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August 11, 2019 by Peter T Young 1 Comment

Caste Social Structure

During the period from about AD 1400 to European contact, Hawaiian society underwent a transformation from descent-based (its ancestral Polynesian system) to a state-like society.

The structure that came to characterize Hawaiian society – consisting of a high upper class supported by an underprivileged lower class – was somewhat suggestive of ancient Mediterranean and Asian civilizations, as well as of medieval Europe.

The Hawaiian concept of the universe embodied the interrelationship of the gods, man and nature. The former, although the ultimate controlling influence in this system, granted their direct descendants – the royalty – control over the land, the sea and their resources.

“The condition of the common people was that of subjection to the chiefs, compelled to do their heavy tasks, burdened and oppressed, some even to death. The life of the people was one of patient endurance, of yielding to the chiefs to purchase their favor. The plain man (kanaka) must not complain.” (Malo)

At the time of European contact in 1778, Hawaiian society comprised four levels. People were born into specific social classes; social mobility was not unknown, but it was extremely rare. The Kapu System separated Hawaiian society into four groups of people:

  • Aliʻi, the ruling class of chiefs and nobles (kings, high chiefs, low chiefs) considered to be of divine origin who ruled specific territories and who held their positions on the basis of family ties and leadership abilities – the chiefs were thought to be descendants of the gods;
  • Kahuna, the priests (who conducted religious ceremonies at the heiau and elsewhere) and master craftsmen (experts in medicine, religion, technology, natural resource management and similar areas) who ranked near the top of the social scale
  • Makaʻainana, commoners (the largest group) those who lived on the land – primarily laborers, farmers, fishermen, and the like; they labored not only for themselves and their families, but to support the chiefs; and
  • Kauwa (or Kauā), social outcasts, “untouchables” — possibly lawbreakers or war captives, who were considered “unclean” or kapu. Their position was hereditary, and they were attached to “masters” in some sort of servitude status. Marriage between higher castes and the kauwa was strictly forbidden.

“As to why in ancient times a certain class of people were ennobled and made into aliis, and another class into subjects (kanaka), why a separation was made between chiefs and commoners, has never been explained.” (Malo)

The aliʻi attained high social rank in several ways: by heredity, by appointment to political office, by marriage or by right of conquest. The first was determined at birth, the others by the outcomes of war and political processes.

“The chiefs were anxious also to preserve the pure blood of their class by arranging marriages between chiefs and chiefesses. …”

The mating to a sister or near relative, which was not permitted to lesser chiefs or the relatives of chiefs, was considered desirable between very high chiefs in order to produce children of divine rank who carried the sacred fire (ahi) tabu.”

“Such a mating was for the purpose of bearing children, but the two need not become man and wife. Thus the chiefs multiplied, thrived, grew, and spread out over the land; but today we are taught that such practices are wrong.” (Kamakau)

“The makaainana were the fixed residents of the land; the chiefs were the ones who moved about from place to place. It was the makaainanas also who did all the work on the land; yet all they produced from the soil belonged to the chiefs; and the power to expel a man from the land and rob him of his possessions lay with the chief.” (Malo)

Power and prestige, and thus class divisions, were defined in terms of mana. Although the gods were the full embodiment of this sacredness, the royalty possessed it to a high degree because of their close genealogical ties to those deities.

The kahuna ratified this relationship by conducting ceremonies of appeasement and dedication on behalf of the chiefs, which also provided ideological security for the commoners who believed the gods were the power behind natural forces.

“If the people were slack in doing the chief’s work they were expelled from their lands, or even put to death. For such reasons as this and because of the oppressive exactions made upon them, the people held the chiefs in great dread and looked upon them as gods.” (Malo)

“Only a small portion of the kings and chiefs ruled with kindness; the large majority simply lorded it over the people. It was from the common people, however, that the chiefs received their food and their apparel for men and women, also their houses and many other things.” (Malo)

Commoners possessed little mana and were therefore prohibited from entering any of the sacred places where aliʻi and gods communicated, such as the heiau in which the upper class honored their gods. Outcasts, with no mana, could interact with commoners but not approach the upper class.

“The commoners were the most numerous class of people in the nation, and were known as the ma-ka-aina-na; another name by which they were called was hu (hu, to swell, multiply, increase like yeast.)” (Malo)

As Handy states: “It is evident that kapu determined and regulated the three castes. For the aliʻi (and kahuna,) the kapu of sanctity was at once a wall of protection and the source of prestige and authority.”

“The same kapu determined for the commoners their social and economic relationship to, and their reverential attitude towards their overlords. As for the kauwa, their segregation and exclusion from the social organism was due to a kapu of defilement.”

This social structure was reinforced by the kapu, the Hawaiian religious, political and social structure that lasted for 500-years. (Lots of information here from an NPS report, as well as others, as noted.) The painting is by Herb Kane – “Council of Chiefs.”

  • Council_of_Chiefs-(HerbKane)

Filed Under: Ali'i / Chiefs / Governance, General Tagged With: Hawaii, Kauwa, Makaainana, Caste

August 11, 2019 by Peter T Young Leave a Comment

Day 074 – January 4, 1820

January 4, 1820 – Off the mouth of the Rio De La Plate. – We are this morning experiencing a gale from the north. The violence of the wind has split several of the sails. We are now running under bare poles at the rate of 7 or 8 miles an hour. We reel to and fro and stagger like a drunken man. The tossing mountains around us skip like rams, and the hills like lambs. The foaming surges lash the trembling sides of our little bark and drench her decks; while the rain like hail pelts the poor sailors as they cling to the whistling rigging and the spray of the sea sweeps over the surface like the driven snow on a northern winter’s day. But he who said to the raging tempest, “Peace be still,” can and does afford us protection, and give us peace within. (Thaddeus Journal)

Jan. 4th, The last, a night of tossing—awakened by the cry, between four and five this morning, “all hands on decks” a strong gale having arisen suddenly.
The motion of the vessel was very great, few things keeping their position. We assembled as usual for morning prayers—read the 124 and 125 Psalms—sung three verses of Watt’s version of the former, soon after went to breakfast. Here, to a land spectator, methinks the scene would have been truly novel and amusing—in the midst of commotion he must have smiled, A view of a very different kind which presented itself, when, not long after, we looked out upon deck, was indeed, beyond my power to describe. Wave dashing upon wave, our little bark, dismantled of its noble sails, ascending one, and descending another? with its naked masts, riding at the rate of seven miles an hour. This is considered hut a sketch of the scenes we must expect to witness at the Cape.
But it was nobly grand I We are now a few degrees east of the mouth of that majestic river the Rio-de-la-Plata, fast approaching those tempestuous regions, so often the subject of conversation with us; Yet, there we shall be safe, attended by that GOD “who rules on high— And thunders when he please,—Who rides upon the stormy sky—And manages the seas.” What need we farther anxiety about the event, than to see to it, that we have grace to enable us to say, in the trying moment, if it arrives, “This awful GOD is ours, He shall send down his heavenly powers, Our father and our love, To carry us above.” (Sybil Bingham)

4. – I arose this morning somewhat apprehensive that the weather was not so pleasant as common. Going on deck I found the waves going over the ship & flying in every direction; very similar to what I have seen in a snow squall. I soon found it best to retire to my cabin which is my asylum in all times of trouble. This, though the most violent gale I have witnessed, the sailors tell us it is but a trifle compared with what we shall see in a few days. Several land visitors came on board who had been driven off the coast of Patagonia; such as butterflies, spindles &c. (Samuel Whitney Journal)

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Filed Under: Missionaries / Churches / Religious Buildings, Voyage of the Thaddeus Tagged With: thevoyageofthethaddeus

August 10, 2019 by Peter T Young Leave a Comment

‘Why did you not teach the nation English?’

“Our ignorance of the language of the people, and their ignorance of ours, was, of course, an impediment in the way of intercourse between the teacher and the pupil, at first very great …”

“… and the absolute destitution of suitable books for the work of teaching the nation, was an embarrassment rarely or never to be found among Asiatic tribes …”

“Desirous to teach them thoroughly, through the best medium then available, we undertook with the English, with zeal, and with some success, in the case of a very limited number.”

“But our object was not to change the language of the nation but to bring to their minds generally, the knowledge of the Christian religion, and induce them to embrace and obey it.”

“The sounds of the English being so different from their own, and so much more difficult of utterance, their ignorance of the meaning of English words, and the impracticability of learning them from English dictionaries …”

“… together with the intricacies of English orthography, presented insurmountable obstacles to the speedy accomplishment of the main object of a Christian Mission, if the nation were to be confined to that medium.”

“What could French Protestant missionaries do in teaching English and American seamen the doctrines and duties of the Gospel, through the medium of the French alone?”

“Clearness, accuracy, and force in religious teaching we deemed so essential to success, that the vernacular tongue, or a language understood by the learner, must needs be employed to be successful; for a miracle is required to give sense and cogency to unknown words and phrases, before they can enlighten the mind or impress the heart in respect to the will of God.”

“The Hawaiians might indeed have been taught to cross themselves, repeat Pater nosters and Ave Marias in Latin, to dip the finger in water, gaze on pictures, bow before images, and buy indulgences with great formality and punctuality …”

“… and still have been as ignorant of the volume of inspired truth as the Aborigines of California and South America, or the youthful Spanish Franciscan monk, now a protestant missionary at Gibraltar …”

“… who, at twenty-five years of age, though studying for the priesthood, had never seen the Bible, and did not know that such a book existed: and they might, moreover, have been still just as idolatrous as their fathers were in the days of Cook, and as ready to visit with poison, fire, or bonds, any who should oppose or ridicule their folly.”

“The plan of teaching the mass of children exclusively, while neither children, adults, nor rulers knew the practicability and utility of learning; and the plan of teaching children exclusively in a language unintelligible to their parents; and the mass of the community around them, would have been chimerical …”

“… and a perseverance in such an attempt would have given over the adult and aged population to incurable ignorance and hopeless degradation, or left them to rush en masse to pagan or papal polytheism, and thus have defeated the education of the children and the education of the nation.”

“To have neglected the rulers, and taught the children of the plebeians a new religion in a language unknown to the nation, would have arrayed prejudice and opposition against us in high places, and thus defeated our cause, or greatly retarded our success.”

“To change the language of a people is a work of time. Even in a conquered province, with the favoring influences of colonization, commercial intercourse and literary institutions, with an impulse from a new government and fashion, such a thing is effected but slowly and imperfectly.”

“With how much less hope of success could a few missionaries, with no help from circumstances like these, attempt it. The progress of a generation or two may so alter the circumstances of the nation as to make the use of the English more feasible and useful.”

“This, then, is our answer to the oft-repeated and not unimportant question, ‘Why did you not teach the nation English, and open to them, at once, the rich stores of learning, science and religion, to be found in that language?’ …”

“… and here we show our warrant for applying ourselves to the acquisition of the Hawaiian language, reducing it to a written form, and preparing books of instruction in it, for the nation, and teaching all classes to use them as speedily as possible.”

“In connexion with this general mode of instruction, we could, and did teach English to a few, and have continued to do so. We early used both English and Hawaiian together.”

“For a time after our arrival, in our common intercourse, in our schools, and in our preaching, we were obliged to employ interpreters, though none except Hopu and Honolii were found to be very trustworthy, in communicating the uncompromising claims and the spirit-searching truths of revealed religion.”

“Kaumualii, Kuakini, Keeaumoku and a few others could speak a little barbarous English, which they had acquired by intercourse with sea-faring men. But English, as spoken by sailors on heathen shores at that time, was the language of Pandemonium …”

“… and the thought of making young men and women better able to comprehend and use that language, while subjected to the influence of frequent intercourse with an ungodly class of profane abusers of our noble English, was appalling.”

“We could not safely do it until we were able to exert a strong counteracting influence.”

“It is worthy of a grateful record that King Kaumualii, though accustomed, like other heathen who stammer English, to use profane language, on being faithfully taught that it was wrong, broke off, and abandoned the vile habit.”

“How chilling to a missionary’s heart, to hear a heathen father curse his own little child in profane English, and to hear his own fellow-countrymen teaching the heathen that awful dialect, by which profane men anathematize one another, and insult their Maker!”

“That the sudden introduction of the Hawaiian nation in its unconverted state, to general English or French literature, would have been safe and salutary, is extremely problematical.”

“To us it has been a matter of pleasing wonder that the rulers and the people were so early and generally, led to seek instruction through books furnished them by our hands, not one of which was designed to encourage image worship, to countenance iniquity, or to be at variance with the strictest rules of morality.”

“It was of the Lord’s mercy.”

“With the elements of reading and writing we were accustomed, from the beginning, to connect the elements of morals and religion, and have been happy to find them mutual aids.”

“The momentous interests of the soul were the commanding reason for learning what God has caused to be written for its salvation, and for regulating its duty to him.”

“The initiation of the rulers and others into the arts of reading and writing, under our own guidance, brought to their minds forcibly, and sometimes by surprise, moral lessons as to their duty and destiny which were of immeasurable importance.”

“The English New Testament was almost our first school book, and happy should we have been, could the Hawaiian Bible have been the next.” …

“During the first year, no suitable system of orthography was fixed upon for writing the language of the country. It was difficult, even, to write out in native, the meaning of words and sentences of English lessons.”

“It was no small labor, not only to teach simply the enunciation of a lesson, but to teach the meaning of a column of words, or a page of sentences constituting their English lesson, which, without such an interpretation, must have been, to such pupils, too forbidding.”

“But this was so far accomplished as to make the school pleasant to most of those who attended, partly by means of the slate, and partly by writing out short lessons on paper, with an imperfect orthography.”

“There was a frankness and earnestness on the part of some, in commencing and prosecuting study, which agreeably surprised us, and greatly encouraged our first efforts.” …

“On the 1st of August, the slate was introduced, and by the 4th, Pulunu wrote on her slate, from a Sabbath School card, the following sentence in English; ‘I cannot see God, but God can see me.’”

“She was delighted with the exercise, and with her success in writing and comprehending it. The rest of the pupils listened with admiration as she read it, and gave the sense in Hawaiian. Here was a demonstration that a slate could speak in a foreign tongue, and convey a grand thought in their own.” (Bingham)

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  • Hawaiian Alphabet

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

August 10, 2019 by Peter T Young Leave a Comment

Day 075 – January 5, 1820

January 5, 1820 – Last evening as we were retiring from prayers in the cabin, a tremendous sea broke over the stern of the vessel. It disengaged a large coop filled with vegetables and bottles carrying it over the tiller or helm with such force as to beat off the boards from the opposite side of the Brig, and the next moment sending it back to the side from which it was first taken. By the same sea Capt. Blanchard was almost instantaneously dashed twice across the quarter deck from side to side with considerable bruising and with manifest danger of being carried overboard. Capt. Chamberlain had nearly reached the top of the stairs, and Mrs. Bingham who stood at the bottom, about to go on deck, both received a pretty heavy shock and showering from the torrent which poured down the companion way. But the glorious and omnipotent arm of our Savior afforded kind and seasonable protection. May our hearts be filled with adoring and unceacing gratitude to him,
“Who rides upon the stormy skies
and manages the seas.” (Thaddeus Journal)

5. – The gale still continues. The last 24 hours have indeed been a dreadful time. Last evening Captain B. and several others were knocked down by a wave which broke over the ship. Their lives were in danger as the water burst off the quarter boards & wash them near to the opening. The water came rushing down the companion-way into my cabin, so that it was with difficulty that I kept myself and Mrs. Whitney from a severe drenching. (Samuel Whitney Journal)

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Filed Under: Missionaries / Churches / Religious Buildings, Voyage of the Thaddeus Tagged With: thevoyageofthethaddeus

August 9, 2019 by Peter T Young Leave a Comment

Surfing Compared to Early Forerunner of the Roller Coaster

French sea captain Auguste Dehaut-Cilly made round-the world travels between 1826 and 1829; all of the following is from his account of the Islands following his trip from California to Hawai‘i, in 1828.

In the Islands in 1828, Dehaut-Cilly watched men and women surfing at Waikiki.

He notes, “This amusement (surfing), pursued with equal skill by men and women, might be considered analogous to our game of Russian mountain [roller-coaster] If they did not have another that is much more similar.”

“Among the predecessors of modern roller coasters were rides in Russia in the 15th century: sleds constructed of cut lumber and tree trunks sped down man-made ice-covered hills.”

“The rides were more elaborate than simply sledding, reaching speeds of 50 miles (80 km) per hour and earning the nickname ‘flying mountains.’”

“Both children and adults would make the trek up stairs about 70 feet high to an ice-block sled outfitted with a straw seat. Though some constructions were hundreds of feet in length, the trip back down was relatively brief.”

“A ride inaugurated at St. Petersburg in 1784 comprised carriages in grooved tracks that traveled up and down small hills by means of power generated by the height and slope of the initial descent.” (Encyclopedia)

This early form of a roller coaster in Russia was known as “sliding hill”. Most often, the slides had a 50-degree drop and were enhanced by wooden supports. Slowly, the “Russian mountains” became popular among the upper class in Russia. (Vintage News)

Back in the Islands, Dehaut-Cilly noted, “Just as the seal so heavy and apathetic on the rocks or on the beach, is endowed when back in the water with an astonishing suppleness and vivacity, so these men and women, quite lethargic on their mats, are the most skillful and intrepid swimmers.”

“We have often seen them lying belly down on a board six feet long and fifteen inches wide and waiting, more than a mile out from the village of Waikiki, for the most powerful wave …”

“… and then, with feet to the wave and head pointed toward shore, swimming with hands and feet to keep the board always in front of the wave, allow themselves to be propelled in a few minutes and with the speed of an arrow to the beach, where the wave dies out.”

“But if they perform this journey with incredible speed and agility, they must exert even more skill when they wish to go back and repeat the game, for then they must overcome the speed and power of all the succeeding waves, and in doing this they prove whether or not they are good swimmers.”

“To accomplish the return they must plunge through each wave as it unfurls, swim strongly as soon as it has passed, then do the same with the next wave and the next until they have reached the last one.”

“Then they can let themselves be carried once more to the beach.”

“They employ canoes for the same game, but these must be handled with even more dexterity because the smallest paddle stroke done wrong is enough to turn them over.”

“When that happens the only consequence is that they are delivered over to the ridicule of their fellows whose laughter, so easily aroused, is then at its height.”

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  • Surfing illustration, LE Edgeworth
  • Hawaiin surfing-(culturemap-org-au)-early 1800s
  • Hawaii_Harden_Melville-Surfing-1885
  • Surfing-Waikiki

Filed Under: Hawaiian Traditions Tagged With: Hawaii, Surfing, Roller Coaster

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