Prominent People | Page 124 | Images of Old Hawaiʻi

November 2, 2017 by Peter T Young Leave a Comment

Overboard

“On our way towards China my poor friend Thomas fell overboard. He was so careless, not knowing what he was about, he went outside of the ship and drew salt- water to wash plates with (for he was a cabin’s boy.) When the ship rolled he got in the water.” (‘Ōpūkaha‘ia)

“It was early in the morning, while my Captain was fast asleep in the cabin. But while I was in the water, longside of the ship, I called to one of my shipmates, who stood on the helm, ‘Mix, Mix’.”

“He heard me. Then he cried out, ‘Thomas is overboard.’ (Hopu)

“The Captain calls all hands upon the deck, and ordered to have all the sails pull down in order to let about-While we were working upon our sails, my friend Thomas was out of sight.” (‘Ōpūkaha’ia)

“At this time, the wind blew very high, so that the waves roared, and the ship was going at about nine knots an hour. It was a considerable time before the necessary orders could be given, to put the ship about for my rescue. In the mean time, I lost sight of the ship, after which I was swimming in the water.”

“In this situation, though I was an expert swimmer, I gave myself up for lost.” (Hopu)

“While he was in the water he pulls all off his clothes in order to be lighter. We turned our ship and went back after him.” (‘Ōpūkaha’ia)

“Then I cried to my god, Akooah, for help, and made my vow to him, in the hour of trouble, that if he would save me out of the great and mighty waters, and I might reach the ship, I would devote to my god, Akooah, a fine jacket, which I had received from my Captain, as a present.”

“And I also made several short prayers to the great Spirit, while I was swimming in the water, before that I could see the ship. I considered myself in the greatest danger of being swallowed up in the mighty ocean.”

“I expected to die before the ship would reach me. While the waves of the sea were breaking over my head, every moment, I then thought that it must be a very hard thing for me to die, in the full strength of this mortal body.”

“While I was thinking in this situation, I saw a bird come from God, as I thought, out of the clouds, down to me, on the water. I was very glad to behold him flying over my head, and I was greatly rejoiced to see such a messenger sent down to me from the great Spirit.”

“I then talked to him in these words, ‘If you are a bird of God, please to go back to your master, and tell him that I have already given a jacket to your master and come quickly and save me, that I perish not in this deep water, where is no bottom.’”

“Then the ship again reached me …” (Hopu)

We found him almost dead. He was in the water during the space of two and a half hours. O how glad was I then to see him for he was already gone.” (‘Ōpūkaha’ia)

“ … and I was taken on board: but I could not speak a word to any one of my shipmates, because I was almost dead when I got on board the ship.”

“Immediately after I got on board, a great shark came alongside of the ship. I suppose the shark followed my track.”

“O! What a wonderful mercy of God is this, that God who is infinite in kindness to so unworthy a creature as I am; and whose hand is not shortened, that it cannot save, neither his ear heavy, that it cannot hear.”

“When the poor cry for help, in their troubles, he is always near to save them.” (Hopu)

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November 1, 2017 by Peter T Young 1 Comment

Liljestrand

Howard Liljestrand was born in Iowa in 1911. The child of medical missionaries, he was raised in Sichuan, China. He graduated from Harvard Medical School and met his wife, Helen Betty Horner, at the Woods Hole Oceanographic Institute in Cape Cod.

In 1937, Betty and Howard Liljestrand arrived in Hawaii as honeymooners and medical missionaries en route to China – they came to Hawaii so Howard could complete his residency at Queens Hospital.

The two had planned to return to China, but the country’s growing political tensions of the coming Communist revolution delayed and, ultimately, diverted them and kept them in the Islands. He worked at a plantation hospital near Pearl Harbor, where the couple raised four kids. (Quill)

When Howard and Betty Liljestrand decided to move from their Plantation Style cottage in Aiea to a neighborhood closer to Honolulu.

Knowing that they wanted to build a house, the Liljestrands spent a decade looking for the ideal plot of land. It was on a hike in the rain forest on Tantalus that they decided that this was where they wanted to build their home.

While hiking they met George Coulter sitting on his porch watching the sunset. They struck up a casual conversation, telling George about their desire to move to the mountain. Realizing how much they loved it, George offered to sell them a portion of his land.

The Liljestrands purchased 2.5 acres from Coulter in 1946: a 2 acre square parcel on one side of Coulter’s house lot, and a half acre parcel on the other side that was just below a ridge-line overlooking the city. The half-acre parcel didn’t have the entire view they wanted, the other side of the ridge was conservation land owned by the Territory of Hawaii.

They made an even trade with the Territory; they would deed the 2 acre square parcel to the Territory for conservation land in exchange for the half acre parcel on the other side of the ridge-line from their own. This secured the view of the city that they wanted, and created the house lot for their new home. (NPS)

Given their lifestyle, they had an extensive list of programmatic needs. First and foremost, the wanted a home of unusual quality and livability. They firmly believed in the ‘emotional power of architecture to give meaning to life’ and pursued a ‘spirit lifting’ quality in their home. (Penick; Pace Setter Homes)

They wanted “morning sun in the kitchen, no morning sun in the bedroom (Howard was a late sleeper), a single loaded corridor, views from every room, no rooms as passageways, lots of storage, a front door easily and naturally accessible, places where work can be left out, and a circular drive.” (Liljestrand House)

They hired Vladimir Ossipoff to design their 6,700-square-foot dream house, with Betty, who was clearly ahead of her time, serving as general contractor. The Liljestrands moved into the house, which was nearly complete, in 1952. (Quill)

The house has an irregular H-shaped floor plan, with one wing set at a 45 degree angle, instead of perpendicular to the middle wing. The house is constructed of redwood which throughout has been managed with a variety of treatments to fit the feeling and flow of the floor plan. (NPS)

The house is set far off the street, down a private road with a security gate. The road services two residences, and divides after 50 yards or so, with the left driveway leading to the Liljestrand property.

Ossipoff designed the house to showcase the view from the ridge. The house was situated on the ridge to extend the view from Diamond Head in one direction to the airport in the other.

The natural beauty around the house was an important element incorporated into the design. The use of floor to ceiling windows and walls that slide away, entirely open the house to the outside world. The long driveway and forested area provide privacy.

Between 1946 and 1965, House Beautiful named 17 Pace Setter houses for the post–World War II years. The Liljestrand House was selected in 1958, commanding the cover and 53 pages of the magazine.

The Pace Setters were not designated to impress the fine-arts world but to translate high design for a postwar nuclear family. Frank Lloyd Wright’s houses could be too dark, and Le Corbusier’s roofs leaked, but the Pace Setters were livable. (Departures)

The Liljestrand House typifies a romantic vision of midcentury life, with a kitchen that includes work stations for flower arranging, sewing, typing and gift wrapping.

The living and dining rooms have an open plan for parties, with conversational seating areas for intimacy. Recreational activities are relegated to the downstairs – with billiards, Ping-Pong, movie screenings and a kidney-shaped pool outside.

The house builds on aspects of previous Hawaiian architecture, the low, simple front façade draws from earlier Craftsman and the vernacular Plantation Style of houses. Ossipoff’s vision embraces key concepts of life in Hawaii, such as the expansion of the living area to include the outdoors. (NPS)

Almost fifty years after its publication in House Beautiful, the Liljestrand House appeared in Western Interiors and Design, on the cover of Metropolis, and in the book, The Hawaiian House Now.

In 2007 and 2008, respectively, The Liljestrand House was listed on the Hawaii State and the United States National Registers of Historic Places.

In 2009, the Liljestrand House received a Preservation Award from the Historic Hawaii Foundation. In a letter to the Liljestrand Family the Historic Foundation called the house “one of the most, if not the most, intact historic structures in the state.”

They also recognized that the furniture, built-in interiors, and contents – all designed or selected by the architect – remain in original condition; the architectural source materials – notes, memos, letters, drawings, materials lists, invoices, and even the building permit – exist; and that film and photos of the construction exist.

The Liljestrand family has created the Liljestrand Foundation. The mission of the Foundation is to preserve the house and to make that preservation purposeful by opening the house to the public for tours and for charitable, cultural, and educational activities. (Liljestrand House)

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October 31, 2017 by Peter T Young 2 Comments

Pohoiki

Early settlement patterns in the Islands put people on the windward sides of the islands, typically along the shoreline. However, in Puna, much of the district’s coastal areas have thin soils and there are no good deep water harbors. The ocean along the Puna coast is often rough and windblown.

As a result, settlement patterns in Puna tend to be dispersed and without major population centers. Villages in Puna tended to be spread out over larger areas and often are inland, and away from the coast, where the soil is better for agriculture. (Escott)

This was confirmed on William Ellis’ travel around the island in the early 1800s, “Hitherto we had travelled close to the sea-shore, in order to visit the most populous villages in the districts through which we had passed.”

“But here receiving information that we should find more inhabitants a few miles inland, than nearer the sea, we thought it best to direct our course towards the mountains.” (Ellis, 1826)

Dry land farming was practiced in coastal Puna during the late prehistoric and early historic period. Table-land areas aong the lower slopes of Hawaii Island were used for cultivation of un-irrigated taro, sweet potatoes, yams, bananas, breadfruit, olona, sugarcane and wauke (paper mulberry.) (Lantinis)

“The whole population of this section of the country was by the wayside, which gave me an opportunity of judging of their number; this is much larger than might be supposed from the condition of the country, for with the exception of the point at Kapoho, very little ground that can be cultivated is to be seen.”

“The country, however, is considered fruitful by those who are acquainted with it, notwithstanding its barren appearance on the road sides. The inhabitants seemed to have abundance of bread-fruit, bananas, sugar-cane, taro, and sweet-potatoes.”

“The latter, however, are seen to be growing literally among heaps of stones and pieces of lava, with scarcely soil enough to cover them; yet they are, I am informed, the finest on the island.”

“At Puna, there is a large church; but no appearance of a village, the houses being much scattered. The church, it is said, will contain two or three thousand persons.” (Wilkes, 1845)

“Our stopping place for the night was at Pohoiki (‘small depression’) … The natives bro’t us the Ki or Ti root baked. It is very sweet and juicy. There are fine groves of cocoa nut trees and the situation of a hamlet on an inlet of the sea is very pleasant.” (Chester Lyman, 1846)

In August of 1878, Robert Henry Rycroft stated that he made improvements to the Pohoiki landing and wanted to buy property here. The original landing was destroyed by a tsunami in August 1885. (DLNR)

The improvements to Pohoiki landing allowed the Puna Sugar Company to ship in their seed cane to Kapoho around 1898. The landing was the only means of transportation. The railroad and roads from Hilo came later. (Red Road CMP)

“This district presents some features which are well worth the exertion which the traveler will have to make in order to see them. The general appearance from the road is sterile, especially in the southern part, where there are considerable tracts covered with lava rock supporting the scantiest of vegetation.”

“Some eighteen miles from Hilo the country begins to improve, and away from the main road, upon the slopes of the mountain, there are many acres of excellent land, suitable for coffee and fruit growing.”

“The south-eastern part of Puna has some celebrity for its groves of coconuts, the trees being more abundant here than in any other part of the islands. The traces of volcanic action are extremely prominent in this district.”

“The tourist who plans to go through Puna, should obtain letters for either Kapoho or Pohoiki, where the first night would be spent … A number of coffee planters have located in this vicinity, and groves of coffee trees may be seen every few miles.” (Whitney, 1895)

In the Puna District in 1880, Hawaiians maintained small-scale traditional farms, and other settlers invested in commercial properties like coffee plantations on approximately three dozen land grants. (ORNL)

Rycroft constructed a coffee mill in 1891 to process the coffee then being planted in Puna. One serious difficulty of coffee growing was that it required a large work force only when the coffee was to be picked. Keeping men employed when not picking coffee was a serious economic drain on the fledgling industry. (Matsuoka, ORNL)

However, for some unknown reason, the coffee boom ended in 1899, leaving the mill basically without a product to process. Then, probably, the Rycrofts had to find an alternate crop to process in the new coffee mill.

Presumably, then, the Rycroft guava business in Puna was started in about 1900 to use the coffee mill, and possibly was abandoned after 1910.

Rycroft and his son, Walter, should be credited with the first commercial production of guava at Pohoiki in Puna; they produced guava jam and jelly in the ‘coffee mill.’ (Shigemura & Bulloock)

The Pohoiki area has remained mostly undeveloped except for the 23-year period of commercial development under Robert Rycroft. Rycroft’s ventures between 1877 and 1899 included ‘awa, cattle, sawmill, coffee and guava. The Pohoiki commercial activity appears to have ended when Rycroft moved to Honolulu in 1899. (DLNR)

This area was used as a whaling port and was always a fishing village. Many families in the area would contribute to the sharing of fish with other families. It has been said that if you even touched the canoe you would get some fish.

Old fishing practices included using the canoes. One practice that is documented in this area is opelu fishing. The families would take out the canoe and feed the opelu koʻa (house) with the ʻopae ula (red shrimp.) This was done to ensure that there was always fish and the fish were well taken care of. The families of these areas were subsistence fisherman.

Pohoiki is a small 1,000-foot long bay located approximately three miles south of Kapoho. During the thirties fewer canoes went out to catch opelu. Eventually a boat ramp was constructed at Pohoiki and the canoes were replaced by motorboats. (Matsuoka, ORNL)

By 1940, the wharf at Pohoiki had been abandoned as a commercial stop, but the bay was used as a canoe landing by local fishermen. (Clark)

World War II had a profound effect on Hawai’i. In Puna, those who remained behind were made to fear a Japanese invasion by sea. The coastline were watched and guarded by soldiers stationed, in the Kalapana area.

There were 100 to 150 soldiers stationed in Kalapana and they were rotated every three months. Some camped in tents on Kaimu beach and Kalapana beach, some lived in the school cafeteria, and others in the gym and the priest’s house at the Catholic Church.

Other forms of subsistence production continued after the war, such as pole-fishing from shore, gathering limu and opihi, and crab and raising stock. Hunting of wild pigs remained an important source of meat. Native plants were gathered for herbal teas and medicine. (Matsuoka, ORNL)

Here is the “Isaac Kepoʻokalani Hale Beach Park.” It was established in 1951 to honor Isaac Hale who was a soldier killed in the Korean War.

Traditional fishing practices started to dissipate in the 1950s with the introduction of fishing boats. Families began to start fishing with boats during these times. (Red Road CMP)

During the 1950s, boating traffic from outside the area began to increase substantially as commercial and recreational fishers began buying smaller boats that could be trailered to parts of the Island. (Clark)

Pohoiki Warm Spring is a natural hot pond in the jungle near a popular Pohoiki surfing beach. It’s a couple hundred yards from the Park to the pool, which is only about 20 yards from the ocean.

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August 7, 2014 – Pohoiki, Hawaii: A spectator watches Hurricane Iselle generated surf pound the Puna shoreline at Pohoiki this afternoon. Waves were ranging in 10-12 foot range and increasing.

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October 27, 2017 by Peter T Young Leave a Comment

“… your people must all read and write …”

“If you wish to have me for your friend, you and your people must all read and write. If you do not attend to instruction, I shall not be your friend.” (King George of England to Boki, 1824)

Boki asked him whether preachers are good men, and the King said, “Yes, and they are men to make others good. I always have some of them by me; for chiefs are not wise like them.”

“We in England were once like the people in your islands; but this kind of teachers came and taught our fathers, and now you see what we are.” (ABCFM Annual Report, 1826)

The exchange was at the sad time of when Liholiho (Kamehameha II) and his Queen Kamāmalu died in England. Boki was with them at the time; Liholiho and Kamāmalu died without ever getting to meet King George IV. Boki returned May 6, 1825.

Learning to read and write had already been on Liholiho’s mind, well before he travelled to England. In 1820, missionary Lucy Thurston noted in her Journal, Liholiho’s desire to learn.

“The king (Liholiho, Kamehameha II) brought two young men to Mr. Thurston, and said: ‘Teach these, my favorites, (John Papa) Ii and (James) Kahuhu. It will be the same as teaching me. Through them I shall find out what learning is.’”

Hawaiian was a spoken language, but not a written language. Historical accounts were passed down orally, through chants and songs. The planning for the formal written Hawaiian language in the early part of the nineteenth century was started by the Protestant missionaries who arrived in Hawaii, starting in 1820.

The missionaries selected 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).

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.

“Throughout the islands, the schools prospered; though, from the system pursued … At Lahaina, 922 pupils were present at one examination, of whom 500 could read, and 300 had read all the books in the language. At Honolulu, 600 pupils were examined in April.”

“As early as February, about 40 schools were known to be in operation on Hawaii, and the number was greatly increased during the year. In October, 16,000 copies of elementary lessons had been given out, and it was supposed that there were nearly that number of learners on the islands.”

“The people were not allowed to wait in ignorance for accomplished teachers. Everywhere the chiefs selected the most forward scholars, and sent them out to teach others. Such of these teachers as were conveniently situated for that purpose, were formed into classes for further instruction.” (Tracy, 1840)

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)

The proliferation of schoolhouses was augmented by the missionaries printing of 140,000-copies of the pī¬ʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers. (Laimana)

The word pīʻāpā is said to have been derived from the method of teaching Hawaiians to begin the alphabet “b, a, ba.” The Hawaiians pronounced “b” like “p” and said “pī ʻā pā.” (Pukui)

By 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. By way of comparison, it is significant that overall European literacy rates in 1850 had not risen much above 50 percent. (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.

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”.

This legislation mandated compulsory attendance for all children ages four to fourteen. Any village that had fifteen or more school-age children was required to provide a school for their students. The creation of the Common Schools (where the 3-Rs were taught) marks the beginning of the government’s involvement in education in Hawaiʻi.

By 1853, nearly three-fourths of the native Hawaiian population over the age of sixteen years were literate in their own language. The short time span within which native Hawaiians achieved literacy is remarkable in light of the overall low literacy rates of the United States at that time. (Lucas)

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 ABCFM in the Hawaiian Islands.

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October 21, 2017 by Peter T Young Leave a Comment

British View of the Islands in 1843

The following is a letter from the Earl of Aberdeen, Secretary of State for Foreign Affairs, to William Miller, British Consul General for the Hawaiian (Sandwich) Islands, September 28, 1843 (as noted in the Report of the Historical Commission, Territory of Hawaii, 1925.)

Miller had just been appointed to this position. These instructions were given to him before his departure from England. It helps illustrate the policy of Great Britain toward the Hawaiian Islands at that time.

“The internal condition of the Sandwich Islands and their position with regard to Foreign Powers, and especially to Great Britain, are so peculiar that a few words of observation on my part may be required in order to enable you to form a correct judgment respecting the proposed policy of HM Govt, and the manner in which they would wish you to regulate your own conduct towards the Govt, of a Country so situated.”

“The Sandwich Islands are scarcely more than nominally governed by a Native Sovereign and native Chiefs. Citizens of the U. States are in fact the virtual Rulers and Directors of the Govt. The Constitution and the Laws are framed, and are administered chiefly by Americans; and American Missionaries in like manner direct the affairs of the Church, and keep, as it were, the consciences of the King, the Chiefs, and the native subjects.”

“It is obvious that the King and his native Councillors could of themselves have possessed little capacity for devising a Constitution or code of laws like those of the Sandwich Islands, and can have as little practical ability for administering them.”

“It must be fairly admitted that great credit is due to those American Missionaries who by their pious and unwearied labours first introduced the lights of Christianity and Civilization into those Islands …”

“… nor ought an equal share of credit to be withheld from those who, following up the advantages thus originally conferred by the Missionaries, have brought the Islanders, however imperfectly as yet, under subjection to a regular administrative system.”

“We have no right to entertain jealousy of the influence thus honourably acquired by the Americans amongst that people.”

“The changes effected by the Americans may have been somewhat over-hasty, considering the circumscribed intellectual condition of the people amongst whom they were introduced; but undoubted advantage has accrued to them from those changes.”

“It is certain, however, that the natives are, of themselves, incompetent to administer either their constitution or their laws. They must be, and are, practically administered by their Masters in Civilization.”

“The judges are, in part, Natives. The Juries are generally Americans. In fact all who are really engaged in carrying the laws into effect are not natives, but foreigners, and moreover foreigners from one country.”

“As such, they are of course liable to be swayed by the same feelings, whether of prejudices or prepossession, by which the generality of their countrymen are animated in their own country.”

“And on the other hand the same feelings, whether for good or for evil, are naturally liable to be directed against them by other foreigners in the Islands, It is sufficiently evident that a great jealousy has prevailed between the English and Americans established there.”

“It is difficult to say on which side the most embittered feelings have been exhibited; but it must be confessed that if on the side of the Americans a tendency to domineer and to avail themselves unfairly of their influence with the native Govt, has been not unfrequently visible …”

“… the conduct of the English residents has certainly not been marked either by prudence or by a spirit of conciliation. In fact it appears to have been as nearly as possible the reverse of what good sense and good policy would have dictated.”

“It is clear that it is not by openly striving against the dominant influence of the Americans that we can hope to combat it with effect.”

“The Americans, having in the first instance obtained a paramount controul over the natives by their religious efforts, and being both by their numbers, by the weight of established authority, and also by their landed acquisitions by marriage or otherwise, superior, in point of political and social position to other foreigners resident in the Islands, will continue, in spite of our efforts, to exercise that controul.”

“Under these circumstances our policy ought to be to seek to conciliate the real rulers of the Islands, not by any unbecoming subserviency, but simply by observing towards them a proper courtesy of demeanor, and by giving them fair credit for the good which they do.”

“At the same time we should seek, by our propriety of conduct, our fair-dealing, our steady observance of the laws, when justly administered, and our firm but temperate determination to insist upon their just administration, to inspire all persons, whether native or foreign, with confidence and respect.”

“If palpable injustice is done to a British subject, that injustice must be repaired without delay or subterfuge; and care should be taken to impress this necessity constantly on the minds of the Sovereign and his Chiefs, as well as on those persons in whose hands the Govt, may be practically placed.”

“But on no occasion should intemperate language or disrespectful demeanor be indulged in either towards the Chiefs or towards the subordinate officials of Govt.”

“By pursuing such a course of conduct HM Govt, have little doubt that they will, in a short time, cease to have! Complaints presented to them of outrages or acts of injustice done in the Sandwich Islands towards British Residents.”

“From what has been above said you will be enabled to form a clear conception of the principles on which it is wished that you should regulate your official conduct.”

“HM Govt, further think it desirable that you should apply yourself to every honorable means, to gain the ear and confidence of the Sovereign of the Country and of his most influential Advisers.”

“By so doing you may be enabled to obtain, without the necessity of official representation the correction, in embryo, of many an act, which, if not at once stop, might lead to altercation, and a disturbance of our mutual friendly relations.”

“When the British Residents see that the principal British Authority assumes a temperate and courteous tone and bearing towards the Sovereign and his Advisers they will not be long in following his lead.”

“We shall thus in due time substitute a kindly feeling and a spirit of good fellowship for those acrimonious and unconciliatory sentiments and demeanor which has so long prevailed on both sides, and to which, in great part, if not entirely, may be attributed the differences which have arisen between the two countries.”

This letter was written shortly after the Paulet Affair (when, on February 11, 1843, George Paulet raised the British flag and issued a proclamation annexing Hawai‘i to the British Crown.)

After five months of British rule, Queen Victoria, on learning the injustice done, immediately sent Rear Admiral Richard Darton Thomas to the islands to restore sovereignty to its rightful rulers. On July 31, 1843, the Hawaiian flag was raised again.

On November 28, 1843, the British and French Governments united in a joint declaration and entered into a formal agreement recognizing Hawaiian independence (Lord Aberdeen signed on behalf of Britain, French ambassador Louis Saint-Aulaire signed on behalf of France.)

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