Hawaii | Page 530 | Images of Old Hawaiʻi

May 19, 2015 by Peter T Young Leave a Comment

Mahalo ʻAina

Mahalo ‘Aina: Give Back to the Forest is a program of the Hawai‘i Forest Institute (an entity established in 1989 to promote healthy and productive forests and a sustainable forest industry through forest management, education, planning, information exchange and advocacy.)

In partnership with the Hawai‘i Forest Industry Association (HFIA) and others, the goal of the Mahalo ‘Aina program is to expand community partnerships and gain support for the protection and perpetuation of Hawaiʻi’s forest ecosystems.

Click HERE to get to the Mahalo Aina website.

The philosophy of Mahalo ʻAina is simple: to help ensure a thriving future for forest restoration and education programs. The forest provides us with environmental, economic and cultural benefits, but we must also understand that we must give back to the forest.

Key Objectives of the Mahalo ‘Aina: Give back to the Forest program include:

Participate in forest restoration projects;
Raise awareness of reforestation efforts in Hawai‘i;
Develop demonstration forests;
Plan for future sustainability of forest ecosystems;
- Raise awareness of forestry practices;
- Illustrate forestry conservation practices; and
- Develop long-term partnerships
Engage the public to become involved

This is a fundraising effort; please consider donating – click HERE to do so.

Funds raised through Mahalo ‘Aina are helping to support: Propagation, outplanting, and long-term care of plantings; Site maintenance; Cultural and environmental education programs; and Coordination and promotional activities.

Mahalo ‘Aina is not simply a tree planting program, in addition to planting trees, it is helping to support total ecosystem management and providing forest stewardship opportunities and educational programs at project sites throughout the state.

Mahalo ‘Aina will initially benefit the following projects:

Ka‘upulehu Dryland Forest, Hawai‘i Island
La‘i‘Opua Dryland Habitat Preserve, Hawai‘i Island
Kaloko Makai Dryland Forest Preserve, Hawai‘i Island
Pana‘ewa Zoo Discovery Forest, Hawai‘i Island
Palamanui Dry Forest Preserve, Hawai‘i Island
‘Aina Mauna Christmas Tree Demonstration Project, Hawai‘i Island
Kapapala Canoe Forest, Hawai‘i Island
Honolulu Zoo Children’s Discovery Forest, O‘ahu
Hawaiʻi’s WoodshowTM, Na La‘au o Hawai‘i, O‘ahu
Hawaii Wood Guild, Hawai‘i Island
Keauhou Bird Conservation Center Discovery Forest, Hawai‘i Island
Kua O Ka La Public Charter School, Hawai‘i Island
Hawai‘i Island Native Hawaiian Seed Bank Cooperative, Hawai‘i Island
Honokohau National Historical Park & Pu‘uhonua O Honaunau Restoration, Hawai‘i Island
Kakeʻe Area Restoration and Reforestation Project, Kaua‘i
Maui Bird Conservation Center Discovery Forest, Maui (in exploration phase)

Tune in to the Mahalo ‘Aina Hawaiʻi Public Radio (HPR) Radio Series on HPR-1 Monday through Friday at 8:18 am, now through Friday, July 31st.

Click HERE to catch up on prior broadcasts.

The 65 episodes will re-run on HPR-2 starting in August 2015.)

I am honored and proud to serve as a director on the Hawaiʻi Forest Institute (HFI,) an organization dedicated to promote the health and productivity of Hawaiʻi’s forests, through forest restoration, educational programs, information dissemination and support for scientific research.

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Mahalo Aina

May 18, 2015 by Peter T Young Leave a Comment

Thomas Charles Byde Rooke

Thomas Charles Byde Rooke was born to Thomas and Sarah Rooke on May 18, 1806, in Bengeo, Hertford, England. He studied to be a Doctor at a branch of Christ’s College Hospital in Hertford and had studied in London where he graduated from the Royal College of Surgeons in 1826.

He first landed in the Islands at Lahaina in 1829. After another season’s cruise his ship put in at Honolulu. Here Dr. Rooke was asked to remain and practice medicine, and, with the consent of his Captain, he agreed.

That year, Rooke married Grace Kamaikui, the second daughter of John Young, Kamehameha’s advisor (and “in his most perfect confidence”.) Grace was widow of Keʻeaumoku (Queen Regent Kaʻahumanu’s younger brother.)

The Rookes were apparently unable to have children of their own; when Grace’s sister, Fanny, had a child, Emma, she was hanai (a traditional custom of adoption) to the Rookes.

Emma’s formal education began at age five at the Chiefs’ Children’s School. She grew up speaking both Hawaiian and English, the latter “with a perfect English accent.”

At age 13, when the school closed in 1849, Rooke hired Sarah Rhodes von Pfister, an English governess, to tutor Emma for the next four years, but he also played an active role in her education. Emma learned a great deal about the outside world from her scholarly father, who assembled the finest library in Honolulu for her benefit.

At 20, on June 19, 1856, Emma married Alexander Liholiho, who a year earlier had assumed the throne as Kamehameha IV; she became Queen Emma. The couple had known each other since childhood.

Dr Rooke was one of the pioneers in the cultivation of coffee and was the charter member of the Royal Hawaiian Agricultural Society when it was organized in 1850, serving on the coffee committee.

Rooke had his office and dispensary in his home (“Rooke House” on the makai/Waikiki corner of Beretania Street and Nuʻuanu Avenue.) Rooke House was “like an old-fashioned New England house externally, but with two deep verandahs, and the entrance is on the upper one.”

“The lower floor seemed given up to attendants and offices, and a native woman was ironing clothes under a tree. Upstairs, the house is like a tasteful, English country-house, with a pleasant English look … the most English-looking house I have seen since I left home, except Bishopscourt at Melbourne.” (Bird)

He was also physician to the Court, friend and advisor to the royal family, and became a naturalized citizen. In 1844 he is listed as Port Physician, and in December, 1850, he was appointed to the first Board of Health and served as its chairman. Rooke served twice as a member of the House of Representatives, representing the Honolulu district.

He was “elegantly dressed, rubicund, affable, and redolent of delicious odors that I afterwards learned to recognize as indicative of acquaintance with the choicest brands of rare old wine. The cordiality of his manners placed me at ease”. (Lyman)

Dr Rooke was one of the ten Honolulu physicians who were signers of the charter of incorporation of the Hawaiian Medical Society on May 19, 1856.

Rooke also taught Emma by example. Not only did he provide medical care to the poor, he also served as physician at the Hospital for British Seamen, which was established in Pauoa Valley in 1846

Rooke foreshadowed the establishment of The Queen’s Hospital with his pleas in The Polynesian for the establishment of such an institution.

After living in the Islands for nearly 30-years, Dr Rooke died in November 28, 1858, at Kailua-Kona, Hawaiʻi, at the age of 52. He was buried in the Wyllie tomb, or Wyllie crypt, at Mauna Ala, along with other members of Emma’s family.

Although he did not live to see the opening of the Queen’s Hospital in 1860, it was he who kindled the spark which brought it into being.

“(W)e have lost not only the Senior Member of our Profession here, whose labors among this people and community during his long residence on these islands, have secured for him an enduring place in the memory of the Hawaiian Nation;”

“(B)ut, also, a brother, whose strict sense of professional propriety in his relations to as, as well as to those entrusted to his care, not less than his uniform kindness and urbanity of manners, have won for him our lasting esteem and respect.” (Hawaiian Medical Society; Polynesian, December 16, 1858) (Lots of information here is from Queen’s Medical Center and Kelley)

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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)

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Kamehameha_School_for_Girls nursing class-KSBE

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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 14, 2015 by Peter T Young 1 Comment

Seacole and the Queen

Mary Jane Grant was born in Kingston, Jamaica in 1805. Her father was a Scottish soldier and her mother was Jamaican. Mary learned nursing skills from her mother, who kept a boarding house for invalid soldiers.

“When I was about twelve years old I was more frequently at my mother’s house, and used to assist her in her duties; very often sharing with her the task of attending upon invalid officers or their wives, who came to her house from the adjacent camp at Up-Park, or the military station at Newcastle.” (Seacole)

Although technically ‘free,’ being of mixed race, Mary and her family had few civil rights – they could not vote, hold public office or enter the professions. (BBC)

“I nursed my old indulgent patroness in her last long illness. After she died, in my arms, I went to my mother’s house, where I stayed, making myself useful in a variety of ways, and learning a great deal of Creole medicinal art”. (Seacole)

In 1836, “until (she) couldn’t find courage to say ‘no’ to a certain arrangement timidly proposed,” Mary married Edwin Horatio Hamilton Seacole (the godson of Admiral Horatio Nelson;) but the marriage was short-lived as he died in 1844. (BBC)

“In the year 1850, the cholera swept over the island of Jamaica with terrible force. … they sent some clothes on shore to be washed, and poor Dolly Johnson, the washerwoman, whom we all knew, sickened and died of the terrible disease.”

“While the cholera raged, I had but too many opportunities of watching its nature, and from a Dr. B—, who was then lodging in my house, received many hints as to its treatment which I afterwards found invaluable.” (Seacole)

She travelled to Cruses, Panama to see her brother. A family friend developed cholera; there, she diagnosed it and gave medicine from her medicine chest (“I never travel anywhere without it.”)

“I went hastily to the patient, and at once adopted the remedies I considered fit. It was a very obstinate case, but by dint of mustard emetics, warm fomentations, mustard plasters on the stomach and the back, and calomel, at first in large then in gradually smaller doses, I succeeded in saving my first cholera patient in Cruces.”

War had been declared against Russia and following her trip to Panama, Mary had a pressing desire to go to Crimea to nurse the British soldiers whom she had grown both accustomed to and fond of when she had nursed them in Jamaica.

She tried to offer her services in London in the autumn of 1854; following several rejections, she traveled to the Crimea (on the northern coast of the Black Sea in the Ukraine) and opened the British Hotel and store at Balaclava and worked tirelessly during the year she spent there.

During an outbreak of cholera, Mary’s services were again in great demand. This time, she succumbed to the illness herself but made a full recovery. (Gabriel) She also saved others.

“I have seen her go down, under fire, with her little store of creature comforts for our wounded men; and a more tender or skilful hand about a wound or broken limb could not be found among our best surgeons.”

“I saw her at the assault on the Redan, at the Tchernay, at the fall of Sebastopol, laden, not with plunder, good old soul! but with wine, bandages, and food for the wounded or the prisoners.” (Russell, 1857; British Journal of Healthcare Assistants)

“She not only, from the knowledge she acquired in the West Indies, was enabled to administer appropriate remedies for their ailments, but, what was of as much or more importance, she charitably furnished them with proper nourishment …”

“… which they had no means of obtaining except in hospital, and most of that class had an objection to go into hospital.” (Sir John Hall, Inspector-General of Hospitals, 1856; British Journal)

“I trust that England will not forget one who nursed the sick, who sought out her wounded to aid and succor them, and who performed the last offices for some of her illustrious dead.” (Sir William Howard Russell, 1857)

Following the war in Crimea, Mary Seacole returned to England destitute and in poor health; however, her reputation after the Crimean War rivalled Florence Nightingale’s. She lived in London, as well as in Jamaica.

Then, on June 24th 1865, Mary Seacole made a Hawaiʻi connection. It turns out Queen Emma made a brief stopover in Kingston on her way to London.

Queen Emma was welcomed with a royal gun salute and was met by an honor guard of the 1st West India Regiment. As she landed, she graciously acknowledged the cheers of the many citizens of Kingston who had gathered to greet her. One of the citizens of Kingston who greeted the Queen was Mary Seacole.

In the words of the reporter of the Colonial Standard, “A carriage was in attendance at the wharf to receive Her Majesty, as soon as she entered the carriage Mrs Seacole requested the honour of placing around Her Majesty a magnificent cloak that had been presented to her by the Sultan, which she accepted, thanked Mrs Seacole and shook hands with her”. (Lumsden)

The two women shared a dedication to health care, Mary Seacole in the battles in the Crimea and Queen Emma through the practice of her father (an English physician) that eventually led to the formation of the Queen’s Hospital (named in her honor.)

Queen Emma decided to visit England and the British Government provided the ships to transport her and her party. It was on this voyage that she stopped at Kingston. In England she stayed at Windsor with Queen Victoria, and visited hospitals and educational establishments. (Lumsden)

The last 25 years of Mary Seacole’s life were spent in relative obscurity; she died in London on May 14, 1881 and is buried in St Mary’s Roman Catholic cemetery, Kensal Green, London. Queen Emma died four years later and is buried at Mauna Ala, Honolulu.

(Seacole was voted Greatest Black Briton in 2004. “As a black Jamaican woman in the 19th century, Mary Seacole stood up against the discrimination and prejudices she encountered. Against all odds, Mary had an unshakeable belief in the power of nursing to make a difference.” (BBC))

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Mary Seacole

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Sculpture of Mary Seacole

Mary Seacole portrait

Sketch of Mary Seacole by Crimean war artist William Simpson (1823–1899), c. 1855

Mother Seacole`s bust at Getty museum

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Sketch of Mary Seacole’s British Hotel in Crimea, by Lady Alicia Blackwood (1818–1913)

Map illustrating Mary Seacole’s involvement in the Crimean War

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Artist rendition of proposed Mary Seacole Statue

Mary Seacole gravestone

May 12, 2015 by Peter T Young Leave a Comment

Pulehunui

Pulehunui is an ahupuaʻa in central Maui; it extends from the peak of Kilohana on the rim of the crater of Haleakala, at an altitude of 10,000 feet, in a nearly west direction for about fifteen miles. The eastern or mountain portion is comparatively narrow, often less than half a mile wide.

The western portion reaches to the low land of the Island and grows broader up to the western boundary joining the lands of Waikapu, being at this end from three to four miles wide. It includes about 2,000 feet along the sea coast from a sand spit known as Kihei to a point of rocks called Kalaepohaku. (Supreme Court Records)

During pre-contact times, agricultural uses were basically wetland or dryland. River valleys typically provided the right conditions for wetland kalo (taro) cultivation in loʻi (pond fields,) with water supplied through ʻauwai (irrigation ditches.)

Where sufficient water was not available for irrigation (from rivers or springs,) then dryland farming took place; ʻuala (sweet potato) was the primary crop in those regions.

Due the height and size of Haleakala, Pulehunui does not have regular streams or springs. It is in the area known as Kula. Kula was always an arid region, throughout its long, low seashore, vast stony kula lands, and broad uplands. Kula was widely famous for its sweet-potato plantations. ‘Uala was the staple of life here. (Handy; Maly)

The ahupuaʻa of Pulehunui extended across the Kula plain; its name, literally “large pulehu,” might refer to the degree of broiling one could receive from the sun in this area. Kula was always an arid region, throughout its long, low seashore, vast stony kula lands and broad uplands. (Maui Planning)

Kula makes up most of the central plain of Maui, created by the joining of Haleakala and West Maui volcanoes. Kula means open country, or plain – as distinct from valley or stream bottom, and has long been used as a term to distinguish between dry, or “kula land,” and wet-taro land. This is an essential characteristic of Kula, the central plain of Maui which is practically devoid of streams. (Maly)

“On the coast, where fishing was good, and on the lower westward slopes of Haleakala, a considerable population existed, fishing and raising occasional crops of potatoes along the coast, and cultivating large crops of potatoes inland”. (Handy; Maly)

In 1793, Vancouver noted, “The appearance of this side of Mowee (Maui) was scarcely less forbidding than that of its southern parts, which we had passed the preceding day. The shores, however, were not to steep and rocky, and were mostly composed of a sandy beach…”

“… the land did not rise to very abruptly from the sea towards the mountains, nor was its surface so much broken with hills and deep chasms; yet the soil had little appearance of fertility, and no cultivation was to be seen. A few habitations were promiscuously scattered near the water side…”

A couple decades later (1817,) Peter Corney sailed this area and noted, “We now made sail towards Mowee … we passed Morokenee (Molokini,) and made sail up Mackery bay (Maʻalaea;) here we lay until the 6th, and took on board a great quantity of hogs, salt, and vegetables.”

“This bay is very deep and wide, and nearly divides the island, there being but a narrow neck of land and very low, keeping the two parts of the island together. There is good anchorage; and the only danger arises from the trade winds, which blow so strong at times as to drive ships out of the bay with two anchors down…”

“The neck of land is so low, and the land so high on each side, that the N.E. wind comes through like a hurricane. On this neck of land are their principal salt-pans, where they make most excellent salt.”

The early Polynesians brought sugar cane with them and demonstrated that it could be grown successfully in the islands. The first commercially-viable sugar plantation, Ladd and Co., was started at Kōloa on Kaua‘i in 1835. Others followed, including on Maui.

Sugar is a thirsty crop; in order to irrigate, in 1876 the initial Hamakua Ditch was built, bringing water from streams from the windward and wet East Maui. A total of ten ditches were constructed between 1879 and 1923; this system makes up what is known today as East Maui Irrigation (EMI.)

Sugar became part of the Maui landscape – including at Pulehunui. More than 30-plantations of various sizes popped up on Maui. Over time, consolidations and closures gradually reduced the number to fewer, but larger, plantations. Today, only one sugar producing mill remains in the Islands – Hawaiian Commercial & Sugar Company – on the island of Maui. (Sugar Museum)

On June 15, 1938, a few hundred acres of land at Pulehunui was set aside for a Maui Airport; it was opened on June 30, 1939 (the new Maui Airport replaced a smaller airfield at Māʻalaea.) Inter-Island Airways, Ltd (to be later known as Hawaiian Air) constructed airport station improvements.

Immediately after December 7, 1941 Pearl Harbor attack, the military took control of all air fields in the Territory and began the expansion of Maui Airport at Pulehunui. An expansion lengthened and widened the runways.

Under Navy control, the facility was renamed Naval Air Station Puʻunene, the airport served as a principal carrier plane training base. By the end of the war, Puʻunene had a total complement of over 3,300-personnel and 271-aircraft. A total of 106-squadrons and carrier air groups passed through during WW II.

Following the war, the Territory took back various airfields and converted them back into full-scale commercial operation of airports. In December 1948, the Navy declared the Puʻunene Airport land surplus to their needs and the airport reverted to the Territory under Quitclaim Deed from the US Government.

It was later abandoned and the old runway was used for drag races and time trials in May 1956; it remains in use as Maui Raceway Park as an automobile “drag strip” and park for such activities as go-kart racing and model airplane flying.

Other uses of the former site include the Maui Regional Public Safety Complex and prison facility to alleviate overcrowding at the existing 7-acre Maui Community Correctional Center facility in Wailuku.

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