Images of Old Hawaiʻi

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Jack Roosevelt Robinson

“A life is not important except in the impact it has on other lives.” (Jack (‘Jackie’) Roosevelt Robinson)

He was born on January 31, 1919 in Cairo, Georgia, the fifth, and last child of Mallie and Jerry Robinson. (In 1936, his older brother Mack won an Olympic silver medal in the 200-meter dash (behind Jesse Owens.))

Jackie was a four-sport athlete in high school and college; during a spectacular athletic career at the University of California at Los Angeles (UCLA,) he had starred in basketball, football, track, and baseball (and became the first student to earn varsity letters in four sports: football (1939 and 1940,) basketball (1940 and 1941,) track (1940) and baseball (1940.)

After exhausting his sports eligibility, Jackie decided to leave UCLA before attaining his degree, despite his mother’s objection, because he wanted to repay her for supporting him during his college career.

Jackie found a job in the winter of 1941 in Honolulu, where he played in the semipro Hawaii Senior Football League for the Honolulu Bears, who had joined the league in 1939 as the Polar Bears or the Hawaiian Vacation Team. (Ardolino)

Unlike the other three teams, the University of Hawaii Rainbows, the Na Aliis (Chiefs) and the Healanis (the Maroons,) the Bears signed their players to contracts, giving Robinson a paying sports job. (Ardolino)

He was paid a $150 advance (deducted from his salary,) a fee of $100 per game, a bonus if the team won the championship and a draft-deferred construction job near Pearl Harbor.

He arrived to great fanfare as the league’s all star, had some superb moments, but succumbed to a recurring injury and faded in the last games.

He stayed at Palama Settlement, rather than with the team in Waikiki (the hotels barred him entry because of the color of his skin.) (PBS)

Their first exhibition game was in Pearl Harbor. Jackie left Honolulu on December 5, 1941, just two days before the Japanese attacked. He was on the Lurline on his way home when Congress formally declared war. He was shortly thereafter inducted into the Army.

Stationed at Fort Riley, Kansas, he was originally denied entry into Officer Candidate School despite his college background. Intervention by a fellow soldier, boxing great Joe Louis, who was also stationed at the base, managed to get the decision reversed. (Swaine)

While in the Army, he had an incident similar to Rosa Parks – on July 6, 1944, Robinson, a twenty-five-year-old lieutenant, boarded an Army bus at Fort Hood, Texas.

He was with the light-skinned wife of a fellow black officer, and the two walked half the length of the bus, then sat down, talking amiably. The driver, gazing into his rear-view mirror, saw a black officer seated in the middle of the bus next to a woman who appeared to be white. Hey, you, sittin’ beside that woman,” he yelled. “Get to the back of the bus.”

Lieutenant Robinson ignored the order. The driver stopped the bus, marched back to where the two passengers were sitting, and demanded that the lieutenant “get to the back of the bus where the colored people belong.”

Lieutenant Robinson told the driver: “The Army recently issued orders that there is to be no more racial segregation on any Army post. This is an Army bus operating on an Army post.”

The man backed down, but at the end of the line, as Robinson and Mrs. Jones waited for a second bus, he returned with his dispatcher and two other drivers. Robinson refused, and so began a series of events that led to his arrest and court-martial and, finally, threatened his entire career.

Later, all charges stemming from the actual incident on the bus and Robinson’s argument with the civilian secretary were dropped. He had still to face a court-martial, but on the two lesser charges of insubordination arising from his confrontation in the guardhouse.

The court-martial of 2d Lt. Jackie Robinson took place on August 2, 1944. After testimony, voting by secret written ballot, the nine judges found Robinson “not guilty of all specifications and charges.” (Tygiel) In November 1944, he received an honorable discharge and then started his professional baseball career.

He played for the Kansas City Monarchs as a part of the Negro Leagues until Brooklyn Dodgers general manager Branch Rickey decided he wanted to integrate baseball. (Hall of Fame)

On October 23, 1945, it was announced to the world that Robinson had signed a contract to play baseball for the Montreal Royals of the International League, the top minor-league team in the Dodgers organization.

Robinson had actually signed a few months earlier. In that now-legendary meeting, Rickey extracted a promise that Jackie would hold his sharp tongue and quick fists in exchange for the opportunity to break Organized Baseball’s color barrier. (Swain)

Robinson led the International League with a .349 average and 40 stolen bases. He earned a promotion to the Dodgers. (Hall of Fame)

On April 15, 1947 Jackie Robinson started at first base for the Brooklyn Dodgers in their opening-day game against the Boston Braves. In so doing, he became the first African-American to play in the major leagues since an abortive attempt at integration in 1884. (Schwarz)

At the end of his first season, Robinson was named the Rookie of the Year. He was named the NL MVP just two years later in 1949, when he led the league in hitting with a .342 average and steals with 37, while also notching a career-high 124 RBI. The Dodgers won six pennants in Robinson’s 10 seasons. (Hall of Fame)

Playing football was not Robinson’s only sports experience in Hawaiʻi; immediately following the 1956 Worlds Series (that the Dodgers lost to the Yankees,) on October 12, 1956, the Dodgers went on a Japan exhibition tour.

Along the way, Robinson and the Dodgers stopped for pre-tour exhibitions in Hawaii with games against the Maui All-Stars, the Hawaiian All-Stars and the Hawaiian champion Red Sox. (Jackie Robinson died on October 24, 1972 at the age of 53.)

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by Peter T Young 2 Comments

Plantation Camps

“I want (my children) to remember that the parents, grandparents were part of that company, the sugar company. The parents, grandparents, and great-grandparents, you know, down the line, the older generation.”

“I want (my children) to think about the older generation, what they gone through for make you possible, as a young generation coming up, eh? That the sugar made you a family, too.” (John Mendes, former Hāmākua Sugar Company worker; UH Center for Oral History)

A century after Captain James Cook’s arrival in Hawaiʻi, sugar plantations started to dominate the Hawaiian landscape. A shortage of laborers to work in the growing (in size and number) sugar plantations became a challenge. The only answer was imported labor.

Starting in the 1850s, labor shortages were eased by bringing in contract workers from Asia, Europe and North America. There were three big waves of workforce immigration: Chinese 1852; Japanese 1885 and Filipinos 1905.

Several smaller, but substantial, migrations also occurred: Portuguese 1877; Norwegians 1880; Germans 1881; Puerto Ricans 1900; Koreans 1902 and Spanish 1907.

The different languages and unusual names created problems; because of this, sugar plantation owners devised an identification system to keep workers sorted out. Upon each laborer’s arrival, a plantation official gave them a metal tag called a bango.

The bango was made of brass or aluminum and had a number printed on one side. It was usually worn on a chain around their neck. Bangos came in different shapes. The shape you wore was determined by your race. Every plantation used bangos. (Lassalle) “They never call a man by his name. Always by his bango, 7209 or 6508 in that manner.” (Takaki)

Plantation camps, developed to house workers and their families, were once scattered among the cane fields. The plantation camps were segregated by ethnicity as well as by occupational rank. Most had the “Japanese camp,” “the Puerto Rican camp,” “the Filipino camp.” (Merry) “There was one called ‘Alabama Camp.’ “Alabama?” “Yeah; we used to have Negroes working on the plantation.” (Takaki)

Supervisors, called lunas, were generally haole (white,) native Hawaiian or Portuguese until the early twentieth century, or Japanese by midcentury. They lived in special parts of the plantation housing, divided from those of other backgrounds by roads and by rules not to play with the children across the street.

The plantation manager typically lived in the “big house” across the street, and although his children might sneak out to play with the workers, his social life revolved around visits with other haole manager families. (Merry)

After cane railroads came into use, field camps were discontinued almost entirely and everyone lived close to the mill. (MacDonald)

While the emigration of Japanese women during the picture bride era changed the composition of the plantation camps there still remained a large community of single male laborers. In 1910 men outnumbered adult women 2-to-1 in the Territory and in some communities, the sex ratio was even more skewed. (Bill)

The canefields were a social space as well as worksite. With families to care for, women had little free time and fieldwork offered daily contact with other women. The companionship of others is what women most often remember about their field work days. (Bill)

The camps were self-sufficient and resources, hours, and pay were tightly controlled by the plantation management. As their contracts expired, members of these ethnic groups either moved back to their home countries, or moved to “plantation towns” and began mercantile business, boarding houses bars, restaurants, billiard halls, dance halls and movie theaters. (Historic Honokaa Project)

Company towns with schools, churches, businesses, hospitals, and recreational facilities emerged as workers raised families on the plantations. (Bill)

“We bought most of our food and clothing from the plantation stores and, if our families were short of cash, credit would be provided. Some children were born at home, but most of us were born in and treated for our illnesses at the plantation hospital.”

“We were entertained (in a) recreational building provided by the plantation. Our young people, especially the males, enjoyed the ballparks provided – again – by the plantations. … (W)e worshiped in church building provided by plantation management for the large groups who worshiped and conducted religious instruction in the language of their members.” (Nagtalon-Miller)

While the public schools in the rural areas of Hawaii were not under direct control of plantation management, they were looked upon as an extension of the plantation because virtually every child had parents who worked on the plantation.

School principal and teachers were often included in the social milieu of the plantations hierarchy, and school program tended to represent middle-class American values of hard work and upward mobility, which have motivated second generation children from the early 1930s to the present.

Although immigrants did not own their own homes or lots (everything was owned by the plantations, which provided for most of their needs), our families were largely content with this economic support system. In any case, for most people there was no alternative.

Most laborers had little or no schooling. We lived in groups where language and cultural values were shared. While wages were meager, women took in laundry, made and sold ethnic foods, and did sewing to supplement their husbands’ pay, and many people were able to send money regularly to parents, siblings, or wives and children who remained in the Philippines, enabling them to buy property or finance an education. (Nagtalon-Miller)

“The plantation took care of us. The plantation was everybody’s mom over here. They held us. I mean, you had plantation life, and then you get the real world. And we were so sheltered.” (Dardenella Gamayo, Pa‘auhau resident; UH Center for Oral History)

Make no mistake; life on the plantation was hard.

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by Peter T Young 1 Comment

Hollister Drug

For about a century following ‘contact’ with the Islands by Europeans, pharmacy did not exist separately from medicine. It was another function of the physician. The Hawaiians were first introduced to western medicine as it was practiced by ships captains and an occasional ship physician.

In 1820 missionaries reaching Hawaii brought with them the first resident medical practitioner. By the 1840s there were many doctors throughout the islands.

These early resident physicians did their own drug dispensing, depending for supplies of drugs and medicines on passing ships, mainland druggists or, if missionaries, on shipments by the Missionary Board from Boston. (LRB)

Sailing from Boston in October, 1838, Dr. Robert W Wood arrived in Honolulu on April 6, 1839, the first American Doctor not a missionary to settle in Hawai‘i. On his arrival he was appointed physician to the US Seaman’s Hospital; in 1847 Dr Wood opened the first public pharmacy. (Kelley)

The first drug store not owned by a doctor or a dentist appears to have been established in 1869. A few years later, Benson, Smith, and Company was founded and was probably the initial drug store in Hawaii owned and operated by a trained druggist. Within the next three years Hollister and Company were also listed as druggists. (LRB)

Henry Reed Hollister was born at Salisbury, Connecticut, September 13, 1824, and engaged in various business enterprises in New York State, in Illinois, in Mexico, and in California.

Hollister married Charlotte Pond at Winchester, Illinois on December 1, 1845. Charlotte died on February 18, 1848 and Hollister then left his infant daughter (Phoebe Adelaide Hollister, born November 27, 1847) with his mother at LeRoy, NY, and went to Texas.

About 1852, Hollister was in California, and soon after migrated to the Hawaiian Islands in 1856, where his father (Richard) had been residing a number of years. (Hollister Family)

Richard, the senior Hollister was admitted to the bar, but engaged in mercantile business at Waimea, on Kauai in 1853. Hearing that his son, Henry Reed, was in California, he joined him in Sacramento, remaining in California about a year and a-half, and then returned to the Hawaiian Islands, where he was appointed collector of the port on Kauai. The senior Hollister died April 19, 1878.)

In 1863, Henry R Hollister and Phillip G Hyland, founded the first soda water company, ‘Hollister & Hyland’ in Hawai‘i. (Cultural Surveys) Unfortunately, with the drowning death of Hyland in 1871, the partnership was dissolved and Hollister established ‘Hollister & Co.’ (It has been suggested that Hollister & Co was previously formed by Richard Hollister.)

In 1878 the drug department was established, and it grew steadily “into the large proportions of the present enterprise.” (Bulletin of Pharmacy, 1896)

On September 24, 1867 Howard A Parmelee married Phoebe Adelaide Hollister (one of two children of Hollister; Charles Henry Hollister died as an infant.) Parmelee came to the Islands in December 1878 and became a partner in the firm of Hollister & Co. with his father-in-law

Hollister died May 12, 1895 and Parmelee was the practical head of the firms of Hollister & Co, the Hollister Drug Company and the Honolulu Tobacco Company, in Honolulu. Parmelee, a friend of President Dole, took a hand in the annexation movement.

“The islands are prosperous under the new administration.” said Mr. Parmelee in a reported interview. “We had 100,000 inhabitants in 1896, and we are to have another census right away.”

“We are waiting to see what the next Congress gives us in the way of legislation. A number of amendments to the present tariff laws, with special reference to Hawaii, are needed.” (Merck’s Report, Oct 1899)

On April 30, 1900, HA Parmelee and PA Parmelee posted a dissolution of co-partnership concerning Hollister & Co, noting that “the business of said Hollister & Co and this dissolution have no connection with the Hollister Drug Co, Ltd, the said Hollister Drug Co, Ltd being an independent corporation.” Hawaiian Star, May 5, 1900)

“The Walrus Company, through their California distributors, the Langley & Michaels Co. of San Francisco, report the sale of a very elaborate Soda Fountain outfit to the Hollister Drug Co … This is but one of a number of outfits that the Walrus Company have marketed in Honolulu through their San Francisco distributors.” (Pacific Pharmacist, 1915)

The Hollister firm focused as wholesale and retail druggists, tobacconists and manufacturers of aerated waters, but later became a “vast mercantile establishment.” (Hollister Family)

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Easter

Easter, Latin Pascha, Greek Pascha, is a principal festival of the Christian church, which celebrates the Resurrection of Jesus Christ on the third day after his Crucifixion.

The earliest recorded observance of an Easter celebration comes from the 2nd century, though the commemoration of Jesus’ Resurrection probably occurred earlier.

There is now widespread consensus that the word derives from the Christian designation of Easter week as in albis, a Latin phrase that was understood as the plural of alba (“dawn”) and became eostarum in Old High German, the precursor of the modern German and English term. The Latin and Greek Pascha (“Passover”) provides the root for Pâques, the French word for Easter. (Britannica)

“The word ‘Easter’ comes from Old English, meaning simply the ‘East.’ The sun which rises in the East, bringing light, warmth, and hope, is a symbol for the Christian of the rising Christ, who is the true Light of the world.”

“The Paschal Candle used during the Easter Vigil is a central symbol of this divine light, which is Christ. It is kept near the ambo throughout Easter Time and lit for all liturgical celebrations.”

“The Easter Vigil is the ‘Mother of All Vigils’ and Easter Sunday is the greatest of all Sundays.”

“The season of Easter is the most important of all liturgical times, which Catholics celebrate as the Lord’s resurrection from the dead, culminating in his Ascension to the Father and sending of the Holy Spirit upon the Church.”

“The octave of Easter comprises the eight days which stretch from the first to the second Sunday. It is a way of prolonging the joy of the initial day.”

“There are 50 days of Easter from the first Sunday to Pentecost. It is characterized, above all, by the joy of glorified life and the victory over death expressed most fully in the great resounding cry of the Christian:  Alleluia! All faith flows from faith in the resurrection: ‘If Christ has not been raised, then empty is our preaching; empty, too, is your faith.’ (1 Cor 15:14)”

“What you sow is not brought to life unless it dies. And what you sow is not the body that is to be, but a bare kernel of wheat, perhaps, or of some other kind;…”

“So also is the resurrection of the dead. It is sown corruptible; it is raised incorruptible. It is sown dishonorable; it is raised glorious. It is sown weak; it is raised powerful. It is sown a natural body; it is raised a spiritual body. If there is a natural body, there is also a spiritual one.”

“So, too, it is written, ‘The first man, Adam, became a living being,’ the last Adam a life-giving spirit.”

“But the spiritual was not first; rather the natural and then the spiritual. The first man was from the earth, earthly; the second man, from heaven.”

“As was the earthly one, so also are the earthly, and as is the heavenly one, so also are the heavenly. Just as we have borne the image of the earthly one, we shall also bear the image of the heavenly one. (1 Cor 15:36-37, 42-49)”  (USCCB)

In the Christian calendar, Easter follows Lent, the period of 40 days (not counting Sundays) before Easter, which traditionally is observed by acts of penance and fasting.

Easter is immediately preceded by Holy Week, which includes Maundy Thursday, the commemoration of Jesus’ Last Supper with his disciples; Good Friday, the day of his Crucifixion; and Holy Saturday, the transition between Crucifixion and Resurrection.

Liturgically, Easter comes after the Great Vigil, which was originally observed sometime between sunset on Easter Saturday and sunrise on Easter Sunday. Later it would be celebrated in Western churches on Saturday evening, then on Saturday afternoon, and finally on Sunday morning. (Britannica)

Easter, like Christmas, has accumulated a great many traditions, some of which have little to do with the Christian celebration of the Resurrection but derive from folk customs.

The custom of the Easter lamb appropriates both the appellation used for Jesus in Scripture (“behold the lamb of God which takes away the sins of the world,” John 1:29) and the lamb’s role as a sacrificial animal in ancient Israel.

In antiquity Christians placed lamb meat under the altar, had it blessed, and then ate it on Easter. Since the 12th century the Lenten fast has ended on Easter with meals including eggs, ham, cheeses, bread, and sweets that have been blessed for the occasion.

The use of painted and decorated Easter eggs was first recorded in the 13th century. The church prohibited the eating of eggs during Holy Week, but chickens continued to lay eggs during that week, and the notion of specially identifying those as “Holy Week” eggs brought about their decoration.

The egg itself became a symbol of the Resurrection. Just as Jesus rose from the tomb, the egg symbolizes new life emerging from the eggshell. In the Orthodox tradition eggs are painted red to symbolize the blood Jesus shed on the cross.

Easter egg hunts are popular among children in the United States. First lady Lucy Hayes, the wife of Pres. Rutherford B. Hayes, is often credited with sponsoring the first annual Easter egg roll (an event where children and their parents were invited to roll their eggs on the Monday following Easter) on the White House lawn, in 1878.

That year the event was moved to the White House from the grounds of the U.S. Capitol Building, where large numbers of children had gathered beginning in the early 1870s to roll their eggs and play on Easter Monday.

The custom of associating a rabbit or bunny with Easter arose in Protestant areas in Europe in the 17th century but did not become common until the 19th century.

The Easter rabbit is said to lay the eggs as well as decorate and hide them. In the United States the Easter rabbit also leaves children baskets with toys and candies on Easter morning. In a way, this was a manifestation of the Protestant rejection of Catholic Easter customs.

In some European countries, however, other animals – in Switzerland the cuckoo, in Westphalia the fox – brought the Easter eggs.  (Britannica)

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The Alii, the Missionaries and Hawaii

Click HERE for more on the Ali‘i and the missionaries.

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.)

The Mission Prudential Committee in giving instructions to the pioneers of 1819 said: “Your mission is a mission of mercy, and your work is to be wholly a labor of love. …”

“Your views are not to be limited to a low, narrow scale, but you are to open your hearts wide, and set your marks high. You are to aim at nothing short of covering these islands with fruitful fields, and pleasant dwellings and schools and churches, and of Christian civilization.” (The Friend)

The Laws and Regulations of the ABCFM stated, “No missionary or assistant missionary shall engage in any business or transaction whatever for the sake of private gain …”

“… nor shall anyone engage in transactions or employments yielding pecuniary profit, without first obtaining the consent of his brethren in the mission; and the profits, in all cases, shall be placed at the disposal of the mission.”

After 164-days at sea, on April 4, 1820, the Thaddeus arrived and anchored at Kailua-Kona on the Island of Hawaiʻi. Over the years, the missionaries set up missions across the islands.

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”,) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

Collaboration between native Hawaiians and the American Protestant missionaries resulted in, among other things, the introduction of Christianity; the creation of the Hawaiian written language and widespread literacy; the promulgation of the concept of constitutional government; making Western medicine available; and the evolution of a new and distinctive musical tradition (with harmony and choral singing.)

Introduction of Christianity

Within five years of the initial arrival of the missionaries, a dozen chiefs had sought Christian baptism and church membership, including the king’s regent Kaʻahumanu. The Hawaiian people followed their native leaders, accepting the missionaries as their new priestly class. (Schulz)

Keōpūolani is said to have been the first convert of the missionaries in the Islands, receiving baptism from Rev. William Ellis in Lāhainā on September 16, 1823. Keōpūolani was spoken of “with admiration on account of her amiable temper and mild behavior”. (William Richards) She was ill and died shortly after her baptism.

On December 24, 1825, Kaʻahumanu, six other Chiefs and one makaʻāinana (commoner) were baptized and received Holy Communion at Kawaiahaʻo Church. This was the beginning of expanded admission into the Church.

Kamakau noted of her baptism, “Kaʻahumanu was the first fruit of the Kawaiahaʻo church … for she was the first to accept the word of God, and she was the one who led her chiefly relations as the first disciples of God’s church.”

Creation of the Hawaiian Written Language

When Captain Cook first made contact with the Hawaiian Islands in 1778, Hawaiian was a spoken language but not a written language. Historical accounts were passed down orally, through oli (chants) and mele (songs.)

Then, on July 14, 1826, the missionaries established a 12-letter alphabet for the written Hawaiian language, using five vowels (a, e, i, o, and u) and seven consonants (h, k, l, m, n, p and w) in their “Report of the committee of health on the state of the Hawaiian language.” The alphabet continues in use today.

Widespread Literacy

The missionaries established schools associated with their missions across the Islands. This 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.

Interestingly, as the early missionaries learned the Hawaiian language, they then taught their lessons in the mission schools 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.

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

In 1839, King Kamehameha III called for the formation of the Chiefs’ Children’s School (Royal School.) The main goal of this school was to groom the next generation of the highest ranking Chiefs’ children and secure their positions for Hawaiʻi’s Kingdom. The King asked missionaries Amos Starr Cooke and Juliette Montague Cooke to teach the 16-royal children and run the school.

In this school, the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855 were educated, including: Alexander Liholiho (King Kamehameha IV;) Emma Naʻea Rooke (Queen Emma;) Lot Kapuāiwa (King Kamehameha V;) William Lunalilo (King Lunalilo;) Bernice Pauahi (Princess Bernice Pauahi Bishop, founder of Kamehameha Schools;) David Kalākaua (King Kalākaua) and Lydia Liliʻu Kamakaʻeha (Queen Liliʻuokalani.)

The King also saw the importance of education for all; “Statute for the Regulation of Schools” was passed by the King and chiefs on October 15, 1840.

Its preamble stated, “The basis on which the Kingdom rests is wisdom and knowledge. Peace and prosperity cannot prevail in the land, unless the people are taught in letters and in that which constitutes prosperity. If the children are not taught, ignorance must be perpetual, and children of the chiefs cannot prosper, nor any other children”.

Constitutional Government

Kamehameha III asked Richards (who had previously been asked to serve as Queen Keōpūolani’s religious teacher) to become an advisor to the King as instructor in law, political economy and the administration of affairs generally.

Richards gave classes to King Kamehameha III and his Chiefs on the Western ideas of rule of law and economics. His decision to assist the King ultimately resulted in his resignation from the mission, when the ABCFM board refused to allow him to belong to the mission while assisting the King.

“The Hawaiian people believed in William Richards (Rikeke), the foreigner who taught the king to change the government of the Hawaiian people to a constitutional monarchy and end that of a supreme ruler, and his views were adopted.” (Kamakau)

Of his own free will, King Kamehameha III granted the Constitution of 1840, as a benefit to his country and people, that established his Government upon a declared plan. (Rex v. Booth – Hanifin)

That constitution introduced the innovation of representatives chosen by the people (rather than, as previously, solely selected by the Aliʻi.) This gave the common people a share in the government’s actual political power for the first time.

Western Medicine

Later (when Richards was sent on a diplomatic mission to the US and Europe to recognize the rights of a sovereign Hawaiʻi,) King Kamehameha III asked missionary Judd to resign from the mission and serve as his advisor and translator.

Judd, a doctor by training, had originally come to the islands to serve as the missionary physician. While in that role, Judd set up part of the basement in the 1821 Mission House as a Western medicine pharmacy and doctor’s office, beginning in 1832.

Dr Judd did not dismiss Native Hawaiian medical practices. He thought Native Hawaiian practice should be improved. Over the years, Dr Judd modified his practice to include Native Hawaiian ingredients in his treatments.

Judd wrote the first medical book in the Hawaiian language and later formed the first medical school in the Islands. Ten students were accepted when it opened in 1870, all native Hawaiians (the school had a Hawaiians-only admissions policy.)

Distinctive Musical Tradition

Another lasting legacy left by the missionaries in the Islands related to music. Some songs were translations of Western songs into Hawaiian; some were original verse and melody.

Oli and mele were already a part of the Hawaiian tradition; it was delivered in an almost monotone way, without instrumentation, or with percussion (drums) or flutes.

“As the Hawaiian songs were unwritten, and adapted to chanting rather than metrical music, a line was measured by the breath; their hopuna, answering to our line, was as many words as could be easily cantilated at one breath.” (Bingham)

The missionaries introduced Western choral tradition, harmony, hymns, gospel music, and Western composition. In the early period, instrumentation included the “Church Bass,” a cello-like instrument and a flute. Later on, church organs, pianos, melodeons, and other instruments were introduced to Hawai`i.

One of the unique verses (sung to an old melody) was Hoʻonani Hole – Hoʻonani I Ka Makua Mau. Bingham wrote/translated it to Hawaiian and people sang it to a melody that dates back to the 1600s – today, it is known as the Hawaiian Doxology.

Another popular Hawaiian song was written by another missionary, Lorenzo Lyons. Lyons composed many poems and hymns; Lyons’ best known and beloved work is the hymn “Hawaiʻi Aloha,” sung to the tune of “I Left It All With Jesus.” The song was inducted into the Hawaiian Music Hall of Fame in 1998.

“Widely regarded as Hawaiʻi’s second anthem, this hymn is sung in both churches and public gatherings. It is performed at important government and social functions to bring people together in unity, and at the closing of Hawaiʻi Legislative sessions.” (Hawaiian Music Museum)

Today, the Hawaiian Mission Houses Historic Site and Archives (Hawaiian Mission Houses) promotes an understanding of the social history of 19th-century Hawai‘i and the relationship between the Aliʻi and the missionaries, and their critical, collaborative role in the formation of modern Hawai‘i.

Over the years, the growing partnership and collaboration between native Hawaiians and the American Protestant missionaries resulted in the introduction of Christianity, a written Hawaiian language, literacy, constitutional government, Western medicine and an evolving music tradition.

Click HERE for more on the Ali‘i and the missionaries.

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