Missionaries / Churches / Religious Buildings | Page 103

January 5, 2018 by Peter T Young Leave a Comment

Heathen School at Nantucket

“If there is a missionary ground on earth it is here (in Nantucket).” (Christian Herald and Seaman’s Magazine; April 6, 1822)

The headline ‘Heathen School at Nantucket’ in The Religious Intelligencer, May 4, 1822 would suggest the possibility of a second Foreign Mission School was in Nantucket (to the Foreign Mission School in Cornwall). It possibly served as a feeder to the Cornwall school.

It appears plausible, given Nantucket’s early American leadership in the Pacific whaling fleets following the first American whalers’ visit to Hawai‘i in 1819 (Edmund Gardner, captain of the New Bedford whaler Balaena (also called Balena,) and Elisha Folger, captain of the Nantucket whaler Equator).

Nantucket emerged as the world’s most vigorous whaling port in the colonies, with a substantial fleet dedicated exclusively to pelagic sperm and right whaling on distant grounds, and a highly developed network of merchants and mariners to prosecute the hunt. (Lebo)

Gardner, like other whalers “shipped two Kanakas from Maui and had them the remainder of the Voyage and took them to New Bedford.” (Gardner Journal)

Many Nantucket captains, returning home from their Pacific whaling voyages, also recounted their Hawaiian adventures. Some brought back objects of Hawaiian manufacture, as well as Native Hawaiian seamen. Other Native Hawaiians landed in Nantucket, New Bedford, and nearby ports almost immediately after.

There were more than three hundred Nantucket whaling voyages to Hawai‘i and the Native Hawaiian crewmen aboard. Thousands of Hawaiians shipped out as seamen aboard the whaling ships, so many that the crews were often half Hawaiian. (NPS)

Within a few years, over fifty “natives of the South Sea Islands” reportedly served aboard Nantucket whaleships. By the 1830s, Nantucket whalers employed about fourteen hundred seamen, including Native Hawaiians and Pacific Islanders. Four or five hundred men arrived or departed annually. (Nantucket Historical Association)

Whaling had been “an economic force of awesome proportions in these Islands for more than forty years,” enabling King Kamehameha III to finally pay off the national debts accumulated in earlier years. (NPS)

In part, it seems that some of the Islanders were also coming for Western education and were part of the enrollment in the First Congregational Church’s Sabbath School. (Nantucket Historical Association)

“Very little is known relative to the history of the first Congregational church and society in Nantucket, (anciently called Sherburne,) prior to the year 1761. The oldest church records that have been preserved, commence June 27th, of that year.”

“The original meeting-house was first located on a spot about a mile from the town in a northwesterly direction, and in 1765 it was moved into town and rebuilt.”

“It has since that period undergone various repairs and alterations, and in 1834 it was moved a few rods from the spot on which it was re-erected.”

“On that spot, called Beacon hill, now stands the new meeting-house built and dedicated in 1834. The old meeting-house has been fitted up in a commodious style, and is now used as a vestry for the church, and is also used for the Sabbath school.” (Deacon Paul Folger; American Quarterly Register, May 1843)

An unknown number of the Hawaiians attended local schools or temporarily resided in town with local families. In 1822, three of the “Heathen Youth” aboard an outbound whaler formerly attended the Sabbath School at the First Congregational Church.

That year, the Nantucket Inquirer reported “7 natives of the Sandwich Islands” at the school, while the Boston Recorder indicated “twenty Society or Sandwich Islanders” in attendance.

Two years later, Henry Attvoi (or Attooi) left for a whaling cruise aboard the Nantucket ship Oeno; he probably lived in the largely nonwhite section of town called New Guinea before his Oeno voyage began. (Nantucket Historical Association)

(The label “New Guinea” was used in numerous cities and towns to designate the section in which people of color resided.) (MuseumOfAfroAmericanHistory)

The Boston Reporter noted, Nantucket “has long been the resort of youth from pagan countries … there resided here twenty Society and Sandwich Islanders, who, on stated evenings when the sky was clear, assembled in the streets, erected the ensigns of idolatry, and in frantick orgies paid their worship to the host of heaven.”

“(A) kind of school has recently been instituted into which 15 natives of Owhyhee and other islands of the Pacific, have been received.”

“ Of these, 7 are still here are mostly between 14 and 17 years of age and generally remarkable for mildness of disposition, cleanliness of person, and symetry and activity of body.”

“They are anxious to learn, but as yet, ignorant of the true God and eternal life, and more or less addicted to idolatry. … Others have discovered emotion at religious truth.”

“Could one of the pious youth in Cornwall School be placed in our academy, he would enjoy the instruction of an able and devoted preceptor, late of the Theological Seminary in Andover, and perhaps render at his leisure as great service to his countrymen, as though he was stationed in Owhyhee.”

“We lamented to hear of the lack of means for the support of a greater number at Cornwall, since it has frustrated our hopes of introducing a very promising candidate from Chili, and another from the Sandwich Islands.”

“Such as might be given up by their master to receive an education, will if permitted to remain here, be sent to sea. Could they therefore be taken into the pious families of pious mechanics in the country, they might earn qualifications for future and extensive usefulness in connexion with some foreign mission.” (Boston Recorder copied in The Religious Intelligencer, May 4, 1822)

There appears to be some connection between the Nantucket and Cornwall schools, The Report of the 15th Annual Meeting of the ABCFM (Pecuniary Accounts, 1824) noted “Expenses of four youth from Cornwall; to Nantucket, and provisions and clothing for three of them, and their passage to the Sandwich Islands $183 55”.

By the 1840s, with Nantucket harbor no longer deep enough to handle newer, larger whaling ships, most of the vessels relocated to New Bedford, while most of the financiers and much of the money and good life stayed in Nantucket. (Lebo)

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December 29, 2017 by Peter T Young Leave a Comment

John Fawcett Pogue

Maria Kapule Whitney was born October 19, 1820 to the Pioneer Company missionaries/teachers, Samuel and Mercy Whitney.

She was “the first haole girl to be born in the Hawaiian archipelago,” and named for Kauai Chiefess Kapule, wife of Kauai’s King Kaumualiʻi. Maria went to the mainland at the age of six to be educated. She graduated class of 1840 from Mt. Holyoke College.

John Fawcett Pogue son of William and Ruth Pogue, was born in Wilmington, Delaware on December 29, 1814. He graduated from Marietta College, 1840, and Lane Theological Seminary, 1843.

Ordained as a missionary minister on November 6, 1843, he was part of the 11th Company of American Board of Commissioners for Foreign Missions, sailing from Boston Harbor on December 4, 1843, arriving in the Islands on July 15, 1844. Maria Kapule Whitney was also part of the 11th Company and served as an educator.

Pogue, an active, eager young associate, first served at Kōloa, Kauai, until July, 1847, then he went to Kealakekua Bay.

John and Maria married on May 29, 1848. (They eventually had four children, Samuel Whitney 1849-1902; Jane Knox 1851-1932; Emily Elizabeth 1853-1910 and William Fawcett 1856-1952.)

Pogue was later assigned to lead Lahainaluna Seminary; he followed prior principals, Rev Lorrin Andrews, Rev Sheldon Dibble, Rev John S Emerson, Rev William P Alexander and Rev Timothy D Hunt. (Alexander)

The school had been established in 1831 by the American Protestant missionaries of the American Board of Commissioners for Foreign Missions.

It was dedicated to three major principles: 1) to train native men to become assistant teachers of the Christian religion; 2) to spread sound knowledge of literature and science to elevate the Hawaiian people from their present ignorance of these subjects; and 3) to qualify Hawaiians to be school teachers to their own people.

The school began with one teacher, the Reverend Lorrin Andrews, who was also its principal and a member of its board of directors. Four other ordained ministers made up the board.

The school followed the pattern of education in Head, Heart and Hand, with instruction in secular subjects, religious and moral training and also to teach technical subjects such as printing and methods of agriculture.

Not long after its opening, the school became a boarding school and began to earn a reputation as Hawaii’s most educational institution. It was called the Mission Seminary and one of its important objectives was to train Hawaiians for the ministry. (Joerger)

The pupils of the seminary were the most promising youth from fourteen to twenty years of age who could be selected from the schools of the islands. Tuition was free; but the pupils were obliged to provide their own food, which they did by cultivating a fine tract of taro land.

To the Hawaiian people this institution was a university, completing their education for school-teaching, for law practice and civil service, and for the ministry. (Alexander) Graduates of Lahainaluna began to fill their places in Hawaiian society.

In time the graduates of this one institution made up the Hawaiian Christian ministers, scholars, politicians, lawyers, government officials, and the like, who were directing much of the course of Hawaiian life in the Kingdom.

In 1849 the mission decided that it could no longer support completely Lahainaluna. In that year, the school came under the control of the government of the Hawaiian Kingdom. But the mission still preserved its influence over the curriculum and the selection of teachers.

Moreover, the school began to concentrate on secular subjects and to decrease its training for the ministry. This change was primarily undertaken because other seminaries then existed for the training of Hawaiians for the ministry.

Instead the curriculum continued to teach both academic subjects such as literature and science and theology and practical subjects such as bookkeeping and in the manual arts such as agriculture.

Reverend Pogue spent ten years as the principal of Lahainaluna, after he had spent many previous years there as a teacher. During his administration the main building was destroyed by fire.

And it is to the credit of the school and its standing in the Islands that while the Government provided the main support in money, the community responded with donations for the rebuilding project. Three new and elegant, convenient buildings were completed while the Reverend Pogue was still principal.

In 1865, a further change in the status of the school occurred when it was placed under the direction of the Board of Education. Lahainaluna then became an ordinary, government school. In 1866 Reverend Pogue ended his years as principal of the school. (Joerger)

Pogue then went to Waiohinu (1866-69) then later served as Secretary to the Hawaii Evangelical Association. Rev John F Pogue died suddenly of Bright’s disease (chronic inflammation of the kidneys), December 4, 1877, at Laramie, Wyoming, while on a trip to the US; in 1882 Maria and her family relocated to California. She died in Santa Clara on April 20, 1900.

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Pogue, John Fawcett-1875

December 26, 2017 by Peter T Young Leave a Comment

The Aliʻi, the Missionaries and Hawaiʻi

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 Hawaiian 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, 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).

By the time the Pioneer Company arrived, Kamehameha I had died and the centuries-old kapu system had been abolished; through the actions of King Kamehameha II (Liholiho,) with encouragement by his father’s wives, Queens Kaʻahumanu and Keōpūolani (Liholiho’s mother,) the Hawaiian people had already dismantled their heiau and had rejected their religious beliefs.

The kapu system was the common structure, the rule of order, and religious and political code. This social and political structure gave leaders absolute rule and authority. In addition to the abolition of the old ways, Kaʻahumanu created the office of Kuhina Nui (similar to premier, prime minister or regent) and would rule as an equal with Liholiho – this started the shift from absolute rule to shared rule.

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)

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.)

After Western contact and attempts to write about Hawaiʻi, early writers tried to spell words based on the sound of the words they heard. People heard words differently, so it was not uncommon for words to be spelled differently, depending on the writer.

In addition to preaching the gospel, one of the first things Bingham and his fellow missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. The 12-letter we use today was established by the missionaries on July 14, 1826.

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.

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)

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)

Constitutional Government

King Kamehameha III asked missionary William 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 be in the mission while assisting the King.

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

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 Mission House as a Western medicine pharmacy and doctor’s office, beginning in 1832.

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.)

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 Gerrit P Judd to resign from the mission and serve as his advisor and translator.

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. “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)

Missionaries used songs as a part of the celebration, as well as learning process. “At this period, the same style of sermons, prayers, songs, interrogations, and exhortations, which proves effectual in promoting revivals of religion, conversion, or growth in grace among a plain people in the United States, was undoubtedly adapted to be useful at the Sandwich Islands. … some of the people who sat in darkness were beginning to turn their eyes to the light”. (Bingham)

“In view of the fact that the best modern Hawaiian music, now known the world over, owes much to the musical form of these early hymns, one wishes that history had been less restrained. Yet, even in default of any direct, consecutive record, one may piece out quite a little of the story of Hawaiian hymns from references in early letters and accounts of their printing.”

“And when one has the good fortune to touch with one’s own hands many of the early songbooks printed in Hawaiian, the search toward a complete account of them becomes a fascinating pursuit.” (Wilcox; Damon The Friend, March 1935)

“When our Protestant missionaries came to hymnody in Hawaiian – as they very soon did – they reared a natural superstructure upon this rich and rhythmical foundation of the Bible. It was a veritable treasure house.”

“But strangely, too, another very deep-seated source of balance and rhythm and figured speech flowed in the cultural consciousness of the Hawaiian people to whom these new Christian messages were being brought. Instinct in the Hawaiian mode of thought was the impulse and the act of prayer, of supplication, of praise.” (Wilcox; Damon The Friend, March 1935)

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December 21, 2017 by Peter T Young 1 Comment

Haili Church Choir

The Haili Church Choir began in 1902 under Harry K Naope, Sr, at the Kalepolepo Chapel, one of the seven branches of the Haili Church.

Naope was a music teacher in the public schools, and received his training in music at Lahainaluna Seminary on the island of Maui. He and Albert Nahale-a, Sr., Minister of Music, helped to create a viable, exciting, and rich choral agenda, in demand for community events.

Until the advent of church choirs, Hawaiian children learned to sing and play instruments from their parents and grandparents at home. Music was an essential part of family devotions, common in Old Hawai‘i.

At that time, the church was the foremost educational facility for most Hawaiians, and congregational singing was their first music “school.” (Haili Church)

The most musically talented adults and young people moved into the choir when it was formed. The majority of them could neither read nor write music, but they had excellent memorization abilities, learned from the intensive person-to-person training received at home.

The result of professional choir training under Naope was the development of not only many famous singers, but conductors and composers, as well. Helen Desha Beamer was, for many early years, Haili church organist.

Since the beginning of the 1900s, it has been the ‘training school’ for some of Hawai`i’s foremost names in traditional Hawaiian music, both sacred and secular.

In the 19th and early 20th centuries, church choirs were instrumental in the development of Hawaiian music. While they are not the oldest, nor was the choir officially named until 1909, the Haili Choir, because of its performance outreach, became the most prominent.

Unlike the choirs of today, Harry K Naope, Sr (grandfather of George Naope) had only one sheet of music from which to teach his choir members. He copied the music onto large sheets of butcher-type paper, and tacked these sheets to the walls of the Sunday school rooms. Choir members were required to memorize the songs from these sheets.

Also, because of the unreliability of the church’s pump organ and the lack of trained organists (most of whom were pianists), Naope wrote out and taught both sacred and secular compositions, and his translations of English songs into the Hawaiian language.

Thus, the Haili Choir learned, and became known for their A Capella singing, (without instrumental accompaniment) in the Hawaiian language.

Among the early Haili Choir notables to gain professional reputations were Joseph Kalima, Sr. and his sons (“The Hilo Kalimas”), Enoch “Bunny” Brown and His Hilo Hawaiians, Kihei Brown and his trio, the Nathaniel Sisters, the Brown Sisters, and falsetto star George Kainapau.

Generations of family musical groups also grew up in the Haili Choir, and their descendants today are well known: the Beamer family, the Browns, the Deshas, Punohus, Nahale-as.

Today’s Haili Church Choir is most often accompanied by piano, organ or other stringed instruments, although they still sometimes sing A Capella. (Lots of information here is from Haili Church and Hawaiian Music Hall of Fame.)

Haili Church Choir sing E Kuu Lei Lehua https://www.youtube.com/watch?v=xas-ZD3o3xM

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Haili Church Choir-Winner Singing Contest 1929

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Haili Church – interior

Haili Award-Hawaiian Music Hall of Fame

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December 20, 2017 by Peter T Young 2 Comments

Seeds to the Hawaiian Mission

American Board of Commissioners for Foreign Missions (ABCFM) had its origin in the desire of several young men in the Andover Theological Seminary to preach the gospel in the heathen world. (The term ‘heathen’ (without the knowledge of Jesus Christ and God) was a term in use at the time (200-years ago.))

“The Board has established missions, in the order of time in which they are now named at Bombay, and Ceylon; among the Cherokees, Choctaws, and the Cherokees of the Arkansaw ….” (Missionary Herald)

The following are portions of a December 20, 1809 letter written by Samuel J Mills to the Rev. Gordon Hall, then a student in the Theological Seminary at Andover (he was later a Missionary in the island of Bombay.)

It speaks of ‘Ōpūkaha’ia and his influence in establishing the Hawaiian Islands Mission.

“Very Dear Brother, I received your kind letter, and feel much indebted to you. I have been in this place about two months. When I came, I found my worthy friend E. Dwight here …”

“… I roomed with him about two weeks, and then removed my quarters to the Rev. Mr. Stewart’s, with whom I have lived to the present time. As every day is not so singularly spent by me as this has been, I will notice something not a little extraordinary.”

“To make my narrative understood, you must go back with me to my first arrival in this place. Mr. Dwight, I then found, was instructing a native Owhyean boy. Two natives of this island arrived here five or six months ago, and this was one of them.”

“As I was in the room with Mr. Dwight, I heard the youth recite occasionally, and soon became considerably attached to him. His manners are simple; he does not appear to be vicious in any respect, and he has a great thirst for knowledge.”

“In his simple manner of expressing himself, he says, ‘The people in Owhyhee very bad – they pray to gods made of wood. Poor Indians don’t know nothing.’”

“He says, ‘Me want to learn to read this Bible, and go back then, and tell them to pray to God up in heaven.’ (Not having a place to stay,) I told him he need not be concerned; I would find a place for him. …”

“I told him he might go home with me, and live at my father’s, and have whatever he wanted. He then came with me to my room. I heard him read his lesson, and attempted to instruct him in some of the first principles of Christianity, of which he was almost entirely ignorant. …”

“I told him further, that as my father was one of the Missionary Trustees, he would no doubt obtain for him a support, if it was thought best to educate him, which is my intention to attempt so far as that he may be able to instruct his countrymen, and, by God’s blessing, convert them to Christianity. To this he could hardly object. …”

“He had been talking with the President of the College, and I told him I would see him on the subject … (and I) related to him a part of my plan, which was that Obookiah should go with me to my father’s, and live with him this winter …”

“… and be instructed in the first principles of reading and writing, as well as of Christianity, where he would be abundantly furnished with the means of acquiring both. …”

“The President came fully into the opinion that this was the most eligible course which could be pursued, if Obookiah was willing to go. Obookiah is his Indian name, and he is seventeen years old, I told him he would be glad to go; he was without a home – without a place to eat, or sleep.”

“The poor and almost friendless Owhyean would sit down disconsolate, and the honest tears would flow freely down his sunburn face; but since this plan has been fixed upon, he has appeared cheerful, and feels quite at ease.”

“I propose to leave town in two weeks, with this native of the South to accompany me to Torringford, where I intend to place him under the care of those whose benevolence is without a bond to check, or a limit to confine it. Here I intend he shall stay until next spring, if he is contented. Thus, you see, he is likely to be firmly fixed by my side.”

“What does this mean? Brother Hall, do you understand it? Shall he be sent back unsupported, to attempt to reclaim his countrymen?”

“Shall we not rather consider these southern islands a proper place for the establishment of a mission?”

“Not that I would give up the heathen tribes of the west. I trust we shall be able to establish more than one mission in a short time, at least in a few years; and that God will enable us to extend our views and labours further than we have before contemplated.”

“We ought not to look merely to the heathen on our own continent, but to direct our attention where we may, to human appearance, do the most good, and where the difficulties are the least. We are to look to the climate – established prejudices – the acquisition of language – the means of subsistence, &c. &c.”

“All these things, I apprehend, are to be considered. The field is almost boundless; in every part of which, there ought to be Missionaries.”

“In the language of an animated writer, but I must say, ‘he is of another country – O that we could enter at a thousand gates, that every limb were a tongue, and every tongue a trumpet to spread the Gospel sound!’”

“The men of Macedonia; cry, Come over and help us. This voice is heard from the north and from the south, and from the east, and from the west.”

“O that we might glow with desire to preach the Gospel to the heathen, that is altogether irresistible! The spirit of burning hath gone forth. The camp is in motion. The Levites, we trust, are about to bear the vessels, and the great command is, Go Forward.”

“Let us, my dear brother, rely with the most implicit confidence, on those great, eternal, precious promises contained in the word of God: …”

“‘And Jesus answered and said, verily I say unto you, There is no man that hath left house, or brethren, or sisters, or father, or mother, or wife, or children, or lands, for my sake and the Gospel’s, but he shall receive an hundred fold now in this time, houses, and brethren, and sisters, and mothers, and children, and lands, with persecutions; and in the world to come, eternal life.’”

“Be strong, therefore, and let not your hands be weak, for your work shall be rewarded. ‘Gird thy sword upon thy thigh, O most mighty, with thy glory and thy majesty; and in thy majesty ride prosperously, because of truth, and meekness, and righteousness; and thy right hand “shall teach thee terrible things.’” Let us exclaim with the poet:

Come then, and added to thy many crowns,
Receive yet one, the crown of all the earth.
Thou who alone art worthy! It was thine
By ancient cov’nant, e’er nature’s birth,
And thou hast made it thine by purchase since,
And overpaid its value with thy blood.”

By 1816, contributions to the ABCFM had declined. There were several reasons including post-War of 1812 recession and the fact that India and Ceylon (Sri Lanka) were too remote to hold public interest. (Wagner)

Folks saw a couple options: bring Indian and foreign youth into white communities and teach them there, or go out to them and teach them in their own communities. They chose the former. They formed the Foreign Mission School in Cornwall CT.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1808-1809 (after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent. In its first year, the Foreign Mission School had 12 students, more than half of whom were Hawaiian.

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

ʻŌpūkahaʻia was being groomed to be a key figure in a mission to Hawai‘i, to be joined by Samuel Mills Jr. Unfortunately, ʻŌpūkahaʻia died at Cornwall on February 17, 1818, and several months later Mills died at sea off West Africa after surveying lands that became Liberia.

ʻŌpūkahaʻia, inspired by many young men with proven sincerity and religious fervor of the missionary movement, had wanted to spread the word of Christianity back home in Hawaiʻi; his book inspired missionaries to volunteer to carry his message to the Hawaiian Islands.

On October 23, 1819, a group of northeast missionaries, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) With the missionaries were four Hawaiian students from the Foreign Mission School, Thomas Hopu, William Kanui, John Honoliʻi and Prince Humehume (son of Kauaʻi’s King Kaumuali‘i.)

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”), about 184-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.

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