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< Back In the Nation's Spiritual Center Lahainaluna’s Annual Celebration of Lā Kūʻokoʻa Grayson Guzman Coleman Riddell Traditions November 7, 2025 at 7:44:18 PM For the students and staff at Lahainaluna High School (LHS), the annual celebration of Lā Kūʻokoʻa (“Hawaiian Independence Day”) is far more than a simple history lesson. It is a powerful act of spiritual and political reclamation celebrated in the former center of the Hawaiian kingdom. Lā Kūʻokoʻa began on November 28th, 1843, commemorating political recognition from major powers Great Britain, France, and the United States of the Hawaiian Kingdom’s sovereignty. It was celebrated in the Kingdom for five decades until the 1893 overthrow, when it disappeared from calendars for nearly a century. As they prepare for the 4th annual Lā Kūʻokoʻa celebration on Boarders' Field (November 24th), students prepare to enjoy food, games, and art as well as a greater feeling of connection to their history. “...a forgotten holiday…” Lā Kūʻokoʻa’s return in 2022 began with a collaboration between Hawaiian studies Kumu Eva Palikiko and P.E. teacher Cliffane Casco. With the celebration’s absence, Palikiko saw an opportunity. After the overthrow, said Palikiko, “People kind of forgot about what Lā Kūʻokoʻa [was] and it became a forgotten holiday.” The effect, she added, was felt “especially in our education systems.” She described how students following the overthrow were physically punished if they celebrated Hawaiian holidays. In this environment, Lā Kūʻokoʻa was silenced until the start of the Hawaiian Renaissance in the 1960s. Even to this day, Lā Kūʻokoʻa is still not a state-recognized holiday. Palikiko noted that there was no Lā Kūʻokoʻa celebration when she arrived at Lahainaluna, though she was familiar with the celebration from the school she had transferred from. It was convenient that Casco had already incorporated the Makahiki games into his curriculum. It was even more convenient to revive Lā Kūʻokoʻa since it was so connected to Lahaina. “...the mana…has still always stayed here…” Palikiko said that the celebration is special in Lahaina, as it connects the school to the enduring spiritual power, or mana, of the area. “Lahaina remains the nation's spiritual center,” said Palikiko, “because this is where the piko was, where Mokuʻula is, that used to be the capital of Hawai'i before it moved to Honolulu." And, while the capital eventually moved (in 1845), “the mana, the spiritual, has still always stayed here... The bones of our aliʻi are still here and all that mana that was established here is still here in Lahaina." Sophomore LeiAloha Amram explained Lahainaluna “is so cultural and has so much history behind it.” As a boarder, she said, “I always feel mana around this school. It’s just so spiritful and I feel like we have a unique kind of people and things that we do that makes us different.” “When we all gather as a school to honor and celebrate these significant historical milestones and figures, I feel both pride and mana coming from everyone who acknowledges the complex history of our Kingdom,” said sophomore Ka’iulani Balinbin. “The power and beauty of it emerges when we all come together as one.” “...we're still our own country…” "It's fitting that our Hawaiian independence Day be returned back to Lahaina,” Palikiko added. “especially since the people who were very crucial in Lā Kūʻokoʻa, like Timoteo Haʻalilio and Kamehameha III (Kauikeaouli)—they are Lahaina people." Timoteo Haʻalilio studied at Lahainaluna, was a historical writer of the first historical society in Hawai’i—‘Ahahui ‘Imi i nā Mea Kahiko (The Royal Historical Society)—and was a government official through membership in the Kingdom's House of Nobles. He was raised alongside and became the personal secretary of Kamehameha III (Kauikeaouli). In 1842, Kamehameha III (Kauikeaouli)** commissioned three diplomats, messengers—William Richards, Sir George Simpson, and Timoteo Haʻalilio. The delegation traveled to Europe and North America to get the signatures on a letter of recommendation, called Palapala, otherwise known as the Anglo-Franco proclamation for Hawaiian Independence in 1843. The mission was motivated by a fear that Hawai'i would fall to a foreign power, as had nearly happened during the Laplace Affair in which the French military threatened war on the Hawaiian Kingdom for their discrimination of Catholics. Haʻalilio was even offered as a hostage. The Hawaiian Kingdom hoped that the overseas diplomatic mission would prevent future conflicts like this. Because Lā Kūʻokoʻa was historically suppressed by the occupying government, students feel strongly about the importance of keeping such traditions alive. "Hawaiian Independence Day reminds us of the things that these foreigners came to do to Hawai’i... it was literally a stand for our people,” remarked junior ‘Āina Kapu. Sophomore Pililani Wilsey-Bothelo celebrates Lā Kūʻokoʻa with her Kula Kaiapuni (immersion) class and believes that in “Hawaiian eyes, we still are an independent nation, and we don't believe we are part of America, only because they illegally overthrew our queen.” Senior Maluaka Wilsey-Bothelo thinks Hawaiʻiʻs political status should be a part of why we celebrate such holidays. She contended that "technically,” Hawai'i is still “an illegal[ly] occupied nation.” Yet, “by heart,” he added, “we're still our own country, so we should all definitely still recognize Lā Kūʻokoʻa.” “...to make it a little bit more special.” "Every year our goal is to add just one little more thing... to make it a little bit more special," Palikiko stated. The celebration on November 24th is designed to give every student an opportunity to engage with their history. The event is a community fair packed with fun and learning—sharing the mana with everyone. Students can check with their Po’okela teacher if their class is planning to go. Casco will have Makahiki games, traditional Hawaiian sports. Including ʻulu maika (stone rolling), moa pāheʻe (sliding darts), uma and pā uma (arm wrestling), Haka moa (chicken fighting), Huki huki (tug of war), and konane (Hawaiian checkers). Drawing and Painting students, led by art teacher Micah Kawaguchi-Ailetcher, will run a live screen-printing station where students can bring their own shirts or tote bags to be printed with a Lā Kūʻokoʻa design in honor of the school’s historical role as early printmakers in Hawaiʻi. Kula Kaiapuni ʻo Lahainaluna, Hawaiian Immersion, is planning to provide food for the event and will be sharing information about important historical figures for Hawaii’s independence. There will also be lei making with plants provided by agriculture teacher Bradley Mason. “Papa hula o Lahainaluna has been working on a mele named ‘Eia nō au ‘o Timoteo Haʻalilio,’ that we will be performing” shared Balinbin. “We will be performing this to honor Timoteo and his historical significance.” Boarders are also planning to work on community service activities, such as cleaning up historical sites. “We might be planting some things up at the grave [Lahainaluna Mission Cemetery],” boarder Aiyana Kimokeo reported. “Or we might be cleaning up places…like the [Ka Pa Kalae] stage,” this stage at Boarders' Field representing our recently passed kupuna, “Aunty Lori” Gomez Karinen. Lahainaluna’s modern Lā Kūʻokoʻa traditions are planned to go beyond our campus. “Last year we invited Kulanihākoʻi… we're gonna invite them again… we’re [also] inviting Fourth to Eighth grade Hawaiian Immersion [students],” Palikiko explained, “give them a spark.” “...we’re thankful and grateful for being Hawaiian.” Celebrated annually on the fourth Thursday of November, Thanksgiving and Lā Kūʻokoʻa often fall on the same day. This creates an interesting cultural contrast. While students like Kyren Malacas Bagoyo view Thanksgiving simply as a day for family and food, “Oh, we eat. We just go eat,” Hawaiian Independence Day provides a necessary political counterpoint, reminding everyone of Hawai'i's ongoing history and the ongoing fights by its people. Mike Landes, Modern Hawaiian History teacher said, “I love Thanksgiving…And what [it] has come to symbolize with the gathering of family. But the story behind Thanksgiving that we are sold at a young age--the happy pilgrims and Native Americans holding hands and sitting around together in life being beautiful--is certainly not reflective of the reality of the time. It's a nice way to gloss over forced removal, the genocide of the native population, and the colonization of their lands.” Palikikoʻs ʻOhana celebrates both holidays "but we put a bigger emphasis on Lā Kūʻokoʻa,” she said. “We make an imu, still do the turkey, but we fly our Hawaiian flags… We take that same premise of Thanksgiving, of being thankful and being grateful—but for being Hawaiian [and] for living in Hawaii.” Micah Kawaguchi-Ailetcher believes both celebrations can coexist, “I feel that having them all around the same time lends itself to this extra feeling of festivity.” “...it is not something that we will keep quiet of” “It’s important that no matter who we are, that we try to understand the history of the place where we live, and the people who are or were indigenous to that place,” Landes states. As Lahainaluna lights and passes our torch, we hope to see more recognition and celebration for Hawai’i’s historic Lā Kūʻokoʻa. “We should never give up on what we do because no matter what, this is our home… It's still Hawaii,” said Pililani. She continued, “there's a lot of wrongdoing Americans did to Hawaii, and that is something that the Hawaiians will not stand for even today…We all still fight for our water, we all still fight for lands. And Lā Kūʻokoʻa is just something to remind us that it is, it is our Hawaiian history—it is not something that we will keep quiet of.” Previous Article Next Article Copy link Grayson is the current 2028 student council Vice President and is running for a second term as sophomore Vice President. Coleman is a staff writer for Ka Lama Hawaiʻi. He is currently a senior at Lahainaluna High School.

< Back Replanting Our Legacy Boarders Replant Liliʻuokalani's Famous Palm Kristina Meguro Keiko Wegner Traditions November 7, 2025 at 9:05:57 PM On November 2, 1906, Queen Liliʻuokalani visited Lahainaluna to plant a tree. “This popular lady, though out of office, still reigns queen in the hearts of her people,” reported Maui News in its coverage of the event. Event Agenda in Maui News article, Nove 2, 1906. Queen Liliʻuokalani was here for Arbor Day and to witness one of Lahainaluna’s specialties: the throwing of poi. As Valerie Monson wrote for Maui News a century later, “the students would lop up poi on a finger or two and fling it into the bowls on the table.” Apparently, our students did this with “such speed and accuracy” that they “never spilled a drop. Their talent became something to see.” While the Lahainaluna “boyʻs string band” performed “a number of pieces,” the royal palm was planted “by Her Majesty’s own hands” on the spot in front of what is now the principal’s cottage. “Its verdant leaves,” the reporter concluded, “will help to keep ever green, in the hearts of her people.” Today, there are at least 22 royal palms spread out around campus. Some of the most significant areas where you can find these magnificent trees are the pathway leading up towards the main office near the bandroom and boarders field. But none of them are believed to be the queen’s royal palm. Around 2007, the queen’s royal palm, it is suspected, was knocked down. Yet, no one is certain about that. Tara Nakata, the librarian and member of the Archive committee, says “because the royal palm was never properly documented, we could only theorize what might have happened to it”--or where it even was. “...it would be an honor to replace it.” To restore the palm and connect to this important legacy, the Lahainaluna Boarders Alumni Association, Lahainaluna Boarding Department, Kanaeokana, and Kamehameha Schools Kaiāulu are working together to hold the Lahainaluna Boarders Ho’ike. This event will take place on November 22, at our very own Hale Pā’ina from 2 to 8 pm. The Boarding Department will plant a few royal palms to honor our history with Queen Liliʻuokalani. A new tree will be planted and the history will be covered in depth. According to Holly Chandler, Vice President of Boarding Operations, the event has a deep purpose. We can’t preserve what is lost, or even really confirm that the tree was removed, she suggested, but “it would be an honor to replace it.” “Aunty Jane” Casco, a cafeteria staff member, agrees. The revival of the royal palm story and its ties to the Hawaiian kingdom will do us good, she said, because we are able to better acknowledge the rich history of the school. Casco added that “The royal palm is a way for us to mālama, y'know take care, the land. It is a way for us to teach the younger generation to care for each other. Technology doesn’t do that for us.” “There is a saying”, said Agriculture Teacher, Nathan Pallett: ”the best time to plant a tree is 20 years ago so you may bask in its shade today.” Pallett admitted “I do not know of any significance royal palms have to Lahainaluna,” but if he were to “guess,” he added, “they have become a symbol of our school due to their regal appearance and age. So many have seen the palms over the many years that it seems everyone may recognize them as a symbol of our school similar to the torch in our school seal.” Some other students think that the history of the royal palm makes is really why it's worth planting them. Annette Kohlepp, a freshman student thinks that planting could become a “tradition to bring back the history,” a reminder of Queen Liliʻuokalani’s legacy. Jaiden Rante, another freshman student, says “I come to Lahainaluna, I see these royal palms the most.” After being informed of the history, Rante exclaims “it’s really cool that Queen Liliʻuokalani planted one of these before and that makes it even better that these are called ‘ royal palms.’” “...most of it is all just either dirt or dead.” Senior border Kden Pu, thinks that there are more obvious reasons for an event like this. He mentioned how the area where the planting will take place “is all just either dirt or dead.” For this reason, he sees replanting “all the natural plants back and everything” as an act of “trying to give it back.” The campus, although filled with an abundance of plants, can be brighter. Pu believes that they are “doing it to try to revive what is mostly there. And try to make it green again.” Kaimana Borges, a sophomore, also agrees with Pu. Borges says replanting the royal palms can “add some color, as long as you guys water, keep on check.” Pallet, who again, knew very little about the event, notes that there are real benefits to this kind of thing. “Planting trees, or any plant, in a space with intention and for a reason allows others to later benefit in many ways,” he said. “Productive landscapes can feed, heal, and create a source of income. Forest rehabilitation with native plants on a macro scale can fight the impacts of climate change, reduce soil erosion, and provide habitat for wildlife.” “...I hope that they will grow also, strong and noble…” On the original Arbor Day event, the queen, after the planting ceremony, allegedly turned to the principal, then C. A. McDonald, and said, “Tell the boys that as that tree grows up in strength and beauty, so I hope that they will grow also, strong and noble, and that they will be a pride to their parents, to the school, and to the country.” This November we stand as proof of those feelings and as the school who has inherited this important legacy. Previous Article Next Article Copy link Kristina Meguro is a sophomore and a staff writer for Ka Lama Hawaiʻi. Keiko is a staff writer for Ka Lama Hawaiʻi. She is currently a junior at Lahainaluna High School.

< Back Gift Giving Season What do Students and Staff want? Grayson Guzman Arts and Entertainment December 3, 2025 at 7:01:57 PM “It's beginning to look a lot like Christmas–everywhere you go,” as the song goes. Decorations are put up all around, with big tall christmas trees decorated with sparkling ornaments, laced ribbon, colorful christmas lights twinkling topped with a bright shining star. The days are getting colder. Waking up in the morning, you may feel a cool breeze and chill in the air. On campus, you may see more students walking around wearing jackets, sipping crimson and emerald banded holiday Starbucks cups with rich warm hot cocoa or coffee, and getting into the holiday spirit. For many students, all of this leads to one question: What do you want for Christmas? “What do I want for Christmas this year…” A total of 165 Lahainaluna students and staff were surveyed and asked what they want for Christmas. Responses ranged from new AirPods to, as one respondent requested, “a boyfriend.” Of those surveyed, 22 were staff (13.3 percent), 31 freshman (18.8 percent), 40 sophomores (24.2percent), 44 juniors (26.7 percent), and 28 seniors (17 percent). The gifts they wanted fit into ten categories: “Books, Toys, & Games,” “Clothes & Accessories," “Electronics,” “Experiences,” “Food & Drink,” “Leisure/Hobbies,” “Money,” “Music/Instruments,” “Pets,” and “Vehicles/Auto Parts.” The responses that could not be fit into those categories were given to “Other.” Of all the categories, what students wanted the most were “Clothes & Accessories,” including things like new shoes, cute shorts, purses, earrings, and a hoodie. This category was dominated by freshman, sophomores, and juniors with over 34 responses. Freshman Jayda Eide wanted a swimsuit “so I can look cute at the beach.” Sophomore Brycen Acio said he wanted a pair of basketball shoes and football cleats “because, my shoes are lowkey kind of broken already, so I really need some new pairs of boots.” Also, he mentioned that basketball season was coming up so “I really hope for a new pair of basketball shoes, 'cause I [was] planning o[n] playing basketball for the club team at Lokahi in the summer.” Freshman Sofiya Cartagena listed several things including “a MacBook, more rings, like golden rings, and last, new AirPods.” Cartagena mentioned this because “my AirPods got ran over, and, I feel like I need them, and they're, like, way smaller than carrying my Beats around.” 27 students wanted “Electronics,” which was made up mostly of new AirPods, or headphones. The main reason for their requests–theirs was broken or was lost. One category that was unexpected (personally) was “Vehicles/Auto Parts” with 21 responses. The majority were guys who wanted things like subwoofers or sound systems for their cars. One respondent shared “I want two 12” subs and a full rack because I want my car to scream.” Others wanted to have one or get a brand new car and even a bike or even accessories for their bikes like lights or a seat cover. For “Money,” people wanted things like gift cards, to restaurants and stores like Taco Bell and even just straight up cash. When asked why, respondents shared things like because they are broke or they want to save up money to go to college whereas senior Kaedon Nakata exclaimed, “Cash? 'Cause it's cash! Who doesn't love cash?!” One more category I would like to touch on is “Books, Toys, & Games.” Some things I wanted include cookbooks to learn to cook for college, but most wanted toys. Mainly plushies like Jellycat plushies, but one respondent shared “I want a Darth Vader neopixel lightsaber because I could have lightsaber battles with my friends.” Staff answers were different. They often wanted things like money, a car, and a house. But the majority of them did not want material items, valuing experiences such as a vacation and peace and happiness to everything else. “What do I want for Christmas this year is... maybe sports equipment for my son,” said Hulita Faitua, the current 12th grade counselor. For herself: “I would love to have, perhaps, um, free airline ticket to, um, somewhere of my choice internationally.” Mari Finn, our school's Technology Coordinator, “would like a lot of rain, so that our aina can be replenished, and not as dry. And I would also like... It's never gonna happen, but world peace, for our Hawaii, to be at peace with the government, and our funding not to get cut. And no hate.” Finn, who became somewhat emotional during her interview, thinks, “it would bring me peace if there was more happiness and love in the world, and who wouldn't be fighting. And less discrimination.” “...I can see the happiness of people's faces.” Staff and student responses were mixed on whether they preferred giving or receiving gifts. And many, like Frosty, an anonymous sophomore, predictably preferred to receive gifts . “Receiving? No, my God, I don't want to be, like, greedy, but like, yeah,” they said. “I mean, I'm not gonna lie,” answered senior Nakata, “Receiving.” Nevertheless, many students revealed more excitement about giving. Junior Ethan Luck likes giving gifts because “it makes me feel good,” even though he also likes receiving them “because, you know, you get the item.” Freshman Jayda Eide also likes both: “it's fun, like, shopping for people. And it's also fun to see what others bought you.” “I don't know, I like to see people's reactions,” says Junior Gracie Dean who strongly prefers giving. “I also give, like, very thoughtful gifts,” she added. “Like, not even necessarily, like, expensive, but, like, things that I know people wanted for, like, a really long time.” “I'm a firm believer that if you give love and presence,” said senior MJ Vasquez, who became abstract about the question, “that is the best form of love and the best gift that you can ever give someone.” Finn admits that she hasn’t “been in the holiday spirit in a long time.” She prefers giving to receiving gifts because “I don't expect anything, like, not even from like Santa. But I think giving is a better feeling for me, because I can see the happiness of people's faces." “Togetherness… that's the main foundation” Some students look beyond the presents, reporting that they valued the time spent with family and friends more than material things. Sophomore Christopher Apilado, shares that people look forward to receiving presents and instead of not looking forward to what the actual purpose of the holiday is, which is having a great time with the people around you… [which] is something I cherish and value.” He gives the notion that sometimes we mistake the feeling of the holiday with the feeling of receiving presents. Adding on to the idea, Apilado continues, “kids, they know Christmas is the time for presents and gifts and although that is true, they are more excited for that instead of the actual purpose.” Mele Faleta, a sophomore, remembers “one of the best Christmas gifts I got was seeing a family member. Yeah. One of my older brothers, because I haven't seen him in, like, a long time when I was little. And he finally came back, and it was really nice to be next to him again.” Through wanting and gifts from others, everyone interviewed put a main value on family, friends and spending time with others. Frosty said they valued “seeing family, and getting to see my sister from college.” Freshman Jonathan Mau said what he values “is that everyone gets together for the holidays, especially when it gets super cold, everyone is all together, everyone's talking stories, everyone's sharing memories. And I think it's a good and jolly time, because you're all with your family and friends. Jowy Langaman, a senior, valued “Togetherness, you know. I think that's like the main foundation of things like holidays and stuff, you know?” Though most celebrate the holiday, for Christmas time, some have never celebrated Christmas. Senior Mia Palacio said “Well, I've never celebrated Christmas. It's, like, against my church, but I love those places, my favorite holiday. What I like most about Christmas is, um, the music and just how everyone's so jolly. I am not allowed to have Christmas, no. But it's my favorite holiday. I value family, being with them. Especially... in this day and age. I often take loved ones for granted, and then reality hits." Similarly Finn said, “I'm not religious. I know some people are, and they looked to God during these holiday times, because of, you know, Jesus and stuff. But I think just being together and sharing that personal bond with others is the most important thing. And then, you know, there's no hate. There's love.” Previous Article Next Article Copy link Grayson is the current 2028 student council Vice President and is running for a second term as sophomore Vice President.

< Back Growing Up on Campus Maturity and the Road to Graduation Ashlee Hufalar Student Life November 7, 2025 at 7:44:18 PM Students have dreams for their future–aspirations of what they want to become and where they want to go in life. Some are still exploring, while others hold dreams that guide their choices each day. For Freshman Isabella Cabanillaokano, it’s all about “a good job and steady career” that will allow her to provide for her family “without relying on anyone else.” Sophomore Christopher Mallari is a bit more ambitious and wants to be a “professional athlete in golf, or at a good college.” To reach their goals, students need more than talent. They need a change in mindset, how they approach their goals, and the responsibilities that come with all of this. It means having growth in the sense you no longer think like little children, but learn to take action and make choices with a clearer understanding of what matters. “It kind of hits you how serious things are gonna get,” said an anonymous junior. “I actually have to start, you know, doing college work.” Reflecting on middle school and how popularity was more of a priority, they explained how the focus has shifted in high school. The weight of academics and the future has everyone looking at “more pressing matters.” Austin Jacob, a junior, who seemed shaken by the fact that to “get most jobs, you need to graduate high school,” realized that “This is actually where grades matter.” He admitted that the reality of the situation has made him focus on his academics more. Jacob and other students are starting to realize the importance of acting with purpose, as the decisions they make now can influence their future. They’re beginning to gain a stronger sense of maturity. “…We Tend to Do a Whole Lot More Dumb Things.” The definition of maturity is slippery. One anonymous senior struggled to describe it, saying “Your maturity is like..I don't know.” Despite failing to define it, they admitted that “I could definitely be more mature, but I feel like sometimes I don't act like it.” Librarian Tara Nakata sees maturity as something that moves and shifts. Maturity, she says, is “acting appropriately for the stage of life that you're in or like beyond, right?” A toddler might be, in some sense mature for their age, but “you wouldn't expect a toddler to have the social and emotional and academic intelligence of a high schooler.” For some, maturity is self-reliance. The famous philosopher, Emmanuel Kant, once described immaturity (as a metaphor for the period before the historical enlightenment) as “the inability to use one’s understanding without the guidance of another.” A mature person thinks for themselves, he explained, by using their own knowledge and reasoning to form judgments. Differently, Jade Cabanilla, a sophomore, describes a mature person as “someone who's aware of the actions that they're doing … and how it kind of impacts others.” French philosopher Jean Jacques Rousseau agrees. He explained that maturity isn’t just independent reasoning, but also the feeling you get from real-world experiences. He argued that feeling and experience are how we grow and how children begin to “foresee their needs before they feel them.” When they learn to think, feel, and respond mindfully–they develop an awareness of causes, effects, and their place in the world. Students and staff at Lahainaluna seem to understand some of this, noting that maturity involves having a consciousness and control of one’s emotions and actions, even though they may not always apply it. According to recent survey data, many of our students see themselves as able to be mature in this way. The social and emotional learning (SEL) survey is a yearly questionnaire that asks about students' emotions and behaviors in an academic setting. According to this year’s report, 70 percent of lahainaluna students responded favorably regarding self management questions. This is an increase of 60 percent last year. In this data, 73 percent of students agreed to being attentive and prepared for class while 79 percent reported working to follow class instruction. However, the percentages drop slightly when it comes to working independently. 68 percent responded favorably to staying focused when working on their own and only 51 percent to not procrastinating College and career counselor, Ginny Yasutake, echoes Rousseau’s idea. “Exposure to real-world experiences is key” to maturity, or to “how we handle the issues we face and how we learn from them,” she said. Yasutake is a Lahainaluna alumni who sees her experiences at the school as instrumental to her personal growth and maturity. Her very first job, she said, was with the Japanese Summer Seminar at Lahainaluna, a two-week program where students from Japan stayed in the boarding department. As a student worker, Yasutake helped with daily tasks like cleaning the dorms and preparing meals. She thinks that the experience “taught me about responsibility and teamwork.” Importantly, it also gave her her first paycheck. Yet, maturity levels are not all about decisions, says Kristy Arakawa, early college coordinator. “When you're in high school, [your brain is] not fully formed yet. So, I mean, we tend to do a whole lot more dumb things. Once you become an adult, we realize how dumb we really were.” “Everyone has time to do something.” Arakawa observes that she has “definitely seen some mature freshmen.” Yet, she has always noticed a shift in students’ senior year. “It's amazing to see some of these freshmen that I knew,” she said. “And come senior year, they're like a whole new person.” Yasutake added that, in her experience, students during their junior year typically “start asking questions about life after high school.” For Yasutake, a huge part of the maturing process is time management, which she found during her high school years to be “the most challenging.” Transitions teacher, Mark Watasaki, feels his “maturity levels were definitely under developed” in high school. “It's still pretty low, but I think it’s because in high school, I really focused a lot on the whole, you know, social interactions.” “I didn't really have a lot of different experiences, so I didn't really get to learn about that whole social and emotional side of growing,” he explained. “I mean, we'd hear about it in class, but I didn't actually practice it.” “Last year, I had a lot of bad grades because I just procrastinated,” admitted Sophomore William Webb “I thought I could get D’s because I was still passing.” A year older, he now tries to complete most work during class so he has less to do at home, acknowledging that “after school, I kind of get distracted more easily … I want to sleep or watch YouTube.” An anonymous junior makes sure to set a certain amount of time aside for work. “Everyone has time to do something,” they said. “Sometimes we don’t think so because you might get in your head about stress, but remember you are responsible for yourself. So do what you know you can do.” Similarly, Jacob says that “it’s how your brain kind works, it’s the way you think.” Maturity involves “being able to get stuff done when you're supposed to. Knowing when to say and when to not say certain things–when to do, when to not do certain things.” Nakata thinks that high school can accomplish some of the same things. It “gives you a place to practice and learn.” Students learn responsibility, emotional growth, and decision making (traits of maturity) when they are “given a set of expectations that you need to rise to.” “...I Can’t Go Around Just Doing Whatever Anymore…” Nakata said that the most challenging part of high school for her was “finding the balance” or managing all her responsibilities. This has become much harder for our generation since we are so heavily involved and influenced by social media. We must now navigate a complex digital world, said Yasutake. “The new pressures and anxieties can significantly impact their emotional and social maturity.” One way to navigate these challenges, Cabanillaokano thinks, is “having a couple of good friends you know have your back.” Yasutake agrees. In her personal experience, “having great friends who were good role models pushed me to better myself and so be a good role model for others, it can make a difference for someone.” Jacob says that friends are an important and valuable part of life, but emphasizes the importance of staying on top of priorities. “I only have a good year left until things get more serious. I can't go around just doing whatever anymore. I can actually get in trouble for doing all kinds of dumb stuff.” Previous Article Next Article Copy link Ashlee Hufalar is a sophomore and a staff writer for Ka Lama Hawai'i.

< Back Social Emotional Lying Insincere student answers on the Panorama Survey Jersea Borneman Student Wellness October 2, 2024 at 9:10:57 PM “Well firstly, I don’t really want to get put into like a psych ward,” said sophomore Grace Anderson while reflecting on her SEL survey answers. “If you are honest on that survey,” she said, “your counselor tells your parents or the school or whatever, and they take it to the extreme.” The Panorama survey has eight categories: “Supportive Relationships, Self-Management, Social Awareness, Perseverance, Growth Mindset, Emotion Regulation, Sense of Belonging, and Self-Efficacy.” According to Vice Principal Nicole Heinlein, the survey’s purpose is to “make our school a better place for students” by telling its administrators “what the students think.” The data from each of these sections “lets us know areas where we are doing well as a school and areas that we need to improve,” said Heinlein. Heinlein says that “the survey results help drive professional development for teachers, topics we focus on in Po‘okela, and assemblies we might schedule for the year.” The Hawai’i Department of Education has been giving student perception surveys since 2011, but the Lahainaluna Panorama survey has been used at Lahainaluna since the 2019-2020 school year. Misidentifications While the survey is meant to reflect student perceptions, Mia Lee complains that it distorts her feelings. “I’m not depressed,” she said, “but like those questions make it look like I am.” “You either look like you are a robot and have no feelings or you’re depressed. I personally feel like there is no in between.” Sophomore Jaeyln Galasinao thinks that these distortions are to be expected. “They’re high school students; I do not think they’re gonna answer them truthfully.” She is sure that “no one tells the truth on them. Most of the time they just quickly click through it because they want to get it done with and move onto whatever they’re working on in Po‘okela or whatever.” Freshman Eli Hegrenes thinks the survey falls short in other ways. “[The questions] don’t relate to students’ actual life at school,” he said, “most of the questions don’t even apply to that student.” Eli suggests that “if there was diversity in the questions depending on how the students answered them, then students could feel more compelled to answer them truthfully.” “I think some of them are good because they do reflect, like, me, but some of them are, like, actually stupid,” says Lee. “Do you think people at your school understand you?” she said, mocking one of the questions. Faking Happy “Everyone’s just answering to make the school look better,” said sophomore Kaliyah Cutty, who worries about getting “called into the counselors or something like that because my answers on a survey.” “We see trends,” says head counselor Darcie Webber. “We see information that, you know, would help us, ostensibly, to be able to support kids that have a need for support, not individual names.” Asked about bringing flagged kids in for questioning, “I’m not gonna say that we can’t,” Webber said, “but I don’t know that we can. So I never have.” “I think where the confusion might be coming in is that last year, after the fire, the state came in with some other kind of survey,” Webber said. “Those children were brought in for individual counseling sessions, or at least interviews because they were flagged as children that needed immediate attention and support.” “There is the possibility, rather, that there are kids who went through that experience and conflated that SOS training and survey with the SEL survey.” Results from the spring 2024 SEL survey report that 35 percent of students agreed with the statement that they belong somewhat at the school and 8 percent of students said they feel like they belong a little bit. This data could suggest that a significant number of students don’t feel connected to other students at our school or that they don’t feel accepted. It can also suggest that our school is doing something good because more students than not have a positive sense of belonging. Yet, student opinions on the data could be the result of students clicking random answers to get the survey done and avoid a visit to counselors. Galasinao says she just wants “to get it over with. I have stuff to do and that’s just an extra burden.” She says that Po‘okela “helps because it’s right after one of my most stressful, heaviest work-loaded classes.” Nothing Changes Students like junior Cora Gruber have taken the option to opt out of the survey, explaining that “my mom doesn’t want me to do it because she thinks it’s a waste of time.” Cora says that her mom “would rather have me do school work and something more valuable like learning.” She thinks it is isn't valuable because “what I say doesn’t matter and the school doesn’t change anything.” Senior Zhi Clark states, “I don’t think they’re really effective. I don’t really see a lot of change happen, like socially.” The only growth in the survey results was “sense of belonging,” up 1 percentage point from 41 percent in winter of 2024. Clark feels that “at the end of the day, no matter how I say I feel about teachers, nothing really changes.” Previous Article Next Article Copy link Jersea Borneman is a staff writer for Ka Lama Hawai'i.

< Back School Lunch: Cutting Waste, Cutting Taste Students speak out about school lunch. Bryson Aquino Student Life September 25, 2024 at 1:56:33 AM A student looks down at a bright yellow blob of mac and cheese running into a chunky scoop of rice. A damp side of frozen vegetables sits in a nearby indent of the plate. The milk sitting nearby expires the next day. “The cheese looks faker than McDonalds cheese,” says senior Jackson Hussey, gesturing at his lunch. According to nutritional facts on the county menu page , this dish (see image) provides 710 calories, assuming there was also a side of fruit. This would need to sustain students for 6 to 8 hours on campus each day. And some students often stay later for extracurricular activities. According to credible estimates , the average teen may burn over 115 calories an hour doing less than moderate activity. A person who is thinking hard may spend 100 more calories a day . Free and Unwanted This year the Hawai’i DOE has expanded a USDA program that provides free “nutritious school meals” to all students regardless of household income. Earlier this year, the school released a letter stating that they would be participating in the Community Eligibility Provision (CEP) program in which all students are eligible to receive free breakfast and lunch, even if some of them do not qualify. According to the Hawai’i DOE , any qualifying school has “a minimum of 40 percent or more of its students eligible for free or reduced-price meals through the National School Lunch Program.” However, many of these lunches are going uneaten. According to a 2023 survey conducted by the Food Research and Action Center, students in Hawai’i are now 17 percent less likely to eat school lunch. KHON2 investigated this in February and found that students around the state saw school meals as unhealthy, unappetizing, and small. Kids interviewed claimed that “they’d take all of what was offered if it just looked and tasted consistently more edible, more local and fresh.” “I don't want to serve this,” says John Alexander, our Cafeteria Manager, who orders food for the Lahainaluna cafeteria. “I don’t get much say in the food we get,” he explains. “The food portion is held by a national standard.” Also, the DOE, he said, “is the one sending out the menu.” According to Alexander, portions are determined on a USDA portion method called Offer Versus Serve (OVS), which is meant to cut back on waste and allow students to choose the foods they want to eat. It is meant to give students “all five food components in at least the minimum required quantities” according to a USDA OVS memo . LHS students are “actually receiving a half cup more than the minimum requirement,” Alexander added. Nevertheless, students like Vi Nguyen, a senior, think that “the school’s lunch portions aren’t enough for growing teens especially since we are nearly adults.” She added that “the school should put more quality into the food they provide as students may be able to perform better and have a more energized attitude throughout the day.” “Prison food” Student Alexa Torres Perez, thinks that some school lunch items are enjoyable such as the kimchi cucumber or Korean chicken. Yet, some items are “almost inedible or taste artificial.” “School lunch isn’t consistently bad,” said Perez, “the meals that are higher quality are so much better and make me feel better, but when certain items are obviously frozen or low quality they make me feel gross.” Differently, senior James Queja thinks that school lunch “looks like prison food half of the time.” Band student Dhennico Cabading said that while “the food at school is proportionate to last me through a normal school day as a small meal,” he thinks that it is “hard to finish because I genuinely think that the food is not appetizing.” He added that he thinks “the DOE should give us more food with better quality.” “I’ll eat it if I’m hungry,” says senior Dylan Paul Lat, “but I’d prefer something else.” Taking the loss Athletes on campus are particularly concerned with the size and quality of school lunch. Or, as senior Jackson Hussey said, “If I were to only eat the school lunch I would probably be malnourished.” Hussey stays after school almost every day for football practice so his calorie needs are much higher than the average student. According to a fact sheet hosted by NBC Sports , “energy needs” for student athletes can be “as high as 3,000 to 5,000 calories per day.” This is 3 times more than what school lunch offers. “This stuff is bad, it's dry,” said senior students Micheal Rayray and Kawika Kaili when discussing school lunches they’ve eaten. Micheal and Kawika are both football players that spend as much as 12 hours in school because of afterschool practice. When asked if they think the school lunch is enough to sustain them throughout the day, they said “No, we need more.” To questions about improving the quality of school lunches, they just said “automatic.” What we can do Mr. Alexander felt for the students, but explained that fixing the problem was out of his power. He encouraged students to take their complaints a step further. A poll asking what food options students want would be helpful, he said, “I can make as many suggestions to the DOE about what the kids want to eat but it's more likely they will listen to students rather than me.” Previous Article Next Article Copy link Bryson Aquino is a senior at Lahainaluna. He’s a student reporter interested in shedding light on and writing about problematic issues on campus. He likes to interact with school institutions. A movie that he really resonates with him is called Not Without My Daughter because its main idea is how one person will go so far just for someone they love. A funny fact about him is that high blood pressure is hereditary in his family, so don’t make him mad!

< Back “Quite a Juggling Act” Is a Paycheck Worth the Sacrifice Brielle Em-E-Li Ramelb Student Life December 3, 2025 at 7:58:09 PM As students get older, they find themselves debating if they should start working a job. Whether they work to help their family, save for future education, or just want some money to spend, they all have to ask themselves the question: is a paycheck worth the sacrifice of precious time? “I usually work only 12 hours, but having a job can get in the way of some things,” says freshman Chloe DeVere, who works after school and on weekends at Sea House Restaurant. Though DeVere works less than most students, she admits to having trouble keeping up in school. To stay on top of things, she will try to “cram some work in at school and as soons as I get home to move it out of the way so I don’t have to stress after work.” According to the U.S. Bureau of Labor Statistics, Chloe belongs to the 22.5% of high school students in the U.S. who are employed in paying jobs. However, Chloe is 15 years old, so according to Hawaii’s Child Labor Laws, she cannot work before 7:00 am or after 7:00 pm on a school day. As a minor between the ages of 14-15, Chloe also can’t work more than 3 hours per day on a school day or 8 hours on a non-school day. In a couple of years, Chloe will be old enough to work anytime she isn’t required to attend school. However, the choice of how many more hours to take will depend on her future schedule and her age. The struggle for balance between life as a student and an employee can be difficult, but, as some say, worth it. “...whatever I can, whenever I can…” While child labor laws are designed to ensure that students aren’t overwhelmed with work and school, some students pile on extracurriculars and sports on top of everything. Senior Dania Oleiwan is a band officer and can be found in the band room after school about 3 days a week. Yet, that is only when she is not at Teazentea where she works as a bobarista 18 hours a week. Despite her busy schedule, Oleiwan claims that her grades “aren't really affected.” “I'm able to balance it out” she claimed, “doing whatever I can, whenever I can.” Jaylee Vierra is able to maintain an A-B average, all while serving as a StuCo member and working evenings at Leilani’s as a hostess 8-10 hours a week. Despite her great GPA, she complained that she struggles to find the time for studying and homework. “I usually have to crunch everything in a certain day,” or later in the evening when she gets home from her shift, she said. As part of the leadership team for the class of 2027, Vierra also tries to find the time for her duties and sometimes has to work out scheduling. But her priorities are her job. “I let my work know ahead of time if I have events,” she said, “and if I can’t get off, I need to cancel.” DeVere also tries to keep up with her school work when she has sports. “Sometimes I come home late and am too tired to finish things,” she said. As a JV player for Lahainaluna’s women's soccer team, this is especially draining as she constantly gets home late from practice even when she doesn’t have work. Senior, Jean Alternado currently works as a server at Island Cream Co and works about 12- 20 hours per week. “It was a little hard to find my flow around things, I was struggling to keep my grades up, but the more I got used to it, it managed to become easier with maintaining my grades.” Finding a balance between a job, extracurriculars, and academics, Alternado said, takes time and experience. "I need to learn to interact with others..." Despite the challenges involved, student workers like Vierra see the job as valuable in the long term. Specifically, Vierra thinks that her job provides her with valuable knowledge for her future career. “I want to be a clinical psychologist,” she said, “which means I need to learn to interact with others along with being professional.” Becoming a psychologist requires many soft skills, and hospitality work, she thinks, will prepare her for a career that is based on communication. Hostessing also offers Vierra experience in a “fast paced environment,” she added, “along with being professional to the people I seat.” All this experience, she says, will help her with managing clients and keeping a work-life balance in her future career. Alternado aims to become a business owner and says that working a job could “give me some insights on what an employee feels like to be a better employer.” He thinks that this experience can help him create a thriving business environment in the future by, for one, helping him see how a business works so he can keep his future customers and employers satisfied. “Honestly my job taught me how to be patient and helped me talk to more people, which I believe will be helpful in hopefully, my future in healthcare” says Oleiwan who hopes one day to be a medical doctor. Oleiwan feels that working has given her head start on learning soft skills that are vital in her future career. “...miss out on experiences…” As much as a job can help students gain valuable skills and experiences, other students think that having a job would give them less time to explore the enjoyment of being a teenager. Freshman, Shantelle Semillano used to work at Da Best Pho as a cashier 8 hours a week, from her experience she says “Working feels like you aren’t allowing yourself to be a child.” Showing that working a job makes you more mature from all the skills you gain and forces you to have less leisure time to spend to your amusement. In addition, sophomore Grayson Guzman thinks that if he worked a job “I would have less time and possibly miss out on experiences with my family and friends,” fearing that his time would be wasted on working too hard while having no time to have fun. “Working a job can make teens worry about being left out in after school activities with their friends, or family.” says an anonymous junior. Since many jobs occupy a ton of time in a student’s daily life, working shifts can cause them to envy their peers for having more free time. “...quite a juggling act…” “Every job has ups and downs and there is no overlooking that.” Says DeVere. And though there are many downsides such as stress, time management, and schedule conflicts. Most employed students enjoy their job, and do it for their own pleasure and future. CTE teacher, Marc Watasaki admires the work ethic of employed students and acknowledges that working a job as a student can be “quite a juggling act, it takes a lot of maturity to be able to focus on what your priorities are and take care of what you need to.” “I really do enjoy my job! Most of my colleagues are Lahainaluna alumni and some current students as well. It really is worth my time, considering my pay. Working with great people is a bonus.” Says Alternado. “My job really is worth my time,” said Oleiwan. “I don't regret being employed.” Previous Article Next Article Copy link Brielle Ramelb is class of 2029’s stuco treasurer. She loves playing music, playing the guitar, and collecting vinyl records.

< Back "Smart and Capable" Raising the Academic Bar at Lahainaluna Keyla Jimenez Education December 3, 2025 at 6:39:19 PM Academically, Lahainaluna has its opportunities. From our dual credit classes, associates degree program, and AP courses, our students have access to greater academic challenges. Yet, like many schools, the majority is caught between catching up while others are falling behind. Some students feel like they are not being challenged. “I have an A in most of my classes, but sometimes I feel like I still don't understand what is being taught to me,” states one anonymous junior. Others feel differently, as one anonymous sophomore says “I’m failing second quarter because I don’t know what I’m doing in this class.” Summing up her frustrations, she states “If you don’t get it, good luck.” It's not a new problem, but it's taking a toll on Lahainaluna students. How do we maintain an environment for those already ahead to keep learning, while supporting those who need to catch up? The problem here lies in underestimating students. "Soft bigotry..." When we underestimate what students can achieve we prevent potential learning. As chemistry teacher Kaitlyn Scheib explains, we should “think more highly of students, because I think they are smart and capable.” The principal, she says, “has been telling all the teachers that we need to have more rigorous expectations of students this year.” This has proven benefits. As author as A.J. Hill and D.B. Jones found in a 2021 study, higher expectations in instruction were linked to higher test scores. The discussion is often connected to something George W. Bush said in a 2000 speech to the NAACP in which he criticized those who say “it is unfair to hold disadvantaged children to rigorous standards.” Against this, he argued, “it is discrimination to require anything less—the soft bigotry of low expectations.” We can accommodate those having a difficult time, but it must be considered how students, in the long run, will benefit from it. As Scheib and others suggest, these expectations have shown to affect student attitudes towards their education. Junior Corbin Sales says that “when it comes to standards, I feel like at this point, teachers care more about whether or not they actually do it, instead of actually taking the time and looking at each person's work.” One anonymous Junior admits that “when I don't understand topics that I feel are easy, I do feel behind or that I'm not learning enough.” She reflects on how, as high school students, “we're almost adults, and we're almost getting to college.” “I feel like we should be held to higher expectations,” she said. Students have come to seek higher expectations themselves. They’ve found signing up for courses that ask more from them beneficial. Eli Hegrenes explains how it benefitted him, stating that “the only classes that give me a real challenge are my AP and college courses.” He adds how “compared to my normal high school classes they are much more challenging and make me think in ways I haven’t before.” When asked what low expectations do, he noted how “the standard should be higher” and how he supports “the idea of giving credit for effort, but if someone didn’t even try but still did it and is getting the same grade as an academically motivated student, then I think that's unfair.” “I think my classes are challenging,” said another student, but she says she “knew what I signed up for.” It’s easy to explain how a student can benefit from higher expectations, but there are more factors to consider that hit closer to home. “The riddle for any teacher…”: Social studies teacher John Borge believes that “there are flaws within any educational school,” but that “the riddle for any teacher is, how do I support my low students while preventing my high students from getting bored.” While some gain more from a challenge, academics are not always on the top of a student's mind. Coming back to our anonymous sophomore, deciding if you should take challenging classes “depends on like you and your life outside of school.” “They assign a lot of things. And I feel like that shouldn't be a standard,” one anonymous sophomore said. “A lot of us, do have other things to do outside of school.” She emphasizes that “it's good for the teachers to, like, have empathy for their students.” English teacher Brendan Smith feels that "high school students that are really behind, maybe academically, but also mostly like discipline wise” explaining how “If elementary school didn't have homework, you can't expect the high schoolers to want to do homework.” He adds how “it's also a rural area that's low income, so there were a lot of home issues as well.” “If we can better support families, those families will better support their kids,” Borge offered. “Their kids will show up to school knowing its values.” “Can the system of teachers do better? Absolutely,” Borge concluded. “But everything starts in the home.” Students have found it difficult to catch up, but accommodating to them still leaves them behind. Students are struggling now, so increasing expectations will prove to be difficult, although one student found just giving it a try was enough. “I've been in the associates degree program, for almost about four years… it definitely pushes me” describes senior Cailee Marie Cuaresma who reflected on how she “didn't think I'd excel,” at first. But after some effort in her classes, she did “and I passed them with pretty good grades.” Cuaresma recognizes how even though she’s been able to learn a lot at Lahainaluna, “the teachers, and like the staff in general, should be more strict about receiving F's or receiving even D's” She sums up our issue neatly, stating how “It's also kind of a teacher's job to motivate students, but it's also the students’ job to motivate themselves.” Previous Article Next Article Copy link Keyla Jimenez is a former staff writer for Ka Lama Hawai'i. She is ajunior and currently the president of the Lahainaluna Newswriting Club.

< Back The Downfall of Human Competence Ari Abut Philosophy The Work Seventeenth-century philosopher, René Descartes, famously wrote the words “Cogito ergo sum,” "I think, therefore I am” in his 1637 Discourse on the Method. By this, he meant that thinking is the only thing that is guaranteed to be true in this world and that maybe a person’s worldview shapes the identity of the person themselves. Unfortunately, AI demotes thinking to something optional, something that isn’t necessary when AI is doing the thinking for them. In this way, AI may stunt the development of the people using it, countering the development of self. Researcher Helms Potter claims that “individuals who have been exposed to high cognitive demand tasks throughout their lives tend to exhibit higher intellectual abilities." This means that people who have been assigned hard tasks that require a large amount of thinking are more likely to be intelligent individuals and can solve problems more efficiently. Yet, AI creates a situation in which intellectual tasks do not need to be solved by people. As researcher Umberto León-Domínguez argues , the use of AI deteriorates how humans process information, as AI can easily contextualize it in a more digestible way, making people use fewer of their intellectual resources. He describes a concept, “cognitive offloading,” through which the action of relying on an external resource (in this case, AI) to complete a cognitive task, such as memorizing dates or creating lists, makes individuals less reliant on their own brain to organize these tasks. As he states, “a risk remains that for a certain segment of the population, the pervasive use of AI chatbots may diminish specific cognitive skills—particularly if individuals do not utilize the freed cognitive resources for other tasks that pose cognitive challenges.” In short, individuals who don’t overuse AI to offload tasks will likely be intellectually inclined. As technology advances and becomes more competent, human abilities will decline in response. In the modern world, this process is already happening. Humans often use AI for assignments and tasks. And as humans realize tasks can be done effortlessly and quickly with AI, they will eventually start relying on it entirely. Anything that is considered difficult is dumped onto it, leaving users with all the easy tasks. As humans grow more incompetent and find out the AI can take care of such tasks, they will put those minor tasks on the AI as well. The cycle repeats and spirals until humans are unable to do anything at all. Most people view AI as a revolutionary program. It learns by itself, can mimic human behavior, and even create art and literature on its own. Many companies use AI to edit their work, generate ideas and business pitches. It molds itself to fit the preferences of customers, and even increases productivity in the workplace. This, it is thought, will result in the human employees needing to do less work. Yet, it is more likely that company revenue will increase while employee pay decreases. As AI gets exponentially better and better, it will become more competent and efficient than most humans, resulting in higher unemployment rates. The rich (who own companies and the new technology running them) will become richer, and the poor (out of work) will become poorer. It becomes a cycle in which fewer people are able to hold their jobs, and could result in exponential recession and unemployment. While AI has its merits, it still has the potential to hurt the way we function as of now. Perhaps in the future, when we as humans (our brains specifically), evolve to coexist with modern technology without hindrances on both ends, we can incorporate AI more effectively into our lives without the cost of our own humanity. Since 1995, it seems, Albert Einstein has been associated with the quote "It’s become appallingly clear that our technology has surpassed our humanity." Yet, there is no evidence that he actually said this. In fact, it comes from a 1995 movie called Powder . Despite being associated with Einstein, they are actually words spoken by Donald Ripley, played by Jeff Goldblum. The film builds itself on the premise of embracing what is not perfect and how human bias and bigotry (mental laziness) can get in the way of that. Einstein’s actual quote goes like this: Our world faces a crisis as yet unperceived by those possessing power to make great decisions for good or evil. The unleashed power of the atom has changed everything save our modes of thinking and we thus drift toward unparalleled catastrophe. It comes from a New York Times article published in 1945 where Einstein described humans as ignorant and sadistic individuals with the power to enact that cruelty onto others. He asks: why would we trust anything with that capability to humans? Similarly, AI represents a scary combination of voluntary ignorance and danger. For those who ignore information, technology takes on that burden for them. However, this can result in the distortion of information in the world, reducing authenticity to something a computer came up with. The misattribution of the Einstein-Goldblum quote is an allegory for how humans are easily misled, and how false information can be spread disturbingly quickly. This, some people warn us, is what AI will do. Without recognizing the importance of using our own intelligence to create our own conclusions, that ability will eventually diminish until AI replaces it entirely. About the Creator Communication is not my strong suit. I would like to interact with you, but I must admit that first meetings are almost guaranteed to be awkward. I enjoy philosophical and psychological discussions and finding out more about how people work. I also enjoy analyzing media such as Neon Genesis Evangelion and Madoka Magica . If you’re interested in either of these masterpieces, contact me immediately. I look forward to hearing your insights. Previous Next Subscribe to our weekly newsletter Send Email

< Back Brandiann Tartios Custodial Staff “The People.” That’s what Brandiann Tartios, a custodian here at Lahainaluna, said when asked what she likes about working here. Confidently but with a serious tone, she added that without the people, Lahainaluna would be “Just another place to work.” Tartios thinks that “The people here make Lahainaluna.” Tartios has worked here for over 10 years. She jokingly emphasized the amount of time by mentioning that she’s worked under 7 principals. Originally from Oahu and a town somewhere between rural and urban, Tartios prefers being at Lahainaluna, an “Isolated from town." She enjoys the fact that it’s “kind of laid back.” Community is important to her and that’s why she likes Lahaina and Lahainaluna so much. “Community makes Lahaina. Period.” Tartios spends most of her free time with her family. She explained that she is passionate about “appreciating who I have in my life.” Like others at Lahainaluna, she lost a great deal in the recent fire. Like many in Lahaina, she’s also “passionate about trying to get back home and try to rebuild.” I asked her again what she is grateful for and she said that she’s “Grateful for waking up.” Even though she now drives from Kihei to come to work, she uses this time to reflect and “concentrate and think about the past, you know, and what I'd like to accomplish in the future.” “Lahainaluna is like a second home,” said Tartios. Keyla Jimenez is a former staff writer for Ka Lama Hawai'i. She is ajunior and currently the president of the Lahainaluna Newswriting Club.

< Back Haunted Halls The Haunted History of Lahainaluna Kristina Meguro Student Life September 30, 2025 at 8:20:21 PM Stories of the supernatural are unsurprisingly common among students and staff at Lahainaluna, which is nestled at the base of Puʻu Paʻupaʻu (Hill of Struggle). Founded in 1831, Lahainaluna High School has been around for nearly two centuries, a span of time in which the campus has shifted and expanded. Nevertheless, something has stayed the same, unaffected by the construction of new buildings that occur from time to time. Spooky stories are a legacy as strong as the traditions we pass down from generation to generation. But are they more than stories, or are we just superstitious? According to various accounts from students, staff, and alumni, several areas of our old campus are rumored to be “haunted” or “spiritually active,” as Librarian Tara Nakata corrected me. “The campus is a little bit up in the mountains, right?” she said. “It’s not odd to believe there is paranormal activity.” When asked, staff and students had lots to share. At the top of their lists were the Hoapili & David Malo dorms, Samuel Moʻokini Music Building (band/choir room), the Hale I Luna (aka J-Building), and the MacDonald Building. There have also been spiritual sightings from the cafe. “...something was watching.” Ag teacher, Nathan Pallett, tells a story about a felt presence outside the MacDonald building. As he describes, it was late at night, around 10PM sometime during the 2018-2019 school year. Pallett was in the MacDonald building, thinking about working for another hour when suddenly a feeling of dread came over him. As he describes it, the feeling was telling him “it’s time to go home.” Listening to the feeling, he decided to leave. After cleaning up, he headed over to the box on the side of the building in order to set the alarm. “As I was walking back,” said Pallett, “I felt like something was watching.” Trying to disregard the feeling, Pallett continued to walk back to the front. Still, he continued looking over his shoulder, not turning all the way, and trying to fight an almost eerie feeling coming over him. “It felt like something was gonna, like, rush from behind. I walked much faster, almost to a jog.” He kept the fast pace as he continued to feel the pressure of the entity. The closer he got to the truck, he felt the presence strengthen. He hastily squeezed through the narrow space between the building and the red gate and finally a hint of salvation occurred. The presence disappeared after passing the red gate. He describes the situation as something that you experience in films. “It felt like in the movies where the bad things are about to get the person… and all of a sudden the ghost or whatever disappears when the people turn around.” “...G-Building wasn’t blessed…” After Pallett’s scare by the MacDonald building alarm box, the presence, he said, never came back. But he did tell me about another odd incident where he stayed late on campus. At the MacDonald building again, Pallett was doing his usual routine of going down to feed the animals, when he heard a TV blaring loudly from one of the classrooms in G-Building. “I knock on the door,” he said. But “no one answers, the door is locked. I can see that the lights are flashing.” He decided to call Principal Carosso to unlock the door. Carosso arrived at the scene shortly after to shut the TV off. Thinking the problem was resolved, Pallett went back to his room to grab his things. Unknown to him, Carosso decided to check the classroom again and found the TV still on. He walked around the room, checking the backrooms to confirm there was no one in the room. A little later, the two were talking when the fire alarm suddenly went off in the cafeteria. “They (the people at the cafe) thought they could smell smoke and it looked kind of hazy… you could smell stuff.” The fire department arrived at the school and examined the building, but couldn’t find a trace of fire anywhere. “They checked every outlet, all the heat sources,” Pallett reports, “and nothing was abnormal.” Pallett spoke to “Uncle John” Alexander, our cafeteria manager, later that evening who suggested that G-Building had not yet been blessed and this was the source of the abnormal occurrences. G-Building was eventually blessed, which had been already planned, and “everything just stopped,” Pallett says. “I haven’t heard any stories since.” The Unsettling Melodies of the Band Room Students and staff often stay late at the band room playing music. But some unusual rhythms, they claim, cannot be explained. According to the Director of the Band & Choir, Jalen Baraoidan, “Mr. B,” there have been multiple paranormal encounters at the Samuel Moʻokini Music building (aka band/choir room), many of which he has experienced himself. During his four years of teaching, one of the most significant spooky events he experienced was when he heard drums, specifically Hawaiian drums. “I heard these very loud drums just playing,” he said. “I thought to myself ‘huh, Hawaiiana club practices on Sundays?” Baraoidan had been working on choir tracks and got up from his desk to check it out. Moving toward the sound of drums, Baraoidan approached the choir room. “When I walked in,” he said, “the room was pitch dark, no one was there.” He quickly thought, “maybe someone snuck into my side of the room” and circled around Kumu’s room for a bit longer before going back to his side. But again, no indication of anyone else that was there except himself. Baffled, and a bit alarmed, he thought to himself, “Okay, maybe it’s time to leave.” So he did. The drum sounds could have come from anywhere, but what about an unsettling melody from a piano? According to Isikeli Tafea (Assistant to the Director of BAC), a former student, Carlito Justin Luben, “CJ” (Class of 2015 Alumni), and Baraoidan, they once heard the band room piano playing when no one was around. Years ago, said Baraoidan, he decided to give the school’s grand piano to Maui High School choir, replacing it with a smaller piano. Though the piano was gone for a short duration, students often reported hearing it play in the area it was once located, and he also heard it from time to time. Isikeli heard the story from boarding students who cleaned areas of the campus after school. A group of them were assigned to the band room as their area to clean. According to them, they could often hear the piano being played, but when “they would look, there’s no one inside. The band room’s pitch dark…” According to Luben , multiple people have reported hearing “like a trickling on the piano… It would usually be at night with all the lights off.” Until the new piano was installed, the melody continued. All three interviewees claim that there is a little girl spirit attached to the piano. Baraoidan said “...a girl spirit, a ghost spirit LIVES in the piano and when I got rid of it, she got agitated.” These encounters with ghosts at the band room are odd as it is more modern compared to other buildings. The band room finished construction in 1977 and has only been around 48 years since Lahainaluna has been here. Nevertheless, many say the band room is one of the most haunted spots on campus and, one reason, apparently, is the water. Lahainaluna Campus map drawn by Robert Andrews, son of Rev. Lorrin Andrews, the first school headmaster, circa 1840. There were multiple waterways. While many were demolished alongside the sugar cane fields, some water canals remained, such as the one by the band room. According to an anonymous staff member, “water attracts spirits” and many cultures have entities associated with water. Perhaps this was a reference to Japanese culture in which mischievous water demons/spirits called “Kappa” harass people. The kappa are also sometimes saviors who save people from drowning. The staff member is not too sure, though. 2006 campus map of Lahainaluna. *Highlighted in yellow are the water ways, highlighted in blue is the band room area. “…the student she thought she saw was outside.” Many of the borders have attended Lahainaluna for generations. They have inherited a love for their school as well as stories about their predecessors’ experiences: the good, the bad, and the haunted. Hearing about ghostly experiences may sound ridiculous to some people, but generations of borders on campus claim that our ghosts are real. Hilinaʻi Sodetani, is a freshman border who talked about a haunting experience by her auntie, 2016 alumni. Sodetani’s auntie claims to have heard chains dragging in the halls of the Hoapili Dorm. “They say,” said Sodetani, “it’s like a legend that it’s David Malo’s dog walking down the hallways.” It is also a tradition that if you ever see a lady in white in the hallway, you must go back into your room. Although Sodetani has not encountered the spirits that her family members told her about, she says that she recently had some chilling experiences at the Hoapili Dorm when her roommate and herself were on their phones heard a knock coming from the door. Sodetani describes the situation as odd because she thought “Was I the only one hearing the knock?” Her roommate had not reacted at the time. Sodetani decided to ignore it and laid back down when the knock came again, “like three knocks. And then I opened the door, but nobody was in the hallway.” Her roommate told her to ignore the knocking, but later, Sodetani went to discuss the situation with a friend, a fellow freshman border, who also heard knocking and coincidentally her roommate had told her to ignore it too. Sodetani mentions, her father, a 2001 alumni of Lahainaluna, who claims to have heard the toilets in the David Malo dorm flushing while he was in the bathroom, but there was no one else there. LeiAloha Amram, a sophomore border, has many little occurrences to share that happened here and there. One encounter happened to her dorm attendant who saw someone walking into a dorm room. The dorm attendant thought it was one of her students but soon after leaving the dorm “the student she thought she saw was outside.” Amram also mentions that “someone’s lights were flickering and turning on at night, and there’s doors shaking, opening by itself.” She added that her friends had seen a tall, long figure in one of the dorm rooms but once they turned the lights on, it disappeared. “...things would break or the lights would fall down.” In 1990, the original Hale I Luna burnt down. Five years later, a two-story and ten classroom-building was established in order to replace it. The new building kept the name “Hale I Luna” aka J Building. Anne Cook, the English Department Head and 10th Grade English teacher thinks the fire was “kind of strange” since “they never ever found out the reason for it.” Once the new building was built, it opened up strange encounters in the classroom, claims Cook. “I was downstairs before--I was in J104. There were times where things would break or the lights would fall down.” It made her get shivers like chicken skin. Cook describes how she heard the bushes and trees rustling, "but, there was no wind. Why were they rustling?" Importantly, perhaps, Hale I Luna connects on its north side of the campus where the night marchers start their path. Yellow: Night Marchers path The stories of paranormal activity were apparently frequent enough that school leaders asked custodian “Uncle Nalu” Naleieha to perform a blessing on the building. Naleieha told Cook that the location was a hot spot for spiritual activity as it is where the night marchers would walk down the mountain. Their path apparently takes them along the old stream after they reach the front office. Sodetani adds, “They say that the night marchers' pathway goes into boarders field but one thing that they always tell us is to try to ignore them, and verbally say out loud sometimes to tell that we’re here… they only come and go…” Cook said “I felt like they weren’t harmful spirits, but there were spirits here.” Many on campus believe similarly. While there are wandering old souls and scary entities, there are also guardians that keep the place safe. According to the ELL Coordinator/Spanish teacher, Ashley Olson, two ghosts appeared to her in her first year of teaching. Working during the school day in K14 of the Hale Puke building, Olson was sure that a couple of students had walked past her door wearing rugby uniforms. She remembers wondering to herself: “Why are there students out during class?” Rushing outside to remind them to head to class, she was met with an empty field and no students. “I walked around to the back of the building,” she explained, “and there’s nobody. That happened a couple of times…” Discussing her situation with Naleieha, he told her “Those are warriors that are just keeping the campus safe.” Olson added that because of what he said to her, she made sure to appreciate them, and said thank you. “After that,” she claims, “it didn’t happen anymore.” Alexander claims that every morning, whenever he opens the gate and drives past Sue D. Cooley Stadium, he sees shadows at the fence. “I would call them like a guardian of the campus… I don’t think most of the things that I’ve seen here are evil or wicked…” Breakfast is Served!… to Nobody? Alexander has encountered many ghosts or spirits. They come around when he arrives at school to set up around four-thirty to five, and around the time he leaves campus, which is sometimes as late as 11:30 or midnight. Though the majority of his encounters weren't horrifying, he claims, there are times where he gets chicken-skin. “There are two types of encounters you can experience on campus,” says Alexander. “I would call it a presence type where you can sense and feel their presence. Then there's another one that you can feel a form of fear or borderline terror like something's not right here.” Alexander has only experienced one spirit that gave him a “I shouldn’t be here” feeling. That was when he first started working here, and at the time, there was random equipment that hadn’t been transferred from the old cafeteria (currently ʻEpekema aka H-building) to the newer cafe (Hale Pā’ina). One morning, he went down to grab some of the equipment that they needed for the day. As he attempted to unlock the door, all of the hair on his body stood up. “It was not friendly at all… my skin started tingling.” That is the only feeling of terror he has gotten from ghosts in his decade of working here, he said. His chicken-skin experience may have ended there but, at the Hale P ā ’ina, the “wandering” ghosts of the cafe continue to appear before his eyes. “I have seen shadow figures walk across the dining room and I hear chairs moving from time to time… Usually I say good morning, aloha.” Alexander explains that he does not feel the same terror with the ghosts that just wander. They are “friends of his”: “I feel that they are all very old souls… It’s not scary. At least not for me.” Again, not all ghosts are scary, Alexander insists. He explained one encounter he had experienced with “Auntie Jane” Casco, the cook for the cafe, as proof. It was a normal morning and their usual routine. Turn the computers on to check if they were available to scan for ID’s, clicked through the them and to see if the search bar was working–in case they need to find a student’s name. After this, they turned away from the computers when they heard a beep. It was the sound that was only heard when an ID had been scanned. They hastily turned back towards the screen to see the search bar popped up on the screen. And in the search bar, the initials “DM” appeared. In this brief second, they looked at each other and said “David Malo.” Alexander laughs as he explains the encounter, “It’s like ‘Oh! David’s here’... Not to make joke or any disrespect, but it’s just a thing that we’ve accepted. There are, and I truly believe there are, past spirits on campus.” “Some would say you’re never really seeing what you’re seeing, and like that’s okay,” Alexander concluded. “You don’t have to agree with me.” Previous Article Next Article Copy link Kristina Meguro is a sophomore and a staff writer for Ka Lama Hawaiʻi.

< Back Monique Blando Custodian For Monique “Mo” Blando, a custodian at Lahainaluna High School, her job is more than a way to earn a living—it's a way to connect with her roots. A proud graduate who was born and raised in Lahaina, Blando followed in the footsteps of her mother, who was also a Lahainaluna alumna, and her uncle, who previously held a custodial position. "I'm proud to be from here," she says. "I look forward to making him proud." Her passion for family is clear. The seventh of many siblings, Blando has embraced her role as a doting aunt. “I have all older brothers and sisters, and I don't have any kids, thank goodness, so I just take care of theirs,” she shares with a laugh. Her day begins with a clear routine: “take the doggy for a walk, make sure my mom's got her meds and eats a little bit,” and then it's off to work. Once on campus, her goal is to “make sure that everything’s around is clean, looks good and safe for you guys.” This sense of responsibility extends beyond her official duties, as she also tries to “make sure the students are in the right areas.” While she likes her job, she finds that “communication between the generations is probably the most difficult.” She's learning that kids on campus today are different from when she was in school. "We got to learn how to talk to you guys differently," she says thoughtfully, "because you guys don’t always respond the way we were taught to.” Blando's deep community ties are meaningful, but there are some drawbacks to being so connected. A self-described "big talker," she says she's always trying to "make sure I don't embarrass any of my nieces and nephews while I'm working.” Jersea Borneman is a staff writer for Ka Lama Hawai'i.