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December 19, 2017 by Peter T Young Leave a Comment

Ka Lāʻau Wī

He kapu ka Lāʻau Wī
Kanu kūikawā ia no ka ‘iewe

Ka Tamarind Tree, kapa ia Lāʻau Wī
Ka Lāʻau Wī, he Tamarind Tree
Noho ilalo ka ʻiewe
Ka ‘iewe o ka lani

He mana nui kēia lāʻau haole
Ka Lāʻau Wī kau ma wahi Kou

Ua hoʻolako ka malu
No ka Lani me kona mau poʻe

Aloha na poʻe i kēia lāʻau
A like me ko lākou aloha i ke aliʻi

Haʻina mai ana kapuana
O ka Lāʻau kaulana ma Kou

Kapu was the Tamarind Tree
Planted for the storing of the umbilical cord

Tamarind Tree called the Lāʻau Wī
The Lāʻau Wī is the Tamarind Tree
Below is the cord
The cord of Pauahi

Much power in the tree
The Tamarind Tree plant at Kou

The tree provided much shade
For the sacred one and her people

Her people loved the tree
Like they loved their chiefess

Thus is the Tamarind Tree story
Of the famous tree at Kou

(Ka Lāʻau Wī, Keliʻi Tauʻā & David Kauahikaua

“On the mauka Waikiki corner of King street and Fort were some native buildings which afterwards gave place to a wooden building … The next premises were the large property, well walled in, of the high chiefs, Paki and Konia, parents of Mrs. Pauahi Bishop.”

“There was a fine large straw house with wide veranda, ample grounds, and a long row of servant’s house. One of the beautiful ornaments of the place was a fine large tamarind tree …” (Streets of Honolulu in the Early Forties, Gilman)

“When Pauahi was born, her father, Abner Paki planted a Tamarind tree in the yard, but placed Pauahi’s ʻiewe (afterbirth) in the ground first to supply nourishment to that tree. This was located in the center of downtown Honolulu at (what is now) the corner of King St. and Bishop St.”

“This is where the family home was located, and when the city wanted to build the road into downtown, they asked Mr. Bishop for part of his yard, and named the street after them – Bishop St.”

“Across the street is Tamarind Park (all the trees in the park) and across the street is First Hawaiian Bank, the bank that Charles Reed Bishop founded.” (KSBE)

Born to Paki and Konia, “Bernice lived with Kīna‘u until she was eight years old, when she was sent to the Royal School. Paki and Konia were very desirous of retaining her as their own.”

“After the death of Kīna‘u, Governor Kekūanāoʻa yielded reluctantly to this wish, for he and the other chiefs had become very proud of the promising child.”

“At the urgent request of Konia and Paki, regular, official, and legal papers were made out, and, much to their satisfaction, the child was restored to them.”

“I doubt if she ever made any lengthened stay with her parents; probably nothing more than a call, and then with her old kahu [attendant] returning at once to the school.” (Gilman; Krout)

“At the birth of the much desired daughter, Victoria, who was born November 1, 1838, Bernice Pauahi was returned to her parents.”

“She was then eight years of age, and was one of the first pupils to enter the Family School for Young Chiefs, or the Royal School as it was more commonly known. It is not believed by those who knew Paki well, that he ever meant to surrender Bernice permanently to her foster mother.” (Krout)

“(in school, she) loved music, painting, gardening, horseback riding, reading, history and was an excellent writer, too. On Sundays they would attend Kawaiahaʻo church, which eventually became the home church of Princess Pauahi.”

“Not only did she sing in the choir, she also led it for a while. She was not only a student in the Sunday School, but she was a teacher as well. … She was a true servant of God.”

“The Will of Princess Pauahi is very important to the school. It gives us our marching orders and gives us direction. Pauahi actually named the school as printed in the Will, ‘to erect and maintain in the Hawaiian Islands two schools, each for boarding and day scholars, one for boys and one for girls, to be known as, and called the Kamehameha Schools.’”

“‘I desire my trustees to provide first and chiefly a good education in the common English branches, and also instruction in morals and in such useful knowledge as may tend to make good and industrious men and women; and I desire instruction in the higher branches to be subsidiary to the foregoing objects.’”

“‘I also direct that the teachers of said schools shall forever be persons of the Protestant religion, but I do not intend that the choice should be restricted to persons of any particular sect of Protestants.’”

“The first headmaster of the Schools was an ordained minister, the Reverend William B. Oleson (he had previously run the Hilo Boarding School – Protestant mission feeder school to Lahainaluna.)” (KSBE)

“I was always interested to see her out under a large tamarind tree surrounded by her people, many of whom had come in from the country to advise with her. She would sit for hours with the utmost patience listening to them.” (Krout)

The tamarind tree grew to ‘noble proportions,’ but was finally cut down to make way for modern buildings.” (Krout) A remnant of the tree is in the Kamehameha Schools Bishop Memorial Chapel. Today is ‘Founder’s Day’, birthday (December 19, 1831) of Pauahi.

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Tamarind Tree Trunk-Pauahi-KSBE

Tamarind-Tree-Trunk-Pauahi-BoiseState.jpg

Tamarind Park

Bernice Pauahi’s residence at Haleʻākala build by her father Abner Paki. The building itself is called Aikupika-1855

December 18, 2017 by Peter T Young Leave a Comment

‘Ā‘īoeoe

“The advent of the white man in the Pacific was inevitable, and especially in Hawaii, by reason of its size, resources, and, most important, its location at the crossroads of this vastest of oceans, rapidly coming into its own in fulfilment of prophecies that it was destined to become the chief theater of the world’s future activities.”

Years before the westward land movement gathered momentum, the energies of seafaring New Englanders found their natural outlet, along their traditional pathway, in the Pacific Ocean.

Practically every vessel that visited the North Pacific in the closing years of the 18th century stopped at Hawai‘i for provisions and recreation. (Frear, 1935)

“During the forty-two years from Cook’s discovery to the arrival of the first missionaries, and long afterwards, there came this way thousands of whites beach-combers, Botany Bay convicts, fur-traders, whalers, and others, including black-birders in the South Seas, who, with noteworthy exceptions …”

“… lived up to the then-prevailing motto that ‘there was no God this side of Cape Horn,’ or, when they rounded the Cape, ‘hung their consciences on the Horn,’ as it was said, and who, bent solely on their own profit and pleasure, brought muskets, alcohol, and infectious and contagious diseases, promoted licentiousness and exploited the natives, without a thought for their rights or welfare.” (Frear, 1935)

“The natives were quick to imitate the white man, whether as to clothes, liquor, tobacco, cards, or other things.” (Frear, 1935)

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) There were seven American couples sent by the ABCFM to convert the Hawaiians to Christianity in this first company.

“In this the hand of God was seen preparing for the introduction of his word among the people. The vessel sailed to Kailua (and anchored there on April 4, 1820), and the chiefs went on board to see the missionaries and their wives – the ‘long necks’ as they were called.” (Judd)

“White women were, as might have been expected, objects of great curiosity to the chattering natives, who thronged around them, as they walked along, to gaze at their costume …”

“… their white hands and faces, running before them and peering under their projecting bonnets, laughing, shouting, trotting around with bare feet, heads and limbs, men, women and children, and singing out occasionally, ‘A-i-oe-oe’ a phrase signifying long, protruding neck.”

“This term they doubtless applied from the appearance occasioned by the large, projecting fore-parts of the bonnets, in the fashion of 1819, so widely different from that of Hawaiian females, whose heads were usually bare, but occasionally ornamented with a simple chaplet of natural flowers, or small feathers.” (Hiram Bingham)

“For three weeks after going ashore, our house was constantly surrounded, and our doors and windows filled with natives. From sunrise to dark there would be thirty or forty at least, sometimes eighty or a hundred.”

“For the sake of solitude, I one day retired from the house, and seated myself beneath a shade. In five minutes I counted seventy companions.”

“In their curiosity they followed the ladies in crowds from place to place, with simplicity peering under bonnets, and feeling articles of dress.”

“It was amusing to see their efforts in running and taking a stand, that so they might have a full view of our faces. As objects of curiosity, the ladies were by far the most prominent.”

“White men had lived and moved among them for a score of years. In our company were the first white women that ever stepped on these shores.”

“It was thus the natives described the ladies: ‘They are white and have hats with a spout. Their faces are round and far in. Their necks are long. They look well.’ They were called ‘Long Necks.’ The company of long necks included the whole fraternity.” (Lucy Thurston)

In a summer of 1822 letter to Kamāmalu (telling her of her marriage to Kaumuali‘i), Ka‘ahumanu notes, “Here is a letter from your aunt and your uncle, from your new uncle, my new husband. …”

“Here is my word to you, there you are among the longnecks, so send letters here. There are many people, but few letters. I want [you] to send eight hundred Hawaiian letters. We want literacy, it may make us wise. Give our affection to Mr. and Mrs. Bingham and all the longnecks.” (Ka‘ahumanu)

“She, and some others, much wish to have bonnets – this is a pleasant circumstance to us. The inquiry has sometimes been made, in our letters, what could be sent as presents that would please these waihines.”

“Indeed, I have hinted to the queen, that perhaps some of the good ladies in America since she was attending to the palapala, would probably send her one.”

“Considering that, I would here request, that if it could easily be done, one, at least, might be sent by an early conveyance. As soon as I can have a green one, I shall present mine where I think it will do the most good”. (Sybil Bingham Journal, October 4, 1822)

Collaboration between native Hawaiians and the American Protestant missionaries resulted in, among other things, the introduction of Christianity; the creation of the Hawaiian written language and widespread literacy; the promulgation of the concept of constitutional government; making Western medicine available; and the evolution of a new and distinctive musical tradition (with harmony and choral singing.)

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1820s Bonnett

December 17, 2017 by Peter T Young Leave a Comment

Aina Momona

Talk to any rancher and he’ll typically say he’s growing grass, not cattle. The more grass he can grow, the more cattle he can have to harvest it.

So, too, with Hawaiian fishponds; but instead of grass, the pond grows algae. The more algae grown, the more shrimp to eat it, and small animals to eat the shrimp, and small and then larger fish to feed on the pondlife.

Practically every culture in the world has practiced aquaculture (cultivation of aquatic life forms to serve the food needs of man) in some degree.

Ancient Egyptians, Mesopotamians and Assyrians stocked artificial ponds with fish; Greeks and Romans raised oysters, and Romans raised eels. Early Germans bred freshwater fish in ponds. Carp culture spread from Asia Minor and by A.D. 700 was established in Europe. (Apple & Kikuchi)

Hawai‘i had intense true aquaculture. As far as is known, fishponds existed nowhere else in the Pacific in types and numbers as in prehistoric Hawai‘i.

Only in the Hawaiian Islands was there an intensive effort to utilize practically every body of water, from the seashore to the upland forests, as a source of food, either agriculturally or aquaculturally. (Apple & Kikuchi)

There were three main technological advances resulting in food production intensification in pre-contact Hawai‘i: (a) walled fishponds, (b) terraced pondfields with their irrigation systems and (c) systematic dry-land field cultivation organized by vegetation zones. (Kelly)

Hawaiian fishponds are more productive than the natural habitat of coastal reef. The primary fish selected for the ponds were herbivores, usually mullet (‘ama‘ama) and milkfish (awa.)

A fishpond is essentially a pasture, in which algae (limu) is raised as food for the selected herbivores. Cultivation of algae depends on managing the environment of the pond, including fresh water/salt water balance, adequate sunshine for algae growth and seasonal cleaning to allow a fresh growth of algae. (Hiatt; Kelly)

Since the types of algae that mullet consume grow best in brackish water. Hawaiian walled fishponds were often located (a) on the shoreline near the mouth of a stream, (b) where fresh water escapes in springs along the shore, or frequently (c) in the sea. (Kelly)

The general term for a fishpond is loko (pond), or more specifically, loko iʻa (fishpond). Loko iʻa were used for the fattening and storing of fish for food and also as a source for kapu (forbidden) fish.

Loko kuapā, what we consider the typical coastal fishpond, are artificially enclosed by an arc-shaped seawall and containing at least one sluice gate (mākāhā.)

Loko pu‘uone are formed by development of a barrier beach paralleling the coast, and connected to the ocean by a channel or ditch; it’s a shore fishpond containing either brackish or a mixture of brackish and fresh water.

“The large salt or brackish water ponds, entirely enclosed, have one, two or four gates called mākāhā. These are of straight sticks tied on to two or three cross beams the sticks in the upright standing as closely as possible, so that no fish half an inch in thickness can pass them, while the water and young fry can pass freely in and out.” (McDonald)

“After five or six months fish would begin to be seen in the loko kuapā. During the high tides of ʻOle (ʻOle kai nui) the people who took care of the pond would rejoice to see the fish moving toward the kuapa walls, like waves of a rough sea, until the sluice, makaha, was filled with fish.”

“If the depth of the water at the sluice were a yard or more, the width of the mākāhā an anana, and the thickness of the kuapā walls an anana, this area would be filled with fish, piled one over the other until the fish at the top were dry; if a stone were placed on them it would not sink.” (Kamakau)

Fishponds, loko i‘a, were things that beautified the land, and a land with many fishponds was called a ‘fat’ land (‘āina momona.) They date from ancient times. (Kamakau)

It is not known when Hawaiian fishponds began to be constructed, but some fishpond walls have been carbon-dated to the 1400s. An estimate of 340–360 Hawaiian fishponds was noted for the period before the arrival of Captain James Cook in 1778.

An inventory in the early 1900s found 360 loko i‘a in the islands and identified 99 active ponds with an estimated annual production total of about 680,000 pounds, including 486,000 pounds of ‘ama‘ama and 194,000 pounds of ‘awa.

Loko i‘a were extensive operating systems that produced an average of 400–600 pounds per acre per year, a significant amount considering the minimal amount of fishpond ‘input’ and maintenance effort apparent by that time. (Keala)

‘Āina Momona performed by Kawika Kahiapo:

https://www.youtube.com/watch?v=wH5Jg9l79OM

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Old_photograph_of_the_Heʻeia_fishpond-(WC)

Fish_Ponds_at_Honoruru,_Oahu,_by_John_Murray,_after_Robert_Dampier-(WC)-1836

Fishpond_in_east_Molokai-(WC)

Kaneohe, Oahu. McKeague’s Mill at Lilipuna Road. Kaneohe Bay and fishponds 1880-PPWD-11-7-039

Paiko-Pond-Life-1937

1893_over_GoogelEarth-Streams_Ponds_Taro-Waikiki-broader

December 16, 2017 by Peter T Young Leave a Comment

Kazakhstan Connection

Ethnic Kazakhs, a mix of Turkic and Mongol nomadic tribes who migrated to the region by the 13th century, were rarely united as a single nation.

The area was conquered by Russia in the 18th century, and Kazakhstan became a Soviet Republic in 1936. (The Republic of Kazakhstan gained its independence from the Soviet Union on December 16, 1991.)

The Trans-ili-Alatau mountains stand in the southeast of Kazakhstan; they are connected to a number of ranges that stretch through Central Asia. At the foot of the Alatau is Tamchiboulac spring (Dropping Spring,) where water oozes out of the cliffs.

Thomas (an English architect and artist) and Lucy were on an exploration trip through this region. An outcome of their trek were several hundred works of art, many of which were subsequently exhibited in London and some of which were reproduced in books Thomas subsequently wrote.

Another outcome was a son, born November 16, 1848, nine months into a journey – they named him for places in the region, Atalau Tamchiboulac. His birth was premature, which was attributed by the doctor to the fact that Lucy had spent every day of the preceding months on horseback.

After almost seven years of travels, the family arrived back in St Petersburg just before Christmas 1853 and remained there until 1858. (Simpson)

Andrew Dickson White, one of the cofounders of Cornell University, met Alatau and his parents at that time, noting “… it was my good fortune to become intimately acquainted with … the British traveler in Siberia.”

“He had brought back many portfolios of sketches, and his charming wife had treasured up a great fund of anecdotes of people and adventure, so that I seemed for a time to know Siberia as if I had lived there. Then it was that I learned of the beauties and capabilities of its southern provinces.”

“(They) had also brought back their only child, a son born on the Siberian steppe, a wonderfully bright youngster, whom they destined for the British navy.”

“He bore a name which I fear may at times have proved a burden to him, for his father and mother were so delighted with the place in which he was born that they called him, after it, ‘Alatow-Tam Chiboulak.’” (White Autobiography)

Later, “For about fifty years Dr. White had tried to find him, but without result. (His parents) were English missionaries from central Asia and they brought with them the future father of Jack whom Dr. White, in his autobiography, describes as ‘a wonderfully interesting child, burdened with the name of his Asian birthplace, ‘Alatau Tam Chiboulak.’”

“The rumor was that the young follow had gone into the navy in after years and so Dr. White often but vainly enquired after him at British naval depots.” (Hawaiian Star, December 9, 1911)

In January 1868, Alatau married Annie Humble in Newcastle-upon-tyne and their first child, Zoe, was born at the end of that year. The following year he left England and the little family made their way to Hawai‘i, via Panama and San Francisco. (Simpson)

Alatau took charge of St Alban’s College (forerunner to today’s ‘Iolani School) under Bishop Staley. Alatau Tamchiboulac later becoming principal of the famous old Fort Street School. (Nellist)

In 1881, he became editor of the Hawaiian Gazette, public opinion on politics and affairs of the time was shaped to a large extent by his own convictions, as expressed through the columns of his paper, and his readers received the benefit of his far reaching knowledge of life and events.

He became inspector general of public schools in 1887 and helped form the educational policies in the Islands, first of the Hawaiian monarchy and later of the Territory. A great part of his life was given to the organization of the present public school system in Hawaii.

When Hawaii was annexed by the US, he was entrusted with the work of taking a census of the islands, the first official accounting of island population. He also served as a member of the House of Representatives in 1898.

Aside from his educational and editorial work, Mr. Atkinson gained favorable attention as a poet, contributing verse to numerous publications, and he was the author of notable papers on subjects pertaining to education. (Nellist)

Oh, the family name of Alatau Tamchiboulac and his parents Thomas and Lucy? … It’s a familiar one and the name of a prominent street (fronting the Hawaii Convention Center) – Atkinson.

At the time of his death (April 24, 1906), Mr. Atkinson was survived by seven children, A. L. C. Atkinson, Robert W., Kenneth Atkinson, Mrs. T. K. C. Gibbons, Mrs. A. M. Brown, Mrs. Samuel G. Wilder and Mrs. R. C. L. Perkins. (Nellist)

“The death of Alatau T. Atkinson removes one of the brightest minds in the Islands and a man who did as much to shape the destiny of Hawaii as any one and raised the standard of education and made it what it is today.”

“It was he who worked incessantly for the annexation of the Islands and as the editor of the leading papers of Honolulu did more to mold public opinion than any other man in the Territory.”

“On every island of the group are a number of prominent men in Hawaiian affairs who owe their station in life to the Instruction received at the hands of this able teacher.”

“Mr. Atkinson was a man of rare executive ability and was highly respected by all the teachers of the Islands. He was a man of decision and to this quality probably more than to any other was due his popularity.” (Maui News; Hawaiian Star, April 30, 1906)

“To him more than to any other man is due the efficiency of the excellent school system which Hawaii enjoys. He founded it in a sense, and worked with all the enthusiasm of his nature to make it what it is, even though shortness of funds sometimes limits its possibilities.” (Herald; Hawaiian Star, April 30, 1906)

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Alatau Tamchiboulac Atkinson WC

Thomas Atkinson’s drawing of the Tamchiboulac Spring

The Arashan Valley in the Terskey Alatau

Unveiling Atkinson Memorial Ceremony Khazakhstan

Atkinson Memorial Ceremony Khazakhstan

Atkinson Memorial Ceremony Khazakhstan-Paul Daulquist

Kazakhstan – map

December 15, 2017 by Peter T Young Leave a Comment

The Longest Ruling Monarch

He was the Hawaiian Kingdom’s longest ruling monarch – 29 years; he died at the age of 41.

Kamehameha I – 1810 – May 8, 1819 (~10-years)
Kamehameha II – May 20, 1819 – July 14, 1824 (~5 years)
Kamehameha III – June 6, 1825 – December 15, 1854 (~29-years)
Kamehameha IV – January 11, 1855 – November 30, 1863 (~9-years)
Kamehameha V – November 30, 1863 – December 11, 1872 (~9-years)
Liholiho – January 8, 1873 – February 3, 1874 (~1-year)
Kalākaua – February 12, 1874 – January 20, 1891 (~17-years)
Lili‘uokalani – January 29, 1891 – January 17, 1893 (~2-years)

The younger brother of Liholiho, he served as Hawai‘i’s King from 1825 to 1854 – the longest ruling monarch over the Hawaiian Kingdom. Kauikeaouli was a pre-teen when he ascended to the throne; in the early years of his rule, he served under a regency with Kaʻahumanu, his father’s favorite queen, as joint ruler.

Kauikeaouli spent the first 5-years of his life with Chief Kaikioʻewa in the ‘O‘oma ahupuaʻa in Kona (the place where he first learned to be a king.)

Other early education the infant Prince received was at Kailua-Kona, from the Rev. Asa Thurston and Thomas Hopu, a native Hawaiian who had been educated on the continent and who came with the first missionaries to Hawaiʻi. In Honolulu, the Prince was the pupil of Rev. Hiram Bingham.

“That the existence of the King, chiefs and the natives, can only be preserved by having a government efficient for the administration of enlightened justice, both to natives and the subjects of foreign powers residing in the islands …”

“… and that chiefly through missionary efforts the natives have made such progress in education and knowledge, as to justify the belief that by further training, they may be rendered capable of conducting efficiently the affairs of government; but that they are not at present so far advanced.”

“That the best means of bringing them to that desired state, arc the careful study of proper books, and the practical knowledge of business, to be acquired by ascending through the different gradations of office, under foreign ministers.” (Polynesian, January 6, 1855)

“In private life, Kamehameha III was mild, kind, affable, generous and forgiving. He was never more happy than when free from the cares and trappings of state. He could enjoy himself sociably with his friends, who were much attached to him. Having associated much, while a boy, with foreigners, he continued to the last to be fond of their company.”

“Without his personal influence, the law to allow them to hold lands in fee simple could never have been enacted; neither could conflicting claims to land have been settled and registered by that most useful institution, the Board of Land Commissioners.”

“It is hardly possible to conceive any King more generally beloved than was Kamehameha III; more universally obeyed, or more completely sovereign in the essential respect of independent sovereignty, that of governing his subjects free from any influence or control coming from beyond the limits of his own jurisdiction.” (Polynesian, January 6, 1855)

Under his leadership, Hawaiʻi changed from an isolated island kingdom to a recognized member of the modem world. Many of the things he did as king still influence life in Hawaiʻi today. (Kamehameha Schools Press)

The following are only some of the many accomplishments of Kamehameha III (Kauikeaouli:)

On June 6, 1825, Kauikeaouli was proclaimed king of Hawaiʻi. To the people he said, “Where are you, chiefs, guardians, commoners? I greet you. Hear what I say! My kingdom I give to God. The righteous chief shall be my chief, the children of the commoners who do you right shall be my people, my kingdom shall be one of letters.” (Kamakau – Kamehameha Schools Press)
June 7, 1839, he signed the Declaration of Rights (called Hawai‘i’s Magna Charta) that, in part, noted, “God hath made of one blood all nations of men to dwell on the earth, in unity and blessedness. God has also bestowed certain rights alike on all men and all chiefs, and all people of all lands.”
June 17, 1839 he issued the Edict of Toleration permitting religious freedom for Catholics in the same way as it had been granted to the Protestants.
June 28, 1839 he founded Chief’s Children’s School (The Royal School;) the main goal of this school was to groom the next generation of the highest ranking chiefs’ children of the realm and secure their positions for Hawaiʻi’s Kingdom.
(Missionaries Amos and Juliette Cooke were selected to teach the 16 royal children and run the school.)
October 8, 1840 (the King was about 27-years-old) he enacted the Constitution of 1840 that, in part, changed the government from one of an absolute monarchy to a constitutional monarchy. It provided for a separation of powers between three branches of government, with executive power in the hands of the king, the kuhina nui (similar to a prime minister) and four governors; a bicameral legislative body consisting of a house of nobles and a house of representatives, with the house of representatives elected by the people; and a judiciary system, including a supreme court.
April 27, 1846 he declared that “the forests and timber growing therein shall be considered government property, and under the special care of the Minister of the Interior …;” effectively starting the process of protecting our mauka watersheds.
January 27, 1848 through March 7, 1848 he participated in what we refer to as the “Great Māhele” that was a reformation of the land system in Hawaiʻi and allowed private ownership
June 14, 1852 he enacted the Constitution of 1852 that expanded on the Declaration of Rights, granted universal (adult male) voting rights for the first time and changed the House of Nobles from a hereditary body to one where members served by appointment by the King. It also institutionalized the three branches of government and defined powers along the lines of the American Constitution.
Toward the end of Kauikeaouli’s reign there were 423 schools in Hawaiʻi with an enrollment of over twelve-thousand-students. Most of the schools were elementary schools using Hawaiian as the language of instruction.

Kauikeaouli (Kamehameha III) died December 15, 1854 (at the age of 41.)

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