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March 6, 2020 by Peter T Young 2 Comments

Try And Leave This World A Little Better Than You Found It

The Boy Scout movement was founded in England by Sir Robert Baden-Powell in 1908. As a military officer, he had noticed that soldiers in his regiment, while well educated in the classroom sense, were ill prepared for the field: “Tell one of them to ride out alone with a message on a dark night and ten to one he would lose his way.”

While stationed in India, he discovered that his men did not know basic first aid or the elementary means of survival in the outdoors. Baden-Powell realized he needed to teach his men many frontier skills, so he wrote a small handbook called Aids to Scouting, which emphasized resourcefulness, adaptability and the qualities of leadership that frontier conditions demanded.

Baden-Powell wanted to develop men who were more at ease in the world. “I wanted them to have courage, from confidence in themselves and from a sense of duty; I wanted them to have knowledge of how to cook their own grub; in short, I wanted each man to be an efficient all-round reliable individual.”

In August 1907, he gathered about 20 boys and took them to Brownsea Island in a sheltered bay off England’s southern coast. They set up a makeshift camp that would be their home for the next 12 days.

The next year, Baden-Powell published his book Scouting for Boys, and Scouting continued to grow. That same year, more than 10,000 Boy Scouts attended a rally held at the Crystal Palace; two years later, membership in Boy Scouts had tripled.

Because of growing demand for the scouting experience by younger boys, in 1914, Baden-Powell began implementing a program for them that was based on Rudyard Kipling’s Jungle Book. The Wolf Cub program began in 1916, and since that time, Wolf Cubbing has spread to other European countries with very little change.

A strong influence from Kipling’s Jungle Book remains today. The terms “Law of the Pack,” “Akela,” “Wolf Cub,” “grand howl,” “den” and “pack” all come from the Jungle Book. At the same time, the Gold and Silver Arrow Points, Webelos emblem and Arrow of Light emblem are taken from American Indian heritage.

The seeds of Scouting were growing in the United States. On a farm in Connecticut, a naturalist and author named Ernest Thompson Seton was organizing a group of boys called the Woodcraft Indians; and Daniel Carter Beard, an artist and writer, organized the Sons of Daniel Boone.

But first, an American businessman had to get lost in the fog in England. Chicago businessman and publisher William D. Boyce was groping his way through the fog when a boy appeared and offered to take him to his destination. When they arrived, Boyce tried to tip the boy, but the boy refused and courteously explained that he was a Scout and could not accept payment for a Good Turn.

Intrigued, the publisher questioned the boy and learned more about Scouting. He visited with Baden-Powell as well, and became captured by the idea of Scouting. When Boyce boarded the transatlantic steamer for home, he had a suitcase filled with information and ideas.  On February 8, 1910, Boyce incorporated the Boy Scouts of America.

That same year, a Hawaiʻi artist and outdoorsman by the name of David Howard Hitchcock discovered Scouting in California, and brought it home to Hawaiʻi.

“The boy scout movement, so popular in England, and which aims to develop patriotism, discipline, courage, thrift, helpfulness and cheerfulness in boys is described by Francis Buzzell in an illustrated article in the August Popular Mechanics.”

“He says: “The general organization, and the symbolism of the scout movement are essentially military, but the strict military discipline, and especially the routine of incessant military drill, are almost entirely lacking.”

“General Baden-Powell, chief scout of all the boys In the British Empire, appoints scout commissioners to organize branches, Inspect scout corps, and help scout masters.”  (Hawaiian Star, July 27, 1910)

“The ‘Boy Scout’ movement has spread to Hawaii. … The movement was founded in America by Ernest Thompson Seton, but did not attract much attention until the foundation of a similar organization in England by Sir Robert SS Baden-Powell, the hero of Mafeking. General Powell’s organization spread like wildfire and over 400,000 boys are enrolled in England.”

“The object of the movement, as defined by Sir Robert, “is to seize the boy’s character in its red-hot stage of enthusiasm and to weld it into the right shape and encourage and develop its individuality, so that the boy may become a good man and a valuable citizen for our country.”  (Hawaiian Star, September 3, 1910)

A newspaper article noted the first meeting: “The Boy Scout movement in Honolulu will be started tonight at the meeting at the K. of P. (Knights of Pythias) Hall. All the parents in the city are invited to hear Colonel Bullard of the regular army tell about the boy scouts of America at eight o’clock in the K. of P. Hall.”  (Honolulu Star, September 20, 1910)

Within months of returning home, Hitchcock, a Punahou School graduate, set up Hawaii’s first local troop – Scout Troop 1, the famed Rainbow Patrol (because of the wide range of nationalities represented in its membership) sponsored by Punahou and still in existence today.

The first troop included Hitchcock’s sons, Harvey (1917) and Dickson (1920) Hitchcock, Dudley Pratt (1918,) Walter (1919) and Fred (1920) Vetlesen, Ronald von Holt (1917,) Fred Waterhouse (1918,) Sam Wilder III (1917) and Donald Young (1918.)

According to Hitchcock:  “About 1910 I went to California and saw boys in pairs and in small groups camping out as Boy Scouts but with no such organization back of them as now exists.”

“Visiting such men as could be found who were interested, I obtained all the data then available with a series of photographs from the East illustrating (Boy Scout) activities and with these came back to Honolulu where I proceeded to organize a troop which at first consisted of one patrol.”

In later years the patrol was renamed Troop 1 to codify its status as Hawaiʻi’s original Boy Scout troop; it includes not only the students of Punahou, but also boys attending schools located all over the island of Oahu.

Hawaiʻi has a royal link to Boy Scouts.  In 1913, Queen Lili‘uokalani presented a silk Hawaiian flag with her royal crest “Onipaa” (Lit., fixed movement – steadfast, established, firm, resolute, determined)  and the lettering in gold “The Queen’s Own Troop,” which she had sewn herself.  That flag was recently donated to the Bishop Museum.

“This flag symbolizes the Queen’s recognition of Scouting as a positive and productive outlet to encourage young men and women to become leaders for life and contributing citizens who give back to their community,” Rick Burr, executive director of the Aloha Council said.  (Bishop Museum)

At the time of the Queen’s death, “Roger Burnham, Scout commissioner, sent a letter to Colonel CP Iaukea, stating that inasmuch as the Queen had given the Boy Scouts a flag they wanted to do what they could to help in the funeral exercises.”

“Colonel Iaukea accepted their offer and the Scouts will have a place assigned them in the funeral procession. The Scouts will doubtless also be used as messengers throughout the week.”  (Honolulu Star-Bulletin, November 13, 1917)

Perhaps the most unique aspect of Scouting is that – unlike many other activities –it doesn’t focus on competition – it focuses on achievement. Something everyone experiences in Scouting and strives for in their day to day lives.

To not only Be Prepared – but to do a good turn every day. To be trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent – as well as to do one’s duty to God and country.

Because of this early community support Scouting was quickly organized and grew. And because of those early community leaders Scouting established a deeply rooted heritage in Hawaiʻi.

Scouting has grown in the United States from 2,000 Boy Scouts and leaders in 1910 to millions strong today. From a program for Boy Scouts only, it has spread into a program including Tiger Cubs, Cub Scouts, Webelos Scouts, Boy Scouts, Varsity Scouts, and Venturers.

The Aloha Council is flourishing geographically as well – encompassing not only Hawaii, but Guam, American Samoa, Marianas, Marshall Islands, Micronesia and Palau. In all – the Aloha Council covers the largest geographical area in the world – over 8,000,000-square miles on both sides of the equator and date line.

After Baden-Powell’s death in 1941, a letter was found in his desk that he had written to all Scouts. It included this passage: “Try and leave this world a little better than you found it.”  (Lots of information here from Troop 1 and Aloha Council.)

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Filed Under: General, Prominent People, Schools Tagged With: David Howard Hitchcock, Punahou, Boy Scouts, Robert Baden-Powell, Hawaii

February 2, 2020 by Peter T Young Leave a Comment

Lahainaluna High School

The missionaries who arrived in Lāhainā in 1823 explained to the Hawaiian Royalty the importance of an educational institution.

In 1823, Kalākua Kaheiheimālie (ke Aliʻi Hoapili wahine, wife of Governor Hoapili) offered the American missionaries a tract of land on the slopes surrounding Puʻu Paʻupaʻu for the creation of a high school.

Betsey Stockton from the 2nd Company of Protestant missionaries initially started a school for makaʻāinana (common people) and their wives and children on the site.

Later, on September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna (Upper Lāhainā)) began in thatched huts with 25 Hawaiian young men (including David Malo, who went on to hold important positions in the kingdom, including the first Superintendent of Schools.)

When Lahainaluna High School first opened, Lāhainā was the capital of the kingdom of Hawaiʻi, and it was a bustling seaport for the Pacific whaling fleet.

Under the leadership of Reverend Lorrin Andrews, the school was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

In September 1836, thirty-two boys between the ages of 10 and 20 were admitted as the first boarding students, from the neighbor islands, as well as from the “other side of the island”; thus, the beginning of the boarding school at Lahainaluna.

The boarding program became coed in 1980. The two dorms are David Malo Dormitory for the boys and Hoapili Dormitory for the girls. Previously, Hoapili housed both genders. Lahainaluna is one of only a few public boarding schools in the nation.

The missionaries soon saw that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

Initially, Hawaiian was the language used in instruction; in 1877, there was a shift to English. The students engaged in a variety of studies including geography, mathematics and history to prepare them for leadership roles in the Hawaiian community.

Lahainaluna was transferred from being operated by the American missionaries to the control of the Hawaiian Monarchy in 1849. By 1864, only Lahainaluna graduates were considered qualified to hold government positions such as lawyers, teachers, district magistrates and other important posts.

A notable structure on the campus is Hale Paʻi (the house of printing,) a small coral and timber building. Starting in 1834, it served as the home of Hawaiʻi’s first printing press. Hale Paʻi is associated with a number of “firsts” in Hawaii.

The first actual publishing in Hawaiʻi was done in Honolulu in 1822. It was at Lahainaluna, however, that the first newspaper ever printed in the Hawaiian Islands was published on February 14, 1834. This paper, called Ka Lama Hawaii (The Hawaiian, Luminary) was also the first newspaper published anywhere in the United States or its territories west of the Rocky Mountains.

Also published at Hale Paʻi for the first time were many portions of the first Hawaiian translation of the Bible, the first English translation of the first Hawaiian Declaration of Rights, the first Hawaiian Constitution, the first set of Hawaiian laws on property and taxation, the first Hawaiian school laws, the first paper money engraved and printed in Hawaiʻi, the first history of Hawaiʻi printed in Hawaiian and the first history of Hawaiʻi printed in English appearing in the Islands.

In 1834, Lahainaluna students first began engraving on copper plates. The initial purpose of this engraving was to provide maps for study, not only at the Seminary, but at schools throughout the Islands.

In the 1840s commercial development in Hawaiʻi – both trade and agriculture – began to take off. As business grew, so did the need for money.

At this time, the nation had no official currency of its own, relying instead on a variety of foreign coins and bills which circulated at an agreed rate of exchange based on the U.S. dollar. As early as 1836, private Hawaiian firms began to issue paper scrip of their own redeemable by the issuing company in coins or goods.

In early 1843, apparently, Lahainaluna first printed and issued its own paper money. Its primary purpose was evidently to pay the students for their work on the campus (up to 25 cents per week,) which was then used for payment of their rent and tuition.

Later, counterfeiting of the school’s currency was discovered. Then, the faculty, in accordance with their vote of January 8, 1844, called in and destroyed all the paper money they could find. Then, authorized the addition of secret marks to all the new currency and re-issued it.

In 1903, Lahainaluna became a vocational trade school and, in 1923, a technical high school, admitting both girls and boys as day students. It continues today as Lāhainā’s public high school.

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Filed Under: Missionaries / Churches / Religious Buildings, Schools Tagged With: Betsey Stockton, David Malo, Hale Pai, Lorrin Andrews, Hawaii, Maui, Lahaina, Lahainaluna, Hoapili

December 19, 2019 by Peter T Young Leave a Comment

Founder’s Day

Pauahi Pākī was born on December 19, 1831 in Honolulu, Hawai‘i to high chiefs Abner Pākī and Laura Kōnia Pākī. She was the great-granddaughter of Kamehameha I. (KSBE)

Pauahi was hānai (adopted) to her aunt, Kīnaʻu (the eldest daughter of Kamehameha, who later served as Kuhina Nui as Kaʻahumanu II, a position similar to a Prime Minister.) Pauahi lived with Kīnaʻu for nearly eight years, then Kīnaʻu died suddenly of mumps (April 4, 1839.)

High Chief Caesar Kapaʻakea and his wife High Chiefess Analeʻa Keohokālole had three children, a daughter was Lydia Liliʻu Kamakaʻeha (born September 2, 1838.)

Liliʻu was hānai (adopted) to the Pākīs, who reared her with their birth daughter, Pauahi. The two girls developed a close, loving relationship.

“…their only daughter, Bernice Pauahi … was therefore my foster-sister. … I knew no other father or mother than my foster-parents, no other sister than Bernice.” (Lili‘uokalani)

They lived on the property called Haleʻākala, in a two-story coral house that Pākī built on King Street. It was the ‘Pink House,’ (the house was name ʻAikupika (Egypt.)) It later became the Arlington Hotel.

The girls attended the Chief’s Children’s School, a boarding school, and were known for their studious demeanor. Founded in 1839 during the reign of King Kamehameha III, the original Chief’s Children’s School was on what is now the capitol grounds.

Mr. and Mrs. Amos Cooke, missionaries from New England, were commissioned to teach the 16 royal children (others who joined the Pākī sisters were Alexander Liholiho (later Kamehameha IV,) Lot Kapuāiwa (later Kamehameha V,) Queen Emma, King William Lunalilo and Liliʻu’s brother, David (later King Kalākaua.) In 1846 the school’s name was officially changed to Royal School; it was opened to the general public in 1851.

In 1850, at the age of 19, Pauahi married Charles Reed Bishop, a young American businessman who had made his way to the Kingdom of Hawai‘i from Glens Falls, New York.

Charles became a pillar in the kingdom government and was a successful businessman, banker and philanthropist. He and Pauahi enjoyed traveling the world with particular fondness for museums and art. With no children of their own, they shared a deep commitment for the well-being and education of kamali‘i — young ones. (KSBE)

When her cousin, Princess Ruth Keʻelikōlani, died, Keʻelikōlani’s will stated that she “give and bequeath forever to my beloved younger sister (cousin), Bernice Pauahi Bishop, all of my property, the real property and personal property from Hawaiʻi to Kauaʻi, all of said property to be hers.”

The total land bequest included about 353,000 acres. Keʻelikōlani had previously inherited all of the substantial landholdings of the Kamehameha dynasty from her brother, Lot Kapuāiwa (King Kamehameha V.)

Bernice Pauahi died childless on October 16, 1884. She foresaw the need to educate her people and in her will she left her large estate of the Kamehameha lands in a trust “to erect and maintain in the Hawaiian Islands two schools, each for boarding and day scholars, one for boys and one for girls, to be known as, and called the Kamehameha Schools.”

She further stated, “I desire my trustees to provide first and chiefly a good education in the common English branches, and also instruction in morals and in such useful knowledge as may tend to make good and industrious men and women”.

Bernice Pauahi Bishop, by founding the Kamehameha Schools, intended to establish institutions which should be of lasting benefit to her country; and also to honor the name Kamehameha.

After Pauahi’s death, Charles as president of the Bernice Pauahi Bishop Estate’s board of trustees, ensured that his wife’s wish was fulfilled. He generously provided his own funds for the construction of facilities and added some of his own properties to her estate.

Until his death in 1915, he continued to guide her trustees in directions that reinforced her vision of a perpetual educational institution that would build a vibrant future for her people. (KSBE)

Today, December 19, is Pauahi’s birthday; it is also known as Founder’s Day at Kamehameha Schools.

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Bernice_Pauahi_Bishop-HerbKane

Filed Under: Ali'i / Chiefs / Governance, Prominent People, Schools Tagged With: Kamehameha Schools, Liliuokalani, Queen Liliuokalani, Princess Ruth Keelikolani, Pauahi, Hawaii, Bernice Pauahi Bishop, Charles Reed Bishop

December 16, 2019 by Peter T Young Leave a Comment

Webster’s Way

On July 14, 1826, the missionaries established a 12-letter alphabet for the written Hawaiian language, using five vowels (a, e, i, o, and u) and seven consonants (h, k, l, m, n, p and w) in their “Report of the committee of health on the state of the Hawaiian language.” The report was signed by Bingham and Chamberlain. The alphabet continues in use today.

“To one unacquainted with the language it would be impossible to distinguish the words in a spoken sentence, for in the mouth of a native, a sentence appeared like an ancient Hebrew or Greek manuscript-all one word.”

“It was found that every word and every syllable in the language ends with a vowel; the final vowel of a word or syllable, however, is often made so nearly to coalesce or combine with the sound of the succeeding vowel, as to form a dipthongal sound, apparently uniting two distinct words.”

“The power of the vowels may be thus represented: – a, as a in the English words art, father; e, as a in pale, or ey in they; i, as ee or in machine; o, as o in no; u, as oo in too. They are called so as to express their power by their names – Ah, A, Ee, O, Oo.”

“The consonants are in like manner called by such simple names as to suggest their power, thus, following the sound of the vowels as above – He, Ke, La, Mu, Xu, Pi, We.” (Bingham)

Learning the Language by Syllables

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.”

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)

“As far back as one can trace the history of reading methodology, children were taught to spell words out, in syllables, in order to pronounce them.” Webster wrote.

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

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.)

Pī ʻā pā

In the initial instruction, the missionaries taught by first teaching syllables – adding consonants to vowels, just as Noah Webster noted in his speller.

The classroom exercise of spelling aloud also focused on syllables: Pupils first pronounced each letter of the syllable, and then put the sounds together and pronounced the syllable.

This practice of spelling aloud gave the Hawaiian alphabet its name. Just as American schoolchildren taught with Webster’s speller began their recitation by naming the letters that formed the first syllable, and then pronouncing the result: “B, A – BA,” so did Hawaiian learners.

The early missionary teacher said to his pupil, b, a – ba; the Hawaiian would repeat, pronouncing “b” like “p” and said “pī ʻā pā; hence the word that is now known as the Hawaiian alphabet and the name of the book. (Schütz 2017a:12)

Webster’s way of teaching was practiced in Hawai‘i, as 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.” (Schütz 1994:163)

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 a summary; click HERE for more on Webster’s Way.

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Schütz 1994. Albert Schütz – The voices of Eden: A history of Hawaiian language studies. 1994 Honolulu: University of Hawai‘i Press.

Schütz 2017a. Albert Schütz – Reading between the lines: A closer look at the first Hawaiian primer (1822). In Palapala-He puke pai no ka ‘olelo me ka mo ‘olelo Hawai’i (A journal for Hawaiian language and literature)

Pi-a-pa-01
Pi-a-pa-01
Pi-a-pa-02-03
Pi-a-pa-02-03
Pi-a-pa-04-05
Pi-a-pa-04-05
Pi-a-pa-06-07
Pi-a-pa-06-07
Pi-a-pa-08-09
Pi-a-pa-08-09
Pi-a-pa-10-11
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Pi-a-pa-12-13
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Pi-a-pa-14-15
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Pi-a-pa-16

Filed Under: General, Missionaries / Churches / Religious Buildings, Hawaiian Traditions, Schools, Economy Tagged With: Literacy, Pi-a-pa, Collaboration, Hawaii, Noah Webster, Education

December 2, 2019 by Peter T Young Leave a Comment

Literacy

“It was like laying a corner stone of an important edifice for the nation.” (Bingham)

“I think literacy was … almost like the new technology of the time. And, that was something that was new. … When the missionaries came, there was already contact with the Western world for many years…. But this was the first time that literacy really began to take hold.”

“The missionaries, when they came, they may have been the first group who came with a [united] purpose. They came together as a group and their purpose was to spread the Gospel the teachings of the Bible.”

“But the missionaries who came, came with a united purpose … and literacy was a big part of that. Literacy was important to them because literacy was what was going to get the Hawaiians to understand the word of the Bible and the written word became very attractive to the people, and there was a great desire to learn the written word. … Hawai‘i became the most literate nation at one time.”

Click HERE for a link to comments by Manu Ka‘iama and Jon Yasuda.

“The Ali‘i Letters project “changed my perspective on the anti-missionary, anti-Anglo-Saxon rhetorical tradition that scholarship has been produced, contemporary scholarship, and it is not to discredit that scholarship, but just to change a paradigm, to shift the paradigm, and it shifted mine.” (Kaliko Martin, Research Assistant, Awaiaulu)

Click HERE for a link to comments by Kaliko Martin.

“The missionary effort is more successful in Hawai‘i 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.”

“(T)hey 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. But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write”. (Puakea Nogelmeier)

Click HERE for a link to comments by Puakea Nogelmeier.

Many Are the People – Few Are the Books

“Having just begun to learn to read, Ka‘ahumanu, about this time (1822), embarked with her husband, and visited his islands with a retinue of some eight hundred persons, including several chiefs, and Auna, and William Beals, whom the queen requested us to send as her teacher.”

“On their arrival, the next day, at Waimea, they gave a new impulse to the desire among the people to be instructed, much to the surprise and gratification of Messrs. Whitney and Ruggles, who said their house for several days was thronged with natives pleading for books.”

“They immediately took three hundred under instruction. Their former pupils were now demanded as teachers for the beginners. Ka‘ahumanu, spurring on these efforts, soon sent back to Kamāmalu at Oahu the following characteristic letter.”

“‘This is my communication to you: tell the puu A-i o-e-o-e (posse of Long necks) to send some more books down here. Many are the people – few are the books.”

“I want elua lau (800) Hawaiian books to be sent hither. We are much pleased to learn the palapala. By and by, perhaps, we shall be akamai, skilled or wise. Give my love to Mr. and Mrs. Bingham, and the whole company of Long necks.’” (Ka‘ahumanu; Bingham)

Printing Press

“The first printing press at the Hawaiian Islands was imported by the American missionaries, and landed from the brig Thaddeus, at Honolulu …. It was not unlike the first used by Benjamin Franklin, and was set up in a thatched house standing a few fathoms from the old mission frame house”. (Hunnewell; Ballou)

Without the printing press, the written Hawaiian language, and a learned people of that time, we would know little about the past. (Muench)

“Perhaps never since the invention of printing was a printing press employed so extensively as that has been at the Sandwich islands, with so little expense, and so great a certainty that every page of its productions would be read with attention and profit.” (Barber, 1833)

In the meantime, a Wells-model press arrived at Lahainaluna in 1832 and it carried the major load of the printing there. The mission press also printed newspaper, hymnals, schoolbooks, broadsides, fliers, laws, and proclamations. The mission presses printed over 113,000,000 sheets of paper in 20 years. (Mission Houses)

Literacy was Sought by the People

“A key point in Liholiho’s plan required the missionaries to first teach the aliʻi to read and write. The missionaries agreed to the King’s terms and instruction began soon after.” (KSBE)

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 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.

“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.”

“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.” (Hiram Bingham)

“This literacy initiative was continually supported by the aliʻi. Under Liholiho, ships carrying teachers were not charged harbor fees. During a missionary paper shortage, the government stepped in to cover the difference, buying enough paper to print roughly 13,500 books.”

“During this period, there were approximately 182,000 Hawaiians living throughout 1,103 districts in the archipelago. Extraordinarily, by 1831, the kingdom government financed all infrastructure costs for the 1,103 school houses and furnished them with teachers. Our kūpuna sunk their teeth into reading and writing like a tiger sharks and would not let go.” (KSBE)

“This legendary rise in literacy climbed from a near-zero literacy rate in 1820, to between 91 to 95 percent by 1834. That’s only twelve years from the time the first book was printed!” (KSBE)

It was through the cooperation and collaboration between the Ali‘i, people and missionaries that this was able to be accomplished.

Click HERE to view/download more on Literacy.

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Ramage Press replica at Mission Houses
Ramage Press replica at Mission Houses
Hawaiian Alphabet
Hawaiian Alphabet
Baibala
Baibala
Kaahumanu-(HerbKane)
Kaahumanu-(HerbKane)
Missionaries_preaching_under_kukui_groves,_1841
Missionaries_preaching_under_kukui_groves,_1841

Filed Under: Economy, General, Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Schools Tagged With: Literacy, American Protestant Missionaries, Hawaii, Missionaries

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