Peter T Young

June 17, 2017 by Peter T Young Leave a Comment

‘Ōpūkaha‘ia Enters Foreign Mission School

As Obookiah, at the time of his entrance into the school at Cornwall, had arrived at an age of considerable maturity, it may be proper that a more particular description should now be given of his person and character.

He was considerably above the ordinary size: but little less than six feet in height, and in his limbs and body proportionably large. His form, which at sixteen was awkward and unshapen, had become erect, graceful, and dignified.

His countenance had lost every mark of dulness; and was, in an unusual degree, sprightly, and intelligent. His features were strongly marked. They were expressive of a sound and penetrating mind. He had a piercing eye, a prominent Roman nose, and a projecting chin.

His complexion was olive, varied equally from the blackness of the African, and the redness of the Indian. His hair was black,
worn short, and dressed after the manner of the Americans.

In his disposition he was amiable and affectionate. His temper was mild. Passion was not easily excited, nor long retained Revenge, or resentment, it if presumed, was never known to be cherished in his heart.

He loved his friends, and was grateful for the favours which he received from them. In his journal and letters are found frequent expressions of affection and gratitude to those who had been his benefactors.

To families in which he had lived, or to individuals who had been his particular patrons, he felt an ardent attachment. One of the latter, who had been separated from him for a considerable time, he met with great delight; …

… and after the first customary salutations, said to him, ‘I want to see you great while: you don’t know how you seem to me: you seem like father, mother, brother, all.’

In his understanding, Obookiah excelled ordinary young men. His mind was not of a common cast. It was such, that, with proper culture, it might have become a mind of the first order.

Its distinguishing traits were sound common sense, keen discernment, and an inquisitiveness or enterprise which disposed him to look as far as his mind could reach into every subject that was presented to his attention.

By his good sense he was accustomed to view subjects of every kind in their proper light; to see things as they are. He seldom misconceived or misjudged.

By his companions his counsel was sought, and regarded as decisive. He had that clear sense of propriety with regard to his own conduct and the conduct of others, which always commands the respect or excites the fear of those who behold it.

Had he been disposed to cultivate a talent for this purpose, he would have become one of the severest of critics upon the manners and conduct of those around him.

Few persons have a deeper insight into the characters of men, or have the power of forming a more just estimate of them, by
their words and actions, than he had.

Few are more capable of perceiving the exact import of language, or are less liable to be deceived as to its real meaning, by a designed ambiguity of terms.

His inquisitiveness existed in relation to all subjects of interest, and disposed him to make himself acquainted with every thing that was known by others, and to discover whatever was within hill reach. The trait was exhibited, especially, in his character as a scholar.

His inquisitive mind was not satisfied with pursuing the usual round of study, but he was disposed to understand critically every
branch of knowledge to which he attended. For this reason, his progress in his studies was not rapid – but as a scholar he was industrious, ingenious and thorough.

His mind was also inventive. After having acquired some slight knowledge of the English language in its grammatical construction, he entered upon the project of reducing to system his own native language.

As it was not a written language, but lay in its chaotic state, every thing was to be done. With some assistance he had made considerable progress towards completing a grammar, a dictionary, and a spelling-book. He had also translated into his native language the whole of the book of Genesis.

These specimens of his industry and ingenuity, when seen, administer severe reproof to the sloth and dulness of most persona of much greater age, and of advantages far superior to his own.

When Obookiah became a member of the Foreign Mission School, he had attended to all the common branches of English education.

In reading, writing, and spelling, he was perhaps as perfect as most young men of our country, of the same age and with common opportunities.

He wrote a legible, manly hand, and acquired the habit of writing with considerable rapidity. He had at this time studied the English Grammar so far as to be able to parse most sentences with readiness. He understood the important rules in common Arithmetic, and had obtained considerable knowledge of Geography.

He had studied also one book of Euclid’s Elements of Geometry, and of his own accord, without a regular instructer, he had acquired such knowledge of the Hebrew, that he had been able to read several chapters for the Hebrew Bible, and had translated a few passages into his native language.

He had a peculiar relish for the Hebrew language, and from its resemblance to his own, acquired it with great facility.

The winter before he came to the school he commenced the study of Latin. This, he pursued principally after he became a member of the Institution.

In his manners, Obookiah was habitually grave and reserved. In the presence of his friends, however, his conversation was often sprightly, and rendered particularly entertaining, by a fondness for humour, for which he was distinguished.

This he oftener exhibited by a quick perception and relish for it in others, than by actually displaying it in himself. Yet he sometimes gave evidence in his own remarks, of possessing no small degree of genuine wit.

When conversing with his companions in their native language, he frequently afforded them much amusement by the pleasant and humorous cast of his conversation.

The customary deportment of Obookiah, however, was serious, and dignity strikingly characterized his manners. Few young men, it is presumed, command so much respect from persons of every age and character.

Notwithstanding the familiarity which he used with his companions, he maintained an influence over them, becoming the relation of an elder brother, or even that of a respected parent.

In his intercourse with them the dignity of hill character was peculiarly visible. A motion of his head often made known to them his will, and obtained the compliance which he desired.

His manners had become in a considerable degree refined. A gentleman of respectability who visited Cornwall, and had a particular interview with him, observed, that he had met with but few persons of any country, more gentlemanly in their manners in intelligent and interesting in their conversation.

Obookiah was a decided and consistent Christian. His conduct was habitually under the influence of principles of piety. He manifested a strong interest in the general prosperity of religion, and expressed in his conversation, as well as his letters and diary …

… ardent desires for the salvation of his fellowmen and especially of his countrymen, for whom he fervently prayed, and in whose behalf he often requested the earnest prayers of his friends. (All text is from Memoirs of Obookiah)

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Opukahaia

June 16, 2017 by Peter T Young Leave a Comment

Steward’s House

In the years following his arrival in New England in the summer of 1809, ‘Ōpūkaha’ia would become integral to the founding of the Foreign Mission School in Cornwall, Connecticut.

‘Ōpūkaha‘ia became legendary for his earnest pursuit of an American education. He captured the hearts and Christian spirits of the New Haven community, where he first resided.

‘Ōpūkaha‘ia’s situation encouraged his hosts and community members to explore the possibility of creating a formal school in the US for students like him: “heathens” who were stranded in the US but who were interested in being “civilized” and “saved” nonetheless.

The Foreign Mission School was instituted in the autumn of 1816, and opened in the beginning of May, 1817. “There belong to it a commodious edifice for the school, a good mansion house, with a barn, and other out-buildings, and a garden, for the Principal; a house, barn, &c with a few acres of good tillage land for the Steward and Commons …”

“… all situated sufficiently near to each other and to the Congregational meeting-house, in the south parish of Cornwall, Connecticut, and eighty acres of excellent wood land, about a mile and a half distant.” (American Missionary Register, 1821)

The Foreign Mission School was a religious experiment. Instead of sending missionaries to foreign lands, it brought students to America.

It was believed that a mission school in religiously pious New England would be more efficient and effective than traditional mission schools established within ‘heathen’ settings because it removed these young students from the pagan influences of their native communities.

At the beginning of the school’s tenure, ‘Ōpūkaha‘ia was considered a leader of the student body, excelling in his studies, expressing his fondness for and understanding of the importance of the agricultural labor, and qualifying for a full church membership due to his devotion to his new faith.

Between 1819 and 1826, there were altogether ninety-seven students on the official record. The ages of these ninety-seven students ranged from ten to thirty.

Among them there were forty-three Indians, nineteen Hawaiians, thirteen Americans, five Chinese, three Marquesans, two Greeks, two Jews, two Malays, two Tahitians, one Bengalese, one Hindu, one Javanese, one New Zealander, one Portuguese, and one Scotch.

The year 1819 saw increased diversification of the student body as several Cherokee students arrived in Cornwall. Over the span of its operational years, the FMS taught Native Americans from fourteen tribes: one Abenaquis, eleven Cherokees, five Choctaws, five Delawares, one Mexican, one Mohegan, one Narragansett, two Ojibwas, two Omahas, three Oneidas, three Osages, two Senecas, four Stockbridges, and two Tuscaroras.

Due to the variety in national background, the students’ prior experiences were also enormously diverse. The majority came from seafaring careers; however, others were military personnel, farmers, barbers, coopers, servants and students from other schools.

The object of the School as set forth in the Constitution, is – “The education in our own country of Heathen Youths, in such manner, as, with subsequent professional instruction will qualify them to become useful Missionaries, Physicians, Surgeons, School Masters, or Interpreters …”

“… and to communicate to the Heathen Nations such knowledge in agriculture and the arts, as may prove the means of promoting Christianity and civilization.” (Missionary Herald, January 1821)

Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Students rose around 5 or 6 am and ate breakfast together at 7 am in the dining room of the steward’s house. Daily classes ran from 9 am to noon, and again from 2 to 5 pm, with all sessions taking place on the first floor of the main school building just across the street from the steward’s house.

Curricula operated at various levels, as some of the pupils were more advanced in their studies while others where just learning basic literacy – the more advanced students helped teach the others.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

The months of May and September included scheduled vacation times for the school’s boarded students; however, only certain pupils were authorized by the administration to “go abroad.”

Much of the Foreign Mission School’s campus buildings were acquired through donations. The citizenry of Cornwall donated fourteen acres of land as well as the building that would become the main educational site, which had been built in 1797 as a school house.

The ground floor of the school building housed one large classroom, while the second floor was refurbished for students’ quarters. Located near this school building was the Principal’s house. Purchased in 1815, the Principal’s house was acquired before the establishment of the school was complete.

The third of the main campus buildings, and certainly the most social and vibrant, was the Steward’s house. This building was constructed in 1814 by architect Eber Maxfield and was sold to the school. The exchange of property included 18-more acres that were used for agriculture by the students and staff.

As a site for regular and informal interactions between students and Cornwall residents, the Federal-style farmhouse (built 1814) served as the steward’s family home, the school dining hall, a boarding house and a nurse room for sick students. (Connecticut Trust for Historic Preservation)

According to the school ‘constitution,’ the role of the Steward was to “superintend the agricultural interests of the school,” though the actual responsibilities necessitated far more involvement with both the school’s operations and the students’ daily lives.

Over time, the Steward’s role expanded to include counseling and skills training. The Steward was expected to reside in the Steward’s House on the school campus. Thus, because of the consistent level of daily activity that mixed different communities within this house, the Steward remained abreast of the major events and social issues happening within the student body.

Steward’s duties were broadened to include supervising the school’s landed properties, training the scholars in the art of agriculture, bookkeeping and managing the FMS accounts, assuring a steady supply of firewood, buying and selling livestock, arranging travel for staff and students, providing the students with clothing, and hosting visitors, among others tasks.

Over time, there was an increased the level of care given to the students outside of their academic activities and instituted greater involvement between the steward’s family and the student body. For example, the steward’s wife was in charge of the kitchen and cooking.

Daily, she prepared bread and meals for all of the students. She also outfitted the students with new clothes and tended to the laundry and repair of these items. And, she was also primarily in charge of the students’ medical care.

Whenever one of the students fell ill, “he was moved into the Steward’s house” to live with the family for as long as was necessary for recovery. These duties also fell to daughters of the steward, who were effectively housewives in training.

The year the school opened, it housed twelve students. Enrollment doubled to twenty-four by the second year. Four students left as seven others joined in the school’s third year, bringing the enrollment to twenty-seven.

In the fourth and fifth years, enrollment rose to twenty-nine and thirty-five students, respectively. By the seventh year, however, the student body dropped to twenty-four. The school experienced another spike in enrollment in its eighth year with thirty-six pupils from seventeen different nations.

In its ninth year, the school’s population once again decreased, this time to twenty-five. By the time the school closed in 1826, only fourteen students remained.

Operated from 1817 to 1827, the Foreign Mission School remains the first and last experiment in a domestically located “foreign” mission and represents educational and social politics concerning racial tolerance, Asian and Native American migration, and American identity in the early 19th century.

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Steward’s_House

Steward’s house (far right)-School house (to left) (yellow)-1836

Cornwall Valley Map Sketch-1825-26

Cornwall Map-1854

Henry_Opukahaia,_ca. 1810s

Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree

June 15, 2017 by Peter T Young Leave a Comment

Sword of Kaluiki

The following are excerpts from Kalākaua’s ‘The Legends and Myths of Hawaii’ titled ‘Iron Knife.’ It speaks of early Japanese visitors to the Islands and the Japanese captain’s sword – the time frame is about the 1300s – it also includes an attempt “to consolidate under one general government the several islands of the Hawaiian group.”

“(A) Japanese vessel that had been dismantled by a typhoon, driven toward the North American coast until it encountered the northwest trade-winds, and then helplessly blown southward to the coast of Maui.”

“It was late in the afternoon that word had been brought to Wakalana that a strange vessel was approaching the coast. As it was high out of water and drifting broadside before the wind, it appeared to be of great size, and little disposition was shown by the people to go out in their canoes to meet the mysterious monster.”

“Wakalana hastened to the beach, and, after watching the vessel intently for some time, saw that it was drifting slowly toward the rocky coast to the westward. Seaman enough to know that certain destruction awaited it in that direction, Wakalana hastily manned a stout canoe and started out to sea in pursuit.”

“The waters were rough and his progress was slow, but he succeeded in reaching the vessel a few minutes after it struck the cliffs and was dashed in pieces. Seizing whatever they could find to assist them in floating, those on board leaped into the sea.”

“It was hazardous to approach the wreck too nearly, but Wakalana succeeded in rescuing from the waves and returning to Wailuku with five persons, but not before he saw the last fragment of the wreck disappear in the abyss of raging waters.”

“There is nothing in the names preserved, either of the vessel or its rescued passengers, to indicate their nationality. The name of the vessel is given as Mamala, which in the Hawaiian might mean a wreck or fragment.”

“The name of the captain was Kaluiki-a-Manu; the four others were called Neleike, Malaea, Haakoa and Hika – all names of Hawaiian construction. Two of them – Neleike and Malaea – were women, the former being the sister of the captain.”

“They landed almost without clothing, and the only novelties upon their persons were the rings and bracelets of the women, and a sword in the belt of the captain, with which he had thoughtlessly leaped into the sea from the sinking vessel.”

“They were half-famished and weak, and by gestures expressed their gratitude to Wakalana for his gallantry in rescuing them, and asked for food and water. Both were provided in abundance, and two houses were set apart for their occupation.”

“They attracted great attention, and people came from all parts of the island to see the white strangers. It was noted with astonishment by the natives that these men and women ate from the same vessels, and that nothing was especially tabu to either sex; but Wakalana explained that their gods doubtless permitted such freedom, and they should therefore not be rebuked for their apparent disregard of Hawaiian custom.”

“The comfort of the strangers was made the especial care of Wakalana, and they soon became not only reconciled but apparently content with their situation. But the kindness of the chief, however commendable, was not altogether unselfish.”

“He was charmed with the bright eyes and fair face of Neleike, the sister of the captain. He found a pleasure that was new to him in teaching her to speak his language, and almost the first use she made of oia was to say ‘yes’ with it when he asked her to become his wife.”

“Her marriage was followed by that of Malaea to a native chief, and of her brother and his two male companions to native women of good family. And here, as well as anywhere, it may be mentioned that, through her son Alooia …”

“… Neleike became the progenitor of a family which for generations showed the marks of her blood, and that the descendants of the others were plentiful thereafter, not only on Maui but in the neighborhood of Waimalo, on the island of Oahu.”

“The object of the rescued Japanese which attracted most attention was the sword accidentally preserved by the captain. No such terrible knife had ever before been seen or dreamed of by the natives.”

“They had pahoas, or daggers of wood or ivory, and knives of sharply broken flint and sharks’ teeth; they had stone adzes, axes, hatchets and hammers, with which they could fell trees, hollow canoes from tree-trunks, build houses, manufacture implements of war and industry, and hew stone of softer composition …”

“… they had spears and javelins with points of seasoned wood hard enough to splinter a bone; but iron and other metals had for ages been practically unknown to their race …”

“… and the long, sharp sword of the captain, harder than bone or seasoned wood, and from its polished surface throwing defiantly back the bright rays of the sun, engaged their ceaseless wonder and admiration.”

“As an ornament they regarded it with longing, and when they learned that it was a weapon of war .they felt that the arm that wielded it in battle must be unconquerable.”

“The captain did not see fit to disabuse the minds of the superstitious natives in their disposition to attribute a power of almost unlimited slaughter to the simple weapon. On the contrary, he rarely exhibited it except to distinguished chiefs, and in a few months it began to be mentioned as a sacred gift of the gods and pledge of victory to him who possessed it.”

“Nor was the knowledge of the existence of a talisman so wonderful long confined to the windward side of Maui. The fame of the terrible weapon spread from Hana to Ka‘anapali, and thence to the other islands of the group; …”

“… and if but few of the many who came to learn the truth of the report were favored with a view of the sword, all saw, at least, the strange people who were pointed out as the bearers of it from an unknown land, and the story of its powers was readily accepted.”

“But he who possessed it did not come as a conqueror, and, as he showed no disposition to use it offensively, the weapon ceased to be regarded with alarm.”

“(Hawai‘i Island ruling Chief) Kalaunui (Kalaunuiohua) and his army of conquest, last seen on their way to Maui in a fleet of two thousand canoes.”

“Wakalana had gone to the general defence with a force of eight hundred men, including Kaluiki, the Japanese captain, upon whose presence great reliance was placed by the warriors of Wailuku, if not by Wakalana himself.” But the Mauians, greatly outnumbered, were defeated and driven back to the hills.

“(Kualu, a young Chief from Hawai‘i Island)) hewed his way through the battling throng until he stood face to face with Kaluiki, the white captain, in whose hand was the shining blade which had so nerved the arms of the warriors of Wailuku.”

“With a blow of his battle-axe he struck the sword from the upraised hand of the strange warrior. As it fell to the earth he placed his foot upon it, and yielded no ground until the tide of battle swept around and past him, forcing to retreat the last to present a hostile front of the army of the captive king of Maui.”

“Left alone for a moment by the wild pursuit of the flying enemy, Kualu hurriedly stooped and thrust the sword into the earth, pressing it downward until the hilt was covered; then, placing a large rock upon the spot, he left the field, numbering, as he went, his paces to the wall behind which the Mauians had sought protection. … The victory was complete.”

Kuala later “removed the stone, and the next moment pulled from the earth and handed to Wa‘ahia the iron blade. She grasped it eagerly, and, with a hasty glance at its bright blade glistening in the starlight, wrapped it securely in a piece of kappa”.

“Elated with his successes (from Maui to Oahu,) and deeming himself invincible, Kalaunui next prepared for a descent upon Kauai and the conquest of the entire group.”

“The mō’ī of that island was Kukona, the fourth in descent from the great Laʻamaikahiki. Kalaunui recognized that the defensive resources of Kauai were not to be despised, but he as greatly underrated the military abilities of Kukona as he overrated his own, and therefore did not doubt the result.” Kalauniu’s forces were defeated and he was captured.

“Wa‘ahia announced that the price of the knife must be the liberation of Kalaunui, and was astonished at the promptness with which the terms were accepted.”

“A few hours later Wa‘ahia re-embarked for Kauai, taking with her, securely wrapped in a number of kapa folds, the sword of Kaluiki. She reached Kōloa within the time promised, and, proceeding to the palace, delivered to the king, in person and alone, the glittering blade which rumor had clothed with extraordinary sanctity and power.”

“The return of their captive king was joyously celebrated by the people of Hawaii, and a few days after Kapapa (daughter of Kalaunui) became the willing wife of Kualu.”

“The sword of Kaluiki, the ransom of a king, remained for some generations with the descendants of Kukona; but what became of it in the end tradition fails to tell.” (Kalākaua)

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June 14, 2017 by Peter T Young Leave a Comment

Waiawī

“King Liholiho ʻIolani (Kamehameha II) and his queen, Kamamalu, died in London while on a visit to see their ‘great and good friend’ George IV.”

“In order to show its respect for the royal pair who had travelled so far and who had come to such an untimely end, the British government sent their remains back to Honolulu in the Blonde frigate ….”

“The Horticultural Society of London, hearing of the intended departure of the Blonde for the Sandwich Islands, and wishing to help the natives of that group, obtained permission to send on the Blonde a fine collection of plants, considered suitable for the climate of ‘Owhyee’ under the charge of James Macrae, a young Scotsman, trained as plant collector and horticulturist.”

“The plants were to be distributed as a gift among the chiefs of the islands. By the same opportunity, John Wilkinson, a skilled agriculturist, was induced, evidently through promises held out to him by Boki … to come out to Honolulu with the intention of starting some kind of tropical farm on land to be given him by Boki.” (Wilson)

The common guava was introduced into the islands in the early-1800s by the sea-faring Spanish botanist, Don Francisco Marin. Live plants of Waiawī (strawberry guava – a native to southeastern Brazil) were probably introduced into the islands from England on board the ‘Blonde’ in 1825. Shortly after their introduction, both species became wild. (HEAR)

Strawberry guava has been intentionally introduced in nearly all of the countries in which it is currently found. Its attractive fruit and leaves are generally desired more as an ornamental than a fruit crop. It was originally transported from its native range in Brazil to China at an ‘early period,’ presumably by the Portuguese. Seeds were taken to Europe in 1818. (Wessels)

“Of the thousands of plants that have been introduced into Hawaiʻi over the past 225 years since the arrival of Captain James Cook, the strawberry guava has to be one of the worst invasive plants in Hawaiʻi’s mesic to wet forests.” (Miyashiro)

While not an aggressive plant in its native environment, in Hawai‘i and most other places it has been introduced to, strawberry guava is a vigorous invader of native plant communities.

It is able to occupy and tolerate a broad range of environmental conditions (23 different vegetation types ranging from dry grassland to tall, native forest.)

Shade tolerance is an attribute that allows for the seeds to germinate and establish themselves in areas otherwise unavailable, thus increasing the habitats it is able to occupy. (KRCP)

In the early 1900s this plant, along with many others now recognized as invasive species, were planted intentionally by forestry workers on mountain slopes denuded by grazing cattle. The idea was to plant fast-growing and easily naturalizing plants to control the mass amounts of soil being lost to erosion on the barren mountain sides.

It is now common on all of the major Hawaiian Islands between sea level and 4,000 feet in elevation, especially in landscapes that receive moderate to high amounts of rainfall.

Strawberry guava engulfs everything in its path under a tangle of roots and sprouting trunks that steal light, water, and nutrients from native plants and destroy habitat for native birds and invertebrates. At current pace, it could replace entire native ecosystems and endangered species habitat.

The tree spreads by both shoots and seeds and grows fast in Hawaii, owing in part to the absence of the predators and diseases found in its native Brazil.

Strawberry guava crowds out the understory plants that protect our soils, increasing soil erosion and runoff into our streams, nearshore waters, and coral reefs.

Dense thickets of strawberry guava are impossible to penetrate, blocking access to the native forests and popular trails for hikers, hunters, birders, and subsistence gatherers. (Conservation Council for Hawai‘i)

Strawberry guava is fast growing and bears a substantial amount of fruit which translates to a substantial amount of seeds. Some counts from different sites on Hawai‘i Island found fruit containing 25-70 seeds per fruit.

Guava relies heavily on dispersal via animals, especially feral pigs. The fruit is eaten by pigs and birds, passed through their digestive system and deposited back into the earth where seeds germinate and grow.

Allelopathy is another technique used by strawberry guava to maximize its potential. This is a process where the plant releases certain biochemical (likely from its roots) that suppresses the germination and growth of species around it.

Strawberry guava’s robust growth contributes to its persistence and difficulty to control. Cutting branches and even the entire stump just causes many new shoots to emerge, barely harming the tree. (KRCP)

Strawberry guava is one of the greatest threats to native Hawaiian forest birds. It displaces native plants that feed and shelter native birds, and invades their essential foraging and nesting habitat.

It infests hundreds of thousands of acres across our state. It produces billions of seeds annually and spreads at exponential pace – often into steep or remote terrain. (Conservation Council for Hawai‘i)

Though it yields fruit and wood, strawberry guava is one of the most serious threats facing Hawaii’s native forests. Research shows that strawberry guava can ultimately invade almost half of the land area of Hawaii Island, degrading nearly 300,000 acres of conservation lands on that island alone. Remaining rainforests on other islands are similarly threatened.

“Water loss from the invaded strawberry guava forest in Hawai‘i Volcanoes National Park is 27% higher than that from the native forest on average. This is a huge loss of water from our soils, streams, and groundwater systems.” Thomas Giambelluca, Professor, Dept. of Geography, University of Hawai‘i)

Strawberry guava has not been identified as a potential biofuel in any serious commercial proposal in Hawai‘i. The areas where we most want to control its growth would be difficult if not impossible to access for commercial purposes. (Conservation Council for Hawai‘i)

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Strawberry-guava-stand-OISC

Waiawi_thicket_JJeffrey

Strawberry_guava

Strawberry Guava

Strawberry Guava_infestation

Strawberry guava forms dense thickets that overwhelm and choke out native species-FEA_Biocontrol

HikingWaahilaRidge

June 13, 2017 by Peter T Young Leave a Comment

Three Events that Prepared the Way

“The fiftieth anniversary of the introduction Christianity into these Islands will be celebrated this year as a jubilee”. (Pacific Commercial Advertiser, June 4, 1870) “(T)he king (Kamehameha V) proclaimed Wednesday, June 15th, a national holiday …”

“… as it was to be observed in commemoration of ‘the introduction of Christianity into this kingdom, under the auspices and direction of the American Board of Commissioners for Foreign Missions.’” (Christian Work, September 1, 1870)

“The present week having been designated for the observance of the fiftieth anniversary of the landing of the first American Missionaries on Hawaii, in April 1820, the exercises have partaken of a character designed to celebrate the event.”

“The very idea of such a festival stirred up great enthusiasm among the native population, who have been eager to manifest their appreciation of the efforts of the missionaries, and their joy at the improved state …”

“… and nearly five hundred dollars were contributed by them during April to aid in the celebration. The exercises opened on Sunday morning, when both the native congregations in this city united at Kawaiahaʻo Church to hear.” (Pacific Commercial Advertiser, June 18, 1870)

Later, a “collation was spread for six or seven thousand people, such as had never before been seen on those Islands. His Majesty the King (Kamehameha V), and Queen Emma, honored the feast by their presence for a brief space. The king had previously contributed two thousand pounds of poi, with meat and fish, and afterwards he gave a hundred dollars towards expenses.” (Anderson)

“On Sabbath morning June 12th, the two native congregations in Honolulu united, in the Kawaiaha‘o or great Stone Church, to hear the Rev. Mr. Kuaea, the distinguished native pastor, preach the Jubilee sermon.” (Anderson)

“It was of course in the Hawaiian language. Every seat in the church was occupied, and benches were brought in till all available space was filled. As many as twenty-five hundred persons were seated.”

“In the evening, members of the royal family, government officials, and foreign ministers, assembled to hear an interesting historical discourse by the Rev. Dr. Damon.”

“The speaker noticed the occurrences which led to the coming of missionaries to the Islands, the remarkable results achieved, and expressed the opinion that the Chinese in time would take the place of the present people, who seem to be declining.” (Christian Work, September 1, 1870)

Damon spoke, in part, about three events that formed the foundation for the success of the Hawaiian Islands Mission – and the reason for celebration of the Jubilee.

He noted, “During the forty-two years after the Islands were discovered by Cook, or during a longer period than one whole generation, the inhabitants of these Islands lived and died unvisited by Gospel Missionaries, or unblessed with the light of Divine Revelation. …”

“The introduction of Christianity among the in habitants of any nation, savage, semi-civilized, or civilized, is a great event. The case of the Hawaiians forms no exception to this remark. It has appeared becoming to commemorate this event by a Jubilee gathering, and other anniversary meetings and exercises …”

“In a careful review of the history of the Hawaiian nation previous to 1820, I think there are three great and leading events which prepared the way for the new order of things, viz.:….”

“… The conquest of the Islands by Kamehameha I, and the consolidation of the government under one ruler; the visit to the United States of Obookiah (‘Ōpūkaha’ia) and his Hawaiian associates, Thomas Hopu and others; the abolition of idolatry, and the utter renunciation of the old tabu system.”

“These three events, I deem of vast moment, if a person, would take a clear, calm, and philosophical view of the great event, which we are gathered to commemorate. The Hawaiians were led through a period of forty years’ wanderings, even after their existence was known to the civilized world, before they were permitted to enter the Land of Promise.”

“(F)or seventy years (the Kamehameha Dynasty) has stood as firmly, and exercised its functions as efficiently for the welfare of the people of these Islands, as that of any other government on earth. A glance at other nations would disclose the existence of wars, turmoils and revolutions, far more disastrous than have existed here during the past seventy years.”

“I do not hesitate to regard the establishment of a regularly ordered and firmly administered government, although despotic, by Kamehameha I, as a very necessary and important step towards the successful spread of the Christian religion, when the time came for the arrival of the American Mission.”

“It has been reported by some, that Vancouver was instructed by Kamehameha I to send Missionaries from England to these Islands, but the project failed from causes now unknown.”

“The visit of that great English navigator has ever been regarded as among the memorable events in the early history of these Islands, but that was of trifling moment compared with the influence which Obookiah and Lis associates exerted in behalf of this Kingdom and people.”

“He was educated for a priest, to an idol temple, but the Great Ruler of nations led him to forsake his home, embark on board an American ship, by which he reached the United States, in 1809. … “

“The arrival or Obookiah led the Rev. SJ Mills Jr, thus to write to his friend, Gordon Hall ‘What does this mean? brother Hall, do you understand it? Shall he be sent back unsupported to reclaim his countrymen? …”

“… Shall we not rather consider these Southern Islands a proper place for the establishment of a mission?’ This is the first allusion to the subject or a christian mission to the Islands, which I have met with in any American publication.”

“His subsequent career for ten years was identified with the Cornwall Foreign Mission school, in Connecticut, and with efforts to awaken an interest In behalf of the Hawaiian Islands as a mission field.”

“Persons who have not carefully reviewed the rise of the Foreign Missionary enterprise In New England, from 1810 to 1820, can with difficulty realize how prominently Obookiah stood before the religious community in America”

“He travelled through the New England States addressing large assemblies. His name became as familiarly known among the churches as that of the most prominent minister of the Gospel.”

“(D)estruction of Idolatry and the abolition of the Tabu system … is one of the most remarkable events not only in the history of the Hawaiian but of the world. It is without a parallel, either in ancient or modern times.”

“It was altogether an unheard of event in the history of idolatrous nation, for any one to cast aside its Idols, unless others were adopted in their place, or their idols were cast aside for the people to embrace Christianity.”

“Hawaiians cast aside theirs, and did not take others In their place, nor were Influenced thereto by the messengers of gospel truth, for as yet the missionaries had not landed on these shores, and it was not known that they were on voyage hither.”

“‘Hath a nation changed their gods, which are as yet no gods?’ asks the prophet Jeremiah. He did not ask, ‘Hath a nation cast aside their gods?’”

“We have now arrived at a point in our historical review, when it is fitting we should carefully consider, the special event which gives significance to this Jubilee Day. The Anniversary of the landing of the Pioneer Missionaries”.

“Soon after the landing of the pioneer band of Missionaries, stations were taken on Hawaii, Oahu, and Kauai. The King and Chiefs were led to adopt a most liberal and enlightened policy in regard to grants of land and other privileges.”

“The history of no Christian Mission, in ancient or modern times, reveals a more cordial welcome to the messengers of the Gospel. For the most part, that policy has been uniformly continued through the entire half-century which has since elapsed.”

“Fully to appreciate those labors, the observer must review the nation’s history prior to the arrival of those judicial and legal gentlemen who have labored in conducting this people from their Feudal state and system, to the adoption of a Constitutional Monarchy.”

“The whole time allotted for this discourse might be fully employed in repeating the narrative of American, French and English aggressions.”

“The only wonder is, that the nation now remains free and independent, when we reflect upon the strong tide of revolution which has raged, and which has swept away the native governments of the Society Islands, New Zealand, Fiji, and other Polynesian groups.”

“While I acknowledge the jealousies of rival Great Powers has had something to do in this matter, I will not ignore the fact, that from 1820 to 1870, the American Missionaries on these Islands have uniformly combined to form a strong conservative element to uphold the throne.”

“Democratic or Republican by birth and education, they have rallied for the support of the Hawaiian Government, represented by the Kamehameha Dynasty.”

“The fact is patent, that from the landing of the Missionaries to the present time, they have exerted a greater or less influence upon the general policy and administration of the government. I make no attempt to ignore or conceal this fact …”

“… but I challenge the world, to show that this influence, direct or indirect, has not been good, salutary, and conservative. I can point to the Bill of Rights … as embodying those principles which the Missionaries had taught the Rulers of these Islands, and you will find them in harmony with the Magna Chart of England, and the Declaration of American Independence. …”

“We do not thus assemble because the results of Missionaries and philanthropic labor reflect so much honor upon man or any human agency, as upon God the Great Head of Church. The work has been God’s work. As we have seen, He prepared the way, for the introduction of the Christian religion. God’s mighty power has ever been recognized and acknowledged.”

Samuel-Chenery-Damon