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MANUAL AND INDUSTRIAL EDUCATION DURING HAWAIIAN SOVEREIGNTY: CURRICULUM IN THE TRANSCULTURATION OF HAWAI'I BY CARL KALANI BEYER B.A., Beloit College, 1968 M.S., Northern Illinois University, 1973 M.A., Benedictine University, 1999 M.S., Benedictine, 1999 THESIS Submitted as partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education in the Graduate College of the University of Illinois at Chicago, 2004 Chicago, Illinois UMI Number: 3126438 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform 3126438 Copyright 2004 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 THE UNIVERSITY OF ILLINOIS AT CHICAGO Graduate College CERTIFICATE OF APPROVAL October 6, 2003 I hereby recommend that the thesis prepared under my supervision by CARL KALANI BEYER MANUAL AND INDUSTRL\L EDUCATION DURING HAWAIL\N entitled SOVEREIGNTY CURRICULUM IN THE TRANSCULTURATION OF HAWAII be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Adviser (Chairperson of Defense Connfiittee) I concur with this recommendation Department Head/Chair Recommendation concurred in: Members of Thesis or Dissertation Defense Committee I11^^ University of Illinois I at Chicago ACKNOWLEDGMENTS I feel compelled to acknowledge a host of people for encouraging and inspiring me throughout my entire education, which led to this dissertation and doctoral degree. Although neither of my parents graduated from high school, they were life-long learners and modeled a "can-do" attitude. In addition, I was fortunate to have several Hawaiian teachers at the Kamehameha Preparatory Department that influenced me to overcome my learning disability. I had excellent teachers throughout the rest of my education who pushed me to seek excellence. Completion of this doctoral degree is part of a process that began in 1997. After 20 years, I returned to college to acquire just an administrative certificate, but instead earned graduate degrees in education and management and organizational behavior and decided to pursue a doctoral degree. I wish to acknowledge the hardship my family endured as a result of my seven consecutive years of advanced study. Most of the burden fell on my wife, Suzanne Evans. I appreciate all she sacrificed in order for me to achieve my goal, a doctoral degree. I would like to thank my dissertation committee - Maenette Benham, Annette Henry, William Schubert, William Watkins, and the chairperson, Bernardo Gallegos. Dr. Benham is on the faculty at Michigan State University and she provided an important Hawaiian connection, as she is a Native Hawaiian and a graduate of the Kamehameha Schools. I chose the other four members of my committee because they were the best instructors I had at the University of Illinois at Chicago and for the excellent scholarship they have done. Each member of the committee was helpful; however, Dr.Gallegos' guidance through this difficult but most rewarding process was invaluable. Finally, I would like to acknowledge the help I received at the three libraries that provided the bulk of the resources for this dissertation. This includes the excellent staff at the 111 ACKNOWLEDGEMENTS (continued) Hawaiian Mission Children's Society, Marilyn Reppun, the head librarian, and Pua Fernandez and Noelani Arista, the assistants; Barbara Dunn, the head librarian of the Hawaiian Historical Society; and Janet Zisk, the archivist of the Midkiff Library of the Kamehameha Schools. I would also like to thank my personal research assistant, Eric Keli'i Beyer (my son), who collected material for me while attending the University of Hawai'i, Manoa. Finally, I would like to thank the Bishop Museum and the Hawaiian Mission Children's Society for allowing me to reprint photographs of the major schools used in my dissertation. CKB IV TABLE OF CONTENTS CHAPTER TOPIC PAGES L INTRODUCTION 1 A. Identifying the Problem I B. Defining Missionary and Manual and Industrial Education 3 C. Design of Study 5 D. Organization of the Study 10 II. HAWAIIAN CULTURE BEFORE AND AFTER WESTERN CONTACT 17 A. Hawaiian Culture Before Western Contact 17 B. Forces Involved in Transformation After Western Contact 29 C. End of 'Aikapu Era and the Beginning of 'Ainoa Era 35 D. Hawaiian Culture During the 'Ainoa Era 39 III. MISSIONARY CULTURE AND THEIR REPRESENTATION OF HAWAIIAN IDENTITY 44 A. Organization of the Chapter 44 B. Evolution of "Laboring in the Field" 45 C. The American Board of Commissioners for Foreign Mission 47 D. Missionary Involvement With Manual and Industrial Education 49 E. The Characteristics of the Missionaries of the Sandwich Islands Mission...54 F. Second-Generation American Missionaries in Hawai'i 59 G. Missionary Representation of Hawaiians 63 IV. TRANSCULTURATION DUE TO 'AINOA INTERACTING WITH "LABORING IN THE FIELD" 69 A. Establishing the Battlefield 69 B. Missionaries Gaining a Foothold 69 C. First Twenty Years of Education 72 D. Transformation of the Political System 81 E. Transformation of the Economic Structure 90 V. EXPERIMENTING WITH EDUCATIONAL DESIGN 94 A. The Establishment of Missionary Select and Special Schools 94 B. Formal School and Manual and Industrial Curriculum for males: Lahainaluna High School/Seminary 98 C. Common School and Manual and Industrial Curriculum for Males; Hilo, Waialua, and Kohala Boys' Boarding Schools, and Waioli Boys' School... 110 D. Common School and Manual and Industrial Curriculum for Females: Wailuku Female Seminary and Hilo Girls' School 121 E. Coeducational Formal Curriculum: Royal School 128 F. Coeducational Formal School and Manual and Industrial Curriculum: Punahou School 132 G. Summary of Experimenting with Educational Design 137 V TABLE OF CONTENTS (continued) CHAPTER TOPIC PAGES VI. CHALLENGES FACING THE TWO METAPHORS 138 A. Religious Challenges to the "Laboring in the Field" Metaphor 138 B. Anti-Missionary Challenges to Missionary Preeminence 144 C. 'Ainoa and "Laboring in the Field" Metaphors at Odds 146 VIL EDUCATIONAL DECISION-MAKING 159 A. Purpose of the Chapter 159 B. The Voices Behind the Interpretations 159 C. Manual Labor As the Means to Industriousness 161 D. Female Education 165 E. Shifting Teaching from the Vernacular to English Language 170 F. Manual Training/Industrial Education 177 VIII. HAWAIIAN FEMALE SEMINARIES 187 A. Introducing the Chapter 187 B. Ka'uAVaialua Female Seminary 188 C. Kawaiahao Female Seminary 194 D. Kohala Female Seminary 202 E. Maunaolu Female Seminary 206 F. Expected and Intended Results and Unanticipated Consequences 210 IX THE MANUAL TRAINING SYSTEM COMES TO HAWAI'I 213 A. Shifting to Manual Training 213 B. Purpose of the Chapter 213 C. Manual Training at Hilo Boys' Boarding School 214 D. Kamehameha School for Boys 218 E. Kau'ai Industrial School 232 F. Public Schools and Manual Training 238 G. The Emergence of a Re-structured Lahainaluna Technical High School 243 H. Manual and Industrial Education Predominates 246 I. Expected and Intended Results and Unanticipated Consequences 247 X. CONCLUSIONS 250 A. Meeting the Goal of This Study 250 B. Hawai'i's Place in the History of Manual and Industrial Education 256 C. Whose Interest Did Education Serve? 262 D. Analyzing Prior Studies' Conclusions 270 E. Importance of This Study 273 CITED RESOURCES 277 VITA 305 vi LIST OF TABLES TABLE PAGE L Comparing Schools Based on Language 173 III Nationality of Teachers 176 rV. Public School Enrollment by Nationality 241 vii LIST OF FIGURES FIGURES PAGE 1. Lahainaluna High School (1839) 99 2. Hilo Boys' Boarding School (1840) 112 3. Wailuku Female Seminary (1839) 123 4. Royal School (1839) 129 5. Punahou School/'Oahu College (1854) 135 6. Wailua Female Seminary (1870) 191 7. Kawaiaha'o Female Seminary (1867) 195 8. Kohala Female Seminary (1890) 204 9. Maunaolu Female Seminary (1900) 208 10. Kamehameha School for Boys (1911) 220 Vlll LIST OF ABBREVIATIONS ABCFM American Board of Commissioners for Foreign Missions HEA Hawaiian Evangelical Association HMCS Hawaiian Mission Children's Society SIM Sandwich Islands Mission ix GLOSSARY Ahupua'a - the great domains into which a chiefdom was divided ' Aina - sacred land 'ainoa - freedom to choose one's life style; preserving sovereignty 'aikapu - a religious system based on the concept of kapu ali'i - member of the chiefly class ali'i nui - high chief aloha - love aumakua - family deities descended from one of the major gods hanai - to feed or care for; to adopt hana mana - when a deity accomplishes wondrous miracles haole - foreigners; particularly white people hoike - public examinations of student progress ho'omalu - to protect ho'omana hou - declaring a new religion hula - dance hula halau - school for teaching the hula kahuna lapa'au - medical priest kane - man kaukau ali'i - the chiefly servers of ali'i nui kalaimoku - principal advisor of the mo'I kalo - taro; staple of food kapu - that which is forbidden or
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