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Portraits-Album

March 18, 2017 by Peter T Young Leave a Comment

Liholiho and the Missionaries

“March 30th, 1820. – Memorable day – a day which brings us in full view of that dark pagan land so long the object of our most interested thoughts. Between twelve and one this morning, the word was from Thomas who was up watching, ‘land appears.’” (Sybil Bingham Journal)

“On the morning of the 4th of April, 163-day from Boston, we came to anchor, abreast of the village of Kailua. Between our mooring and the shore, a great number of the natives-men, women and children, from the highest to the lowest rank, including the king and his mother, were amusing themselves in the water.”

“Among the hundreds on the beach, where we landed, was the tall, portly, gigantic figure of a native chieftain, in his prime, Kuakini, the brother of Kaahumanu, and subsequently, the governor of Hawaii, who invited us to his house.”

“After a short call there, and another at Mr. John Young’s, we eagerly sought the king, at his dingy, unfurnished, thatched habitation, where we found him returned from his sea-bathing. On our being introduced to him, he, with a smile, gave us the customary ‘Aloha.’” (Hiram Bingham)

“We made known to him the kind wishes of the American Board, and its friends, and asked permission to settle in his country, for the purpose of teaching the nation Christianity, literature and the arts. He was slow to consent, as might have been expected.”

“The king and his four mothers, and five wives, and little brother and sister, constituted the royal family, if such a group can properly be called a family. Two of his wives, Kamamalu, and Kīna‘u, were his father’s daughters; and a third, Kekauluohi, a half-sister of theirs, had been his father’s wife.”

“Being a polygamist, as many of the chiefs were, the king doubtless felt what he expressed as an objection to our settlement; ‘If I receive and patronize these missionaries, I shall not be allowed but one wife.’ As our observed practice had probably suggested the objection, we allowed our practice for the time being to give the true answer.” (Hiram Bingham)

“While the question of our settlement was pending, we invited and received the royal family on board the brig to dine. They came off in their double canoe, with waving kahilis and a retinue of attendants. His majesty, according to the taste of the time, having a malo or narrow girdle around his waist, a green silken scarf over his shoulder”.

“Happy to show civilities to this company, at our own table, we placed the king at the head of it, and implored the blessing of the King of kings, upon our food, and on the interview. All assembled on the quarter-deck of the Thaddeus; and the mission family with the aid of a bass-viol, played by George P Kaumuali‘i, and of the voices of the captain and officers, sang hymns of praise.”

“On the 7th, several of the brethren and sisters visited the king and chiefs, endeavoring to make their acquaintance and secure their confidence. On the 8th, we felt it necessary to ask of the king that a part of our mission might disembark at Kailua, and the rest at Honolulu, believing that it would be far better than for us all to leave the king, and go to Oahu, or for all to remain with
him at Kailua, which he was proposing to leave ere long.” (Hiram Bingham)

“On Monday morning, the 10th of April, all the brethren repaired to the shore, to do what was practicable to get the royal permission to station part of the mission at Kailua, and the rest at Oahu. On renewing our application, the king said he should wait till the return of Kaahumanu. She had gone out on a fishing excursion.”

“Just at sunset, Kaahumanu and the king gave us the opportunity of freely stating to them our wishes. The whole subject of our location was reconsidered. The reasons for our coming to the country were recapitulated, the useful arts with which the missionaries were acquainted, were at the king’s request enumerated.”

“The considerations in favor of entering on our labors both at Hawaii and Oahu, were presented; the inquiries of their majesties, respecting our business, and our qualifications to promote their temporal good, frankly answered, and our hopes and wishes expressed. that they would give our proposal due consideration, and early grant us a favorable answer.”

“This done, we gave them our aloha, and left them to hold a consultation among themselves by night.” (Hiram Bingham)

“April 11th. Still on board the Thaddeus. It is now the thirteenth day since we made the land. There is not the least hostility on the part of the natives; on the contrary, all appear friendly. It is difficult to say why we are so delayed.” (Sybil Bingham Journal)

“1 o’clock. The important decision is made.” (Sybil Bingham Journal)

“(We sought) permission to take such situations for a year, a very short probation for such an experiment. This the king granted, not only permitting us to reside and labor at different islands, but offering us such a shelter as the grassy huts of the country afforded, and such protection as in their rude and degraded state he could give. This was as much as it was prudent to ask at the time.” (Hiram Bingham)

“We are to proceed to Hoahoo (O‘ahu) to make the principal establishment, leaving two of our brethren and sisters in this place.” (Sybil Bingham Journal)

While the initial approval of allowing the missionaries to stay in the Islands was an extensive process, within a couple of years, after the missionaries developed an initial vocabulary of the previously only-oral language and teaching reading and writing to the Hawaiians, Liholiho wrote a letter to the American Board of Commissioners for Foreign Commissions:

“Oahu March 18, 1823, To those of the American Board”

“Deep regards to all of you dwelling there in America. Here is my bit of message to all of you. We have recently learned literacy, we have seen and heard the good word of Jehovah.”

“We really desire the good teachings of Jesus Christ. What he has taught all of us is excellent indeed and we have finally become learned.”

“We were shown compassion by Jehovah, who sent Mr Bingham and Mr Thurston and all the teachers. And they dwelled with us here and our lands have become enlightened.”

“Our hearts rejoice for their good teaching to us. Our hearts are joyful at Jehovah’s words to us. That bit of message is finished. Here is another message: you may have already heard.”

“I will clarify so that you all hear. We had wooden deities before, during my father’s time. In my time, I have abandoned wooden deities. It turns out my abandoning of them beforehand was appropriate, for Mr. Bingham, Mr. Thurston and all the teachers were arriving.”

“It is through our father that I may greet all of you. Jesus Christ was good in speaking to you, saying to you all, “Go and teach throughout the islands, and preach the good word of salvation.”

“The ministers sailed here to do good things for us, we were overjoyed. And later on we may well be fully virtuous. We observe the sacred day of Almighty God in heaven, savior of us all.”

“Greatly beloved are all of you for thinking of us, for sending them here. Thankfully you sent teachers or our lands would be completely ignorant. But no, you showed us compassion. Our lands have become enlightened.”

“Deep regards to all of you. May we have salvation through Jehovah and Jesus Christ our Lord. Tamehameha, King of Hawai‘i” (The Liholiho Letter is part of the Ali‘i Letters Collection at Mission Houses; a recent project where Puakea Nogelmeier and his students translated the Ali’i Letters.)

You may find it and other letters written by Hawaiian Chiefs at the Missions Houses’ website:

Tamehameha_2d,_His_Majesty_the_King_of_the_Sandwich_Islands,_drawn_on_stone_from_life_by_John_Hayter-1824

Liholiho Letter to ABCFM – March 18, 1823-1

Liholiho Letter to ABCFM – March 18, 1823-2

March 11, 2017 by Peter T Young Leave a Comment

Webster’s Way

Noah Webster (1758-1843) was the man of words in early 19th-century America. He compiled a dictionary which became the standard for American English; he also compiled The American Spelling Book, which was the basic textbook for young readers in early 19th-century America.

In the beginning part of his American Spelling Book, several signed a ‘Recommendation,’ stating, “Having examined the first part of the new Grammatical Institute of the English Language, published by Mr. Noah Webster we are of opinion, that it is far preferable, in the plan and execution, to Dilworth’s or any other Spelling Book, which has been introduced into [o]ur schools.”

“In these the entire omission of the rules of pronunciation is a capital defect, which very few of the parents, schoolmasters or mistresses, employed in teaching children the first rudiments have sufficient knowledge to supply.”

“The usual method of throwing together, in the same tables, and without any mark of distinction, words in which the same letters are differently pronounced, and the received rules of dividing syllables, which are wholly arbitrary, and often unnatural, seem calculated to puzzle the learner, and mislead the instructor into a vicious pronunciations.”

“These defects and mistakes are judiciously supplied in the present work, and the various additions are made with such propriety, that we judge this new Spelling Book will be extremely beneficial for the use of schools.”

The Speller’s Preface notes the priority in learning, “The syllables of words are divided as they are pronounced, and for this obvious reason, that children learn the language by the ear. Rules are of no consequence but to printers and adults. In Spelling Books they embarrass children, and double the labour of the teacher.”

“The whole design of dividing words into syllables at all, is to lead the pupil to the true pronunciation: and the easiest method to effect this purpose will forever be the best.” (Webster’s Speller)

And so it was with the American Protestant Missionaries teaching the Hawaiians to read and write their own language.

This exercise, as practiced in Hawai‘i, was described by Andrews, “The teacher takes a Piapa (i.e., speller, primer,) sits down in front of a row or several rows of scholars, from ten to a hundred perhaps in number, all sitting on the ground, furnished perhaps with Piapas, perhaps not.”

“The teacher begins: says A. The scholars all repeat in concert after him, A. The teacher then says E. They repeat all together, as before E, and so on, repeating over and over, after the teacher, until all the alphabet is fixed in the memory, just in the order the letters stand in the book; and all this just as well without a book as with one. The abbs and spelling lesson are taught in the same way.” (Andrews; Schultz)

Just as American schoolchildren spelled aloud by naming the letters that formed the first syllable, and then pronouncing the result: “b, a – ba,” so did Hawaiian learners. (However, back then, Webster used ‘y’ as a vowel; the missionaries did not.)

The Hawaiian version also used the names of the letters and the resultant syllable: bē ā – bā; by 1824, this had become the Hawaiian word for ‘alphabet’. However, after b had been eliminated from the alphabet, p took its place in this new name.

One result of applying this methodology to Hawaiian is that it produced a new word: Pi a pa. From that time on, the word for ‘alphabet’ has been pī‘āpā, first appearing with this spelling (minus the kahakō and ‘okina) in a book title in 1828.

The purpose of all these first exercises was to teach the mechanics of pronouncing words, one by one – syllable by syllable.

This is how Ka‘ahumanu learned … “Being invited to enter the house, we took our seats without the accommodation of chairs, and waited till the game of cards was disposed of, when the wish was expressed to have us seated by her.”

“We gave her ladyship one of the little books (Pi a pa – the speller,) and drew her attention to the alphabet, neatly printed, in large and small Roman characters.”

“Having her eye directed to the first class of letters – the five vowels, she was induced to imitate my voice in their enunciation, a, e, i, o, u.”

“As the vowels could be acquired with great facility, an experiment of ten minutes, well directed, would ensure a considerable advance.”

“She followed me in enunciating the vowels, one by one, two or three times over, in their order, when her skill and accuracy were commended. Her countenance brightened.”

“Looking off from her book upon her familiars, with a tone a little boasting or exulting, and perhaps with a spice of the feeling of the Grecian philosopher, who, in one of his amusements, thought he had discovered the solution of a difficult problem, leaped from the bath, exclaiming “Eureka! I have found,” the queen exclaimed, “Ua loaa iau! I have got it”, or, it is obtained by me.”

“She had passed the threshold, and now unexpectedly found herself entered as a pupil.”

“Dismissing her cards, she accepted and studied the little book, and with her husband, asked for forty more for their attendants.” (Bingham)

The image shows Webster’s way of learning to spell, starting with repeating the consonant ‘b’ with the respective vowels b, a – ba – just as the Hawaiians did as pi, a – pa.

Noah Websters Speller-page 28

Noah_Webster’s_The_American_Spelling_Book-Cover-1800

Noah_Webster_pre-1843

March 1, 2017 by Peter T Young 1 Comment

Blending Traditional and Modern Medicine

In the Islands, “Medicine is generally practiced by the priests (kahuna la‘au lapa‘au,) whose contemplative way of life has led them to acquirement of some knowledge of botany …”

“… they understand the use and application of vomits and clysters, which are drawn from the vegetable reign, and sometimes exhibited with success.”

“Topical bleedings is also in use, but a larger share of priestcraft and mummery enters into their practice. Fortunately the good constitutions and temperance of these islanders prevents their having often occasion for the skill of their physicians.” (Shaler, 1804)

The medical practice in the 1820s and 1830s was not as advanced as many people might assume. The end result of treatments by Western doctors and Hawaiian doctors were the same: purging, vomiting, sweating or managing pain.

Disease was not well understood and was attributed to a mixture of outside influences and physical influences of the afflicted person. Climate, age, temperament, gender, lifestyle, and “constitution” (a subjective idea of how susceptible to disease people were) were thought to cause disease.

Remedies included changes of climate, cupping or bloodletting (in order to weaken the disease you had to weaken the patient), changes in diet, herb or plant based ingestible medications, external topical plasters, and chemicals were all part of the Western pharmacology.

Dr Gerrit P Judd was one of the very few Western doctors in Hawai‘i that was interested in learning about Hawaiian medical practices and remedies. He hired Native Hawaiian assistants and apprentices. (Mission Houses)

Judd’s fairness would not let him condemn everything about the native materia medica. No doubt other haole physicians had indulged a curiosity about kahuna medications, might even have tested or used some of them.

But Dr. Judd was the only haole physician of the 19th century who has left evidence that he knew from personal experience the properties of at least some of the native medicines.

Always inquisitive, always sympathetic to the good things his adopted people could offer, and genuinely fond of them as individuals, Judd investigated their pharmacopoeia very early in his career as a physician among them. (Bushnell)

“It has been an object with me not to oppose the practice of the native physicians in mass, but to endeavor by the best means in my power to correct and modify their practice so that it shall save, not kill, the people.”

“It is my intention, if possible, the coming year to make Ho‘ohano (his assistant) acquainted with the native practices as it now exists and make him the agent for collecting facts on the subject.”

“It is out of the question for us to think of putting down the native practice unless we will attend all the sick ourselves, since it is not human nature to be sick & die without seeking some means of alleviation.”

“The idea of improving the native doctors has therefore suggested itself to me as an exceedingly important one demanding immediate attention.” (Judd, Report to Sandwich Islands Mission, 1839)

“At the commencement of the year (1839) I took a young man who had been at the Seminary six years, with a view to giving him instruction in the Medical art.”

“I commenced the investigation of the native practice and by the aid of these two assistants (Ho‘ohano & Kalili) obtained from several native Drs the various doctrines and practices of the art which have come down through the legalized channels mai ka wa kahiko mai (from ancient times.)”

“These investigations occupied several weeks in the early part of the year and have been continued as opportunity afforded.”

“We also instituted a series of experiments on native medicines which resulted pretty much as all experiments of the kind usually do.”

“We found we could prepare from the native Gourd alone, or combined with Koali (morning glory) or Pipa (Japanese plum) and extract which would physic most delightfully & like Brandreths Pills to any amount which might be desirable.” (Judd, Report to Sandwich Islands Mission, 1839)

Over the years Dr Judd modified his practice to include Native Hawaiian ingredients in his treatments. He also published the first medical textbook in 1838, Anatomia, and founded the first medical school in the Kingdom of Hawai‘i in 1870. (Mission Houses)

Anatomia is the only medical textbook written in the Hawaiian language. Dr Judd, for a time the only medical missionary in the Islands, wrote the text in 1838 to teach basic anatomy to Hawaiians enrolled at the Mission Seminary (Lahainaluna.)

Working from a standard elementary textbook of the time, Judd provided his students with more than a simple, straight translation. He devised a new vocabulary and explained medical functions and practices in words that would be understood by a Hawaiian.

Judd’s use of Hawaiian terms and descriptions gives us insights into native cultural and healing practices in the early decades of the nineteenth century.

Anatomia is a valuable addition to the growing collection of translations on native health and will be greatly appreciated by linguists, historians, and students of Hawaiian language and culture. (Mission Houses) The image shows the Judd Dispensatory at Mission Houses.