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December 20, 2022 by Peter T Young Leave a Comment

Three Volcano Pioneers of the Mid-19th Century Hawaii

“Keep and publish careful records, invite the whole world of science to co-operate, and interest the business man.” (Jaggar)

The efficiency of an institution which is essentially educational and not commercial, productive of ideas rather than dollars, must be measured by its effect on productive men of learning in stimulating them to production; that is, to new discovery, experiment investigation and publication.

The founding of the Volcano Observatory and the formation of the group of subscribers here called the “Research Association,” were themselves evolved productions of the inspiring work of early investigators, as well as of the natural intellectual stimulus created in man by the unexplained Kilauea lake of boiling nebulous flux.

Three names stand out above all others as recorders of the work of the Fire Goddess in Hawaii in the middle decades of the nineteenth century : Titus Coan, James Dwight Dana, and William Lowthian Green.

Coan the missionary, earnest seeker after truth, for more than a third of the century watched every detail of the evolution of the volcanoes, pondered their meaning, and moreover made truthful record in scores of letters which were promptly published.

This genius for recording is rare among men, and is an all-important requirement in science; many men are good observers, but millions of valuable observations are forever lost, because of a lack of appreciation of the value of a jotting down – day, hour, minute, event, stages, appearances.

All science is no more than a categoric jotting-down, and the grouping of facts into new categories, until some of these reach the dignity of “theory.”

Coan without apparatus or endowment was an institution, a first Hawaiian volcano observatory, and in actual output he was a better observer and recorder than some institutions which have been elaborately equipped.

Professor Dana of Yale, foremost American geologist, was with the Wilkes Expedition at Kilauea in 1840, revisited Hawaii later, and wrote in 1891 a book, “Characteristics of Volcanoes,” which stands preeminent among volcano memoirs.

It was inspired by Kilauea and Mauna Loa, but is broad and sane, and presents a most painstaking and thoughtful summary of the progress of Hawaiian volcanic events, and their bearing on geology. Dana published in New Haven Coan’s letters, and it was doubtless Dana who stimulated much of Coan’s recording.

Green, the man of business, in his leisure moments student of volcanic life and of the inspiring heights and depths of the globe, conceived: to scale, with its film of waters and its blanket of gas, wrote a remarkable book in two volumes, “Vestiges of the Molten Globe.”

His second volume deals especially with the volcanoes, which he visited many times, and of it Professor Daly of Harvard writes: “It is certainly a pity that the second part of Green’s work is not more generally known. The book is almost as remarkable a contribution to the philosophy of vulcanism as Part 1, ‘On the Tetrahedral Theory of the Earth,’ is important in cosmogonic philosophy.”

Green’s work foreshadowed theoretic conceptions which modem thought has fixed more firmly, and his interest, as a business man, in the affairs of pure science was forerunner of the wider interest of many business men (and intelligent women) of Hawaii who now make up the Hawaiian Volcano Research Association.

These three men, Coan and Green resident here, Dana from an eastern university, typify the reason for the creation of an Hawaiian Volcano Observatory, and their portraits should forever hang in honored place upon its walls.

Coan, the systematic observer, showed the value of record and system; Green, the merchant, fascinated by the spell of Pele and inspired by the problems of position of this mid-Pacific pinnacle, Hawaii, rising 37,000 feet above the ocean deep, adopted volcanology for avocation, and left monumental work to inspire specialist and layman alike.

While Dana the scholar, coming from a distant seat of learning, hospitably entertained in the islands by Coan, Green, Bishop, Brigham, Alexander and a host of kind friends, rewarded their kindness by making famous to the whole world the achievements of his Hawaiian scientific colleagues.

Dana added new volcano lore and illustrated what production may come from scientific hospitality. (All here is copied from Special Bulleting of Hawaiian Volcano Observatory, 1913, as stated by Thomas Jaggar.)

© 2022 Ho‘okuleana LLC

Filed Under: Missionaries / Churches / Religious Buildings, Place Names, Prominent People, General Tagged With: Hawaii, Volcano, Titus Coan, James Dana, William Green

December 19, 2022 by Peter T Young Leave a Comment

Amusements

The following is a portion of a letter from William Richards to Charles Wilkes, commander of the United States Exploring Expedition, dated March 15, 1841 in Lahaina.  The letter responds to questions raised by Wilkes.  It comes from editors Marshall Sahlins and Dorothy Barrere.

Richards arrived in Honolulu in April 1823 in the second company of American missionaries and was stationed soon thereafter in Lahaina, home of many of the chiefs. He remained in Lahaina throughout most of his missionary career.

His knowledge of Hawaiian is known to have been excellent—he is responsible for many translations of biblical and other works into Hawaiian—and as the letter to Wilkes documents, he was friend to the famous Hoapili and other chiefs.

In 1838, Richards left the mission to become political counselor to the Monarchy. In 1842 with T. Ha‘alilio he undertook a mission to America and Europe to negotiate recognition of Hawaii’s independence. Richards was commissioned Minister of Public Instruction in 1846. He died in Honolulu in November 1847. All of the following is from that letter:

Their amusements were pretty numerous, and many of them of an athletic kind, though not requiring the severest trials of strength.

A favorite amusement of the chiefs was sliding down hill on a long narrow slead, upon which they prostratrated themselves, and then having the slead ballanced on the edge of a very steep hill they started it with the foot and were precipitated down the hill with immense velocity often to a distance of half or even a whole mile.

Thus they went from the top of Diamond Hill far out upon the plane of Honolulu, and at other places to a much greater distance.

Rolling a smooth round stone was another favorite amusement and one which tended to strengthen the arms more than any other with which I have been acquainted.

On ground where the descent was scarcely perceptable I have seen the stone rolled a hundred and thirty rods.

Throwing the spear and various other exercises with it was also an amusement as well as a military exercise. With this weapon they were very expert.

Playing on the surf board has always been and continues to be a very favorite amusement. As you have doubtless seen this, I need not describe the process.

The dance was an amusement which was practiced perhaps to a greater extent than any other. There was a great variety of dances. Some of them consisted mainly in the recital of songs accompanied with much action as was calculated to give them force. Other seemed to consist mainly in action.

Sometimes a single girl was the actress, again, a large number united. Their motions were anything but graceful. Their motions were regulated by music, which consisted of a kind of drumming on various hollow vessels, as calabashes, tubs, and a kind of drum made by drawing a piece of shark skin over a short piece of a hollow log. . . .

Every variety of song was rehearsed and acted on these occasions, from the most sentimental to the most lascivious, and the action always echoed to the sense.

Sometimes a single voice rehearsed the song—sometimes a number chanted in unison.

The first summer I spent in Lahaina scarcely a night passed in which I did not hear the noise of these assemblies, and they were uniformly scenes of lewdness and vice.

But the most numerous class of all their amusements was their games of chance.

Of these they were specially fond. These games were peculiar to themselves. The one most practiced by the chiefs was that of placing several bunches of kapas in a row, and then one man took a stone and hid it under one of the tapas. His antagonist guessed the place of the stone, and the one who was oftenest right won the game.

They never played at games of chance without a wager, nor indeed at any game of skill. The wager seemed to constitute the charm of most of their amusements. It was an accompanyment of their down hill slides – their play in the surf – their plays with the spear their rolling the stone – their flying the kite &c. . . .

They gambled away their property of every kind – their clothes – their food – the crops upon their land – the lands themselves – their wives – their husbands – their daughters, and even the very bones of their arms and legs.

At present cards is a common amusement and it is accompanied with its usual evils.

© 2022 Ho‘okuleana LLC

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Hawaiian Traditions, Prominent People Tagged With: Hula, Surfing, Maika, Ulu Maika, William Richards, Charles Wilkes, Mele, Gambling, Amusements

December 18, 2022 by Peter T Young Leave a Comment

Hiwauli (Sarai) and ‘Ī‘ī

“Formerly, capital punishments were usually inflicted secretly in the night. The kings and some of the chiefs had a particular class of servants, called ‘ilamuku’, or executioners, to whom the business of punishing capitally was usually entrusted.”

“This class of men was much feared by the people, for there were no public trials, nor public sentence pronounced, and there fore whenever the executioner was seen abroad, there was general consternation, especially among those who were conscious of having committed offences, or incurred the displeasure of the king.”

“They usually went in the night and attacked their victims with clubs or stones, without giving him any warning. If the executioner were discovered by the friends of the criminal they neither dared to give him warning, nor resist the executioner, lest they should incur the displeasure of the king.”

“After the introduction of edged tools, and especially axes into the country, beheading secretly in the night became a rather common form of execution. The last instance of this took place in the year 1822”. (Richards to Wilkes)

In early 1822, Liholiho (Kamehameha II) had five official wives but took other women to his bed. When the court stopped in Hilo, Liholiho met Sarai Hiwauli, who became his “ano wahine” [a kind of formal partner].

She also slept with Ha‘alo‘u, a member of Liholiho’s entourage, and when the court returned to O‘ahu, Ha‘alo‘u brought her with him.

At some point, Liholiho discovered that Ha‘alo‘u had also slept with one or more of his ali‘i wahine. (Marin claims that it was Pauahi.)

While at Pu‘uloa, Liholiho ordered Koli‘i and Kahalai‘a to kill Ha‘alo‘u. On October 16, 1822, they killed him while he was sleeping next to Sarai. (Marie Alohalani Brown)

“It was in the reign of Kamehameha II and was for the same crime as the above. The king sent an ilamuku in the night, who found the criminal fast a sleep, his wife lying by his side.”

“The executioner gently pulled the woman’s head one side, and then with a broad axe instantly severed the head of her husband from his body.”  (Richards to Wilkes)

This victim was Ha‘alo‘u (whose wife was Sarai Hiwauli).

Sarai Hiwauli was born in Kahalu‘u, Ko‘olaupoko (O‘ahu); she was taken to Hilo, Hawai‘i to be raised, along with her parents and her kupuna.

Because the chiefs of the time knew the kupuna of her father, she was not seen as some stranger, and so she lived amongst them; but those who did not know, they questioned here her living with and dining with the ali‘i.

She was enrolled into the school of John Honoli‘i by Chiefess Kamāmalu to learn the alphabet, because she enrolled all her people with Honoli‘i to learn the alphabet.

After Ha‘alo‘u’s death, Sarai lived without a husband for maybe a month, then John Papa ‘Ī‘ī took her as a wife. The two of them were not separated from the time they were married. (Hae Hawaii, 10/1/1856, p. 156)

John Papa ʻĪʻī began his service in the royal court when he served as an attendant to Liholiho, Kamehameha II. ʻĪʻī later became a trusted advisor and chief in the court of Kauikeaouli, Kamehameha III.

When Kamehameha III formed the Chiefs’ Children’s School in 1839 under the direction of Amos and Juliette Cooke, John Papa ‘Ī‘ī joined the school on May 14, 1840 and served as kahu, or vice-principal, while his wife Sarai helped care for the students.

“John Ii and his estimable wife, Sarai, are attached to the institution, and exercise an important and useful guardianship over these royal and noble pupils. The parents of the pupils are highly satisfied with the management and success of the school.” (Bingham)

Sarai [or Sarah] died at Nawiliwili, Kauai, August 29, 1856; she was travelling with the Ali‘i who were circuiting the land, and she got paralysis (possibly a stroke/ heart attack) and died. (Hoku Loa o Hawaii, 9/11/1856) She is buried in Kawaiahaʻo Cemetery. They had no children.

Sarai Hiwauli was a loving, benevolent, and respectable woman. She was highly regarded by all for her righteousness and her piety.

She will be mourned from Hawaii to Niihau by her fellow church members and mostly her people. “Blessed are the dead who die in the Lord.” (Hoku Loa o Hawaii, 9/11/1856)

‘Ī‘ī then married Maleka Kaapa of Hilo on August 1st, 1861. She died “of consumption” (the common name for tuberculosis in that era) September 12, 1861, aged 19 years.

‘Ī‘ī’s third wife was Maraea Kamaunauikea Kapuahi; they married on January 1, 1862. Honolulu. By her he had Irene Kahalelaukoa, who married C. Brown and then Carl Holloway.

He was raised under the kapu system and his life ended with him in service of the Christian ministry.

Upon the arrival of the missionaries in Hawai‘i in 1820, John ʻĪʻī was among the first Hawaiians to study reading and writing with the missionaries, studying under the Reverend Hiram Bingham.

As time passed, John ʻĪʻī divided his time between the ruling Kamehamehas and the missionaries, particularly Reverend Bingham. John soon became an assistant to Bingham and a teacher at the latter’s school.

Mary A. Richards in her “Chiefs’ Children’s School” says, “Through the perspective of a century, John ʻĪʻī stands as one of the most remarkable Hawaiians of his time.”

The Reverend Richard Armstrong had this to say about him, “John ʻĪʻī, a man of high intelligence, sterling integrity and great moral worth.”

ʻĪʻī received training at Lahainaluna Seminary, where the Rev. Sheldon Dibble and others encouraged Native Hawaiians to record their history.

With rare insight into the workings of the monarchy as well as the common people, ʻĪʻī did just that, contributing regularly to the Hawaiian language publication Ka Nupepa Ku‘oko‘a from 1866

He lived in an old-fashioned cottage about where the Judiciary building now stands in downtown Honolulu.  His home was named “Mililani,” which means exalted or lifted heavenward.  At nearly seventy years of age, after a life devoted to the furtherance and development of Christianity in Hawai‘i and the development of a democratic form of government, he died there on May 2, 1870.

© 2022 Ho‘okuleana LLC

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Prominent People Tagged With: Chief's Children's School, John Papa Ii, Sarai Hiwauli, Sarai

November 25, 2022 by Peter T Young Leave a Comment

Louis Désiré Maigret, SS.CC.

In 1819, Kalanimōkū was the first Hawaiian Chief to be formally baptized a Catholic, aboard the French ship Uranie.

“The captain and the clergyman asked Young what Ka-lani-moku’s rank was, and upon being told that he was the chief counselor (kuhina nui) and a wise, kind, and careful man, they baptized him into the Catholic Church” (Kamakau).  Shortly thereafter, Boki, Kalanimoku’s brother (and Governor of Oʻahu) was baptized.

It wasn’t until July 7, 1827, however, that the pioneer French Catholic mission arrived in Honolulu. It consisted of three priests of the Order of the Sacred Hearts of Jesus and Mary; Father Alexis Bachelot, Abraham Armand and Patrick Short.  They were supported by a half dozen other Frenchmen.

The Congregation of the Sacred Hearts of Jesus and Mary and of the Perpetual Adoration of the Most Holy Sacrament of the Altar is a Roman Catholic religious institute of brothers, priests and nuns. (The letters following their names, SS.CC., are the Latin initials for Sacrorum Cordium, “of the Sacred Hearts”.)

Their first mass was celebrated a week later on Bastille Day, July 14, and a baptism was given on November 30, to a child of Don Francisco de Paula Marin.

The American Congregationalists encouraged a policy preventing the establishment of a Catholic presence in Hawaiʻi. Catholic priests were forcibly expelled from the Islands in 1831.

In 1837, two other Catholic priests arrived. However the Hawaiian government forced them back onto a ship. American, British and French officials in Hawaii intervened and persuaded the king to allow the priests to return to shore.

One of the priests expelled in 1837 was Rev. Louis Désiré Maigret.  Born September 14, 1804 in Maille, France, at the age of 24, Maigret was ordained to the priesthood as a member of the Congregation of the Sacred Hearts of Jesus and Mary on September 23, 1828.

“Governor Kekūanāoʻa, in charge of harbor traffic and of immigration, questions the new arrivals.  The English consul vouches for Columban Murphy, and he is allowed to land.”

“Maigret, however, must stay on board and is to sail away at the first opportunity.  And, together with Maigret, Kekūanāoʻa plans to get rid of another undesirable, the patient Father Bachelot, who, as it happens, is not only a priest but a very sick man.”  (Charlot)

On June 17, 1839, King Kamehameha III issued the Edict of Toleration permitting religious freedom for Catholics.

Maigret sailed to Pohnpei in Micronesia to set up a mission there; he was the first missionary they had seen. He later departed for Valparaiso (Chile.)

However, when the Vicar Apostolic of Oriental Oceania was lost at sea, Father Maigret was appointed the first Vicar Apostolic of the Sandwich Islands (now the Roman Catholic Diocese of Honolulu.)  They sought to expand the Catholic presence.

At the end of the year 1840, Maigret jots down this balance sheet: Vicariate of Oceania: Catholics: 3,000; Heretics: 30,000 and Unbelievers: 100,000.  (Charlot)

Maigret oversaw the construction of what would become his most lasting legacy, the Cathedral of Our Lady of Peace, still standing and in use in downtown Honolulu.

Maigret was officially ordained as a Bishop on November 28, 1847.

Maigret divided Oʻahu into missionary districts. Shortly after, the Windward coast of Oʻahu was dotted with chapels.  The Sacred Hearts Father’s College of Ahuimanu was founded by the Catholic mission on the Windward side of Oʻahu in 1846.

“Outside the city, at Ahuimanu, Maigret has now a country retreat that he refers to by the Hawaiian word māla.  It is a combination garden, orchard and kitchen garden.  Nuhou describes it, “The venerable bishop has built his own vineyard and planted his own orchard …”

“His retreat in the mountain, his ‘garden in the air’ as he terms it, is a pleasant and profitable sight … with a small stone-walled cottage about fifteen feet by ten.”  When the pressure of events allows it, Maigret takes refuge there.” (Charlot)

Although the College of Ahuimanu flourished, as apparently reported by the Bishop in 1865, “The college and the schools are doing well. But as the number of pupils is continually on the increase, it has become necessary to enlarge the college. First we have added a story and a top floor with an attic; then we have been obliged to construct a new building. And yet we are lacking room.”

One of its students, Damien (born as Jozef de Veuster,) arrived in Hawaiʻi on March 9, 1864, at the time a 24-year-old choirboy.  Determined to become a priest, he had the remainder of the schooling at the College of Ahuimanu.

Bishop Maigret ordained Father Damien de Veuster at the Cathedral of Our Lady of Peace, on May 21, 1864; in 1873, Maigret assigned him to Molokaʻi.  Damien spent the rest of his life in Hawaiʻi.  In 2009, Father Damien was canonized by Pope Benedict XVI.

The College of Ahuimanu changed locations and also changed its name a couple of times.  In 1881, it was renamed “College of St. Louis” in honor of Bishop Maigret’s patron Saint, Louis IX.  It was the forerunner for Chaminade College and St Louis High School.

Bishop Maigret died on June 11, 1882, after 42 years of service in Hawaiʻi, 35 of those years as a Bishop. He is buried in a crypt below the Cathedral of Our Lady of Peace.

© 2022 Hoʻokuleana LLC

Filed Under: Missionaries / Churches / Religious Buildings Tagged With: Edict of Toleration, Hawaii, Maigret, St Louis, Chaminade, College of St Louis, Kamehameha III, Kalanimoku, Cathedral of Our Lady of Peace, Boki, Saint Damien, Ahuimanu, College of Ahuimanu

November 13, 2022 by Peter T Young 9 Comments

Hawaiian … Banned?

Simply stated … the Hawaiian language was never banned.

That does not mean, however, that the use of the Hawaiian language did not diminish, nor that Hawaiian language speakers did not decline. But it is not correct to say the Hawaiian language was ever banned or outlawed.

Many Point to a 2022 Resolution as ‘Evidence’ that the Hawaiian Language was Banned

In 2022, the Hawai‘i legislature adopted HCR 130 and “offers this resolution as an apology to the Native Hawaiian people for the effective prohibition in Hawaii schools of the instructional use of ‘Ōlelo Hawaii from 1896 to 1986”.

Like a lot of others, the legislature overlooks some historical facts and historical context, including,

The Resolution states Act 57, Laws of the Republic of Hawaii 1896 “declared an English-only law over Hawaii’s public schools, prohibiting the use of ‘Olelo Hawaii as a medium instruction”.

  • Like many others, the legislature only referenced one part of the sentence in Act 57; the entire sentence reads, “The English language shall be the medium and basis of instruction in all public and private schools, provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department, either by its rules, the curriculum of the schools, or by direct order in any particular instance.”

The plain language of the law is clear and unambiguous; and, there is no statement that the Hawaiian language was banned. If a school wanted to teach Hawaiian, it could seek permission from the Department.

An example of non-English language school instruction in the Islands was the formation and upward trend of instruction in the Japanese language schools in Hawai‘i. (These were typically after school instruction.)

This claim of ‘banning the Hawaiian language’ (because of this law or for other theories) ignores what people back then believed and/or preferred.

The legislature overlooked that Kings of the Hawaiian Kingdom wanted English language instruction and the people asked for it.  By 1850, English had become the language of business, diplomacy, and, to a considerable extent, of government itself.

The legislature overlooks the downward trend in enrollment and number of Hawaiian language schools that was evident well before the enactment of the law.

  • In 1854, there were 412-Hawaiian language instruction common schools with a total enrollment of 11,782-pupils; By 1874, the number of common schools declined to 196, with only 5,522-students enrolled (71% of the overall student population.) By 1878, 61% of the students were still enrolled in Hawaiian language schools; by 1882, that figure had dropped to 33%.
  • In 1895, the year before Act 57 was implemented, there were only 3 Hawaiian language schools with only 59 students – at the same time, there were 184 English language schools with 12,557 students – 99.5% of the students were in English language schools.

According to the Alexander and Atkinson, the reason for such a decline in Hawaiian language schools was,

“the desire of the Hawaiians to have their children taught the English language. Petition after petition is constantly being received by the Board asking to have the Common Schools [i.e., those taught in Hawaiian] changed into English Schools. The result will be then in a very few years more the Common Schools will have ceased to exist.”

The legislature overlooks the existence and expansion of the Hawaiian Language Newspapers in circulation; the numerous Hawaiian language newspapers that existed well beyond Act 57 (1896) confirms the Hawaiian language was not banned.

  • Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers. Approximately 125,000 pages were published, equating to roughly 1.5 million pages of ‘ike if transferred to A4 typescript.

I agree with the legislature that “due to Act 57, many students were punished for speaking ‘Ōlelo Hawai‘i at school.”  Others were punished at home.

However, those were personal family and school decisions, a choice each of them made; that was not the result of a broad ban on the language.  And, we need to consider the norms at the time related to Corporal Punishment – back then, many believed that corporal punishment was necessary to the maintenance of proper discipline, and it was common to use Corporal Punishment for disruptive and/or disrespectful behavior.

In reality, then and now, the use of force (by parents on their children and teachers on students) was an allowed and accepted practice of discipline.

Corporal Punishment was allowed under Hawaiian Kingdom law authorized by the King and Privy Council; as noted in Statute Laws of His Majesty Kamehameha III, 1846, Chapter III.

Use of force continues to be allowed under existing Hawai‘i law.  Today, in Hawai‘i Revised Statutes (HRS)  §703-309  Use of force by persons with special responsibility for care, discipline, or safety of others, the use of force upon or toward the person of another is justifiable.

This discussion is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

Simply stated … use of the Hawaiian language was never banned by law and the historical facts prove it.  This is further explained in the following.

Early Education Programs in the Islands

When Captain Cook first made contact with the Hawaiian Islands in 1778, Hawaiian was a spoken language but not a written language. Historical accounts were passed down orally, through oli (chants) and mele (songs).

Before the foreigners arrived, Hawaiians had a vocational learning system, where everyone was taught a certain skill by the kahuna. Skills taught included canoe builder, medicine men, genealogists, navigators, farmers, house builders, priests, etc.

The arrival of the first company of American missionaries 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. The missionaries established schools associated with their missions across the Islands.

Interestingly, these same early missionaries taught their lessons in Hawaiian to the Hawaiians, rather than English. The missionaries learned the Hawaiian language, and then taught the Hawaiians in their language. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

Kuykendall (Volume 2) helps to explain the formation/operations of the early education programs in the Islands, “[T]he American Protestant missionaries were the most potent driving force in the educational system of the kingdom; natives educated in schools founded and carried on by missionaries and missionary children constituted a great majority of the teachers in the common schools, while many missionary children became teachers in select schools.”

“All the schools in the kingdom could be divided into two main categories: (1) common schools and (2) select schools. The common schools were the free public schools maintained by the government. whose object was ‘to instruct the children of the nation in good morals, and in the rudiments of reading, writing, geography, arithmetic, and of other kindred elementary branches.’”

“They were taught in the Hawaiian language by native Hawaiian teachers and afforded the only educational opportunity available to the great majority of the children of the nation.”

“Select schools, besides being, as the term implied, of better quality than the common schools, had various special objectives: to qualify their students for positions above the level of the common laborer, to teach them the English language, to supply teachers for the public schools, to train girls to be good housewives and mothers. In most of the select schools, English was the medium of instruction and a tuition fee was charged.”

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands”. (Lee, December 2, 1847, Privy Council Minutes)

As time moved forward from the mid-nineteenth-century, to the end of the nineteenth-century, and after many meetings of the Board of Education, vocational education was implemented in to the school system. (Iaukea)

King Kamehameha III also saw the importance of education for all. “Statute for the Regulation of Schools” was adopted 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”.

The Law People Cite Does Not Ban Hawaiian – No Other Law Banned the Hawaiian Language

Many point to Act 57, Sec. 30 of the 1896 Laws of the Republic of Hawai‘i as the justification for their claim that Hawaiian was banned. That law states:

“The English language shall be the medium and basis of instruction in all public and private schools, provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department, either by its rules, the curriculum of the schools, or by direct order in any particular instance. Any schools that shall not conform to the provisions of this section shall not be recognized by the Department.”

Some suggest that the law passed by the Provisional Government that required English language instruction was “an intentional effort to strip language and culture from Native Hawaiians and other groups that came here. But it was more harmful to Hawaiians because Hawaiian had been the primary language for centuries.” (Star Advertiser article)

Statements like this ignore the facts. A simple review of the law shows that the language was not banned.

The plain language of the law is clear and unambiguous.

There is no statement in that that the Hawaiian language was banned. While it did say that “English language shall be the medium and basis of instruction,” the very next words in the same sentence of the law says, “provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department.” So, if a school wanted to teach Hawaiian, it could seek permission from the Department.

Growth in the Japanese Language Schools

An example of non-English language school instruction in the Islands was the formation and upward trend of instruction in the Japanese language schools in Hawai‘i.  (These were typically after school instruction; however, they were schools providing instruction in another language, other than English.)

In 1898 (well after the law was passed mandating English as the medium and basis for instruction), Rev. Okumura wanted to create educational opportunities for children of Japanese immigrants and requested the Ministry of Education in Japan to help provide Japanese language textbooks.

These textbooks were identical to the ones used in Japan and had been used by many schools. The number of schools expanded to a total of 134 by 1915.

Kings of the Hawaiian Kingdom Wanted English Language Instruction; the People Asked For It

This claim of ‘banning the Hawaiian language’ (because of this law or for other theories) ignores what people back then believed and/or preferred.

English was taught in Select Schools; that program was not funded by the government. As early as 1851, it was noted (Richard Armstrong, Minister of Public Education to the Hawaiian Legislature), that,

“What seems to be most needed now, is provision for the instruction of the interesting and increasing numbers of white and half-caste children in the several white settlements on the Islands; but more especially in Honolulu: and for natives who wish to acquire the English language.” (emphasis added)

Kuykendall (Volume 1) notes that the people wanted their children to be taught in English; in 1853, Armstrong wrote,

“On my tours around the Islands, I have found parents everywhere, even on the remote island of Niihau, most anxious to have their children taught the English language; and the reason they generally gave was a most sound and intelligent one, that without it – they will, by-and-by be nothing, and the white man everything.” (emphasis added)

Interest and motivation for Native Hawaiians to learn English had the attention of Kamehameha III. At the opening of the 1854 legislative session, King Kamehameha III gave the following remarks (in part),

“I have ordered my Minister of Public Instruction to submit to you, at length, the important subject of the education of my people, as the surest means of elevating them in the scale of morals, and of usefulness to themselves and the State.”

“There is a growing desire among my native subjects, that their children should acquire a knowledge of the English language, and considering the universality of that language in all the transactions of business, such a desire is very natural.” (emphasis added)

Accordingly, the legislature passed An Act for the Encouragement and Support for English Schools for Hawaiian Youth, July 20, 1854.

At the opening of the 1855 legislative session, King Kamehameha IV gave the following remarks (in part), saying,

“To foster education and widen every channel that leads to knowledge, is one of our most imperative duties. … It is of the highest importance, in my opinion, that education in the English language should become more general, for it is my firm conviction that unless my subjects become educated in this tongue, their hope of intellectual progress, and of meeting the foreigners on terms of equality, is a vain one.” (emphasis added)

At the opening of the 1856 legislative session, King Kamehameha IV gave the following remarks (in part),

“It is particularly gratifying to know that instruction in the English language is prosecuted with so much success among my native subjects. I recommend you to make as liberal a provision for the support of this class of schools as the state of my Treasury will admit.” (emphasis added)

At the opening of the 1860 legislative session, King Kamehameha IV gave the following remarks (in part),

“The all-important subject of Education now occupies the public mind with more than usual interest, and I particularly recommend to your favorable notice the suggestions of the President of the Board of Education, with reference to substituting English for Hawaiian schools, in so far as may be practicable, and also in relation to the granting of Government aid towards independent schools for the education and moral training of females.” (emphasis added)

At the opening of the 1862 legislative session, King Kamehameha IV gave the following remarks (in part),

“The importance of substituting English for Hawaiian schools I have already earnestly recommended, and in again bringing the subject to your attention, I would touch upon a matter which I think of equal importance, and that is in raising the standard of elementary education in the Common Schools.” (emphasis added)

Wist, in A Century of Public Education noted,

“Native youths, and to some extent their parents, saw the economic advantages in a knowledge of English. Kamehameha IV and later monarchs favored the change. Thus gradually there were accumulating numerous forces in favor of the dominance of English.” (emphasis added)

Enrollment Declines in Hawaiian Language Schools

Another issue people overlook was the obvious downward trend in enrollment and number of schools that taught in the Hawaiian language that was evident well before the enactment of the 1896 law.

Al Schutz, in The Voices of Eden, notes that School Attendance records clearly show the downward trend of student enrollment in Hawaiian language schools and the increases in enrollment for English language schools. That trend started well before the 1896 law. The following is a copy of Schutz’s table 16.1 (p. 352)

As noted by Schutz, “The figures in table 16.1 are corroborated by statistics from a different source, an article on the history of education in Hawai’i (Alexander and Atkinson 1888): in 1878, the schools that taught in Hawaiian contained 61.8% of the total school population, but in 1888, only 15.7%.

In the year the law that mandated English as the medium of instruction (1896), the number of Hawaiian language schools had dropped to only 3 schools and 59 students in Hawaiian language schools. In contrast, the year the law was adopted, the number of English language schools had grown to 184 schools and over 12,500 students – 99.5% of the total school enrollment in the year the law was passed was in English language schools.

According to the Alexander and Atkinson, the reason for such a decline in Hawaiian language schools was,

“the desire of the Hawaiians to have their children taught the English language. Petition after petition is constantly being received by the Board asking to have the Common Schools [i.e., those taught in Hawaiian] changed into English Schools. The result will be then in a very few years more the Common Schools will have ceased to exist. (emphasis added)

It is very likely that the change to English only in instruction was at least in part a business decision; but nobody suggests that – they fall back to the colonialism and race-based claims.

However, the attendance data is clear, enrollment (and the number of school) in Hawaiian language schools had been in decline for many years and were almost gone at the time the law that mandated English as the medium of instruction was passed.

The Existence and Expansion of the Hawaiian Language Newspapers (1834 – 1948) Confirms the Hawaiian Language Was Not Banned

The proliferation of Hawaiian language newspapers, well after the so-called ‘ban,’ verifies that Hawaiian was not banned and was part of society. Of note, “Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers.” (Lorenzo-Elarco)

The University of Hawai‘i prepared a brief chronicle on the Hawai‘i newspapers,

The first newspaper printed in Hawaii was a student newspaper, Ka Lama Hawaii (The Hawaiian Luminary), produced Feb. 14, 1834 at Lahainaluna on Maui. It was written in Hawaiian, as were many of the early Island newspapers. …

The longest running of these papers was Ke Aloha Aina, begun in 1895 by Joseph and Emma Nawahi. Joseph Nawahi was a journalist – statesman who severed in the first Territorial legislatures. After his death, Emma Nawahi edited the paper through its last issues in 1920.

A summary prepared by J. Hauʻoli Lorenzo-Elarco titled ‘He Hōʻiliʻili Hawaiʻi: A Brief History of Hawaiian Language Newspapers’ confirms the existence and continuation of Hawaiian language newspapers that went well beyond the effective date of the law that many claim ‘banned’ the use of the Hawaiian language.

That summary states,

Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers. Approximately 125,000 pages were published, equating to roughly 1.5 million pages of ‘ike if transferred to A4 typescript.

Another summary by Joan Hori, Hawaiian Collections curator at Hamilton Library, University of Hawai‘i noted,

Ka Hoku o ka Pakipika (started in September [1861]), edited by David Kalākaua, was followed by Ka Nupepa Kuokoa in October. This latter newspaper was to become the longest lasting Hawaiian language newspaper, published monthly in October, November, and December of 1861, and weekly thereafter until December 29, 1927. In the course of its history it would absorb a number of rival newspapers. According to Helen Chapin the editors of Kuokoa …

John Reinecke writes, ‘The Kuokoa (1861 to 1927) in particular was for the long while a journal of opinion as well as information and afforded an outlet for the literary and didactic ambitions of Hawaiians.’ (Hori, Hamilton Library, UH)

Corporal Punishment

As noted, there are many reports of families not letting children speak Hawaiian – those were personal family decisions, a choice each of them made; that was not the result of a broad ban on the language. Likewise, people report they or their family members were beaten for speaking Hawaiian in school.

The following is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

In order to understand his position, we need to look at the historical context of corporal punishment. Why is this important?

It is important because the claims the people were beaten for speaking Hawaiian give the impression that Corporal Punishment at home and in the schools was beyond the norm and was an unacceptable form of discipline.

Calling it out gives the impression that this form of discipline was overly aggressive and punitive, beyond the standard of the day. Doing so gives a false impression of what was the norm/acceptable at the time.

In reality, then and now, the use of force (by parents on their children and teachers on students) was an allowed and accepted practice of discipline.

Corporal Punishment was allowed under Hawaiian Kingdom law authorized by the King and Privy Council; as noted in Statute Laws of His Majesty Kamehameha III, 1846, Chapter III. Of the Public and Private Schools:

“Section XV. It shall be lawful for any licensed teacher in actual employment in any sub-division of any of said districts to administer correctional punishment to the pupils of his school when, in his judgment, necessary, and the teacher so acting shall not be in any way amenable therefor:”

Use of force continues to be allowed under existing Hawai‘i law.

Today, in Hawai‘i Revised Statutes (HRS) §703-309 Use of force by persons with special responsibility for care, discipline, or safety of others. the use of force upon or toward the person of another is justifiable.

That commentary within the Hawai‘i State laws goes on to state,

“The section is substantially in accord with preexisting Hawaii law. Hawaii law permits parents “to chastise [their children] moderately for their good.” Under prior law, any corporal punishment was permitted if reasonable. To the extent that Hawaii case law suggests that the parents have uncontrolled discretion to discipline their children, the Code represents a change.”

“Similarly, teachers have had authority under Hawaii case and statutory law to use force to maintain discipline in the schools. The punishment must have been reasonable, and the teachers’ discretion was considered less extensive than that of parents.”

This was not unique to Hawai‘i.

A 2016 book abstract of Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy by Elizabeth Gershoff and Sarah Font states, “School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year.”

There are men alive today (in the Islands and on the continent) who, when students, made their own paddles in shop class – and, when discipline at school was necessary, carried that paddle to the principal’s office for a paddling.

Other stories of Corporal Punishment by Nuns in Catholic Schools, as well as teachers in other schools, are notorious.

This discussion is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

(I realize this is already long, but the following link provides additional information showing that the Hawaiian language was not banned:)

Click to access Hawaiian-Language-Was-Never-Banned.pdf

Simply stated … use of the Hawaiian language was never banned.

© 2022 Hoʻokuleana LLC

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Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Hawaiian Traditions, Schools Tagged With: Hawaii, Missionaries, Hawaiian Language, Hawaiian

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