Ka Wai Ola - Office of Hawaiian Affairs, Volume 10, Number 2, 1 February 1993 — Nā Pua Noʻeau students visit Kahoʻolawe during Makahiki [ARTICLE+ILLUSTRATION]

Nā Pua Noʻeau students visit Kahoʻolawe during Makahiki

by T. Kulani Calina Nā Pua No'eau Haumana (students) of ancient Hawai'i traveled to the "classrooms" that would mālama and 'a'a (challenge) their personal development. Those interested in becoming master lei hulu makers sought out the lush upland homes of the 'i'iwi bird. Others would become intimate friends of the reefs and open oeean, home to an abundance of sea life. Today, the classroom is still the pivotal environment in education. Education for seven young Hawaiians included an extraordinary trip to Kaho'olawe. The seven students are participants in the educational enrichment program, Project Kupulau. Project Kupulau seeks to deepen the skills and interests of gifted Hawaiian students in various academic and gifted areas while building self-esteem. On the bleak and barren shores

of the ancient Kohemālamalama, the Protect Kaho'olawe 'Ohana (PKO) acts as steward for the island and its resources. Part of their stewardship involves the protection and upkeep of ancient Hawaiian sites on the island. The PKO also conducts religious ceremonies to honor ancient Hawaiian deities during the Makahiki (harvest season). Through Project Kupulau, the seven students were invited to participate in this ancient Hawaiian ritual, visiting the various heiau and religious sites and leaming the Makahiki protoeol. Waiākea High School freshman Noelani Puniwai found herself knee-deep in the surf of Hakioawa Bay at the camp's main site. She and her fellow classmates were preparing their ho'okupu (ceremonial gifts) for presentation to the harvest god Lono. Puniwai offered a ho'okupu of 'ulu (breadfruit), representing abundance and the fruitful land.

The simple task of cleaning the ffesh fruit in sea water she found filled with deeper kaona (meaning). Puniwai felt a strong sense of awe during the ceremonies, when as the students presented their many ho'okupu it began to rain. She said, "Rain clouds represent the god Lono, and every time we (presented the ho'okupu) it rained." She also learned to recognize the ties ancient Hawaiians and modern Hawaiians have for the 'āina (land). The barren landscape of Kaho'olawe brought home to her the plea for help the Makahiki represents.

"The land was worse than I expected," Puniwai said. "Nothing could grow because of the erosion. "I live in an 'ōhi'a forest (on the Big Island) and I'm thankful for the things at our house," Puniwai said. The island of Kaho'olawe has long drawn adventurers seeking knowledge. It was onee used as a school for astronomy and navigation because of its strategic placement in the Hawaiian ehain. Project Kupulau instructors Kaipo Farias and Kekuhi Kanahele agree the island still represents an important resource for cultural education. They contend that classroom

eumeula need to focus on more experiential-based programs. They believe that Hawaiian students in particular perform better when all their senses are stimulated. Farias said, "The Western style classroom doesn't exercise all (the) senses of (Hawaiian students)." Farias was awed and humbled by the efforts of his haumana during the demanding Makahiki ceremony. He found the students performed with a discipline and interest that could only be achieved because of the special environment. "There was (a student) who was very lethargic (in the traditional classroom)," Farias said. "So, she exhausted me. Took her to Kaho'olawe, boom!" Farias said. "I was exhausted because of her energy." The task of orienting the students to this type of challenging environment began during the summer institute held at the University of Hawai'i-Hilo (UHH). The seven students were among 60 gifted and talented Hawaiian children invited to attend the education enrichment program on the Big Island. The students participated in traditional Hawaiian medicine, volcanology, aquaculture, visual arts, performing arts, language arts, Hawaiian language, and

integrated Hawaiian culture curriculum. In the latter, students studied geography, history and Hawaiian language through ancient Hawaiian folklore and mele (song). Farias said all the "beliefs and practices of (the Hawaiian) culture are found in these stories." Farias used this cultural tool of storytelling to motivate his students to expand their imaginations, and to find the answers within themselves. The Project Kupulau program is an extension of the summer institute held at UH, Hilo. Both programs are conducted by the Center for Gifted and Talented Native Hawaiian Children, Nā Pua No'eau of UHH.

The center conducts innovative educational enrichment programs for gifted Hawaiian students grades K-12. The center's philosophy is rooted in the total well-being of Hawaiian students. Nā Pua No'eau integrates Hawaiian culture and values within all curricula to build selfesteem and confidence in education. Nā Pua No'eau is located on the UHH lower Manono eampus. For more information about the Project Kupulau program of the 1993 summer institute please eall 988-3678 in Hilo.

PKO members elean women's heiau at Hakioawa. Photo byAnne Landgraf