NATIVE HAWAIIANS AS WESTERN TEACHERS

David Kittelson

Missionaries from New England's Islands during this period in which in letters, and in that which constitutes American Board of Commissioners there was an intense interest in prosperity. If the children are not for Foreign Missions arrived in pre­ learning. The Hawaiian teachers taught, ignorance must be perpetual. literate Hawai'i in 1820 intent on were poorly trained but were The children of the chiefs cannot "raising up the whole people to an extremely zealous in passing on their prosper, nor any other children.1 elevated state of Christian knowledge of reading and writing to By placing a number of legal civilization" by giving them "the their willing pupils. restrictions on the uneducated Bible with skill to read it." Within a The mission schools, by design and person, the first education laws also decade the bulk of the adult because of a lack of funds, were sought to encourage the attainment population of Hawai'i had been unable to give Hawaiians little more of Ii tera te skills: taught to read. A measure of the than the ability to read and write. By No man born since the commencement missionary teaching success, as well the middle of the 1830s the novelty of the reign of Liholiho, who does not as the eagerness of the Hawaiians to of learning waned and school understand reading, writing, geography learn, is demonstrated by the fact enrollment plummeted. Even the and arithmetic shall hold the office of that the Islands' literacy rate at that exceptionally eager students became Governor, Judge, Tax Officer, nor land time was exceeded only by those of frustrated and began dropping out of agent, nor hold any office over an Scotland and several New England school when they realized that their other (sic) man, nor shall a man who is states. teachers had little grasp of subject unable to read and write marry a wife, nor a woman who is unable to read and The missionaries next turned their matter fundamentals and were write marry a husband.2 attention to teaching the Hawaiian indeed incapable of teaching David Malo was appointed as the children and by 1831, at the peak of anything other than the essentials of first Superintendent of Public the mission's educational endeavor, reading and writing. Instruction as well as the school there were 50,732 pupils being The American economic depression agent for the island of Maui. He taught in 961 schools. which was induced by the Panic of supervised the other island school It was impossible for these few 1837 made it financially impossible agents who organized the parents in missionaries to personally instruct for the ABCFM to continue funding each community to provide for each child. The teachers instead the Hawaiian school system. teachers and schoolhouses through a selected the brightest students in Kamehameha III and his chiefs in labor tax. their classes, gave them a few hours council subsequently enacted laws in For all practical purposes, this was of extra training in the art of 1840 which established a public the very same organization­ teaching, and sent them out to teach school system. The importance teachers, curriculum and buildings­ in schools of their own. These new which the Hawaiian Kingdom which the missionaries had teachers in turn sought out their attached to education of its children established. It was a chaotic system, better pupils and sent them out to is evidenced by the introduction to A with much discord among the teach. This system enabled schools to Statute f1Jr /ht Regulation of Schools: Hawaiian administrators, the spread rapidly throughout the The basis on which the kingdom rests missionary supervisors, and the is wisdom and knowledge. Peace and tranquillity (sic) cannot well prevail in communities which were unwilling the land. unless the people are taught

10 to support the schools and teachers Independent Schools were the or in depth than they themselves had according to the laws of the third type of educational institution been taught: Kingdom. in the Islands. These were privately The teachers of our free schools are all In 1846 Kamehameha Ill supported and taught in English. natives and perhaps do as well as could reorganized the Kingdom's Occasionally some of these schools be expected. . . . As a class they will government into five ministries, one were assisted by government not suffer in comparison with any of which was the Department of funding, either by scholarships or by other in the nation for intelligence, Public Instruction. The Islands were grants· in-aid, especially at the high industry and general excellence of divided into 25 school districts with school level. There were 18 of these character; still they are very deficient in an appointed school agent in charge schools in 1872 enrolling 675 qualifications for their high calling, not of each district's schools. students. By 1894 there were 51 so much however in regard to knowledge, as of government and skill This arrangement enabled the Independent Schools with 3,255 in training the young minds under Kingdom to administer its schools students and 158 teachers.1 them,6 more effectively, and, except for a The following is a review of the minor reorganization of the life and times of one class of If the Common School teachers' Department of Public Instruction in teachers- those of the Common educational backgrounds were 1855 by Kamehameha IV- which Schools. They were native meager, it was no less than the placed the schools under a Board of Hawaiians, ill· trained but imbued facilities, texts, salaries, in-service Education which was administered with a willingness to teach, who first training, and parental support with by its president-this sytem served stepped in to fill the educational gap which these teachers labored. the schools throughout the left by the departure of missionary Common School classes were held Kingdom. educators. Common School teachers daily from nine in the morning until There were three types of schools served throughout the remainder of two in the afternoon. Schools in the Kingdom. The Common the term of the Kingdom and originally remained open 200 days a Schools, whose courses were taught continued to provide an alternative year, dropped to an average of 165 entirely in the Hawaiian language, form of education even as official days in 1857, and then settled to 205 provided the most rudimentary type educational policy swung from days of instruction per year by of instruction for the first five instruction in the vernacular to 1888.7 Each Common School teacher grades. At one time these were the classes taught in English. was required to instruct at least 15 most numerous schools in Hawai'i, The first Common School teachers students. there being 527 schools and 19,028 hired by the Hawaiian Kingdom The course of study in the students in 1848. In 1894 there were were required to have only the most Common Schools was based on the only 18 schools where 32 students rudimentary sort of education as abilities of the students. The were being taught by 18 teachers. By well as an interest in teaching: youngest children learned to "put together letters in syllables." In the the turn of the century, the last If a man can read, write and Common School-on the island of next class students learned to use a understand geography and arithmetic, primer, pencil, and slate. At the third Ni'ihau-had been phased out. and is a quiet and moral man, and level teachers offered reading, Common Schools were successively desires a teacher's certificate, it shall be referred to as "Free Schools," the duty of the school agent to give writing, and the principles of "Government Schools," "Free him one, and not refuse.' arithmetic. Students continued these studies in the next class with the National Schools," and "Schools Until 1862 all Common School Taught in Hawaiian." addition of geography and mental teachers had been men. With the arithmetic.' The curriculum in the Select, or English, Schools, which establishment of separate common were also funded by the government, top class also included written schools for boys and girls, women arithmetic, composition, and music. were established in 1854 and offered were employed as teachers in these the first eight years of schooling Occasionally, although the schools girls' Common Schools.s were non-sectarian, teachers offered with all instruction in the English The Common School teachers language. Until 1888 there was also a lessons in "moral truths."9 were educated in either the Examinations were given quarterly tuition fee. The popularity of these missionary schools or in the schools is evidenced by the fact that to test the students' comprehension Common Schools and, consequently, as well as to spark parental in 40 years-from 1854 to 1894-the were unable to teach more broadly, number of English Schools rose from interest.10 In addition to keeping 15 to 107 and the number of numerous records relating to class students from 650 to 7,732. There work and attendance, Common were also 229 teachers in 1894. School teachers were also required to maintain records of all births, deaths and marriages which occurred in the community served by the schoot.11

11 The earliest Common School was published. Later, in 1873, Mary The most noisy and disorderly classes were held in grass huts, but Hall's geography, Tlrt World , appeared classrooms were those in Honolulu teachers also taught in adobe or as Honua Ntr. Finally, in 1887, a and Lahaina where students were stone houses with thatched roofs, translation of the Cl11"1's Prrmer of continually exposed to the riotous private homes, or under the shade of Physiology and Hygiene became available activities of visiting whaler crews.u trees: as He Bukt Ola Kino No Na Kamalii. During the opening year of the S<:hool As a general thing they (the school This text also came in for double much time has been spent in the houses) are wretched cheerless grass duty as a health textbook as well as a fatiguing labor of reducing the wild huts; mostly without seats, desks, Hawaiian language reader.is undisciplined youth of the common floors or apparatus; most of the school There was another problem schools of Lahaina to a state of order3' houses too are destitute of the means regarding Common School As a result of these growing of dosing either doors or windows; and textbooks: discipline problems, the Board of in the rainy season are both The law requires them (the parents) to Education, in 1865, established the uncomfortable and unhealthy.12 supply their children with the Industrial and Reformatory School at Violent wind and rain storms necessary school books . . . but many of Kapalama for "unruly children." during the 1850s wreaked such the parents are extremely poor, and in Here students were "trained in the havoc with these structures that the fact unable to purchase books. A good habits of industry as well as Board of Education's annual reports many of the children too are orphans receiving a fair literary education."20 and have no means.r• constantly describe the number of Compensation for the very first schools which were simply falling But on the other hand: Common School teachers was apart. JJ By 1866 the Board had They (the students) are careless provided by the communities in offered to contribute half of the cost moreover in using books, and very which they taught. The educational of a new school house to those soon wear them out.20 law of 1841 decreed that teachers communities which were willing to Teachers also agonized over the were to be given a place in which to provide the remainder of the cost.u fact that students often cut out the live and a regular supply of Within a decade the existing pages of books and used them to community labor on a plot of Common School buildings had either make kites.ii government land, the produce of been condemned, repaired, or Attendance in the Common which was to provide the teacher replaced. And by 1874 all of the Schools at first was compulsory for with food. This arrangement did not remaining Common Schools had all children between the ages of four prove satisfactory to the teachers been satisfactorily housed.15 (English and 14 years. In 1859 it was changed who preferred their compensation to Schools fared much better. They to six to 16 years of age and later in be in the form of money or in title were generally of wood construction 1890 it was lessened to six to 15 to the land itself.27 In 1850 this and contained up to three rooms. years.22 school labor tax was abolished and a They were painted and furnished Maintaining classroom discipline two-dollar poll tax was substituted as with the latest American style of was a serious problem for most of a means of funding the teachers' two-seater desks.10) the Common School teachers. salaries.zs Incidentally, teachers were There was also an inadequate Teacher evaluations usually stress exempt from these education taxes. selection of textbooks in the good classroom order as much as However, this manner of funding Hawaiian language. Before 1865 good teaching methods. Young the teachers' salaries through the when the Board of Education began Hawaiians who had been born after communities did not prove publishing its own texts, the the overthrow of the hrpu system in satisfactory either. If these school Common Schools had to rely on the 1819 and who were growing to tax collections were slow, teachers Mission Press' antiquated supply of maturity by the middle of the might not get paid on a monthly Hawaiian language texts, spellers, nineteenth century, disregarded both basis, but rather quarterly or yearly, readers, Bibles, sermons and tracts Hawaiian and Western social if at a[[.29 for classroom instruction.t7 controls. Traditional Hawaiian child­ Teachers' salaries varied according The basic reading and arithmetic rearing practices, which allowed to one's ability, experience, and the texts were Kt Ao Hrluhelu , an 1842 children a maximum amount of special requirements of the position. reader; Ke Kumu Mua Ano Hou, an freedom, commingled with Western It is not proper that all teachers 1861 primer, and Ht Htlunaau. an concepts of liberty and equality, and should be paid alike, a very wise 1843 translation of Warren resulted in uncontrollable students.2~ teacher who is exceedingly laborious in Colburn's Intellectual Arilhmel1C. It was his business, and has many pupils, not until well into the 1870s that a should be paid a high price while he translation of James Thomson's who is less wise and less laborious in Higher Arithmetic, Ka Hu innhelu Hou. his business should be paid a lower price.JO

12 In 1848 the average yearly salary instruction of Common School Later in 1880 the Board published for teachers was $31.57, or a little teachers. These were held quarterly, what it considered to be the top over 13 cents a day.Ji The Kingdom for one week, in each of the school three ranks of its 150 Common noted that one of the problems in its districts. Teachers conventions were Schools. These rankings were again education program was "the want of also started in 1872.J0 based on "general proficiency and suitable teachers willing to work for At the annual examinations which discipline.'' The best teachers and such wages as the Board of were instituted in the late 1860s, their schools were: L. Ka'aikauna, Education is able to pay."32 Although teachers were required to be tested Honolulu; Mrs. S. M. Ciritina, salaries rose slowly over the years and on the basis of the results were Honolulu Girls School; Edward and although the Common School certificated as government teachers Ka'aloa, Hanalei; P. K. Kauimaka'ole, teachers' pay was quite good for periods ranging from six months Hana; E. H. Umiamaka, Hilo, and J. compared to what many other to two years.4o A few years later, W. Keali'ikoa, Keauhou. The teachers Hawaiians were earning, Common after regular courses in normal and schools of the second rank were: School salaries were no higher than instruction had been established at Miss Emalia Williams, Anahola; T. P. sugar plantation wages.33 The Lahainaluna41 and other normal Unea, Lihue; John Unea, Koloa; D. average salary in 1863 was $77.67 classes were held throughout the H. Nahinu, Ho'okena; John 'Iii, Puna; per year.J4 In 1892 the salaries paid ls[ands,H the Board of Education J. Nako'oko'o, Wailuku: W.R. to all of the Hawaiian Kingdom's established a policy of paying higher Makakoa, Wailuku, and B. W. Kepa'a, teachers ranged from $100 to $2,400 salaries to those teachers who had Ha'iku. The teachers and schools with the median figure being $500.JS improved themselves by attending listed in the third rank were: S. M. Mrs. S. M. Ciritina, who had twice these classes.u Kinimakalehua, La'ie; K. Paikule, been commended by the Board of It was also difficult to induce the Hakipu; H. Kauaihilo, Punalu'u: J. P. Education for her excellence in better-educated teachers- such as lwa, Kaumakapili; S. W. Kawai, teaching nevertheless continued to those being graduated from Wailupe; S. M. Kamalele, Kalihi-uka; receive one of the Board's lowest Lahainaluna- into the low- paying, D. A. Kaiole, Honolulu; David Kua, salaries-$200.Jo rough-and-tumble Common Waimea; A. P. Paihaole, Halawa, and The lack of well-qualified Common Schools. These better-trained H. Manase, Honaunau.4o School teachers was the greatest teachers rather sought employment The number of Common Schools setback to th.e Board of Education's in the better-paying government continued to decline. By 1888 there program. Their reports constantly English Schools, private schools, or were more English Schools than call attention to the teachers' lack of other governmental and commercial Common Schools and within a subject matter grounding as well as offices. The Board of Education decade the Common Schools had their inabilities in the art of teaching sought to have a law enacted which disappeared. The reasons for this and in maintaining classroom would have required Lahainaluna decline were manyfold. There was a discipline. Although the Board felt teacher graduates to be assigned for steady decrease in the Hawaiian that the most obvious way of several years as Common School population and ultimately in the improving the Common Schools was teachers in areas deemed especially number of native Hawaiian speakers. to improve the teachers and needy by the Inspector-General of As the Hawaiian language was although the Board talked of the Schools.H displaced, English became to be used necessity of teachers improving By the mid-1870s Common School more and more frequently in the themselves, the Board took little teachers were being officially legal, commercial, and social life of direct action to resolve this problem recognized by the Board of Education the community. Later, with the for two decades. Finally in 1865 the for their "general proficiency and increasing number of immigrants to position of Inspector-General of excellent discipline." The following the Islands, there was a concomitant Schools was created. He traveled received the Board's congratulations: demand for schools to be conducted about the Islands visiting all of the E. H. Umiamaka, Onomea School; H. in English. English Language schools government's schools twice a year.J7 Kalaiwa'a, Kapoho School; R. had become increasingly popular. His assistant also traveled, giving in­ Makahalupa, Keauhou School; A. Older students dropped out of the service training to those teachers Wahineho'okae, Honokahau School; Common Schools to go to work on whom the Inspector-General had T. Kekaulike, Hana School; and Mrs. the plantations and parents were earlier felt were in need of S. M. Ciritina, Honolulu Girls indifferent about sending younger assistance.38 In 1870 the Board began School.45 children to school. The Common sponsoring institutes for the Schools were inefficiently managed.

13 Buildings and facilities were often in circulated through the medium of a committed to their charge," and since poor condition. There was a serious periodical. Secondly, to communicate to "self-development should now be our lack of suitable Hawaiian language them the ideas on many subjects watchword" established a Hawaiian textbooks. There were few well­ directly and indirectly, such as we language weekly newspaper, Hat trained Common School teachers. should not put into sermons, nor into Hawaii (Hawaiian Flag). It was edited books written formally for the Nation. During the last years of their by Fuller, a clerk in the Office of Thirdly, it was designed as a channel J. declining usefulness, the remaining through which the scholars might Public Instruction, and covered news, Common Schools took on a romantic communicate their opinions freely on politics, moral literature, and aura, similar to that which the little any subject they choose. The paper was agriculture. It sold for one dollar per red school house enjoyed. The Board designed merely for the school.•• year.H Although it maintained a of Education noted that some circulation of 2,000, it was K11 Lllm11 H11waii was published students refused to leave some of discontinued in 1861 because the weekly until December 26, 1834. the Common Schools, preferring to Board felt that there were other Lahainaluna students often found stay on "out of aloha for the privately owned Hawaiian language the newspaper to be "exceedingly teacher."4' The Board itself newspapers which were capable of interesting" and immediately after permitted the last four Common fulfilling Hae Hawaii's services.ss receiving their copies would sit down Schools in Honolulu to remain into These early school-oriented anywhere and begin avidly reading the 1890s solely because they didn't newspapers established the traditions it.SO want to put their teachers out of a for the rest of the one-hundred Based on the popularity of K11 Lnm11 job. These four teachers and their Hawaiian language newspapers H11waii, Honolulu missionaries issued years of service were: Mrs. S. M. which flourished in the late a semi-monthly newspaper, entitled Ciritina, 45 years; S. Lainahola, 43 nineteenth and early twentieth appropriately enough, Ke Kumu Hnw11ii years; P. 'lwa, 26 years; and 5. centuries. These newspapers J. (The Hawaiian Teacher), in Wikaikuahine, 17 years.4e contributed to the post-school November 1834. The missionaries intellectual development of What were the Common School decided: teachers' contributions? They Hawaiians by offering current local provided nearly a half century of That the periodical press may be news. They also, through a heavy advantageously employed ..• in an free public education for the great emphasis on writing letters to the attractive form before the eyes of editor, elicited a wide range of numbers of Hawaiian children who several thousand readers: to make a opinion on often controversial topics, were unable to pay the tuition to newly partially instructed people attend either the Independent School acquainted with the results of the as well as serving as a means for or English Schools. These dedicated experience and discoveries of the past perpetuating Hawaiian historical and teachers served in spite of the lack of generations, and to elucidate every literary traditions. parental and governmental support subject brought before the people, from Probably the most outstanding use and under extremely poor teaching the simplest elements of knowledge to of the Hawaiian language conditions. The Common School the highest points of instruction." newspapers as means of publishing teachers were the best that the Ke Kumu H11waii presented "a strong Hawaiian culture and history were Islands could afford. inducement to the more intelligent the 205 articles written by The Board of Education adopted a and enterprising to improve their Lahainaluna tutor Samuel M. highly-successful form of continuing own minds and exert an influence on Kamakau. These were published education which had been pioneered their countrymen, by writing."' 2 It regularly in Ka Nuptp11 Kuo/con (The by the mission educational system. ran until 1839 and reached a Independent Press) from 1866 to On February 14, 1834, Hawai'i's first circulation of 3,000 copies. 1869 and in Ke Au Okon from 1869 to newspaper, and the first one west of Rev. Richard Armstrong in turn 187J.Sa the Missouri River, K11 LR11111 H11waii edited K11 Non11non11 (The Ant) from Translations from these series (The Hawaiian Luminary), was 1841 to 1845 and K11 Eltlt H11w11ii (The formed the basis for three books published at Lahainaluna. Its editor, Hawaiian Messenger) from 1845 to which were subsequently published Lorrin Andrews wrote: 1855. Both newspapers were by the Kamehameha Schools and Bishop Museum presses: Ruling Chitfs Its object was First, to give the scholars designed for school children, of Haw11ii {1961), Ka Po't K11hiko - Tht of the High School the idea of a teachers, and parents. Issues were newspaper-to show them how filled with articles on agriculture, Ptoplt of Old (1964) and Tht Works of information of various kinds was house ~ building, hygiene, and public the People of Old- N11 H11n11 11 kll Po'e health.lJ Kahiko (1976). In 1855, encouraged by Board President Richard Armstrong, the Board of Education, "regarding it as a legitimate part of the work

14 John Ti, who taught at the Royal School, contributed a series of TABLE I historical articles on Hawaiian life HAWAIIAN TEACHERS SERVING AS LEGISLATORS during the early 1800s for Ka Nuptpn Name School Leglsl;ilure Kuokoa from 1866 to 1870. These Luther Aholo Lahainaluna 1860-1886. Vice President (Speaker) of the were later translated and published House, 1876-1886; Minister of the Interior, by the Bishop Museum Press as 1886-1888. Fragmtnls of H11wa1ia11 History as Rteordtd S.H. Ha'aheo Kalapana English 1901 by John Papa Ii (1963). Rev. Elia Helekunihi Anahola English 1876, 1887-1888 ~ number of Hawaiian teachers John Ti Royal School 1841-68. Supreme Court Justice, 1846-64; also edited Hawaiian language Oahu School Agent, 1841-45. newspapers. David Malo n served as J. Kakina Lahainaluna 1874, 1880 Samuel M. Kamakau lahainaluna 1851-76. District Judge, Wailuku, 1855-56; assistant editor from 1873 to 1874 Member, Board of Commissioners to Quiet on Walter Murray Gibson's Ka Nuhou land Titles, 1848·50. Haw111i (The Hawaiian News), Joseph Z.P. Kaumaea Lahainaluna 1846-59 Nawahi was the editor of Ke Aloha J.W. Keli'ikoa Keauhou Common 1901 Aina {The Patriot) in 1895 and his Samuel Keli'inoi Summer Normal 1903-04, 1911 school teacher wife, the former Charles E. King Waiahole English 1919-21 Emma Alii, succeeded him as editor J.P. Maikainai Kailua 1901 from 1896 to 1899, and Robert David Malo lahainaluna 1846. Superintendent of Public Instruction, Wilcox edited The Librral from 1892 1841-45. to 1893 and Kt Aloha Aina Oiaio (The David Malo II Kawaiahao and 1878 Only Patriot) from 1896 to 1897. Ewa English The high estimation in which Nahinu, D.H. Lahainaluna 1864, 1873-74, 1882-86 Hawaiian teachers were held is J. Nakaleka 1903-08 evidenced by the number who were Jonah Nakita Kipahulu English 1868 elected to the Kingdom's legislatures. J.K. Nako'oko'o Wailuku and 1882 The Constitution of 1840 first Haena Common provided for a "representative" body Joseph Nawahi Hilo Boarding 1872-82, 1890-92. Minister of Foreign Affairs, 1892-93. of legislators. For the next 51 years, A.P. Pa'ehaole Halawa Common 1886 from 1841 to 1892, at least one R. Pu'uki Wainiha 1901 former teacher was sitting in the L.S. Ua Lahainaluna 1851-53 legislature. There were no Hawaiian Robert W. Wilcox Ulupalakua 1880, 1890-92. Territorial Delegate to teachers in the three legislatures of English Congress, 1900·02. the Hawaiian Republic, but again from 1901 to 1911 there was heavy teacher representation. Twenty-two former Hawaiian teachers of the TABLE II political. cultural and religious affairs 19th century sat in various LAHAINAlUNA NATIVE TUTORS•• of the Hawaiian nation. The first legislatures (see Table l).s1 Samuel M. Kamakau 1840-46 seven tutors all served various terms The most influential group of David Malo 1841-42 Z.P. Kaumaea 1843-44 in the Kingdom's House of Hawaiian teachers were the ten L.5. Ua 1846-54 Representatives. Kamakau and Malo native tutors at Lahainaluna (see D.H. Nahinu 1854-56 were the two most notable Hawaiian Table II). These were Lahainaluna Luther Aholo 1856-65 historians and Malo served as the graduates who returned to the J. Kakina 1865-66 Rev. Moses Kuaea 1867-71 Kingdom's first superintendent of school to teach classes with the Josia M. Nae'ole 1871-74 public instruction from 1841 to 1845. missionary faculty. These tutors not Rev. Joseph Hana'ike 1874-78 LS. Ua, who died while still serving only helped contribute to as a native tutor, was characterized Lahainaluna's role as the premier as "a man of a strong and clear mind, source of Hawaiian teachers, but tolerably well cultivated and stored they also were leaders in the with knowledge."sa D.H. Nahinu returned to teaching and, as the

15 district superintendent for South Footnotes •ORtpor/, 1872, p. 2. Kona, built and taught at an English "Rtport, 1876, p. 4. •Translnlron of tht Consltlulron nnJ Uiws of !ht boarding school at Ka'awaloa.59 And HRtport, 1890, p. 2. Hnwniian Islands. EstabluhtJ m /ht Rtign of at a time when the Common Schools URtpor/, 1878, p. 4. Knmthnmthn 111 Lahainaluna, 1842, p. HRrporl, 1870, p. 4. were being reviled, he taught at the 61. Here;ifter cited as 1842 Liws. HRtporl. 1878, p. 5. Ho'okena Common School. raising it ZJb11/, p. 66 ••Rtpor/, 1880, p. 16. to one of the better ones in the JSchmitt, Robert. H1slorrtal S1n11shcs of HRtporl, 1890, p. 23. Kingdom.1>0 Luther Aholo climaxed Hawan. Honolulu: University Press of U/biJ., p. 79. his political career by holding a top Hawai'i, 1977, pp. 212-213. •"''Mission to the Sandwich Islands," in ministerial position in Kalakaua's ~ 1842 Liws. p. 67. Rtporl of /ht Ar11tric11n Boord of cabinet. He was described as having 'Odgers, George. " Education in Hawaii, Commissiontrs for Fortign Mimons. 20 a great ability as a parliamentarian 1820-1893," doctoral dissertation, (1835):146. Stanford University, 1933, p. 196. who "both in and out of the 50lecker, George. "Lihainaluna, 1831- •Rtporl of lht Pm11ltnl of tlir Board of Edurnhon 1877," master's thesis, University of legislature bore himself in a lo lht l.rgis/n/urt <'/ 1858. p 7 Hereafter H;iwai'1, 1938, pp. 67-68. 0 gentlemanly and dignified manner." • cited as Rtporl ""Mission to the S;indwich lslilnds." op. Rev. Moses Kuaea later became a 7Nichols, Bernice "The History of Public trl., pp. 83-84. very popular and respected pastor at Education of the Hawaiian Islands 51Jb1d., p. 84. Honolulu's Kaumakapili Church. During the Period of the Monarchy," 5lMo'okini, Esther. Tht Hawn1111n Rev. Josia Nae'ole, who had been a master's thesis, University of Southern Ntwspnptrs, Honolulu: Topg;illant Press, teacher at the Hilo Boarding School C;ilifornia, 1923, pp. 38-39. 1974, p vi. before becoming a tutor, returned to &Rrporl, 1874, p 3 . S.Rtpor/, 1855, p. 12. become the only Hawaiian principal •Nichols, op al , p. 43. "Rtpor/, 1862, p. 21. •oRtporl. 1851, p. 35. of that school. He served from 1874 '•Thrum, Thomas. "Brief Sketch of the u Nichols, op trl .. p. 41. Life and L;ibors of S.M. Kamakau, to 1878,D? URtporl. 1847, p 4. Hawaiian Historian," in Hnwnu Hislorrral JJRtporl. 1860, p. 7. Socitly Rtporl, 26 (1917):53·61. HRtporl, 1866, p 2. 57Lydecker, Robert, compiler. Rosttr of URtporl. 1874, p. 4. l.tgislahms of Hawaii. 1841-1918, t•Rtpor/, 1884, p. 19. Honolulu· Board of Commissioners of 11Wist, Benjamin 0 A Ctnlury of Publi< Public Archives, 1918. E.lurnlio11 in Hawn ii Octobtr 15, 1840- nLecker, op cil .. p. 342 0ctobtr 14, 1940. Honolulu Hawai'i '"Rtporl. 1860, p. 7. Educ;itional Review, 1940, p. 82. oORtporl. 1880, p. 9. •aRtporl, 1874, p. 4. •1Lecker, op. cil, pp. 432-433. ••Rtporl 1858, p. 6. •lGordon, Mildred. "A History of the Hilo ZDJbiJ, Boarding School," master's thesis, 210;imon, Ethel. ed. " Father Bond," in Tht University of Hawai'i, 1936, p. 128. Fritnd, Honolulu, 1927, p 117. •Jlecker, op

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