Images of Old Hawaiʻi

by Peter T Young Leave a Comment

Sam Ka‘aekuahiwi

“From the lofty precipice on the south-east of Waipio, I had an enchanting view of a Hawaiian landscape of singular beauty and grandeur, embracing the varied scenery around, and the deep and charming valley below; the dwelling-place of twelve or fifteen hundred inhabitants …”

“With one hand clinging to little shrubs and strong grass, and with the other thrusting a sharpened staff into the earth to avoid sliding fatally down the steep, I attempted it. Friendly natives of the valley ascended part way to meet and assist me. Their ingenuity readily supplied a vehicle, by uniting bushes and branches of shrubs, and the ki plant for a drag.”

“Taking a seat at their order, on the top of it, I was gradually let down this wall on this basket, by six wakeful and sure-footed natives, two before, two behind, and one on each side.”

“With all their agility, one and another of them occasionally getting too much momentum, would suddenly slide forward a yard or two ahead of the others. We reached the bottom speedily and successfully.” (Bingham)

“Waipio Valley is a deep cleft six miles long reaching back into the rugged Kohala mountains.  It is the largest valley in the Hawaiian Islands.  It is almost one-half mile deep at the northern end and three-quarters of a mile deep at the [southern] end.”  (Honolulu Advertiser, June 24, 1956).

“It had five stores, four restaurants, one hotel, a post office, a rice mill, nine poi factories, four pool halls, and five churches. Also two jails.” (Honolulu Advertiser, June 24, 1956). The majority of these establishments were located in Nāpō‘opo‘o.

Nāpō‘opo‘o (‘the holes’) is located near Hi‘ilawe Falls on the Kukuihaele side of Waipi‘o valley. When Ellis visited the valley in 1823, this area was well populated. In 1870, the Chinese started rice farming in areas which were previously cultivated in taro. (DURP, 2001)

The May 1920 Hawaii Educational Review notes, Waipio School “is not on government land. The land is owned by the Bishop Estate and leased to the Hamakua Ditch Company.”

Samuel ‘Sam’ Makanoenoe Ka’aekuahiwi Sr was Principal of Waipio School 1920-1945 (possibly earlier than 1920). (Waipio: Māno Wai, Appendices)

Samuel Makanoenoe Ka’aekuahiwi Sr was born on June 28, 1882, in Kukuihaele, the son of Peter Pika Ka‘aekuahiwi Sr and Puhene Kahiwa. He married Amoy Akeao Akana Leong on December 31, 1903. They were the parents of at least 5 sons and 10 daughters. (FamilySearch)

“When I was four years old, my mother died. So my sister was keeping me, my older sister and my other sisters. … My father, yeah, he remarried. or only stay together, or what. I don’t know if really he remarried (No, only together.)” (son, Ted Ka‘aekuahiwi; Waipio: Māno Wai)

Sam Ka‘aekuahiwi “came from, actually from Maui. And he went to Maui Boarding School and he came to Hawaii. In the first place, he’s a teacher. … He taught at Kawaihae. That’s his first place he taught. Let’s say, maybe about five years I think.”

“And then he came to Kapulena. He taught over there, I don’t know how many years, but. And then he came down to Waipio. And then he met my mother down at Waipio Valley. Married. Start teaching down Waipio Valley.”  (Ted Ka‘aekuahiwi; Waipio: Māno Wai)

“The Waipi‘o School was a two room building, and at its peak may have had about one hundred students. Everything was taught in the English language, through four grades. I remember a succession of teachers, an Englishman with a red face and a moustache, then a Portuguese, then John Kealoha, Solomon Burke (a hapa haole), and Sam Ka‘aekuahiwi.”

“The kids were mostly Hawaiians, followed numerically by Hawaiian-Chinese, Hawaiian-Haole, and Chinese. We were supposed to speak only English on the school premises, but we actually used a pidgin of Hawaiian, English, and Chinese.”

“We used Baldwin Readers, first, second and third. We read about spring, summer, autumn, and winter without the slightest comprehension of the terms. We read of Jack Frost on the pumpkins, when outside were rose apple trees and the tradewinds brought the fragrance of wild ginger flowers into the classrooms.”

“We memorized the alphabet and the multiplication tables. We studied history and learned that George Washington was born in Westmoreland, Virginia – why that stuck in my head I’ll never know. All of us felt sorry for the American Indians and Negroes. We also learned something about Hawaiian history.”

“School hours were from nine to twelve and one to two. … The Chinese kids were the better students, especially in arithmetic, whereas the Hawaiian kids were good in music and singing. The teachers would write out the music in four parts and the kids sang it beautifully.”

“Every Friday afternoon for one hour we would have a work detail, repairing stone walls, dusting erasers—a general cleanup of the school.”

“The only times school was called off was when the valley was badly flooded. … At the high school [in Hilo] I met white kids for the first time.” (Herbert Mock “Akioka” Kāne; transcribed and edited by his son “Herb” Kawainui Kāne; Coffee Times)

In 1939, Waipio Valley had “a 3-room grammar school with one teacher, one principal (Sam Kaaekuahiwi), and 31 students; a Mormon church; two stores.”

“The school sponsors social affairs, dances and hula concerts. No mail delivery in the valley. Old Protestant church in ruins, Roman Catholic church falling apart. Non-Mormon services conducted in people’s homes. 4-H Club sponsors fairs. No electricity but they do have battery-run radios. Approximately 80 voters. Population of Waipio approximately 200.” (Waipio: Māno Wai, Appendices)

“I went to Waipio Valley School. My teacher was Samuel Kaaekuahiwi. He was the roughest teacher that I ever come across for the many years. But he was all right. … Well, when you don’t do your lessons right, you not interested, he pound you on the wall. That’s the kind of life we went through.” (Joseph Batalona, Waipio: Māno Wai)

“Sam Kaaekuahiwi, the last school teacher of Waipi‘o, told me that Kukuihaele Village got its name in ancient times when inhabitants of Waipi‘o could see travelers carrying lights on the pali trail. Kukui refers to kukui nut torches, and haele ‘to go.’” (Herbert Mock “Akioka” Kāne; transcribed and edited by his son “Herb” Kawainui Kāne; Coffee Times)

In 1949, “The 100 residents of Waipio valley, biggest wet-land taro producing area of the territory, still have hopes of getting a road into the valley.”

“But unlike residents of other areas, they have patience, knowing construction of a road from the pali nearly 1,000 feet to the floor of the valley, is preceded by many other proposed county projects with higher priority ratings.”

“Until then, however, they would like more attention shown their trails in the valley. They made their wishes known yesterday to County Chairman James Kealoha, who made a horseback trip around the valley.”

“Mrs Louisa Kanekoa told him the county neglected trimming brush which shoots up over the trails from the rich valley soil. She urged the hiring of Waipio women who, she said, are better workers than the men and would save money for the county.”

“Sam Kaaekuahiwi, former principal of the Waipio school … said the road was not only needed for transporting poi and taro to market but also to make it easier for students to attend school.”

“More than 10 children now must get up around 5 am to make the long hike up the steep incline to the Kukuihaele school, for some trip of more than three miles, he said.”

“On rainy mornings they reach the pali soaked to the skin and make a change in clothing before going to school. A few students live in Kukuihaele during the school year to avoid making the long walk.” (Hawaii Tribune Herald, Nov 5, 1949)

In 1951, Waipio had “a schoolhouse, but no teacher. … There is a phone line from the top to the bottom of the trail into Waipio. Before jeeps enter the trail they call down to see if a mule pack is coming up. Two mule trains go up each day, each with 7-9 mules.” (Waipio: Māno Wai, Appendices)  Sam Ka‘aekuahiwi Sr died December 12, 1961.

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Arcadia

“As one enters the grounds the pure style of the white structure is more impressive.  Simplicity, which always spells tase, reigns supreme, and the grassy terrace on one side of the broad walk advancing to meet one, is a quiet spot of beauty …”

“… as well as a sign of the hospitality which will always endear the Governor and his wife to the public and their intimate friends.” (Evening Bulletin, Jan 18, 1908)

In 1907, a new home was built “where their old cottage stood for so many years”. (Evening Bulletin, Jan 18, 1908) “Arcadia” was “known as a center of culture and refinement”. (Hawaiian Gazette, June 20, 1899)

Born October 29, 1863, in Grass Valley, California, Walter Francis Frear was the son of Walter and Fannie E (Foster) Frear. He descended on his father’s side from Hughes Frere, a French Huguenot who emigrated to New York from Flanders in 1676 and was one of the twelve founders of New Paltz, New York.  On his mother’s side, he is a descendant of George Soule, who came to America with the Mayflower Pilgrims.

Arriving in the Islands with his parents at the age of seven, Mr. Frear first saw Hawaii on Christmas morning, 1870. He graduated from O‘ahu College in 1881 and received his AB degree at Yale University in 1885.

After serving as an instructor at O‘ahu College, Mr. Frear entered Yale Law School, receiving an LL.B. degree in 1890 and was awarded the Jewell prize for the best examination at graduation. In 1910 the honorary degree of LL.D. was conferred on him by Yale University.

Returning to Hawaii, he was appointed second judge, First Circuit Court, by Queen Liliu‘okalani on January 1, 1893, just before the revolution which ended the monarchy, and was appointed second associate justice of the Supreme Court by the Provisional Government, March 7, 1893.

Frear married Mary Emma Dillingham Frear on August 1, 1893. Mary was a daughter of Benjamin F Dillingham, one of the most prominent businessmen and entrepreneurs in Hawaiʻi, and Emma Louise Smith, daughter of missionaries Rev and Mrs Lowell Smith, who had come to Hawaiʻi from New England in 1833.

During the Republic of Hawai‘i, Mr. Frear was made first associate justice of the Supreme Court, January 6, 1896. In 1898, following annexation by the US, he was appointed by President McKinley a member of the commission to recommend to Congress legislation concerning Hawaii.

Frear was appointed chief justice of the Supreme Court, Territory of Hawai‘i, June 14, 1900, serving until August 15, 1907. He was appointed Hawai‘i’s third Governor in 1907 by President Roosevelt; Frear remained in office until 1913.

The Frear home, known as “Arcadia,” was located at 1434 Punahou Street.  (Punahou74) “There is a feeling of space and comfort all over the house. Nothing is over-done. … The bedrooms are all dainty and possess the same restful atmosphere.”  (Evening Bulletin, Jan 18, 1908)

“Always interested in the Greek language, the Frears chose a name in it for their home. Horses, cats and other pets also were often given Greek names.  Arcadia has been variously translated as peace, rest an beauty, of ‘the home of pastoral simplicity and happiness.’ The Frears had originally met when he was her Greek teacher.” (Star Bulletin, April 10, 1965)

“It is certainly a house of culture, of rest, and of peace.  That atmosphere pervades everything, and on feels on intimate terms with the host and hostess from the moment of entering it portals.”

“It is also a home, a place to live in, and the sympathetic natures of the occupants are felt immediately. That Governor and Mrs Frear will be one with the public and its needs goes without saying, for they believe heart and soul in ding all in their power for the general good of mankind.”

Walter died January 22, 1948 in Honolulu.  Mary died on January 17, 1951. “Arcadia. The stately home … at 1434 Punahou St, together with all the land [about 3-acres] and improvements [was] bequeathed to Punahou School under the terms of Mrs’ Frear’s will … [and she] requests her residence be known as the ‘Walter and Mary Frear Hall.’”. (Honolulu Advertiser, Feb 2, 1951)

Punahou considered such options as faculty housing but, by the fall of 1955, the facility had been remodeled to accommodate the kindergarten. Classes were held there until May 1962. (Punahou74)

Then, “The present home will be torn down to make way for the new Arcadia … The project will be built and owned by the Central Union Church.” (Honolulu Advertiser, April 15, 1965)

“Punahou had announced plans for the retirement home there last October but for tax reasons decided to lease it to the [Central Union] church instead.” (Star Bulleting, Feb 25, 1965)

“Ground was broken … for the $7.4 million Arcadia ‘retirement’ apartment building to be located on the site of the old Frear home at 1434 Punahou Street.”

“Instead of the customary shovel-full of dirt, the ground-breaking ceremony featured a hitching-post ‘transplanting’.  A metal hitching post at the side of the home, which dates back to 1907, was moved to a special container, which will be given a permanent niche when the Arcadia project is completed.”  (Honolulu Advertiser, April 15, 1965)

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Kindergarten

“When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guarantee of a larger society which is worthy, lovely and harmonious.”

“Passivity of attitude, mechanical massing of children, uniformity of curriculum and method are the typical points of the old education. It may be summed up by stating that the centre of gravity is outside the child.”

“Now the change which is coming into our education is the shifting of the centre of gravity. It is a change, a revolution, not unlike that introduced by Copernicus when the astronomical centre shifted from the earth to the sun. In this case the child becomes the sun about which the appliances of education revolve; he is the centre about which they are organized.” (Dewey; Wheeler)

Let’s look back …

The word kindergarten comes from the German language. Kinder means children and garten means garden. Friedrich Froebel (1782-1852) started the first kindergarten, Garden of Children, in 1840. “Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers.” (Watertown Historical Society))

The idea of kindergartens began in Germany with Friedrich Froebel (1782-1852.) Germans moving to the US brought the idea over when they settled there. In 1855, in Watertown, Wisconsin, Mrs Carl Schurz, a former student of Froebel, established America’s first kindergarten. (Castle)

In Hawaiʻi, the earliest mention of a kindergarten program is in 1892 in connection with Francis Williams Damon’s work with the Chinese. Damon was interested in Chinese boys, and opened a kindergarten in the Chinese Mission on Fort Street. Charles Reed Bishop provided some financial support.

In 1893, the Woman’s Board of Missions for the Pacific Islands opened four kindergartens specializing in several racial groups: Portuguese, Japanese, Hawaiian and one for children of all other races. (CharlesReedBishop-org)

In Hawaiʻi, free kindergartens began under private support. The Islands’ first kindergarten teacher might have been Miss Birch Fanning, who arrived in Honolulu August 3, 1889.

Although she announced her plans to start her own kindergarten, she ended up as a teacher for Punahou Preparatory School on Beretania Street in 1892. This experience was short-lived, and Punahou did not begin a permanent kindergarten program until 1900.

Because of the success, the Woman’s Board of Missions, founded in 1878, organized four kindergartens in 1893. Separated along racial lines, they were organized for Japanese, Portuguese, Hawaiians, and for a group classified as “other races.” (Castle)

Local training of teachers began two years later for “select young ladies” who “have worked hard and acquired great proficiency in the mysteries of Froebel’s admirable system of training infant minds.”

The programs proved extremely popular; and, the work was exceeding the capacity of the Woman’s Board of Missions. As a result, the Free Kindergarten and Children’s Aid Association of the Hawaiian Islands was established in 1895. (Forbes)

Because of its newness, the Free Kindergarten and Children’s Aid Association was soon in search of an educational methodology to implement its mission. Harriet Castle, the guiding spirit of the Association, would be responsible for shaping this direction through importing the academic views of John Dewey, a friend of the Castle family.

Dewey’s theory, which would help to shape education for the 20th-century, resulted from his rejection of the rigid and formal approach to education that dominated schools in the late 19th-century. The old approach was based upon a psychology in which the child was thought of as a passive creature upon whom information and ideas had to be imposed. (Castle)

Free Kindergarten and Children’s Aid Association, one of Hawaiʻi’s first eleemosynary organizations, offered the first teacher training program and free kindergarten to all of Hawaiʻi’s children.

Some of the children were taught in the old Mission School House, “the great single room … on Kawaiahaʻo Street. Cool, spacious, dignified, generous in the proportions of its ample length and breadth, of its lofty ceiling, of its deeply recessed windows….” (The Friend, December 1, 1924)

The early Mission School House, built about 1833-35 was the regular meeting place of the annual missionary gathering, known as the “General Meeting.” This building stood south of Kawaiahaʻo Church, at the foot of a lane. (Lyons)

In 1899, the Henry and Dorothy Castle Memorial Kindergarten (1899-1941) was founded, funded and operated by the Castle Foundation. Mary Castle used a major substantial part of the proceeds of the trust to fund a memorial to her late son and granddaughter. (This program established the reputation and identity of the foundation.) (Castle)

Castle asked Dewey to create a kindergarten modeled upon his educational theories. The facility was built on the Castle family homestead on King Street, where Henry was born and Dorothy spent her early years. The school was later turned over to the University of Hawaiʻi (founded eight years later in 1907) to operate.

Eventually, the teacher training program was eventually moved to what became the University of Hawaiʻi, and the kindergartens were taken over by the Territorial Department of Education. (KCAA)

Free Kindergarten and Children’s Aid Association also established the first public playground in Honolulu in 1911, Beretania Playground, at the corner of Beretania and Smith streets in the heart of Chinatown. It was intended for boys and girls under ten, and for older girls accompanying the very young, and the “play garden” was open seven days a week from 9 am to 5 pm.

“In recognition of the truth of Joseph Lee’s declaration, ‘A boy without a playground is father to the man without a job’, the Free Kindergarten and Children’s Aid Association is making a valiant effort … to secure a trained playground worker for Honolulu.” (The Friend, April 1912)

Just like the private founders forming and funding the Kindergarten program, initially, private groups, rather than public agencies, undertook efforts to build playgrounds.

A major objective of private playground organizers was to convince city officials that public recreation ought to be a municipal responsibility. As a result, by the opening decade of the twentieth century most large American cities had established playgrounds owned and operated by municipal governments.

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Free_Kindergarten_and_Children's Aid-Castle
Free_Kindergarten_and_Children’s Aid-Castle
Socialization and food preparation-Castle Memorial Kindergarten-Castle-1910
Socialization and food preparation-Castle Memorial Kindergarten-Castle-1910
Castle Memorial Kindergarten-Castle-1905
Castle Memorial Kindergarten-Castle-1905
Henry Castle and his daughter Dorothy-HMCS
Henry Castle and his daughter Dorothy-HMCS
Breathing_Space_and_Wholesome_Play-(TheFriend)
Breathing_Space_and_Wholesome_Play-(TheFriend)
Graduation Castle Memorial Kindergarten-Castle-1905
Graduation Castle Memorial Kindergarten-Castle-1905
Honolulu and Vicinity-Dakin-Fire Insurance- 29-Map-1906-Kindergarten_noted
Honolulu and Vicinity-Dakin-Fire Insurance- 29-Map-1906-Kindergarten_noted
Some Early Playgrounds-GoogleEarth
Some Early Playgrounds-GoogleEarth

by Peter T Young Leave a Comment

Missionaries Lay The Foundation for a System of Public Instruction

Merze Tate, Professor of History at Howard University, wrote a 1961 article titled, The Sandwich Island Missionaries Lay the Foundation for a system of Public Education in Hawaii. The following is taken from that article.

“Aside from conversions, one of the most notable achievements of the Congregational and Presbyterian missionaries sent to the Sandwich Islands under the auspices of the American Board of Commissioners for Foreign Missions was the development of an educational system for the nation.”

“A broad enlightenment program for the islanders depended upon instruction in the indigenous tongue and this, of necessity, was delayed until the pioneer teachers had learned the language and reduced it to a written form. Nevertheless, before the evangelists were well settled at [Kailua-Kona], on Hawaii, and Honolulu and Waimea, on Oahu, they made a start in English.”

“The missionaries reasoned that if the masses were to be made literate within a reasonable period they would have to be taught in their own tongue.”  (Merze Tate)

The cycle of missionary educational endeavor divides itself roughly into three periods: first was a decade of establishment and experimentation, lasting from 1820 to about 1831. Here the language was reduced to a written form, teaching materials were printed and adults learned the rudiments of reading and writing.

The second period, from 1831 to 1840 was characterized by a shift from adult to child education. By improvement in training teachers to teach.

Finally, the following two decades where the missionaries gradually relinquished their control of educational activities; this saw the establishment of public education under governmental control in 1840, and lasted to 1863 when the ABCFM ended the mission in Hawai‘i. (Whist)

“After the first printed sheets came from the press in the Hawaiian language, on January 7, 1822, and all were able to see their own words in print, learning to read, write, and spell was comparatively easy”.

“After the chiefs beheld their language in print they began to manifest a more lively interest in education for themselves and for their children and in the establishment and maintenance of schools for their people.”

“After the public advocacy of instruction by the highest chiefs, in April 1824, similar action came from all parts of the kingdom.  Learning also received a great impulse from the personal tours of the vigorous Kaahumanu, who went all through the islands commanding the people to listen to the Kumus, or missionary teachers, and the chiefs to provide facilities for schools.”

“Because of the lack of paper and slates, writing was taught only to a very limited extent, and arithmetic hardly at all until an eight-page pamphlet on the subject was published at the beginning of 1828.”

“By 1825 the people stood waiting for instruction while the missionaries were endeavoring to bring out a new supply of spelling books, which would make possible the doubling of the number of schools.”

“Between April 1 and October 15, 1825, the mission station on Oahu distributed 16,000 copies of their Elementary Lessons [Pi-a-pa], nearly all of which were used in schools. Outside these, however, there were multitudes anxious to learn but could not be furnished with competent teachers or palapala.”

“Men and women as well as children, requested enrollment in the first schools and eagerly sought the materials of instruction by bringing at different times in the course of the season sugar cane, taro, a bunch of bananas, a fowl, or a kid, a bundle of sticks for firewood, a ball of native cord, or the offer of some kind of work to exchange for a spelling book.”

“Obviously, the few missionaries in Hawaii could not, in addition to their primary evangelical duties, personally instruct the multitude of pupils seeking education or give adequate supervision to numerous schools scattered throughout the islands.”

“It was necessary to utilize the services of Hawaiian teachers. For the periodic inspection of the numerous schools two methods were used: quarterly examination (hoike) of as many as possible of the pupils of a whole district in a convenient place, and tours throughout a district or about an island by one or more missionaries or Hawaiians appointed for that purpose.”

“The first method, however, stimulated community interest, made the youth more eager in their pursuit of the new learning, and became gala occasions, ending in a feast.”

“The evangelists’ initial educational work, despite its limitations, produced important and enduring results and laid the foundation upon which they were able to intensify their educational efforts and to establish permanent educational monuments in the 1830’s.”

“There was continued increase in the number of people receiving instruction.  In 1828, 37,000 were in school, while two years later the number stood at 41,283, with 20,000 scholars on Hawaii, 10,385 or Maui, 6,398 on Oahu, and about 4,500 on Kauai.”

“The following year there were 1,100 common schools in operation with a pupil enrollment of 52,000. By the close of that year the Pi-a-pa had gone through nine editions to place a total of 190,000 copies in circulation.”

“However, at times during this period of educational expansion schools in some districts were practically deserted for work on the land or in collecting sandalwood in the forests.”

“After the heaviest pressure of adult education was over, the missionaries, realizing that the hope of the nation lay in its children, gave more attention to teaching youngsters.”

“The first school built exclusively for Hawaiian children met in 1832 in a large, badly constructed, unfurnished building which used adobe bricks for seats and desks, and had no glass windows.  But even this ‘step in the ladder of progress’ was demolished in an autumn storm.”

“The Sandwich Islands Mission, in June 1831, however, resolved to establish a high school to ‘instruct men of peity and promising talents’ in order that they might become assistant teachers.”

“The school, with Rev. Lorrin Andrews as principal and sole instructor, was delightfully located at Lahainaluna, or Upper Lahaina, on a high elevation about two miles back from the port of Lahaina, on Maui. Governor Hoopili made a grant of land of one thousand acres, which concession was later confirmed by King Kamehameha III.”

“Although started as an experiment to qualify Hawaiian teachers in ‘the best methods of communicating instruction to others,’ the first twenty-five students had already taught and had had some training at the mission stations.  Moreover, almost all were married men who brought their wives with them.”

“In 1833, the missionaries resolved to initiate a manual labor system in connection with the studies at the high school and in the following year decided to enlarge and put the institution on a permanent basis/”

“From Lahainaluna, on February 14, 1834, was issued the first Hawaiian newspaper, in fact the first paper west of the Rocky Mountains in the North Pacific, Ka Lama Hawaii, or Hawaiian Luminary, which contained miscellaneous instruction for the school.”

“In addition to Lahainaluna, several other educational institutions were established during the decade of the 1830’s.”

“In 1839, at the request of the chiefs, a family or boarding school was opened in Honolulu for the education of their children [Chiefs’ Children’s School, Royal School]. That these young chiefs should be in school under systematic instruction was considered of immense importance, both for their and the Hawaiian kingdom’s welfare and future.”

“The old chiefs were rapidly disappearing and if their heirs were to fill their places, they must be well prepared. They must either acquire a good education or become extinct as chiefs.”

“Up to 1840, when the mission surrendered the administration of the common schools to the government, the major share of the responsibility for the education of Hawaiian youth was in the hands of the American Protestant missionaries.”

“After that date, as we have seen, they established and continued to operate more select and boarding schools for an increasing number of Hawaiians who were able to pay something toward the education of their children.”

“The station and boarding schools for native Hawaiians which the missionaries founded were their pride, their joy, their hope, and their stronghold of the nation.”

“Through their instrumentality the evangelists expected to raise and influence an intelligent and somewhat educated people, and in this aspiration they were not disappointed.”

“Initially, the Sandwich Islands Mission – for both humanitarian and selfish reasons – resisted the proposal to make English the language of the nation and to teach the subject in all the mission schools.” (Merze Tate)

In a letter to the Sandwich Island Mission, Rufus Anderson, corresponding secretary for the American Board of Commissioners for Foreign Mission (ABCFM) in Boston, wrote on April 10, 1846: “I trust you will not fall in with the notion, which I am told is favored by some one at least in the government, of introducing the English language, to take the place of the Hawaiian.”

“I cannot suppose there is a design to bring the Saxon race in to supplant the native, but nothing would be more sure to accomplish this result, and that speedily.” (Hawaiian Language Policy and the Courts, Lucas)

The arrival of the first company of American missionaries in Hawai­ʻi in 1820 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.

John Laimana tells us that 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.

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

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)

Missionary Hiram Bingham stated that the rise in literacy and education, “was like laying a corner stone of an important edifice for the nation.”

“This legendary rise in literacy climbed from a near-zero literacy rate in 1820, to between 91 to 95 percent by 1834. That’s only twelve years from the time the first book was printed!” (KSBE)

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands”.  (Lee, December 2, 1847, Privy Council Minutes)

“Thus we may conclude that the educational work of the Sandwich Islands Mission was of incalculable value in disseminating knowledge to all classes of people, in the kingdom, in planting and nurturing religious concepts and some of the better features of western civilization, and in laying the foundation for a system of public instruction”. (Merze Tate)

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Alumnae

Founded in 1839, O‘ahu’s first school was called the Chiefs’ Children’s School (The 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; 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 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 to board in the Chief’s Children’s School.

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.

Amos Starr Cooke (1810–1871) and Juliette Montague Cooke (1812-1896), missionaries from the American Board of Commissioners for Foreign Missions, were selected by the King to teach the 16-royal children and run the school.

In a letter requesting the Cookes to teach and Judd to care for the children, King Kamehameha III wrote, “Greetings to you all, Teachers – Where are you, all you teachers? We ask Mr. Cooke to be teacher for our royal children. He is the teacher of our royal children and Dr. Judd is the one to take care of the royal children because we two hold Dr Judd as necessary for the children and also in certain difficulties between us and you all.”

The students ranged from age two to eleven, and differed widely in their temperaments and abilities, goals and destinies.  But they all had one common bond: their genealogical sanctity and mana as Aliʻi-born.

The school building was square-shaped, about seventy-six square feet in area, with a courtyard in the center and a well.  The thirteen or so rooms included a large classroom, kitchen, dining room, sitting room and parlor, and living quarters for the students and the Cookes.  The entire complex was surrounded by a high wall, apparently intended as much to keep people out as to keep them in.

In this school were educated the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855 (age noted is the age at death:)

Alexander Liholiho (February 9, 1834 – November 30, 1863 (age 29))
Son of High Chief Mataio Kekūanāoʻa (Royal Governor of Oʻahu, as well as Kuhina Nui (Prime Minister (1863-1864)) and Princess Elizabeth Kīnaʻu (Kuhina Nui (Prime Minister) as Kaʻahumanu II (1832-1839.)) He was the grandson of Kamehameha I.  Hānai by his uncle, King Kamehameha III.  Alexander Liholiho became King Kamehameha IV and ruled over Hawaiʻi January 11, 1855 – November 30, 1863

Emma Naʻea Rooke (January 2, 1836 – April 25, 1885 (age 49))
Daughter of High Chief George Naʻea and High Chiefess Fanny Kekelaokalani Young and hānai to by her childless maternal aunt, chiefess Grace Kamaʻikuʻi Young Rooke, and her husband, Dr. Thomas CB Rooke.  On June 19, 1856, Emma married Alexander Liholiho and became Queen Emma.  They had one child Prince Albert.  In 1859, King Kamehameha IV and Queen Emma founded Queen’s Hospital.

Lot Kapuāiwa (December 11, 1830 – December 11, 1872 (age 42))
Son of High Chief Mataio Kekūanāoʻa (Royal Governor of Oʻahu, as well as Kuhina Nui (Prime Minister (1863-1864)) and Princess Elizabeth Kīnaʻu (Kuhina Nui (Prime Minister) as Kaʻahumanu II (1832-1839.))  Hānai by his grandmother Queen Kalākua Kaheiheimālie and step-grandfather High Chief Ulumāheihei Hoapili.   Lot Kapuāiwa became King Kamehameha V and ruled over Hawaiʻi November 30, 1863 — December 11, 1872.

William Lunalilo (January 31, 1835 – February 3, 1874 (age 39))
Son of High Chief Charles Kanaʻina and High Chiefess Miriam Auhea Kekāuluohi (Kuhina Nui (Prime Minister) as Kaʻahumanu III (1839-1845.)) He was grandnephew of Kamehameha I and second cousin to King Kamehameha IV and King Kamehameha V.  The first elected King of Hawaiʻi; he became King Lunalilo and ruled over Hawaiʻi January 8, 1873 – February 3, 1874.

David Kalākaua (November 16, 1836 – January 20, 1891 (age 54))
Son of High Chief Caesar Kapaʻakea and his mother High Chiefess Analeʻa Keohokālole.  Hānai to Keaweamahi Kinimaka and High Chiefess Haʻaheo Kaniu.  Under Kalākaua’s direction, the cornerstone for ʻIolani Palace was laid on December 31, 1879 (it was completed in 1882.) He earned the nickname “Merrie Monarch.”  He defeated Queen Emma in an election to the throne and ruled over Hawaiʻi February 12, 1874 — January 20, 1891.

Lydia Liliʻu Kamakaʻeha (September 2, 1838 – November 11, 1917 (age 79))
Daughter of High Chief Caesar Kapaʻakea and his mother High Chiefess Analeʻa Keohokālole.  Hānai to Abner Pākī and his wife Laura Kōnia.  Hawaiʻi’s last reigning monarch, she was named heir apparent (and her name was changed to Liliʻuokalani) and succeeded her brother to the Hawaiian throne and ruled over Hawaiʻi January 29, 1891 – January 17, 1893.

Bernice Pauahi (December 19, 1831 – October 16, 1884 (age 52))
Daughter of High Chief Abner Pākī and Laura Kōnia. Pauahi was married to businessman Charles Reed Bishop.  Hānai to Princess Kīnaʻu (Kuhina Nui (Prime Minister) as Kaʻahumanu II (1832-1839.))  Great-granddaughter of King Kamehameha I, her estate operates the Kamehameha Schools (established in 1887) according to Pauahi’s will.

Elizabeth Kekaʻaniau Laʻanui (September 12, 1834 – December 20, 1928 (age 94))
Daughter of High Chief Gideon Peleioholani Laʻanui and High Chiefess Theresa Owana Kaheiheimalie Rives; she was great grandniece of Kamehameha I. She married Franklin Seaver Pratt on April 27, 1864.  She was the last Royal School alumnus to die.

Moses Kekūāiwa (July 20, 1829 – November 24, 1848 (age 19))
Son of Mataio Kekūanāoʻa and Elizabeth Kīnaʻu. He was a grandson of Kamehameha I.

Jane Loeau (December 5, 1828–July 30, 1873 (age 44))
Daughter of High Chief Kalaniulumoku and High Chiefess Kuini Liliha (descended from Kahekili II, Mōʻi of Maui, and High Chief Hoapili through her mother.)  She was hānai to Ahukai (Kaukualiʻi.)

Victoria Kamāmalu (November 1, 1838 – May 29, 1866 (age 27))
Daughter of High Chief Mataio Kekūanāoʻa (Royal Governor of Oʻahu, as well as Kuhina Nui (Prime Minister (1863-1864)) and Princess Elizabeth Kīnaʻu (Kuhina Nui (Prime Minister) as Kaʻahumanu II (1832-1839.)) She served as Kuhina Nui (Prime Minister) as Kaʻahumanu IV (1855-1863;) as Kuhina Nui, she effectively served as “Queen” for a day and proclaimed her brother Lot Kamehameha V the rightful successor to Kamehameha IV, when the latter died unexpectedly in 1863.)

Peter Young Kāʻeo (March 4, 1836 – November 26, 1880 (age 44))
Son of Joshua Kāʻeo (Judge of the Supreme Court of Hawaiʻi) and Jane Lahilahi.  Hānai to his maternal uncle John Kalaipaihala Young II (Keoni Ana) (Kuhina Nui (Prime Minister) (1845-1855) and son of John Young, the English sailor who became a trusted adviser to Kamehameha I)

William Pitt Leleiōhoku (March 31, 1821 – October 21, 1848 (age 27))
Son of the Kalanimōku (Prime Minister) and Kiliwehi (daughter of King Kamehameha I.)  Hānai to John Adams Kuakini (Governor of Hawaiʻi Island and brother of Queen Kaʻahumanu.)  Entering the school in 1844, he was the last boy to enter the school.  He was married to the Princess Nāhiʻenaʻena and later to Princess Ruth Keʻelikōlani.

Abigail Maheha (July 10, 1832 – ca. 1861 (age 29))
Daughter of High Chief Namaile and High Chiefess Kuini Liliha; Hānai to her aunt, Princess Kekauʻōnohi (granddaughter of Kamehameha I.)

James Kaliokalani May 29, 1835 – April 2, 1852 (age 16))
Son of High Chief Caesar Kapaʻakea and mother High Chiefess Analeʻa Keohokālole.  Hānai to his maternal grandfather High Chief Aikanaka.)

Mary Polly Paʻaʻāina (1833 – May 28, 1853 (age 20))
Daughter of Henry Coleman Lewis and High Chiefess Fanny Kekelaokalani (daughter of John Young, the advisor of Kamehameha I, and was also grandniece of Kamehameha I.) Entering the school in 1843, she was the last girl to enter the school.

In the classroom students were divided by their age and or length of time as the school. The older group consisted of Moses, Lot, Alexander, William, Jane, Bernice, Abigail and Elizabeth who had attended the school since 1839.

The next class consisted of Emma, James, Peter and David. Mary was in the youngest class together with Victoria, Lydia, and John Pitt due to her late attendance.

The custom was for a boy and girl to march side by side; the lead being taken by the eldest scholars. Moses and Jane had this distinction, next Lot and Bernice, then Alexander Liholiho with Abigail, followed by Lunalilo and Emma, James and Elizabeth, David and Victoria, Mary and Peter, and John and Lydia being the last.  (Liliʻuokalani)

No school in Hawai‘i has ever produced so many Hawaiian leaders in one generation.

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