“One young man asked (a missionary) for a book yesterday, and (he) inquired of him who his teacher was. He replied, ‘My desire to learn, my ear, to hear, my eye, to see, my hands, to handle, for, from the sole of my foot to the crown of my head I love the palapala.’” (KSBE)
“Not long after the passing of Kamehameha I in 1819, the first Christian missionaries arrived at (Kawaihae), Hawaiʻi on March 30, 1820. (They finally anchored at Kailua-Kona on April 4, 1820.) Their arrival here became the topic of much discussion as Liholiho, known as Kamehameha II, deliberated with his aliʻi council for 13 days on a plan allowing the missionaries to stay.
“Interestingly, the missionaries promised a printing press and to teach palapala, or reading and writing. Because Liholiho had learned the alphabet prior to the missionaries’ arrival, he had a notion of the value of a printing press and literacy for his people.”
“A key point in Liholiho’s plan required the missionaries to first teach the aliʻi to read and write. The missionaries agreed to the King’s terms and instruction began soon after.” (KSBE)
The arrival of the first company of American missionaries in Hawai¬ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of chiefs to stimulate the people to reading and writing.
“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”. (Hiram Bingham)
“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.” (Hiram Bingham)
“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.” (Hiram Bingham)
As the missionaries learned Hawaiian, they taught their lessons in Hawaiian, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians. In later years, the instruction, ultimately, was in English.
“By August 30, 1825, only three years after the first printing of the pīʻāpā, 16,000 copies of spelling books, 4,000 copies of a small scripture tract, and 4,000 copies of a catechism had been printed and distributed.”
“On October 8, 1829, it was reported that 120,000 spelling books were printed in Hawaiʻi. These figures suggest that perhaps 90 percent of the Hawaiian population were in possession of a pīʻāpā book!”
“This literacy initiative was continually supported by the aliʻi. Under Liholiho, ships carrying teachers were not charged harbor fees. During a missionary paper shortage, the government stepped in to cover the difference, buying enough paper to print roughly 13,500 books.”
“In fact, while Liholiho was on his ill–fated trip to England, Kaʻahumanu, the kuhina nui (regent), and Kalanimōku reiterated their support by proclaiming that upon the completion of schools, ‘all the people shall learn the palapala.’”
“During this period, there were approximately 182,000 Hawaiians living throughout 1,103 districts in the archipelago. Extraordinarily, by 1831, the kingdom government financed all infrastructure costs for the 1,103 school houses and furnished them with teachers. Our kūpuna sunk their teeth into reading and writing like a tiger sharks and would not let go.” (KSBE)
“This legendary rise in literacy climbed from a near-zero literacy rate in 1820, to between 91 to 95 percent by 1834. That’s only twelve years from the time the first book was printed!” (KSBE)
It was through the cooperation and collaboration between the Ali‘i, people and missionaries that this was able to be accomplished.
Manu Ka‘iama then noted:
“I think I hear what you are saying, and it is an important point to make and to remember is that their mission was very different, that first generation of missionaries. Their mission or their reason to be here, and the assistance that they provided the ali‘i goes without saying. I guess these letters probably pretty much show that.”
“You can see the relationship and you can see how they worked together and that they learned from each other. And, I would assume that is so and I think we are hard on the missionaries because of maybe the next generation of missionaries …”
“We do, many times, kind of just brush over that earlier history, and we shouldn’t make that mistake, because the fact that these letters show a relationship that you think is honorable….” (Manu Ka‘iama)
Jon Yasuda then added,
“I think literacy was … almost like the new technology of the time. And, that was something that was new. … When the missionaries came, there was already contact with the Western world for many years…. But this was the first time that literacy really began to take hold.”
“The missionaries, when they came, they may have been the first group who came with a [united] purpose. They came together as a group and their purpose was to spread the Gospel the teachings of the Bible.”
“But the missionaries who came, came with a united purpose … and literacy was a big part of that. Literacy was important to them because literacy was what was going to get the Hawaiians to understand the word of the Bible …
“… and the written word became very attractive to the people, and there was a great desire to learn the written word. … Hawai‘i became the most literate nation at one time.”
Shifting Paradigm Noted by Kaliko Martin
“The Ali‘i Letters project “changed my perspective on the anti-missionary, anti-Anglo-Saxon rhetorical tradition that scholarship has been produced, contemporary scholarship, and it is not to discredit that scholarship, but just to change a paradigm, to shift the paradigm, and it shifted mine.” (Kaliko Martin, Research Assistant, Awaiaulu)
Puakea Nogelmeier had a similar conclusion. In remarks at a Hawaiian Mission Houses function he noted,
“The missionary effort is more successful in Hawai‘i than probably anywhere in the world, in the impact that it has on the character and the form of a nation. And so, that history is incredible; but history gets so blurry …”
“The missionary success cover decades and decades becomes sort of this huge force where people feel like the missionaries got off the boat barking orders … where they just kind of came in and took over. They got off the boat and said ‘stop dancing,’ ‘put on clothes,’ don’t sleep around.’”
“And it’s so not the case ….”
“The missionaries arrived here, and they’re a really remarkable bunch of people. They are scholars, they have got a dignity that goes with religious enterprise that the Hawaiians recognized immediately. …”
“The Hawaiians had been playing with the rest of the world for forty-years by the time the missionaries came here. The missionaries are not the first to the buffet and most people had messed up the food already.”
“(T)hey end up staying and the impact is immediate. They are the first outside group that doesn’t want to take advantage of you, one way or the other, get ahold of their goods, their food, or your daughter. … But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write”. (Puakea Nogelmeier)
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