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March 12, 2022 by Peter T Young 2 Comments

Hawaiʻi Preparatory Academy

Marines and Sailors trained for what has been referred to as the toughest marine offensive of WWII. 1,300 miles northeast of Guadalcanal, the Japanese had constructed a centralized stronghold force in a 20-island group called Tarawa in the Gilbert Islands.

The Marines would reconstitute at Camp Tarawa at Waimea, on the Island of Hawaiʻi.  Originally an Army camp named Camp Waimea, when the population in town was about 400, it became the largest Marine training facility in the Pacific following the battle of Tarawa.

Huge tent cities were built on Parker Ranch land; the public school and the hotel across the road from it were turned into a 400-bed hospital. At first the school children attended classes in garages and on lanais, but by fall of 1944, Waimea School was housed in new buildings built by Seabees on the property behind St. James’ church.

Over 50,000-servicemen trained there between 1942 and 1945; it closed in November 1945. The new roads, reservoirs and buildings were left to the town. The public school children returned to Waimea School, and the buildings behind St. James’ stood empty … but not for long.

At the end of World War II, the Right Reverend Harry S Kennedy arrived. He was a builder of congregations and of schools, and when he saw the empty buildings at St. James’, he immediately saw possibilities.

March 12, 1949, Bishop Kennedy and a group of local businessmen turned the buildings into a church-sponsored boarding school for boys, Hawaiʻi Episcopal Academy.  The Episcopal priest was both headmaster of the school and vicar of St. James’ Mission.

The early school struggled with facilities and financing. A turning point came in 1954, when James Monroe Taylor left Choate School in Connecticut to become HPA headmaster.

Three years later, substantial financial pledges came in and the church surrendered its direction to a new governing board. The school was then independently incorporated and the name changed to Hawai‘i Preparatory Academy.

In January 1958, the board of governors purchased 55-acres of land in the foothills mauka of the Kawaihae-Kohala junction and announced plans to build a campus there. Within a year, two dorms opened on the new campus and another was cut and moved from the town campus.

Old Air Force buses driven by faculty members made daily runs between the new campus, where boarders ate and slept, and the old campus, where classes were held. The last class to graduate on the town campus was the Class of 1959.

Honolulu architect Vladimir N Ossipoff was retained to design the campus buildings – five classroom buildings, two residence halls, a chapel, a library, an administration building and a dining commons.

In 1976, HPA acquired the buildings of the former Waimea Village Inn in town. Growing out of the “Little School” founded in 1958 by Mrs T to accommodate children of HPA faculty in the lower grades, the Village Campus today houses HPA’s Lower and Middle Schools, encompassing kindergarten through eighth grade.

In the 1980s, 30-acres of Parker Ranch land were added to the Upper Campus. Besides the Village Campus, the school added the Institute for English Studies and a campus in Kailua-Kona for grades K-5. (The Kona campus became the independent Hualālai Academy, but it closed effective May 30, 2014.)

Building projects expanding the HPA facilities included Atherton House, the headmaster’s residence, Gates Performing Arts Center, Dowsett Pool, Gerry Clark Art Center, Davenport Music Center, Kō Kākou Student Union, faculty housing and the Energy Lab.

Starting with five boarding students in a World War II building, today, there are 600 students (approximate annual enrollment) – 200 in Lower and Middle Schools (100% day students) – 400 in Upper School (50% day, 50% boarding) ; Boarding students: 60% U.S., 40% international.

HPA is fully accredited by the Western Association of Schools and Colleges and is a member of 12 educational organizations including the Council for the Advancement and Support of Education, College Entrance Examination Board, Council for Spiritual and Ethical Education, Cum Laude Society, National Association of College Admission Counselors, Hawaii Association of Independent Schools, and National Association of Independent Schools.  (Information here from HPA and St James.)

I am one of the fortunate boys-turned-to-young-men under the leadership and guidance of headmaster Jim Taylor.

© 2022 Hoʻokuleana LLC

Filed Under: Schools Tagged With: Hawaii Preparatory Academy, Kohala, James Taylor, HPA, South Kohala, Hawaii, Hawaii Island, Waimea

March 10, 2022 by Peter T Young 1 Comment

“Build me a house like that”

Princess Ruth wrote to Lot Kamehameha and asked that he “fence the lot at Kaakopua with boards and to put up a gate large enough for carriages to enter”, as well as “furnish lumber for a house”.  (Zambucka)

“The two storied wooden frame residence of Emma St. of Princess Ruth was destroyed by fire during the absence in Hawaiʻi.  A valuable wardrobe, mementos of chief families, jewelry etc. was lost.”  (Honolulu Advertiser, October 18, 1873; Zambucka)

Having lost her house, Princess Ruth Luka Keanolani Kauanahoahoa Keʻelikōlani sought to rebuild.  The area where the home was located was known as Kaʻakopua.

“It is said … that in looking over various plans for the construction of a mansion on Emma Street, she was particularly struck with those of a normal school building in the States.”  (Hawaiian Gazette, October 1, 1895)

“Drawing those plans from among many others she said in her imperious manner to the architect standing nearby, ‘Build me a house like that.’”    (Hawaiian Gazette, October 1, 1895)  Thus began the construction of a home; she named it Keōua Hale.

The main architect behind new structure was Charles J. Hardy, an American from Chicago, employed at the Enterprise Planing Mill in Honolulu. The gaslit interior of the mansion was celebrated for its ornate plaster work and frescoes.  It was the most expansive residence of the time; it was larger than ʻIolani Palace.

The house was completed in 1883; however, Princess Ruth Keʻelikōlani never lived in the palace. She became ill immediately after the house warming and birthday luau.

She returned to Huliheʻe, her Kailua-Kona residence, where they believed she would more quickly regain her health.  On May 24, 1883, Keʻelikōlani died at the age of fifty-seven, in her traditional grass home in Kailua-Kona.

At her death, Keʻelikōlani’s will stated that she “give and bequeath forever to my beloved younger sister (cousin), Bernice Pauahi Bishop, all of my property, the real property and personal property from Hawaiʻi to Kauaʻi, all of said property to be hers.” (about 353,000 acres, which established the land-base endowment for Pauahi’s subsequent formation of Kamehameha Schools.)

The palace was inherited by Princess Bernice Pauahi Bishop; she and her husband, Charles Reed Bishop lived in house.  Pauahi passed away in the house a year later (October 16, 1884.) “(F)rom the hour of her death until the morning of her funeral, it rained continuously, until, at the appointed time the heavens cleared, and the sun shone brightly”.  (KSBE)

In her will, Pauahi initially intended to devise Kaʻakopua to Queen Emma.  However, in her later codicils (amendments,) Pauahi devised “the Ili of “Kaʻakopua”, extending from Emma to Fort Street and also all kuleanas in the same, and everything appurtenant to said premises” to her husband, “to hold for his life, remainder to my trustees.”  (KSBE)

On April 9 1885, the first meeting of the Bernice Pauahi Bishop Trust Board of Trustees was held at Keōua Hale 21 Emma Street with Bishop chosen chairman for the evening.  (KSBE)

But the house was not destined to be the home for Kamehameha Schools.  Rather, it had the honor of serving as the campus of the first public high school in Honolulu.

“The Board of Education used every means in its power to obtain the building” (Hawaiian Gazette, October 1, 1895)  “(D)uring talks to make the house into a school, there soon were people approving and praise this conversion into a high school. The Board of Education immediately sought to obtain the house, and were fortunate to get it at a fair price ($600,000.)”  (Kuokoa, October 12, 1895)

However, the idea of the purchase was not without its detractors.

“The stupidity of the Board of Education has been made clear. The Legislature has not approved the money to purchase Kaʻakopua and Keōua Hale. This is a huge sum of money, and it is better if they purchased some other land and built buildings for the high school, and not that beautiful house which will cost a lot to clean it up, as a place for a few people to live haughtily and snobbily off the money of the Government. It is true!”  (Makaʻāinana, 8/12/1895)

The DOE purchased the property from the Bishop Estate on June 27, 1895.  (DOE, Star Advertiser)  “(E)verything (moved) forward, expeditious preparations (were) made to begin school soon, when regular school starts. The nation is proud to obtain this schoolhouse to enroll and teach children in higher learning than that taught at the other schools which teach general knowledge.”  (Kuokoa, October 12, 1895)

So began Kula Kiekie o Honolulu (Honolulu High School.)

“The instructors of this school are, Prof. M. M. Scott, principal; J. Lightfoot, teacher of Mathematics and Latin; Miss Brewer and Miss Needham, grammar teachers; Miss Beckwith, art teacher; and Miss Tucker, a teacher of singing.”  (Kuokoa, October 12, 1895)

“This institution has been developing satisfactorily during the period under review. It is not accredited at any of the universities of America, and in my opinion it is not desirable that it be so accredited. The plan of leaving each of our graduates to enter college or fail to do so on his own merits, as recent experience indicates, will produce results creditable to all concerned.”

“Besides, the preparation of candidates for college entrance examinations is but a small part of the work of a high school in Honolulu. The course of study should be such as will fit for life, and the matter of fitting for college should be relegated to its own subordinate place.”

“The Honolulu High School is especially adapted to the needs of those who speak the English language as a mother tongue and to no others. It accommodates but passably a few of the exceptionally bright pupils of the much larger class who have the language to learn after entering school. Taking into account the number of English speaking persons in Honolulu, it will be observed that the high school is of very creditable size.”  (Report of the Minister of Public Instruction, 1899)

In 1907, Honolulu High School moved out of Keōua Hale to the corner of Beretania and Victoria Streets. The school’s name was then changed to President William McKinley High School, after President William McKinley, whose influence brought about the annexation of the Hawaiian Islands to the United States.

The educational needs of Honolulu exceeded the space of Princess Ruth’s palace for several reasons. In 1920, a report was published on the survey of schools conducted by the Bureau of Education of the Federal Department of the Interior.

The report noted that typical middle class families in America were sending their children to public secondary schools, but in Hawaii, public schools were so few and geographically isolated, that many had to go to private schools or were forced to drop out.

Therefore, the commission recommended the establishment of secondary or junior high schools which should offer more academic and vocational choices to feed various high schools. And Hawaii, at this time, tried very hard to be American. (NPS)

Later, at Kaʻakopua, new school buildings replaced Keōua Hale.  Upon its official opening in 1927, the Advertiser news article described the layout which has remained relatively intact:

“Entering the main portal of the new plant, the visitor finds the principal’s office at the left and teachers’ room at the right. … Four large classrooms flank the main corridor and behind them are the kitchen and the dining pavilions. …”

“There are 11 classrooms in the old wing and in the new wing there are six classrooms on the main floor and seven on the second story. … The 31 classroom building had room for 1,500 pupils.”  (NPS)

Though called Central Middle School, as you drive down South Kukui Street (between Queen Emma Street and Nuʻuanu Pali Highway) the name “Keʻelikōlani School” is noted on the building.

DOE suggests the school there was never called that.  (Unfortunately, DOE records were lost in a fire.)  However, a July 2, 1917 Star Bulletin article notes Pedro Augusta as the Keʻelikōlani School janitor (no other school was named Keʻelikōlani.)

In October of 1994 the buildings of Central Intermediate were placed on the Hawaiʻi Register of Historic Places. The school continues to honor Princess Ruth’s generosity in providing a location for their school by celebrating her birthday February 9 of each year.  (Central Middle School)

In September 2021, the Hawaiʻi State Board of Education (BOE) approved the restoration of Central Middle School to its former name honoring Princess Ruth Keanolani Kanāhoahoa Keʻelikōlani. The change was effective immediately. Princess Ruth Keʻelikōlani Middle School currently serves 336 students in grades six through eight.

© 2022 Hoʻokuleana LLC

Filed Under: Ali'i / Chiefs / Governance, Place Names, Schools Tagged With: Downtown Honolulu, Princess Ruth, McKinley High School, Honolulu High School, Keoua Hale, Princess Ruth Keelikolani, Hawaii, Oahu

March 9, 2022 by Peter T Young 1 Comment

Crew

The canoe was a principal means of travel in ancient Hawaiʻi.  Canoes were used for inter-village coastal and interisland travel, while trails within the ahupuaʻa provided access between the uplands and the coast.

The ancient Hawaiians also participated in canoe racing. When they wished to indulge this passion (including betting on the races,) people selected a strong crew of men to pull their racing canoes.

If the canoe was of the kind called the kioloa (a sharp and narrow canoe, made expressly for racing) there might be only one man to paddle it, but if it was a large canoe, there might be two, three or a large number of paddlers, according to the size of the canoe.

“The racing canoes paddled far out to sea – some, however, stayed close to the land (to act as judges, or merely perhaps as spectators), and then they pulled for the land, and if they touched the beach at the same time it was a dead heat; but if a canoe reached the shore first it was the victor, and great would be the exultation of the men who won, and the sorrow of those who lost their property.” (Malo)

Today, canoe racing continues.  “Canoe paddling is one of the things that our ancestors did, and a lot of people look at it as something they can do that is truly Hawaiian,” says Oʻahu Hawaiian Canoe Racing Association president Luana Froiseth.

During races, canoes are manned by six paddlers at a time, each with a specific duty. Practices are designed for the novice paddler to understand the fundamentals of paddle form and stroke cadence.  Races seasons include sprint and long distance. (Honolulu)

But this story is not about paddling; this is about rowing.

Here, a handful of Hawaiʻi high schoolers had hopes of representing Hawaiʻi and the US in the 1964 Olympic Games in Tokyo, Japan.

Their boat (called a ‘shell’) was long, narrow and broadly semi-circular in cross-section in order to reduce drag to a minimum. In the rear is the coxswain (cox,) and ahead of him are four sweep rowers (different races have different numbers in the crew.)

The sweep rower sits facing toward the stern; each rower has one oar fixed in an oarlock, held with both hands (as opposed to sculling where each rower has two oars (or sculls,) one in each hand.)

In sweep or sweep-oar rowing, each rower is referred to either as port or starboard, depending on which side of the boat the rower’s oar extends to; sometimes the port side is referred to as stroke side and the starboard side as bow side.

Back in the 1960s, four Hawaiʻi high schools — ʻIolani, Punahou, Kaimuki and McKinley — had crew teams. The expense of the shell, lack of coaches and other obstacles deterred most schools from rowing. (Today, no Hawaii high school offers crew as a competitive sport.)  (ʻIolani)

The ʻIolani Red Raiders (today it’s just Raiders) captured the ILH rowing crown in both heavy- and lightweight divisions for four consecutive years (1962 to 1965.)

Once, ʻIolani practiced with a visiting team from New Zealand, which had stopped in Hawaiʻi on its way to the Royal Henley Regatta in England. The New Zealanders were humbled after ʻIolani beat them soundly in some practice races.

New Zealand was so shaken by their defeat they considered abandoning Henley and returning home. But they journeyed on to England and won the four-oared event, spreading the word about those boys in Hawaii. (ʻIolani)

Then, the fateful day …

ʻIolani received an official invitation to compete in the 1964 Olympic Trials and was encouraged to participate.  The event was held at Orchard Beach Lagoon, adjacent to the New York Athletic Club boathouse.

Their shell was badly handled during shipping and arrived in poor shape. In addition, the crew also arrived with problems.

Several contracted upper respiratory infections immediately upon arrival.  They had to slack off on their training to give the crew a chance to recover and the boat repairs a chance to set. (It is hard to row and bail!) Things were not looking good.  (Rizzuto)

“To reach the finals, we had to win a trial race (known in rowing as a “repechage.”) To do that, we had to beat the New York Athletic Club and the Penn Athletic Club. Those were all former college oarsmen and several had competed in the Olympics in the past. One of the boats was stroked by a former Olympic gold medalist.” (Rizzuto)

“Needless to say, we made it to the finals after a very hard-fought race.”  (Rizzuto)

Rowing for ʻIolani and representing Hawaiʻi were: Bow Oar – Ric Vogelsang ’64; Number 2 Oar – David Mather; Number 3 Oar – Donald MacKay ’64; Stroke – Charles Frazer ’64; Coxswain Ronald Reynolds ’64 and Alternates Bruce Facer ’64 and John Leeper ’65.  (ʻIolani)

“We stayed competitive in the finals for the first mile. With a quarter mile to go, all of the outside crews ran into eddies and back currents and it was like hitting a wall. Lanes three and four jumped way out in front and the rest of us were left to battle for respect.”  (Rizzuto)

Their coach was Jim Rizzuto, member of the varsity crew at Rutgers University from 1957 to 1960. (He later taught at Hawaiʻi Preparatory Academy and was one of my Math teachers, there.)

ʻIolani became the first high school crew to reach the finals in US Olympic Rowing competition. ʻIolani failed to win the Olympic berth, finishing sixth with a time of 6:55.4 in the Trials finals, which were won by Harvard, perennial powerhouse in crew, in 6:30.5.  (ʻIolani)

Here’s a link to the 1964 Olympic Eights Trials (not ʻIolani and not their crew size – but a race in the same place at the same time:)
http://www.youtube.com/watch?v=RpdOP-k6PUU

In 1986 the State of Hawaiʻi designated outrigger canoe paddling as the State’s official team sport.  Outrigger canoe paddling became a State-sanctioned high school sport in 2002.

© 2022 Hoʻokuleana LLC

 

Filed Under: General, Schools Tagged With: Olympics, Hawaii, Oahu, Ala Wai, Crew

March 8, 2022 by Peter T Young 1 Comment

Hawaiʻi Population Distribution 1853

In 1853, thirty-three years after the first missionaries landed, a census of the islands was taken by the Government with the help of the American Board of Commissioners for Foreign Missions (ABCFM) – the first year for which a census report of the islands by districts is available.

In interpreting the distribution of population in 1853, keep in mind that Hawaiian culture of that year included characteristics not originally Hawaiian. During the seventy-four years which had elapsed since ‘Contact’ was made, interactions with foreigners were frequent and trade and commerce were actively carried on.

Thousands of natives were killed by disease. In 1848 and 1849 epidemics of measles, whooping cough and influenza occurred. Likewise, Hawaiians were leaving and worked on whaling ships.

The distribution of population in the census districts in 1853 is indicated by the awards of land made by the Board of Land Commissioners formed by King Kamehameha III about the time of the “Great Māhele.”

For the first time the common people, formerly tenants of the chiefs, received title to small holdings, known as kuleana. The land commission awarded titles to kuleana involving the hearing and taking of testimony in connection with nearly 12,000-individual claims.

The number of people in a district and their distribution was closely related to the food supply of the area, which was obtained principally from planted crops and fish, supplemented by hogs and in a small way by other animals.

Although sandalwood, whaling and the beginning of sugar and other agriculture formed the foundations of an economy, life was maintained largely by traditional means of subsistence agriculture and fishing.

With people heading to California during the gold-rush of 1849, the lack of sufficient supplies, and the isolation of California from other food-producing areas on the continent gave people in the Hawaiian Islands an opportunity for a while to supply the growing market there.

Since agricultural produce from Hawaiʻi could be marketed in California directly by boat, and therefore cheaper than by overland routes of that time, the use of arable land in the islands was stimulated.

In 1853, there were 73,138 people in the Hawaiian Islands of whom 71,019 were Polynesians, and 2,119 were classed as “foreigners.”

Following is the head count in Hawaiʻi – in addition, maps are included that graphically display the population distribution to the various districts and portions of each island.

Niʻihau had a population of 790-people. The distribution of people as shown on the population map is based on a map of Niʻihau made by a man named Wilcox between 1850 and 1855, depicting groups of houses.

In 1853 there were 6,981-people on the Island of Kauai. The population was concentrated chiefly on the lower flood plains and delta plains of rivers where wet land taro was raised on the rich alluvial soil.

Nearly half of the population of Oʻahu was concentrated in the City of Honolulu and on the adjoining coastal plain. In the city and vicinity there were between 7,000 and 8,000-people; nearly 1,200 of these were foreigners.

Honolulu was an important center of trade and commerce chiefly in connection with the whaling industry. In 1852 as many as 585 vessels called at the port. “The settled portion of the city was then substantially limited by the present Alapaʻi and River Streets, and mauka at School Street.”

Nearly all the remaining population of Oʻahu was scattered around Pearl Harbor, along the east coast of the island, and at Waialua near the center of the north coast.

Molokai had a population of 3,607. The outstanding characteristic of the distribution and density of people was the concentration along the eastern third of the south coast.

The population of Maui was 17,574. Nearly all the people were scattered around the shores of the island and on each side of the isthmus.

The largest settlement on the island was at Lāhainā, the port of which had advantages in that the roadstead was accessible “at any season of the year, … at any hour of the day or night,” and a pilot was not needed to enter it or leave it. In the spring of 1853 seventy whaling ships called at the port. The town of Lāhainā extended for two miles along the shore.

The population of Lanaʻi in 1853 was 600, all of whom were Polynesians. On the east coast of the island it was possible to raise wet land taro in a small area in the upper part of Maunalei Gulch …

… where the higher land, intercepting the trade winds, caused sufficient precipitation for a small stream of water throughout the year. Hawaiians who lived on the central part of the east coast climbed the highlands to plant their taro patches.

Kahoʻolawe is remarkable by contrast with the other islands in the Hawaiian group. Much of it is a wind-swept plateau devoid of vegetation of any kind. It is not mentioned in the census report of 1853. In 1841 men from the Wilkes’ Exploring Expedition who visited the island found only a few fishermen and fifteen convicts. Kahoʻolawe was used as a place of exile, as late as 1852.

Hawaiʻi, the largest island in the Hawaiian group, had the largest population, 24,450. The most densely-peopled continuous area was along the coasts of North and South Kona.

Dry land taro was an important crop in the Kona districts. Breadfruit, bananas and coconuts grew there, all of which were used for food.

Peas, beans, carrots and cabbages were raised in the vicinity of Kealakekua Bay, near which there was also a “coffee estate,” and between Kealakekua Bay and Kailua “oranges, grapes” and “tall plantains” grew.

For the District of Puna there is an inconsistency between the number of people recorded in the census and the number of land grants which were given after the “Great Māhele.” There were 2,700 people and only nineteen grants. These were large areas and included several ahupuaʻa. Puna was isolated; there was no road into the area until 1898 or 1899.

The eastern, tradewind coast of Hawaiʻi was densely populated. Many streams flowed down the slopes of Mauna Kea into the ocean; near the mouths of which the land was used for irrigated taro.

The distribution and density of people in the Hawaiian Islands in 1853 was closely related to the food supply obtained from agriculture, aquaculture and fishing.

Taro, the most important plant raised for food, was cultivated both by wet land and dry land farming. Other dry land crops were also raised.

Areas where wet land taro was extensively cultivated were more densely populated than areas of dry land farming. Land in the vicinity of fish ponds was densely populated.

Most of the foreign population lived in Honolulu or other ports of call for whalers where they engaged in trade and commerce, although a few carried on pastoral industries or raised crops for export. (Coulter wrote a paper on this subject and it and its images are the basis of this summary.)

© 2022 Hoʻokuleana LLC

Niihau_Population_Distribution-(Coulter)-1853
Kauai_Population_Distribution-(Coulter)-1853
Oahu-Population_Distribution-(Coulter)-1853
Molokai_Population_Distribution-(Coulter)-1853
Maui_Population_Distribution-(Coulter)-1853
Lanai_Population_Distribution-(Coulter)-1853
Hawaii_Island_Population_Distribution-(Coulter)-1853

Filed Under: General, Economy Tagged With: Hawaii, Kauikeaouli, Kamehameha III, 1853

March 7, 2022 by Peter T Young Leave a Comment

Religious Society of Friends, the Quakers

The English Civil Wars (Great Rebellion (1642-1651)) involved fighting on the British Isles between supporters of the monarchy of Charles I (and his son and successor, Charles II) and opposing groups in each of Charles’s kingdoms, including Parliamentarians in England, Covenanters in Scotland, and Confederates in Ireland.  It was a time when many people were interested in radically reshaping religion, politics and society. (Britannica)

The wars were primarily due to disputes between the Crown and Parliament about how England, Scotland and Ireland should be governed. But they also had religious and social dimensions as people sought answers in a time of turmoil. The wars witnessed the creation of the first national standing army, which had important implications for domestic politics. (British National Army Museum)

The first war was settled with Oliver Cromwell’s victory for Parliamentary forces at the 1645 Battle of Naseby. The second phase ended with Charles I’s’ defeat at the Battle of Preston and his subsequent execution in 1649. Charles’ son, Charles II, then formed an army of English and Scottish Royalists, which prompted Cromwell to invade Scotland in 1650.

The following year, Cromwell shattered the remaining Royalist forces and ended the “wars of the three kingdoms.”  Cromwell, a devout Puritan, was particularly intolerant of Catholics and Quakers, though he is also credited by others for helping to lead Great Britain toward a constitutional government.

The Beginning of the Quakers

In the aftermath of the war, in 1647, 23-year-old George Fox was already a discerning critic of his culture. When human counselors could not fill his spiritual void, he turned to Bible reading and prayer, often in the sanctuary of “hollow trees and lonesome places.”

On some of these occasions he received “openings,” e.g., that attending a university does not make a minister, that “the people, not the steeple, is the church,” and that the same Spirit who inspired the Scriptures is their true interpreter.

Fox worked first as a cobbler and then as a partner with a wool and cattle dealer. His integrity brought him commercial success. But the spiritual conflict raged furiously within him until his experience of Christ brought peace. (George Fox University)

One day Fox climbed up desolate Pendle Hill (believed to be a haunt of demons) and saw “a people in white raiment, coming to the Lord.” The vision signified that proclaiming Christ’s power over sin would gather people to the kingdom.

From his spiritual epiphany until 1652, Fox engaged in itinerant ministry, preaching at the close of Puritan meetings, or outdoors before crowds.  (George Fox University)

Historians mark 1652 as the beginning of the Quaker movement.  Zealous young men and women (“the Valiant Sixty”) joined Fox in preaching at fairs, marketplaces, in the fields, in the jails, in the courts, and through the printing press. The Valiant Sixty were a group of early leaders and activists in the Religious Society of Friends (Quakers).

These Quaker missionaries were unusual in their time. Most other preaching was done by well-educated ordained male clergymen, but most of the Valiant Sixty were ordinary farmers and tradesmen, and several of them were women. Although the number of these missionaries is given as 60 the actual number was likely a little higher.

At first these fired-up Christians called themselves “children of the Light,” “publishers of Truth,” or “the camp of the Lord.” (George Fox University)

This was the beginning of the Religious Society of Friends, the Quakers.

Persecution of Quakers in England

Persecution in England was severe and swift.

Fox was thrown down church steps, beaten with sticks and once with a brass-bound Bible! He refused to be intimidated, and his courage and physical stamina gave credibility to a central theme of his preaching: the power through Christ to live a holy life. For such preaching, Fox spent six months in Derby jail. Offered release if he would accept a commission in Cromwell’s army, Fox refused, saying Christ had brought him into the “covenant of peace.” For this he was jailed another six months.

Quakers were jailed frequently during the Society’s first forty years. Some historians estimate that 15,000 had been imprisoned by 1689, when the Act of Toleration finally was passed.

If prison were not enough, Quakers would be whipped publicly or have to endure tongue borings and brandings in the government’s efforts to rid England of this sect.  Mutilation of religious rebels was commonplace in England, including cutting off of body parts.

Quakers Coming to the New World

The Quaker movement originated in England, but soon afterwards, the Quakers found their way to America where they were not at first welcomed. In spite of persecution, however, they stood fast and became firmly established during the last quarter of the century. Around 1700 there were already fifty to sixty thousand Quakers in America and about the same number in England. (Nobel Prize)

In 1656, members of the Religious Society of Friends first arrived in Boston from England. While springing from the same religious turmoil that gave rise to the Separatist movement, the Quakers lack respect for hierarchy and believe in man’s ability to achieve his own salvation. Tenets so contrary to orthodox Puritanism quickly turn most New Englanders against them.

Although they were victims of religious persecution in Europe, the Puritans supported the Old World theory that sanctioned it, the need for uniformity of religion in the state. Once in control in New England, they sought to break “the very neck of Schism and vile opinions.” (LOC)

The first known Quakers to arrive in Boston were two women, Ann Austin and Mary Fisher who landed in the Massachusetts Bay Colony.  Quakers believed in the equality of men and women, and they believed that women had a right to preach.

Shortly after they arrived in Boston, eight more Quakers arrived on a ship from England. This group of eight was imprisoned and beaten. While they were in prison, an edict was passed in Boston that any ship’s captain who carried Quakers into Boston would be fined heavily.

The Puritan establishment forced the captain, who had brought the group of eight Quakers to Boston, to take them back to England, under a bond of £500. (Swathmore College)

To the Puritans of Massachusetts Bay, Quaker teachings were not just heretical but a direct threat to the authority of the magistrates who governed the colony.

Meanwhile, Quakers had also made their way to neighboring Plymouth Colony. Lawmakers there responded by prohibiting the transporting of Quakers into the colony and authorizing punishment for residents who provided shelter to a Quaker or attended a Quaker meeting.

In spite of these harsh measures, two Quakers began teaching in Sandwich; about 18 families joined what became the first Friends’ Meeting in America. As word spread, Sandwich became a gathering place for Quakers. Colonial authorities responded by seizing any vessel that was headed for Sandwich with Quakers aboard.

As the Quaker presence grew, the governors of Massachusetts Bay and Plymouth both took legal steps to prevent Quakers from entering their colonies. Under the Massachusetts Bay charter, the governor had no authority to imprison Quakers.

In late 1656 and 1657, the General Court rectified this situation when it passed a series of laws that outlawed “the cursed sect of heretics commonly called Quakers.”

Captains of ships that brought Quakers to Massachusetts Bay were subject to heavy fines; so was anyone who owned books by Quakers or dared to defend the Quakers’ “devilish opinions.”

As the movement continued to gain adherents, Massachusetts Bay and Plymouth passed even harsher laws. Quakers who persisted in entering the colony were imprisoned, publicly whipped till they bled, and had ears chopped off. Finally, in October of 1658, the Massachusetts General Court passed a law that barred Quakers from the colony “under pain of death.” (MassMoments)

Beginning in 1659 Virginia enacted anti-Quaker laws, including the death penalty for refractory Quakers. Jefferson surmised that “if no capital execution took place here, as did in New England, it was not owing to the moderation of the church, or the spirit of the legislature.”  (Library of Congress)

William Penn’s Colony

William Penn, born in 1644, was the son of a wealthy Admiral in the Royal Navy.  As a young man he joined the Quaker religion, which was illegal since any person who was not a part of the Church of England, the official religion of England, was persecuted as a religious dissenter. This caused Penn to be jailed several times and fight for the right to religious toleration.

After his father’s death, Penn took over the family estate. In May of 1680, Penn petitioned King Charles II for land in the New World.  Persecuted in England for his Quaker faith, Penn wanted to establish a place where people could enjoy freedom of religion.  It was  a “holy experiment” – intended for Quakers but open to everyone. (LOC)

The crown owed William’s late father, Admiral Sir William Penn, for using his own wealth to outfit and feed the British Navy.

Penn approached the King with an offer: Penn would forgive the debt in exchange for land in America. King Charles agreed and granted Penn a Charter on March 4, 1681. Penn wished to call the land “New Wales,” or simply “Sylvania,” Latin for “woods.”

King Charles II insisted that “Penn” precede the word “Sylvania”, in honor of William’s late father to create “Pennsylvania”, or “Penn’s Woods.”

This is where the dream of a colony where Quakers could practice their religion freely became a reality with the founding of Pennsylvania. (Historical Society of Pennsylvania)

By 1690, the population of the colony numbered about 11,500, that of the principal city, Philadelphia, about 2,000.  Ten years later, the colony had close to 18,000 inhabitants, and Philadelphia over 3,000.

The Society of Friends was never established as the official religion of the colony and Quakers were always a minority, although their influence was predominant in both the government and the early society.

Penn’s hope for a “Holy Experiment” – where Pennsylvanians did well economically while doing good morally and religiously – failed to materialize. Landed gentleman investors did not, in general, emigrate, and their investments went badly. The Society of Free Traders was bankrupt within a few years. Penn, himself, never achieved the profits he expected.

The colony was taken away from Penn in 1693 on suspicion of treasonable association with James II, but returned to him in 1695, initiating yet another charter in 1696.

Although Penn lived until 1718, he only spent four years in Pennsylvania (1682-84 and 1699-1701).

He was bedeviled by personal and financial problems and had to remain in England to attempt to resolve them. He actually spent time in debtors prison. (Philadelphia Encyclopedia)

Click the following link to a general summary about the Religious Society of Friends, the Quakers:

https://imagesofoldhawaii.com/wp-content/uploads/Quakers.pdf

© 2022 Hoʻokuleana LLC

Filed Under: Mayflower Summaries Tagged With: Quakers, William Penn, Pennsylvania, Mayflower, Pilgrims, Puritans

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