“Our ignorance of the language of the people, and their ignorance of ours, was, of course, an impediment in the way of intercourse between the teacher and the pupil, at first very great …”
“… and the absolute destitution of suitable books for the work of teaching the nation, was an embarrassment rarely or never to be found among Asiatic tribes …”
“Desirous to teach them thoroughly, through the best medium then available, we undertook with the English, with zeal, and with some success, in the case of a very limited number.”
“But our object was not to change the language of the nation but to bring to their minds generally, the knowledge of the Christian religion, and induce them to embrace and obey it.”
“The sounds of the English being so different from their own, and so much more difficult of utterance, their ignorance of the meaning of English words, and the impracticability of learning them from English dictionaries …”
“… together with the intricacies of English orthography, presented insurmountable obstacles to the speedy accomplishment of the main object of a Christian Mission, if the nation were to be confined to that medium.”
“What could French Protestant missionaries do in teaching English and American seamen the doctrines and duties of the Gospel, through the medium of the French alone?”
“Clearness, accuracy, and force in religious teaching we deemed so essential to success, that the vernacular tongue, or a language understood by the learner, must needs be employed to be successful; for a miracle is required to give sense and cogency to unknown words and phrases, before they can enlighten the mind or impress the heart in respect to the will of God.”
“The Hawaiians might indeed have been taught to cross themselves, repeat Pater nosters and Ave Marias in Latin, to dip the finger in water, gaze on pictures, bow before images, and buy indulgences with great formality and punctuality …”
“… and still have been as ignorant of the volume of inspired truth as the Aborigines of California and South America, or the youthful Spanish Franciscan monk, now a protestant missionary at Gibraltar …”
“… who, at twenty-five years of age, though studying for the priesthood, had never seen the Bible, and did not know that such a book existed: and they might, moreover, have been still just as idolatrous as their fathers were in the days of Cook, and as ready to visit with poison, fire, or bonds, any who should oppose or ridicule their folly.”
“The plan of teaching the mass of children exclusively, while neither children, adults, nor rulers knew the practicability and utility of learning; and the plan of teaching children exclusively in a language unintelligible to their parents; and the mass of the community around them, would have been chimerical …”
“… and a perseverance in such an attempt would have given over the adult and aged population to incurable ignorance and hopeless degradation, or left them to rush en masse to pagan or papal polytheism, and thus have defeated the education of the children and the education of the nation.”
“To have neglected the rulers, and taught the children of the plebeians a new religion in a language unknown to the nation, would have arrayed prejudice and opposition against us in high places, and thus defeated our cause, or greatly retarded our success.”
“To change the language of a people is a work of time. Even in a conquered province, with the favoring influences of colonization, commercial intercourse and literary institutions, with an impulse from a new government and fashion, such a thing is effected but slowly and imperfectly.”
“With how much less hope of success could a few missionaries, with no help from circumstances like these, attempt it. The progress of a generation or two may so alter the circumstances of the nation as to make the use of the English more feasible and useful.”
“This, then, is our answer to the oft-repeated and not unimportant question, ‘Why did you not teach the nation English, and open to them, at once, the rich stores of learning, science and religion, to be found in that language?’ …”
“… and here we show our warrant for applying ourselves to the acquisition of the Hawaiian language, reducing it to a written form, and preparing books of instruction in it, for the nation, and teaching all classes to use them as speedily as possible.”
“In connexion with this general mode of instruction, we could, and did teach English to a few, and have continued to do so. We early used both English and Hawaiian together.”
“For a time after our arrival, in our common intercourse, in our schools, and in our preaching, we were obliged to employ interpreters, though none except Hopu and Honolii were found to be very trustworthy, in communicating the uncompromising claims and the spirit-searching truths of revealed religion.”
“Kaumualii, Kuakini, Keeaumoku and a few others could speak a little barbarous English, which they had acquired by intercourse with sea-faring men. But English, as spoken by sailors on heathen shores at that time, was the language of Pandemonium …”
“… and the thought of making young men and women better able to comprehend and use that language, while subjected to the influence of frequent intercourse with an ungodly class of profane abusers of our noble English, was appalling.”
“We could not safely do it until we were able to exert a strong counteracting influence.”
“It is worthy of a grateful record that King Kaumualii, though accustomed, like other heathen who stammer English, to use profane language, on being faithfully taught that it was wrong, broke off, and abandoned the vile habit.”
“How chilling to a missionary’s heart, to hear a heathen father curse his own little child in profane English, and to hear his own fellow-countrymen teaching the heathen that awful dialect, by which profane men anathematize one another, and insult their Maker!”
“That the sudden introduction of the Hawaiian nation in its unconverted state, to general English or French literature, would have been safe and salutary, is extremely problematical.”
“To us it has been a matter of pleasing wonder that the rulers and the people were so early and generally, led to seek instruction through books furnished them by our hands, not one of which was designed to encourage image worship, to countenance iniquity, or to be at variance with the strictest rules of morality.”
“It was of the Lord’s mercy.”
“With the elements of reading and writing we were accustomed, from the beginning, to connect the elements of morals and religion, and have been happy to find them mutual aids.”
“The momentous interests of the soul were the commanding reason for learning what God has caused to be written for its salvation, and for regulating its duty to him.”
“The initiation of the rulers and others into the arts of reading and writing, under our own guidance, brought to their minds forcibly, and sometimes by surprise, moral lessons as to their duty and destiny which were of immeasurable importance.”
“The English New Testament was almost our first school book, and happy should we have been, could the Hawaiian Bible have been the next.” …
“During the first year, no suitable system of orthography was fixed upon for writing the language of the country. It was difficult, even, to write out in native, the meaning of words and sentences of English lessons.”
“It was no small labor, not only to teach simply the enunciation of a lesson, but to teach the meaning of a column of words, or a page of sentences constituting their English lesson, which, without such an interpretation, must have been, to such pupils, too forbidding.”
“But this was so far accomplished as to make the school pleasant to most of those who attended, partly by means of the slate, and partly by writing out short lessons on paper, with an imperfect orthography.”
“There was a frankness and earnestness on the part of some, in commencing and prosecuting study, which agreeably surprised us, and greatly encouraged our first efforts.” …
“On the 1st of August, the slate was introduced, and by the 4th, Pulunu wrote on her slate, from a Sabbath School card, the following sentence in English; ‘I cannot see God, but God can see me.’”
“She was delighted with the exercise, and with her success in writing and comprehending it. The rest of the pupils listened with admiration as she read it, and gave the sense in Hawaiian. Here was a demonstration that a slate could speak in a foreign tongue, and convey a grand thought in their own.” (Bingham)
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Hawaiian Alphabet
