Images of Old Hawaiʻi

by Peter T Young 1 Comment

Russell Hubbard

Russell Hubbard was born in Hamden (then part of New Haven,) Connecticut on October 18, 1784, the eldest son of Deacon and General John and Martha Hubbard, of Hamden, Connecticut (and grandson of the Rev. John Hubbard of Meriden.)

He is said to have studied for the ministry after graduation from Yale, but a fondness for travel drove him abroad. (Dexter, Yale)

Hubbard had gone to sea following his graduation in 1806, hoping that a change of air and climate could resolve some unspecific health concerns.

In 1807, Hubbard, aboard the Triumph (Captained by Caleb Brintnall) anchored in Kealakekua Bay. There, ʻŌpūkahaʻia, a Hawaiian who had recently lost his parents in the island war that was waging, was contemplating his future.

“For some time I began to think about leaving that country, to go to some other part of the world. I did not care where I shall go to. I thought to myself that if I should get away, and go to some other country, probably I may find some comfort, more than to live there, without father and mother.”

“About this time there was a ship come from New York; – Captain Brintnall the master of the ship. As soon as it got into the harbour, in the very place where I lived, I thought of no more but to take the best chance I had, and if the captain have no objection, to take me as one of his own servants and to obey his word.”

“After supper the captain made some inquiry to see if we were willing to come to America; and soon I made a motion with my head that I was willing to go. This man was very agreeable, and his kindness was much delighted in my heart, as if I was his own son, and he was my own father. Thus I still continue thankful for his kindness towards me.”

“My parting with them (grandmother, aunt & uncle) was disagreeable to them and to me, but I was willing to leave all my relations, friends and acquaintance; expected to see them no more in this world.”

“We set out on our journey …” (ʻŌpūkahaʻia)

“Among these men I found a very desirable young man, by name Russell Hubbard, a son of Gen H of New Haven. This Mr Hubbard was a member of Yale College.”

“He was a friend of Christ. Christ was with him when I saw him, but I knew it not. ‘Happy is the man that put his trust in God!’ Mr Hubbard was very kind to me on our passage, and taught me the letters in English spelling-book.” (ʻŌpūkahaʻia)

After travelling to the American North West, then to China, they landed in New York in 1809. They continued to New Haven, Connecticut. ʻŌpūkahaʻia was eager to study and learn – seeking to be a student at Yale.

“In this place I become acquainted with many students belonging to the College. By these pious students I was told more about God than what I had heard before … Many times I wished to hear more about God, but find no body to interpret it to me.”

“I attended many meetings on the sabbath, but find difficulty to understand the minister. I could understand or speak, but very little of the English language.” (ʻŌpūkahaʻia)

ʻŌpūkahaʻia “was sitting on the steps of a Yale building, weeping. A solicitous student stopped to inquire what was wrong, and Obookiah (the spelling of his name, based on its sound) said, ‘No one will give me learning.’”

The student was Edwin Dwight, distant cousin of the college president. “(W)hen the question was put him, ‘Do you wish to learn?’ his countenance began to brighten and … he served it with eagerness.” (Haley)

ʻŌpūkahaʻia latched upon the Christian religion, converted to Christianity in 1815 and in 1817 became the first student at the Foreign Mission School established at Cornwall, by the American Board of Commissioners for Foreign Missions.

Unfortunately, ʻŌpūkahaʻia died in 1818. A story of his life was written (“Memoirs of Henry Obookiah”.) This book was put together by Edwin Dwight (after ʻŌpūkahaʻia died.) It was an edited collection of ʻŌpūkahaʻia’s letters and journals/diaries. This book inspired the New England missionaries to volunteer to carry his message to the Sandwich Islands (Hawaiʻi.)

ʻŌpūkahaʻia is also associated with another book. It is believed ʻŌpūkahaʻia classmates (and future missionaries,) Samuel Ruggles and James Ely, after ʻŌpūkahaʻia’s death, went over his papers and began to prepare material on the Hawaiian language to be taken to Hawaiʻi and used in missionary work.

The work was written by Ruggles and assembled into a book – by Herman Daggett, principal of the Foreign Mission School – and credit for the work goes to ʻŌpūkahaʻia.

Just as Russell Hubbard used an English spelling book to start ʻŌpūkahaʻia with his studies aboard the Triumph, ʻŌpūkahaʻia’s “work served as the basis for the foreign language materials prepared by American and Hawaiian students at the Foreign Mission School in Cornwall, Connecticut, in the months prior to the departure of the first company of missionaries to Hawai’i in October 1819.” (Rumford)

In his journal, ʻŌpūkahaʻia first mentions grammar in his account of the summer of 1813: “A part of the time (I) was trying to translate a few verses of the Scriptures into my own language, and in making a kind of spelling-book, taking the English alphabet and giving different names and different sounds. I spent time in making a kind of spelling-book, dictionary, grammar.” (Schutz)

But his spelling was unique …

References to Webster’s ‘Spelling’ book appear in the accounts by folks at the New England mission school. As you know, English letters have different sounds for the same letter. For instance, the letter “a” has a different sound when used in words like: late, hall and father.

Noah Webster devised a method to help differentiate between the sounds and assigned numbers to various letter sounds – and used these in his Speller. (Webster did not substitute the numbers corresponding to a letter’s sound into words in his spelling or dictionary book; it was used as an explanation of the difference in the sounds of letters.)

The following is a chart for some of the letters related to the numbers assigned, depending on the sound they represent.

Long Vowels in English (Webster)
..1…..2…..3……4…….5……6……..7…….8
..a…..a…..a……e…….i…….o……..o…….u
late, ask, hall, here, sight, note, move, truth

It seems ʻŌpūkahaʻia used Noah Webster’s Speller in his writings and substituted the numbers assigned to the various sounds and incorporated them into the words of his grammar book (essentially putting the corresponding number into the spelling of the word.)

Some believe this manuscript is the first grammar book on the Hawaiian language. However, when reading the document, many of the words are not recognizable. Here’s a sampling of a few of the words: 3-o-le; k3-n3-k3; l8-n3 and; 8-8-k8.

“Once we know how the vowel letters and numbers were used, ʻŌpūkahaʻia’s short grammar becomes more than just a curiosity; it is a serious work that is probably the first example of the Hawaiian language recorded in a systematic way. Its alphabet is a good deal more consistent than those used by any of the explorers who attempted to record Hawaiian words.” (Schutz)

Using ʻŌpūkahaʻia’s odd-looking words mentioned above, we can decipher what they represent by substituting the code and pronounce the words accordingly (for the “3,” substitute with “a”(that sounds like “hall”) and replace the “8” with “u,” (that sounds like “truth”) – so, 3-o-le transforms to ʻaʻole (no;) k3-n3-k3 transforms to kanaka (man;); l8-n3 transforms to luna (upper) and 8-8-k8 transforms to ʻuʻuku (small.)

“It might be said that the first formal writing system for the Hawaiian language, meaning alphabet, spelling rules and grammar, was created in Connecticut by a Hawaiian named Henry ʻŌpūkahaʻia. He began work as early as 1814 and left much unfinished at his death in 1818.” (Rumford)

I encourage you to review the images in the folder; I had the opportunity to review and photograph the several pages of ʻŌpūkahaʻia’s grammar book. (Special thanks to the Hawaiian Mission Houses Historic Site and Archives and the Hawaiian Historical Society.)

Back to Russell Hubbard, who first taught ʻŌpūkahaʻia the letters … “in November or December, 1810, in his 27th year, (he was) lost at sea, with his next younger brother, on board the brig Triton, on a voyage from New Haven to the West Indies.” (Dexter, Yale)

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by Peter T Young 3 Comments

North Pacific Missionary Institute

On October 1, 1872, the Hawaiian Evangelical Association Theological School opened its doors for men interested in a life of Christian ministry.

In its infancy, Rev John D Paris became the head of the institution, accompanied by Rev Dwight Baldwin and Rev Benjamin W Parker as instructors.

Recruitment of Native Hawaiian students was an ongoing problem. A year after the school opened Rev. Paris wrote, “Aka, auhea la ka nani o ke aupuni kanaka ole?! Auhea hoi ka pono o ke Kula Kahuna haumana ole?” (But where is the glory of the Kingdom without men? Where indeed is the value of the ministers’ school without students?) (Williams)

Beginning with 13 students, the school endeavored to graduate these men as ministers in order to send them on to more missionary work around the world, paying special attention to the Pacific.

The school’s three-year program curriculum included Bible History, Sacred Geography, Church History, Natural Theology, Evidences of Christianity, Christian Theology, Composition and Delivery of Sermons, and Pastoral Theology.

The Theological School took up residence within an older structure, previously used as a Marine Hospital, owned and operated by Dr. Gerrit P. Judd. It was located at the corner of what is today Punchbowl and South Beretania Streets in Honolulu (presently, where the Kalanimōku Building (DLNR & DAGS) is situated.) (In 1874, Paris retired and moved back to Kona.)

In 1877, Rev. Charles McEwen Hyde was sent to Hawaiʻi from Massachusetts to reorganize the school as the North Pacific Missionary Institute.

Hyde was former valedictorian at Williams College and graduate of Princeton Theological Seminary; he envisioned “a grand opportunity to do important service for Christ and for the world.” (Williams)

He quickly picked up the Hawaiian language in order to converse with the indigenous population, and began delivering his sermons in Hawaiian.

“With great skill and patience and energy he has conducted its affairs, and the Institute has been one of the most effective agencies for the support of Christian institutions at the Islands.”

“But Dr. Hyde’s energies were by no means confronted to this one seminary. He sought in every way to upbuild the native Hawaiian churches, and to promote the work of education in schools of all grades.”

“’From this institution has gone forth, under the training of Dr. Hyde, the whole circle of younger men who today fill the pastorate of the Hawaiian churches.’ And after referring to several of these pastors by name, it is well added: ‘These men are the best of witnesses to the faithful and painstaking service of this most indefatigable of teachers.’” (Pacific Commercial Advertiser, December 13, 1899)

Hyde served as Principal until 1883, until resigning his position to the temporary care of Rev. Henry H. Parker.

In 1889, it was decided by the Hawaiian Board that a new building was to be erected that would accommodate the seminary’s students with better living and learning quarters. A wooden structure was built in 1890.

The building had 16-dormitories and several large lecture rooms for instruction. During construction, the students attended classes at Kawaiahaʻo Church.

“Eleven students had been under instruction, three of these having entered this year. Instruction is now given in the afternoons as well as the mornings. Friday afternoon and Saturday are the only times available for such work as may be available as a means of self-support.”

“It has been necessary therefor to supplement the meagre weekly cash allowance, granted by the Hawaiian Board, by the distribution of weekly rations of rice, bread, salmon and kerosene to each student. The students are not pampered children of ease by any means, but learn from the very first to endure hardness as good soldiers of Jesus Christ.” (Pacific Commercial Advertiser, June 7, 1895)

“In the training which it furnishes to these leaders of the churches, the theological school affects the moral and religious life of the country. It holds the same relation to the ministerial profession that the law school does to the legal profession, or the medical college to the practice of medicine.”

“A well trained ministry is peculiarly necessary at the present time for the Hawaiian Islands. Everything is in a transition state, and a strong ministry is needed, which can hold to the good which has been achieved in the past and make it effective in the new order of things which is to come.” (Hawaiian Gazette, November 6, 1896)

“The work of the Institute in training Hawaiians for pastoral and missionary service has been carried on as heretofore. It has also been enlarged in its scope, so as to furnish more instruction through the use of the English language.”

“Rev. John Leadingham, formerly instructor in the Slavic department of the Oberlin Theological Seminary, has been appointed by the ABCFM Associate Instructor in the NPM Institute and began his work in November, 1894.” (Board of Education Report, 1896)

“Professor Leadingham’s lessons in English have not been confined to the students, but he has kindly consented to teach English to a class of young Hawaiian lawyers. Two Portuguese young men also, who wish to enter the gospel ministry, have been under instruction for the last three months.” (Pacific Commercial Advertiser, June 7, 1895)

“The privileges of the Institute are now opened to other nationalities, and in addition to the 8 Hawaiian students, one Portuguese and one Chinese are taking the prescribed course of study. This extends over three years. In some instances, a fourth year is added for special study.”

“Of the thirty-six pastors now serving the fifty-five Hawaiian Evangelical churches, twenty-five are graduates of the NPM Institute. Besides these there are six graduates engaged in foreign missionary work in the Gilbert Islands.” (Board of Education Report, 1896)

In 1900, Leadingham became the Principal (he left the islands in 1904.) The Hawaiian Board later redirected its efforts into the consolidation of Kawaiahaʻo Seminary, Mills Institute and the Japanese Boarding School into the Mid-Pacific Institute.

The “first great step in the development of its higher educational work by purchasing between thirty-six and thirty-seven acres of land in Mānoa Valley – the Kidwell estate. Upon this it is proposed to locate the Mid-Pacific Institute”.

“In making this purchase the Board has parted with the premises of the North Pacific Missionary Institute on Punchbowl street to the Methodist church” (and, in between, the Korean School.) (Hawaiian Star, May 18, 1907) (Lots of information here is from Williams and Mission Houses.)

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Kaʻawaloa

Kealakekua translates as ‘pathway of the gods’ and is one of the most significant historic and cultural places in Hawaiʻi.

Kealakekua Bay State Historical Park is comprised of portions of the Kealakekua and Kaʻawaloa ahupuaʻa, which surround Kealakekua Bay. From Kaʻawaloa south to Palemano Point, the bay measures about one and one-half miles in length and about one mile in width.

“The Sandy beech forms the West side, behind which is a grove of Coco nut trees & a pond of indifferent water; on the N side of this beach lies a Village, & the Well we waterd at, which is close to the Sea & under the high hill.”

“At the other end of the beach is the Morai, or Oheekeeow (heiau of Hikiau.) A field of Taboo’d ground seperates the Morai from a Village to the s, or rather a continued range of Stragling houses in that direction.” (King; Maly)

Kealakekua was selected by the aliʻi as one of the seven royal centers of Kona in the 1700s, because of its sheltered bay and abundance of natural resources.

Kaʻawaloa, meaning ‘ the distant ʻawa plant’, is a flat, fan-shaped lava peninsula near sea level, which rises gradually to the edge of the 600-ft Pali Kapu O Keoua. These forty acres of land define the northwest side of Kealakekua Bay.

Historically, Kaʻawaloa was the royal burial grounds of Hawaiʻi’s rulers and their families, including Kalaniopuʻu, the ruling chief in power when Captain Cook sailed into Kealakekua Bay.

The British ships, Discovery and Resolution, under the command of Captain James Cook, sailed into Kealakekua Bay on January 17, 1779; Cook was killed at Kaʻawaloa on February 14, 1779.

In their journals, Cook’s crew recorded four “villages” of about 80 houses each along the shoreline around Kealakekua Bay. Settlements lined the bay in the pre-contact period, as do the small residential communities of Nāpōʻopoʻo and Keʻei, today.

“The Towns of the Natives are built along the Sea side. At Cari’ca’coo’ah (Kealakekua) Bay there were three, one (Kealakekua-Nāpoʻopoʻo) on the SE-tern side of the Bay which was very large extending near two miles along the shore, another (Kaʻawaloa) upon the NWtern side which was not so large, and a small Village (Palemano) in the cod or bottom of the Bay.”

“At the back of the villages upon the Brow of the Hill are their plantations of Plantains, Potatoes, Tarrow, Sugar Canes &c, each mans particular property is fenced in with a stone wall; they have a method of making the Sugar Cane grow about the walls so that the stones are not conspicuous at any distance, but the whole has the appearance of fine green fences.” (Clerke; Maly)

“Kaʻawaloa, at the landing-place on the north side of Kealakekua bay, however conveniently accessible to the people of the district, who live much along the shores, was cramped and rocky, being composed almost exclusively of lava.”

“It was hot, dry, and barren, affording neither brook nor well, nor spring of fresh water, nor field, nor garden-spot for plantation, though a few cocoanut trees, so neighborly to the sea, find nourishment there.” (Bingham; Maly)

As the west learned of Hawaiʻi, this area became known as one of the first major shipping and provisioning port for ships involved in exploration, whaling and trans-Pacific trade.

About 40-years after Cook’s visit, the missionaries arrived and established one of the earliest mission stations in Hawai‘i at Kaʻawaloa in 1824.

Access was improved to Kaʻawaloa and Nāpoʻopoʻo with the development of cart roads to transport goods from the bay to upland communities.

By the 1850s, traditional fishing and farming were giving way to ranching and coffee. Cattle were herded down the roads to wharfs at Nāpoʻopoʻo and Kaʻawaloa where they were loaded onto ships in the bay.

Nāpoʻopoʻo Light was established in 1908 at Kaʻawaloa on the north side of Kealakekua Bay (but apparently named for Nāpoʻopoʻo Landing on the south side of the bay.) The 22-foot light tower was built in 1922.

Several families remained at Kaʻawaloa until World War II, but most of the activity had shifted to Nāpoʻopoʻo by that time.

In 1969 the state set aside the entire bay as a marine life conservation district (MLCD.) The MLCD is inshore of a straight line between Kaʻawaloa point and the north end of Nāpōʻopoʻo Beach Park. The cove fronting the Captain Cook Monument is a popular snorkeling area.

On December 12, 1973 the Kaʻawaloa area was designated as the Kealakekua Bay Historical District (a District w/multiple sites) and placed on the National Register of Historic Places.

The obelisk monument commemorating Captain Cook was constructed in 1874, near the spot where Cook died. (Contrary to urban legend, the monument site is not owned by the British Government; ownership is in the name of the British Consul General (the individual) – a representative would check in with DLNR, from time to time.)

While at DLNR, we issued a curator agreement to Hale Mua – The Royal Order of King Kamehameha I to help protect the sites under DLNR’s jurisdiction and to help provide public access.

The photo captures the awa ceremony we participated in to commemorate the signing of the Curator Agreement. (It was a moving experience; I was proud and honored to be there.  Yes, that is me, all by myself (representing the State,) and the descendent families, members of the Order and others on the other side.)

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Hilo Teachers School

The arrival of the first company of American missionaries in Hawai­ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The missionaries were the teachers and 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.

Reverend David Belden Lyman and his wife, Sarah Joiner Lyman arrived in Hawai‘i in 1832, members of the fifth company of missionaries sent to the Islands by the American Board of Commissioners for Foreign Missions.

When the arrived in Hilo … “there were no foreign residents, save the Missionaries who proceeded us. There was but one frame building in this region, that built by Mr. [Joseph] Goodrich.”

“There were no roads, only footpaths, no fences and the Wailuku River was crossed on a plank … I might add that there were no trees except the breadfruit, which were abundant and flourishing. Coconut trees fringed the beach. The people were numerous and had a healthy look … very friendly.”

“A few schooners, owned by the chiefs, came here occasionally, not to bring blessings to the natives, but to levy contributions of tapa, nuts, dried fish, pigs, etc …” (Sarah Joiner Lyman; Lothian)

The missionaries soon saw that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools. 

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

In 1830 “Mr. [Lorrin] Andrews left Lahaina to go to the aid of the Hilo Station and he started a school for the improvement of the teachers.” (Lothian)

In 1831, Lahainaluna Seminary, was created in Maui to be a school for teachers and preachers so that they could teach on the islands. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built 1,103 schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 52,882 students.  (Laimana)

In 1832, “The school system was admirable for the times; there being school buildings through the two districts at convenient distances for all to attend, and they did pretty generally attend. And all whose eyes were not dim with age learned to read.”

“Each school had two sets of teachers, and whilst one was teaching, the other was here attending the teachers school, which was taught by the missionaries.” (Sarah Joiner Lyman; Lothian)

On January 6, 1835, “our children’s (Station) school commenced, eighty children present, sixty knew their letters. A number of the more forward (ie. advanced) children are employed as monitors to assist the less forward.”

In 1836, “For several years the forming of a boy’s boarding school had been discussed at the Annual Meetings and while they were all in favor of said venture they were not sure of its success; no one had offered to start a school.”

“At the 1836 meeting it was decided that the school should be in Hilo ….. ‘leaving it for the brothern to decide as to who should develop the much desired thing. The great object in view was to train more intelligent teachers for the common schools. So we were given carte blanche for the Island of Hawaii.’” (Sarah Joiner Lyman Journal; Lothian)

“Mr. Abner Wilcox, who had arrived with the recent Company that spring [1836], was assigned to Hilo to take charge of the teachers school and the educational department of the boarding school [Hilo Boarding School].”

In October 1836, two thatch houses were constructed near Lyman’s house and on October 3 the school opened with eight boarders, but the number soon increased to twelve.

The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

“Mr. Lyman who was brought up on a farm had an abiding faith in the value of manual labor; and his work in Hilo had convinced him that such activity in both primitive and introduced vocation was as necessary as book learning during the period of transition from one culture to another.”  (Lothian)

Hilo Boarding School, under the leadership of the Lymans, was an immediate success. In 1837, six graduates were sent to Lahainaluna Seminary.

At first, greater emphasis was placed upon producing teachers and preachers than upon molding farmers or craftsmen.  However, with the loss of Lahainaluna to the government, the Hilo school became reoriented to stress vocational training.

Hilo Boarding School was never a purely vocational institution, however, its founder’s focus of educating the head, heart and hand carried throughout its history (rigorous academic drills (Head), religious/moral (Heart) and manual/vocational (Hand) training).

In 1839, the old thatch buildings were torn down and Lyman purchased the entire first shipment of lumber to arrive in Hilo to build a new school building, as well as a cookhouse and infirmary which would accommodate sixty to seventy boys.

The new school building lodged fifty-five pupils in its first year, most of them coming from outside Hilo.  In 1840, sugar cultivation commenced on adjacent mission land, and was worked entirely by the boys of the school along with a “monthly concert” of labor by all members of the parish. The cane was probably ground in a Chinese-owned mill in Hilo.

Lahainaluna was transferred from being operated by the American missionaries to the control of the Hawaiian Monarchy in 1849.  (By 1864, only Lahainaluna graduates were considered qualified to hold government positions such as lawyers, teachers, district magistrates and other important posts.)

“The fact that Lahainaluna became a Government and the public schools starting high schools started the Hilo Boarding school moving into a new era. The Boarding School began as an academic institution whose purpose was to teach boys and young men and prepare them so they could attend Lahainaluna School and … come out as teachers and ministers”. (Lothian)

More than one-third of the boys who had attended Hilo Boarding School eventually became teachers in the common schools of the kingdom. In 1850 the Minister of Public Instruction, Richard Armstrong, reported that Hilo Boys School “is one of our most important schools. It is the very life and soul of our common school on that large island.”

Common schools (where the 3 Rs were taught) sprang up in villages all over the islands.  In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people.  (Canevali)

The Hilo Boarding School closed in 1925, although its facilities were used for several years thereafter.  It first became a community center.

Then, in 1947, it was the first home of the Hilo Branch of the University of Hawaiʻi a center of the University Extension Division.  UH programs expanded there with a permanent summer school in 1948 – then, in 1949, the institution changed its name to University of Hawaiʻi, Hilo center (which later moved to its present site on Lanikāula Street, in 1955.)

All of the Hilo Boarding School buildings are gone; in 1980 the Hilo Center affiliated with the Boy’s Clubs of America – Hilo Boys and Girls Club now occupies the site.

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