisors, or directors of agricultural subjects there is hereby appropriated for the use of the States.”

“(T)hat the controlling purpose of such education shall be to fit for useful employment; that such education shall be of less than college grade and be designed to meet the needs of persons over fourteen years of age who have entered upon or who are preparing to enter upon the work of the farm or of the farm home; that the State or local community, or both”.

“(S)uch schools or classes giving instruction to persons who have not entered upon employment shall require that at least half of the time of such instruction be given to practical work on a useful or productive basis, such instruction to extend over not less than nine months per year and not less than thirty hours per week”. (Smith-Hughes Act, 1917)

Two types of full-time day classes in vocational agriculture were organized in Hawaiʻi. ‘Type A’ classes (primarily for upper elementary and intermediate grades) are those in which pupils spend approximately half of their school time in the classroom where they receive Instruction in English, mathematics, hygiene, geography, vocational agriculture and other subjects.

The remaining time was spent in the field where the pupils do all of the work on a class project in sugar cane or in pineapple production. Field work is closely supervised by the teacher of vocational agriculture, but all money earned was divided among the boys in proportion to the time they work. They also had a home project.

Under the ‘Type B’ plan (typically for high school students,) pupils did not use a portion of the school time for field work. Practical experience was gained through extensive home project programs. Classroom instruction in agriculture is under the teacher of vocational agriculture, but academic subjects were taken with other pupils of the school under regular teachers of these subjects.

Some schools incorporated the program into their curriculum. Then, the 1967 session of the 4th Hawaii State Legislature resolved that “it is of great urgency to the citizens of this State, adults as well as youths, that there be developed a comprehensive state master plan for vocational education.” A ‘State Master Plan for Vocational Education’ was prepared the next year.

Its introductory comments included, “Technologically-induced shifts in job opportunities have imposed new career training demands. The rapid opening of new fields of knowledge has changed the very nature of work itself; the priorities shifting from muscle power to mental powers.”

“We witness a tremendous shift from production-oriented jobs to service jobs; we must now have a corresponding emphasis on the development of the required communicative and social skills.” (Master Plan, 1968)

“Given the apparent inadequacies in education and the accompanying human tragedy and waste, and given the extremely tight local labor market and the desperate long-term need for more educated, more highly trained manpower, there would seem to be a good deal of prophetic wisdom in the expansion of the Community College occupational training programs.”

Recommendations for the Master Plan included: “1. The main responsibility of the DOE in the K-12 programs should be provision of basic and general education. The DOE programs should provide for exploratory and pre-vocational experiences. …”

“2. Vocational education at a secondary school level should be seen as an integral part of total education. At the Community College level, general education should be an integral component of vocational education.” (Master Plan, 1968)

The community college system was brought into being. It replaced the technical schools that had existed previously.

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Hilo_Boarding_School_Shop,_Class_of_June_1901

Hilo_Boarding_School-printing-(75-years)

Hilo_Boarding_School-shop-(75-years)

Punahou-Manual-Arts-Class-1924

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Kamehameha_School_for_Girls nursing class-KSBE

Kamehameha_School_for_Girls cooking class c1900-KSBE

Kamehameha_School_for_Boys-Carpentry_shop_students_building_a_school_cottage_1902-1903,_(WC)

Kamehameha_School_for_Boys_Print_Shop,-(WC)_1897

Kamehameha School for Boys-Students working in the Carpentry Shop, 1890, (right) Rev. Wm. Oleson, Principal, (far left) Charles E. King-(WC)

May 9, 2015 by Peter T Young 3 Comments

The First School

God brought Hiram Bingham a woman “he chose himself and bade me take her with a thankful heart, and always remember that God hears prayer. For he had prepared her and her friends to bless the mission with her aid.” (Hiram Bingham to William Jackson, February 1821; Wagner)

“This friend of the heathen was an honor to the town that gave her birth and education. She was a sagacious and successful teacher in Southampton, Mass., Sharon and East Windsor, Conn., Canandaigua, N ., and Honolulu, Sandwich Islands”. (Hiram Bingham to William G. Bates, Westfield, Mass, October 6, 1869; Westfield Jubilee, 1870)

Sybil Moseley Bingham was born September 14, 1792, the daughter of Pliny and Sophia (Pomeroy) Moseley in Westfield, Massachusetts. She was educated at Westfield Academy. By the age of nineteen she had lost both of her parents (1810 and 1811.)

Sybil was a good scholar; and when she arrived at the age of twenty-one, she commenced teaching, in different and distant towns. She was a remarkably mild and gentle person in her manners. (Westfield Jubilee, 1870)

As the eldest of three sisters, she had to work to support herself and her two sisters, who stayed with relatives while she taught school at first at Hartford and later at in Canandaigua, New York.

“The result of her labors there, in conjunction with her fellow-laborers, has been of world-wide importance. Those beautiful islands have been redeemed from heathenism; and, though the population has decreased in its numbers, yet the people have increased in intelligence, and the products of their labor have added to the comforts of the world.”

“I doubt not, but that Mrs. Bingham was not surpassed, in her devotion and zeal, and in her earnest and faithful labors, by any other missionary, who ever went forth to a foreign land. Her whole soul was in the work.”

“She was, in a peculiar manner, fitted for it; and there was a pervading enthusiasm in her mind, which gave to her whole life, the highest impulse of Christian duty.” (Westfield Jubilee, 1870)

Hiram Bingham and his classmate, Asa Thurston, were ordained at Goshen, Ct., September 29, 1819; it was the first ordination of foreign missionaries in the State of Connecticut.

On October 11, Bingham was married, at Hartford, Ct., to Miss Sybil Moseley, who, out of sympathy with the new missionary enterprise, had been led to attend the ordination, and to whom he was first introduced on that occasion. (Congressional Quarterly, 1871)

They sailed for the Hawaiian Islands (then called Sandwich Islands) on October 23, 1819; on March 30, 1820, they anchored off shore of Kawaihae, then sailed to Kailua Kona and anchored there (April 4.) On April 11, King Kamehameha II (Liholiho) gave the missionaries permission to stay. Hiram and Sybil sailed for Honolulu the next day (and arrived April 19.)

It is said that she started the first school in Hawaiʻi in May 1820. (“… Sybil Moseley Bingham, opened the first school in this city in May, 1820, surely an historic date.” (Hiram Bingham II)

Sybil’s June 20, 1820 journal entry notes, “After neglect of my journal for more than two months in a most interesting part of our history too … Very soon I gathered up 12 or 15 little native girls to come once a day to the house so that as early as possible the business of instruction might be commenced. That was an interesting day to me to lay the foundation of the first school ever assembled in this dark land.”

June 21st. “The most which has interested me to-day has been my little school. To see the little things so ready to learn, and so busy with their needles, is very pleasant. I long to know more of their language, that I might be pouring into their tender minds more instruction than ab.”

“I think we make progress in that now. It was impossible to do much on the voyage, as, without books, all our knowledge of it must be acquired as it falls from the lips of the natives. There are a few females who understand a little of English.”

July 20th. “What arrangement we shall make of our family concerns when so large a part has gone, we have not determined. I should like to have this little cottage a few weeks with only my kind husband and pleasant native boy, that so I might attend with more delight to my school which is daily encreasing, and such missionary duties as each day brings with it.”

She did not just teach children, her July 22, 1820 entry notes, “a native woman called Sally in whom we have all been interested. She is the wife of an American – speaks English, and with her two little girls comes regularly every day to learn to read. I earnestly desire to be more faithful in instructing her.”

Sybil was not alone in teaching the native Hawaiians. In 1820, missionary wife Lucy Thurston noted in her Journal, Liholiho’s desire to learn, “The king (Liholiho, Kamehameha II) brought two young men to Mr. Thurston, and said: “Teach these, my favorites, (John Papa) Ii and (James) Kahuhu. It will be the same as teaching me. Through them I shall find out what learning is.”

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

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

In 1839, King Kamehameha III called for the formation of the Chiefs’ Children’s School (Royal School.) The main goal of this school was to groom the next generation of the highest ranking Chiefs’ children and secure their positions for Hawaiʻi’s Kingdom. The King asked missionaries Amos Starr Cooke and Juliette Montague Cooke to teach the 16-royal children and run the school.

Interestingly, as the early missionaries learned the Hawaiian language, they then taught their lessons in the mission schools in Hawaiian, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians. (Sybil Bingham is my great-great-great grandmother.)

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May 4, 2015 by Peter T Young 3 Comments

Academy of the Sacred Hearts

In the early-1500s, Jean de Joyeuse presented a wedding gift to his young bride, Francoise e Voisins; it was a dark hardwood statue (11-inches tall) of the Blessed Mother, depicted as a dignified Grecian matron with the Christ Child on her left arm and an olive branch in her right hand – it was known as “Virgin of Joyeuse.”

Over the years, the statue was passed down through the family; then, one family member joined the Capuchin Franciscans in Paris and brought the statue with him to the monastery.

Over the next couple of centuries, the statue – with the olive branch in her hand and the Prince of Peace on her arm – was acclaimed (and renamed) Notre Dame de Paix … Our Lady of Peace. On July 9, 1657, before a large crowd (including King Louis XIV,) the papal nuncio to France blessed and solemnly enthroned the Blessed Mother’s statue.

The French Revolution, which started in 1789, put Our Lady of Peace in hiding; when peace had been restored, the statue was given to a priest in Paris (Father Marie-Joseph Pierre Coudrin,) who gave it to a nun (Mother Henriette Aymer de la Chevalerie.)

On May 6, 1806, the statue was enshrined in a convent chapel in the Picpus district of Paris. (In 1800, the priest and nun co-founded a community of sisters, brothers and priests – the Congregation of the Sacred Hearts of Jesus and Mary and the Perpetual Adoration of the Blessed Sacrament – members were known more simply as the Picpus or Sacred Hearts.)

In Hawaiʻi, King Kamehameha III donated land for the first permanent Catholic Church; it was named the Cathedral of Our Lady of Peace (it’s the oldest Roman Catholic Cathedral in continuous use in the US.) It was dedicated on August 15, 1843; a statue of Our Lady of Peace stands on the mauka side of the cathedral.

On May 4, 1859 the Sisters of the Congregation of the Sacred Hearts of Jesus and Mary and the Perpetual Adoration of the Blessed Sacrament arrived at Honolulu.

On July 9 of that year, they opened the Sacred Hearts Convent, a boarding and day school for young women, at the Catholic mission. (Initial enrollment was just five girls, but the population increased greatly by the time of the new school building’s opening.)

Five bays of the original 20 bay building remain on Fort Street. The bays included the relief moldings spelling out “AD 1859” to commemorate the year of the sisters’ arrival and the beginnings of the Catholic Church’s school, not the date of construction (it was built in 1901.)

A separate chapel, infirmary and additional classroom spaces were on other parts of the Cathedral grounds. The sisters resided in rooms near the large school house and among the girls in the dormitories located at the rear of the Cathedral property.

Between 1906 and 1909, representatives of the Catholic community acquired a five-and-a-half acre tract of land on the makai side of Waiʻalae Avenue, just off the streetcar line in the growing suburban area of Kaimuki.

In 1909, Bishop Libert Boeynaems, SS.CC., asked the Sisters to establish a Catholic secondary school for women in Kaimuki. Academy of the Sacred Hearts welcomed its first seventy-five students and nineteen boarders on September 12, 1909.

The new Sacred Hearts Academy opened officially with its dedication on September 5, 1909; classes for the first class of 33 boarders and 20 day students began on September 13. Eleven sisters, formerly residing at Fort Street, moved to the new school. Within a short time, the school expanded to include young women from kindergarten to the twelfth grade.

In addition to the Convent and the Academy, the Sisters opened an orphanage, St Anthony’s Home, in 1909. They began St Patrick School, Kaimuki, in 1930; St Theresa School, Liliha, in 1931; Our Lady of Peace School, Nuʻuanu, in 1933; and Immaculate Conception School, Līhuʻe, in 1951.

The building back on Fort Street remained in service until 1937, when the school’s educational functions shifted to other church properties and the resident sisters moved to a new convent at the former Baldwin Estate near School Street in Nuʻuanu.

The new owners converted the building to a more conventional commercial frontage. The mauka side commercial front probably dates from the 1940s, when the new owners stripped the decorative façade and replaced it with a smooth concrete facing.

The makai side became the Ritz Department Store in 1954. The Ritz completed the conversion of the Fort Street façade to a large, stark concrete panel, embellished by a vertical “RITZ” sign and horizontal metal canopy stretching across the entire frontage. (The Catholic Church repurchased the property in 2007, converting a space used by the Church of Scientology into a Catholic museum.)

In 1990, the Sisters passed the administration of Sacred Hearts to a lay staff, but the school continues the traditions of providing a quality Catholic education for Hawaii’s women. The governance of the Academy rests in a Board of Directors, with specific powers reserved to a religious Board of Members.

The school has grown to 1,100 students, in grades preschool to 12th grade. In 2003, the school was recognized as a national service learning school and, in 2007, it was recognized as a national school of character, one of 10 in the nation.

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Our Lady of Peace-Statue-Fort Street

Our Lady of Peace Cathedral, Honolulu, 1890

Cathedral (left)-Congregation of the Sacred Hearts of Jesus and Mary’s School and Convent-(right)

Congregation of the Sacred Hearts of Jesus and Mary School and Convent-Fort Street

Congregation of the Sacred Hearts of Jesus and Mary School and Convent-FortStreet

Congregation of the Sacred Hearts of Jesus and Mary School and Convent-Fort_Street

Remaining 5-bays of the original convent-Fort Street

Honolulu and Vicinity-Dakin-Fire Insurance- 06-Map-1906-noting cathedral, convent and Sacred Hearts School FortStreet

Downtown Honolulu 1938-cathedral and convent noted

April 9, 2015 by Peter T Young 1 Comment

Wailuku Female Seminary

Back in the beginning of the 19th-century, it was believed that women should be educated to understand domestic economy, because they were to play the major role in educating the young, primarily in their homes, and later (as the school population grew and there was a shortage of teachers) as school teachers. (Beyer)

Gender segregated schools were established. Although schools for upper-class women were in existence prior to the 19th-century, the female seminary for middle-class women became the prevailing type of institution from 1820 until after the Civil War.

The most prominent female seminaries on the continent were Troy Seminary (1821,) Hartford Seminary (1823,) Ipswich Seminary (1828,) Mount Holyoke Seminary (1837) and Oxford Seminary (1839.)

The seminary’s primary task was professional preparation: the male seminary prepared men for the ministry; the female seminary took as its earnest job the training of women for teaching and motherhood. (Horowitz, Beyer)

Western-style education did not begin in Hawai’i until after members of the American Board of Commissioners for Foreign Missions (ABCFM) arrived in 1820.

Because the primary educators responsible for developing the education system of Hawai’i were Americans, the educational practices for Hawaiian girls tended to mirror, but not necessarily duplicate, what was taking place on the continent. (Beyer)

In 1835, at the general meeting of the Mission, a resolution was passed to promote boarding schools for Hawaiians; several male boarding schools and two female boarding schools were begun (Wailuku Female Seminary on the island of Maui and the Hilo School for Girls on the island of Hawai’i.)

Wailuku Female Seminary (or the Central Female Seminary, as it was first called) was the first female school begun by the missionaries. It received support at a time when the missionaries were experimenting with both boarding schools and a manual labor system.

In 1837 the missionaries opened the Wailuku Female Seminary to educate girls to be “good Christian wives” for the graduates of Lahainaluna a school for boys at Lahaina. A boarding school, they thought, would have a deeper influence than day classes.

The opening of the school raised some concern by the Wailuku missionaries: “It will be remembered that our station is really on West Maui, and now may be considered as having only one man to attend to the appropriate missionary work of the station.”

“The Seminary about to go into operation is for the benefit of the islands generally & will occupy the whole time of its teacher. So that E Maui with a population of some 20,000 has really no missionary”. (Wailuku Station Report, 1837)

Rev. Jonathan Green, his wife Theodosia and Miss Maria Ogden were the first teachers, followed by Edward Bailey and his wife Caroline.

Green noted, “the object of our Seminary is to impact to the pupils, and through them to the entire population of Hawaii, a thorough going Christian education.”

The missionaries felt that in order to run “a good Christian household”, the girls needed to learn domestic skills: housekeeping, washing and ironing, sewing and mending. They also learned how to spin cotton and weave cloth.

A strict schedule was considered to be an important part of their education. An hour of gardening before breakfast, each girl having her own little plot, was added to relieve the stress. (MHS)

As to their studies, “They have attended to Reading, Writing, Mental and Written Arithmetic, Geography Sacred and Civil, Exhibition of Popery, Gallaudet’s Book on the Soul, and Natural Theology.” (General Meeting Minutes, 1841)

The plan for the school included a two story stone building, used for classes but including a room for a chapel and a dining room, which was completed in 1837; and an adobe building, used as a dormitory, also completed in 1837.

An additional building was added before the end of 1839. It was made of stone, attached to the original two story building, and used as a dining hall. It is the only building of the Wailuku Female Seminary that is still standing today (part of what is now known as the Bailey House.)

No sooner was the Seminary open than a letter arrived from the Missions’ headquarters asking that no more money be spent on the school. By 1849, however, the Mission Board was unable to raise money, and the Wailuku Female Seminary was closed after its 12th year. (MHS)

Edward Bailey and his wife Caroline Hubbard Bailey arrived in Honolulu April 9, 1837. Not long after their arrival, the couple was transferred to Wailuku to head the Wailuku Female Seminary.

Bailey worked at the Wailuku Female Seminary until its closure in 1849. At that time he purchased the fee simple title to the Girls’ boarding school, the house and lot, and began his interest in what was to become Wailuku Sugar Company.

Edward and Caroline lived in their Wailuku home for 50-years; at the time of his death in 1903 Edward Sr was the oldest living missionary sent to Hawaiʻi.

The Bailey House is now the Maui Historical Society’s Hale Hō‘ike‘ike (House of Display) showcasing Hawaiian history and culture, as well as paintings and furnishings from nineteenth-century Maui.

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