Images of Old Hawaiʻi

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Aloha from Vermont

In 1777, the thirteen colonies were fighting the Revolutionary War with England.  Vermont was not one of the 13 Colonies; rather, in January of that year, delegates from towns around Vermont held a convention and declared their independence.

They called the new republic ‘New Connecticut;’ later that year, they changed the name to Vermont. (Vermont Secretary of State)

Although an independent republic, Vermonters fought with the Colonists against the British.  A turning point in the revolution was at the Battle of Bennington, Vt.  It was a major victory for the Americans and helped to convince France that the rebels were worthy of support.

Between 1777, when Vermont established its independence, and 1791 (when Vermont joined the Union as the 14th state,) Vermont was truly independent – as a republic it had its own coins and its own postal service.  (Vermont Secretary of State)

At this same time (October 30, 1789,) Hiram Bingham was born to Calvin and Lydia Bingham in Bennington Vermont.  Thirty years later (October 23, 1819,) Bingham led the Pioneer Company of Protestant missionaries to Hawaiʻi.

This is not the only tie Vermont has to the Islands.  A lasting legacy is through descendants of another Hawaiʻi missionary, Peter Johnson Gulick, a member of the Third Company of missionaries to the Islands.

First of all, Hawaiʻi-born grandson Luther Halsey Gulick, Jr. MD and his wife Charlotte ‘Lottie’ Emily Vetter founded Camp Fire Girls (now known as Camp Fire.)

Another Hawaiʻi born grandson Edward Leeds Gulick and his wife Harriet Marie Gulick later settled in Vermont and started the “Aloha Camp” there in 1905.  It started as a success and is still going strong today.

“Aloha began as a picnic. Three young couples, one summer day of 1898, were cycling around Lake Morey, seeking the loveliest spot at which to enjoy their lunch, brought from Hanover, NH. At just the very place where all agreed the views were most beautiful, stood a plain, substantial house, with no paint, no blinds, and a porch only big enough for two small chairs.”

“The sign, ‘For Sale; Inquire at the next house,’ fired the imagination, and while Mr. Gulick, ‘just for fun,’ went over to make inquiries, the rest ran around, peeking in at each window, and promptly imagining themselves spending a gay summer in that ideal spot.”

“July 1899 found the Gulicks with a new baby, Harriet, later known to campers as ‘Johnnie, the bugler,’ taking the long ride from New Jersey to their new summer home.”

“The name of the new cottage was a source of lively and humorous discussions. Aloha, meaning ‘Love to you,’ in Hawaiian, was finally chosen, for its euphonious sound, and its kindly meaning. Who better should name this cottage Aloha, than one who was son and grandson of men who had spent their lives in uplifting the natives of those beautiful Islands?”

“For six happy summers Aloha cottage housed the quartette of Gulick children, and their cousins and uncles and aunts and friends, filling it full from the attic down.  But just when and how Aloha camp was thought of, it is hard to say.”

“Believing that girls and their parents would soon see the immense advantages of camp life, – the health, the beauty, the sanity, and the wholesome democracy of such a life, – we started bravely in.”  (Harriet Farnsworth Gulick)

In 1905 – 15 years before women were allowed to vote, when floor length skirts and lace up boots were mandatory for playing any sport; when popular conduct books for girls encouraged a “retiring delicacy” and declared that “one of the most valuable things you can learn is how to become a good housewife” – Harriet and Edward Gulick created a world in which every girl could discover her most adventurous self.

That world, Aloha Camp on Lake Morey in Fairlee, Vermont, afforded young women the knowledge, skills and freedom to explore wild nature on foot and on horseback, by skiff and by canoe; to kindle campfires in the woods and cook meals in the open air; to pitch tents over rough ground and sleep out of doors under the stars.

“Imagination necessary. The very fabric of human civilization depends on it.” Harriet Farnsworth Gulick wrote these words in a notebook of ideas for assembly talks at Aloha Camp, a camp for girls.

Next, the Gulicks turned their imagination to opportunities for women ‘age eighteen to eighty,’ opening Aloha Club in 1910 on the secluded shore of Lake Katherine in Pike, New Hampshire. The success of Aloha Camp and Aloha Club inspired the Gulicks to imagine how camp could benefit younger girls. Having purchased 400-acres of farmland on Lake Fairlee in Ely, Vermont, they developed Aloha Hive, which opened in 1915.

At the turn of the century (1900,) girls’ camps were rare.  Then, the girl camper was about twelve to twenty. She usually came from a home of luxury and enjoyed the novelty of sleeping in tents, the unhampered opportunities for learning to swim, to row, to paddle – in short, to live close to friendly Mother Nature – through eight or nine happy weeks of the camp season.  (Coale)

At Aloha Camp, girls received ‘Kanaka’ awards – “The little figure in bloomers is won by a camper whose tent and land adjoining it is perfect as to order and neatness for a week. If to that virtue is added punctuality at all the appointments of a week – meals, assembly, crafts, etc – the girl wins a Kanaka”.  (Aloha Kanaka)

Every summer one whole camp has an opportunity to vote for just one girl. It is not the most popular girl; nor the most athletic; nor yet the best-looking. Not any of these. The highest honor the camp has to bestow is given for Camp Spirit – and it goes to the girl who has proved to be the most thoughtful, generous, and kind-in short, the best friend.  (Worthington)

After launching Hive, the next question for the Gulick’s imagination was “what about all the little brothers of Aloha and Hive campers?” Far from the military camps that prevailed for boys in those days, they envisioned Camp Lanakila, a camp that promoted a spirit of adventure, discovery, creativeness, respect for others and individual growth.

After Edward Gulick’s death in 1931, Harriet Gulick continued for twenty years as the central, caring presence for all the camps. She passed away in February 1951 at the age of 86. In the mid-1960s, the camps faced a major challenge as members of the Gulick family’s next generation followed pursuits other than the management of Aloha (1905,) Hive (1915) and Lanakila (1922.)

The Aloha Foundation was formed as a nonprofit organization that continues operating the camps and endeavors to sustain the Gulick traditions.

In Hawaiʻi, one of the lasting legacies and reminders of the Gulick family in Hawaiʻi is heard in almost every morning’s Honolulu traffic report with reference to conditions at the Gulick Avenue overpass in Kalihi.  (Lots of information here from Aloha Kanaka and Aloha Camp website.)

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First Corporation

The first corporation granted a charter by the Hawaiian government were Punahou School, on June 6, 1849. (Schmitt)

In anticipation of the future growth of the Kingdom, in 1853 a new and enlarged charter was applied for and granted by the government to the Trustees of ‘the Punahou School and Oahu College.’ This granted the formation of Oahu College, which would offer two years of advanced coursework and delay students’ departures for U.S. colleges.  (Punahou)

 At the Privy Council meeting on May 23, 1853, Mr. Armstrong read the Charter of the Punahou School. After which state, in part:

“Resolved; That a Charter of incorporation for a school and Prospective College at Punahou, near Honolulu having been submitted to this council by the Minister of the Interior for the concurrence of the council in granting the same, said Minister is hereby authorized & empowered to grant said Charter to the persons therein named.”

In the 1856 Annual Report of the American Board of Commissioners for Foreign Missions noted that, “The aim which the Board and its fellow-laborers at the Sandwich Islands have in view …”

“… is to assimilate the religious and educational institutions of the Hawaiian Christian community, in their constitution and methods of support, as nearly as possible to what exists in the newly occupied districts of our own country.”

“Of course, but a portion of the new Christian institutions will, for a time, find their full support at the Islands. It is desirable, were it possible, that a greater proportion of the island resources be devoted to the support of pastors, preachers and teachers of native growth …”

“… thus rooting the institutions of the gospel more speedily and firmly in the soil. We should be thankful, however, for the unexampled progress already made at these Islands.”  It goes on to state,

“The ‘Oahu College’ was mentioned in the last Report. It has grown out of the Punahou school, commenced in 1841 for the children of the missionaries. Five years ago that school was opened to others besides the children of missionaries.”

“In May, 1853, the Hawaiian Government converted it into a College, by incorporating a Board of Trustees for ‘the Training of Youth in the various branches of a Christian education.’”

The charter further states, that, “as it is reasonable that the Christian education should be in conformity to the general views of the founders and patrons of the institution …”

“… no course of instruction shall be deemed lawful in said institution, which is not accordant with the principles of Protestant Evangelical Christianity, as held by that body of Protestant Christians in the United States of America, which originated the Christian mission to the Islands, and to whose labors and benevolent contributions the people of these Islands are so greatly indebted.”

There is also an additional security for the institution in the following article, namely: “Whenever a vacancy shall occur in said corporation, it shall be the duty of the Trustees to fill the same with all reasonable and convenient dispatch.”

“And every new election shall be immediately made known to the Prudential Committee of the American Board of Commissioners for Foreign Missions, and be subject to their approval or rejection; and this power of revision shall be continued to the American Board for twenty years from the date of this charter.”

“The Prudential Committee regard this institution as essential to the development and continued existence of the Hawaiian nation. ‘It is so because the missionary portion is really the palladium of the nation, and because a college is essential to that part of the community.’”

“The religious foreign community cannot otherwise long continue to perform its functions. It must have the means of liberally educating its children on the ground.”

“Without a college, its moral, social and civil influence will tend constantly to decay. This most precious Christian influence, now rooted on the Islands, now no longer exotic, needs only the proper culture to perpetuate itself.”

“The cheapest thing we can do for the Islands and for that part of the world, is to furnish this culture. It is better to educate our ministry there, than to send it thither from these remote shores. Indeed we are shut up to this, as our main policy.”

“The time is come for the reasonable endowment of this institution, which of course must be effected, if at all, chiefly in this country; and $50,000 are asked for this purpose by the Trustees.”

“It is interesting to know that the Hawaiian Government has engaged to give $10,000, or one-fifth of the whole, in case $40,000 more are secured by July 6, 1858.”

“The Prudential Committee have voted to subscribe $5,000, on behalf of the Board, towards this endowment; and also to pay the salaries of the President and a Professor for the years 1856 and 1857.”

“Meanwhile they commend the object most cordially to the benevolent in the United States, and especially to those large-hearted merchants whose wealth has been chiefly derived from the Pacific Ocean.” 1856 Annual Report ABCFM)

Dr Rufus Anderson, Foreign Secretary of the American Board of Commissioners for Foreign Missions traveled from Boston to Hawai‘i to attend the annual meeting of the Hawaiian Evangelical Association (the name attributed to the Hawaiian Mission). The General Meeting was held from June 3, 1863 to July 1, 1863.

Subsequent meeting minutes and other references noted that, “Dr. Anderson having recently returned from a visit to the Sandwich Islands, which he made at the special request of the Prudential Committee … for the purpose of ascertaining, by personal intercourse with the missionaries, the members of their churches, and the people generally to whom they had ministered, more fully than could be done in any other way, …”

“… the real condition of the people, the state of the churches, and the character of their members, and witnessing on the ground the results effected among the people of the Islands by the power and Spirit of  God, through the labors of the missionaries; …”

“… for the further purpose of freely conferring and advising with the missionaries, and with members of the Hawaiian churches, upon the present condition and further prospects of the missionary work there …”

“… and devising such plans of future action, as should bring the native churches, as speedily as possible, in what is believed to be the natural order in such cases, (1) to a condition of self-government, and (2) by means of the greater activity and earnestness which would be developed by this self-government, to a condition of complete self-support …”

“… and, also, for the purpose of determining, by such free conference with the missionaries, what may best be their future relations to the Board and its work”.  (Action of the Prudential Committee; Proceedings of the Hawaiian Evangelical Association)

“The state of things at the Islands is peculiar. They have been Christianized.  The missionaries have become citizens. In a technical sense they no longer are missionaries, but pastors, and as such on an official parity with the native pastors.”  (Anderson)

“Nearly one third of the population are members of Protestant churches; the native education is provided for by the government; houses for the worship of God have been everywhere erected, and are preserved by the people; regular Christian congregations assemble on the Sabbath …”

“… and there is all the requisite machinery for the healthful development of the inner life of the nation, and for securing it a place, however humble, among the religious benefactors of the world.”

“In short, we see a Protestant Christian nation in the year 1863 … self-governing in all its departments, and nearly self-supporting.  And the Hawaiian nation is on the whole well governed. The laws are good, and appear to be rigidly enforced. The king at the time of this meeting was in declining health, and did not long after.”

“Better educated by far than any of his predecessors, more intelligent, more capable of ruling well, he was subject to strong feeling, and was said to be less an object of veneration and love to his people than was his immediate predecessor.” (Anderson)

The Prudential Committee of the ABCFM “Resolved, That … the Protestant Christian community of the Islands has attained to the position of complete self-support, as to its religious institutions, there is yet ample occasion for gratitude to God for his signal blessing upon this mission”.

It further “Resolved, That the proposition made by the Protestant Christian community at the Sandwich Islands, who have organized a working Board, called ‘The Board of the Hawaiian Evangelical Association,’ to relieve the American Board of Commissioners for Foreign Missions, and the American churches, from the responsibility of future oversight and direction in the work …”

“…And this Committee joyfully commits to the Board of the Hawaiian Evangelical Association the future care and direction of this evangelizing work in those Islands; and hereby concedes to that Board the right of applying for grants-in-aid, as specified in said proposition.”  (Action of the ABCFM Prudential Committee)

Anderson wrote to inform Kamehameha IV of the Hawaiian Evangelical actions and dissolution of the mission in his July 6, 1863 letter noting, in part: “I may perhaps be permitted, in view of my peculiar relations to a very large body of the best friends and benefactors of this nation, not to leave without my most respectful aloha to both your Majesties.”

Click the following link for more information on Punahou/Oahu College:

Click to access Oahu_College-Punahou.pdf

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Ahuimanu College

On July 7, 1827, 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 (SS.CC.) (better known as the Congregation of Picpus) 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.

In 1837, two other Catholic priests arrived (Rev Louis Maigret was one of them). However, the Hawaiian government forced them back onto a ship.  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.)

American, British and French officials in Hawaii intervened and persuaded the king to allow the priests to return to shore.  On June 17, 1839, King Kamehameha III issued the Edict of Toleration permitting religious freedom for Catholics.

The King also donated land where the first permanent Catholic Church would be constructed; the Catholic mission was finally established on May 15, 1840 when the Vicar Apostolic of the Pacific arrived with three other priests – including Rev. Louis Maigret.

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 jotted 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.”

“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)

“The situation of Ahuimanu is very fine. It is in a basin formed by volcanic action. The sea is in the foreground; and its background is a lofty mountain ridge, eight hundred feet high, which is a very wall, whose coping stones are ever in the clouds, and whose foot is buttressed by outreaching spurs, like the everlasting ramparts made by the hand of God.”

“The men of faith who claim that their church is founded on a Rock, have founded this establishment within a ‘munition of rocks,’ from whose fissures there gush forth sweet cool streams in refreshing bounty flowing like waters of life over a hungry land.”

“This ample irrigation feeds redundant taro patches, well burthened banana groves, well loaded peach orchards, producing the most delicious fruit we have eaten in those isles; also groves of mangoes, chirimoyas, rose apples, Tahitian wi, and other choice fruits of tropic lands.” (Nuhou, 7/15/1873)

One of its students was Jozef de Veuster; he was born in Tremeloo, Belgium, in 1840. Like his older brother Pamphile, Jozef studied to be a Catholic priest in the Congregation of the Sacred Hearts.

Jozef 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 Jozef as Father Damien at the Cathedral of Our Lady of Peace, on May 21, 1864.  “Here I am a priest, dear parents, here I am a missionary in a corrupt, heretical, idolatrous country.  How great my obligations are!  How great my apostolic zeal must be!” (Damien to parents; Daws)

Early in June, 1864, Maigret appointed Damien to Puna on the east coast of the island of Hawai‘i; another new missionary, Clement Evrard, was appointed to Kohala-Hāmākua.

Damien learned the Hawaiian language (he had just previously learned English during his long journey to Hawai‘i).  His Hawaiian was far from perfect, but he could manage to get by with it.  Damien’s name became ‘Kamiano.’

Like most Catholic missionaries of that time, he saw his mission in intense competition with that of the Protestant ‘heretics,’ who did not kneel while praying and who distributed the local kalo (taro,) instead of bread for communion and even water instead of wine.  (de Volder)

Shortly after arriving in Puna, in a letter to Pamphile, Damien wrote, “I regret not being a poet or a good writer so as to describe our new country to you.”  Although he had not yet seen the active Kilauea volcano erupting, he added, “from what the other Fathers say it seems there is nothing like it in the world to give a correct idea of Hell.”  (Daws)

A few months in Puna taught Damien at first-hand what he had heard in advance from the Maui missionaries: that life in the field was nothing like life as a novice in the religious order in Europe.

“Instead of a tranquil and withdrawn life, it is a question of getting used to traveling by land and sea, on horseback and on foot; instead of strictly observing silence, it is necessary to learn to speak several languages with all kinds of people …”

“… instead of being directed you have to direct others; and the hardest of all is to preserve, in the middle of a thousand miseries and vexations, the spirit of meditation and prayer.” (Damien in letter to father-general of the Sacred Hearts, 1862; Daws)

Father Clement Evard, his closest but distant neighbor, had an even more formidable area to cover: the double district of Kohala-Hāmākua, about a quarter of the Island.  He was not as strong as Damien.

Damien carried his church on his back (a portable alter which he set up with four sticks pounded into the ground and a board balances on top with a cover cloth.)

His life was simple – with the help of the faithful, Damien began to do some small farming (keeping sheep pigs and chickens; bees for honey and wax for candle making; etc).  “The calabash of poi is always full; there is also meat; water in quantity, coffee and bread sometimes, wine and beer never.”  (Daws)

Eight months after they arrived in their respective districts, Damien and Clement discussed exchanging posts; in early 1865, Damien left Puna for Kohala-Hāmākua.

In 1873, Maigret assigned him to Molokai.  Damien spent the rest of his life in Hawaiʻi.  In 2009, 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.

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Hilo High School

“The American Public School system comprises in most of the states twelve grades, occupying the children between the ages of 6 and 12. These grades are thus denominated: First to Fourth Primary, Fifth to Eighth Grammar, Ninth to Twelfth High.”

“A slight departure from this scheme of classification is made in the Territory.  Here, though maintaining the same twelve grades, as in the states, they are divided in six grades in the Primary School, and six grades in the High School.”

“The curriculum of the grades nine to twelve inclusive corresponds to that of the same grades in the schools on the mainland.”  (Hilo Tribune, Sep 10, 1907)

Without a high school on the Island of Hawai‘i, “It has been the habit of solicitous parents of this island during the past century to send their children to the schools of Honolulu, for whatever education they received beyond the grammar grades. It is needless to say that this necessity has entailed both anxiety and expense.”

“Thus it became an object with the teachers and parents of Hilo to secure in their midst sufficient advantages to return their children at home.” (Hilo Tribune, Sep 10, 1907)

A High School in Hilo had a shaky start.  After passage in 1903, but failing to receive the Governor’s signature, in a February, 1905 session of the legislature, “Under suspension of the rules, Senator [John T] Brown introduced a bill (S. B. No. 23) entitled ‘An Act to Provide for a High School in Hilo, Island and Territory of Hawaii, under the Department of Public Instruction of the Territory.’”

The proposed legislation, again, passed through the legislature.  When presented to Governor Carter and Carter stated, “I am unable to approve”, citing that “This bill falls within that class of absolutely unnecessary legislation.”  On April 18, 1905, the legislature overrode the Governor’s veto.

“A special committee of the Board of Education … held a conference with Superintendent Davis and Normal Inspector King when the plans for putting the high school in operation were discussed.”

“The problem before the Commissioners was whether they should start the High School work of Hilo at the beginning of the next school year as a separate organization or wait until the new High School building was erected and then begin the independent organization.”  (Hilo Tribune, July 18, 1905) It was decided to start sooner than later.

“In Sept. 1905 a class of twenty pupils was excellently fitted to begin their secondary studies.  … Room for its reception was made in the Union School, where, despite much painful crowding, very efficient work was accomplished.”  (Hilo Tribune, Sep 10, 1907)

“The Hilo High School began its career under that apellation on Sept. 6, 1905, under the direction of Mr. FA Richmond (‘a Stanford graduate and has been vice principal of the Honolulu High School’), CO Smith and Miss MP Potter.”

A site was needed.  “At a meeting of the Board of Trade … it was decided to recommend the Riverside school site for the new Hilo High School, and to remove the present Riverside school to the Masonic Hall lot opposite”. (Hilo Tribune, July 18, 1905)

“There were in the schools of Hilo nine grades – the beginning with Ninth being the only grade entitled by usage in the States to be called High School. However, grades Seven, Eight and Nine were assembled under the High School teachers, and proceeded to work in two of the upstairs rooms of the Hilo Union School.”

“Since that time two new grades have entered the High School, and the original students no constitute grades Nine, Ten and Eleven. One year from now the present eleventh grade will graduate as the 1908 Twelfth Grade. And the curriculum of the school will be completely taught.” (Hilo Tribune, Sep 10, 1907)

“The first class will be given (1) what is known as ‘first year Latin,’ to prepare the students to read Caesar; (2) English, comprehending correct composition, rather than criticism; (3) History-Ancient Greek and Roman; (4) Physical Geography; (5) Algebra, through quadratics, and (6), the study of some language, either French or German.” (Hilo Tribune, Aug 29, 1905)

“The work of the High School has been shaped to fit carefully local needs. Such students as feel the need of immediately getting into business will be given a Commercial Course in book keeping, typewriting, shorthand, commercial arithmetic, court reporting, etc.”

“Such students as have expectations of colleges will be given careful preparation for entrance to the best American colleges and Universities.” (Hilo Tribune, Sep 10, 1907)

The new school building opened September 9, 1907.  “The Hilo high school has four good, well-lighted and ventilated rooms downstairs, capable of accommodating 160 pupils.  There are six rooms upstairs there 100 additional pupils can receive instruction … The room for the commercial class is well equipped.”  (Advertiser, September 7, 1907)

Hilo High’s first graduating class consisted of seven students in 1909: Richard Kekoa, Amy Williams, Eliza Desha, Frank Arakawa, John Kennedy, Annie Napier and Herbert Westerbelt. (Mangiboyat)

Hilo High Auditorium was built in 1928. It was donated to the school by the Alumni Association. It was designed by a former student (and part of the first graduates) of Hilo High School, Frank Arakawa.

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Mun Lun School

Shortly after the arrival of Captain James Cook and his crews in 1778, the Chinese found their way to Hawaiʻi.  Some suggest Cook’s crew gave information about the “Sandwich Islands” when they stopped in Macao in December 1779, near the end of the third voyage. 

In 1788, British Captain John Meares commanded two vessels, the Iphigenia and the Felice, with crews of Europeans and 50-Chinese.  Shortly thereafter, in 1790, the American schooner Eleanora, with Simon Metcalf as master, reached Maui from Macao using a crew of 10-Americans and 45-Chinese.  (Nordyke & Lee)

Crewmen from China were employed as cooks, carpenters and artisans, and Chinese businessmen sailed as passengers to America. Some of these men disembarked in Hawai’i and remained as new settlers.

The growth of the Sandalwood trade with the Chinese market (where mainland merchants brought cotton, cloth and other goods for trade with the Hawaiians for their sandalwood – who would then trade the sandalwood in China) opened the eyes and doors to Hawaiʻi.

Although ancient Hawaiians brought sugar with them to the Islands centuries before (it was a canoe crop,) in 1802, Wong Tze-Chun brought a sugar mill and boilers to Hawaiʻi and is credited with the first production of sugar.  Later, Ahung and Atai built a sugar mill on Maui.

Sugar gradually replaced sandalwood and whaling in the mid-19th century and became the principal industry in the islands.

However, a shortage of laborers to work in the growing (in size and number) sugar plantations became a challenge.  The only answer was imported labor.

Starting in the 1850s, when the Hawaiian Legislature passed “An Act for the Governance of Masters and Servants,” a section of which provided the legal basis for contract-labor system, labor shortages were eased by bringing in contract workers from Asia, Europe and North America.  The first to arrive were the Chinese (1852.)

The sugar industry grew, so did the Chinese population in Hawaiʻi.  Between 1852 and 1884, the population of Chinese in Hawai’i increased from 364 to 18,254, to become almost a quarter of the population of the Kingdom (almost 30% of them were living in Honolulu.)  (Young – Nordyke & Lee)

Most Chinese plantation workers did not renew their five-year contracts, opting instead to return home or to work on smaller private farms or for other Chinese as clerks, as domestics in haole households, or they started their own businesses.

Chinatown reached its peak in the 1930s. In the days before air travel, visitors arrived here by cruise ship. Just a block up the street was the pier where they disembarked — and they often headed straight for the shops and restaurants of Chinatown, which mainlanders considered an exotic treat.

Because of excellent employment opportunities in Hawai‘i, as well as the high value placed by Chinese on education (even though most immigrants had little formal schooling), Chinese parents encouraged their sons to get as much education as possible.  (Glick)

When Chinese immigrants established communities and began raising families in America, many still maintained ties, personal and otherwise, with individuals and groups in their former homeland.

They also tended to continue to speak the language and to practice Chinese traditions and customs.

As they raised families, they were concerned that their progeny retain this heritage. Chinese schools came into being to fulfill at least part of this need, especially with respect to the language. (Lai)

In 1904 a group of activists concerned with China’s weakness in the international community and sympathetic to the political ideals of the Chinese Empire Reform Association formed the Qingnian Quluobu (Ching Nin Ke Lok Bo, or Youth Club).

Convinced that an educated citizenry was a prerequisite to a strong China, the club started classes in the Chinese language and military drills.

The same year it merged with the Qingnian Wuxuehui (Ching Nin Mo Hock Wui, or Youth Engaged in Study Association), a group with similar objectives-and some members who also belonged to the Youth Club-that had formed in 1901 to study Chinese and Confucianism.

The reorganized Ching Nin Mo Hock Ke Lok Bo (Youth Engaged in Study Club) began thrice-weekly Chinese classes. In 1907, club members combined their resources to purchase the site for a school, and by 1908 the group had received a permit from the territorial government to operate such an institution.

In 1909 Chen Yi’an (Yee Um Chun), chief editor of the Reform Association organ Sun Chung Kwack (New China), persuaded the group to open a school for children from the Chinese community. The club voted to tum over all its funds to the project.

The Chinese consul general also signified his intention to appropriate part of a proposed registration fee from each Chinese to support the school. Mun Lun School officially opened on February 4, 1911 with two teachers and 104 students, using the Ching Nin Mo Hock Ke Lok Bo clubhouse. (Lai)

Mun Lun is composed of two words, meaning “illuminating and enlightening” and “human relationships.”

It was the first school in Honolulu supported by Chinese; the building being finished in 1908, but the school has waited funds for maintenance.  (Thrum 1911)

Mun Lun School had begun with four teachers and an enrollment of 147.  It became an outstanding school with high standards.

The school began by offering only the elementary grades, but by 1931 it had added junior-middle-school-level classes, and by 1936 offered first-year senior-middle-school-level classes. (Lai)

By 1936 the school had expanded greatly, with 28 teachers and 1,348 students, the largest enrollment of any Chinese school in North America up to that time.

Then came WWII, and the school was closed. Re-opening ceremonies didn’t occur until March 1, 1948, when 289 students answered roll call.

Mun Lun School continues in Chinatown in Honolulu as an after-school school. It holds weekday classes Monday through Friday from 3 to 5 pm. There are Saturday classes as well.

Today (in year 2020), student enrollment stands at 267 (weekday and weekend classes combined), with twelve teachers, plus the principal who also teaches.  Mun Lun is the oldest Chinese language school in Hawaii, offering a Mandarin language national standards-based curriculum & a variety of cultural classes.

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