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Ramage Press replica at Mission Houses

Hawaiian Alphabet

Baibala

Kaahumanu-(HerbKane)

Missionaries_preaching_under_kukui_groves,_1841

August 2, 2018 by Peter T Young Leave a Comment

Glimpse of Honolulu Life in early-1870s

The following is from a ‘Story’ by Clara Lydia (Moseley) Sutherland, granddaughter of Hiram Bingham and daughter of Hiram’s first child Sophia). She gives glimpses of life as a teacher at Kawaiahaʻo Female Seminary and a look of Honolulu in the early-1870s.

Before she “was fifteen, a wonderful thing happened to me which probably changed the whole course of my life. Two of my mother’s sisters, Aunt Lydia and Aunt Lizzie, returned to Honolulu, the home of their birth and engaged in teaching in a school for Hawaiian girls which was called Kawaiahaʻo Seminary.”

“My Aunt Lydia was Principal of this school and she wrote to my mother asking if she couldn’t spare me and let me come out and teach music to her girls, knowing that I was musically inclined.”

She left her home in Union City, Michigan to join them. “Uncle Hiram (II) met us at the wharf that Sunday morning we arrived, and when we reached the house my three aunts gave me such a warm and cordial welcome that I was no longer homesick, but oh! so glad to be here on terra firma.” (Clara Lydia Sutherland)

“Very soon after my arrival in Honolulu I began taking piano lessons from Mr. Mueller, a German teacher. I also took some French lessons from him.”

“Aunt Lydia wished to give me every advantage in the way of music, so she had me take pipe organ lessons from Mr. Atkinson, the organist at Kawaiaha‘o Church.”

“The organ then in use had to be pumped by hand, so when I went over to the church to practice I always took one of the school girls to do the pumping.”

“After I had gained some confidence in the use of the pedals I substituted occasionally for Mrs. Agnes Judd, who was the regular organist at Fort Street Church.”

“This church was thus named because it stood on the corner of Fort and Beretania streets nearly opposite the Catholic Church. Mr. Frear, father of Judge Frear was its pastor at that time.”

“Some years after, it merged with Bethel Church of which Rev. S. M. Damon was pastor. They built a beautiful church on the corner of Beretania and · Richards St. and named it Central Union, and Dr. Beckwith was its first pastor.”

“About two miles out from town at the entrance of Manoa Valley was a school called Punahou (meaning ‘new spring’) and thus named because of the spring which has existed there from time immemorial.”

“This property, consisting of several acres, was given by Boki, one of the chiefs, to my grandfather for educational purposes, so in 1842, a school was started there for the benefit of the children of the missionaries.”

“When I came to the Islands in 1872 this was as yet a small school, compared to its present status. There were only about fifty pupils and there were only two buildings, both built of adobe.”

“One of these was for the Principal and the three teachers and the few pupils who came from the other Islands. The other was the Schoolhouse. The latter is still in existence and is now used by the Music Faculty and called ‘Old Music Hall’.”

“At that time the upper floor was one big schoolroom, and the rooms downstairs were used for classrooms. Mr. E. P. Church was the Principal, and his wife and Miss Haven and Mr. Chickering were the other three teachers.”

“Here I went to school for two years, and it is one of my happy memories, as I loved my teachers and my studies and made friendships which have lasted all my life.”

“Mr. Chickering, my Latin teacher, was my ideal of all that was fine and noble and manly, and I nearly lost my heart to him even at the age of 16.”

“There were no street cars in Honolulu in those days, so the school kept two omnibuses driven by boys living at the school. One went up Nuʻuanu Valley to pick up all the scholars living in that section, and the other took those of us who lived in town, and in the few scattered houses on the plains between Punahou and town.”

“There was not much to be seen but algeroba (kiawe) trees on that dry and dusty plain. King Street was the only thoroughfare.
There was no one living in Manoa Valley except a few natives in their grass huts.”

“That was only a place where we went for picnics on horseback. The bus called for some of us about 8:30 am as school began at 9 o’clock. We used to have some pretty jolly times riding back and forth, and I can remember how certain girls would have a crush on the driver and want to sit up next to him.”

“Human nature has not changed since time began, and there was plenty of flirtation and romance in those days, but we would have been considered very discreet and modest by the present generation.”

“We would take an orange or banana to school to eat at noon, but no regular lunch, so I used to come home between two and three PM nearly starved.”

“They always kept my dinner warm for me in the oven and how I did enjoy the taro! We had it nearly every day instead of potato or rice. That is probably what made me gain in weight so fast, as I had not then learned to eat poi.”

“I was a very busy girl at this time, for besides my school and my piano and organ practice I was giving piano lessons to ten or twelve of the girls in my aunt’s school.”

“I would give one before going to school in the morning, and one or two more in the afternoon. There was an old piano in the dining room where I taught, and on which the girls practiced.”

“In the back parlor was a new one, belonging to Sally King, a half white, and one of my pupils. She and I did our practicing on this.”

“Our nearest neighbors were the Castles and Cookes. The Castles lived next door and the Cookes just across the street in the old Mission House, where my grandparents and some of the other missionaries had lived.”

“This was the first frame house erected in Honolulu, the material for it having been sent around Cape Horn in 1821. It is still in existence, having been carefully preserved by the friends of the missionaries on account of its associations.”

“‘Mother Cooke’, as she was lovingly called by all who knew her, was living here at this time with her three sons, Charlie, Frank and Clarence.”

“The three daughters and oldest son, Joe, had all left the family roof, and were living in homes of their own. Charlie was married but living in the same house with his mother and occupying a three room apartment or wing which had been built onto the east end of the house.”

“These rooms should have been called ‘Honeymoon Haven’ as it is where each of Mother Cooke’s four sons began their married life.”

“The Castles were a large family of nine children, and I came to know them very well, especially the younger ones, George, James, Carrie, Helen and Henry.”

“Carrie, who was nearest my age, was as fond of music as I, and we enjoyed playing duets together …. Mr. Barnard, Clerk of the Court, an elderly gentleman who played the violin, used to give us each an evening a week when he would come to the house and play with us, thus helping us greatly in reading and in our appreciation of good music.”

Punahou School, Photograph attributed to Charles Burgess-1866

Punahou Omnibus

Punahou Omnibus-1890

Kawaiahao Church in 1885-Look towards Diamond Head

Kawaiahaʻo_Female_Seminary,_Honolulu,_c._1867

Manoa-Lantana and Kiawe-PP-59-6-006

Manoa_valley-BM

Manoa-PP-1-4-024

August 1, 2018 by Peter T Young Leave a Comment

Slate

“Not long after the passing of Kamehameha I in 1819, the first Christian missionaries arrived at (Kawaihae), Hawaiʻi on March 30, 1820. (The finally anchored at Kailua-Kona on April 4, 1820.)”

“Their arrival here became the topic of much discussion as Liholiho, known as Kamehameha II, deliberated with his aliʻi council for 13 days on a plan allowing the missionaries to stay.”

“A key point in Liholiho’s plan required the missionaries to first teach the aliʻi to read and write. The missionaries agreed to the King’s terms and instruction began soon after.” (KSBE)

“There was a frankness and earnestness on the part of some, in commencing and prosecuting study, which agreeably surprised us, and greatly encouraged our first efforts.”

“On the Sabbath, very soon after our arrival, Pulunu came to attend our public worship, and brought two shy, but bright looking little daughters, and after the service, she desired us to take them under our instruction.”

“We readily consented; and both mother and daughters became interesting members of the school. In a few weeks the mother conquered the main difficulty in acquiring an ability to read and write, and the others before many months.” (Bingham)

“On the 1st of August (1820), the slate was introduced, and by the 4th, Pulunu wrote on her slate, from a Sabbath School card, the following sentence in English; ‘I cannot see God, but God can see me.’”

“She was delighted with the exercise, and with her success in writing and comprehending it. The rest of the pupils listened with admiration as she read it, and gave the sense in Hawaiian. Here was a demonstration that a slate could speak in a foreign tongue, and convey a grand thought in their own.” (Bingham)

Demand for slates skyrocketed … “Our house has been thronged with natives applying for books & slates – Our yard has sometime presented the appearance of a market stocked with goats, pigs, poultry, melons & bananas brought to be exchanged for the means of instruction.” (Levi Chamberlain, July 18, 1826)

“Sabbath Augt 27 (1826). At the close of the native service in the morning notice was given that some of the mission would meet in the afternoon those persons who might desire to write down the text.”

“After dinner from 50 to 75 persons assembled with their slates and wrote the text which was given out sentence by sentence. A few remarks were made and the exercise concluded by prayer.” (Levi Chamberlain, August 27, 1826)

Writing material (slates) were a medium of exchange … “A very busy week this has been to me. On Wendnesday the ship began to discharge our supplies – and more or less have been landed every day since. Most of the packages and barrels have been delivered and a little more than half the lumber.”

“I have employed from 8 to 12 natives a day and have paid them at the rate of about 50 cts. per day in books or slates.” (Levi Chamberlain, May 1, 1830)

Saturday May 29th 1830. Since the last date I have been very much engaged. Our yard and the premises have been a scene of labor. Mr. Clark has been superintending the erection of houses in the enclosure in which my house stands.”

“The frames of three native houses are now put up, one of which is designed for a dwelling for himself, another for a study and the last for the accommodation of the natives belonging to his family.”

“The two former buildings are separated from the other houses in the yard by a ti fence. A cook house is soon to be built for the accommodation of his family and ours and it will stand about mid way between our two dwelling houses.”

“A front gate has been put up which will serve for us both, without the necessity of passing out by the printing house.”

“I have also come to the conclusion of building a new store house to be connected with a dwelling for myself to be built of stones & carried up two stories.”

“The stones I am now collecting. I purchase them for Gospels & Slates, to be cut & left on the beach -1 to draw them up. For a Gospel 6 stones 2 feet sq. – for the smallest size slates 10 stones & for the next large -12 stones. More than 1000 have been cut. I shall need at least 3000.” (Levi Chamberlain, May 29, 1830)

“Monday (June) 21st (1830). To day a company of men with whom I have made a bargain to dig the cellar of the new Store & dwelling house for myself commenced their work. I am to pay them 2 ps. unbld. factory cotton & 10 middling size slates.”

But, it was not always positive … “(Lyman) says, ‘We have no calls for books not enough to get the common work done of mahi ai. We cannot even hire common work for slates.’”

“It is evident for this that the business of learning is becoming to the natives an irksome business. Piopio the head woman is thought to be an opposer to that which is good.”

“The course which she has taken with a teacher whom the brethren have favored, & whom she had been seeking an occasion against and unfortunately for him had found, evinced a great deal of hatred.”

“This young man she has sent to Lahaina and Mr. Lyman adds. ‘We do not expect that she will attempt to remove us, but want of power alone will prevent.’ Her influence is of no doubtful character.” (Levi Chamberlain, September 19, 1833)

Writing Slate-1800

July 26, 2018 by Peter T Young Leave a Comment

St Cross Seminary

“A College will shortly be opened for Hawaiian Girls, under the patronage of Her Gracious Majesty Queen Emma. Lady Superintendant, Mrs George Mason. Besides and ordinary English education, instruction will be given in Industrial work.”

“Application for the admission of Boarders and for terms, to be made to Mrs Mason, at the Parsonage, Kukui Street. Also, there will be opened shortly a Collegiate Grammar School, for Young Gentlemen (it started as St Albans, later, Iolani).”

“Instruction will be given in Latin, Greek, Euclid and Algebra, as well as in the usual branches of English education.” (Polynesian, November 8, 1862)

In January 1864, the Female Industrial Seminary was transferred to Lahaina; the Reverend Mother Lydia Sellon arrived in Hawai‘i in late-1864 and took charge of the school. By then, the school had 25-boarders and about 40-day girls; it was renamed St Cross school for girls (St Cross Seminary) (Kanahele).

The school was operated by three religious Sisters of the Society of the Most Holy Trinity, Devonport, England (the Devonport Sisters), the first of the Religious Orders re-founded in the Church of England after the Reformation.

“Lahaina was a great whaling port during the (eighteen) sixties, for as many as eighty or ninety whaleships were at one time anchored in the offing. Sailors crowded the streets of Lahaina, and people came from far and wide to see them.”

“Many even from Molokai were tempted to change their residences to Lahaina, just for the purpose of seeing the crowds of whaling men pass through the streets, and many of the young girls of those days, and many of the married women even, were parted from their parents and from their husbands just for the novelty of being in the company of seafaring men.”

“In 1860 the present Lahaina stone court house was built. It served the dual purposes of both court house and custom house, and the collector of customs did a thriving business during those whaling days. The Queen’s Hospital was started at Honolulu in the same year.”

“The St. Cross Hospital, built in 1865 by the Episcopal Mission, which was also used as an industrial girls’ school, flourished for some years at Lahaina, and the old stone building is still standing …” (Keola; Mid-Pacific Magazine, December 1915)

In 1873 Isabella Bird visited “the industrial training and boarding school for girls, taught and superintended by two English ladies of Miss Sellon’s sisterhood, Sisters Mary Clara and Phoebe”.

“She notes, “I found it buried under the shade of the finest candlenut trees I have yet seen. A rude wooden cross in front is a touching and fitting emblem of the Saviour, for whom these pious women have sacrificed friends, sympathy, and the social intercourse and amenities which are within daily reach of our workers at home.”

“The large house, which is either plastered stone or adobe, contains the dormitories, visitors’ room, and oratory, and three houses at the back; all densely shaded, are used as schoolroom, cook-house, laundry, and refectory.“

“There is a playground under some fine tamarind trees, and an adobe wall encloses, without secluding, the whole. The visitors’ room is about twelve feet by eight feet, very bare, with a deal table and three chairs in it, but it was vacant …”

“… and I crossed to the large, shady, airy, school-room, where I found the senior sister engaged in teaching, while the junior was busy in the cook-house.”

“These ladies in eight years have never left Lahaina. Other people may think it necessary to leave its broiling heat, and seek health and recreation on the mountains, but their work has left them no leisure, and their zeal no desire, for a holiday.”

“A very solid, careful English education is given here, as well as a thorough training in all housewifely arts, and in the more important matters of modest dress and deportment, and propriety in language.
“

“There are thirty-seven boarders, native and half-native, and mixed native and Chinese, between the ages of four and eighteen. They provide their own clothes, beds, and bedding, and I think pay forty dollars a year. The capitation grant from Government
for two years was $2325.”

“Sister Phoebe was my cicerone, and l owe her one of the pleasantest days I have spent on the islands. The elder sister is in middle life, but though fragile-looking, has a pure complexion and a lovely countenance …”

“… the younger is scarcely middle-aged, one of the brightest, bonniest, sweetest-looking women I ever saw, with fun dancing in her eyes and round the corners of her mouth …”

“… yet the regnant expression on both faces was serenity, as though they had attained to ‘the love which looketh kindly, and the wisdom which looketh soberly on all things.’”

“I never saw such a mirthful-looking set of girls. Some were cooking the dinner, some ironing, others reading English aloud; but each occupation seemed a pastime, and whenever they spoke to the Sisters they clung about them as if they were their mothers.”

“I heard them read the Bible and an historical lesson, as well as play on a piano and sing, and they wrote some very difficult passages from dictation without any errors, and in a flowing, legible handwriting that I am disposed to envy.”

“Their accent and intonation were pleasing, and there was a briskness and emulation about their style of answering questions, rarely found in country schools with us, significant of intelligence and good teaching. All but the younger girls spoke English as fluently as Hawaiian.”

“I cannot convey a notion of the blithesomeness and independence of manner of these children. To say that they were free and easy would be wrong; it was rather the manner of very frolicksome daughters to very indulgent mothers or aunts. It was a family manner rather than a school manner, and the rule is obviously one of love.”

“The Sisters are very wise in adapting their discipline to the native character and circumstances. The rigidity which is customary in similar institutions at home would be out of place, as well as fatal here, and would ultimately lead to a rebound of a most injurious description.”

“Strict obedience is of course required, but the rules are few and lenient, and there is no more pressure of discipline than in a well-ordered family.” (Bird)

St. Cross provided the opportunity for the establishment of an enduring educational work for girls by the Society of the Holy Trinity. This venture proving successful, the Sisterhood presently opened a similar school – St. Andrew’s Priory – for which a site on the Cathedral property in Honolulu was granted. (Anglican History)

Despite the dedication of the Sisters and the support of the queen, St Cross was forced to close its doors in 1884 for lack of students. (Kanahele)

It was thereupon proposed that the two Sisters in charge should return to England; but they were so devoted to their task that they begged to be allowed to remain in Honolulu, depending upon such support as they themselves could secure.

Their plea was heeded and they continued in charge of the Priory until the transfer of jurisdiction to the American Church. (Anglican History)

St Cross Seminary-The Net-1877

July 11, 2018 by Peter T Young Leave a Comment

Because There Was No Punahou

“‘Friday, December 16, 1836. Mrs. Chamberlain and I went on board the ship Phoenix to see the berths of the boys. It is one berth nearly 5 feet by 3 upon the transum or what in nautical language is called the after locker, the locker being widened by a board and secured by a side and end piece. It will make them a very comfortable place to sleep.’”

“‘The Phoenix if all ready for sea and would have sailed this afternoon but the pilot did not think the wind quite strong enough. We went down with a view to the embarkation of Mr. Parker & the boys …’”

“‘… but we returned and Cap. Allyn with us: he took tea at our house. In the evening a social prayer meeting was held at the house of Mr. Bingham in reference to the expected departure of Mr. P. and our two sons.’”

“‘Saturday 17. Soon after sun rise the signal gun was fired from the Phoenix. Our little boys were already up and full of excitement in prospect of getting away.’”

“‘We took our breakfast hastily and attended morning prayer. The little boys bid their mother & sisters an affectionate farewell and I led them down to the wharf at the point near which the ship was moored.’”

“‘A boat was pretty soon sent to take us off. The boys stepped in very cheerfully, and when we came along side they climbed cheerfully up the sides of the vessel which is to carry them away from all whom they have felt to be near & dear on earth.’”

“‘They appeared to be well satisfied with their berth and manifested no reluctance to staying on board. As soon as the vessel was ready to start I told them it was best they should take off their common day clothes and put on their night clothes. To this they readily submitted and when they had made the exchg. they laid themselves down in their berth.’”

“‘Their feelings were very tender and they could not look at me without weeping; for tho. Warren Fay had seemed to feel before that a separation was about to take place, yet Evarts had not till now realized it, and both seemed to feel as I leaned over them and gave them a few words of parting counsel that the time was near when they should see me no more.’”

“‘I asked them whether they wished to send any word back to their mother. Their hearts were too full to speak. Warren Fay however said Give my love to all the children.’”

“‘As the time had come for me to leave them I called Mr. Parker from on deck, wishing the little boys to see a friend by their side as I left them, to see them probably no more on earth.’”

“‘I pressed their lips with affection and telling them severally to be good, took my leave and passing brother P. exchanged with him the apostolic salutation of a kiss of charity and hastened on deck …’”

“‘… bidding the Cap. and mate farewell I descended the sides of the vessel into the boat of the pilot and with him came into the harbor, he going on board of a ship wh. he was about to take out & I to the shore.’”

“In the boat all the way back to shore young Father Chamberlain wept at thus leaving his small sons, one seven, the other five years old, to set out almost as orphans on life’s uncertain voyage.”

“This picture of his father’s grief is given by Warren Chamberlain, the older of the two lads, who had it from the mate of the Phoenix, and as an old man in 1910 wrote it down for the Cousins’ Society when the beautiful old Chamberlain house on King Street was about to be restored to continue its service as a rallying place for mission descendants.”

“Other pictures of that eventful voyage Warren gave in 1910 … And not the least interesting is the promise which had moved Captain Allyn to grant a passage to the two lads.”

“The scene was at dinner in the Chamberlain house, then a new house. The captain was a guest in that hospitable home, as was also the Rev. Mr. Parker who had come over the Rocky Mountains to survey Indian mission work for the American Board, and who had already engaged passage on the whale-ship Phoenix for New London.”

“Also there was Father Whitney of Kauai, warm friend to the Chamberlains, who had had to send his own two little sons away and was interested to help these lads who knew him as Uncle. The Captain declined to take them, saying that he had no fitting accommodations.”

“‘It was then suggested that a place be constructed in the cabin, between the two windows in the stern for light, and the ladder that led to the deck.’ To clinch the matter, Uncle Whitney offered to give the captain ‘all the sweet potatoes he wished, also goats and other things, if he would sail around by his place at Waimea, Kauai.’”

“As in many another whaling voyage provisions from this garden of islands proved the deciding factor and the captain consented, although he finally found his ship sufficiently provisioned and did not sail via that island of plenty.”

“All this and much more occurred because there was then no school at Punahou.” (Ethel M. Damon)

Over the course of a little over 40-years (1820-1863 – the “Missionary Period,”) about 184-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

The missionaries established schools associated with their missions across the Islands. This marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of Chiefs to stimulate the people to reading and writing.

“During the period from infancy to the age of ten or twelve years, children in the almost isolated family of a missionary could be well provided for and instructed in the rudiments of education without a regular school … But after that period, difficulties in most cases multiplied.” (Hiram Bingham)

Missionaries were torn between preaching the gospel and teaching their kids. “(M)ission parents were busy translating, preaching and teaching. Usually parents only had a couple of hours each day to spare with their children.” (Schultz)

From 1826, until Punahou School opened in 1842, young missionary parents began to make a decision seemingly at odds with the idealizing of the family so prevalent in the 19th century; they weighed the possibility of sending their children back to New England. The trauma mostly affected families of the first two companies, and involved 19 out of 250 Mission children. (Zwiep)

“(I)t was the general opinion of the missionaries there that their children over eight or ten years of age, notwithstanding the trial that might be involved, ought to be sent or carried to the United States, if there were friends who would assume a proper guardianship over them”. (Bingham)

“Owing to the then lack of advanced schools in Hawaii, the earlier mission children were all ‘sent home’ around Cape Horn, to ‘be educated.’ This was the darkest day in the life history of the mission child.” (Bishop)

“Peculiarly dependent upon the family life, at the age of eight to twelve years, they were suddenly torn from the only intimates they had ever known, and banished, lonely and homesick, to a mythical country on the other side of the world …”

“… where they could receive letters but once or twice a year; where they must remain isolated from friends and relatives for years and from which they might never return.” (Bishop)

In 1829, Sophia Bingham was sent back to the continent. “It was a sad, sad day when our Sophia left us. She stood at the rail clutching her only toy, a wooden doll made for her by her father. Our hearts said farewell beloved child!” (Sybil Bingham; Punahou)

In 1840, as the ship carrying the missionaries’ offspring pulled away from the dock, a distraught seven-year-old, Caroline Armstrong, looking at her father on the shore, the distance between them widening every moment … “Oh, father, dear father, do take me back!” (Judd)

Her plea echoed in the hearts of the community. In June of that year the mission voted to establish a school for the children of the missionaries at Punahou. (Emanuel)

On July 11, 1842, fifteen children met for the first time in Punahou’s original E-shaped building. The first Board of Trustees (1841) included Rev. Daniel Dole, Rev. Richard Armstrong, Levi Chamberlain, Rev. John S Emerson and Gerrit P Judd. (Hawaiian Gazette, June 17, 1916)

By the end of that first year, 34-children from Sandwich Islands and Oregon missions were enrolled, only one over 12-years old.