Kamehameha Schools | Page 4 | Images of Old Hawaiʻi

June 23, 2019 by Peter T Young Leave a Comment

The New “Big 5”

This story was inspired by a luncheon talk former OHA Trustee, Peter Apo gave to the Hawaiʻi Economic Association I attended. Although he hinted at the “Big 5” reference, he purposefully referenced it differently.

Since the early/mid-1800s, until relatively recently, five major companies emerged and dominated the state’s economic framework. Their common trait: they were founded in agriculture – sugar and pineapple.

They became known as the Big 5: Amfac – starting as Hackfeld & Company (1849;) Alexander & Baldwin (1870;) Theo H. Davies (1845;) Castle & Cooke (1851) and C. Brewer (1826.)

The luncheon talk suggested a new group of five is making a difference in Hawaiʻi’s economic scene.

The new “Big 5:” Kamehameha Schools, Queen Emma Foundation/Queens Health Systems, Department of Hawaiian Home Lands, Office of Hawaiian Affairs and Queen Liliʻuokalani Trust.

Their common trait: they are entities formed from or for native Hawaiians.

Kamehameha Schools (KS)

The largest, Kamehameha Schools (KS) was founded under the terms of the 1884 will of Bernice Pauahi Bishop and is supported by the land assets she provided to support the schools.

The Princess noted in her will that a trust is “to erect and maintain in the Hawaiian Islands two schools, each for boarding and day scholars, one for boys and one for girls, to be known as, and called the Kamehameha Schools.”

She further stated, “I desire my trustees to provide first and chiefly a good education in the common English branches, and also instruction in morals and in such useful knowledge as may tend to make good and industrious men and women”.

Through the legacy of its founder, KS is endowed with 365,000-acres of land statewide, ninety-eight percent of which is in agriculture and conservation.

KS has about 1,000 agricultural tenants who farm a variety of crops including coffee, papaya, pineapple, macadamia nuts, lettuce, asparagus, sweet potatoes, taro, watercress, avocado, bananas, tomatoes, cattle, aquaculture, and more.

Kamehameha Schools has net assets of nearly $7-billion and annual operating revenue of $1.34-billion.

Queen Emma Foundation/Queens Health Systems

The Queen’s Hospital, now called The Queen’s Medical Center, was founded in 1859 by Queen Emma and King Kamehameha IV.

Queen Emma Land Company was established to support the Queen’s Medical Center and its affiliates and accomplishes this by managing and enhancing income-generating potential of the lands left to the Queen’s Hospital by Queen Emma in 1885 and additional properties owned by the Queen’s Health Systems.

Today, the Queen’s Health Systems is Hawaiʻi’s oldest health care-related family of companies, ranking 13th in size among Hawaiʻi’s corporations and employing approximately 3,700 employees with net revenues of roughly $516-million.

Department of Hawaiian Home Lands (DHHL)

Written in 1920 and passed in 1921 by the US Congress, the “Hawaiian Homes Commission Act” established a structure and framework for the establishment of the Department of Hawaiian Home Lands (DHHL) to enable native Hawaiians to return to their lands in order to fully support self-sufficiency for native Hawaiians and the self-determination of native Hawaiians.

The principal purposes of the Act: establishing a permanent land base for the benefit and use of native Hawaiians; placing native Hawaiians on the lands; preventing alienation of the fee title to the lands set aside so that these lands will always be held in trust for continued use by native Hawaiians in perpetuity …

… providing adequate amounts of water and supporting infrastructure, so that homestead lands will always be usable and accessible; and providing financial support and technical assistance to native Hawaiian beneficiaries.

When considering development and use of its lands, DHHL asserts its land use authority over Hawaiian Home Lands through its General Plan and Island Plans and is exempt from State and County land classification requirements.

DHHL has net assets of approximately $717-million and annual operating revenue of over $12-million, plus on-going capital improvement/development expenditures.

Office of Hawaiian Affairs (OHA)

Amendments to the State Constitution in 1978 established the Office of Hawaiian Affairs (OHA.) Those amendments also established a board of trustees for the Office of Hawaiian Affairs.

The Office of Hawaiian Affairs is a semi-autonomous state agency created “to address the needs of the aboriginal class of people of Hawaii.”

Duties of the Board of Trustees include, “hold title to all the real and personal property now or hereafter set aside or conveyed to it which shall be held in trust … (as well as) manage and administer the proceeds from the sale or other disposition of the lands, natural resources, minerals and income derived from whatever sources for native Hawaiians and Hawaiians”.

Recently, it was announced that the State and OHA settled disagreements on past ceded land payments. The State is giving about 25 acres of land to OHA, worth $200 million.

This is added to its existing inventory of Wao Kele O Puna (25,800+ acres,) Waimea Valley (1,800-acres) and other smaller properties.

The Office of Hawaiian Affairs has net assets of over $650-million and operating revenue of over $40-million.

The Liliʻuokalani Trust (QLT)

In 1909, Queen Liliʻuokalani executed a Deed of Trust that established the legal and financial foundation of an institution dedicated to the welfare of orphaned and destitute children of Hawaiʻi.

Her Deed of Trust states that “all the property of the Trust Estate, both principal and income … shall be used by the Trustees for the benefit of orphan and other destitute children in the Hawaiian Islands, the preference given to Hawaiian children of pure or part-aboriginal blood.”

The trust owns approximately 6,200-acres of Hawaiʻi real estate, the vast majority of which is located on the Island of Hawaiʻi. 92% is agriculture/conservation land, with the remaining land zoned for residential, commercial and industrial use.

The trust owns approximately 16-acres of Waikīkī real estate and another 8-acres of commercial and residential real estate on other parts of Oʻahu. It has operating revenues of approximately $40-million.

In addition to these land holdings, the Legislature created the Kahoʻolawe Island Reserve Commission (KIRC) to manage the Kahoʻolawe Island Reserve while it is held in trust for a future Native Hawaiian sovereign entity.

While most of the prior “Big 5” have slowly faded away and no longer influence Hawaiʻi’s economy as in the past, these other five have a growing presence and influence in Hawaiʻi’s future.

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June 4, 2019 by Peter T Young Leave a Comment

Waipā

Waipā, at 1,600-acres, is one of the smallest in a series of nine historic ahupuaʻa within Kauai’s moku (district) of Haleleʻa. Located along the north coast of Kauai, Haleleʻa today is commonly referred to as the Kauai “north shore”.

Haleleʻa is a historic moku, which today encompasses the communities of Kilauea, Kalihiwai, Wanini/Kalihikai, Princeville, Hanalei/Waiʻoli, Wainiha, and Haʻena. Waipā is located between the ahupuaʻa of Waiʻoli and Waikoko.

What started as a fight in 1982 to preserve the valley and stop a development, the Waipā Foundation of Hanalei Valley and Kamehameha Schools (land owner) are now partnering in restoring the ahupuaʻa of Waipā as a cultural complex.

The Waipā Foundation is a community-based 501 (c) (3) nonprofit, whose mission is to restore the health and abundance of the 1,600-acre Waipā watershed, through the creation of a Hawaiian community center and learning center.

The Foundation, and its predecessor The Hawaiian Farmers of Hanalei, have been implementing this mission in their management of the valley since 1986.

One of Waipā Foundation’s core goals is to empower and enrich the communities along Kauai’s Haleleʻa district – with a special focus on the Hawaiian, low-income and at-risk communities.

This is accomplished through the creation of community assets, development and implementation of programs focusing on culture, enrichment, education and leadership and that foster a strong connection with, and love of, the land and resources.

Waipā is a living learning center that hosts organized groups from Hawaiʻi and beyond that are interested in contributing to the work at Waipā, and learning about the Hawaiian culture and environment – and the relationships between the two – through hands-on experiences.

Two of Waipā Foundation’s long-range goals are:
• To restore the health of the natural environment and native ecosystems of the ahupuaʻa, and to involve our community in the stewardship, restoration, and management of the land and resources within the ahupuaʻa of Waipā.
• To practice and foster social, economic and environmental sustainability in the management of Waipā’s natural and cultural resources.

In the mauka area, restoration of the native forest has been an important priority. Upper Waipā was historically deforested by the Sandalwood trade, cattle ranching and forest fire; and today is overrun by non-native grasses, shrubs and trees.

In the past few years, over 2,000 native trees and shrubs have been established in a network of planting sites in the mauka riparian zone at Waipā. Most of the seed for the outplantings was collected from within Waipa, and the surrounding areas.

In the ‘kula’ zone of the ahupuaʻa (where in ancient times was the area for growing food and living,) Waipa Foundation has been creating and restoring wetland and dryland farming areas, for kalo and other food crops.

Waipā’s lo’i is a 2-acre area that is farmed by staff, volunteers and program participants, as a learning site and for kalo production through experimenting with more organic and sustainable approaches.

Waipā hosts a farmers market which makes fresh, local produce and food available to community and visitors. They also grow, make and distribute produce (grown at Waipā) and poi to community and ohana, on a weekly basis.

In the makai area, work has been ongoing to restore the muliwai (estuary,) as well as the Halulu fishpond. Likewise, with restoration and native plant planting along the stream bank, efforts are underway to protect Waiʻoli Stream.

Lots of good stuff is going on at Waipā.

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Waipa

Kauai-Waipa-Map

May 6, 2019 by Peter T Young Leave a Comment

Head, Heart & Hand

Click HERE for more information on Head, Heart & Hand.

In the early years, after the arrival of the first American Protestant missionaries, the Hawaiian language came to be the universal mode of education.

Common schools (where the 3 Rs were taught) sprang up in villages all over the islands. In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people. (Canevali)

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools.

Recognizing there were a limited number of missionaries to teach the chiefs and maka‘āinana (common people), the missionaries effectively set up a school in Lāhainā to teach teachers.

With the main facility at Lahainaluna, the Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In many of the mission schools the focus was educating the head, heart and hand. In addition to the rigorous academic drills (Head), the schools provided religious/moral (Heart) and manual/vocational (Hand) training.

This method of learning started with the training of the missionary ministers. While they had extensive training in academics and religious studies, because missionaries were often in isolated locations without services, the early missionary ministers had training in manual arts, as well – this philosophy continued into the schools the missions formed.

Foreign Mission School

The object of the Foreign Mission School was the education, in the US country, of heathen youth (those that do not know God), so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

Once enrolled, students spent seven hours a day in study. Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

They were also taught special skills like coopering (the making of barrels and other storage casks), blacksmithing, navigation and surveying. When not in class, students attended mandatory church and prayer sessions and also worked on making improvements to the school’s lands. (Cornwall)

Lahainaluna

Under the leadership of Reverend Lorrin Andrews, Lahainaluna was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

Hilo Boarding School

In 1835, the mission constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.) The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

More than one-third of the boys who had attended the school eventually became teachers in the common schools of the kingdom. In 1850 the Minister of Public Instruction, Richard Armstrong, reported that Hilo Boarding School “is one of our most important schools. It is the very life and soul of our common school on that large island.”

O‘ahu College – Punahou 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.” (Report of the Superintendent of Public Education, 1900)

The school was officially named in 1859 and it was initially called the Oʻahu College. It is not until 1934 that the school name was changed to Punahou School, the name we know it as today.

The curriculum at Punahou under Daniel 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)

Kamehameha Schools

The head, heart and hand education continued. On April 1, 1886, Reverend William Brewster Oleson was hired from Hilo Boarding School to become the first principal of the Kamehameha School for Boys.

At Kamehameha, “Each student will be allowed to carry out 12 hours a week of manual labor. For industrial arts, two hours a day, and five days a week. Military drilling and physical education will be a portion of the curriculum everyday.”

“Arithmetic, English Language, Popular Science (Akeakamai,) Elementary Algebra (Anahonua,) Free-hand and Mechanical Drawing (Kakau me Kaha Kii,) Practical Geometry (Moleanahonua,) Bookkeeping (malama Buke Kalepa,) tailoring (tela humu lole,) printing (pai palapala,), masonry (hamo puna,) and other similar things, and blacksmithing.” (Kuokoa, June 28, 1887)

Missionary ‘Head, Heart & Hand’ Model Makes it Back to the Continent

Hilo Boarding School was the model for educating students at Hampton Institute in Virginia and Tuskegee Institute in Alabama. (KSBE)

With the help of the American Missionary Association, Samuel Armstrong, son of missionary Richard Armstrong, established the Hampton Normal and Agricultural Institute – now known as Hampton University – in Hampton, Virginia in 1868.

The Institute was meant to be a place where black students could receive post-secondary education to become teachers, as well as training in useful job skills while paying for their education through manual labor.

Hampton University’s most notable alumni is Booker T. Washington. “I was born a slave on a plantation in Franklin County, Virginia. … As nearly as I have been able to learn, I was born near a cross-roads post-office called Hale’s Ford, and the year was 1858 or 1859.”

After coming to Hampton Institute in 1872, Washington immediately began to adopt Armstrong’s teaching and philosophy. Washington described Armstrong as “the most perfect specimen of man, physically, mentally and spiritually the most Christ-like….” Washington also quickly learned the aim of the Hampton Institute.

Washington rose to become one of the most influential African-American intellectuals of the late 19th century. In 1881, he founded the Tuskegee Institute, a black school in Alabama devoted to training teachers.

Click HERE for more information on Head, Heart & Hand.

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Hilo_Boarding_School_Shop,_Class_of_June_1901

Hilo_Boarding_School-printing-(75-years)

Hilo_Boarding_School-shop-(75-years)

Hilo_Boarding_School_Shop,_Class_of_June_1901-400

Hilo Boarding School and Mission Houses

Hilo_Boarding_School_and_Gardens-from_Haili_Hill-Lothian-1856

Hilo_Boarding_School-(75-years)

Hilo_Boarding_School-garden-(75-years)

Cornwall-home_of_the_Foreign_Mission_School-by_Barber-(WC)-1835

Cornwall’s Foreign Mission School

Punahou-Gardens-1880

Punahou-Girls-Court-of-the-E-Building-1877

Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right

Punahou-Manual-Arts-Class-1924

Punahou-Gardens-1880

Kamehameha School for Boys campus-(KSBE)-before 1900

December 19, 2018 by Peter T Young Leave a Comment

Founder’s Day

(The following is an address delivered on Founder’s Day at Kamehameha Schools by Charles R Bishop – published in Handicraft.)

The trustees of the estate of the late Hon. Bernice Pauahi Bishop, deeming it proper to set apart a day in each year to be known as Founder’s Day, to be observed as a holiday by those connected with the Kamehameha Schools …”

… and a day of remembrance of her who provided for the establishment of these schools, have chosen the anniversary of her birth, the 19th of December, for that purpose, and this is the first observance of the day.

If an institution is useful to mankind, then is the founder thereof worthy to be gratefully remembered. Kamehameha I by his skill and courage as a warrior, and his ability as a ruler, founded this nation.

Kamehameha II abolished the tabu and opened the way for Christianity and civilization to come in. Kamehameha III gave to the people their kuleana and a Constitutional Government, and thus laid the foundation for our independence as a nation.

Kamehameha IV and Queen Emma were the founders of the Queen’s Hospital. Kamehameha V was a patriotic and able sovereign, and Lunalilo was the founder of the Home which hears his name. All these should be held in honored remembrance by the Hawaiian people.

Bernice Pauahi Bishop, by founding the Kamehameha Schools, intended to establish institutions which should be of lasting benefit to her country; and also to honor the name Kamehameha, the most conspicuous name in Polynesian history, a name with which we associate ability, courage, patriotism and generosity.

The founder of these schools was a true Hawaiian. She knew the advantages of education and well directed industry. Industrious and skillful herself, she respected those qualities in others. Her heart was heavy, when she saw the rapid diminution of the Hawaiian people going on decade after decade, and felt that it was largely the result of their ignorance and carelessness.

She knew that these fair islands, which only a little more than a century ago held a population of her own race estimated at 300,000 or more would not be left without people; that whether the Hawaiians or not, men from the East and from the West would come in to occupy them: skilful, industrious, self-asserting men, looking mainly to their own interests.

The hope that there would have come a turning point, when, through enlightenment, the adoption of regular habits and Christian ways of living, the natives would not only hold their own in numbers, but would increase again like the people of other races, at times grew faint, and almost died out.

She foresaw that, in a few years the natives would cease to be much if any in the majority, and that they would have to compete with other nationalities in all the ways open to them for getting an honest living; and with no legal preferences for their protection, that their privileges, success and comfort, would depend upon their moral character, intelligence and industry.

And so, in order that her own people might have the opportunity for fitting themselves for such competition, and be able to hold their own in a manly and friendly way, without asking any favors which they were not likely to receive, these schools were provided for, in which Hawaiians have the preference, and which she hoped they would value and take the advantages of as fully as possible.

Could the founder of these schools have looked into the future and realized the scenes here before us this day, I am sure it would have excited new hopes in her breast, as it does in my own.

If the Hawaiians while continuing friendly and just toward all of those of other nationalities, are true to themselves, and take advantage of the opportunities which they have, and are governed by those sound principles and habits in which they have been instructed, and in which these youths now present are here being taught day by day both in precept and example, there is no reason why they should not from this time forth, increase in numbers, self-reliance and influence.

But on the other hand, if they are intemperate, wasteful of time, careless of health and indifferent as to character; and if they follow those evil examples, of which there are so many on every side, then, nothing can save them from a low position and loss of influence, in their own native-land, or perhaps from ultimate extinction as a race.

But let us be cheerful and hopeful for the best, and see to it that from these schools as well as from the other good schools – shall go out young men fitted and determined to take and maintain, a good standing in every honest industry or occupation in which they may engage.

These schools are to be permanent and to improve in methods as time goes on. They are intended for capable, industrious and well-behaved youths; and if Hawaiian boys of such character fail to come in, other boys will certainly take their places.

We look to those who may be trained in the Kamehameha Schools to honor the memory of the founder and the name of the schools by their good conduct, not only while in school, but in their mature lives as well.

So long as we are in the right, we may reasonably trust in God for his help; let us always try to be in the right. (All from the Founder’s Day at Kamehameha Schools by Charles R Bishop.)

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Charles_Reed_Bishop_and_Bernice_Pauahi_Bishop_in_San_Francisco-September_1876

April 1, 2016 by Peter T Young Leave a Comment

William Brewster Oleson

On April 1, 1886, Reverend William Brewster Oleson was hired from Hilo Boarding School to become the first principal of the Kamehameha School for Boys.

Oleson was born in Portland, Maine, September 9, 1851, educated at the University of Maine, and graduated from the Theological Seminary at Oberlin, Ohio, in 1877; after a short pastorate at Gambler, Ohio, came to Hawaiʻi.

For eight years he held the principalship of Hilo Boarding School, so long occupied by Father David Belden Lyman, resigning only to accept the pioneer work of organizing the Kamehameha Schools. (HMCS)

“Only a limited number of Students will be received this year, and those desiring to enter the School in the future must apply on the 1st day of September 1887.”

“Each student will occupy a separate room furnished with bed, table, and chair; and a list of items to be furnished by each student will be sent if asked for in advanced to the teacher.”

“Each student will be allowed to carry out 12 hours a week of manual labor. For industrial arts, two hours a day, and five days a week. Military drilling and physical education will be a portion of the curriculum everyday.”

Oleson brought nine of his most prized pupils with him to Kamehameha Schools to create the school’s inaugural class. By then, Hilo Boarding School was the model for educating students at Hampton Institute in Virginia and Tuskegee Institute in Alabama.

On October 3, 1887, Kamehameha Schools for Boys opened for students and holds classes. By October 12, 37 boys over the age of twelve are enrolled; there were 4 teachers. On November 4 1887, opening day ceremonies take place with much pomp and circumstance.

Oleson was the principal, WS Terry served as superintendent of shops, Mrs F Johnson was a matron, instructor Miss CA Reamer would later become the principal of the preparatory school and Miss LL Dressler also served as an instructor. (KSBE)

At the opening ceremonies, “Prof Alexander on being asked for remarks expressed his regret that Hon C R Bishop who had such an interest in the school was absent on the Coast. The institution of a technical school had often been discussed in Honolulu>”

“He rejoiced that the wishes of the noble lady foundress had been so successfully carried out. Founded upon a rock the institution he hoped would long stand on the rock and that it would keep the memory of its foundress green until generations yet unborn should call her blessed.” (Hawaiian Gazette, November 8, 1887)

A year later the Preparatory Department, for boys 6 to 12 years of age, opened in adjacent facilities. (Organization of the Kamehameha School for Girls was delayed until 1894.)

During a visit to see General Samuel Chapman Armstrong, Hampton’s founder, Oleson picked up the idea of including military training in Kamehameha’s curriculum (1888.) (Rath)

Officers were appointed by Oleson and were responsible for discipline and marching to and from town. Oleson was in charge of drills, but teachers joined in the marches to church or other meetings. In September 1899, the boys wore their uniforms to class and drills.

He was disciplinarian, nurse, mother and father to each boy, and he attended every baseball game.

Oleson wrote the Kamehameha Schools alma mater, “Sons of Hawaiʻi” together with Theodore Richards, who adapted the tune from Yale’s “Wake, Freshman, Wake” and chose the school colors based on Yale school colors (‘Yale Blue’ and white.)

“Into this noble institution he threw the whole of his ability and energy for another eight years, and then returned to the continent for the education of his children.”

There he served as pastor at Worcester, Ware, Holyoke and for other Congregational churches for about fourteen years. He came again to Honolulu in 1908 and was elected Secretary of the Hawaiian Board of Missions, a position he has filled with honor till called to higher service.

Oleson’s executive ability, his clear thinking and good judgment, his firmness and decision, his ability to understand human nature, his optimism, his kindness, all combined to make him an excellent instructor.

His clear, concise statements also, so helpful for an educator were equally effective as a speaker, as a counselor, and as a leader of thought among men with whom he had later to deal. His courteous manners and winsome personality made for him many friends, while his courageous portrayal of the “faith of the fathers” won for him the respect of all. (HMCS)

Oleson was outspoken and politically active, becoming a member of the Reform Party, a founding member and executive officer of the Hawaiian League, and one of the “persons chiefly engaged in drawing up the (Bayonet) constitution.” (Williams)

On December 19, 1907, Reverend William B Oleson delivered a stirring address at an impressive and well-attended Founder’s day ceremony (alumni have raised funds among themselves to defray the expense of the Oleson’s trip from the continent to Hawaii:)

“For twenty years our youth have had a training that has justified itself in the results. Work has been treated as an honorable and necessary thing. Self-mastery in work-shop and class-room has been the constant goal.”

“Constantly widening opportunities have been afforded here for the development of aptitude, and that always in the direction of ability to earn a living. And this training has not been in vain. There are men and women all over these islands today who are living industrious and useful lives for which they gained the incentive and preparation here.” (Oleson; KSBE)

Reverend William Brewster Oleson died on the eastward-bound train at Seligman, Arizona, on March 19, 1915. His health had not been good and he was anticipating a six months’ vacation among the scenes of his youth. (HMCS)

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