Images of Old Hawaiʻi

  • Home
  • About
  • Categories
    • Ali’i / Chiefs / Governance
    • American Protestant Mission
    • Buildings
    • Collections
    • Economy
    • Missionaries / Churches / Religious Buildings
    • General
    • Hawaiian Traditions
    • Other Summaries
    • Mayflower Summaries
    • Mayflower Full Summaries
    • Military
    • Place Names
    • Prominent People
    • Schools
    • Sailing, Shipping & Shipwrecks
    • Voyage of the Thaddeus
  • Collections
  • Contact
  • Follow

November 8, 2017 by Peter T Young Leave a Comment

Punahou Dairy

“Here you may be fanned by the breeze from the highlands – here you may look off upon the plains and the harbor of Honolulu and gaze with admiration upon the waves as they break over the coral reefs and upon the floating ship as she approaches …”

“… especially when she spreads the banner of your nation. Having refreshed yourself here a day or two you may return to your field invigorated.” (Lorenzo Lyons, speaking of Punahou)

The gift of land to Hiram Bingham, that later became Punahou School, had additional property beyond the large lot with the spring and kalo patches where the school is situated (Ka Punahou) – the land was an ʻili lele.

Punahou included a lot on the beach near the Kakaʻako Salt Works (‘Ili of Kukuluāeʻo;) the large lot with the spring and kalo patches where the school is situated (Kapunahou) and apparently a forest patch on the side of Mānoa Valley (ʻIli of Kolowalu, now known commonly referred to as Woodlawn.) (Congressional Record, 1893-94)

“The school was opened at Punahou, July 11th, 1842, with fifteen scholars in attendance that day. During the first year there were thirty-four pupils, of whom fifteen were boarders, their ages varying from seven to twelve.” (Punahou Jubilee, 1891)

“In the summer of 1844 the faculty was increased by Mr and Mrs (William Harrison) Rice, who were transferred from Hana Maui, to assist the school, where they remained till 1854, Mr Rice having special charge of financial matters and of the out-of-door work.” (Punahou Jubilee, 1891)

Mānoa was first a supplier of wetland taro and then, as the population in its vicinity grew, became a major dairy and vegetable growing center for urban Honolulu.

O‘ahu College (later known as Punahou School,) was the site of the first recorded dairy in the valley (and possibly the first in the Islands,) started in 1844 by William Harrison Rice. (DeLeon)

Back then, there were two pastures – Upper Pasture (above Rocky Hill) and Lower Pasture, makai of the school. “Mr. Rice built the wall around the upper pasture, surrounding Rocky Hill, and Mr. Spooner the wall enclosing the lower pasture.” (Punahou Catalogue, 1866)

“All cattle belonging to Punahou and the various missionaries were pastured in Mānoa. Each missionary had a herd and a milking pen and every morning and afternoon the cows were driven to their respective pens.” (Wm Hyde Rice; The Friend, March 1924)

“We had a dairy, the Punahou dairy, over on the other side of Rocky Hill. That was all pasture. We had beautiful, delicious milk, all the milk you wanted. The cows roamed from there clear over to the stone wall on Mānoa hill.”

“There were a few gates and those gates caused me trouble because the bulls wanted to get out or some boys would leave a bar down and I would get off the streetcar at the top of the hill and have to walk along the gravel road, 500 miles it seemed to me, to get to the house. …”

“Occasionally, just often enough to keep me alert, there would be a bull wandering around across the road and down the hill onto Alexander Field or just where I wanted to go.” (Eleanor Griffiths ’25 Shaw, the first child raised in the President’s House (Punahou))

All was not always good … “RA Duncan, Food Commissioner and Analyst, in his report for May to the Board of Health says one hundred and twenty milk samples were examined … The list of those supplying milk of inferior quality, other than samples submitted by private parties, (included) Punahou Dairy”. (Pacific Commercial Advertiser, June 9, 1904)

The ‘Punahou Pasture’ was not only for cattle or horses, over the years the National Guard fought ‘sham battle’ training exercises and drills (as did the local Police,) as well as the football and baseball games – even golf.

“In 1880 the ‘lower pasture,’ containing 31.3 acres, was divided into building lots, and streets laid out in it. The sale of these lots has added twenty-one thousand four hundred ($21,400.00) to the endowment.” (Alexander, 1907)

“(A)cross Punahou Street in the Punahou lower pasture, Dole, Beckwith, Alexander, and Bingham streets were laid out in 1880 by the Punahou School trustees.”

“All were named for prominent men: the first three were, in order, (principals and) presidents of the school (Daniel Dole, Edward G Beckwith and William DeWitt Alexander;) it was to the fourth, Hiram Bingham, that Governor Boki made the original Punahou land grant in behalf of the mission.” (Clark, 1939)

“During the year 1900, the ‘upper pasture, now known as ‘College Hills,’ was divided into building lots, (most of which have since been sold), and has now become the most attractive suburb of Honolulu.” (Alexander 1907)

Then, in January 1925, Punahou School bought the Honolulu Military Academy property – it had about 90-acres of land and a half-dozen buildings on the back side of Diamond Head.

It served as the “Punahou Farm” to carry on the school’s work and courses in agriculture. “We were picked up and taken to the Punahou Farm School, which was also the boarding school for boys. The girls boarded at Castle Hall on campus.” (Kneubuhl, Punahou) The farm school was in Kaimukī between 18th and 22nd Avenues.

In addition to offices and living quarters, the Farm School supplied Punahou with most of its food supplies. The compound included a big pasture for milk cows, a large vegetable garden, pigs, chickens, beehives, and sorghum and alfalfa fields that provided feed for the cows. Hired hands who tended the farm pasteurized the milk in a small dairy, bottled the honey and crated the eggs. (Kneubuhl, Punahou)

The Punahou dairy herd was cared for by the students as part of their course of studies – the boys boarded there. However, disciplinary troubles, enrollment concerns (not enough boys signing up for agricultural classes) and financial deficits led to its closure in 1929.

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2017 Hoʻokuleana LLC

Punahou-Ili_Lele-Property_Outline-Google_Earth
Punahou-Ili_Lele-Property_Outline-Google_Earth
Punahou-Gardens-1880
Punahou-Gardens-1880
Punahou-Ball-Game-1877
Punahou-Ball-Game-1877
Punahou School, Photograph attributed to Charles Burgess-1866
Punahou School, Photograph attributed to Charles Burgess-1866
Punahou-Lower Pasture-Reg0848-1880
Punahou-Lower Pasture-Reg0848-1880
College Hill Street Layout-FP0006.jpg
College Hill Street Layout-FP0006.jpg
Punahou Land-Reg0392
Punahou Land-Reg0392

Filed Under: General, Missionaries / Churches / Religious Buildings, Schools, Economy Tagged With: Hawaii, Oahu, Punahou, Manoa, Punahou Dairy

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)

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2017 Hoʻokuleana LLC

Thomas_Hopu
Thomas_Hopu

Filed Under: Missionaries / Churches / Religious Buildings, Prominent People Tagged With: Opukahaia, Hawaii, Henry Opukahaia, Thomas Hopu, Hopu

October 30, 2017 by Peter T Young 2 Comments

How did the missionaries feel about Hula?

“Hula is the language of the heart, and therefore the heartbeat of the Hawaiian people.” (attributed to Kalākaua)

“Their dances … are prefaced with a slow, solemn song, in which all the party join, moving their legs, and gently striking their breasts, in a manner, and with attitudes, that are perfectly easy and graceful … .” (Captain Cook Journal, 1779)

“Hula is not just a dance, but a way of life, an ancient art that tells of Hawaiʻi’s rich history and spirituality.” (attributed to many)

Did the Missionaries really stop Hula in Hawaiʻi, as we are most often led to believe?

In taking a closer look into the matter, most would likely come to a different conclusion.

First of all, the missionaries were guests in the Hawaiian Kingdom; they didn’t have the power to ban or abolish anything – that was the right of the King and Chiefs.

Most will agree the missionaries despised the fact that hula dancers were typically topless; they also didn’t like the commingling between the sexes.

So, before we go on, we need to agree, the issue at hand is hula – not nudity and interactions between the sexes. In keeping this discussion on the actual activity and not sexuality, let’s see what the missionaries had to say about hula.

As hula is the dance that accompanies Hawaiian mele, the function of hula is therefore an extension of the function of mele in Hawaiian society. While it was the mele that was the essential part of the story, hula served to animate the words, giving physical life to the moʻolelo (stories.) (Bishop Museum)

Hula combines dance and chant or song to tell stories, recount past events and provide entertainment for its audience. With a clear link between dancer’s actions and the chant or song, the dancer uses rhythmic lower body movements, mimetic or depictive hand gestures and facial expression, as part of this performance. (ksbe-edu)

So what did the missionaries really think?

As Hiram Bingham once noted, they “were wasting their time in learning, practising, or witnessing the hula, or heathen song and dance.” (Remember, heathen simply means ‘without religion, as in without God.’)

Others were more supportive.

“The hula was a religious service, in which poetry, music, pantomime, and the dance lent themselves, under the forms of dramatic art, to the refreshment of men’s minds. Its view of life was idyllic, and it gave itself to the celebration of those mythical times when gods and goddesses moved on the earth as men and women and when men and women were as gods.” (Emerson, son of missionaries)

“(W)hen it comes to the hula and the whole train of feelings and sentiments that made their entrances and exits in the halau (the hall of the hula) one perceives that in this he has found the door to the heart of the people.” (Emerson, son of Missionaries)

In describing a hula danced before Keōpūolani and her daughter Nāhiʻenaʻena, in Lāhainā in 1823, Missionary CS Stewart wrote:

“The motions of the dance were slow and graceful, and, in this instance, free from indelicacy of action; and the song, or rather recitative, accompanied by much gesticulation, was dignified and harmonious in its numbers. The theme of the whole, was the character and praises of the queen and princess, who were compared to everything sublime in nature, exalted as gods.” (Missionary Stewart)

And how did Hiram Bingham feel (again, the one most often accused of a Hula ban?)

“This was intended, in part at least, as an honor and gratification to the king, especially at Honolulu, at his expected reception there, on his removal from Kailua. Apparently, not all hula was viewed as bad or indecent.” (Missionary Hiram Bingham)

“In the hula, the dancers are often fantastically decorated with figured or colored kapa, green leaves, fresh flowers, braided hair, and sometimes with a gaiter on the ancle, set with hundreds of dog’s teeth, so as to be considerably heavy, and to rattle against each other in the motion of the feet.” (Hiram Bingham)

“They had been interwoven too with their superstitions, and made subservient to the honor of their gods, and their rulers, either living or departed and deified.” (Hiram Bingham)

The missionaries most often opposed nudity, drinking and ‘wasting’ time. Even today, laws forbid nudity in public; frown on excessive drinking and, likewise, we tend to encourage people to be productive members of their community (kind of like the concerns expressed by the early missionaries.)

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2017 Hoʻokuleana LLC

Danse_des_femmes_dans_les_iles_Sandwich._Dess._et_lith._par_Choris._Lith._de_Langlume-1816
Danse_des_femmes_dans_les_iles_Sandwich._Dess._et_lith._par_Choris._Lith._de_Langlume-1816

Filed Under: Missionaries / Churches / Religious Buildings, Hawaiian Traditions Tagged With: Hawaii, Hula

October 28, 2017 by Peter T Young Leave a Comment

Aliʻi Letters Kalanimōku to Hiram Bingham October 28, 1826

Hawaiian Mission Houses Historic Site and Archives (Mission Houses) collaborated with Awaiaulu Foundation to digitize, transcribe, translate and annotate over 200-letters written by 33-Chiefs.

The letters, written between 1823 and 1887, are assembled from three different collections: the ABCFM Collection held by Harvard’s Houghton Library, the HEA Collection of the Hawaii Conference-United Church of Christ and the Hawaiian Mission Children’s Society.

These letters provide insight into what the Ali‘i (Chiefs) were doing and thinking at the time, as well as demonstrate the close working relationship and collaboration between the aliʻi and the missionaries.

In this letter, Kalaimoku (Kalanimōku) writes to Rev. Hiram Bingham dismissing the blame placed on the missionaries for other foreigners’ misconduct. He encourages their goodness and their teachings and professes his own faith in God.

Kālaimoku, also known as Kalanimōku and William Pitt Kalanimōku, was a trusted advisor of Kamehameha I. During the travels of Liholiho and Kamāmalu to Great Britain, he co-ruled with Kaʻahumanu, maintaining a leadership role during the first reigning years of the new king, Liholiho’s younger brother, Kauikeaouli.

In part, the letter notes:

“Honolulu, Oahu October 28, 1826”

“Greetings to you, Mr. Bingham,”

“Here is my message to all of you, our missionary teachers. I am telling you that I do not see your wrongdoing. If I should see you to be wrong, I would tell you all.”

“No, you should all just be good.”

“Give us literacy and we will teach it; and give us the word of God, and we will heed it.”

“Our women are restricted, for we have learned the word of God.”

“Then foreigners come, doing damage to our land, foreigners of America and Britain.”

“Do not be angry, for it is we who are to blame for you being faulted, and not you foreigners.”

“Here is my message according to the words of Jehovah. I have given my heart to God and my body and my spirit. I have devoted myself to the church for Jesus Christ.”

“Have a look at my message, Mr. Bingham and company, and if you see it and wish to send my message to America, to our chief, that is up to you.”

“Greetings to our chief in America. Regards to him. From Kalaimoku”

Here’s a link to the original letter, its transcription, translation and annotation (scroll down):

https://hmha.missionhouses.org/files/original/48a090b14ab39c3e64644c9a03b6b1dd.pdf

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) They arrived in the Islands and anchored at Kailua-Kona on April 4, 1820.

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.

One of the earliest efforts of the missionaries, who arrived in 1820, was the identification and selection of important communities (generally near ports and aliʻi residences) as “stations” for the regional church and school centers across the Hawaiian Islands.

Hawaiian Mission Houses’ Strategic Plan themes note that the collaboration between Native Hawaiians and American Protestant missionaries resulted in the
• The introduction of Christianity;
• The development of a written Hawaiian language and establishment of schools that resulted in widespread literacy;
• The promulgation of the concept of constitutional government;
• The combination of Hawaiian with Western medicine, and
• The evolution of a new and distinctive musical tradition (with harmony and choral singing).

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2017 Hoʻokuleana LLC

 

Kalanimoku - Bingham - Not Seen Your Wrongdoing-1826-1
Kalanimoku – Bingham – Not Seen Your Wrongdoing-1826-1
Kalanimoku - Bingham - Not Seen Your Wrongdoing-1826-2
Kalanimoku – Bingham – Not Seen Your Wrongdoing-1826-2
William Pitt Kalanimoku (c. 1768–1827) was a military and civil leader of the Kingdom of Hawaii-Pellion
William Pitt Kalanimoku (c. 1768–1827) was a military and civil leader of the Kingdom of Hawaii-Pellion
Hiram_Bingham-Morse
Hiram_Bingham-Morse

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings Tagged With: Hawaii, Missionaries, Kalanimoku, Hiram Bingham, Alii Letters Collection

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.

Follow Peter T Young on Facebook 

Follow Peter T Young on Google+ 

Follow Peter T Young on LinkedIn  

Follow Peter T Young on Blogger

© 2017 Hoʻokuleana LLC

George_IV_1821
George_IV_1821

Filed Under: Economy, General, Missionaries / Churches / Religious Buildings, Prominent People Tagged With: Missionaries, Literacy, King George IV, Hawaii

  • « Previous Page
  • 1
  • …
  • 105
  • 106
  • 107
  • 108
  • 109
  • …
  • 132
  • Next Page »

Images of Old Hawaiʻi

People, places, and events in Hawaiʻi’s past come alive through text and media in “Images of Old Hawaiʻi.” These posts are informal historic summaries presented for personal, non-commercial, and educational purposes.

Info@Hookuleana.com

Connect with Us

  • Email
  • Facebook
  • LinkedIn
  • Twitter
  • YouTube

Recent Posts

  • Nanaue
  • Nationality
  • About 250 Years Ago … Lafayette Comes to America
  • ʻŌhiʻa
  • Waiʻalae Shopping Center
  • Hoʻopuloa
  • Uncle Tom’s Cabin

Categories

  • General
  • Ali'i / Chiefs / Governance
  • Buildings
  • Missionaries / Churches / Religious Buildings
  • Hawaiian Traditions
  • Military
  • Place Names
  • Prominent People
  • Schools
  • Sailing, Shipping & Shipwrecks
  • Economy
  • Voyage of the Thaddeus
  • Mayflower Summaries
  • American Revolution

Tags

Albatross Al Capone Ane Keohokalole Archibald Campbell Bernice Pauahi Bishop Charles Reed Bishop Downtown Honolulu Eruption Founder's Day George Patton Great Wall of Kuakini Green Sea Turtle Hawaii Hawaii Island Hermes Hilo Holoikauaua Honolulu Isaac Davis James Robinson Kamae Kamaeokalani Kameeiamoku Kamehameha Schools Lalani Village Lava Flow Lelia Byrd Liberty Ship Liliuokalani Mao Math Mauna Loa Midway Monk Seal Northwestern Hawaiian Islands Oahu Papahanaumokuakea Marine National Monument Pearl Pualani Mossman Quartette Thomas Jaggar Volcano Waikiki Wake Wisdom

Hoʻokuleana LLC

Hoʻokuleana LLC is a Planning and Consulting firm assisting property owners with Land Use Planning efforts, including Environmental Review, Entitlement Process, Permitting, Community Outreach, etc. We are uniquely positioned to assist you in a variety of needs.

Info@Hookuleana.com

Copyright © 2012-2024 Peter T Young, Hoʻokuleana LLC

Loading Comments...