Missionaries / Churches / Religious Buildings | Page 121

September 25, 2016 by Peter T Young 1 Comment

Windows into a Time

Puakea Nogelmeier gave a talk at Mission Houses related to the translation project he worked on associated with letters from the ali‘i to missionaries. The following is a transcript of portions of his talk. He speaks of the missionaries and the ali‘i and their relationship ….

“The missionary effort is more successful in Hawaii than probably anywhere in the world, in the impact that it has on the character and the form of a nation. And so, that history is incredible; but history gets so blurry …”

“The missionary success cover decades and decades becomes sort of this huge force where people feel like the missionaries got off the boat barking orders … where they just kind of came in and took over. They got off the boat and said ‘stop dancing,’ ‘put on clothes,’ don’t sleep around.’”

“And it’s so not the case ….”

“The missionaries arrived here, and they’re a really remarkable bunch of people. They are scholars, they have got a dignity that goes with religious enterprise that the Hawaiians recognized immediately. …”

“The Hawaiians had been playing with the rest of the world for forty-years by the time the missionaries came here. The missionaries are not the first to the buffet and most people had messed up the food already.”

“And the missionaries, that first bunch on the Thaddeus almost didn’t get to land. I am sure many of you know the story that Kamehameha had said, ‘yes send missionaries from England,’ so when they arrived from America, his son almost said, ‘no, we’ll wait for the pizza we ordered … this isn’t the group we asked for.’”

“But, they end up staying and the impact is immediate. They are the first outside group that doesn’t want to take advantage of you, one way or the other, get ahold of their goods, their food, or your daughter.”

“They cowered three really important things; they come with a set of skills that Hawaiians are really impressed with. Literacy, they had been waiting for it for forty years, basically. And so for forty years Hawaiians wanted everything on every ship that came. And they could get it; it was pretty easy to get. Two pigs and … a place to live, you could trade for almost anything.”

“But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write, and there is proof they did. Kamehameha sets up a school for his sons in 1810. It doesn’t work very well because (his sons) aren’t particularly good students. So it lasts for only about a week or two.”

“Kamehameha tries, he signs his name to letters … they wanted, but nobody can really settle it down.”

“The missionaries were the first group of a scholarly background, but they also had the patience and endurance. So that’s part of the skill sets. … That’s really the more important things that are attracted first.”

“But the second thing is they are pono.”

“They have an interaction that is intentionally not taking advantage. It’s not crude. They don’t get drunk and throw up on the street … and they don’t take advantage and they don’t make a profit. So that pono actually is more attractive than religion.”

“They start in on the skill set and the pono, and those two that lead Hawaiians into religion.”

“But I have students who say the missionaries brainwashed the Hawaiians. Well then, how dumb were the Hawaiians?”

“This project really opens up the move from learning to read and write, which was really a big gun, and advancing the pono, which is the new sort of virtue – that everybody should be held to a standard. That led Hawaiians on a one-by-one.”

“This is not a brainwashing; it’s, as people bought in, they became Christian.”

“Not all of them did. You’ll notice that in 1840, twenty years into the project, the missionaries are still complaining about all the people who didn’t convert. So, if it was a brainwashing effort, it wasn’t that effective.”

“But, reading and writing starts immediately. And, of course, the missionaries can only teach in English. So they are teaching English reading and writing. We’re still playing with trying to open up that little window; there’s a very short window of probably a couple of months where those who have learned to read and write in English suddenly start to … write Hawaiian.…”

“The remarkable success here is that Hawaiians are given a new technology and what they started to put out in writing, they are transitioning from a … very sophisticated stone age culture into a very, very modern world. And now they’re empowered to write all that, and document it.”

“So the first ones who knew how to write are writing down history that had been held orally for hundreds of years. And then, writing becomes a national endeavor.…”

“Hawaii becomes more literate than America or England because the two things, actually Liholiho starts it Kauikeaouli takes it off and says ‘mine will be a nation of literacy.’ When he said that he could already read and write in both languages.”

“It’s not that he’s saying we should learn to read and write.’ He’s saying ‘let my people,’ and he made schools and he made teachers and he made a teachers’ college….”

“That notion that they appreciated the skill set and they appreciated the pono, and that led to appreciation of Christianity….”

An example is found in a letter written by Kalanimōku in 1826 to Hiram Bingham, in part, that letter translates to, “Greetings Mr Bingham. Here is my message to all of you, our missionary teachers.”

“I am telling you that I have not seen your wrong doing. If I had seen you to be wrong, I would tell you all. No, you must all 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 prohibited, for we have learned the word of God.”

“Then foreigners come doing damage to our land. Foreigners of American and Britain. But don’t be angry, for we are to blame for you being faulted. And it is not you foreigners, the other foreigners.”

“Here’s 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 and Jesus Christ.”

“Have a look at this letter of mine, Mr Bingham and company. And if you see it and wish to send my message on to America to our chief (President,) that is up to you. Greetings to the chief of America. Regards to you all, Kalanimōku.”

Here’s the audio of Puakea Nogelmeier’s presentation:

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Hiram Bingham I preaching to Queen at Waimea, Kauai, in 1826

The Mission Seminary at Lahainaluna on Maui in the 1830s

View of Hilo, Mauna Kea and Mauna Loa in the 1820s

View of Kealakekua Bay from the village of Kaʻawaloa in the 1820s

View of southern Oʻahu from ʻEwa in the 1820

Waimea, Kauai in the 1820s

Kawaiahao_Church_at_Honolulu_illustration-Bingham

September 11, 2016 by Peter T Young 1 Comment

Ho‘ohano

“Farewell to the beautiful flower of the doctor’s garden;
It has fallen and vanished away;
The flower that budded first and blossomed fair.
Its splendor was seen; its fragrance exhaled;
But the burning sun came and it withered.
And that beautiful blossom has fallen!
The occupant of the garden then wondered
That a certain flower should have fallen. …
How beautifully did the plant flourish;
Great compassion for the tenant resident;
Mourning and searching with great lamentation;
Whither, O Gerrit, hast thou gone?
When wilt thou return to thy birthmates?
Alone hast thou gone in the way that is lonely;
Thou hast gone a stranger in an unknown path.”

Gerrit Parmele and Laura Fish Judd’s first child, Gerrit Parmele Judd II, was born March 8, 1829; he died November 13, 1839. Ho‘ohano an assistant of Dr Judd was much attached to the boy. The night after he died he watched by the body, and composed the above poem in Hawaiian. (Owen)

The Judd’s were part of the 3rd Company of missionaries from the American Board of Commissioners for Foreign Mission (ABCFM,) arriving in the Islands in 1828.

Judd, a medical missionary, had originally come to the islands to serve as the missionary physician, intending to treat native Hawaiians for the growing number of diseases introduced by foreigners. He immersed himself in the Hawaiian community, becoming a fluent speaker of Hawaiian.

Ho‘ohano, a graduate of Lahainaluna, was a medical student, of whom Mrs Judd said, “He was a valuable assistant both in the preparation of medicines and prescribing for office patients.” (Judd)

Dr Judd sought to learn of Hawaiian traditional medicine and incorporate it with his Western practice. Western medicine in the 1820s and 1830s was not as advanced as many people assume it to be. There were few endemic diseases before Western contact. The physical treatments of Western doctors and Kahana Lā‘au Lapa‘au were actually very similar. (Mission Houses)

“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 acquainted with the native practice as it now exists and make him the agent for collecting facts upon the subject.”

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

“The idea of improving the native doctors has therefore suggested itself to me as an exceedingly important on demanding immediate attention.”

“These investigations occupied several weeks 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.” (Judd, 1839 Medical Report)

“The names of Medicines and diseases so far as we have proceeded are in the Hawaiian language. … Ho‘ohano is competent to do what in our common language is called giving out medicine, bleed, cup, dress wounds, open abscesses &c &c.” (Judd, 1839)

The student rooster of Lāhaināluna Seminary has a Ho‘okano listed for the class of 1833 who attended for four years from Honolulu on the island of O‘ahu. Ho‘okano would have graduated by 1837 and then could have returned to Honolulu to be employed by Dr. Judd. (Mission Houses)

“Some attention has been likewise been bestowed in teaching him to read proof sheets, which he is now qualified to do with tolerable correctness, for which he is paid a small sum out of the appropriation for the Printing Department.”

“His board I have furnished at my own expense & have drawn about 25$ for his clothing from the Department. Whether this experiment will prove a successful one is yet quite uncertain, although thus far appearances are favorable.” (Judd)

“It has been my object to place the common Office practice as much as possible into the hands of native assistants, and this has been attended with much encouraging success.”

“Hoohano & Kalili (another medical assistant) have both rendered themselves useful the former however much the most so as his previous acquirements and habits of mental application render him much the best qualified for the profession.” (Judd, 1839 Medical Report)

“Ho‘ohano died the last of June (1840) … his death must therefore be regretted as a loss to his people.” (Judd) He “followed his little friend along his ‘lonely pathway,’ both leaving some evidence of having been reconciled to God through the death of his Son.” (Bingham) (Judd’s assistant has been referred to as Ho‘ohano and Ho‘okano.)

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August 6, 2016 by Peter T Young Leave a Comment

Jonathan Hawaii Napela

“The moment I entered into the house of this native and saw him and his two friends, I felt convinced that I had met the men for whom I had been looking. The man who owned the house was a judge and a leading man in that section. His name was Jonatana H Napela.”

“His companions’ names were Uaua and Kaleohano. They were all three afterwards baptized and ordained to be Elders, and all are still members of the Church. They were graduates of the high school in the country, fine speakers and reasoners, and were men of standing and influence in the community.”

“Napela was very anxious to know my belief, and wherein our doctrines differed from those taught by the missionaries in their midst I explained to him, so well as I could, our principles, with which he seemed very well satisfied.” (Cannon; Millennial Star, April 10, 1882)

Let’s look back …

Two decades after the founding of The Church of Jesus Christ of Latter-day Saints (LDS) in 1830, Mormonism was introduced to the Hawaiian Islands.

In the fall of 1850, Elder Charles C Rich of the LDS Church Council of the Twelve Apostles called on a company of LDS (Mormon) gold miners working on the American River near Sacramento, California.

The miners had been sent from Utah the previous year on a “gold mission,” an unusual decision in light of the fact that church president Brigham Young was strongly opposed to the Saints running off to California in the pursuit of riches.

Yet he was willing to make an exception, for it was agreed that the Mormon missionaries would bring home to Utah whatever treasure they gleaned. (Woods)

Ten men accepted the call to preach Mormonism in what came to be known as the Sandwich Islands Mission. Embarking from San Francisco on November 12, they landed in Honolulu on December 12, 1850.

Elder George Q Cannon was called to serve in the Sandwich Islands, in October 1849 while fulfilling a unique assignment in California: He was mining for gold; it was not his favorite assignment. “I heartily despised the work of digging gold. … There is no honorable occupation that I would rather not follow than hunting and digging gold.” (Livingston; DeseretNews)

One of the early baptisms was Jonathan Hawai‘i Napela, who is considered by many to be the most influential Hawaiian convert to Mormonism. Descending from the ali‘i, Napela was born September 11, 1813, in Honokōwai on the island of Maui, to his father, Hawai‘iwa‘a‘ole, and his mother, Wikiokalani.

In 1831 at the age of 18, Jonathan began his formal education on Maui among the first group of 43 students to attend the Protestant school called Lahainaluna.

From this academic foundation, Jonathan developed a keen mind and went on to practice law. He later served as a district judge in Wailuku during the years 1848–51.

On August 3, 1843, Jonathan married Kitty Kelii-Kuaaina Richardson (half-Hawaiian and half-Caucasian), who was also from ali‘i blood. From them came one known child, Hattie Panana Kaiwaokalani Napela.

Napela was introduced to the Mormon Church by Cannon (who would later serve as a counselor in the LDS Church First Presidency.) (Woods)

Cannon first came into contact with the influential Hawaiian judge on March 8, 1851. He said Napela was “the most intelligent man I have seen on the Islands.” (and further noted the quotes at the beginning of this summary.) During their island years together, Napela and Cannon enjoyed a warm friendship.

Less than two weeks after their first meeting, Cannon noted, “I was invited by Napela to come and stay with (him.) I having told (him) I wanted to find somebody to learn me Hawaiian and I would him English; he told (me) he wanted (to learn) & to stay with him.” Ten months after their first meeting, Cannon recorded that he baptized Napela on January 5, 1852.

Not only did they learn each other’s language, but Napela, while also learning the principles of Mormonism from Cannon, was able to show Cannon and eventually other Utah missionaries a greater dimension of faith. (Woods)

Napela dedicated himself to building Mormonism in the islands and thus had a great influence in furthering the work in his native homeland. Not only did he collaborate with Cannon on the translation of the Book of Mormon (1852–1853,) Napela also deserves credit for having first suggested the idea of a missionary training center. (Woods)

Then in 1873, tragedy struck the Napela household; his wife Kitty contracted leprosy. She faced confinement on the island of Molokai at the settlement of Kalaupapa. Napela joined her as her kōkua (helper.) (This was the same year that Father Damien volunteered and started to serve at Kalaupapa.)

In the October conference at Laie, the members, reluctant to see him leave, sorrowfully sustained Brother Napela as the branch president of the Kalaupapa branch of the Church. His return to a conference in Laie the following year was his last opportunity to be blessed by a gathering of the Saints in a conference. (Spurrier; LDS)

He returned to Kalaupapa and served the settlement there. Notwithstanding their differences in religiosity and ethnicity, one resident in the Kalaupapa settlement noted that Jonathan and Father Damien “were the best of friends.”

In 1877, a Utah missionary who visited the Saints in this remote peninsula during the time of Jonathan’s spiritual supervision wrote, “At this place we found brother Napela, who is taking care of his wife and presiding over the Saints there; he is full of faith, and is still that good-natured, honorable soul.”

Napela contracted leprosy, and like Damien, literally gave his life to service, dying from Hansen’s disease on August 6, 1879. (Welch) Kitty passed away just over two weeks later from complications related to the same illness. (Woods)

The Hawaiian Studies Center at Brigham Young University Hawai‘i is named after Napela. In 2010, the Roman Catholic Church presented the Polynesian Cultural Center with a certificate commemorating Napelaʻs cooperation with Saint Damien. (NPS)

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Jonathan Napela and Elder George Q. Cannon Statue-BYUH

Kitty_Keliikuaaina_Richardson_Napela-WC

George Q Cannon-Woods

Edward_Clifford_–_Damien_in_1888

Bishop Silva presented PCC (LDS) a Certificate of Appreciation on May 7, 2010 for Napela’s cooperation

August 5, 2016 by Peter T Young Leave a Comment

‘And a Little Child Shall Lead Them’

Kalanimōkū was a trusted and loyal advisor to Kamehameha I, Liholiho (Kamehameha II) and Kauikeaouli (Kamehameha III.)

Kalanimōkū was born at Ka‘uiki, Hāna, Maui, around 1768. His father was Kekuamanohā and his mother was Kamakahukilani. Through his father, he was a grandson of Kekaulike, the King Maui. He was a cousin of Kaʻahumanu, Kamehameha’s wife.

He had great natural abilities in both governmental and business affairs. He was well liked and respected by foreigners, who learned from experience to rely on his word.

Captain George Vancouver described Kalanimōkū as someone possessing “vivacity, and sensibility of countenance, modest behavior, evenness of temper, quick conception.”

Kalanimōkū was one of several chiefs who treated Kamehameha as his illness worsened, and was present when Kamehameha died (May 8, 1819.).

Following the wishes of Kamehameha’s sacred wife, Keōpūolani, Kalanimōkū took charge of matters, deciding who might remain with the body, and dispatching messengers to spread the news to all islands.

For his strong leadership and strength in a time of great turmoil, Keōpūolani declared Kalanimōkū the “iwikuamo‘o” (literally the spine or backbone,) defined as “a near and trusted relative of a chief who attended to his personal needs and possessions and executed private orders.”

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) There were seven American couples sent by the ABCFM to convert the Hawaiians to Christianity in this first company.

These included two Ordained Preachers, Hiram Bingham and his wife Sybil and Asa Thurston and his wife Lucy; two Teachers, Mr. Samuel Whitney and his wife Mercy and Samuel Ruggles and his wife Mary; a Doctor, Thomas Holman and his wife Lucia; a Printer, Elisha Loomis and his wife Maria; and a Farmer, Daniel Chamberlain, his wife and five children.

When the missionaries first anchored at Kawaihae, it was Kalanimōku who first met the missionaries aboard the Thaddeus and sailed with them from Kawaihae to Kailua-Kona to confer with the king – he was instrumental in the decision of the king to permit the missionaries to land.

“In dress and manners he appeared with the dignity of a man of culture. He was first introduced to the gentlemen, with whom he shook hands in the most cordial manner.”

“He then turned to the ladies, to whom, while yet at a distance, he respectfully bowed, then came near, and being introduced, presented to each his hand. The effects of that first warm appreciating clasp, I feel even now.” (Lucy Thurston)

Reportedly, Kalanimōkū developed an immediate and sincere liking for the New England missionaries. Throughout his life, they turned to him for assistance and their requests invariably met with positive results.

“We honored the king, but we loved the cultivated manhood of Kalanimōku … Kalanimōku was prime minister of the king, and the most powerful executive man in the nation:

“Now the great warrior was among us, learning the English alphabet with the docility of a child.” (Lucy Thurston)

“Kalanimōku embraced Christianity soon, for he became a pupil of little Daniel Chamberlain Jr, the seven-year-old son of missionary Daniel Chamberlain.” (Taylor)

“He often turned to it, and as often his favorite teacher, Daniel Chamberlain (Jr) … ‘And a little child shall lead them.’ (a line Lucy takes for Isaiah 11:6)” (Thurston)

August 5, 1822, “Monday, Krimokoo (Kalanimōku) declared his intention of having all about him furnished with books. Tuesday Kohoomanoo (Ka‘ahumanu) took hold of the alphabet – learned six letters.” (Sybil Bingham)

“She had all along so entirely rejected the idea of learning herself, that I could scarcely believe the reality of my enrollment while leaning upon her pillow and asking her the name of this and the other letter.

At a meeting of the chiefs and school teachers, Kaʻahumanu and Kalanimōku declared their determination to “adhere to the instructions of the missionaries, to attend to learning, observe the Sabbath, Worship God, and obey his law, and have all their people instructed.”

Following the death of Liholiho, “The important intelligence received at Honolulu (1825,) Kalanimōku communicated by letter to Kaahumanu, who, with other chiefs, was then at Manoa, a retired and picturesque valley between the mountains, in the rear of Waikiki, and about five miles north-east of Honolulu.”

“At the close of that day, I attended evening prayers with the young prince, and also with Kalanimōku; the latter I found pleasantly and diligently teaching a number of chiefs, who sat around his table, some passages of Scripture which we had furnished him in manuscript.” (Hiram Bingham)

Kalanimōkū died at Kamakahonu (the former home of Kamehameha I) in Kailua Kona, Hawai‘i Island on February 7, 1827. He had only one son, William Pitt Leleiōhoku I, who married Princess Ruth Keʻelikōlani.

The arrival of the first company of American missionaries in Hawai¬ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The missionaries established schools associated with their missions across the Islands.

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 1,103 schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 52,882 students. (Laimana)

The proliferation of schoolhouses was augmented by the 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 1840 educational law mandated compulsory attendance for children ages four to fourteen. Any village that had fifteen or more school-age children was required to provide a school for their students.

By 1832, the literacy rate of Hawaiians (at the time it was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91 percent – and perhaps as high as 95 percent – by 1834. (Laimana)

From 1820 to 1832, in which Hawaiian literacy grew by 91 percent, the literacy rate on the US continent grew by only 6 percent and did not exceed the 90 percent level until 1902 – three hundred years after the first settlers landed in Jamestown. By way of comparison, it is significant that overall European literacy rates in 1850 had not risen much above 50 percent. (Laimana)

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July 30, 2016 by Peter T Young Leave a Comment

Indians, then Hawaiians

“God be merciful unto us, and bless us, and cause his face to shine upon us; that thy way may be known upon earth, thy saving health among all nations.” (Psalm lxvii)

‘I love my friends – I love my country – I love the church at Home … these very blessings bestowed on me make it my duty to impart them on others … For the opportunity to ‘do good’ confers the obligation to ‘do good.’” (Hiram Bingham; Wagner)

The American Board of Commissioners for Foreign Missions (ABCFM) was organized under Calvinist ecumenical auspices at Bradford, Massachusetts by the General Association of Massachusetts, on the June 29, 1810.

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.))

In 1812, the first missionary enterprise of the ABCFM (Adoniram Judson, Samuel Newell, Gordon Hall, Samuel Nott and Luther Rice, together with their wives) embarked to Western India; the first station was at Bombay.

“Christians have wanted some grand object to seize their hearts and engage all their powers … The spread of the gospel and the conversion of the world constitute the very object wanted – the common cause which ought to unite … the great family of Christians.” (Leonard Woods; Wagner)

Letters from Bombay convinced the ABCFM and friends of the mission that “the missionary work is great, painful and arduous, and requires primitive self-devotion, invincible perseverance and bounteous liberality; but they made it appear that if the work be conducted with the true spirit, in the right manner, and with adequate means, accompanied with the promised influence and blessings of Heaven, the Gospel … may spread through the heathen world.” (Wagner)

“The general purpose of these devoted young men was fixed. Sometimes they talked of ‘cutting a path through the moral wilderness of the West to the Pacific.’ Sometimes they thought of South America; then of Africa. Their object was the salvation of the heathen; but no specific shape was given to their plans, till the formation of the American Board of Foreign Missions.” (Worcester)

By 1816, however, 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)

Among the targets of ABCFM were American Indians. Their souls, members believed, could be saved by religious conversion and their futures by education. (OKHistory)

The years following the War of 1812 brought demands for Indian land cessions. Among the factors complicating the issue of Indian relations and policy were the differing perceptions of the problem among settlers and missionaries.

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

The Foreign Mission School, in Cornwall, Connecticut, was founded in 1816 by ABCFM and in operation from 1817 to 1826; the school hosted over one-hundred students from China, Hawai‘i, India, the South Pacific, Europe and several Native American nations (speaking at least twenty-four different languages.) (NPS)

The object of the school was the education, in the US country, of heathen youth, so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate to the heathen nations such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

It is important to note that in the early nineteenth century all land west of the Ohio Valley was considered foreign territory. Westward continental expansion bled into the Pacific and beyond. (NPS)

The ABCFM developed a strong emphasis on missions to American Indians. They first ministered to Cherokees in Tennessee, and then followed displaced southeastern tribes to Michigan, Wisconsin, the Dakotas, Minnesota and Oregon.

“It is not to be forgotten, that the Board desire to establish, as soon as possible, a mission, or missions, among the Indians of our wilderness. The committee have this subject constantly in view, and hope they shall soon be able to engage suitable agents to explore this field, and to collect such information as will lead to an immediate prosecution of the design. Missions to the heathen on our own continent, if conducted on the proper scale, will not be less expensive than any other.” (Worcester)

During Indian uprisings, missionaries attended to Indians in jail or sent on exile. They produced Bibles, dictionaries and schoolbooks in Dakota and Ojibwe when there were no print versions of these languages. They trained indigenous preachers and leaders. (Philanthropyroundtable)

The mission field in Indian Territory proved fertile. The ABCFM concentrated on establishing permanent educational centers. Although the early competition included the Baptists, Methodists and Moravians, the ABCFM established more mission stations and branches in Indian Territory than the combined number established by those three denominations. (OKHistory)

But President Andrew Jackson’s program of ‘Indian removal’ – forced marches to lands across the Mississippi – soon led to a confrontation between the ABCFM and the US government.

In 1830, ABCFM missionaries Samuel Worcester and Elizur Butler ended up in the Georgia State Penitentiary for resisting these unjust policies. They were tried on September 16, 1831, for violation of Georgia law. The jury brought a quick verdict of guilty, and Worcester was condemned to 4 years of hard labor in a penitentiary.

Their case eventually wound up in the Supreme Court, highlighting an early and important act of civil disobedience. March 3, 1832, Chief Justice Marshall pronounced in favor of the missionaries and declared the laws of Georgia extending her jurisdiction over the Cherokee ‘repugnant to the constitution, treaties and laws, therefore null and void.’ (cherokee-org)

In 1838, Butler joined the ‘Trail of Tears’ to Oklahoma, a march which took the lives of 4,000-Cherokees and Butler’s own infant daughter – and eventually fueled a public backlash against Indian removal. (CongressionalLibary)

Back at the Foreign Mission School, the school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1807 (after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent.

ʻŌpūkahaʻia died suddenly of typhus fever in 1818; Edwin Welles Dwight is remembered for putting together a book, ‘Memoirs of Henry Obookiah’- it was an edited collection of ʻŌpūkahaʻia’s letters and journals/diaries. “Memoirs of Henry Obookiah” served as an inspiration for missionaries to volunteer to carry his message to the Sandwich Islands (Hawai‘i.)

Hiram Bingham wrote in a letter dated July 18, 1819, to Worcester that “the unexpected and afflictive death of Obookiah, roused my attention to the subject, & perhaps by writing and delivering some thoughts occasioned by his death I became more deeply interested than before in that cause for which he desired to live …”

“… & from that time it seemed by no means impossible that I should be employed in the field which Henry had intended to occupy … the possibility that this little field in the vast Pacific would be mine, was the greatest, in my own view.” (Brumaghim)

Subsequently, in the summer of 1819, Bingham and his classmate at Andover Theological Seminary, Reverend Asa Thurston, volunteered to go with the first group of missionaries to 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.)

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 former Queens Kaʻahumanu and Keōpūolani (Liholiho’s mother,) the Hawaiian people had already dismantled their heiau and had rejected their religious beliefs.

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.

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