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< 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.

< All Candidates Edgar Ortiz President 🟢 PROVIDING OPPORTUNITIES: Do you have ideas regarding how to provide development opportunities to students (i.e. college fairs, scholarships, and campus policies to promote clubs and student involvement)? If so, explain: I believe in creating a brighter future for all students. One way to do this is by organizing college fairs on campus where everyone can meet representatives and learn about exiting opportunities for their education. I also want to help make known scholarships for those who need a little extra help, so that every students can chase their dreams with having to worry about finance. Finally, I will support clubs and activities by looking for spaces they can gather and share their passions, I will make sure every club has someone to talk about any inquires. EVENTS PLANNING: If you were elected to student council what school events do you deem important and why? If I were elected to the student council, I think hosting honor ship assemblies would be super important. These events would celebrate students achievements and recognize their hard work, which can inspire others to strive for greatness. I'd also like to add a fun twist by allowing everyone to nominate their peers for categories like "most likely to Strat they own business" or "most likely to be a plastic surgeon." This was, everyone gets to feel included and appreciated for their unique qualities. It would create a fun and positive atmosphere where we can all come together. PARKING: If you were elected to the position you are running for, what changes would you want to make on the parking and car policy? Since I'm not a student who drives or parks at school, I don't really have a strong opinion on the parking and car policy. I think it's important to listen to those who do use the parking areas, though! They would have better insides on changes that might be needed. Am here to listen and help work on these problems that need to be heard tho. ENVIRONMENT: If you were elected to the position you are running for, what changes would you want to make to the appearance, cleanliness, or safety on campus? I think our campus is really nice overall, and it has a great atmosphere! However, something I would maybe want to work on is improving the bathrooms. Making sure they are clean and well-stocked would enhance everyone's experience in how comfortable we feel on campus. Even just walking in real quick and just checking. It's those little things that can make a big difference in how comfortable we feel on campus. I believe that everyone deserves a clean and welcoming space. Finally I want to thank our hard-working and loving workers who try their best to make sure we have a nice clean school. PHONE POLICY: If you were elected to the position you are running for, how would you change our phone policy? I personally believe our phone policy is actually great! it helps keep us focused during class, which is so important. However, I think it would be nice if we could let the students who have no work to catch up on, use their phones while still in class. This way, we can take a moment to relax without disrupting the learning environment. balancing focus with a little downtime could really make our school experience smooth. SCHOOL LUNCH: If you were elected to the position you are running for, what would you do to improve the quality of student lunches? If I were elected, I'd like to make school lunches better by having more local dishes or maybe even diverse. Also maybe we could have a student feedback system to suggest new meals or overall opinions! Previous Next

< Back Kids in the Cafe “a relaxing place to be” Jean Martin Alternado Education May 8, 2024 at 9:44:24 PM As I walked through the double doors leading to the LHS cafeteria, I saw at least 20 to 30 students inside. Many of them were spending that time playing games or doing things not related to school. It led me to worry about our education. Everyone's goal is to graduate high school and succeed in life, but how will we do that if we aren’t learning anything or getting the knowledge we need? Most people assume that a student’s absence will affect their grade; does a teacher’s absence have the same effect? Ms. Heinlein, a Vice Principal at Lahainaluna, determines which classes are in the cafeteria and which get a substitute. She says that anywhere from 60 to 75 students are in the cafeteria on any given day of the week. On rare occasions, 9 or more classes (135-180 students) may be there. Some students choose not to show up to the cafe at all. They can be found scattered around campus. A 2021 study conducted by researchers Hansen and Quintero shows that the absence of a teacher will reduce student’s knowledge in the related subject by at least 3%. Sofia Nebrida, a current senior at Lahainaluna High School, agrees. For her, the absence of a teacher affects students' ability to learn and develop skills because “We use the time in class for instructions and to work on things we need to improve on. Without the time with a teacher in a classroom, we will slowly lose what we learned.” Researcher Marie-Antonette Bone notes that the students who participate in class with an in-person teacher "more likely to remember a greater portion of the information" and to improve their critical and higher level thinking skills. Ms. Liza Buchter, a teacher at Lahainaluna, agrees that it is beneficial to be in a classroom because “There are too many distractions in a cafeteria.” She added that “[students] aren’t equipped with the right technology to learn. It is a bigger place compared to a classroom causing distractions. Also, the mix of other teachers and classes is making it very hard for students to focus.” Once students are in the cafe, they “revert to chit-chat and cause noise. It’s hard for a teacher to bring their class management and their student’s attention. Nothing gets accomplished when we’re in the cafe.” Ms. Buchter worries about student behavior and doesn't usually see students engaged in learning. Instead, they often watch videos or play games. She said that she often encourages people to become substitutes so that fewer students end up in the cafe. Not everyone thinks that the cafeteria is bad for learning. A few students say that being in the cafeteria benefits them because it provides a study hall in a familiar space. Azana Tolbert, a sophomore student at Lahainaluna, states that students in the cafeteria “get to learn at their own pace, and they get to catch up on work that they are also missing from classes. It’s a relaxing place to be and an efficient place to get work done.” Kamalani Kaili, a sophomore, says that she will do her work in the cafe, but “it depends on the class I have. I don't do the work they post on Google Classroom when I'm in the cafe. I use it as time to myself because it's the only time I get most often.” On whether or not doing the work affected the way she learned, Kaili said that it didn’t: “Time in the cafe is just a little break.” There is support for this idea. According to The Education Resources Information Center , students are more likely to get work done when around an environment they’re comfortable in. Students are more likely to have fewer behavioral issues if they are in a comfortable place. They may perform better in spaces where they do not feel as much pressure to perform. In the cafe, students are more relaxed and some are hard at work. They don’t seem pressured, just sitting silently and learning at their own pace. Many students there use their peers for help, while some goof off. We know that students grow smarter and more skilled in life when we are taught hands-on with peers and teachers to guide them. Many of us as students don't see the importance of this topic, but it is really something we should all take into consideration. Previous Article Next Article Copy link Jean Martin Alternado is a contributor to Ka Lama Hawai'i and was a junior at the time he wrote this.

< Back Forward > Lunas’ Fighting Spirit Overcoming COVID Challenges Samantha Shibao Previous Next “I think it affected us big, because knowing that the younger people haven’t had big boys–and our big boys is like the foundation of our team,” said Michael Rayray sitting in the AD’s office. The AC was blasting, and the other captains waited silently for Rayray to finish. They seemed only a little anxious, searching for something to say about their time during COVID. “Without big boys, they don’t really know everything,” Rayray finished, “They don’t come up ready.” Picture of Lahainaluna’s Offensive line (David Kauvaka 50, Tua Olakauatu 63, Kawika Kaili 53, Simione Olakautua 51, Maaulina Montgomery 46) during quarter four of the Lahaina vs. Baldwin game. PC: Samantha Shibao. In 2020, these five players, like everyone else in the world, were isolated from their friends and stuck at home behind a computer screen all day. They sat in Zoom meetings for 6 hours at-a-time, silent, their only interactions with parents and siblings in other rooms. In this environment, our communication skills began to deteriorate, and anxiety levels soared. Big Boys According to Collins et al. in Medicine , COVID-19-related disruptions created “heightened states of anxiety, isolation, and depression.” College-level athletes after COVID disruptions, for instance, experienced reductions in the “motivation to train and level of satisfaction from training.” Examining high-school athletes found that COVID had given them “increased anxiety, more dejection, and more anger.” These negative feelings and frustrations, associated with a long period of isolation, might have been “magnified in high school student-athletes seeking collegiate-level athletic scholarships,” they add, as older students would have also become anxious about missing out on recruiting opportunities. While this last point is about older players, younger players and our current players, as Rayray noted, came into the sport unprepared, without mentors, guides, or examples to follow. Chemistry and Music “The goal is to improve every day—together and individually,” said Luna’s Team Captain Joe-boy Archangel before Saturday’s Homecoming game. He was referring to the team’s emotional growth over the past three years. “Having discipline was important to getting through [the effects of COVID], but obviously we can always work on it. I already know that, throughout the season, we’re already gonna pick it up, slowly but surely.” Chaser Boaz said simply that success is a matter of “chemistry and teamwork.” Rayray added, however, that success is something more personal: “Honestly, just music. Gotta lock in and be in that zone. Staying disciplined, that’s all you need.” Kawaika Kaili notes that preparation is key. “It’s like a steppingstone into our entire MIL season. We’re just learning, seeing our mistakes in the preseason so we can fix it overall and practice. Then, once we have our MIL season, we’ll be prepared for anything.” On the future and preparation, Rayray said that “lifting helps us with everything and puts us all together.” “I feel like the trainers too,” Archangel added. “Going in their room, making sure that we’re staying healthy, and if we have any injuries we need to take care of, they make sure we get that 200 percent." Training Separately and Together After a recent defeat by Kamehameha, Hoken Hironaka suggested, “Honestly, team chemistry wasn’t really our problem. I would say that we just have to practice harder and smarter.” Picture of Lahainaluna defense (Hoken Hironaka 17, Maaulina Montgomery 46, Kupono Tihada 10, Ezekial Opunui 27, Kahi Magno 5, Kua Balcalso 8) stop on the 50-yard line. PC: Samantha Shibao To train, the Lunas do drills and conditioning on the field, but they also watch videos that the team makes available to all the players. According to Boaz, they do much of this viewing on their own. “Everyone watches films on their own time, and nobody really relies on anyone else to give information.” Athletic Director John Conrad suggests that reviewing game footage is helpful, but something that only the best players do. Comparing it to academic preparation, Conrad notes, “Would you rather be an A student or B student?” Despite the time commitment, some of our players regularly do their (football) homework, which, as Conrad notes, helps our players anticipate the plays of the other team: “If you watch a play of another team before the upcoming game against them, and you can practice on how to go against it, then when you see that play get set up by the opponent’s team, you’ll be ready and know what to do.” Teamwork Teamwork is crucial for the Lunas’ success. According to sport science writer Luke Nielsen , reviewing videos, like anything else, is most effective with guidance. This guidance often comes from coaches and senior players who help younger teammates understand and analyze game footage. A study conducted by Desmond McEwan and Mark R. Beauchamp concluded that effective tams use “multiple teamwork behaviors.” Effective communication, mutual support, and shared goals are essential for the Lunas to perform well on the field. Looking Ahead As the season progresses, the Lunas are focused on continuous improvement. “We always reach a certain point towards the end of the season, but we kind of let the physical part do the talking,” Boaz stated about the team as a whole. When asked about how their preparation had set them up for homecoming, Jackson Hussey, Simione Olakauatu, Enoka Balinbin, and Jeremiah Baybayan all dismissed the question before Simione spoke for the group: “We aren’t going to say nothing like that. We’re Lahainaluna, we don’t talk, we just do.” Heading 6

Want to Advertise on Ka Lama Hawai'i? PRICING COPY: YOUR $50 ADVERTISEMENT TEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXTTEXT TEXT TEXT TEXT. Shop Now In 1834, only three years after the creation of Lahainaluna, its principal, Lorrin Andrews, started a student-run newspaper called Ka Lama Hawaiʻi , or “The Hawaiian Luminary.” The paper’s first issue explained the importance of knowledge. “In enlightened lands,” wrote its editorial staff, “it is believed that the spreading of knowledge is a good thing. When wise people ponder and come upon good new thoughts not known before […] they then desire to disseminate it abroad, and not hide it, so that all men may know” (61). Andrews described Ka Lama’s purpose in three goals. The first was to “give the scholars of the High School the idea of a newspaper [and] to show them how information of various kinds was circulated through the medium of a periodical.” The second goal was, generally, “to communicate to them [students] ideas on many objects.” Thirdly, it was designed as a “channel through which the scholars might communicate their own opinions freely on any subject they chose" (Qtd in Silva 109). Almost two centuries later, Lahainaluna’s current principal, Richard Carosso, sees Ka Lama as a space where students are “discussing among yourselves,” or where student voice is amplified. “It’s one of our only resources for students to voice their opinions and to get the input from, you know, their classmates about what's going on at school,” said Carosso, adding that the paper also brings student voices to the school’s administration so the school’s leadership “can tell what matters to you guys.” Historians remark that the original Ka Lama was mostly a way to send messages from missionary leaders to students; in 2025, it does the opposite. Both then and now, though, Ka Lama Hawai’i has encouraged discussion and literacy on campus while letting students engage with unfamiliar topics. Our History When the missionaries first arrived in Hawaiʻi in 1820 during King Kauikeaouli’s reign, they intended to use literacy or a knowledge of reading and writing to introduce Christian ideals. When they did that, though, they turned literacy all around the islands into a form of power. Ka Lama Hawaiʻi began under the control of missionaries at Lahainaluna Seminary with questionable intentions. Nevertheless, it created an important tool for promoting literacy: Hawaiʻi’s first newspaper. It was run by students of the seminary out of the printing house in the admin parking lot, Hale Pa’i, right here on our campus. On the 14th of February, 1834 Ka Lama published its first issue. It was only four pages written in Hawaiian, and, like every issue after, it contained an illustration by Alonzo and Mary Anne Chapin. The “Elefani,” or elephant, was the picture featured in issue one. Below it, Andrews and his students provided facts about elephants, their diet, habitat, and lifespan. The descriptions depict the characteristics of an elephant in an interesting matter, but they could only compare it to things people back then were familiar with. The elephant's nose is described as “being as long as a tree branch” (15) and its height is described as “if a man should stand upon the head of another, then their height would be that of the Elephant’s” (13). Presenting this content, historian Helen Geracimos Chapin writes that all the paper’s issues “delivered new and exciting information” to the students of Lahainaluna who had never known animals like that. The pictures, carved by Chapin, a physician at the seminary, brought “an air of immediacy about the world thousands of miles away” (16). As Chapin describes, Ka Lama , and all early Hawaiian papers, helped to colonize Hawaiian people with non-Hawaiian values by presenting such new and attractive information and images. Sometimes the captions and notes to Ka Lama’s pictures “spoke to the "superiority" of American culture, the Christian religion, and the Protestant work ethic.” “By such ʻtruth in an attractive formʻ,” writes Chapin, “were Hawaiian readers indoctrinated into the new culture” (16). Students printed the original Ka Lama and contributed to it. For instance, among them was the famous Lahainaluna graduate and royal advisor, Davida Malo, who published a song titled “He Kanikau No Kaahumanu,” in Ka Lama ʻs August issue (Silva 110). It was written in honor of the ali‘i wahine Ka‘ahumanu. While students were allowed to contribute to Ka Lama , missionaries controlled the paper and used it to spread their values. Most of the content discussed religious topics. An article not written by a student in the paper’s first issue was titled “The Reason For Ignorance.” It connected knowledge to religion and argued that “Sin is the reason for ignorance.” The authors of the article were “not identified” but they concluded that “returning to God with a new heart is what is needed” (Antonio 66). Articles like these were written by the missionaries, says Chapin, “to bring enlightenment to those they considered benighted,” or ignorant and unenlightened. Despite this, according to people living at the time, “upon receiving their copies, students would immediately sit down to read them through” (Chapin 16). In a recent documentary on literacy in Hawaiʻi, University of Hawaiʻi Professor, Puakea Nogelmeier describes the coming of the missionaries and their impact on Hawaiian society. He describes how literacy was encouraged because "High-level government positions often went to English-speaking foreigners because this interaction was critical for national continuity.” English literacy was recognized as important not just because of the opportunities that arose from being fluent but because of the opportunities that were being taken away by not being literate in the English language. As Nogelmeier describes “When Hawaiians questioned why there were so many foreigners in government, the King wrote back, saying they needed that interface until they could improve the pool of Hawaiians they could draw from” (Lihlihi). This is exactly why Kamehameha III “announced a mobilization of literacy ," Nogelmeier adds. "He was already literate, so he wasn't just aspiring; he was sharing. Everyone took pride in learning to read and write, and it became a national project.” English was a form of power that Kamehameha wanted everyone in the islands to have (Lihilhi). Ka Lama only lasted one year, but the papers that followed still give historians insight on public perspectives during Hawaiʻi's history. While missionaries did abuse their influence and power, according to Noenoe Silva, the newspapers served a further purpose for Hawaiʻi’s people. “While the common denominator of the early newspapers discussed here is the desire that their editors had to convert Hawaiians to a radically different system of beliefs and practices,” she states, “the opening up of spaces for written expression, coupled with the Hawaiian embrace of reading and writing, made the newspapers a vital arena in which crucial questions about culture, knowledge, and politics could begin to be publicly debated” (3). Ka Lama Hawaiʻi built the foundation for all other newspapers in Hawaiʻi. One of them, Ke Kumu , was published out of mission headquarters in Honolulu right after Ka Lama ʻs first run. It lasted from 1834 until 1839 and was edited by missionary Reuben Tinker. The name of the paper, Ke Kumu , or “The Teacher,” signaled its focus on educating through missionary voices rather than having the focus be on student thoughts. The content of Ke Kumu “was mainly evangelizing by missionaries, with some letters from students and community members” (Silva 18). In this way, Ke Kumu was not so different from its predecessor, Ka Lama . According to Silva, Ke Kumu Hawai’i was used to represent “the broad aim of the Mission to create a nation that was not only Christian in name and spirit but also intelligent and industrious” (112). Most of its articles were written by Tinker’s fellow missionaries, writes Silva, but “it did not take long […] before both ali‘i and maka‘äinana began to use the publication space for their own purposes” (112). During its run, Ke Kumu featured approximately 146 writers, including Davida Malo (112). In his contribution, he wrote about his relationship with religion, combining Christian and Hawaiian terms. “Jesus, have mercy, Or I, your servant, will die. [I am but] the dust on your shoe. The grass upon your path. If you leave us forever, That will be our death forever, Death in the pö, Under continual darkness” (10). Ka Nonanona soon followed in 1841. It was run by missionary Richard Armstrong who had been a part of the printing staff of Ke Kumu . Its first issue declared that it would focus on “news; support for school children, teachers, school directors, and parents; a bit of assistance for the pono of the ali‘i, in publishing new laws and new positions in the government, as well as… point out the things that will be pono and the things that will harm the government.” The paper had a larger audience and covered larger topics than Ke Kumu . As Silva states, “Its primary intent was to be a newspaper that carried news from the capital, Honolulu, to all the other islands.” She adds, however, that it was “still in the hands of missionaries and still evangelical in some ways” even though it had “greatly expanded its scope in content as well as in intended readership.” Ka Nonanona , for Silva, marked the shift of newspapers from tools of missionaries to sites “for public debate and discourse” (118). Ka Elele Hawaiʻi started the same year. It was less focused on religion and more on government. It helped inform the public on Hawaii’s rapidly changing society and “served as a site of public debate over the role of foreigners in the government and the sale of lands to foreigners” (Silva 21). Ka Eleleʻs focus allowed citizens to express their opinions on the changing laws surrounding owning land and kept them informed. Ka Elele was a new kind of newspaper. Its format was “opening up of spaces for written expression,” argues Silva. “Coupled with the Hawaiian embrace of reading and writing, [ Ka Elele ] made the newspapers a vital arena in which crucial questions about culture, knowledge, and politics could begin to be publicly debated” (3). This is the purpose Ka Elele Hawaiʻi had up until 1855, when the paper stopped publishing. Hawaiʻi’s first four newspapers all served their individual purposes and proved important to how society interacted with each other. Early newspapers led to a burst in literacy in Hawaiʻi. Katherine H. Au and Julie Kaomea report that “by the late 1800s, the literacy rate in Hawai‘i compared favorably to that of any nation in the world, an accomplishment much to the credit of the Native Hawaiian teachers in the common schools” (6). They Learned by Their Mistakes For over a century since Ka Lama , Lahainaluna seems to have had no school newspaper. Then, in 1928, Ka Nani ‘O Hawaiʻi (“The beauty of Hawaiʻi”) appeared under the guidance of Miss Maurine Watson and Miss Margaret Chapman. Miss Watson also ran a journalism club in 1950 that seems to have had no direct connection with Ka Nani . The early issues of Ka Nani are lost. Yet, the issues we have show us small pieces of life on campus in the 20s. An issue published in July of 1928 contains an article where an anonymous alumnus reflects on her days at Lahainaluna. “It was customary to have people carry away bags full of mangoes on every commencement day,” she says, unaware that a century later the only thing people would do with the mangos is step over them. In the June issue of 1929, students of the glee club found it important to talk about the success of their musical performance, Pickles . It was, they claimed, “a great dramatic and financial success.” The paper’s establishment was purposeful and was announced by Principal Alton Rogers who wrote in a December 1928 issue about “School Publications” and their importance above all other school publications. “School publications, and especially the newspaper, are among the most worthwhile school activities,” he wrote. “Because of their function of carrying news, encouraging enterprises, and representing the entire school and its activities, they are of inestimable value in unifying the school.” Rogers was sad to say, however, that problems often blocked the creation of a high school newspaper. Instead of a regular newspaper, “[f]rom lack of skill,” or literacy, students “are prone to make the annual (yearbook) like all others.” By this time, Ka Lama , had become the name of Lahainaluna’s yearbook. The solution, Rogers thought, required students and advisors to be consistent and constant with their work, to “impress all with their uniformity rather than individuality.” Ka Nani was short-lived. It started and ended between 1926-1929. In 1929 it was taken over by Mrs. Margaret Tompkins who also wrote that year about newspapers, and described the passion needed for good journalism. “Journalism in the Islands is a bit of a crusade,” she says. “Those who rally to its banners must of necessity have stout hearts, imagination, patience and a goal.” For Thomkins, the school newspaper was mostly useful for the language training it gave students: “Any medium which will help us to use Better English consistently has much in it’s favor.” She complained about the challenges faced by the faculty advisor. At the end of the day, “before an issue comes out, the poor instructor with the large glasses and the red pencil rewrites paragraphs." This was one of the last things Ka Nani would publish. Ka Nani finished a year later, starting another 30 years before another school paper was published at Lahainaluna. Yet, in its last year, the paper’s staff coined a motto, “Hitch your wagon to a star.” The first issue of Lahainaluna’s third newspaper, Ka Leo Luna (Ka Leo means “The Voice”) ran in 1952 under the direction of English and “publications” teacher Alma Kaiama. Like other the other papers, Ka Leo announced its simple mission: “To inform the students and teachers of the activities of our school.” An issue printed in its first year reported on the activities of the “Future Homemakers, Leaders Today and Tomorrow,” Hawaiʻi chapter. They were set to hold their “annual territorial convention at Camp Erdman, Oahu, from April 5-8.” Staff included a list of delegates who would be representing our school. On the same page “Morikawa, Kozaki To Reign Over Junior Prom” titled a plan for the “Orchids in the Moonlight” prom. “Strands of vanda orchids streaming down on kahilis,” are imagined by the student writer alongside “colored balloons giving the room a gay, festive air; soft lights and a centerpiece of a vanda-filled pond.” All this, the writer said, would “transform the gym into a moonlit paradise.” Two years after starting Ka Leo , Kaiama left the school to educate others on Maui and eventually got hired at Maui’s community college. In 1980, she became the provost there. Ka Leo ran for 64 years, under the direction of fifteen advisors until 2017 (see figure below). Kaiama influenced advisors after her to keep student journalism going. She was born in Hana in 1930 and picked up a wide range of talents during her life. She taught at nearly every grade level, from elementary school to college (Rupenthal). After leaving Lahainaluna, she worked from her position at the college to get the school funding and joined a push for its transition from a technical school to a “community school” in 1967. Probably because of Kaiamaʻs early influence, Ka Leo Luna gradually became associated with a unique motto that appeared regularly in the English Department’s section of Ka Lama , again, the school’s yearbook: “They learned by their mistakes and tried very hard to make the next issue a better one.” The Voices According to the school’s registrar and the paper’s second-to-last advisor, Shanda Sasai, Ka Leo Luna was “all about wanting to know what people thought and then sharing that out and getting that out to people." To accomplish this, Ka Leo Luna covered school news, features, and sports. The feature that stood out to her the most in all her years of being an advisor for Ka Leo was titled “You know you’re from Lahaina if…” that featured student commentary on living here. She recalls how she loved the concept of it as it allowed for positive discussions on student life. This was a reference to Jeff Foxworthy’s famous saying “You might be a redneck if...” Sasai went on to describe the process Ka Leo students went through. “Every student wrote,” said Sasai. “They had to get interviews, they had to get pictures. We ran through drafts like crazy. --the highest drafts was like… twenty-eight.” Sasai was Vice Principal Debralyn Arellano’s advisor when Arellano worked on the paper. Arellano managed the ads that went through Ka Leo in order to pay for printing. In her role, she had to “cold call” businesses downtown in order to sell ads. ”The paper did not have a budget,” she said. Ka Leo was exclusively a paper newspaper and Arellano noted how they had to print out issues on the mainland since it was more cost efficient. “We would stay up till like 10 at night in there. Just we knew it was deadline day, so we'd go run down and get our frappuccinos snacks and head back up and we'd just work on drafts and drafts and drafts,” said Arellano who looked fondly on her late nights in J-201. According to Arellano, Ka Leo journalists “were given that creative freedom to just pursue and talk about the columns that existed. And it was just fun. It was a lot of fun.” She added that, “in terms of creativity, that was nurtured and encouraged, and so it was just a great space.” Ka Leo Luna published its last issue in October of 2016. For 8 years, Lahainaluna students were silent. Then, in August of 2024, Ka Lama Hawaiʻi , now an online publication, published its first issue. Its first story, a feature on the endangered Kāhuli (snails), was written by Trinity Guiza. Ka Lama Hawaiʻi (Again) Ka Lama Hawaiʻi was named in honor of the first newspaper in Hawaiʻi by a small group of students, The News Writing Club, under the direction of its current advisor in Spring of 2023. The News Writing Club did not produce much content, though over the course of several meetings, they determined the paper’s layout, its sections, and that the name should point to the school’s history as the birthplace of the news in Hawaiʻi. They also planned the paper’s purpose, which included the amplification of student voices as well as the voices of people at Lahainaluna that students rarely meet–such as the custodial staff and office workers–a “We <3 LHS Staff” for student-generated profiles. Much more writing for Ka Lama was produced after it became a class. In the Fall of 2024, the school offered Journalistic Writing and enrolled a small team of student reporters who spent their year learning interview techniques and practicing an objective reporting methodologies. They covered school policies, student wellness, sports, and student life. Since its first issue, many have recognized Ka Lama’s significance to not only our school but to the state. Jean Martin Alternado, currently a junior, thinks that the paper points to the fact that “we are the most historic school in the state.” He thinks that the paper may help to spread awareness about Lahainalunaʻs legacy since “there's only a few students who really care about it.” Alternado published a story about students being held in the cafeteria and the issue of teacher shortages in Ka Lama’s first year. “[ Ka Lama Hawaiʻi ] is for people to share stories, to keep people updated, to see different perspectives of things that people didn’t really have resources to know,” said Alternado. Freshman Grayson Guzman, also a contributor to the paper, thought that Ka Lama was “important back then and now as we hold this legacy of having the first newspaper in Hawaiʻi published here by students.” Students recognize Ka Lama not just for its historical important on campus but for its impact on students' engagement with difficult topics, which is something that Ka Lama continues to do to this day. As Guzman notes, “today we still have this with students publishing articles giving voice to important topics.” “Our school newspaper is important so students can shed light on topics within our school and enlighten others.” Alternado has seen what the newspaper can accomplish, referring to recent coverage of sensitive student issues. “It spoke a few words that some people were too scared to say,” he said. “If we don’t have a voice, then what are we really going to change?” Student Stephanie Rubio Aguirre agrees: “Student voice is important because we want to hear the opinions on what students think about certain opinions.” She continued, saying “I feel like [ Ka Lama ] is something that students can look forward to whenever someone wants to read something about our school.” Current sophomore class president, Brianne Lagazo, comments on how when articles come out she “usually skim(s)” because as she states, “I enjoy reading what’s being presented and I am impressed by how these students are so good with writing and journalism itself.” Lagazo recently published a story about a controversy at private high school in the Lahaina community. Nicole Heinlein notices the usefulness of Ka Lama as “we don't necessarily have like, a comment box where students can voice their concerns.” The Future of Journalism at Lahainaluna Ka Lama brings attention to the fact that our campus has problems, and that we must acknowledge them to fix them. The newspaper's legacy, and the legacy of literacy in Hawaiʻi that it created, is carried by this new Ka Lama . There’s no way to measure if we’re doing it justice, but we do know that with it, students are being heard. Or, to leave with something that Aguirre said: “I feel represented.”

< 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 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.

< All Candidates Jaelyn Galasinao Secretary 🟢 PROVIDING OPPORTUNITIES: Do you have ideas regarding how to provide development opportunities to students (i.e. college fairs, scholarships, and campus policies to promote clubs and student involvement)? If so, explain: Ideas I have for development opportunities are inviting college recruiters to our school to provide opportunities for all who wish to pursue an education after college. If not, surveys could be sent out that would give students the chance to speak up about what type of guest speakers they would like to speak out to. As for student involvement, clubs and students could collaborate to work on policies the campus has. If I were to be elected secretary, I would help plan the dates for these opportunities. EVENTS PLANNING: If you were elected to student council what school events do you deem important and why? Events I think anyone would deem important are cultural related events that tie into the schools history. Other important events would include club fairs and spirit week. I believe these are important for student engagement and the most effortless to comply with. Student engagement is important because it shows the school spirit which allows a sense of belonging to the community. PARKING: If you were elected to the position you are running for, what changes would you want to make on the parking and car policy? I would want to emphasize a more organized parking situation in the dirt area parking as we all know traffic gets annoying especially after school. This would improve the spacing situation and the safety of the students. ENVIRONMENT: If you were elected to the position you are running for, what changes would you want to make to the appearance, cleanliness, or safety on campus? As stated before, an organized parking area in the dirt lot would make the entrance of the school appear cleaner. This would also provide more safety for students that walk before and after school. If I were elected to be secretary, I would collaborate with the president to help make this happen. PHONE POLICY: If you were elected to the position you are running for, how would you change our phone policy? If I am elected secretary, I would not make major changes to phone policy. Allowing students to utilize their devices during breaks is freeing after coming out of a classroom. However, if it becomes a problem in the classroom during learning hours, there would be adjustments to this policy depending on each teacher's class. SCHOOL LUNCH: If you were elected to the position you are running for, what would you do to improve the quality of student lunches? Because school lunches are relatively the same for all schools in Lahaina, I would work with the president and other necessary student council or ASB members to speak up about this with Maui County officials. Funding, communication and collaboration make up a large portion if this issue were to be addressed. Nevertheless, improving the quality of school lunches would benefit every student by giving them healthier options and nourishing them with the needed food components. Previous Next

Contact 980 Lahainaluna Road, Lahaina, HI 96761 Editorial kalamahawaii.info@gmail.com Story Tips/Ideas First Name Last Name Email Type your story idea or tip here... Submit Thanks for submitting! Upload Story Upload supported file (Max 15MB) Questions for Kaia Choose a Nickname! Use a different name. It can be anything. Try, for instance, a name that describes your problem like "Lonely in Lahaina," or "Larry Late for Class" IN JUST A FEW WORDS: what's your issue?* Spill the tea! Submit questtionsforkaia

< Back Forward > Wrestling At King Kekaulike Samantha Shibao Previous Next The wrestling season is coming to a close, and the Lunas are locking in. In their 6th tournament of the season, the Lunas will soon face off against other MIL teams including Baldwin, King K, Maui High, Kulanihako’i, Hana, Maui Preparatory Academy, Seabury, Moloka’i, Lana’i, Kamehameha. This will be a tournament that determines who will advance and secure a spot at State. The last couple of tournaments were rough. The Lunas lost multiple practice days, and some wrestlers were sick or injured. Nevertheless, the Lunas toughed it out this past weekend, scoring multiple wins and getting them pins. Kden Pu, in his 7th year of wrestling, competes in the 215 weight class. Pu said that his personal goal for these upcoming tournaments is to beat Baldwin High and earn more team points. He added that these tournaments will show "everyone that our team has something to prove." "The girls are good. I think they’re gonna get some wins hopefully," said Izaac Pacheco, who is in his 3rd year of wrestling and wrestles in the 165 weight class. Pacheco claims that the biggest challenge he and the team are facing is psychological. "There’s the challenge of regret—regretting not giving it your all." Pu also said, "It’s a mindset game, you have to push yourself and do every conditioning but can’t quit." Jackson Hussey offered some general advice for other athletes: "If you have a bad mindset coming into any sport or anything in life, it’s gonna go down, but if you have a good mindset you’ll do good." Jackson Hussey has been a wrestler longer than any other on the team. He offered some insight on how his own season has been and what the team has prepared for these tournaments. "I don’t want to sound cocky but I know my wrestling ability, and over here on Maui the competition isn’t too bad." Pu added, "I predict Jackson is gonna win all of it," and emphasized the importance of their longtime coach, Terry Shibao, for the team's success. To prepare, many of the wrestlers are sticking to a conventional training regimen. "I just run, but also wake up in the morning to lift then see trainer Mike," said Pacheco. Hussey remarked on how the Lunas "condition hard, practice hard, and practice the moves that work the best for us." The stakes for these upcoming tournaments are huge. This will be the tournament right before The State Championship. In order for any of the wrestlers to qualify, they will need to pass through this weekend's tournament. So come to King K’s home gym this Saturday at 10 am to support the Lunas wrestling team as they face off against all MIL teams. Go Big Red! Heading 6

< Back Are You on the Nice or Naughty List? On Karma, Consequences, and the Gray Zone of Morality Ashlee Hufalar Student Life December 3, 2025 at 9:47:24 PM This is the awaited day. Stockings stuffed to the brim, presents under the tree, and the house smelling of pine and cinnamon. A boy and his sister race down the hallway, the boy shoving the girl aside to discover the contents in his stocking first. Emptying his sock, his face quickly turns to dismay as hard blocks of coal spill on the floor. The radio plays "Santa Claus Is Comin' to Town” in the background: “He's making a list, and checking it twice, gonna find out who’s naughty or nice.” The boy frowns at this bitter surprise. Perhaps he should’ve listened more to the song's advice. “...it's just a bedtime story to make children behave themselves…” “In a way, I feel like it's just a bedtime story to make children behave themselves,” says junior Marcus John Palacio, referring to the popular holiday myth about the nice and naughty list. In this popular story, children with good behavior receive gifts from Santa, while ones with bad behavior get coal. Senior Coleman Riddell explains that this story teaches “general morals that you would, should, like people to learn.” That is, good things come to good people, and bad things to bad people. “It’s justified by a just-world hypothesis,” Riddell offered. Several other students agree with this perspective, and note that the story carries lessons that reflect how the real world works. “You get what you give, you know,” said sophomore Korynn Mouery. “If you put and do bad things into the world, then you're not gonna get good things back.” Sophomore Skye Caroll added that “good karma's definitely a real thing. People who have good intentions and are nice people often get rewarded by the world.” “Coal can be jail,” Sophomore Leabelle Catuday explains, describing a real world scenario for the nice and naughty list. “If you do something naughty, you can go to jail instead of receiving coal. But if you do something good, you get money or something.” While there’s truth in what’s taught in the nice and naughty list, Mark Watasaki, Transition to high school teacher, offered a deeper understanding of the topic. “I don't think it's as black and white as that. Just because, I mean, you can find a lot of examples of bad things happening to good people, but also good things happening to bad people and vice versa.” “I don't think people are punished for their bad actions,” said Palacio, who thinks the nice and naughty list is not an accurate representation of who’s rewarded or punished in the real world. Nicole Bear, who’s currently teaching math, agrees: “there's a lot of naughty people who get away with all kinds of things.” Even so, just because the real world doesn’t always reward good behavior or punish bad actions, ”Morally,” Watasaki advises, “I think that you should try to be on the nice list.” “...We're not always naughty all the time, nor are we nice all the time...” When asking where people believe they fall on the list, responses varied. With confidence, freshman Drew Briones thinks heʻs on the nice list “because I’m kind.” Catherine Apilado, a senior, also says she’s on the nice list because “I’m always willing to help others. Even though some people can be mean, I always try to be kind.” Many students who mentioned being on the nice list also acknowledged that they still experience shortcomings. Junior Bella Topino, for instance, says “I genuinely believe I'm on the nice list.” While there’ve been times she’s lied or acted in not so great ways, after all of that, she argued, she’s grown into a better person through those experiences. Caroll also acknowledges that she’s made mistakes, but she learns from them as she works to become “the best version of myself.” That, along with being open minded and kind, is what she hopes has earned her a place on the nice list. More lightheartedly, Catuday says “I'm on the nice list because I share my food. Yeah I'm nice.” She paused before adding “most of the time.” “...we all slip up every once in a while…” Senior Jowy Langaman said heʻs on the naughty list “unfortunately,” because “I do bad things.” When asked to elaborate, he ended with “I won't list.” Watasaki says he also “would be on the naughty list,” because “I have a potty mouth. And uh–you know, there are things we just can't put on the record.” “I’m naughty. And for why? Um, I don’t know–it’s just funny,” joked senior Elijohn Agbayani. “I feel like I’m in between. I always play around but I’m also nice to people.” Like Agbayani, many others say they can’t categorize themselves as either nice or naughty. Bear points out that we’re all human and “we all slip up every once in a while. We're not always naughty all the time, nor are we nice all the time.” “…Just trying to do the best that you can…” For most students, what truly makes someone as naughty or nice was not what theyʻd done but what they intended to do. Freshman Lilinoe Borges puts it simply: “if your intention is to be naughty, then I guess you'd be considered naughty. But if your intention is to do good things, then you’re nice.” “It's more on, like, deeper levels, like, their characteristics and what they're willing to do against others,” Palacio expresses. Someone who’s naughty may consciously harm people, and might be willing to do so again. When someone is naughty, Mouery thinks, “you're kind of just selfish and don't do things that benefit other people and you're just kind of self-centered.” When someone is nice, “You do things for the greater good of other people and don't expect anything in return.” While Sophomore Asher Magno agreed, he also pointed out that it’s important to look out for yourself. “Trying to be nice 24/7, with no mistakes at all–I think that wouldn’t be good. Even if it's good for people around you, people you're hanging out with, and keeping a good reputation, it's not good for yourself mentally.” The ultimate nice person is one who “wants the best for everybody, wants to become the best version of themselves, is selfless,” said Carroll. But, agreeing with Magnoʻs point, Carroll also thinks a nice person “prioritizes self-respect.” “It would be the perfect balance, I guess,” said Riddell, commenting on the idea: “someone who looks out for themselves, but also looks out for others.” Realistically, though, “I think that it's an impossible goal. So I think just trying to do the best that you can is what you can do.” “...what is happening in their lives…” Maya Hendrickson, a junior, thinks that “a lot of things can influence people’s behavior such as how they were raised, their family, friends, and what is happening in their lives.” Factors such as these “can make some people act out or make people be kinder.” “I feel like it all depends on how they grew up,” Junior Annika Yu-Cua also says, putting into perspective how someone’s upbringing can be influential to their behavior. Catuday explains that “if you had a really bad one (upbringing), you would probably lean more into the naughty side.” In agreement, Riddell explained that “if you were growing up in an environment where it is acceptable to do certain behaviors, you're going to be more tempted to do that just by default, unless you otherwise train yourself or see influences outside of that.” “Your peers and your friends, who you hang out with have a big reflection on who you are,” said Carroll. For Borges, friends can guide behaviors. She gives an example, saying if you see a friend doing something, “you can be like, ‘Oh, I would want to do that too’ or ‘maybe I should do it to be cool and fit in.’” She speculates that this influence is what leads to many students “vaping and smoking.” Others suggest that internal motivations play a big role in how people act and the choices they make. When an action can result in a reward benefiting a person, that possibility can influence how they behave when pursuing that award. “I feel like it's their desires and what they want,” explains Palacio. Is that want “in the red or the gray zone? And who is it gonna happen against?” “Fear of internal damnation is also a really big factor into how people behave,” Watasaki mentions. Possible consequences or punishments can alter the choices people make. “It’s like how the allure of heaven wasn’t enough on its own, so they had to make hell. And it's like ‘hey man, if you don't do this, you’re going to suffer.’” Similar to the idea on how those who aren’t on the nice list get coal. In the end, no one is perfect and “Some could also be having a bad day too, and they just can’t help but like be so mean,” suggests Briones. “…There's always room to improve…” But what gift should those who are really on the naughty list get? “You know, someone who's fought and has worked their butt off, they do not get the same results as someone who's committed a felony or something,” Riddell says. Regardless, those on the naughty list deserve something more than coal. They need, he suggested, “something to actually help you improve.” There’s hope, said Magno. “There's always room to improve, room to redeem, you can always redeem yourself.” Doing so involves “working towards being a better person and acknowledging your faults,” Caroll comments. Borges believes “people do change. It's just, it's up to that person if they want the change.” Change involves learning from your mistakes and making an effort to do so. Though it might be easier said than done. “It just takes time, energy, and grace, and compassion, empathy, for all parties involved,” Riddell highlights. “It's a lot of grace for yourself to even allow yourself to grow.” And it’s equally as important to let people grow, and “give them the space to work on themselves,” continued Riddell. “Everyone deserves a good gift, even if they’re on the naughty list,” an anonymous freshman insisted. “...Give Someone a Smile…” Whether you’re on the naughty or nice list–or perhaps the gray in between, everyone should try to do something nice for others–something nice that they mean. “Give someone a smile or like give someone a compliment,” Riddell suggested. Saying something genuine and true, even if you don’t realize, can make an impact. Even if they don’t take your words or actions in, your kindness truly reflects your efforts within. If a teacher is struggling to say a name, “help them out” Borges says. Even small acts such as those can go a long way. Throughout the year, we should do our best to be nice. During this season, be joyful as Christmas unfolds. While the nice and naughty list may only be a Christmas tale, it doesn’t hurt to put out some love into the world, and maybe you’ll leave a bright moment in someone else’s story that they’ll share. Previous Article Next Article Copy link Ashlee Hufalar is a sophomore and a staff writer for Ka Lama Hawai'i.

< All Candidates Xeila Santiago Vice President ⭐ PROVIDING OPPORTUNITIES: Do you have ideas regarding how to provide development opportunities to students (i.e. college fairs, scholarships, and campus policies to promote clubs and student involvement)? If so, explain: I do have ideas regarding how to provide development opportunities for students. I would try to invite more colleges and universities to our school to talk to students about their options. I also think creating a list of available scholarships and sharing them with students will also help introduce them to new opportunities. For our clubs and organizations, I would love to help them find advisors and give them more space to meet and plan events. EVENTS PLANNING: If you were elected to student council what school events do you deem important and why? Some school events that I deem important are spirit weeks, cultural events, guest speakers, community service events, and dances. These events matter to me because they help unite us, celebrate diversity, inspire growth, give back, and ultimately, create memories. PARKING: If you were elected to the position you are running for, what changes would you want to make on the parking and car policy? I am aware that the traffic can get pretty backed up both before and after school, so a few changes I would want to make on the parking and car policy is finding ways to add more parking, maybe by using empty spaces or looking for parking spots off campus and going over this with administration. I would also work to keep parking lots safe, making sure the lots are clean and maintained. ENVIRONMENT: If you were elected to the position you are running for, what changes would you want to make to the appearance, cleanliness, or safety on campus? One idea that has already been discussed with the current council to enhance the appearance, cleanliness, and safety is to plant more native plants around school, especially in the drier areas. I'd team up with teachers and clubs during Po'okela to make this happen. Another idea I would love to do is organize regular clean up events, something like beach cleanups or campus cleanups, to keep our school and community beautiful. PHONE POLICY: If you were elected to the position you are running for, how would you change our phone policy? With changing our phone policy, I think just working with teachers to establish clear guidelines for phone use in class, like keeping phones on silent or using them only for educational purposes. Another idea would be having specific hours or periods as "phone-free" to encourage students to focus on their work but still be able to go on their phones afterwards. SCHOOL LUNCH: If you were elected to the position you are running for, what would you do to improve the quality of student lunches? To improve the quality of student lunches, I would start off by working with staff to provide larger portions or specialized meal plans for student-athletes who need extra nourishment for their activities. As an athlete myself, I know that food is of the utmost importance when it comes to providing fuel for sports. Another idea is to create a system for students to vote on menu options or provide feedback on the food. This would help ensure that the meals we serve are ones that students actually enjoy. I also think meeting with students, cafeteria staff, and/or administrators to discuss concerns and ideas for improving our school lunches may be beneficial as well. Previous Next