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November 17, 2022 by Peter T Young Leave a Comment

Getting Around in Kona … in the Old Days

“While in the old days, you walked to school and you walked home. There wasn’t any time for anything else. … Nobody got a ride to school unless they lived five miles away from the school.”  (Sherwood Greenwell, Social History of Kona)

“[We’d] go down swimming … Straight down [from up mauka to Kainaliu beach] of we used to walk down to Keauhou Beach. That’s five of six miles.  Yeah, we used to walk.”  (William Ishida, Social History of Kona)

“I grew up with my aunts and uncles living in a big house with my grandparents and my parents. We walked to school, and we would chit-chatter. In the morning, we never played on the roadside because we had to get to school on time.”

“But coming home after school from Japanese[-language] school, it was different. We’d look around the roadside for thimbleberries, rose apple or mountain apple, or guavas. We didn’t encounter too much animosity growing up together with other nationalities.”

“Hōlualoa was a real multicultural community. We lived among many different races, and we did many things together in the neighborhood.”

“I grew up doing things with my aunties and uncles. It was more family togetherness. We didn’t have anything like television; we couldn’t afford to buy things. We picked seeds on the roadside, and we’d save them to do some craft things.”

“As a teenager, going to movies at the Hōlualoa Theater was a treat. I never went alone; always as a group. We enjoyed visiting our neighbors to sing songs and exchange stories.”

“My childhood days was very simple. It wasn’t like, oh we have to go someplace to have fun. It was a joy to visit my girlfriends’ home and do some embroidery or stitchery; picking guavas and mountain apples from the fields.”

“We would just go in the coffee field and we’d play with simple things, like getting a guava branch for sticks, or whatever. … It was a little community and we all knew the families in Hōlualoa. We knew everyone and we trusted everyone”.

“Coffee season, we’d never go anywhere. From early in the morning we’d go out to pick coffee; it was like we had to do it. We never say, ‘Oh, we don’t want to pick coffee.’ We’d get up and it’s our responsibility, it’s part of our life.”

“We’d pick every day; there’s no Sundays. If it rained, there were other chores, like bagging all the coffee underneath the hoshidana [large coffee sun-drying platforms with retractable roofs] to take it to American Factors.”

“When we were done with our coffee picking, we’d help families in Kainaliu. I remember going to my relative, the Takeguchis, near Konawaena School. The whole crew, my brothers and even my grandmother, we’d all go and help pick their coffee.”

“I remember asking my grandma, ‘How did you come from Hilo to Kona?’ And she said she and my grandfather walked from Hilo. I said, ‘You mean you walked all the way?’”

“She said they walked to Honu‘apo. You know, Ka‘ū? There’s a landing, Honu‘apo. And I said, ‘Oh, what did you do for sleeping and for food?’ She said they just walked, and during the evening before it gets real dark, they see a dim light here and there.”

“They’d go up, and many of the Hawaiians were very nice. They gave them a place for them to rest on the porch, and I guess they gave them whatever food. They made it to Honu‘apo, rode the boat, and landed at Nāpō‘opo‘o.” (Alfreida Kimura Fujita, Kona Heritage Stores)

“I think on my father’s side, the grandparents, after they finished their contract with the Plantation [in East Hawaii], then they were free, so they came to Kona.”

“But I think – on my mother’s side – I think they took off before their contract was over. My mother was the eldest – she had five brothers. And the one below her, they had to walk all the way [to Kona].”

They walked “From Hilo [to Honu‘apo]. … [T]they had a boat going in and out those days. So, they rode on the boat at Honu‘apo and then came to Kona. … Probably they slept over one night or two nights. Especially when you have a family, you know, it’s hard.“

“[W]e used to make our own fun. Go down the beach, we used to walk all the way. No more cars like today. And everything was nature in the raw. We go down there, and coming home it’s hot.”

“We all walked to school. Like, from Kainaliu till Konawaena – it was up where First Hawaiian Bank is now [next to the Kealakekua Public Library]. That used to be the old Konawaena School.”

“But that’s nothing. There were some people living farther away. They had to walk all the way. And the road was not much of a road, either, you know. Not paved road at all. All gravel road, and rough.” (Norman K. Okamura, Kona Heritage Stores)

“[F]ortunately, my father had two sisters who were schoolteachers, and they didn’t have a car. So every morning my father had to take them to school. So we used to ride in the car and go to school, same way.  So we were real fortunate that my father had a taxi business and we were able to hang on and go to school. Didn’t have to walk.” (Susumu Oshima, Kona Heritage Stores)

“Well, I was really fortunate because the place we live is centralized. They call it central Kona, because all my friends, they all surrounded me. All my classmates and all that we always stood by each other for fun.”

“In fact, in my gang we had about fifteen to twenty of us and in the morning before we go to school, we always got together at the store.”

“We talk story, play cards, and we used to walk to school every day. And I remember because I love my sports, and the way we had to entertain ourselves is those days, we didn’t have any basketball. Tennis ball was available, … in the garage we made a basket out of a Crisco can. And we used to play basketball in that area.”

“And since it was war days when I was about twelve, thirteen, there was no field to play in. The [Māmalahoa] Highway was next to my store, so we played football in the highway because we could see the cars coming. Half an hour later or so (laughs), we own the field. Our field was a road.” (Sukeji Yamagata, Kona Heritage Stores)

“Of course, those days didn’t have many cars so you could take up the whole road to walk.”  (Alfreida Kimura Fujita, Kona Heritage Stores)

“[My father would make] me watch the store. Well, I was old enough to watch. And he goes down, early in the morning, walk – there’s a trail from the church here.”

“And there’s a trail going all the way down. When I grew up, I wanted – I was so curious how to get there. Two girls and I, we took that trail.”

“I said, “Gee, and here my father went all the way to get food.” The walking down is okay but coming home with that basket of fish. . . . [it would take] about half an hour [to walk the trail].” (Madeline Fujihara Leslie, Kona Heritage Stores)

“[L]ots of the Japanese people had donkeys, and so did some Hawaiians, they would come shop, and put [the groceries] on, tie ’em up, so the donkey would pack those things home for them.”

“After they buy their groceries, they put ’em in a bag and then have two bags with some kind of thing around. And then it would balance, and the donkey go back home, up the hill.”

“That was their transportation like. They buy canned goods, like corned beef, cracker, those needed items, they buy. And people live way up, about a mile up the hill. And only by trail, no cars. So they would bring their donkey.”

“And I’ve seen them put two bags across. Then the donkey would go home with an even weight. Yeah, all had donkeys. I used to ride them, too.” (Madeline Fujihara Leslie, Kona Heritage Stores)

“And we used to go fishing right down here; we walked down. … Yeah, we walked down, because no cars those days. Went down fishing. … And later on when the war stopped, they had surplus jeeps, then we started buying those jeeps. Then we didn’t have to walk anymore.” (Sukeji Yamagata, Kona Heritage Stores)

© 2022 Ho‘okuleana LLC

Filed Under: Place Names, General Tagged With: Kona, Walking

November 16, 2022 by Peter T Young Leave a Comment

Kolekole

From Kūkaniloko (royal birth stones near Wahiawa,) the winter solstice (December 21) occurs when the sun is aligned with Kolekole.

The Waiʻanae ahupuaʻa has an un-typical shape – it has two parts: Waiʻanae Kai, on its western side, runs from the ocean to the Waiʻanae Mountains (like a typical ahupuaʻa;) however, Waiʻanae Uka continues across Oʻahu’s central plain and extends up into the Koʻolau Mountains.

Kolekole Pass forms a low crossing point through the Waiʻanae Mountains.  A prehistoric trail crossed Kolekole pass linking Waiʻanae Uka with Waiʻanae Kai.

As a result, the trail was of strategic importance. Kolekole Pass is not far from the base of Mount Kaʻala, the highest summit on O‘ahu, an important place in Hawaiian religion, ceremony, legend and perhaps celestial observations.

When Kahekili was reigning as king of Maui, and Kahahana was king of Oʻahu, it was during this period that Kahahawai, with a number of warriors, came to make war on Oʻahu (Kahahawai was a strategist for Kahekili.)

A decisive battle in the war between Kahekili and Kahahana, fought in the Waiʻanae mountain range, took place near Kolekole Pass.

“Kahahawai told them to prepare torches. When these were ready they went one evening to the top of a hill which was near to the rendezvous of the enemies where they lighted their torches.”  (Fornander)

“After the torches were lit they moved away to a cliff called Kolekole and hid themselves there, leaving their torches burning at the former place until they died out. The enemies thought that Kahahawai and his men had gone off to sleep. They therefore made a raid … But Kahahawai and his men arose and destroyed all the people who were asleep on the hills and the mountains of Kaʻala. Thus the enemies were annihilated, none escaping.”  (Fornander)

Therefore, the conquest of Oʻahu by Kahekili was complete through the bravery and great ingenuity of Kahahawai in devising means for the destruction of the enemy.  Oʻahu remained until the reign of Kalanikūpule, Kahekili’s son – until Oʻahu was conquered by Kamehameha in 1795.

Near Kolekole Pass is the Kolekole Stone, which is described as a “sacrificial stone,” but the story that victims were decapitated over this stone may be a fairly recent rendition. Older stories suggest the stone represents the Guardian of the Pass, a woman named Kolekole.

Reportedly, Kolekole was a place where students practiced lua fighting. Students practiced their techniques on “passing victims” on the “plains of Leilehua.”  Lua was an “art” that involved dangerous hand-to-hand fighting in which the fighters broke bones, dislocated bones at the joints, and inflicted severe pain by pressing on nerve centers.

This form of fighting involved a number of skills: “first, how to grasp with the hands, second, how to prod with a kauila cane; third, how to whirl the club called the pikoi or ikoi that had one end … tied with a rope of olona fibers.”  (Na Oihana Lua Kaula 1865 – Army)

In the late-1800s, James I Dowsett had ranching interests on lands now occupied by Fort Shafter, Schofield Barracks and Wheeler Army Airfield; portions of the latter two were part of his extensive Leilehua Ranch. Cattle from George Galbraith’s Mikilua Ranch in Lualualei Valley on the Waiʻanae coast may have been herded across Kolekole Pass to pasture on Leilehua Ranch plateau lands.

With later US military use in Waiʻanae and Central Oʻahu, passage through Kolekole Pass provided a convenient short cut across the Waiʻanae Mountains between Schofield Barracks and Lualualei Naval Magazine.  The Army’s 3rd Engineers corps constructed vehicular passage in 1937.

Kolekole Pass, is located at the northern corner of the Lualualei Valley and connects the Waianae coast with Waianae Uka (the present Schofield Barracks.)

On the morning of December 7, 1941, six Japanese carriers transported torpedo planes, dive bombers and fighters to a point about 220 miles north of Oʻahu.  Launching the aircraft in two waves, the attackers achieved total surprise and wreaked havoc.

Contrary to general belief, the attacking aircraft did not come through Kolekole Pass west of Wheeler but flew straight down the island.  Most of the attacking planes approached Pearl Harbor from the south.  Some came from the north over the Koʻolau Range, where they had been hidden en route by large cumulus clouds.  (hawaii-gov)

In 1997, a 35-year-old, 35-ton white steel cross at Kolekole Pass was ordered dismantled by the Army – threatened with lawsuit, they chose removal, rather than fighting a separation of church and state claim.

The first cross at the pass was put up in the 1920s; later, a metal one was erected in 1962.  It was later replaced with an 80-foot flagpole that flew an American flag.

© 2022 Hoʻokuleana LLC

 

Filed Under: Ali'i / Chiefs / Governance, Military, Place Names Tagged With: Kahahana, Kahekili, Schofield Barracks, Kalanikupule, Kolekole Pass, Kahahawai, Lua, Waianae, Hawaii, Oahu

November 15, 2022 by Peter T Young Leave a Comment

OR&L – The Early Years

“The science of transportation, as demonstrated by the railroad and steamboat promoters of this age, has been clearly shown to be the principle upon which the astounding commercial progress of the United States is founded.”

“The vast trans-continental systems, with their ramifications, have carried millions of people from Europe and the Atlantic states into the unbroken west, tapped the treasures of mine, forest and farm, developed a hundred industries where none was known twenty-five years ago, built cities and added to the nation’s wealth a hundred fold.”

“Within the past year Hawaii has started in the footsteps of America by projecting a railroad around the island of Oahu, and actually perfecting, within the period from April 1st, 1889, to January 1st, 1890, a well equipped railroad in running order, extending from Honolulu along the southern shore of the island to a temporary terminus at Ewa Court House, a distance of twelve miles.”

“It was five years ago that Mr. B. F. Dillingham advanced the idea of building a steam railroad that should carry freight and passengers, and conduct business on the most improved American methods.”

“A hundred men told him his scheme was infeasible where one offered encouragement. He believed he was right, and so put forth every endeavor to secure a franchise, which was granted to him only after vigorous legislative opposition to the measure.”

“The incorporation of the Oahu Railway & Land Company with a capital stock of $700,000 was the next step in the venture, but not an easy one by any means, as home capitalists were timid at that time, and few would believe that the soil of Oahu was worth developing to the extent of Mr. Dillingham’s plans.”

“A small number of gentlemen, notable among whom was Hon. Mark P. Robinson, came forward at the right time and purchased enough stock and bonds to set the enterprise on foot.”

“With all the disadvantages that remoteness from the manufacturing centers of America offered, Mr. Dillingham undertook the contract of building and equipping the railroad. Rails were ordered in Germany, locomotives and cars in America, and ties in the home market; rights of way were amicably secured, surveyors defined the line of road, and grading commenced.”

“The work was prosecuted with the utmost speed consistent with stability and safety, and there was hardly a day’s delay from the time grading commenced, in the spring of 1889, till September 4th following, when the first steam passenger train, loaded with excursionists, left the Honolulu terminus, and covered a distance of half a mile.”

“It was the initial train, and the day was Mr. Dillingham’s birthday, a period he had designated when he secured his franchise, exactly twelve months before, as the natal day of steam passenger traffic on Oahu. The little excursion was a success, as far as it went.”

“On November 16th, His Majesty’s birthday, the formal opening of the road took place. Trains ran to Halawa and back all day, carrying the public free.”

“Following this event, which marked a significant epoch in the commercial history of this Kingdom, the Oahu Railway & Land Company opened the doors of their commodious offices in the King Street depot for business.”

“Simultaneous with the commencement of business was the acquisition, by the OR&L Co, of a fifty-year lease of the Honouliuli and Kahuku Rancho’s 60,000 acres, and the purchase of 10,000 head of cattle running thereon.”

This vast area, hitherto utilized as a stock range, is, under the manipulation of the railroad people, becoming one of the garden spots of the Kingdom.”

“Two new corporations of sugar planters, the Ewa plantation and Kahuku plantation-capitalized at $500,000 each, have each secured from the railroad leases of from 5,000 to 10,000 acres for sugar cultivation. Cane is now growing on a part of the lands.”

“These two great agricultural enterprises, the direct outgrowth of the railroad movement, confer valuable pecuniary benefits on the business men and mechanics of Honolulu.”

“Artesian wells, yielding a bounteous flow of water, supply the means of irrigation, and make possible in that section of the island what almost every one but the promoter of the railroad formerly believed to be impossible-the culture of sugar cane on a large scale.”

“This abundance of water, which is obtained by the mere sinking of wells, has stimulated other agricultural pursuits on the railroad’s lands.”

“Ever since the day traffic was begun, the railroad people have been pushing forward in their good mission of banding the island with iron rails.”

“The quiet precincts of Pearl Harbor were first invaded by the locomotive in December, 1889, and in the following month Ewa Court House was reached.”

“Graders and track layers are still marching on. Pearl Harbor signifies something more than a mere body of water. It is a series of picturesque lochs, connected with the sea, but sufficiently protected from the encroachments of the breakers to render its waters calm and placid, whereby boating, bathing, and fishing may be enjoyed in all the fulness of those pastimes.”

“The new town of Pearl City, another offspring of our railroad enterprise, rests on one of the loveliest slopes of Pearl Harbor’s borders.”

“A handsome depot and several residences built in new styles of architecture present a decidedly attractive appearance. The town is bisected by a wide boulevard, from either side of which extend well graded avenues. Pearl City will afford pleasant homes for those who desire recreation after the day’s toils in Honolulu.”

“Another prominent feature of Pearl Harbor’s improvements is a pavilion, seventy feet square, built by the railroad company. This is designed for the accommodation of picnic parties, and, being embowered by a grove of choice tropical trees, furnishes the sylvan environment so essential to the pleasure of the conventional picnic.”

“Chief among the ends secured by facilitating the shipment of produce from the interior to the seaboard is the conjunction of ship and car, a principle that Mr. Dillingham had in view when he launched his railroad venture.”

“This project, involving the construction of a wharf from the present railroad terminus at Iwilei to deep water in Honolulu harbor, is being carried out.”

“Only three or four cities in the United States claim this superior arrangement for rapid and economic transfer of freight, and it certainly becomes a progressive movement on the part of Honolulu when our railroad cars bring sugar, bananas and rice from plantations on the northwest side of the island directly to ship’s tackles.”

“The wharf now being built is 200 feet long and sixty feet wide. The piles are tornado proof, and the whole structure is put up with an eye to strength and durability. Its usefulness will be appreciated when, in 1892, the first crop of Ewa Plantation will, with only a nominal cost of handling, be placed in the hold of out-bound packets.”

“The company are reclaiming in the vicinity of the wharf thirty acres of tideland, which will prove very valuable water frontage.”

“Banana and rice planters along the line of the railroad will not be slow to avail themselves of the shipping advantages provided by the meeting of ship and car.”

“Bananas can be cut from the plant on the morning a vessel sails, and will arrive in the California market in a much better condition than those heretofore transported by horse and mule back from the interior.”

“Hawaiian rice, which commands a higher price in American markets than the South Carolina product, can be placed in San Francisco at a lower figure than formerly.”

“While the banana and rice traffic will be stimulated to a greater extent here than in any other country on the globe, the advantage given to sugar, the staple commodity of the Kingdom, will be heightened to an extraordinary degree.”

“In no other country have we the spectacle of sugar being taken from the hnill directly to ship’s tackles. In Manila, Jamaica and Cuba, and even in Louisiana and Mississippi, the process of transportation is slow, laborious and expensive, reducing the profits of the planter to a minimum.”

“The Oahu Railway & Land Company are nothing if not progressive. It is difficult at this stage of the corporation’s history to convey an idea of what will be accomplished at the close of the year 1890.”

“The projection of branch roads, the importation of locomotives and cars, the improvements around Pearl Harbor and the track laying beyond Ewa are circumstances of the present that indicate preparations for an enormous business.”

“The branches or spurs now under way are, one extending into the Palama suburb, having its terminus at a stone quarry, and the other is a line running along the peninsula at Pearl City.” (Whitney; Tourist Guide, 1890)

© 2022 Hoʻokuleana LLC

Filed Under: Prominent People, Economy Tagged With: Oahu Railway and Land Company, Benjamin Franklin Dillingham, OR&L

November 14, 2022 by Peter T Young Leave a Comment

Sun Mei

Most of the attention is placed on his famous brother, however several historians feel that without the fostering and support, the younger brother would not have succeeded in his endeavor.

The older brother, born in 1854, was named Sun Dezhang, he was also known as Sun Ahmi and Sun Mei (we’ll use the latter for the rest of the story.)

The younger brother, born in 1866, was known as Tai Cheong, Tai Chu, Sun Wen and Sun Deming (we’ll use the Cantonese pronunciation of the name he was given at baptism (in 1884) – pronounced Yat-sen.)

Gold was discovered in 1849 in western American state of California. The Chinese called USA the “Flowery Flag Country.” Thousands of Chinese immigrants had been flocking into California. By 1855, there were 40,000-Chinese or one-sixth of state’s population in the California.

The Sun’s two uncles, Sun Xue-cheng and Sun Guancheng, had gone earlier to seek their fortune in the California goldfields. Xuecheng died at sea near Shanghai in 1864 and Guancheng died in 1867 at 39 in California.  (Zanella)

Despite their untimely deaths, the attraction of a better life was kept alive for the Sun brothers by their uncles’ mothers who told stories of their sons while living in the Sun household.

At 17, following his father’s urging, Sun Mei went off to Hawaiʻi – to escape from the local poverty and poor agrarian conditions of his home.  Another of his uncles had a business in Honolulu and he took Sun Mei back to Hawaiʻi with him in 1871.  (Zanella)

Sun Mei began a career as a hired vegetable gardener. Before the end of the year, he went into business for himself by leasing land at ʻEwa, Oʻahu. He cleared the land and planted rice. He began to prosper after a short period of time and opened a store on Nuʻuanu Street in Chinatown.

Then, he returned to China to find a bride. While there, he recruited over a hundred men to work in Hawaiʻi’s new sugar plantations (at the time, the growing sugar plantations needed field labor.)

He moved to Maui and went from labor broker to shop owner, in 1881 opened a grocery store in Kahului (“De Chong Long” (named after his son,)  dealt in real estate, then established a ranch in Kamaole, where he was as skilled at riding and roping as any man on the mountain.  (Maui Magazine)

Some called him the “Maui King” and the “King of Kula,” partly for his larger-than-life persona and partly for the size of his cattle ranch – it spread all the way from Polipoli Forest to the shoreline at Kihei.  (Wood)

Sun Mei was one of the wealthiest Chinese in Hawaiʻi during his time (at the turn of the century.)  He had owned almost 100-properties on Oʻahu and Maui.

He arranged for his younger brother to join him; in 1879, then 13 years of age, Yat-sen journeyed to Hawaiʻi to join his older brother.  The younger Sun entered ʻIolani at age 14.  (ʻIolani)

In Sun Yat-Sen’s four years in Hawaiʻi (1879-1883), he is said to have attended three Christian educational institutions: ʻIolani College, St. Louis College and Oʻahu College (Punahou School.)

Shortly after, Yat-sen left Hawaiʻi and returned to China to initiate his revolutionary activities in earnest.  The funding of the First Canton Uprising mainly came from the Chinese in Hawaiʻi, including his brother (that uprising effort failed.)

On another visit to Hawaiʻi (in 1903,) Sun reorganized the Hsing Chung Hui into Chung Hua Ke Min Jun (The Chinese Revolutionary Army) in Hilo.  After reorganization, the group spread all over China and rallied all the revolutionists under its wings.

From 1894 to 1911, Yat-sen traveled around the globe advocating revolution and soliciting funds for the cause. At first, he concentrated on China, but his continued need for money forced him elsewhere. Southeast Asia, Japan, Hawaii, Canada, the United States, and Europe all became familiar during his endless quest.  (Damon)

Through the years, Sun Mei eventually sold all of his properties and businesses to support his brother’s revolution.    Sun Mei sold his ranch in 1908; now the land belongs to the Haleakala Ranch Company, which uses the land to breed cattle.

Sun Mei returned to his ancestral village. Later he built a house and lived in Kowloon across from Hong Kong.  His house became a place where the revolutionists met.  Sun Mei had given his whole fortune to his younger brother’s revolution.

Eventually (in 1911,) Sun Yat-sen overthrew the Qing Government and established the Republic of China.  In 1912, Sun Yat-sen was elected the first President of the Republic of China.

© 2022 Hoʻokuleana LLC

Filed Under: Prominent People Tagged With: Hawaii, Maui, Sun Yat-sen, Republic of China, Sun Mei

November 13, 2022 by Peter T Young 9 Comments

Hawaiian … Banned?

Simply stated … the Hawaiian language was never banned.

That does not mean, however, that the use of the Hawaiian language did not diminish, nor that Hawaiian language speakers did not decline. But it is not correct to say the Hawaiian language was ever banned or outlawed.

Many Point to a 2022 Resolution as ‘Evidence’ that the Hawaiian Language was Banned

In 2022, the Hawai‘i legislature adopted HCR 130 and “offers this resolution as an apology to the Native Hawaiian people for the effective prohibition in Hawaii schools of the instructional use of ‘Ōlelo Hawaii from 1896 to 1986”.

Like a lot of others, the legislature overlooks some historical facts and historical context, including,

The Resolution states Act 57, Laws of the Republic of Hawaii 1896 “declared an English-only law over Hawaii’s public schools, prohibiting the use of ‘Olelo Hawaii as a medium instruction”.

  • Like many others, the legislature only referenced one part of the sentence in Act 57; the entire sentence reads, “The English language shall be the medium and basis of instruction in all public and private schools, provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department, either by its rules, the curriculum of the schools, or by direct order in any particular instance.”

The plain language of the law is clear and unambiguous; and, there is no statement that the Hawaiian language was banned. If a school wanted to teach Hawaiian, it could seek permission from the Department.

An example of non-English language school instruction in the Islands was the formation and upward trend of instruction in the Japanese language schools in Hawai‘i. (These were typically after school instruction.)

This claim of ‘banning the Hawaiian language’ (because of this law or for other theories) ignores what people back then believed and/or preferred.

The legislature overlooked that Kings of the Hawaiian Kingdom wanted English language instruction and the people asked for it.  By 1850, English had become the language of business, diplomacy, and, to a considerable extent, of government itself.

The legislature overlooks the downward trend in enrollment and number of Hawaiian language schools that was evident well before the enactment of the law.

  • In 1854, there were 412-Hawaiian language instruction common schools with a total enrollment of 11,782-pupils; By 1874, the number of common schools declined to 196, with only 5,522-students enrolled (71% of the overall student population.) By 1878, 61% of the students were still enrolled in Hawaiian language schools; by 1882, that figure had dropped to 33%.
  • In 1895, the year before Act 57 was implemented, there were only 3 Hawaiian language schools with only 59 students – at the same time, there were 184 English language schools with 12,557 students – 99.5% of the students were in English language schools.

According to the Alexander and Atkinson, the reason for such a decline in Hawaiian language schools was,

“the desire of the Hawaiians to have their children taught the English language. Petition after petition is constantly being received by the Board asking to have the Common Schools [i.e., those taught in Hawaiian] changed into English Schools. The result will be then in a very few years more the Common Schools will have ceased to exist.”

The legislature overlooks the existence and expansion of the Hawaiian Language Newspapers in circulation; the numerous Hawaiian language newspapers that existed well beyond Act 57 (1896) confirms the Hawaiian language was not banned.

  • Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers. Approximately 125,000 pages were published, equating to roughly 1.5 million pages of ‘ike if transferred to A4 typescript.

I agree with the legislature that “due to Act 57, many students were punished for speaking ‘Ōlelo Hawai‘i at school.”  Others were punished at home.

However, those were personal family and school decisions, a choice each of them made; that was not the result of a broad ban on the language.  And, we need to consider the norms at the time related to Corporal Punishment – back then, many believed that corporal punishment was necessary to the maintenance of proper discipline, and it was common to use Corporal Punishment for disruptive and/or disrespectful behavior.

In reality, then and now, the use of force (by parents on their children and teachers on students) was an allowed and accepted practice of discipline.

Corporal Punishment was allowed under Hawaiian Kingdom law authorized by the King and Privy Council; as noted in Statute Laws of His Majesty Kamehameha III, 1846, Chapter III.

Use of force continues to be allowed under existing Hawai‘i law.  Today, in Hawai‘i Revised Statutes (HRS)  §703-309  Use of force by persons with special responsibility for care, discipline, or safety of others, the use of force upon or toward the person of another is justifiable.

This discussion is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

Simply stated … use of the Hawaiian language was never banned by law and the historical facts prove it.  This is further explained in the following.

Early Education Programs in the Islands

When Captain Cook first made contact with the Hawaiian Islands in 1778, Hawaiian was a spoken language but not a written language. Historical accounts were passed down orally, through oli (chants) and mele (songs).

Before the foreigners arrived, Hawaiians had a vocational learning system, where everyone was taught a certain skill by the kahuna. Skills taught included canoe builder, medicine men, genealogists, navigators, farmers, house builders, priests, etc.

The arrival of the first company of American missionaries 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. The missionaries established schools associated with their missions across the Islands.

Interestingly, these same early missionaries taught their lessons in Hawaiian to the Hawaiians, rather than English. The missionaries learned the Hawaiian language, and then taught the Hawaiians in their language. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

Kuykendall (Volume 2) helps to explain the formation/operations of the early education programs in the Islands, “[T]he American Protestant missionaries were the most potent driving force in the educational system of the kingdom; natives educated in schools founded and carried on by missionaries and missionary children constituted a great majority of the teachers in the common schools, while many missionary children became teachers in select schools.”

“All the schools in the kingdom could be divided into two main categories: (1) common schools and (2) select schools. The common schools were the free public schools maintained by the government. whose object was ‘to instruct the children of the nation in good morals, and in the rudiments of reading, writing, geography, arithmetic, and of other kindred elementary branches.’”

“They were taught in the Hawaiian language by native Hawaiian teachers and afforded the only educational opportunity available to the great majority of the children of the nation.”

“Select schools, besides being, as the term implied, of better quality than the common schools, had various special objectives: to qualify their students for positions above the level of the common laborer, to teach them the English language, to supply teachers for the public schools, to train girls to be good housewives and mothers. In most of the select schools, English was the medium of instruction and a tuition fee was charged.”

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands”. (Lee, December 2, 1847, Privy Council Minutes)

As time moved forward from the mid-nineteenth-century, to the end of the nineteenth-century, and after many meetings of the Board of Education, vocational education was implemented in to the school system. (Iaukea)

King Kamehameha III also saw the importance of education for all. “Statute for the Regulation of Schools” was adopted on October 15, 1840. Its preamble stated,

“The basis on which the Kingdom rests is wisdom and knowledge.”

“Peace and prosperity cannot prevail in the land, unless the people are taught in letters and in that which constitutes prosperity. If the children are not taught, ignorance must be perpetual, and children of the chiefs cannot prosper, nor any other children”.

The Law People Cite Does Not Ban Hawaiian – No Other Law Banned the Hawaiian Language

Many point to Act 57, Sec. 30 of the 1896 Laws of the Republic of Hawai‘i as the justification for their claim that Hawaiian was banned. That law states:

“The English language shall be the medium and basis of instruction in all public and private schools, provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department, either by its rules, the curriculum of the schools, or by direct order in any particular instance. Any schools that shall not conform to the provisions of this section shall not be recognized by the Department.”

Some suggest that the law passed by the Provisional Government that required English language instruction was “an intentional effort to strip language and culture from Native Hawaiians and other groups that came here. But it was more harmful to Hawaiians because Hawaiian had been the primary language for centuries.” (Star Advertiser article)

Statements like this ignore the facts. A simple review of the law shows that the language was not banned.

The plain language of the law is clear and unambiguous.

There is no statement in that that the Hawaiian language was banned. While it did say that “English language shall be the medium and basis of instruction,” the very next words in the same sentence of the law says, “provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department.” So, if a school wanted to teach Hawaiian, it could seek permission from the Department.

Growth in the Japanese Language Schools

An example of non-English language school instruction in the Islands was the formation and upward trend of instruction in the Japanese language schools in Hawai‘i.  (These were typically after school instruction; however, they were schools providing instruction in another language, other than English.)

In 1898 (well after the law was passed mandating English as the medium and basis for instruction), Rev. Okumura wanted to create educational opportunities for children of Japanese immigrants and requested the Ministry of Education in Japan to help provide Japanese language textbooks.

These textbooks were identical to the ones used in Japan and had been used by many schools. The number of schools expanded to a total of 134 by 1915.

Kings of the Hawaiian Kingdom Wanted English Language Instruction; the People Asked For It

This claim of ‘banning the Hawaiian language’ (because of this law or for other theories) ignores what people back then believed and/or preferred.

English was taught in Select Schools; that program was not funded by the government. As early as 1851, it was noted (Richard Armstrong, Minister of Public Education to the Hawaiian Legislature), that,

“What seems to be most needed now, is provision for the instruction of the interesting and increasing numbers of white and half-caste children in the several white settlements on the Islands; but more especially in Honolulu: and for natives who wish to acquire the English language.” (emphasis added)

Kuykendall (Volume 1) notes that the people wanted their children to be taught in English; in 1853, Armstrong wrote,

“On my tours around the Islands, I have found parents everywhere, even on the remote island of Niihau, most anxious to have their children taught the English language; and the reason they generally gave was a most sound and intelligent one, that without it – they will, by-and-by be nothing, and the white man everything.” (emphasis added)

Interest and motivation for Native Hawaiians to learn English had the attention of Kamehameha III. At the opening of the 1854 legislative session, King Kamehameha III gave the following remarks (in part),

“I have ordered my Minister of Public Instruction to submit to you, at length, the important subject of the education of my people, as the surest means of elevating them in the scale of morals, and of usefulness to themselves and the State.”

“There is a growing desire among my native subjects, that their children should acquire a knowledge of the English language, and considering the universality of that language in all the transactions of business, such a desire is very natural.” (emphasis added)

Accordingly, the legislature passed An Act for the Encouragement and Support for English Schools for Hawaiian Youth, July 20, 1854.

At the opening of the 1855 legislative session, King Kamehameha IV gave the following remarks (in part), saying,

“To foster education and widen every channel that leads to knowledge, is one of our most imperative duties. … It is of the highest importance, in my opinion, that education in the English language should become more general, for it is my firm conviction that unless my subjects become educated in this tongue, their hope of intellectual progress, and of meeting the foreigners on terms of equality, is a vain one.” (emphasis added)

At the opening of the 1856 legislative session, King Kamehameha IV gave the following remarks (in part),

“It is particularly gratifying to know that instruction in the English language is prosecuted with so much success among my native subjects. I recommend you to make as liberal a provision for the support of this class of schools as the state of my Treasury will admit.” (emphasis added)

At the opening of the 1860 legislative session, King Kamehameha IV gave the following remarks (in part),

“The all-important subject of Education now occupies the public mind with more than usual interest, and I particularly recommend to your favorable notice the suggestions of the President of the Board of Education, with reference to substituting English for Hawaiian schools, in so far as may be practicable, and also in relation to the granting of Government aid towards independent schools for the education and moral training of females.” (emphasis added)

At the opening of the 1862 legislative session, King Kamehameha IV gave the following remarks (in part),

“The importance of substituting English for Hawaiian schools I have already earnestly recommended, and in again bringing the subject to your attention, I would touch upon a matter which I think of equal importance, and that is in raising the standard of elementary education in the Common Schools.” (emphasis added)

Wist, in A Century of Public Education noted,

“Native youths, and to some extent their parents, saw the economic advantages in a knowledge of English. Kamehameha IV and later monarchs favored the change. Thus gradually there were accumulating numerous forces in favor of the dominance of English.” (emphasis added)

Enrollment Declines in Hawaiian Language Schools

Another issue people overlook was the obvious downward trend in enrollment and number of schools that taught in the Hawaiian language that was evident well before the enactment of the 1896 law.

Al Schutz, in The Voices of Eden, notes that School Attendance records clearly show the downward trend of student enrollment in Hawaiian language schools and the increases in enrollment for English language schools. That trend started well before the 1896 law. The following is a copy of Schutz’s table 16.1 (p. 352)

As noted by Schutz, “The figures in table 16.1 are corroborated by statistics from a different source, an article on the history of education in Hawai’i (Alexander and Atkinson 1888): in 1878, the schools that taught in Hawaiian contained 61.8% of the total school population, but in 1888, only 15.7%.

In the year the law that mandated English as the medium of instruction (1896), the number of Hawaiian language schools had dropped to only 3 schools and 59 students in Hawaiian language schools. In contrast, the year the law was adopted, the number of English language schools had grown to 184 schools and over 12,500 students – 99.5% of the total school enrollment in the year the law was passed was in English language schools.

According to the Alexander and Atkinson, the reason for such a decline in Hawaiian language schools was,

“the desire of the Hawaiians to have their children taught the English language. Petition after petition is constantly being received by the Board asking to have the Common Schools [i.e., those taught in Hawaiian] changed into English Schools. The result will be then in a very few years more the Common Schools will have ceased to exist. (emphasis added)

It is very likely that the change to English only in instruction was at least in part a business decision; but nobody suggests that – they fall back to the colonialism and race-based claims.

However, the attendance data is clear, enrollment (and the number of school) in Hawaiian language schools had been in decline for many years and were almost gone at the time the law that mandated English as the medium of instruction was passed.

The Existence and Expansion of the Hawaiian Language Newspapers (1834 – 1948) Confirms the Hawaiian Language Was Not Banned

The proliferation of Hawaiian language newspapers, well after the so-called ‘ban,’ verifies that Hawaiian was not banned and was part of society. Of note, “Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers.” (Lorenzo-Elarco)

The University of Hawai‘i prepared a brief chronicle on the Hawai‘i newspapers,

The first newspaper printed in Hawaii was a student newspaper, Ka Lama Hawaii (The Hawaiian Luminary), produced Feb. 14, 1834 at Lahainaluna on Maui. It was written in Hawaiian, as were many of the early Island newspapers. …

The longest running of these papers was Ke Aloha Aina, begun in 1895 by Joseph and Emma Nawahi. Joseph Nawahi was a journalist – statesman who severed in the first Territorial legislatures. After his death, Emma Nawahi edited the paper through its last issues in 1920.

A summary prepared by J. Hauʻoli Lorenzo-Elarco titled ‘He Hōʻiliʻili Hawaiʻi: A Brief History of Hawaiian Language Newspapers’ confirms the existence and continuation of Hawaiian language newspapers that went well beyond the effective date of the law that many claim ‘banned’ the use of the Hawaiian language.

That summary states,

Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers. Approximately 125,000 pages were published, equating to roughly 1.5 million pages of ‘ike if transferred to A4 typescript.

Another summary by Joan Hori, Hawaiian Collections curator at Hamilton Library, University of Hawai‘i noted,

Ka Hoku o ka Pakipika (started in September [1861]), edited by David Kalākaua, was followed by Ka Nupepa Kuokoa in October. This latter newspaper was to become the longest lasting Hawaiian language newspaper, published monthly in October, November, and December of 1861, and weekly thereafter until December 29, 1927. In the course of its history it would absorb a number of rival newspapers. According to Helen Chapin the editors of Kuokoa …

John Reinecke writes, ‘The Kuokoa (1861 to 1927) in particular was for the long while a journal of opinion as well as information and afforded an outlet for the literary and didactic ambitions of Hawaiians.’ (Hori, Hamilton Library, UH)

Corporal Punishment

As noted, there are many reports of families not letting children speak Hawaiian – those were personal family decisions, a choice each of them made; that was not the result of a broad ban on the language. Likewise, people report they or their family members were beaten for speaking Hawaiian in school.

The following is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

In order to understand his position, we need to look at the historical context of corporal punishment. Why is this important?

It is important because the claims the people were beaten for speaking Hawaiian give the impression that Corporal Punishment at home and in the schools was beyond the norm and was an unacceptable form of discipline.

Calling it out gives the impression that this form of discipline was overly aggressive and punitive, beyond the standard of the day. Doing so gives a false impression of what was the norm/acceptable at the time.

In reality, then and now, the use of force (by parents on their children and teachers on students) was an allowed and accepted practice of discipline.

Corporal Punishment was allowed under Hawaiian Kingdom law authorized by the King and Privy Council; as noted in Statute Laws of His Majesty Kamehameha III, 1846, Chapter III. Of the Public and Private Schools:

“Section XV. It shall be lawful for any licensed teacher in actual employment in any sub-division of any of said districts to administer correctional punishment to the pupils of his school when, in his judgment, necessary, and the teacher so acting shall not be in any way amenable therefor:”

Use of force continues to be allowed under existing Hawai‘i law.

Today, in Hawai‘i Revised Statutes (HRS) §703-309 Use of force by persons with special responsibility for care, discipline, or safety of others. the use of force upon or toward the person of another is justifiable.

That commentary within the Hawai‘i State laws goes on to state,

“The section is substantially in accord with preexisting Hawaii law. Hawaii law permits parents “to chastise [their children] moderately for their good.” Under prior law, any corporal punishment was permitted if reasonable. To the extent that Hawaii case law suggests that the parents have uncontrolled discretion to discipline their children, the Code represents a change.”

“Similarly, teachers have had authority under Hawaii case and statutory law to use force to maintain discipline in the schools. The punishment must have been reasonable, and the teachers’ discretion was considered less extensive than that of parents.”

This was not unique to Hawai‘i.

A 2016 book abstract of Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy by Elizabeth Gershoff and Sarah Font states, “School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year.”

There are men alive today (in the Islands and on the continent) who, when students, made their own paddles in shop class – and, when discipline at school was necessary, carried that paddle to the principal’s office for a paddling.

Other stories of Corporal Punishment by Nuns in Catholic Schools, as well as teachers in other schools, are notorious.

This discussion is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

(I realize this is already long, but the following link provides additional information showing that the Hawaiian language was not banned:)

Click to access Hawaiian-Language-Was-Never-Banned.pdf

Simply stated … use of the Hawaiian language was never banned.

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Filed Under: Schools, Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Hawaiian Traditions Tagged With: Hawaii, Missionaries, Hawaiian Language, Hawaiian

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