Missionaries / Churches / Religious Buildings | Page 114

July 6, 2017 by Peter T Young 1 Comment

Was There a Missionary Political Party?

“Nothing resembling political parties developed in the Islands until the reign of King David Kalākaua in 1874. Over the next 20 years, prior to the overthrow of the kingdom, they existed as relatively unstable organizations with shifting memberships, and acted as rallying points for individuals and groups opposed to or in support of the monarchy.” (Pratt & Smith)

Some suggest from then, on, there was a ‘Missionary Party’ – suggesting it was made up of missionaries, and/or their descendants. That is not true; there was no formal ‘Missionary Party’ – in fact, in part, “(Native Hawaiians) sarcastically termed Americans ‘the Missionary Party.’” (LaFeber)

“By Missionary party is not meant that the members of it are missionaries, but that they are descendants of the early missionaries who went to the islands and because of the opportunities offered them became very rich. The descendants are not missionaries, but are mostly politicians and business men.” (Honolulu Republican, September 19, 1901)

“The Anglo-Saxon has made this country; he has not only improved his own condition, but he has that of the native as well … If the Anglo-Saxon has done all this, if he has so benefitted the native race, there should be some recognition of his services at the present he is ignored, the man who has done everything for this country is slighted and put aside; his wishes are systematically opposed.”

“An attempt has been made to try and call the Anglo-Saxon party, or better the commercial and agricultural party, the Missionary party, and papers abroad have been weak enough to be taken in by the claptrap.”

“There is no ‘missionary party’ any longer, that is a thing of the past: the opposition to the present administration, the opposition to the Palace party is composed of anything but so called ‘missionary’ elements, it is made up of the hard headed, hard handed pioneers of our national industries: …”

“… all that these men want is to have their due share in the direction of affairs; bearing the burden and heat of the fight they demand, and they have a right to demand that their views should receive careful attention.” (Hawaiian Gazette, August 23, 1882)

“The Anglo Saxon race have always been a pushing race and the Americans are the most pushing of all. When Americans get the treasury and the resulting power about a dozen of them could control the world. Why is it that those islands are ruled by the smallest minority that over controlled a nation?”

“We hear considerable about the ‘missionary party.’ Now there are two meanings to the term missionary. The first missionaries went there filled with a zeal and fire to save the people; they were the cream of the Earth.”

“But they took their families with them – and missionaries are usually blessed with large families and these young men born and brought up upon the islands soon gained the confidence of the natives gained riches and became more and more arrogant as the time wore on.”

“They sought power and the natives were soon deprived of their natural rights. We are apt to condemn the fathers for the sins of the children and to this day the term missionary party is tided as a reproach.”

“The children are very different from the noble band of Christian workers who came from Boston seventy or more years ago and are wealthy, powerful and arbitrary. The whole history of the political changes of the islands is the history of the progress of these sons and daughters of missionaries and the simple natives have been so influenced and over awed that today they are strangers in their own halls of legislation.” (The Independent, Match 26, 1897)

“It is admitted on all hands that the term ‘missionaries,’ so far as the word applies to Christian missionaries, is very far from applicable or appropriate … This name may not be literally applicable …” (Letter Opinion, Daily Bulletin, September 4, 1888)

“(There is a) political weapon of the vulgar and reactionary prejudice against what is popularly but improperly termed the ‘missionary party,’ this phase of the Government’s Polynesian policy will appear in its true light as the rankest hypocrisy.” (Daily Bulletin, January 22, 1886)

The Hawaiian Islands Mission Ended in 1863

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.

At its General Meeting from June 3, 1863 to July 1, 1863, the Sandwich Islands Mission of the American Board of Commissioners for Foreign Mission (ABCFM) met to discuss the future of the Mission. They formed the “Board of the Hawaiian Evangelical Association”.

“After twenty-one days of debate, the result was reached with perfect unanimity, and the Association agreed to assume the responsibility hitherto sustained by the Board. This measure was consummated by the Board in the autumn following, and those stations no longer look to the American churches for management and control.” (Missionary Papers, 1867)

In effect, “The mission has been, as such, disbanded and merged in the community.” (1863)

Control was passed to the Hawaiian Evangelical Association (which was formed in 1853); in 1959 it joined the United Church of Christ and later became known as the Hawai‘i Conference United Church of Christ.

Rufus Anderson, Foreign Secretary of the ABCFM, in his July 6, 1863 letter to Kamehameha IV notes, in part: “I may perhaps be permitted, in view of my peculiar relations to a very large body of the best friends and benefactors of this nation, not to leave without my most respectful aloha to both your Majesties.”

“The important steps lately taken in this direction are perhaps sufficiently indicated in the printed Address …. I am happy to inform your Majesty that the plan there indicated has since been adopted, and is now going into effect, — with the best influence, as I cannot doubt, upon the religious welfare of your people.”

“My visit to these Islands has impressed me, not only with the strength, but also with the beneficent and paternal character of your government. In no nation in Christendom is there greater security of person and property, or more of civil and religious liberty.”

“As to the progress of the nation in Christian civilization, I am persuaded, and shall confidently affirm on my return home, that the history of the Christian church and of nations affords nothing equal to it.”

“And now the Hawaiian Christian community is so far formed and matured, that the American Board ceases to act any longer as principal, and becomes an auxiliary,— merely affording grants in aid of the several departments of labor in building up the kingdom of Christ in these Islands, and also in the Islands of Micronesia.”

“Praying God to grant long life and prosperity to your Majesties, I am, with profound respect, Your Majesty’s obedient, humble servant, R. Anderson”

Elections and Formal Political Parties

The following list the subsequent elections, candidates and associated political parties.

Election of Lunalilo (1873) – Lunalilo vs Kalākaua
Election of Kalākaua (1874) – Kalākaua vs Queen Emma
Election of 1884 –National (Hawaiian) vs Independent (Foreign)
Election of 1886 –National (Government) vs Independent (Opposition)
Special Election of 1887 – Government (Anti-Reform) vs Reform Party
Election of 1890 –National Reform Party vs Reform Party
Election of 1892 –National Reform Party, Reform Party, Liberal Party & Native Sons of Hawaii

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July 3, 2017 by Peter T Young Leave a Comment

Learning Western Governance

The Reverend William Richards came to Hawai‘i in 1823 as a member of the second company of missionaries sent to the Islands by the American Board of Commissioners for Foreign Missions. He was stationed at Lahaina. where he engaged in the usual multitudinous duties of the missionary of the day.

It was a time of transition. when the Hawaiian people were faced with the difficult task of adjusting themselves to changing conditions. They turned to their teachers, the American missionaries, for guidance along this intricate path.

The king and chiefs, acknowledging their own inexperience, had sought for a man of probity and some legal training who could act as their advisor in matters dealing with other nations and with foreigners within the Islands.

They asked Mr. Richards to become their teacher. chaplain and interpreter. Richards accepted this appointment, beginning his service on July 3, 1838. His resignation from the Mission as of that date was accepted by the American Board.

The classes in political economy held by Mr. Richards for the chiefs must have laid the foundation for the political reforms started soon after. Indeed. it can be said that Mr. Richards exercised a profound, though somewhat intangible, influence on Hawaii’s evolution towards a constitution form of government.

William Richards prepared a report to the mission following his first year in government service (1838-1839). Portions of the report follows:

“According to those engagements, l was to devote my time at my discretion to the instruction of the King & chiefs, as far as l could and remain at Lahaina, and do the public preaching. l was also to accompany the King to Oahu if important public business called him there.”

“As soon as the arrangements were completed, l commenced the compilation and translation of a work on political economy, following the general plan of Wayland, but consulting Lay, Newman and others, and translating considerable portions from the 1st mentioned work.”

“l also met [the] king & chiefs daily when other public business did not prevent, and as fast as l could prepare matter read it to them in the form of lectures. l endeavored to make the lectures as familiar as possible, by repeating them, and drawing the chiefs into free conversation on the subject of the Lecture.”

“They uniformly manifested a becoming interest in the school thus conducted, and took an active part in the discussion of the various topics introduced in the Lectures.”

“The Lectures themselves were mere outlines of general principles of political economy, which of course could not have been understood except by full illustration drawn from Hawaiian custom and Hawaiian circumstances.”

“The conversation frequently took so wide a range that there was abundant opportunity to refer to any and to every fault of the present system of government. But when the faults of the present system were pointed out & the chiefs felt them & then pressed me with the question, ‘Pehea la e pono ai.’ ((How will it be bettered?)”

“l have often felt that it is much easier to point out the defects of an old system than it is to devise a new one, suitable to take its place.”

“The Chiefs proposed themselves to publish the work which I have compiled, & they are to have the Copy Right & defray the expense of the publication.” (The book was known as No ke Kalaiaina.)

“All my intercourse with the king and chiefs has been of the most pleasant character, at least, I have found them uniformly ready to listen to instructions, and they have manifested a becoming wish to reform the government in those particulars where it is inconsistent with true Political Economy.”

“I have far greater fears at present that there is not sufficient skill to devise a truly wise policy than I have that the chiefs will not sanction it when devised.”

As part of this initial process, a system of laws had been written out by Boaz Mahune, who was directed by the King to conform them to the principles of Political Economy which they had learned.

(Mahune was a member of the first class at Lahainaluna Seminary, graduating in 1835 after four years there. He was considered one of the school’s most brilliant scholar and was one of the ten chosen to remain as monitors, teachers in the children’s school and assistants in translating.)

The laws were signed by Kamehameha III on June 7, 1839 and referred to as He kumu kanawai, a me ke kanawai hooponopono Waiawi, no ko Hawaii nei pae aina. 1839 (Declaration of Rights (1839). All of the above came from Richards’ report, dated May 1, 1839; HHS, 1943.

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No Ke Kalaiaina

June 22, 2017 by Peter T Young Leave a Comment

Morning Star

“The long looked for missionary ship was a thing of life and beauty, adorned with nearly her full complement of snow-white sails, and sitting so daintily upon the water.”

“’Beautiful,’ we exclaimed. ‘Nani,’ said our ninety native passengers, ‘nani loa,’ – ‘very beautiful!’ and so she was. With unmingled admiration we scanned her elegant proportions, her neatly turned stem, her graceful prow, her modest but significant figurehead, her perfect lines, her tall and beautiful tapering masts.” (Bond; Baker)

Many proudly proclaimed, “I owned shares in a ‘Morning Star.’”

Let’s look back …

In less than 30-years after the first missionaries landed in Hawai‘i, as the missionary spirit grew in the Hawaiian churches, the Hawaiian Missionary Society was formed.

This led the missionary fathers to the idea of exploring the islands to the west for the purpose of new mission work in Micronesia in partnership with the American Board.

In 1853, a mission south to the Marquesas Islands had been started. In carrying it on, it had been necessary to charter small and uncomfortable vessels at high prices to take out missionaries with their supplies and to send mail and delegates annually to encourage and look after them.

In Micronesia such a long time elapsed before the first mail arrived after the mission was established, that a missionary’s mother had been dead 2-years before he received the sad news.

At another station, where food was scarce and the variety limited, a missionary came so near starving that when a vessel arrived with supplies, he was so weak that he had to be carried on board the vessel and carefully nursed back to health.

Titus Coan proposed that the ABCFM ask children on the continent to take ten cent shares of joint ownership in such a missionary vessel, to be called ‘Day Star;’ his proposal of such to folks in Boston was approved, but with one change, the name to be ‘Morning Star.’

It was the first of five ‘Morning Stars.’

Those ‘Morning Stars’ were on missions to the South Pacific. The task of those men was outlined in Honolulu in 1870 at the Hawaiian Evangelical Association, where it was said, “Not with powder and balls and swords and cannons, but with the loving word of God and with His spirit do we go forth to conquer the islands for Christ.” (Nimitz; Baker)

On her first voyage to Micronesia (leaving Honolulu August 7, 1857) she had sailed about 10,000-miles, and her practical value for the work had been all that was expected. It was said that the little vessel had already performed a service that would warrant the whole expense of building her. (Baker)

By 1865, she had finally become so worn that they decided to sell her and build another vessel. In 1866 children were again asked to take stock in a new vessel. Enough was raised to build a new ship.

Like the first, the second ‘Morning Star’ was a hermaphrodite brig (square-rigged foremast and fore-and-aft mainmast.) She was built at East Boston, launched September 22, 1866; sailed from Boston under Captain Hiram Bingham, Jr, on November 13, 1866 and reached Honolulu March 15, 1867.

“Two thousand Hawaiian Sunday-school children marched to the wharf to see ‘their ship’; for three or four thousand out of one hundred and fifty thousand of her stockholders were Hawaiians.” (Bingham)

“It was on March 28, 1867, that the Star began her missionary work in the Pacific, still sailing under command of Captain Bingham. The plan for her yearly trip is to go from Honolulu first to the Gilbert Islands, although they are the southernmost group, lying directly under the equator.”

“This is in order to take advantage of prevailing winds and currents. Then she sails northwest nearly a thousand miles to Ponape, taking the other mission islands on the way.” (Bingham)

After only three years of service, unfortunately one evening the ‘Morning Star’ left Kusaie for Honolulu, but drifted dangerously near the island. Boats were lowered to tow, but she had to be anchored and held, when a severe squall struck her.

She tried to sail out of danger, but failed and struck the rocky reef in a heavy surf. The missionaries and all on board, with some of their possessions, were saved in a boat; the ‘Morning Star’ was wrecked. After waiting a month, the missionaries reached Honolulu on February 8, 1870, in a chance vessel which came along.

The children were called upon, and, again, responded and with insurance, a third ‘Morning Star’ (of similar design to the second ‘Morning Star’) was started. “(I)n the summer of 1871, a third ‘Morning Star’ dawned on the waiting isles.” (Bingham)

For the 10th annual trip, the captain noted, “The whole distance sailed during the voyage is 15,783 miles. Number of passengers carried, 243. The number of islands sighted is 48, at 27 of which we stopped one or more times.”

“We entered 16 lagoons, anchored 43 times, and spent 147 hours standing off and on. We laid at anchor 79 days, and boated 568 miles. We had 1,546 miles of adverse currents, and 989 hours of calm.” (Bray; Missionary Herald)

Unfortunately, on February 22, 1884, the third ‘Morning Star’ was wrecked on Kusaie, about 6-miles from where the second ‘Morning Star’ was lost.

Already planned for replacement, a fundraising campaign was already underway for a fourth ‘Morning Star’. As with the others, it was successful and the Board felt justified in building at once, and the contract was made at Bath, Maine. Thus they began to build the same month that the third ‘Morning Star’ was wrecked.

The fourth ‘Morning Star,’ was a barkentine (foremast only being square-rigged, main and mizzenmasts fore-and-aft rigs but carrying no topsails so far as pictures show). She had a hollow iron mainmast for a smokestack, for auxiliary steam-power for use in calms and strong currents and in entering lagoons.

She had comfortable cabins, staterooms, etc., between the main-deck and a hurricane-deck, and three water-tight compartments below, the center compartment having the engine boilers and coal-bunkers. Upon the substantial hurricane-deck all the working of the ship was done, and it provided a promenade of nearly a hundred feet.

She sailed on her first missionary voyage to Micronesia on May 2, 1885, and reached one of the Gilbert Islands in just three weeks. However, on January 26, 1886:

“… late in the afternoon, we ran upon a small coral reef in Ponape lagoon, where we remained upwards of forty hours. I need not say we heartily rejoiced when we were afloat again, damaged only by a small leakage.” (Wetmore; Baker)

The fourth ‘Morning Star’ “served long and well until 1900,” when she was sold for the ‘carrying trade’ between San Francisco and Cape Nome, Alaska. There was a break until 1904, when it was decided to build a fifth ‘Morning Star’.

This fifth and last ‘Morning Star’ (a steamer,) after being inspected at Boston by many shareholders, was dedicated and farewell services held on board on June 4, 1904.

Dr Hiram Bingham (II,) who had sailed to Micronesia on the first ‘Morning Star’ in 1856, and whose father, Hiram Bingham, Sr, had then been present and prayed at the time of departure, was present and offered the prayer of dedication.

However, it became cost prohibitive to maintain the ship and a decision was made in 1905 to sell her. Thus ended a half century of missionary ‘Morning Stars,’ 1856 to 1905. (Lots of information and images here are from Baker and Bingham.)

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Morning Star-launch-1

Morning Star-1

Morning Star_1

Welcome of the Morning Star-1

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Morning Star 4

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Map of Eastern Micronesia-Bingham

Certificate for the Children’s Morning Star

Certificate for the Morning Star

Certificate for the missionary packet, Morning Star

June 17, 2017 by Peter T Young Leave a Comment

‘Ōpūkaha‘ia Enters Foreign Mission School

As Obookiah, at the time of his entrance into the school at Cornwall, had arrived at an age of considerable maturity, it may be proper that a more particular description should now be given of his person and character.

He was considerably above the ordinary size: but little less than six feet in height, and in his limbs and body proportionably large. His form, which at sixteen was awkward and unshapen, had become erect, graceful, and dignified.

His countenance had lost every mark of dulness; and was, in an unusual degree, sprightly, and intelligent. His features were strongly marked. They were expressive of a sound and penetrating mind. He had a piercing eye, a prominent Roman nose, and a projecting chin.

His complexion was olive, varied equally from the blackness of the African, and the redness of the Indian. His hair was black,
worn short, and dressed after the manner of the Americans.

In his disposition he was amiable and affectionate. His temper was mild. Passion was not easily excited, nor long retained Revenge, or resentment, it if presumed, was never known to be cherished in his heart.

He loved his friends, and was grateful for the favours which he received from them. In his journal and letters are found frequent expressions of affection and gratitude to those who had been his benefactors.

To families in which he had lived, or to individuals who had been his particular patrons, he felt an ardent attachment. One of the latter, who had been separated from him for a considerable time, he met with great delight; …

… and after the first customary salutations, said to him, ‘I want to see you great while: you don’t know how you seem to me: you seem like father, mother, brother, all.’

In his understanding, Obookiah excelled ordinary young men. His mind was not of a common cast. It was such, that, with proper culture, it might have become a mind of the first order.

Its distinguishing traits were sound common sense, keen discernment, and an inquisitiveness or enterprise which disposed him to look as far as his mind could reach into every subject that was presented to his attention.

By his good sense he was accustomed to view subjects of every kind in their proper light; to see things as they are. He seldom misconceived or misjudged.

By his companions his counsel was sought, and regarded as decisive. He had that clear sense of propriety with regard to his own conduct and the conduct of others, which always commands the respect or excites the fear of those who behold it.

Had he been disposed to cultivate a talent for this purpose, he would have become one of the severest of critics upon the manners and conduct of those around him.

Few persons have a deeper insight into the characters of men, or have the power of forming a more just estimate of them, by
their words and actions, than he had.

Few are more capable of perceiving the exact import of language, or are less liable to be deceived as to its real meaning, by a designed ambiguity of terms.

His inquisitiveness existed in relation to all subjects of interest, and disposed him to make himself acquainted with every thing that was known by others, and to discover whatever was within hill reach. The trait was exhibited, especially, in his character as a scholar.

His inquisitive mind was not satisfied with pursuing the usual round of study, but he was disposed to understand critically every
branch of knowledge to which he attended. For this reason, his progress in his studies was not rapid – but as a scholar he was industrious, ingenious and thorough.

His mind was also inventive. After having acquired some slight knowledge of the English language in its grammatical construction, he entered upon the project of reducing to system his own native language.

As it was not a written language, but lay in its chaotic state, every thing was to be done. With some assistance he had made considerable progress towards completing a grammar, a dictionary, and a spelling-book. He had also translated into his native language the whole of the book of Genesis.

These specimens of his industry and ingenuity, when seen, administer severe reproof to the sloth and dulness of most persona of much greater age, and of advantages far superior to his own.

When Obookiah became a member of the Foreign Mission School, he had attended to all the common branches of English education.

In reading, writing, and spelling, he was perhaps as perfect as most young men of our country, of the same age and with common opportunities.

He wrote a legible, manly hand, and acquired the habit of writing with considerable rapidity. He had at this time studied the English Grammar so far as to be able to parse most sentences with readiness. He understood the important rules in common Arithmetic, and had obtained considerable knowledge of Geography.

He had studied also one book of Euclid’s Elements of Geometry, and of his own accord, without a regular instructer, he had acquired such knowledge of the Hebrew, that he had been able to read several chapters for the Hebrew Bible, and had translated a few passages into his native language.

He had a peculiar relish for the Hebrew language, and from its resemblance to his own, acquired it with great facility.

The winter before he came to the school he commenced the study of Latin. This, he pursued principally after he became a member of the Institution.

In his manners, Obookiah was habitually grave and reserved. In the presence of his friends, however, his conversation was often sprightly, and rendered particularly entertaining, by a fondness for humour, for which he was distinguished.

This he oftener exhibited by a quick perception and relish for it in others, than by actually displaying it in himself. Yet he sometimes gave evidence in his own remarks, of possessing no small degree of genuine wit.

When conversing with his companions in their native language, he frequently afforded them much amusement by the pleasant and humorous cast of his conversation.

The customary deportment of Obookiah, however, was serious, and dignity strikingly characterized his manners. Few young men, it is presumed, command so much respect from persons of every age and character.

Notwithstanding the familiarity which he used with his companions, he maintained an influence over them, becoming the relation of an elder brother, or even that of a respected parent.

In his intercourse with them the dignity of hill character was peculiarly visible. A motion of his head often made known to them his will, and obtained the compliance which he desired.

His manners had become in a considerable degree refined. A gentleman of respectability who visited Cornwall, and had a particular interview with him, observed, that he had met with but few persons of any country, more gentlemanly in their manners in intelligent and interesting in their conversation.

Obookiah was a decided and consistent Christian. His conduct was habitually under the influence of principles of piety. He manifested a strong interest in the general prosperity of religion, and expressed in his conversation, as well as his letters and diary …

… ardent desires for the salvation of his fellowmen and especially of his countrymen, for whom he fervently prayed, and in whose behalf he often requested the earnest prayers of his friends. (All text is from Memoirs of Obookiah)

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Henry_Opukahaia_ca.-1810s

June 16, 2017 by Peter T Young Leave a Comment

Steward’s House

In the years following his arrival in New England in the summer of 1809, ‘Ōpūkaha’ia would become integral to the founding of the Foreign Mission School in Cornwall, Connecticut.

‘Ōpūkaha‘ia became legendary for his earnest pursuit of an American education. He captured the hearts and Christian spirits of the New Haven community, where he first resided.

‘Ōpūkaha‘ia’s situation encouraged his hosts and community members to explore the possibility of creating a formal school in the US for students like him: “heathens” who were stranded in the US but who were interested in being “civilized” and “saved” nonetheless.

The Foreign Mission School was instituted in the autumn of 1816, and opened in the beginning of May, 1817. “There belong to it a commodious edifice for the school, a good mansion house, with a barn, and other out-buildings, and a garden, for the Principal; a house, barn, &c with a few acres of good tillage land for the Steward and Commons …”

“… all situated sufficiently near to each other and to the Congregational meeting-house, in the south parish of Cornwall, Connecticut, and eighty acres of excellent wood land, about a mile and a half distant.” (American Missionary Register, 1821)

The Foreign Mission School was a religious experiment. Instead of sending missionaries to foreign lands, it brought students to America.

It was believed that a mission school in religiously pious New England would be more efficient and effective than traditional mission schools established within ‘heathen’ settings because it removed these young students from the pagan influences of their native communities.

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.

Between 1819 and 1826, there were altogether ninety-seven students on the official record. The ages of these ninety-seven students ranged from ten to thirty.

Among them there were forty-three Indians, nineteen Hawaiians, thirteen Americans, five Chinese, three Marquesans, two Greeks, two Jews, two Malays, two Tahitians, one Bengalese, one Hindu, one Javanese, one New Zealander, one Portuguese, and one Scotch.

The year 1819 saw increased diversification of the student body as several Cherokee students arrived in Cornwall. Over the span of its operational years, the FMS taught Native Americans from fourteen tribes: one Abenaquis, eleven Cherokees, five Choctaws, five Delawares, one Mexican, one Mohegan, one Narragansett, two Ojibwas, two Omahas, three Oneidas, three Osages, two Senecas, four Stockbridges, and two Tuscaroras.

Due to the variety in national background, the students’ prior experiences were also enormously diverse. The majority came from seafaring careers; however, others were military personnel, farmers, barbers, coopers, servants and students from other schools.

The object of the School as set forth in the Constitution, is – “The education in our own country of Heathen Youths, in such manner, as, with subsequent professional instruction will qualify them to become useful Missionaries, Physicians, Surgeons, School Masters, or Interpreters …”

“… and to communicate to the Heathen Nations such knowledge in agriculture and the arts, as may prove the means of promoting Christianity and civilization.” (Missionary Herald, January 1821)

Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Students rose around 5 or 6 am and ate breakfast together at 7 am in the dining room of the steward’s house. Daily classes ran from 9 am to noon, and again from 2 to 5 pm, with all sessions taking place on the first floor of the main school building just across the street from the steward’s house.

Curricula operated at various levels, as some of the pupils were more advanced in their studies while others where just learning basic literacy – the more advanced students helped teach the others.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

The months of May and September included scheduled vacation times for the school’s boarded students; however, only certain pupils were authorized by the administration to “go abroad.”

Much of the Foreign Mission School’s campus buildings were acquired through donations. The citizenry of Cornwall donated fourteen acres of land as well as the building that would become the main educational site, which had been built in 1797 as a school house.

The ground floor of the school building housed one large classroom, while the second floor was refurbished for students’ quarters. Located near this school building was the Principal’s house. Purchased in 1815, the Principal’s house was acquired before the establishment of the school was complete.

The third of the main campus buildings, and certainly the most social and vibrant, was the Steward’s house. This building was constructed in 1814 by architect Eber Maxfield and was sold to the school. The exchange of property included 18-more acres that were used for agriculture by the students and staff.

As a site for regular and informal interactions between students and Cornwall residents, the Federal-style farmhouse (built 1814) served as the steward’s family home, the school dining hall, a boarding house and a nurse room for sick students. (Connecticut Trust for Historic Preservation)

According to the school ‘constitution,’ the role of the Steward was to “superintend the agricultural interests of the school,” though the actual responsibilities necessitated far more involvement with both the school’s operations and the students’ daily lives.

Over time, the Steward’s role expanded to include counseling and skills training. The Steward was expected to reside in the Steward’s House on the school campus. Thus, because of the consistent level of daily activity that mixed different communities within this house, the Steward remained abreast of the major events and social issues happening within the student body.

Steward’s duties were broadened to include supervising the school’s landed properties, training the scholars in the art of agriculture, bookkeeping and managing the FMS accounts, assuring a steady supply of firewood, buying and selling livestock, arranging travel for staff and students, providing the students with clothing, and hosting visitors, among others tasks.

Over time, there was an increased the level of care given to the students outside of their academic activities and instituted greater involvement between the steward’s family and the student body. For example, the steward’s wife was in charge of the kitchen and cooking.

Daily, she prepared bread and meals for all of the students. She also outfitted the students with new clothes and tended to the laundry and repair of these items. And, she was also primarily in charge of the students’ medical care.

Whenever one of the students fell ill, “he was moved into the Steward’s house” to live with the family for as long as was necessary for recovery. These duties also fell to daughters of the steward, who were effectively housewives in training.

The year the school opened, it housed twelve students. Enrollment doubled to twenty-four by the second year. Four students left as seven others joined in the school’s third year, bringing the enrollment to twenty-seven.

In the fourth and fifth years, enrollment rose to twenty-nine and thirty-five students, respectively. By the seventh year, however, the student body dropped to twenty-four. The school experienced another spike in enrollment in its eighth year with thirty-six pupils from seventeen different nations.

In its ninth year, the school’s population once again decreased, this time to twenty-five. By the time the school closed in 1826, only fourteen students remained.

Operated from 1817 to 1827, the Foreign Mission School remains the first and last experiment in a domestically located “foreign” mission and represents educational and social politics concerning racial tolerance, Asian and Native American migration, and American identity in the early 19th century.

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