We get off the bus and many of us head for the bathrooms. The line is long. We consider invading the men's room once they are finished, but are warned that we just might not want to do that. If the men, themselves, are questioning the condition of the bathroom that is a true warning. We continue to wait. There are several adults and several students waiting when a student is sent up from the entrance to the fishpond to tell us that it's OK, but they are about to chant the protocol to enter. This is a difficult moment to miss.
When we finally get down to the entrance everyone is in one large circle. We find spaces to enter the circle and discover that the group has been received on the first attempt to chant. The director is relieved and pleased. He has warned us that if there is no response to a chant that you are expected to chant again. Several attempts could result in not being received at all. We were prepared that the trip could end at the entrance were the chant not delivered in the most authentic way. The students are amazing in their ability to learn and understand the depth of this gift they've been given; the opportunity to chant.
We quickly separate into smaller groups and start our tour around the fishpond. The wall, built of stone and coral, creates a barrier for the fish. Along the way we stop to look at the construction of the gates (mākāhā), all bound together with natural ties, not nails. The gates are used to regulate the movement of the fish into and out of the fishpond based on the direction of the tides. The guide tells us that there is a deep belief in observation; observing the natural environment and the behavior of living things to understand the response required from humans and the questions that need to be asked. She talks to us about fish that were only served to royalty or on special occasions. She talks about the mistake they made introducing the mangrove tree into the fishpond thinking it would solve a problem, but instead became an invasive barrier. They are in the process of removing the trees to complete the wall around the pond. The guide said it will take another 10 years to complete this project. The last project the students participate in is with the mangrove trees.
The wall feels very solid under your feet though the guide mentions that the large outer rocks are only piled up; there is nothing holding them in place so that when you use them as footholds you must be aware that they can shift. Our first task is to pull small mangrove trees that are starting to sprout from the muddy edge of the fishpond along the wall. We step down from the wall into the water and all discover that the mud is slimy and not easy to walk on; the suction is strong in some places. I pick a few trees and snap the trunk, throwing it back into the water. as instructed. Before I realize it I've taken a step forward and ended up sitting in the mud. With a helping hand I stood back up and continued on not realizing just how much mud would stay on my clothes.
After a stretch of clearing trees the guide suggests we step down off the wall on the ocean side and wash off. She says it will feel good to clean up a bit. I'm hesitant to step down a slightly higher section of wall, unsure of how I will get back up. Again, an offer of help convinces me to wash off and, in fact, it is very refreshing. We get ready to return to the entrance where we started and along the way pick up bags of seaweed that another group has collected. The volunteer tasks are clearly defined and efficient.
There are huts along the fishpond wall that are for the workers to find shade. They roofs are made of palm tree leaves similar to the ones I saw along the highway. They are heavily pleated.
At the entrance to the fishpond there are large boulders that need to be moved and the students are asked to roll them across a shallow inlet of water nearer to the wall. Most are too heavy for one person to lift though there are several successful attempts to singularly lift and carry rocks to the other side of the inlet. The better option is for teams of students to work together and roll the rocks. The challenge is not just the weight and sometimes awkward shape of the rocks, but also the coordination of the work. Thankfully, there is only one accident that ends up with a bruised toe. When our time is done the volunteers tell us that the group has completed about three weeks of work in the few hours. They are very grateful.
The afternoon plan is to go to Windward Mall food court for lunch and then to the beach at Aina Moana Park. Three life guards meet us at the beach and the students are free to swim after a quick orientation from one of the guards. They will be floating out in the water on boards and have brought along inflatable rafts for the students to share. The students have waited five days to get into the ocean and they are excited. This particular beach is protected from the open ocean by a low wall and the swimming area is large, but calm. Many students head into the water and stay out much of the afternoon. There is a large park with shade trees and most of the adults settle in under the trees. It's a wonderfully relaxing counterpoint to the morning work at the fishpond.
We make a brief stop at the hotel and walk to the community center to hear two poets. This is the chance to hear voices of contemporary Hawaiian culture. Tui Scanlan and Jamaica Osario take turns sharing poems and capture the attention of the students. Jamaica Osario speaks her geneology, a poem she wrote to deliver at the White House. She says that she's asked if she has a poem that won't criticize America; she says she has to write a new poem for this occasion. She can also be seen on TEDxManoa where she shares poetry and reveals the essence of her practice. These performances at the community center are among the highlights of the trip.
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Tui Scanlan
Jamaica Osario
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