Growing With Aloha
By Jan Wizinowich
Kala Thomas
Kala Thomas, like the young kalo, has been nourished by strong Hawaiian traditions, as well as unique educational experiences. The culmination of those experiences has been the opportunity to work on the latest sailing canoe, Alingano Maisu. Stepping from the shadows of the work-shed used to construct Maisu, I am greeted by a shy and self-contained young man. We drive to the south end of Kawaihae Harbor, where Maisu peacefully awaits her first voyage.
Finding a place in the shade, we sit and “talk story”. Like a canoe being pushed along by subtle ocean currents, eventually finding harbor, Kala has made his way to this place. After finishing eighth grade at Waimea School, Kala was home-schooled for two years, which involved extracurricular activities. Living in view of Mauna Kea, he’d been curious about Keck and what went on at the observatory, so Keck was his first choice. His offer to volunteer was soon turned into a job offer, working in the automotive shop with Bart McDonald a few hours each morning. He maintained this job throughout his high school career.
Finding a place in the shade, we sit and “talk story”. Like a canoe being pushed along by subtle ocean currents, eventually finding harbor, Kala has made his way to this place. After finishing eighth grade at Waimea School, Kala was home-schooled for two years, which involved extracurricular activities. Living in view of Mauna Kea, he’d been curious about Keck and what went on at the observatory, so Keck was his first choice. His offer to volunteer was soon turned into a job offer, working in the automotive shop with Bart McDonald a few hours each morning. He maintained this job throughout his high school career.
During the second year of his home-schooling he became involved in a marine studies program called Kula Nai’a with Dr. Jan Östman-Lind and his wife Ania Driscoll-Lind that involved a combination of class-work and field studies. The students learned strategies for collecting data such as the use of a theotilite to measure the off-shore location of whales, and did counts of certain types of fish in various coastal areas.
The summer following his sophomore year, Kala was selected with a group of 10 other students from Hawaii and 6 students from Alaska to participate in a program at Oregon State University called B.E.S.T. (Bridging Excellence in Science and Tradition). While doing more science field activities, he also got a taste of the native culture of the Pacific Northwest, as well as the chance to interact with people his own age. “Because I had been home-schooled, I hadn’t had a chance to be with people my own age. So for me the program was really good.”
His need to be with a peer group led Kala to join Kanu O’ Ka Aina, a Hawaiian charter school established in 2000. There, he experienced learning in an o’hana, and traditional agricultural techniques while completing the classes needed for graduation, learning photography and videography. There were four different project groups and Kala was chosen to farm at Pu’u Pa Lehu. “When we got there, there was just a grove of eucalyptus trees. We cleared the land and grew taro, sweet potatoes, sugar cane, and bananas.” He worked with Kumu Nalei Kahakalau, to learn traditional methods of growing food.
Kala was especially fascinated with the symbol of the taro plant. “Taro is a major component of the Hawaiian Culture. The taro plant has shoots on the side called oha, which is the root for the word ‘ohana. Also there can be successive generations on one plant. I found that interesting.” They also grew varieties of sugar cane whose origins could be traced back to ancient Hawaiians.
Rather than do performing arts, Kala was given the opportunity to learn both still and video photography. He was provided with the equipment through which he was able to learn a skill while at the same time providing Kanu with documentation of their program.
The summer before 12th grade, Kala got the opportunity to again broaden his cultural and academic horizons by going to New Mexico with the Earth Watch program. “This was a really good project. The first day they took us to the Natural History Museum. I was amazed when I found out that the desert was at one time an ocean.” There was a dual focus of astrophysics and local native cultures. They visited Bandelier Monument and viewed the village sites of such ancient peoples as the Anasasi . The astronomy program involved students in finding specific objects and recording the time and position of that object. “I thought it was interesting but too much math.” The students were also able to visit the radio telescope array and actually got to climb up to the control room and stand on the edge of the dish.
While all these experiences provided Kala with a broad foundation of knowledge and experiences, at his heart was the canoe. “Canoes and me are a long story. When I was growing up, I’m always seeing canoes. They were always in my awareness.” Kala was in 2nd and 3rd grades when the Hokule’a was being built. The students learned about the construction of the canoe and the history of voyaging canoes. When the Hokule’a embarked on her first voyage the students tracked and recorded its route. The intent of the voyage was to pass on the old knowledge to the next generation and so was named Na Mamo (“For the Children”).
Kala was able to witness the building of the next canoe, Hawai’ loa, through visits to the Bishop Museum during different stages of construction. “There were huge logs and then every time we visited, they had changed shape. I have a vivid memory of walking under the two hulls. I was so small and looking up I could see the cross pieces with all the lines hanging down.” It wasn’t until Hawaii Loa returned from its voyage, that Kala got a look at the finished canoe. “I really wanted to get involved, but I just didn’t know how.”
While in 7th grade at Waimea School, Kala got an opportunity to participate in the construction of a 16 foot training canoe, Hoku Li’i Li’i. One of the crew members of the Makali’i supervising the building of the canoe was Chadd Paishon (see Maisu article). The students were given classroom instruction on the parts and structure of the canoe and worked doing sanding and other tasks. While he was unable to complete the whole project it gave Kala another line to the canoe.
After graduating from Kanu O Ka Aina and completing two video projects he’d been hired to do, Kala enrolled at H.C.C. in Hilo. In the summer he also took a forestry class at U.H. Hilo. He really liked the class, even though it was a 400 level class and he didn’t understand some aspects of it. However he did grasp the tangible aspects of forestry. It made sense following closely to his experience of traditional farming while at Kanu. They went out into the native forests, visiting upcountry Pa’auilo, Pu’u Wa’a Wa’a, and Hakalau wildlife refuge. It became clear to him that “…a forest is not just trees, but an entire ecosystem. Just because there are trees, it doesn’t mean there is a forest.”
While attending classes at H.C.C., Kala heard about Maisu through his friend Keili’i Bertelmann, who is the son of navigator Clay Bertelmann. “I thought about it a lot and I decided I wanted to be involved. So when the hulls came there was a blessing and I made a commitment then in front of the group.” While Kala was waiting for construction to start, he attended Hawaiian Studies classes and dreamt of the canoe. “I would be sitting in class and look down at my notebook and the page would be covered with pictures of canoes.”
The Hawaiian Studies classes were interesting enough to break through his canoe dreams though. Studying myths and legends gave him a deeper understanding of the history and the ancient culture of the Hawaiians. And of course there were navigation stories to add to his knowledge of seafaring. His teachers were inspiring because, “The old practices are in use with them. They didn’t just teach about them they really live it.”
When construction began in earnest Kala got the opportunity to live the life of the canoe builder. “We lived together, worked together. Eat, sleep and build canoe.” At first Kala was a little worried. “I don’t think I really understood the meaning of the commitment I made. There were times when I wasn’t sure I could do it. I’m not really a woodworker and I felt kind of stupid. But I got comfort because I was around people who had more experience. I may not know what I’m doing, but others do and you can ask them and they’ll help you.”
Then one day Papa Mau decided it was time for Kala to learn navigation. “He’d use rocks to show the navigational stars. Then he’d say: ‘Memorize that and come back and I’ll teach you some more.’” And on it went from March until Papa Mau’s departure in June. This pinnacle experience has changed him in many ways, but mostly Kala is more patient with himself and other people. “I found strength I didn’t know I had.”
The kalo has been nourished and cultivated and now it is time to give back. Kala has been doing this with his involvement in the Makali’i education program. Through this program, where students sail aboard the Makali’i for a week at a time, he shares his knowledge and experience. He tries to impart to the students what he has learned from his teachers,that sailing is about living and working as a family. “It builds character and teaches you to follow through with commitments and then you gain confidence. You don’t just learn stuff and spit it out, you have to live it everyday. Aloha ka kahi.”
The next phase is the voyage. “We’re all feeling a little sad now that the building is done. It’s taken so long and the commitment was so strong that I feel a little lost.” Although that feeling didn’t last for long; when all was completed except final preparations, Kala had the opportunity to go to O’ahu to teach Hawaiian studies.
Kala’s hard work and commitment paid off when his dream of sailing to his teacher, Papa Mau, came true. He was able to sail on the last leg of the journey and was present on Alingano Maisu when she arrived on Satawal. It was a lifetime, unforgettable experience and hopefully the first of many more blue water sails for Kala.
The summer following his sophomore year, Kala was selected with a group of 10 other students from Hawaii and 6 students from Alaska to participate in a program at Oregon State University called B.E.S.T. (Bridging Excellence in Science and Tradition). While doing more science field activities, he also got a taste of the native culture of the Pacific Northwest, as well as the chance to interact with people his own age. “Because I had been home-schooled, I hadn’t had a chance to be with people my own age. So for me the program was really good.”
His need to be with a peer group led Kala to join Kanu O’ Ka Aina, a Hawaiian charter school established in 2000. There, he experienced learning in an o’hana, and traditional agricultural techniques while completing the classes needed for graduation, learning photography and videography. There were four different project groups and Kala was chosen to farm at Pu’u Pa Lehu. “When we got there, there was just a grove of eucalyptus trees. We cleared the land and grew taro, sweet potatoes, sugar cane, and bananas.” He worked with Kumu Nalei Kahakalau, to learn traditional methods of growing food.
Kala was especially fascinated with the symbol of the taro plant. “Taro is a major component of the Hawaiian Culture. The taro plant has shoots on the side called oha, which is the root for the word ‘ohana. Also there can be successive generations on one plant. I found that interesting.” They also grew varieties of sugar cane whose origins could be traced back to ancient Hawaiians.
Rather than do performing arts, Kala was given the opportunity to learn both still and video photography. He was provided with the equipment through which he was able to learn a skill while at the same time providing Kanu with documentation of their program.
The summer before 12th grade, Kala got the opportunity to again broaden his cultural and academic horizons by going to New Mexico with the Earth Watch program. “This was a really good project. The first day they took us to the Natural History Museum. I was amazed when I found out that the desert was at one time an ocean.” There was a dual focus of astrophysics and local native cultures. They visited Bandelier Monument and viewed the village sites of such ancient peoples as the Anasasi . The astronomy program involved students in finding specific objects and recording the time and position of that object. “I thought it was interesting but too much math.” The students were also able to visit the radio telescope array and actually got to climb up to the control room and stand on the edge of the dish.
While all these experiences provided Kala with a broad foundation of knowledge and experiences, at his heart was the canoe. “Canoes and me are a long story. When I was growing up, I’m always seeing canoes. They were always in my awareness.” Kala was in 2nd and 3rd grades when the Hokule’a was being built. The students learned about the construction of the canoe and the history of voyaging canoes. When the Hokule’a embarked on her first voyage the students tracked and recorded its route. The intent of the voyage was to pass on the old knowledge to the next generation and so was named Na Mamo (“For the Children”).
Kala was able to witness the building of the next canoe, Hawai’ loa, through visits to the Bishop Museum during different stages of construction. “There were huge logs and then every time we visited, they had changed shape. I have a vivid memory of walking under the two hulls. I was so small and looking up I could see the cross pieces with all the lines hanging down.” It wasn’t until Hawaii Loa returned from its voyage, that Kala got a look at the finished canoe. “I really wanted to get involved, but I just didn’t know how.”
While in 7th grade at Waimea School, Kala got an opportunity to participate in the construction of a 16 foot training canoe, Hoku Li’i Li’i. One of the crew members of the Makali’i supervising the building of the canoe was Chadd Paishon (see Maisu article). The students were given classroom instruction on the parts and structure of the canoe and worked doing sanding and other tasks. While he was unable to complete the whole project it gave Kala another line to the canoe.
After graduating from Kanu O Ka Aina and completing two video projects he’d been hired to do, Kala enrolled at H.C.C. in Hilo. In the summer he also took a forestry class at U.H. Hilo. He really liked the class, even though it was a 400 level class and he didn’t understand some aspects of it. However he did grasp the tangible aspects of forestry. It made sense following closely to his experience of traditional farming while at Kanu. They went out into the native forests, visiting upcountry Pa’auilo, Pu’u Wa’a Wa’a, and Hakalau wildlife refuge. It became clear to him that “…a forest is not just trees, but an entire ecosystem. Just because there are trees, it doesn’t mean there is a forest.”
While attending classes at H.C.C., Kala heard about Maisu through his friend Keili’i Bertelmann, who is the son of navigator Clay Bertelmann. “I thought about it a lot and I decided I wanted to be involved. So when the hulls came there was a blessing and I made a commitment then in front of the group.” While Kala was waiting for construction to start, he attended Hawaiian Studies classes and dreamt of the canoe. “I would be sitting in class and look down at my notebook and the page would be covered with pictures of canoes.”
The Hawaiian Studies classes were interesting enough to break through his canoe dreams though. Studying myths and legends gave him a deeper understanding of the history and the ancient culture of the Hawaiians. And of course there were navigation stories to add to his knowledge of seafaring. His teachers were inspiring because, “The old practices are in use with them. They didn’t just teach about them they really live it.”
When construction began in earnest Kala got the opportunity to live the life of the canoe builder. “We lived together, worked together. Eat, sleep and build canoe.” At first Kala was a little worried. “I don’t think I really understood the meaning of the commitment I made. There were times when I wasn’t sure I could do it. I’m not really a woodworker and I felt kind of stupid. But I got comfort because I was around people who had more experience. I may not know what I’m doing, but others do and you can ask them and they’ll help you.”
Then one day Papa Mau decided it was time for Kala to learn navigation. “He’d use rocks to show the navigational stars. Then he’d say: ‘Memorize that and come back and I’ll teach you some more.’” And on it went from March until Papa Mau’s departure in June. This pinnacle experience has changed him in many ways, but mostly Kala is more patient with himself and other people. “I found strength I didn’t know I had.”
The kalo has been nourished and cultivated and now it is time to give back. Kala has been doing this with his involvement in the Makali’i education program. Through this program, where students sail aboard the Makali’i for a week at a time, he shares his knowledge and experience. He tries to impart to the students what he has learned from his teachers,that sailing is about living and working as a family. “It builds character and teaches you to follow through with commitments and then you gain confidence. You don’t just learn stuff and spit it out, you have to live it everyday. Aloha ka kahi.”
The next phase is the voyage. “We’re all feeling a little sad now that the building is done. It’s taken so long and the commitment was so strong that I feel a little lost.” Although that feeling didn’t last for long; when all was completed except final preparations, Kala had the opportunity to go to O’ahu to teach Hawaiian studies.
Kala’s hard work and commitment paid off when his dream of sailing to his teacher, Papa Mau, came true. He was able to sail on the last leg of the journey and was present on Alingano Maisu when she arrived on Satawal. It was a lifetime, unforgettable experience and hopefully the first of many more blue water sails for Kala.
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