The Hawaiian star. [volume] (Honolulu [Oahu]) 1893-1912, 1912-02-03


ton, but it was an evolutionary
chaos, out of which better things
were growing.
Bingham, on page 457, says:
The indispensableness of the
schools under native teachers, imper-
feet as they were, not being fully I'M
derstuod by ALL these schools were
in some instances suspended by the
missionaries on the supposition that
they had done their work. Still the
efforts of the mission in the cause of
education were undiminished, espe-
cially in raising the qualifications OF
teachers and furnishing books"
The resourceful band of mission
aries advanced nightly in their plans
to meet the exigency. They estab.
lished station schools" that is, they
enlarged the plan of instruction I'M
der their immediate supervision.
Phe first native teachers had been
sent out by the chiefs. These teach.
ers sent out those whom they had
taught. 1t was beyond all question
evident that these teachers and these
schools must have oversight. There
were no persons in the islands to
take this oversight but the mission
aries. We must remember that
many of these missionaries were
school teachers rather than preach
ers.
In 1888 the general meeting in Ho-
nolulu passed the following resolu-
tioA
'1n order that we may make the
best distribution of our time and
strength and also to give the people
specimen of our method of con-
structing school houses and commu-
nicating instruction, be it resolved,
that the members of each station be
allowed and recommended to build a
convenient school house at the sta
ton"
Each station was allowed $40 to aid
in contributing materials for build
| ing.
The mission would not allow any
compensation to natives who might
| become assistant teachers in these
schools, because they were teaching
their own countrymen, who ought to
provide for their support "a small
premium of books could be bestowed
on faithful teachers"
This condition was soon modified
so that support might come from
chiefs and people and clothing in cot,
ton cloth could come from it's mis-
sion" Later, in 1886, fifteen school
houses, costing 5000 each, were au.
thorized and 500 to $3.50 were al
lowed to each station.
One of the great reasons for the
success of what was called The Sand
WITCH Island Mission" was this con
tinued effort to make the people de
I what they could for themselves ant
at the same time give needed aid
These schools were at once calleu
. station schools" They were practiC
. ally very low grade normal schools
Just how they were started and il
: what makeshift houses they were lo
Gated is not evident from the records
before 1886.
/ However, in 1884, one year afte
} the advanced station schools wer,
planned, the king and high chiefs be
came so assured of the need ant
benefit of such schools that the.
. agreed ito set apart land for schoo
| buildings and aid in erecting them
and assist in supporting the teach
e ers."
: This was the commencement o
| regular schools supported by the gov
eminent, and probably was also tn
+ definite shaping of the mission worl
into what was known as the apani
: or district plan of work. Many o
/ the lands outside of the mission sta
ton came under the control of tn
station in connection with the school,
house used week days and Sundays
The gift of lands and houses wa
) a great uplift to the progress towar
: good schools, but the support s.
| readily promised by the chiefs wa
, frequently carelessly given, and tn
real burden fell on missionary shou
| ders. They seemed to have marvel
} Gus readiness to enter every opportu
{ nifty which opened the door a-cracl
? as we'll as aiar.
: The American Board of Mission
b was so well pleased with the educa
p tional development that special gif
of $500 was sent from Boston to al,
this station school plan.
1t is interesting to note how thes
t station schools were carried on.
/ have not had time to look into cor
ditions in other places beside Hill
4. III