Peter T Young

January 11, 2026 by Peter T Young Leave a Comment

Foreign Mission School

On October 29, 1816, the American Board of Commissioners for Foreign Missions (ABCFM) established the Foreign Mission School as a seminary.

Classes began in 1817 “for the purpose of educating youths of Heathen nations, with a view to their being useful in their respective countries.”

Its object was to educate the youth of promising talent and of hopeful demeanor to return, in due time, to their respective lands in the character of husbandmen, school-masters, or preachers of the gospel.

The first four destinations chosen were (1) the Bombay region of India (1813,) (2) Ceylon (1816,) (3) the Cherokee Indian Nation in the State of Tennessee (1817) and (4) Hawai‘i (1820). (Brumaghim)

The Foreign Mission School connects the town of Cornwall, Connecticut to a larger, national religious fervor of the Second Great Awakening.

The Second Great Awakening spread from its origins in Connecticut to Williamstown, Massachusetts; enlightenment ideals from France were gradually being countered by an increase in religious fervor, first in the town, and then in Williams College.

In the summer of 1806, in a grove of trees, in what was then known as Sloan’s Meadow, Samuel John Mills, James Richards, Francis L Robbins, Harvey Loomis and Byram Green debated the theology of missionary service. Their meeting was interrupted by a thunderstorm and they took shelter under a haystack until the sky cleared.

That event has since been referred to as the “Haystack Prayer Meeting” and is viewed by many scholars as the pivotal event for the development of Protestant missions in the subsequent decades and century.

The first American student missionary society began in September 1808, when Mills and others called themselves “The Brethren,” whose object was “to effect, in the person of its members, a mission or missions to the heathen.” (Smith) Milla graduated Williams College in 1809 and later Andover Theological Seminary.

In June 1810, Mills and James Richards petitioned the General Association of the Congregational Church to establish the foreign missions. American Board of Commissioners for Foreign Missions was formed with a Board of members from Massachusetts and Connecticut.

Cornwall’s Foreign Mission School exemplified evangelical efforts to recruit young men from indigenous cultures around the world, convert them to Christianity, educate them and train them to become preachers, health workers, translators and teachers back in their native lands.

Initially lacking a principal, Edwin Welles Dwight filled that role from May 1817 to May 1818; he was replaced the next year by the Reverend Herman Daggett. In its first year, the Foreign Mission School had 12 students, seven Hawaiians, one Hindu, one Bengalese, an Indian and two Anglo-Americans.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1807 (after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent. In its first year, the Foreign Mission School had 12 students, more than half of whom were Hawaiian.

The school increased its number of pupils the second year to twenty-four; four Cherokee, two Choctaw, one Abenaki, two Chinese, two Malays, a Bengalese, one Hindu, six Hawaiians and two Marquesans as well as three American. By 1820, Native Americans from six different tribes made up half of the school’s students.

Once enrolled, students spent seven hours a day in study. Subjects included chemistry, geography, calculus and theology, as well as Greek, French and Latin.

They were also taught special skills like coopering (the making of barrels and other storage casks), blacksmithing, navigation and surveying. When not in class, students attended mandatory church and prayer sessions and also worked on making improvements to the school’s lands. (Cornwall)

In due time, Reverend Hiram Bingham visited the Foreign Mission School in Cornwall but that wasn’t until May 1819, one year after ʻŌpūkahaʻia died.

Then, from Andover Theological Seminary, Bingham wrote in a letter dated July 18, 1819, to Reverend Samuel Worcester that “the unexpected and afflictive death of Obookiah, roused my attention to the subject, & perhaps by writing and delivering some thoughts occasioned by his death I became more deeply interested than before in that cause for which he desired to live …”

“… & from that time it seemed by no means impossible that I should be employed in the field which Henry had intended to occupy…the possibility that this little field in the vast Pacific would be mine, was the greatest, in my own view.” (Brumaghim)

Subsequently, in the summer of 1819, Bingham and his classmate at Andover Theological Seminary, Reverend Asa Thurston, volunteered to go with the first group of missionaries to Hawai‘i.

On October 23, 1819, a group of northeast missionaries, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) With the missionaries were four Hawaiian students from the Foreign Mission School, Thomas Hopu, William Kanui, John Honoliʻi and Prince Humehume (son of Kauaʻi’s King Kaumuali‘i.)

The Prudential Committee of the American Board of Commissioners for Foreign Missions (ABCFM) in giving instructions to the pioneers of 1819 said:

“Your mission is a mission of mercy, and your work is to be wholly a labor of love. … Your views are not to be limited to a low, narrow scale, but you are to open your hearts wide, and set your marks high.”

“You are to aim at nothing short of covering these islands with fruitful fields, and pleasant dwellings and schools and churches, and of Christian civilization.” (The Friend)

The points of special and essential importance to all missionaries, and all persons engaged in the missionary work are four:
• Devotedness to Christ;
• Subordination to rightful direction;
• Unity one with another; and
• Benevolence towards the objects of their mission

Between 1820 and 1848, the ABCFM sent “eighty-four men and one hundred women to Hawai‘i to preach and teach, to translate and publish, to advise and counsel – and win the hearts of the Hawaiian people.” (Dwight; Brumaghim)

January 10, 2026 by Peter T Young Leave a Comment

250 Years Ago … Common Sense

After fighting had broken out at Lexington and Concord, England’s King George III expressed his view of the British-colonial relationship in a speech to Parliament On October 27, 1775. Both the king and the majority party in Parliament viewed any compromise with the colonies as a threat to the continued existence of the British Empire.

King George declared that the American colonies were in rebellion against the crown and therefore subject to military intervention.

Thomas Paine wrote a response to the king’s pronouncement, for which his friend Dr. Benjamin Rush suggested the title Common Sense (the full title is Common Sense; Addressed to the Inhabitants of America). Paine argued that the cause of America should not be just a revolt against taxation but a demand for independence.

Paine was born and raised in England to a Quaker family of modest means in Norfolk, England in 1737. His formal education ended when he was 12 years old, after which he pursued various occupations without great success.

In 1774 he emigrated to Philadelphia, where he soon took on the job of editing Robert Aitken’s radical new monthly newspaper, the Pennsylvania Magazine. Paine loved controversy, hated the British aristocracy, and was devoted to the Enlightenment ideal of individual liberty. So it comes as no surprise that he was an immediate and vocal supporter of American independence. (Magen Mulderon)

Paine had originally intended Common Sense to appear in newspapers in several installments, but he realized that his argument was more convincing when taken as a whole. So he contracted with Philadelphia printer Robert Bell to publish the work.

When it was first published in 1776, Common Sense did not credit its author. Its publisher, the wealthy Benjamin Rush, was also anonymous. For many months, while the pamphlet was the talk of the colonies, the public didn’t know who wrote or published it.

Paine wanted it that way, both because his arguments against British rule would bring government retaliation, and because he shared the Enlightenment belief that ideas were more important than the identity of the speaker expressing them. (Institute for Free Speech)

In part, Paine writes in Common Sense,

“Absolute governments (tho’ the disgrace of human nature) have this advantage with them, that they are simple; if the people suffer, they know the head from which their suffering springs, know likewise the remedy, and are not bewildered by a variety of causes and cures.”

“But the constitution of England is so exceedingly complex, that the nation may suffer for years together without being able to discover in which part the fault lies, some will say in one and some in another, and every political physician will advise a different medicine.”

“I know it is difficult to get over local or long standing prejudices, yet if we will suffer ourselves to examine the component parts of the English constitution, we shall find them to be the base remains of two ancient tyrannies, compounded with some new republican materials.”

Thomas Paine’s Common Sense was originally published on January 10, 1776; the pamphlet is famous as one of the most influential essays in history, credited with convincing large portions of the American colonies that independence from Great Britain was necessary. Without Paine’s work, the American Revolution as we know it may not have happened.

Common Sense’s first printing consisted of 1000 copies, with profits to be split evenly between the author and publisher. By January 20 Bell was advertising a “new edition” in press, which likely means that the first printing had already sold out.

Bell published his unauthorized “second edition” (really just a reprint of the first edition) on January 27. Paine meanwhile contracted with printers Thomas and William Bradford to publish, at the author’s expense, a “new edition” with “large and interesting additions by the author” and a response to Quaker objections to a military rebellion. The Bradford edition was published in February and sold for half the price (one shilling) of Bell’s.

Undeterred, Bell produced a third edition that not only pirated the additional materials from the Bradford edition, but also included a section called “Large Additions to Common Sense,” which reprinted several pieces by other authors. Paine was predictably incensed by this and published another denunciation in the Post, to which Bell then responded in kind.

Despite – or more likely, because of – this feud, copies of Common Sense continued to sell briskly in Philadelphia.

Paine often gets credit for more or less single-handedly galvanizing the reluctant colonists to commit to the war of independence. As one historian puts it “Common Sense swept the country [sic] like a prairie fire,” and “as a direct result of this overwhelming distribution, the Declaration of Independence was unanimously ratified on July 4, 1776.

This may be overstating the case a bit. Paine’s pamphlet was certainly popular and influential in revolutionary America, but the real story of Common Sense‘s creation, dissemination, and reception is less straightforward – and perhaps more interesting – than the myth. (Mulderon)

There were many loyalist rebuttals of Common Sense. One of the earliest and best known is Plain Truth: Addressed to the Inhabitants of North America, written by Maryland planter James Chalmers under the generic pseudonym Candidus.

Paine’s follow-up to Common Sense was a series of pamphlets called The American Crisis. General George Washington had the first pamphlet read to his troops at Washington’s Crossing in late 1776 to convince them to extend their enlistments so he could attack Trenton.

“These are the times that try men’s souls: The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. Tyranny, like Hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph,” said Paine.

In his later years, Paine would become a controversial figure because of his writings on religion and his role in the French revolution. President Thomas Jefferson had permitted Paine to return from France in his final years and wrote about the author in 1821.

“Paine wrote for a country which permitted him to push his reasoning to whatever length it would go … no writer has exceeded Paine in ease and familiarity of style; in perspicuity of expression, happiness of elucidation, and in simple and unassuming language.”

“[I]n this he may be compared with Dr Franklin: and indeed his Common sense was, for a while, believed to have been written by Dr Franklin, and published under the borrowed name of Paine, who had come over with him from England.” (National Archives)

Click the following links to general summaries about Common Sense:

Click to access Thomas-Paines-‘Common-Sense-SAR-RT.pdf

Click to access Common-Sense.pdf

January 9, 2026 by Peter T Young Leave a Comment

Molokini

“Uluhina then was called upon,
The navel of the little one was cut,
The afterbirth of the child that was thrown
Into the folds of the rolling surf;
The froth of the heaving sea,
Then was found the loin cloth for the child.
Molokini the island
Is the navel string,
The island is a navel string.” (Fornander)

When Walinuu gave birth to Kahoolawe, Uluhina was called upon to come and cut the navel of the child Kahoolawe, and when he came and had cut the navel he took the placenta and girt it on as a loin cloth.

He then threw it into the sea and Molokini arose formed from the afterbirth of Kahoolawe and the loin cloth of Uluhina, the very name Molokini being a contraction of the words malo and Uluhina. (Fornander)

Molokini erupted about 230,000 years ago (90,000+/-;) it’s a tiny, crescent-shaped island in the ‘Alalakeiki Channel, 3-miles offshore of Haleakala volcano, East Maui.

The volcanic cone rises about 500-feet from the submarine flank of Haleakala to a summit of only 162-feet above sea level. The cone is capped by a 1770-foot crater, although the northern rim is below sea level and the crater is flooded by the sea.

Molokini is similar to cinder cones elsewhere along the southwest rift zone, except that it erupted through water. When magma erupts explosively in shallow water, the liquid water heats, expands rapidly, and changes to steam, adding to the eruptive force.

The extra force shatters the extruded lava, which exposes more hot material–and hence more steam and more force as the eruption grows. Near-shore eruptions are some of the most dangerous that Hawaiian volcanoes can produce.

Shallow marine eruptions have two consequences for the appearance of the resulting cone. The first is grain size (marine eruptions leads to finer-grained deposits;) the second is the abundance of volcanic glass (because the lava fragments are quickly cooled by water before crystals can form.)

Molokini deposits are basanite, a type of basalt with fairly low amounts of silicon and high concentrations of sodium and potassium. (USGS)

The shallow inner cove is the crater’s submerged floor. Black coral was once found in abundance in the deeper waters around Molokini, but was harvested extensively. (Harvesting is now restricted, and small colonies can be found on the islet’s back wall.)

There is no sand beach on Molokini. The cove area slopes off from the shoreline to a depth of about 100 feet before dropping off. The bottom consists of sand patches, coral and basaltic boulders

A shallow reef in less than thirty feet of water extends from the shoreline northward at the islet’s northwestern point. It is a very popular snorkeling area with tour boats packing people in.

It is part of a Marine Life Conservation District (MLCD.) The diversity of fishes and other marine life within the MLCD is among the most impressive in the state. Even humpback whales have been known to enter the cove. (DLNR-DAR)

Molokini was part of prior military training; in 2006 & 2007, a 250-pound bomb, a 105mm projectile and a 5-inch rocket were found during surface surveys by the Navy.

January 8, 2026 by Peter T Young 1 Comment

Russell Hubbard

Russell Hubbard was born in Hamden (then part of New Haven,) Connecticut on October 18, 1784, the eldest son of Deacon and General John and Martha Hubbard, of Hamden, Connecticut (and grandson of the Rev. John Hubbard of Meriden.)

He is said to have studied for the ministry after graduation from Yale, but a fondness for travel drove him abroad. (Dexter, Yale)

Hubbard had gone to sea following his graduation in 1806, hoping that a change of air and climate could resolve some unspecific health concerns.

In 1807, Hubbard, aboard the Triumph (Captained by Caleb Brintnall) anchored in Kealakekua Bay. There, ʻŌpūkahaʻia, a Hawaiian who had recently lost his parents in the island war that was waging, was contemplating his future.

“For some time I began to think about leaving that country, to go to some other part of the world. I did not care where I shall go to. I thought to myself that if I should get away, and go to some other country, probably I may find some comfort, more than to live there, without father and mother.”

“About this time there was a ship come from New York; – Captain Brintnall the master of the ship. As soon as it got into the harbour, in the very place where I lived, I thought of no more but to take the best chance I had, and if the captain have no objection, to take me as one of his own servants and to obey his word.”

“After supper the captain made some inquiry to see if we were willing to come to America; and soon I made a motion with my head that I was willing to go. This man was very agreeable, and his kindness was much delighted in my heart, as if I was his own son, and he was my own father. Thus I still continue thankful for his kindness towards me.”

“My parting with them (grandmother, aunt & uncle) was disagreeable to them and to me, but I was willing to leave all my relations, friends and acquaintance; expected to see them no more in this world.”

“We set out on our journey …” (ʻŌpūkahaʻia)

“Among these men I found a very desirable young man, by name Russell Hubbard, a son of Gen H of New Haven. This Mr Hubbard was a member of Yale College.”

“He was a friend of Christ. Christ was with him when I saw him, but I knew it not. ‘Happy is the man that put his trust in God!’ Mr Hubbard was very kind to me on our passage, and taught me the letters in English spelling-book.” (ʻŌpūkahaʻia)

After travelling to the American North West, then to China, they landed in New York in 1809. They continued to New Haven, Connecticut. ʻŌpūkahaʻia was eager to study and learn – seeking to be a student at Yale.

“In this place I become acquainted with many students belonging to the College. By these pious students I was told more about God than what I had heard before … Many times I wished to hear more about God, but find no body to interpret it to me.”

“I attended many meetings on the sabbath, but find difficulty to understand the minister. I could understand or speak, but very little of the English language.” (ʻŌpūkahaʻia)

ʻŌpūkahaʻia “was sitting on the steps of a Yale building, weeping. A solicitous student stopped to inquire what was wrong, and Obookiah (the spelling of his name, based on its sound) said, ‘No one will give me learning.’”

The student was Edwin Dwight, distant cousin of the college president. “(W)hen the question was put him, ‘Do you wish to learn?’ his countenance began to brighten and … he served it with eagerness.” (Haley)

ʻŌpūkahaʻia latched upon the Christian religion, converted to Christianity in 1815 and in 1817 became the first student at the Foreign Mission School established at Cornwall, by the American Board of Commissioners for Foreign Missions.

Unfortunately, ʻŌpūkahaʻia died in 1818. A story of his life was written (“Memoirs of Henry Obookiah”.) This book was put together by Edwin Dwight (after ʻŌpūkahaʻia died.) It was an edited collection of ʻŌpūkahaʻia’s letters and journals/diaries. This book inspired the New England missionaries to volunteer to carry his message to the Sandwich Islands (Hawaiʻi.)

ʻŌpūkahaʻia is also associated with another book. It is believed ʻŌpūkahaʻia classmates (and future missionaries,) Samuel Ruggles and James Ely, after ʻŌpūkahaʻia’s death, went over his papers and began to prepare material on the Hawaiian language to be taken to Hawaiʻi and used in missionary work.

The work was written by Ruggles and assembled into a book – by Herman Daggett, principal of the Foreign Mission School – and credit for the work goes to ʻŌpūkahaʻia.

Just as Russell Hubbard used an English spelling book to start ʻŌpūkahaʻia with his studies aboard the Triumph, ʻŌpūkahaʻia’s “work served as the basis for the foreign language materials prepared by American and Hawaiian students at the Foreign Mission School in Cornwall, Connecticut, in the months prior to the departure of the first company of missionaries to Hawai’i in October 1819.” (Rumford)

In his journal, ʻŌpūkahaʻia first mentions grammar in his account of the summer of 1813: “A part of the time (I) was trying to translate a few verses of the Scriptures into my own language, and in making a kind of spelling-book, taking the English alphabet and giving different names and different sounds. I spent time in making a kind of spelling-book, dictionary, grammar.” (Schutz)

But his spelling was unique …

References to Webster’s ‘Spelling’ book appear in the accounts by folks at the New England mission school. As you know, English letters have different sounds for the same letter. For instance, the letter “a” has a different sound when used in words like: late, hall and father.

Noah Webster devised a method to help differentiate between the sounds and assigned numbers to various letter sounds – and used these in his Speller. (Webster did not substitute the numbers corresponding to a letter’s sound into words in his spelling or dictionary book; it was used as an explanation of the difference in the sounds of letters.)

The following is a chart for some of the letters related to the numbers assigned, depending on the sound they represent.

Long Vowels in English (Webster)
..1…..2…..3……4…….5……6……..7…….8
..a…..a…..a……e…….i…….o……..o…….u
late, ask, hall, here, sight, note, move, truth

It seems ʻŌpūkahaʻia used Noah Webster’s Speller in his writings and substituted the numbers assigned to the various sounds and incorporated them into the words of his grammar book (essentially putting the corresponding number into the spelling of the word.)

Some believe this manuscript is the first grammar book on the Hawaiian language. However, when reading the document, many of the words are not recognizable. Here’s a sampling of a few of the words: 3-o-le; k3-n3-k3; l8-n3 and; 8-8-k8.

“Once we know how the vowel letters and numbers were used, ʻŌpūkahaʻia’s short grammar becomes more than just a curiosity; it is a serious work that is probably the first example of the Hawaiian language recorded in a systematic way. Its alphabet is a good deal more consistent than those used by any of the explorers who attempted to record Hawaiian words.” (Schutz)

Using ʻŌpūkahaʻia’s odd-looking words mentioned above, we can decipher what they represent by substituting the code and pronounce the words accordingly (for the “3,” substitute with “a”(that sounds like “hall”) and replace the “8” with “u,” (that sounds like “truth”) – so, 3-o-le transforms to ʻaʻole (no;) k3-n3-k3 transforms to kanaka (man;); l8-n3 transforms to luna (upper) and 8-8-k8 transforms to ʻuʻuku (small.)

“It might be said that the first formal writing system for the Hawaiian language, meaning alphabet, spelling rules and grammar, was created in Connecticut by a Hawaiian named Henry ʻŌpūkahaʻia. He began work as early as 1814 and left much unfinished at his death in 1818.” (Rumford)

I encourage you to review the images in the folder; I had the opportunity to review and photograph the several pages of ʻŌpūkahaʻia’s grammar book. (Special thanks to the Hawaiian Mission Houses Historic Site and Archives and the Hawaiian Historical Society.)

Back to Russell Hubbard, who first taught ʻŌpūkahaʻia the letters … “in November or December, 1810, in his 27th year, (he was) lost at sea, with his next younger brother, on board the brig Triton, on a voyage from New Haven to the West Indies.” (Dexter, Yale)

January 7, 2026 by Peter T Young Leave a Comment

Kaʻau

“Go hence to your father,
‘Tis there you find line and hook.
This is the hook-‘Made fast to the heavens’
‘Manaia-ka-lani’ – ‘tis called.
When the hook catches land
It brings the old seas together.
Bring hither the large Alae,
The bird of Hina.”

(Queen Liliʻuokalani, in a translation of the Kumulipo, Hawaiʻi’s creation chant, speaks of Hina’s advice to her son Maui.)

The demi-god Maui is the subject of extraordinary stories throughout Polynesia. In many of the accounts he is a mischievous trickster, stealing the secret of fire and helping his mother to dry kapa by lassoing the sun to slow its progression across the sky. (Bishop Museum)

“The most audacious terrestrial undertaking of the demigod Maui was his attempt to rearrange the Islands of the group and assemble them into one solid mass.”

“Having chosen his station at Kaʻena Point, the western extremity of Oʻahu, from which the island of Kauai is clearly visible on a bright day, he cast his wonderful hook, Mana-ia-ka-Iani, far out into the ocean that it might engage itself in the foundations of Kauai.”

“When he felt that it had taken a good hold, he gave a mighty tug at the line. A huge boulder, the Pōhaku O Kauai, fell at his feet.”

“The mystic hook, having freed itself from the entanglement, dropped into Pālolo Valley and hollowed out the crater, that is its grave.” (Manaiakalani, therefore, formed Kaʻau Crater.)

“This failure to move the whole mass of the island argues no engineering miscalculation on Māui’s part. It was due to the underhand working of spiritual forces.”

“Had Maui been more polite, more observant of spiritual etiquette, more diplomatic in his dealings with the heavenly powers, his ambitious plans would, no doubt, have met with better success.” (Emerson)

Another story of Kaʻau relates to how Helumoa at Waikiki got its name. It involves Kakuhihewa, Maʻilikukahi’s descendent six generations later, ruling chief of O‘ahu from 1640 to 1660 (Maʻilikukahi is honored as the first great Chief of O‘ahu and legends tell of his wise, firm, judicious government.)

It is said that the supernatural chicken, Kaʻauhelemoa one day flew down from his home in Kaʻau Crater in Pālolo and landed at Helumoa.

Furiously scratching into the earth, the impressive rooster then vanished. Kākuhihewa took this as an omen and planted niu (coconuts) at that very spot.

Helumoa (meaning “chicken scratch”) was the name he bestowed on that niu planting that would multiply into a grove of reportedly 10,000-coconut trees.

This is the same coconut grove that would later be called the King’s Grove, or the Royal Grove, and would be cited in numerous historical accounts for its pleasantness and lush surroundings.

Kamehameha and his warriors camped near there, when they began their conquest of O‘ahu in 1795. Later, he would return and build a Western style stone house for himself, as well as residences for his wives and retainers in an area known as Pua‘ali‘ili‘i.

Kamehameha I resided at Helumoa periodically from 1795 to 1809. He ended Waikīkī’s nearly 400-year reign as O‘ahu’s capital when he moved the royal headquarters to Honolulu (known then as Kou) in 1808 (to Pākākā.)

Here’s a little geological background on Kaʻau Crater …

The Hawaiian Islands were formed as the Pacific Plate moved westward over a geologic hot spot. Oʻahu is dominated by two large shield volcanoes, Waiʻanae and Koʻolau that range in age from two to four-million years old.

The younger volcanic craters formed after Oʻahu had moved well off the hot spot and the main shield volcanoes had gone dormant for at least two-million years.

Somewhat more than half of the craters of southeast Oʻahu are arranged in linear groups, those dominated by the craters Tantalus, Diamond Head and Koko Crater. In the Diamond Head group is the main Diamond Head vent, Kaimuki crater and Mauʻumae crater. Kaʻau is an extension of this line of craters up into the Koʻolau range.

The Koko group crater line extends for a distance of about six miles, through the Koko Crater vent and from Mānana Island to Koko Head. It includes no less than fourteen separate vents and dikes, of which most are distant from a straight line but a few yards. (Bishop Museum)

“The Kaʻau tuff and basalt flows were erupted during a high stand of the sea (probably during plus 95-foot (Kaʻena) stand of sea)” (about 1-million years ago – a ‘youthful’ volcanic outburst.) (USGS)

Rising magma encountered groundwater and generated steam explosions. Kaʻau crater was probably blasted out by the explosions. Its walls are Koʻolau basalt, overlain by tuff and mudflow debris.

Toward the end of the eruption, lava rose in Kaʻau crater, probably forming a lava lake. Slight recession of the lava in the crater at the end of the eruption left a poorly drained hollow forming a swamp that sometimes contains an open pond. (Volcanoes in the Sea)

(Kaʻau Crater is reached from the end of the Pālolo valley. The trail (muddy and wet) is a closed trail and is not open to the public – news reports note people are repeatedly rescued from there and a couple people recently died on the trail (portions of the trail involve ascending the waterfalls along the way.)