Ono no Michikaze and the Frog

When Ono no Michikaze was a young student, he had trouble passing his exams. One rainy day, he was feeling particularly hopeless and considered quitting his study of calligraphy.

He stopped by a stream near a willow tree and saw a small frog trying to leap to a dangling willow branch. He watched the frog leap for the branch, but every time the wind would blow it just out of reach. The frog tried and failed to reach the branch seven times. Finally, on the eighth attempt the frog clung to the branch.

Ono no Michikaze was inspired by the perseverance of the frog. He resolved to try at least as hard as the frog. He persisted in his studies and eventually passed his exams. He continued his career to become one of the most famous calligraphers in Japan.

The Educator is an example of his teaching.

The Educator, like Ono no Michikaze, represents both being persistent in his studies and skillful in his teaching. The Educator is a student of nature. He is often inspired by the perseverance of the humblest of its creatures.

Kumu is the Hawaiian word for teacher. Kumu also means foundation, beginning, and purpose. The kumu is a source of knowledge. A Kumu is a master at performing a skill and teaches from a foundation of practical knowledge. The Kumu is a functional self actualized authentic individual who contributes to his community. He is aware of himself and his surroundings. He listens and learns. He lives in harmony with nature. He has a clear point of view. He cultivates his community with aloha. He looks to the ancestors to connect him to his community.

Traditional Hawaiian education had a simple formula: “Nānā ka maka. Ho‘olohe. Pa‘a ka waha.Ho‘opili.” Observe. Listen. Keep the mouth shut. Imitate.² The Kumu is the source of knowledge and the student is responsible for learning. The student first observes in silence. The Kumu teaches by demonstrating their skills for the student. The student must focus on what the master is doing, and learn to do the same.

Students are taught to observe with their eyes, instead of their mouths. The student is not allowed to interrupt. Traditional skills often require total attention. It can be dangerous if the teacher is distracted by questions. Questions are only allowed when the teacher is ready to answer.

Part of learning is imitating what we learn and refining our performance with practice. Consistent practice helps us absorb the knowledge from observation and teaching into our bodies.

By training the student to observe the master, the student is taught how to watch, listen, and learn. A trained student can go out into the world and observe people or nature, and learn new skills through careful observation.

The Educator like the Explorer seeks to continually grow and adapt toward being more capable and aligned with his environment. He is a student, and his experiences are his teacher. The Educator teaches by continuously applying what he knows. His actions in life are his instructions.

Traditional Hawaiian education methods are effective for training students in practical skills. These skills were used in daily life. These skills allow people to provide for themselves and contribute to their community as adults. Students learned what they needed to know to survive. In the past, education was a way to ensure that future generations would be able to thrive.

The ‘Aha Moku

The Educator teaches with the intention of giving his students the ability to be self sufficient. He knows that a community of people who are capable of living off the land are the strongest defenders of it. They are are connected to the ‘āina because they experience it as the source of life.

In ancient times, the Molokai was governed by ‘aha moku.³ ‘Aha means council assembly and braided cord. Moku is a large Hawaiian land division. Each island was divided into a few moku. The moku, like provinces or states, were subdivided into smaller county sized divisions called ahupua‘a. Each ahupua‘a was governed by an expert called a konohiki who managed the resources of the island subdivision. Periodically, the leaders from the ahupua‘a would gather in an ‘aha to decide on how the moku would be managed. There were no kings, warriors, or slaves. Everyone worked together as a community of equals.

The ‘aha, like a braided cord, is made of strong individuals who become stronger when joined tightly together. It is said that there was no hunger, poverty or war during the time of the ‘aha moku. The ‘aha moku system worked because everyone was a strong independent individual who was committed to their community. The prosperity of the community was the goal, not money, power, or possessions.

A society like the ‘aha moku only works when all the people are capable, independent, and committed to the welfare of the entire community. The Educator binds a community together by preserving knowledge from the past, applying it in the present, and passing it to future generations. He cares for and nurtures learning he receives, and passes it along.