Images of Old Hawaiʻi

by Leave a Comment

Lahainaluna High School

The missionaries who arrived in Lāhainā in 1823 explained to the Hawaiian Royalty the importance of an educational institution.

In 1823, Kalākua Kaheiheimālie (ke Aliʻi Hoapili wahine, wife of Governor Hoapili) offered the American missionaries a tract of land on the slopes surrounding Puʻu Paʻupaʻu for the creation of a high school.

Betsey Stockton from the 2nd Company of Protestant missionaries initially started a school for makaʻāinana (common people) and their wives and children on the site.

Later, on September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna (Upper Lāhainā)) began in thatched huts with 25 Hawaiian young men (including David Malo, who went on to hold important positions in the kingdom, including the first Superintendent of Schools.)

When Lahainaluna High School first opened, Lāhainā was the capital of the kingdom of Hawaiʻi, and it was a bustling seaport for the Pacific whaling fleet.

Under the leadership of Reverend Lorrin Andrews, the school was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

In September 1836, thirty-two boys between the ages of 10 and 20 were admitted as the first boarding students, from the neighbor islands, as well as from the “other side of the island”; thus, the beginning of the boarding school at Lahainaluna.

The boarding program became coed in 1980. The two dorms are David Malo Dormitory for the boys and Hoapili Dormitory for the girls. Previously, Hoapili housed both genders. Lahainaluna is one of only a few public boarding schools in the nation.

The missionaries soon saw that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

Initially, Hawaiian was the language used in instruction; in 1877, there was a shift to English. The students engaged in a variety of studies including geography, mathematics and history to prepare them for leadership roles in the Hawaiian community.

Lahainaluna was transferred from being operated by the American missionaries to the control of the Hawaiian Monarchy in 1849. By 1864, only Lahainaluna graduates were considered qualified to hold government positions such as lawyers, teachers, district magistrates and other important posts.

A notable structure on the campus is Hale Paʻi (the house of printing,) a small coral and timber building. Starting in 1834, it served as the home of Hawaiʻi’s first printing press. Hale Paʻi is associated with a number of “firsts” in Hawaii.

The first actual publishing in Hawaiʻi was done in Honolulu in 1822. It was at Lahainaluna, however, that the first newspaper ever printed in the Hawaiian Islands was published on February 14, 1834. This paper, called Ka Lama Hawaii (The Hawaiian, Luminary) was also the first newspaper published anywhere in the United States or its territories west of the Rocky Mountains.

Also published at Hale Paʻi for the first time were many portions of the first Hawaiian translation of the Bible, the first English translation of the first Hawaiian Declaration of Rights, the first Hawaiian Constitution, the first set of Hawaiian laws on property and taxation, the first Hawaiian school laws, the first paper money engraved and printed in Hawaiʻi, the first history of Hawaiʻi printed in Hawaiian and the first history of Hawaiʻi printed in English appearing in the Islands.

In 1834, Lahainaluna students first began engraving on copper plates. The initial purpose of this engraving was to provide maps for study, not only at the Seminary, but at schools throughout the Islands.

In the 1840s commercial development in Hawaiʻi – both trade and agriculture – began to take off. As business grew, so did the need for money.

At this time, the nation had no official currency of its own, relying instead on a variety of foreign coins and bills which circulated at an agreed rate of exchange based on the U.S. dollar. As early as 1836, private Hawaiian firms began to issue paper scrip of their own redeemable by the issuing company in coins or goods.

In early 1843, apparently, Lahainaluna first printed and issued its own paper money. Its primary purpose was evidently to pay the students for their work on the campus (up to 25 cents per week,) which was then used for payment of their rent and tuition.

Later, counterfeiting of the school’s currency was discovered. Then, the faculty, in accordance with their vote of January 8, 1844, called in and destroyed all the paper money they could find. Then, authorized the addition of secret marks to all the new currency and re-issued it.

In 1903, Lahainaluna became a vocational trade school and, in 1923, a technical high school, admitting both girls and boys as day students. It continues today as Lāhainā’s public high school.

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2020 Hoʻokuleana LLC

by Leave a Comment

A Gold Watch From President Abraham Lincoln

While there were several other participants, this story really relates to two people – James Kekela and Jonathan Whalon … and because of the meeting between these two, President Abraham Lincoln stepped into the picture.

James Kekela was born in 1824 at Mokuleia, in Waialua.  After public schooling, he was selected as a promising candidate to attend the mission school at Lahainaluna.

“Here he acquired what that center of light had to give; some knowledge of life, of the world in which we live, and of the divine revelation made in the Sacred Scriptures.  And more than all else, he acquired a firm faith in a personal Savior and Redeemer.” (The Friend)

Mr. Kekela was the first Native Hawaiian to be ordained as a minister in Hawaiʻi, ordained at Kahuku on December 21, 1849 and settled as pastor of the Hauʻula church.

He served as pastor for two or three years until he was called to foreign missionary work – in 1853, the Hawaiian churches decided to unite to support a mission to the Marquesas Islands, sending out missionaries from among their own ranks.

Rev. James Kekela and Rev. Samuel Kauwealoha, and their wives, were accompanied by New England missionary Benjamin Parker of Kāneʻohe Mission Station; these native couples were the first Hawaiian families to serve as missionaries in the Marquesas, 1853-1909.

They settled on the island of Hiva-Oa in Puamau, a large valley with 500 inhabitants – the valley rises two miles inland, where it terminates in an abrupt precipice 2,000 feet high.

Kekela’s counterpart in this story, Jonathan Whalon, was born at Dartmouth, Massachusetts, in 1822.  On July 13, 1841, he applied for and was granted Seaman’s Protection Certificate #58 at Fall River, Massachusetts.

He served on whaling ships and made a total of seven whaling voyages, working his way up the chain of command, from green-hand to captain on his fifth and sixth voyages.

His seventh and final voyage (in 1864) was on board the whaling ship Congress 2, as first mate.  Evidently everything went smoothly until he decided to visit the natives on the island of Hiva-Oa.

Unbeknownst to all, previously, a Peruvian vessel had stolen men from Hiva-Oa, and the Marquesans were waiting for an opportunity to revenge the deed.

Mr. Whalon went on shore to trade for pigs, fowls, etc, and the natives, under the presence of hunting pigs, decoyed him into the woods, where, at a concerted signal, large numbers of men had been collected.  Mr. Whalon was seized, bound, stripped of his clothing, and taken to be cooked and eaten.

“Kekela and others made haste to rescue the mate. At first the wrathful chief refused to give up his victim; but he yielded at length to Kekela’s entreaties, and offered to receive as a ransom his new six-oared boat, given him by his benefactor in Boston, which he greatly prized, and greatly needed in his missionary work. But the good man did not hesitate a moment to accept the hard terms.”  (Hiram Bingham Jr.)

The dramatic circumstances of Jonathan Whalon’s capture and rescue were reported when his ship reached America, and the incident eventually came to the attention of President Abraham Lincoln.

Although the President was engrossed in the ‘War Between the States,’ he was so moved that he sent $500 in gold to Dr. McBride, US Minister resident in Honolulu, for the purchase of suitable gifts that would express his gratitude to those who had participated in the rescue.

The President presented a total of 10-gifts: two gold hunting case watches; two double-barreled guns (one to the Marquesan chief who rescued Mr. Whalon and the other to B. Nagel, the German who assisted the chief;) a silver medal to the girl who hailed the whaleboat and told the men to “pull away”; and, lastly, a spy-glass, two quadrants and two charts to the Marquesan Mission. All were inscribed in Hawaiian.  (The Friend)

“This act of the President, in rewarding these persons, will have a good effect all through the ocean, for it will be circulated far and near, and will show them that the President not only hears of the good deeds of Polynesian islanders, but stands ready to reward them.”  (The Friend)

Most interesting among the gifts was a large gold watch the President gave to Kekela (a similar watch was given to Kaukau, Kekela’s associate in the rescue.)

The inscription on it is translated from Hawaiian as follows:
“From the President of the United States to Rev. J. Kekela For His Noble Conduct in Rescuing An American Citizen from Death
On the Island of Hiva Oa January 14, 1864.”

Rev. Kekela sent a thank you letter, in response.  In part, it stated: “Greetings to you, great and good Friend! … When I saw one of your countrymen, a citizen of your great nation, ill-treated, and about to be baked and eaten, as a pig is eaten, I ran to save him, full of pity and grief at the evil deed of these benighted people.”

“As to this friendly deed of mine in saving Mr. Whalon, its seed came from your great land, and was brought by certain of your countrymen, who had received the love of God. It was planted in Hawaii, and I brought it to plant in this land and in these dark regions, that they might receive the root of all that is good and true, which is love.”

“I gave my boat for the stranger’s life.  This boat came from James Hunnewell, a gift of friendship.  It became the ransom of this countryman of yours, that he might not be eaten by the savages who knew not Jehovah. This was Mr. Whalon, and the date, Jan. 14, 1864.”  (Kekela as quoted by Robert Louis Stevenson)

Unfortunately, President Lincoln never received the thank you note; Lincoln was assassinated shortly before the note’s arrival.

After forty-seven years of foreign missionary service in the Marquesas, Rev. and Mrs. Kekela returned to their native islands.  Kekela died in 1904. He is buried in Mission Houses cemetery a few steps from where his gold watch and letters are kept at the Hawaiian Mission Houses Historic Site and Archives.

The story is depicted in a recent Mysteries at the Museum – here is a link to the full program, the Kekela Watch sequence is within this video (go to 20:44):

https://www.travelchannel.com/content/travel-com/en/shows/m/mysteries-at-the-museum/episodes/1700/fleeing-fidel-murder-by-shark-and-inflated-feud.html

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2019 Hoʻokuleana LLC

197304a-6
James Hunnewell Kekela (1824–1904) and wife Naomi Kaenaokane Maka Kekela (1826–1902)-PP-74-8a-014
Kekela_Watch
IMG_5590
Kekela_Watch-(honoluluadvertiser)
Kekela_Watch-(honolulumagazine)
James_Kekela-Tombstone
Kekela_Monument-Kawaiahao_Church
Kekela_Plaque
Marquesas-map
Hiva_Oa-map

by 1 Comment

Hilo Boarding School

In the early years, after the arrival of the first missionaries, the Hawaiian language came to be the universal mode of education.

With the vigorous support of the Queen-Regent Kaʻahumanu, attendance in mission schools increased from about 200 in 1821 to 2,000 in 1824, 37,000 in 1828 and 41,238 in 1830, of which nearly half were pupils on the island of Hawaiʻi. (Canevali)

Common schools (where the 3 Rs were taught) sprang up in villages all over the islands. In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people. (Canevali)

Reverend David Belden Lyman (1803-1884) and his wife, Sarah Joiner Lyman (1806-1885,) arrived in Hawaii in 1832, members of the fifth company of missionaries sent to the Islands by the American Board of Commissioners for Foreign Missions, and were assigned the mission in Hilo.

“When we arrived in Hilo there were no foreign residents, save the Missionaries who proceeded us. There was but one frame building in this region … which the Coans have occupied. There were no roads (only footpaths,) no fences, and the Wailuku River was crossed on a plank … the only bell was hung in a breadfruit tree.” (Sarah Lyman)

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In 1835, they constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.)

On January 6, 1835 “our children’s school commenced, eighty children present, sixty knew their letters. A number of the more forward children are employed as monitors to assist the less forward. (ie. advanced)” (Sarah Lyman)

In October 1836, two thatch houses were constructed near Lyman’s house and on October 3 the school opened with eight boarders, but the number soon increased to twelve.

The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

“Mr. Lyman who was brought up on a farm had an abiding faith in the value of manual labor; and his work in Hilo had convinced him that such activity in both primitive and introduced vocation was as necessary as book learning during the period of transition from one culture to another.” (Lorthian)

Hilo Boarding School, under the leadership of the Lymans, was an immediate success. In 1837, six graduates were sent to Lahainaluna Seminary.

In 1839, the old thatch buildings were torn down and Lyman purchased the entire first shipment of lumber to arrive in Hilo to build a new school building, as well as a cookhouse and infirmary which would accommodate sixty to seventy boys.

The new school building lodged fifty-five pupils in its first year, most of them coming from outside Hilo. In 1840, sugar cultivation commenced on adjacent mission land, and was worked entirely by the boys of the school along with a “monthly concert” of labor by all members of the parish. The cane was probably ground in a Chinese-owned mill in Hilo.

The school occupied forty-acres of land (used mostly in farming activities,) and, in 1846, King Kamehameha III gave the mission the water rights of the Wailuku River in Hilo. In 1848, the school received a government charter and was incorporated.

More than one-third of the boys who had attended the school eventually became teachers in the common schools of the kingdom. In 1850 the Minister of Public Instruction, Richard Armstrong, reported that HBS “is one of our most important schools. It is the very life and soul of our common school on that large island.”

The school building burned down in 1853; in rebuilding, a new site for the school was selected about one-half mile above Haili Church. This was to be the third and final location of HBS. In 1856 the T-shaped, two-story wooden building was completed. It included a stone basement and an attic with a corrugated zinc roof.

1878 witnessed the first major building at HBS since repairs to the basement necessitated by an earthquake ten years earlier. A principal’s house was raised, as the former principal’s house continued to be the Lyman residence.

At the same time, a roadway was begun connecting HBS to School Street (now Kapiʻolani Street), and completed in 1880. The row of palms leading from the school to what is now Haili Street was also planted in that year.

Between 1886-1890 carpentry classes were organized when a supply of tools were donated. In addition, the gift of three sewing machines did much for the tailoring department. An industrial building was added in 1887.

In 1888, Mr. Alexander Young, manager of the Hilo Iron Works, donated a turbine wheel, complete with the necessary iron work, shafting, pully and the pully flanges.

In 1890 Mrs. Cassie B. Terry was appointed school principal; she took charge of the academic department and her husband devoted his time to the farm and shop classes. They expanded the blacksmithing class, and Mr. Terry invented a wooden poi-pounding machine.

In 1892 a fifteen-light dynamo was installed at the school; hydroelectric power, guaranteed by the school’s exclusive control over water rights, made it the first establishment in Hilo to be lighted by electricity.

In 1894 a one-half ton ice plant was situated on the campus, ice being produced for both school and community use. Later, in exchange for control of the water rights, the electric company (HELCO) provided free power to the school.

Vocational training really took off in the period from 1897-1923, under the guidance of Levi Lyman, grandson of the founder. New buildings replaced the old and vocational programs were housed in a blacksmiths shop, a four room utility building accommodating a steam plant, dairy, poi factory and wood room for craft supplies (as well as gym and mechanical arts building.)

At first, greater emphasis was placed upon producing teachers and preachers than upon molding farmers or craftsmen. However, with the loss of Lahainaluna to the government, the Hilo school became reoriented to stress vocational training.

Hilo Boarding School was never a purely vocational institution, however, its founder’s focus of educating the head, heart and hand carried throughout its history.

The Hilo Boarding School closed in 1925, although its facilities were used for several years thereafter. It first became a community center.

Then, in 1947, it was the first home of the Hilo Branch of the University of Hawaiʻi a center of the University Extension Division. UH programs expanded there with a permanent summer school in 1948 – then, in 1949, the institution changed its name to University of Hawaiʻi, Hilo center (which later moved to its present site on Lanikāula Street, in 1955.)

All of the Hilo Boarding School buildings are gone; in 1980 the Hilo Center affiliated with the Boy’s Clubs of America now occupies the site.

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2019 Hoʻokuleana LLC

Hilo_Boarding_School,_1836
David_Belden_Lyman
Waiakea_Mission_The 7th Baron Lord Byron visited Hilo in 1825-painting by the Robert Dampier-only a few thatched huts at the time-1825
Hilo_Boarding_School_1907
Hilo_Boarding_School_Shop,_Class_of_June_1901
Hilo_Boarding_School-printing-(75-years)
Hilo_Boarding_School-garden-(75-years)
Hilo_Boarding_School_and_Gardens-from_Haili_Hill-(Lothian)-1856
Hilo_Boarding_School-shop-(75-years)
Hilo_Boarding_School_1909
Hilo Boarding School and Mission Houses
Lyman Hall-Hilo Boarding School-1952-53
Hilo_Boarding_School-(75-years)
Koa furniture crafted by Hilo Boarding School-(HawaiiMuseums)
Hilo_Boarding_School-Hilo-1891_Map-overlay_on_Google_Earth

by Leave a Comment

Kulanui o Hawaii Nei

Kulanui (Lit., big school) – University, College; Kulanui o Hawaii Nei … University of Hawai‘i.

“An act to establish the College of Agriculture and Mechanic Arts of the Territory of Hawai‘i” was passed by the Hawai‘i’s Territorial Legislature and was signed into law by Governor George Carter on March 25th, 1907.

It began as a land-grant college, initiated out of the 1862 US Federal Morrill Act funding for “land grant” colleges. The Morrill Act funded educational institutions by granting federally-controlled land to the states for them to develop or sell to raise funds to establish and endow “land-grant” colleges.

Regular classes began in September 1908 with ten students (five freshmen, five preparatory students) and thirteen faculty members at a temporary Young Street facility in the William Maertens’ house near Thomas Square.

The regents chose the present campus location in lower Mānoa on June 19, 1907. In 1911, the name of the school was changed to the “College of Hawaiʻi.”

In 1912, the college moved to the present Mānoa location (the first permanent building is known today as Hawaiʻi Hall.) The first Commencement was June 3, 1912.

With the addition of the College of Arts and Sciences in 1920, the school became known as the University of Hawaiʻi. The Territorial Normal and Training School (now the College of Education) joined the University in 1931.

The University continued to grow throughout the 1930s. The Oriental Institute, predecessor of the East-West Center, was founded in 1935, bolstering the University’s mounting prominence in Asia-Pacific studies.

UH Mānoa’s School of Law opened in temporary buildings in 1973. The Center for Hawaiian Studies was established in 1977 followed by the School of Architecture in 1980.

The School of Ocean and Earth Sciences and Technology was founded eight years later and in 2005 the John A Burns School of Medicine moved to its present location in Honolulu’s Kakaʻako district.

In the 1950s, after three years of offering UH Extension Division courses at the old Hilo Boarding School, the University of Hawai‘i, Hilo Branch, was approved; the UH Community Colleges system was established in 1964.

Today, the University of Hawai‘i System includes 3 universities (Mānoa, Hilo and West Oʻahu,) 7 community colleges (Kauaʻi, Leeward, Honolulu, Kapiʻolani, Windward, Maui and Hawaiʻi) and community-based learning centers across Hawai‘i.

But this isn’t about that University of Hawai‘i, this is about the first University of Hawai‘i Nei. It was on Maui …

“At the general meeting of the missionaries at Honolulu in June, 1831, the following resolutions were adopted.”

“Resolved, That we consider the education of the natives of these islands generally, and the preparation of some of them in particular for becoming teachers of religion, as holding a place of great importance in our missionary labors.”

“Resolved, That, though we consider the present situation of this people as requiring all our efforts in the way heretofore directed; yet we believe this subject of sufficient importance to demand the exclusive time, attention, and labors of one of our number.”

“Resolved, That, relying on the strength of the Great Head of the Church, we agree to establish a High School, for the purposes above mentioned, and on a plan hereafter to be submitted.”

“Resolved, That the school go into operation as soon as suitable accommodations for the principal and scholars shall be ready; and that we show a plan of the school to the chiefs, and invite them to co-operate with us.”

At that meeting, it was also unanimously resolved to establish a Seminary for raising up teachers and other helpers in the missionary work. The design of the Seminary is more fully expressed in the laws to he as follows:

  1. To aid the mission in accomplishing the great work for which they were sent hither; that is, to introduce and perpetuate the religion of our Lord and Savior Jesus Christ, with all its accompanying blessings, civil, literary and religious.
  2. As a means of accomplishing this great end, it is the design of the Seminary to disseminate sound knowledge throughout the Islands, embracing general literature and the sciences, and whatever may tend to elevate the whole mass oi! the people from their present ignorance and degradation, and cause them to become a thinking, enlightened and virtuous people.
  3. A more definite object of the Seminary is to train up and qualify good school teachers for their respective duties, to teach them theoretically and practically the best method of communicating instruction to others; together with a knowledge of the arts, usages and habits of civilized life, with all their train of social blessings.
  4. Another object still more definite and of equal or greater importance is to educate as soon as practicable young men of piety and promising talents and fit them to become preachers of the gospel, to be fellow laborers with us in disseminating the pure religion of Jesus among their dying fellow men. (Dibble)

“Mr. Green, Mr. Richards and Mr. Tinker had gained some proficiency in the Hawaiian language, and were teaching the Hawaiians about the good things they should do in leading their lives. They were teaching in the Hawaiian language, and they got together to discuss the making of a school for the islands, where they could quickly instruct the students. These discussions had been going on for some years, as at their assemblies.”

“They determined that it would be best to build a large school in these islands, and that certain ones of their number would be chosen to teach the students about the right way of living, in both body and spirit. They were taken of the thought that they should build a large school at which they could teach selected people, and prepare them to do this good work throughout the islands. That the students would be the ones to go out and teach other Hawaiians about those things which were good for them.”

“Therefore, they chose the Island of Maui, the site called by the name of auwai o Auwaiawao (the water way-ditch of Auwaiawao), as the place to build the school, and that Andrews would be the teacher there. Andrews began the school. Afterwards each of those who had attended the conference, began to send their students to enter into the school.” (Ka Nonanona, Ianuali 30, 1839; Maly translator)

“Soon after the General Meeting, Mr. Andrews accompanied by his former associate Mr. Richards, commenced the examination of several sites in the neighborhood of Lahaina for the location of the school. They at length fixed upon the present spot, which has since been named by the scholars Lahainaluna or Upper Lahaina.” (Dibble)

On September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna) began in thatched huts with 25 Hawaiian young men.

When Lahainaluna Seminary first opened, Lāhainā was the capital of the kingdom of Hawaiʻi, and it was a bustling seaport for the Pacific whaling fleet.

“By the assistance of Messrs. (Sheldon) Dibble, (Ephraim) Clark, (John) Emerson, and others, Lahainaluna has become the ‘University’ of Hawaii nei.” (Missionary Herald)

Lahainaluna Seminary was the first Kulanui of Hawai‘i Nei (University of Hawai‘i).

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2019 Hoʻokuleana LLC

  • The Mission Seminary at Lahainaluna on Maui in the 1830s
  • P-15 Lahainaluna
  • Sheldon_Dibble_House_at_Lahainaluna,_engraved_by_Kalama
  • Rainbow_over_Lahainaluna
  • lahainaluna-L
  • Lahainaluna_seminary_workshop,_mechanical_printing_press_and_movable_type_in_type_case_in_background,_ca._1895
  • Lahainaluna Hale Pa’i (Printing Shop)-LOC-058643pv
  • Lahainaluna L-lazarohike

by Leave a Comment

John Papa ʻĪʻī

John Papa ʻĪʻī, one of the leading citizens of the Hawaiian kingdom during the nineteenth century, was born at Waipi‘o, Oahu, on August 3, 1800.

At the age of ten John was brought to Honolulu and became an attendant of Kamehameha I and later became a companion and personal attendant to Liholiho (later King Kamehameha II.)

Upon the arrival of the missionaries in Hawai‘i in 1820, John ʻĪʻī was among the first Hawaiians to study reading and writing with the missionaries, studying under the Reverend Hiram Bingham.

As time passed, John ʻĪʻī divided his time between the ruling Kamehamehas and the missionaries, particularly Reverend Bingham.  John soon became an assistant to Bingham and a teacher at the latter’s school.

Ultimately, John ʻĪʻī served Kamehameha I, II, III and IV.  He also was selected to be kahu of the students (effectively a vice principal) at the Chiefs’ Children’s School in 1840 (effectively serving the next generations of the Kamehameha dynasty.)

By 1841, John ʻĪʻī was general superintendent of O‘ahu schools and was an influential member of the court of Kamehameha III.

In 1842, he was appointed by the king to be a member of the new Treasury Board.  This Board was empowered to set up a system of regular and systematic account keeping.

In 1845, as a member of the Privy Council, he was appointed with four other men to the Board of Land Commissioners.

In 1852, as a member of the House of Nobles, he was selected to represent that body in drafting the Constitution of 1852.

John ʻĪʻī’s service in the House of Nobles was from 1841 to 1854 and from 1858 to 1868.  He served as a member of the House of Representatives during the session of 1855.

He lived in an old fashioned cottage where the Judiciary building now stands.  His home was named “Mililani,” which means exalted or lifted heavenward.

In addition to his duties in the two legislative houses of the kingdom and his service on various governmental commissions, John ʻĪʻī served as a Superior Court judge, as well as on the Supreme Court.

His lifetime spanned many years of the Kamehameha Dynasty, beginning with the autocratic rule of Kamehameha I, extending through the transition period of rule by king and chiefs and continuing into the rule by constitutional monarchy.

He was raised under the kapu system and his life ended with him in service of the Christian ministry.

Mary A. Richards in her “Chiefs’ Childrens’ School” says, “Through the perspective of a century, John ʻĪʻī stands as one of the most remarkable Hawaiians of his time.”

The Reverend Richard Armstrong had this to say about him, “John ʻĪʻī, a man of high intelligence, sterling integrity and great moral worth.”

At nearly seventy years of age, after a life devoted to the furtherance and development of Christianity in Hawai‘i and the development of a democratic form of government, John ʻĪʻī died in May 1870.

With rare insight into the workings of the monarchy as well as the common people, ʻĪʻī  did just that, contributing regularly to the Hawaiian language publication Ka Nupepa Ku‘oko‘a from 1866 until his death in 1870.

The articles – first-hand accounts of life under the Kamehameha dynasty and detailed descriptions and observations on cultural practices, events, social interactions and other topics – were collected and translated by Mary Kawena Pukui and Dorothy Barrere in the 1959 publication “Fragments of Hawaiian History,” a standard resource for historians and students.  (I have a copy and often refer to this book for information.)

Here’s a link to a YouTube video of a Mission Houses Oʻahu Cemetery Theatre portrayal of John Papa I’i (1800-1870) (portrayed by William Hao:)