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November 29, 2017 by Peter T Young Leave a Comment

Future Missionaries Attend Foreign Mission School

“About the 1st of May last, the buildings having been prepared, the school commenced its operations at Cornwall under the care of Mr. Dwight.”

“Soon after the commencement of the school in Cornwall, the Committee received an application from two young men of our own nation to be admitted into the school, for the purpose of being educated for missionary labors among the heathen.”

“Their desire is to give themselves up to the Board to be educated and disposed of, as to their field and station of future labors, just as the Board shall see fit to direct.”

“The name of one is Samuel Ruggles, of Brookfield, (Con.) The name of the other, James Ely, a native of Lyme, (Con.) They are both of age to act for themselves.”

“Ruggles has been a member of Morris Academy at South-Farms, under the instruction of the Rev. William R. Weeks, and is highly spoken of by his instructor. He has gained a good know ledge of Latin, and been through several books of the Greek Testament.”

“Ely has been a member of Bacon Academy, Colchester, (Con.) He is well recommended, and has been through the most of Virgil. They are members in good standing of the churches in their native towns. They are both destitute of property.”

“The committee hesitated, at first, about their admission, but viewing the hand of Providence in this application, and recollecting the principles of the Missionary Seminary at Gosport, (Eng.) they deemed it their duty to give the young men a trial, until the pleasure of the Board could be known.”

“The committee wished, also, to acquaint themselves more fully with the particular character and promise of these young men.”

“They have consequently been in the school most of the summer; and the committee can now freely express their decided approbation of these young men, and cheerfully recommend them to the patronage of the Board.”

“They appear to be pious and discreet, and to possess respectable talents. They possess, in a high degree, a missionary spirit, and have, we think, some peculiar qualifications to be useful as missionaries.”

“Their desire for the missionary life appears to be not a transient emotion of youth, but a deliberate choice, and a settled principle. And we believe, from all that we can observe, that full confidence may be placed in their firmness and perseverance.”

“They have had their attention and desires, from the first, turned to the Sandwich Islands, though they are willing to abide the direction of their patrons. It is not their expectation that they shall be sent to college, nor do they aspire to the rank of teachers or leaders.”

“They expect to obtain such knowledge of the sciences and of theology, as they can in the seminary, and then be schoolmasters, catechists, or teachers, as the Board shall direct. Ely is a cooper by trade, which we think an additional recommendation.”

“These young men have been extremely useful in the school. Their example and influence among the other youths has been very salutary.”

“Having gained the entire confidence of the foreign boys, they keep them from desiring other company, and maintain a kind of influence, which greatly assists the instructor, and promotes the harmony of the school.”

“They are also fast catching the language of the youths, with whom they associate, and will soon be able to converse in the language of Owhyhee. On the whole, the committee cannot but express the hope that they shall be permitted to retain these young men as members of the school.”

“Besides these two young men, the school now consists of ten members. Five of these are the youths from the Sandwich Islands; viz. Obookiah, Hopoo, Tamoree, Tennooe and Honoree. Concerning these an account is already before the public. The committee have it to say, that their conduct, since they have been in the school, is satisfactory.”

“Obookiah has for several years been a professor of the religion of Jesus; and we are happy to say, that his conduct and conversation have been such as become the Gospel.”

“He appears to grow in grace, and more and more to evince the reality of his new birth. He has been studying Latin chiefly the last summer, and has made as good proficiency as youths of our own country ordinarily do.”

“Hopoo, having for about two years entertained a hope in Christ, has been the past summer admitted to the first church in Cornwall, and received the ordinance of baptism.”

“He shines uncommonly bright as a Christian; has the zeal of an apostle, and ardently longs for the time, when it shall be thought his duty to return to his countrymen with the message of Jesus. His friends who know his feelings, have no doubt that Hopoo would burn at the stake for the honor of Christ.”

“Tennooe and Honoree have given satisfactory evidence of having passed from death unto life; and should their example continue to correspond with this judgment, they will probably soon be admitted to confess Christ before men.”

“Tennooe and Hopoo are about in the same advance of study; they have been attending to English grammar and arithmetic the past summer. Honoree has been employed in reading and spelling, together with exercise of the pen.” (ABCFM Annual Report 1817)

ʻŌpūkahaʻia died before he could become a missionary and return to the Islands. Samuel Ruggles, Hopu, Kanui, Humehume and Honoli‘i were in the Pioneer Company of missionaries and James Ely was in the Second Company of missionaries to the Islands.

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Cornwall’s Foreign Mission School
Cornwall’s Foreign Mission School

Filed Under: Schools, Missionaries / Churches / Religious Buildings Tagged With: Hawaii, Missionaries, Samuel Ruggles, American Board of Commissioners of Foreign Missions, Foreign Mission School, James Ely

November 8, 2017 by Peter T Young Leave a Comment

Punahou Dairy

“Here you may be fanned by the breeze from the highlands – here you may look off upon the plains and the harbor of Honolulu and gaze with admiration upon the waves as they break over the coral reefs and upon the floating ship as she approaches …”

“… especially when she spreads the banner of your nation. Having refreshed yourself here a day or two you may return to your field invigorated.” (Lorenzo Lyons, speaking of Punahou)

The gift of land to Hiram Bingham, that later became Punahou School, had additional property beyond the large lot with the spring and kalo patches where the school is situated (Ka Punahou) – the land was an ʻili lele.

Punahou included a lot on the beach near the Kakaʻako Salt Works (‘Ili of Kukuluāeʻo;) the large lot with the spring and kalo patches where the school is situated (Kapunahou) and apparently a forest patch on the side of Mānoa Valley (ʻIli of Kolowalu, now known commonly referred to as Woodlawn.) (Congressional Record, 1893-94)

“The school was opened at Punahou, July 11th, 1842, with fifteen scholars in attendance that day. During the first year there were thirty-four pupils, of whom fifteen were boarders, their ages varying from seven to twelve.” (Punahou Jubilee, 1891)

“In the summer of 1844 the faculty was increased by Mr and Mrs (William Harrison) Rice, who were transferred from Hana Maui, to assist the school, where they remained till 1854, Mr Rice having special charge of financial matters and of the out-of-door work.” (Punahou Jubilee, 1891)

Mānoa was first a supplier of wetland taro and then, as the population in its vicinity grew, became a major dairy and vegetable growing center for urban Honolulu.

O‘ahu College (later known as Punahou School,) was the site of the first recorded dairy in the valley (and possibly the first in the Islands,) started in 1844 by William Harrison Rice. (DeLeon)

Back then, there were two pastures – Upper Pasture (above Rocky Hill) and Lower Pasture, makai of the school. “Mr. Rice built the wall around the upper pasture, surrounding Rocky Hill, and Mr. Spooner the wall enclosing the lower pasture.” (Punahou Catalogue, 1866)

“All cattle belonging to Punahou and the various missionaries were pastured in Mānoa. Each missionary had a herd and a milking pen and every morning and afternoon the cows were driven to their respective pens.” (Wm Hyde Rice; The Friend, March 1924)

“We had a dairy, the Punahou dairy, over on the other side of Rocky Hill. That was all pasture. We had beautiful, delicious milk, all the milk you wanted. The cows roamed from there clear over to the stone wall on Mānoa hill.”

“There were a few gates and those gates caused me trouble because the bulls wanted to get out or some boys would leave a bar down and I would get off the streetcar at the top of the hill and have to walk along the gravel road, 500 miles it seemed to me, to get to the house. …”

“Occasionally, just often enough to keep me alert, there would be a bull wandering around across the road and down the hill onto Alexander Field or just where I wanted to go.” (Eleanor Griffiths ’25 Shaw, the first child raised in the President’s House (Punahou))

All was not always good … “RA Duncan, Food Commissioner and Analyst, in his report for May to the Board of Health says one hundred and twenty milk samples were examined … The list of those supplying milk of inferior quality, other than samples submitted by private parties, (included) Punahou Dairy”. (Pacific Commercial Advertiser, June 9, 1904)

The ‘Punahou Pasture’ was not only for cattle or horses, over the years the National Guard fought ‘sham battle’ training exercises and drills (as did the local Police,) as well as the football and baseball games – even golf.

“In 1880 the ‘lower pasture,’ containing 31.3 acres, was divided into building lots, and streets laid out in it. The sale of these lots has added twenty-one thousand four hundred ($21,400.00) to the endowment.” (Alexander, 1907)

“(A)cross Punahou Street in the Punahou lower pasture, Dole, Beckwith, Alexander, and Bingham streets were laid out in 1880 by the Punahou School trustees.”

“All were named for prominent men: the first three were, in order, (principals and) presidents of the school (Daniel Dole, Edward G Beckwith and William DeWitt Alexander;) it was to the fourth, Hiram Bingham, that Governor Boki made the original Punahou land grant in behalf of the mission.” (Clark, 1939)

“During the year 1900, the ‘upper pasture, now known as ‘College Hills,’ was divided into building lots, (most of which have since been sold), and has now become the most attractive suburb of Honolulu.” (Alexander 1907)

Then, in January 1925, Punahou School bought the Honolulu Military Academy property – it had about 90-acres of land and a half-dozen buildings on the back side of Diamond Head.

It served as the “Punahou Farm” to carry on the school’s work and courses in agriculture. “We were picked up and taken to the Punahou Farm School, which was also the boarding school for boys. The girls boarded at Castle Hall on campus.” (Kneubuhl, Punahou) The farm school was in Kaimukī between 18th and 22nd Avenues.

In addition to offices and living quarters, the Farm School supplied Punahou with most of its food supplies. The compound included a big pasture for milk cows, a large vegetable garden, pigs, chickens, beehives, and sorghum and alfalfa fields that provided feed for the cows. Hired hands who tended the farm pasteurized the milk in a small dairy, bottled the honey and crated the eggs. (Kneubuhl, Punahou)

The Punahou dairy herd was cared for by the students as part of their course of studies – the boys boarded there. However, disciplinary troubles, enrollment concerns (not enough boys signing up for agricultural classes) and financial deficits led to its closure in 1929.

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Punahou-Ili_Lele-Property_Outline-Google_Earth
Punahou-Ili_Lele-Property_Outline-Google_Earth
Punahou-Gardens-1880
Punahou-Gardens-1880
Punahou-Ball-Game-1877
Punahou-Ball-Game-1877
Punahou School, Photograph attributed to Charles Burgess-1866
Punahou School, Photograph attributed to Charles Burgess-1866
Punahou-Lower Pasture-Reg0848-1880
Punahou-Lower Pasture-Reg0848-1880
College Hill Street Layout-FP0006.jpg
College Hill Street Layout-FP0006.jpg
Punahou Land-Reg0392
Punahou Land-Reg0392

Filed Under: General, Missionaries / Churches / Religious Buildings, Schools, Economy Tagged With: Hawaii, Oahu, Punahou, Manoa, Punahou Dairy

September 3, 2017 by Peter T Young 13 Comments

Roosevelt High School

At time of annexation, there were 140 public schools, including industrial schools at Lahaina and Hilo, and 55 private schools (including one Japanese school.)

`Through the 1920s, more than half of the high school students in the Territory attended McKinley High School. Among its 1929 student body of 2,339, nearly one of ten students was (Caucasian) … 43% were of Japanese ancestry and 20% of Chinese parentage. Eleven percent … were Hawaiian or part-Hawaiian and 4 percent were Portuguese’. (Javonovich)

In the entire territory, there were four high schools: McKinley (the former Honolulu High School;) Hilo, established in 1905; Maui (1913;) and Kauai (1914). The Territory had a proportionally smaller high-school enrollment than any of the forty-eight states, Puerto Rico or the Canal Zone.

Unhappy that so many students came from homes where English was not spoken, Caucasian parents forced the first English Standard grammar school, Lincoln. Admission required a passing grade in an English proficiency exam. (Javonovich)

When the upper grades of Lincoln school became the nucleus of Roosevelt Junior High School, the English standard plan was carried over to that institution. (LRB) Roosevelt was the only public, English-standard secondary school in the Territory of Hawai‘i.

It was initially composed of grades seven to eleven and housed in temporary quarters in an old, Normal School building that formerly trained teachers for Hawai‘i’s public schools. When Roosevelt became a senior high school (President Theodore Roosevelt High School) – Robert Louis Stevenson Intermediate School taking over the Roosevelt junior high school grades. (LRB)

In 1937, the seventh, eighth and ninth grades were permanently removed to the Normal School building, reorganized as an intermediate school, and Roosevelt High remained as a school for tenth and eleventh graders until 1939 when it became a three year high school. (NPS)

Honolulu students would typically go to Lincoln, then to Jefferson or Stevenson (both English Standard) and then to Roosevelt.

The school’s property encompasses a little over 20-acres in upper Makiki, in Honolulu. From 1883-1927, the site had been the home of Lunalilo Home, an institution for the aged and infirm Hawaiian , whose creation was willed by the estate of Hawaii’s sixth king , William Charles Lunalilo.

Crowning a wide, grassy knoll is the Main, or administration, building of President Theodore Roosevelt High School , named in honor of the twenty-sixth US President.

This predominantly three-storied building with its tower and auditorium are of the Spanish Revival style with plain, cream-colored stucco walls, a symmetrically placed window, decorative arches and vents and a red tile roof. It is the only Spanish Revival building in an eleven-building complex.

The building was designed by Guy Rothwell and Marcus Lester and built of reinforced concrete in 1932. Its plan is generally H-shaped with slight modifications. Attached to the front of the shorter east wing in 1935 are a square tower, approximately 75-feet high, and to that, an auditorium.

The campus classrooms are loosely arranged in a generally horizontal formation on three graded levels of sloping topography. All other buildings, added after 1932, are two stories high and of contemporary design. (NPS)

A heated football rivalry began in 1933 between Roosevelt and nearby Punahou. Roosevelt seniors Lex Brodie, Rufus Hagood and Gibby Rietow responded by painting the blue pie sections of Punahou’s Pauahi Hall dome green.

(At the time Roosevelt’s school colors were green and gold; out of deference for Leilehua High School, Roosevelt’s colors were changed to today’s red and gold in 1939.)

After several years of costly vandalism on the eve of their games, the ‘Paint Brush Trophy’ was jointly created in 1948 by the student bodies of both schools as a peacemaking gesture. Thereafter, the winner of the annual Punahou-Roosevelt football game took possession of and proudly displayed ‘The Paint Brush Trophy.’

The tradition continued until 1969, after which Roosevelt became a part of the O‘ahu Interscholastic Association and Punahou the Interscholastic League of Honolulu, and the two schools no longer played regular season games against each other. (Punahou)

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Roosevelt High School
Roosevelt High School
Roosevelt High School-HHF
Roosevelt High School-HHF
President-Theodore-Roosevelt-High-School-WC
President-Theodore-Roosevelt-High-School-WC
Roosevelt High School Seal-WC
Roosevelt High School Seal-WC
Roosevelt-Map
Roosevelt-Map
Lunalilo_Home_in_Makiki-_1885
Lunalilo_Home_in_Makiki-_1885
Punahou-Pauahi_Hall
Punahou-Pauahi_Hall
Cartoon from the Nov. 08, 1932 issue of Ka Punahou-Punahou
Cartoon from the Nov. 08, 1932 issue of Ka Punahou-Punahou
Cartoon in the Oct. 28, 1941 issue of Ka Punahou - Roosevelt’s successful prank of flying its flag on the Punahou flagpole-Punahou
Cartoon in the Oct. 28, 1941 issue of Ka Punahou – Roosevelt’s successful prank of flying its flag on the Punahou flagpole-Punahou

Filed Under: Schools Tagged With: Hawaii, Oahu, Education, English Standard, Roosevelt High School, President Theodore Roosevelt High School

July 11, 2017 by Peter T Young 1 Comment

Oldest Living Object

“The school was opened at Punahou, July 11th, 1842, with fifteen scholars in attendance that day. During the first year there were thirty-four pupils, of whom fifteen were boarders, their ages varying from seven to twelve.”

“It was in that year (1842) that some of the pupils planted the old tamarind tree, which still stands in front of the ‘Rice Building.’” (Punahou Jubilee, 1891)

At the time of planting the tree was a seedling, about a year old. It descended from trees first brought to Hawai‘i in 1797 that were planted by Don Francisco de Paula Marin in Pauoa Valley. The species quickly became a favorite of early settlers and was planted on many old homesteads. (Punahou)

The tamarind tree is the oldest living object on the Punahou School campus. In those days, morning and evening student work supplied the school with corn and vegetables for the table. (Punahou)

“In the old time there was hardly less sunshine in the life at Punahou than at present. Nor was moral culture given in those times to the neglect of physical training.”

“The pupils were taught to labor; and their work brought good returns. Sometimes the labor was irksome; and boylike some of them would exclaim of the institution ‘Punahou-hoe-hoe.’”

“Sometimes the fruit produced was too carefully kept; and the refrain was ‘Bananas rot, which I have not.’ While the mission were obliged to practice strict economy, and were hardly able to bear the expense of starting the school, there were not the means to teach the manual arts, as there are hardly now the requisite means for such a purpose.” (Punahou Jubilee, 1891)

In 1941, Punahou prepared for its first centennial celebration; a Centennial Committee was formed. Great Great Granddaughter of Hiram and Sybil Bingham, Lydia Sutherland (my mother,) a graduate of the 1941 centennial class, served as the Student Chairman of the Centennial Committee.

“One hundred years ago a hot and tired woman, Sybil Bingham, bent under an unrelenting sun to pick up stones and pile them on a wall. She was doing her share of the work on a school for her children and the children of her fellow missionaries to the Sandwich Islands.”

“The whole story of the past century carries with it a message which we can take to heart. Faith attended the beginning of Punahou, faith that through knowledge might come understanding and from understanding a finer life. That same faith has led Punahou through the years, guiding its development, expansion and activity.” (The Friend, June 1, 1941)

“The occasion demands, however, a double vision. One looks backward over the past and gathers up the history of what has happened. To this man responds by honoring those who have labored so meritoriously and by giving heed to the lessons of success and failure experience teaches.”

“The other vision looks forward. It peers into the dark and unknown future, building into it a pathway upon which human beings may tread. Quite wisely have Punahou’s leaders looked both ways.” (The Friend, June 1, 1941)

“One Hundred Years, the Story of an Era, as this centennial pageant has been named, will be presented on a massive stage 175 feet long and 50 feet deep, which will he built on Alexander Field at Punahou School.” (The Friend, June 1, 1941)

One centennial event was in memory (and recognition of) the school’s tamarind tree – the Tamarind Derby, a centennial event that paid homage to the tamarind tree.

The Tamarind Derby was a gardening contest. It featured seedlings from the great tree that were distributed to Centennial attendees. Planted throughout O‘ahu, the seedlings were to be later measured to see who had grown the largest tree in one year’s time. (Punahou74)

The elementary children then brought out the year-old tamarind seedlings and placed them on the former Bingham Hall (1883 – 1959) lanai for sale while tamarind punch was served. (Punahou)

Those who bought the trees also bought the opportunity to compete in the “Tamarind Derby Race.” Entry was guaranteed for each registered seedling planted on the island of Oahu before July 31.

Annual tree inspections would be held for five years and prizes awarded to both the purchaser and the school’s Living Endowment fund for the best trees. A final inspection would be held in 1951 with $2,500 paid to Living Endowment in the name of the owner the winning tree.

But no derby winners would ever be named. With the bombing of Pearl Harbor on December 7, 1941 more pressing matters came to occupy the minds of Hawai‘i’s people. (Punahou)

The derby was called off. On September 1, 1942 Dr. Shepard wrote to all derby entrants: “At the Centennial Celebration you kindly purchased a tamarind tree which was registered for the Tamarind Derby.”

“One of the conditions of the competition was that a written report be filed at the Punahou School office between May 1 and June 30, 1942, stating that the tree was ready for inspection. Since no one filed such report and since war conditions hinder or interfere so much with inspections, it has been decided to call off the race.”

“While we regret this necessity, we are pleased to announce that the Steward of the Race (Walter F. Dillingham) is contributing funds in addition to the $265.00 realized from the sale of trees to purchase $1,500.00 in War Bonds to be credited to the Scholarship Fund of Punahou School. We hope that this provision will be satisfactory to all who entered the Race.” (Punahou)

Punahou was quickly converted to wartime service. Immediately following the attack on Pearl Harbor, because a follow-on air attack was considered possible, Army Corps of Engineers Honolulu district engineer Lieutenant Colonel Theodore Wyman Jr moved his office from the Alexander Young Hotel to a preselected, less conspicuous location: the Tuna Packer’s Cannery at Kewalo Basin.

Realizing the vulnerability of the cannery, the district engineer sought a new headquarters location away from the coast. Faced
with the district’s increased construction work load, he needed a facility where he could immediately resume engineering operations.

The commanding general of the U.S. Army assumed the role of military governor. Shortly after midnight, only 18 hours after the Pearl Harbor attack, Wyman moved his headquarters to Punahou School.

A library room became the district engineer’s office; the reading room, the administrative office; the cleared book area was converted to sleeping spaces; and the basement became a temporary officers’ mess. The remaining district officers were set up in other buildings on campus. (Fitzgerald; HJH)

About two weeks after the attack, the small Pleasanton Hotel, across Punahou Street from the school, was rented to provide a larger mess and accommodations for military families prior to their evacuation to the Mainland. (Fitzgerald; HJH)

The tamarind tree still stands on the Punahou Campus, between Alexander Hall and Mamiya Science Center. (Punahou)

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Tamarind tree on left, at School's first building, which was shaped like an 'E'-Punahou
Tamarind tree on left, at School’s first building, which was shaped like an ‘E’-Punahou
Tamarind Tree-Oldest Living Thing at Punahou-Punahou
Tamarind Tree-Oldest Living Thing at Punahou-Punahou
Punahou-Girls-Court-of-the-E-Building-1877
Punahou-Girls-Court-of-the-E-Building-1877
President Arthur Hauck with several grounds employees, harvesting tamarind pods during the 1920s-Punahou
President Arthur Hauck with several grounds employees, harvesting tamarind pods during the 1920s-Punahou
Seedling purchase tags from the 1941 -Tamarind Tree Derby Race'-Punahou
Seedling purchase tags from the 1941 -Tamarind Tree Derby Race’-Punahou
Dedication ceremony for the tamarind tree bench, a gift from the Class of 1941 for the Centennial celebrations-Punahou
Dedication ceremony for the tamarind tree bench, a gift from the Class of 1941 for the Centennial celebrations-Punahou
Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right
Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right
Punahou Centennial Plaque-Hawaiian Historical Society
Punahou Centennial Plaque-Hawaiian Historical Society
LSY-Punahou_Centennial_Committee
LSY-Punahou_Centennial_Committee
1940 Punahou Cheer'g Squad
1940 Punahou Cheer’g Squad

Filed Under: General, Schools Tagged With: Hawaii, Punahou, Oahu College, Tamarind Tree

June 17, 2017 by Peter T Young Leave a Comment

‘Ōpūkaha‘ia Enters Foreign Mission School

As Obookiah, at the time of his entrance into the school at Cornwall, had arrived at an age of considerable maturity, it may be proper that a more particular description should now be given of his person and character.

He was considerably above the ordinary size: but little less than six feet in height, and in his limbs and body proportionably large. His form, which at sixteen was awkward and unshapen, had become erect, graceful, and dignified.

His countenance had lost every mark of dulness; and was, in an unusual degree, sprightly, and intelligent. His features were strongly marked. They were expressive of a sound and penetrating mind. He had a piercing eye, a prominent Roman nose, and a projecting chin.

His complexion was olive, varied equally from the blackness of the African, and the redness of the Indian. His hair was black,
worn short, and dressed after the manner of the Americans.

In his disposition he was amiable and affectionate. His temper was mild. Passion was not easily excited, nor long retained Revenge, or resentment, it if presumed, was never known to be cherished in his heart.

He loved his friends, and was grateful for the favours which he received from them. In his journal and letters are found frequent expressions of affection and gratitude to those who had been his benefactors.

To families in which he had lived, or to individuals who had been his particular patrons, he felt an ardent attachment. One of the latter, who had been separated from him for a considerable time, he met with great delight; …

… and after the first customary salutations, said to him, ‘I want to see you great while: you don’t know how you seem to me: you seem like father, mother, brother, all.’

In his understanding, Obookiah excelled ordinary young men. His mind was not of a common cast. It was such, that, with proper culture, it might have become a mind of the first order.

Its distinguishing traits were sound common sense, keen discernment, and an inquisitiveness or enterprise which disposed him to look as far as his mind could reach into every subject that was presented to his attention.

By his good sense he was accustomed to view subjects of every kind in their proper light; to see things as they are. He seldom misconceived or misjudged.

By his companions his counsel was sought, and regarded as decisive. He had that clear sense of propriety with regard to his own conduct and the conduct of others, which always commands the respect or excites the fear of those who behold it.

Had he been disposed to cultivate a talent for this purpose, he would have become one of the severest of critics upon the manners and conduct of those around him.

Few persons have a deeper insight into the characters of men, or have the power of forming a more just estimate of them, by
their words and actions, than he had.

Few are more capable of perceiving the exact import of language, or are less liable to be deceived as to its real meaning, by a designed ambiguity of terms.

His inquisitiveness existed in relation to all subjects of interest, and disposed him to make himself acquainted with every thing that was known by others, and to discover whatever was within hill reach. The trait was exhibited, especially, in his character as a scholar.

His inquisitive mind was not satisfied with pursuing the usual round of study, but he was disposed to understand critically every
branch of knowledge to which he attended. For this reason, his progress in his studies was not rapid – but as a scholar he was industrious, ingenious and thorough.

His mind was also inventive. After having acquired some slight knowledge of the English language in its grammatical construction, he entered upon the project of reducing to system his own native language.

As it was not a written language, but lay in its chaotic state, every thing was to be done. With some assistance he had made considerable progress towards completing a grammar, a dictionary, and a spelling-book. He had also translated into his native language the whole of the book of Genesis.

These specimens of his industry and ingenuity, when seen, administer severe reproof to the sloth and dulness of most persona of much greater age, and of advantages far superior to his own.

When Obookiah became a member of the Foreign Mission School, he had attended to all the common branches of English education.

In reading, writing, and spelling, he was perhaps as perfect as most young men of our country, of the same age and with common opportunities.

He wrote a legible, manly hand, and acquired the habit of writing with considerable rapidity. He had at this time studied the English Grammar so far as to be able to parse most sentences with readiness. He understood the important rules in common Arithmetic, and had obtained considerable knowledge of Geography.

He had studied also one book of Euclid’s Elements of Geometry, and of his own accord, without a regular instructer, he had acquired such knowledge of the Hebrew, that he had been able to read several chapters for the Hebrew Bible, and had translated a few passages into his native language.

He had a peculiar relish for the Hebrew language, and from its resemblance to his own, acquired it with great facility.

The winter before he came to the school he commenced the study of Latin. This, he pursued principally after he became a member of the Institution.

In his manners, Obookiah was habitually grave and reserved. In the presence of his friends, however, his conversation was often sprightly, and rendered particularly entertaining, by a fondness for humour, for which he was distinguished.

This he oftener exhibited by a quick perception and relish for it in others, than by actually displaying it in himself. Yet he sometimes gave evidence in his own remarks, of possessing no small degree of genuine wit.

When conversing with his companions in their native language, he frequently afforded them much amusement by the pleasant and humorous cast of his conversation.

The customary deportment of Obookiah, however, was serious, and dignity strikingly characterized his manners. Few young men, it is presumed, command so much respect from persons of every age and character.

Notwithstanding the familiarity which he used with his companions, he maintained an influence over them, becoming the relation of an elder brother, or even that of a respected parent.

In his intercourse with them the dignity of hill character was peculiarly visible. A motion of his head often made known to them his will, and obtained the compliance which he desired.

His manners had become in a considerable degree refined. A gentleman of respectability who visited Cornwall, and had a particular interview with him, observed, that he had met with but few persons of any country, more gentlemanly in their manners in intelligent and interesting in their conversation.

Obookiah was a decided and consistent Christian. His conduct was habitually under the influence of principles of piety. He manifested a strong interest in the general prosperity of religion, and expressed in his conversation, as well as his letters and diary …

… ardent desires for the salvation of his fellowmen and especially of his countrymen, for whom he fervently prayed, and in whose behalf he often requested the earnest prayers of his friends. (All text is from Memoirs of Obookiah)

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Opukahaia
Opukahaia

Filed Under: Missionaries / Churches / Religious Buildings, Prominent People, Schools Tagged With: Hawaii, American Board of Commissioners of Foreign Missions, Cornwall, Foreign Mission School, Opukahaia

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