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April 8, 2019 by Peter T Young Leave a Comment

The Alii, the Missionaries and Hawaii

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.)

The Mission Prudential Committee in giving instructions to the pioneers of 1819 said: “Your mission is a mission of mercy, and your work is to be wholly a labor of love. …”

“Your views are not to be limited to a low, narrow scale, but you are to open your hearts wide, and set your marks high. You are to aim at nothing short of covering these islands with fruitful fields, and pleasant dwellings and schools and churches, and of Christian civilization.” (The Friend)

The Laws and Regulations of the ABCFM stated, “No missionary or assistant missionary shall engage in any business or transaction whatever for the sake of private gain …”

“… nor shall anyone engage in transactions or employments yielding pecuniary profit, without first obtaining the consent of his brethren in the mission; and the profits, in all cases, shall be placed at the disposal of the mission.”

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”,) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

Collaboration between native Hawaiians and the American Protestant missionaries resulted in, among other things, the introduction of Christianity; the creation of the Hawaiian written language and widespread literacy; the promulgation of the concept of constitutional government; making Western medicine available; and the evolution of a new and distinctive musical tradition (with harmony and choral singing.)

Introduction of Christianity

Within five years of the initial arrival of the missionaries, a dozen chiefs had sought Christian baptism and church membership, including the king’s regent Kaʻahumanu. The Hawaiian people followed their native leaders, accepting the missionaries as their new priestly class. (Schulz)

Keōpūolani is said to have been the first convert of the missionaries in the Islands, receiving baptism from Rev. William Ellis in Lāhainā on September 16, 1823. Keōpūolani was spoken of “with admiration on account of her amiable temper and mild behavior”. (William Richards) She was ill and died shortly after her baptism.

On December 24, 1825, Kaʻahumanu, six other Chiefs and one makaʻāinana (commoner) were baptized and received Holy Communion at Kawaiahaʻo Church. This was the beginning of expanded admission into the Church.

Kamakau noted of her baptism, “Kaʻahumanu was the first fruit of the Kawaiahaʻo church … for she was the first to accept the word of God, and she was the one who led her chiefly relations as the first disciples of God’s church.”

Creation of the Hawaiian Written Language

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

Then, 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 alphabet continues in use today.

Widespread Literacy

The missionaries established schools associated with their missions across the Islands. This 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.

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

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

In 1839, King Kamehameha III called for the formation of the Chiefs’ Children’s School (Royal School.) The main goal of this school was to groom the next generation of the highest ranking Chiefs’ children and secure their positions for Hawaiʻi’s Kingdom. The King asked missionaries Amos Starr Cooke and Juliette Montague Cooke to teach the 16-royal children and run the school.

In this school, the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855 were educated, including: Alexander Liholiho (King Kamehameha IV;) Emma Naʻea Rooke (Queen Emma;) Lot Kapuāiwa (King Kamehameha V;) William Lunalilo (King Lunalilo;) Bernice Pauahi (Princess Bernice Pauahi Bishop, founder of Kamehameha Schools;) David Kalākaua (King Kalākaua) and Lydia Liliʻu Kamakaʻeha (Queen Liliʻuokalani.)

The King also saw the importance of education for all; “Statute for the Regulation of Schools” was passed by the King and chiefs on October 15, 1840.

Its preamble stated, “The basis on which the Kingdom rests is wisdom and knowledge. Peace and prosperity cannot prevail in the land, unless the people are taught in letters and in that which constitutes prosperity. If the children are not taught, ignorance must be perpetual, and children of the chiefs cannot prosper, nor any other children”.

Constitutional Government

Kamehameha III asked Richards (who had previously been asked to serve as Queen Keōpūolani’s religious teacher) to become an advisor to the King as instructor in law, political economy and the administration of affairs generally.

Richards gave classes to King Kamehameha III and his Chiefs on the Western ideas of rule of law and economics. His decision to assist the King ultimately resulted in his resignation from the mission, when the ABCFM board refused to allow him to belong to the mission while assisting the King.

“The Hawaiian people believed in William Richards (Rikeke), the foreigner who taught the king to change the government of the Hawaiian people to a constitutional monarchy and end that of a supreme ruler, and his views were adopted.” (Kamakau)

Of his own free will, King Kamehameha III granted the Constitution of 1840, as a benefit to his country and people, that established his Government upon a declared plan. (Rex v. Booth – Hanifin)

That constitution introduced the innovation of representatives chosen by the people (rather than, as previously, solely selected by the Aliʻi.) This gave the common people a share in the government’s actual political power for the first time.

Western Medicine

Later (when Richards was sent on a diplomatic mission to the US and Europe to recognize the rights of a sovereign Hawaiʻi,) King Kamehameha III asked missionary Judd to resign from the mission and serve as his advisor and translator.

Judd, a doctor by training, had originally come to the islands to serve as the missionary physician. While in that role, Judd set up part of the basement in the 1821 Mission House as a Western medicine pharmacy and doctor’s office, beginning in 1832.

Dr Judd did not dismiss Native Hawaiian medical practices. He thought Native Hawaiian practice should be improved. Over the years, Dr Judd modified his practice to include Native Hawaiian ingredients in his treatments.

Judd wrote the first medical book in the Hawaiian language and later formed the first medical school in the Islands. Ten students were accepted when it opened in 1870, all native Hawaiians (the school had a Hawaiians-only admissions policy.)

Distinctive Musical Tradition

Another lasting legacy left by the missionaries in the Islands related to music. Some songs were translations of Western songs into Hawaiian; some were original verse and melody.

Oli and mele were already a part of the Hawaiian tradition; it was delivered in an almost monotone way, without instrumentation, or with percussion (drums) or flutes.

“As the Hawaiian songs were unwritten, and adapted to chanting rather than metrical music, a line was measured by the breath; their hopuna, answering to our line, was as many words as could be easily cantilated at one breath.” (Bingham)

The missionaries introduced Western choral tradition, harmony, hymns, gospel music, and Western composition. In the early period, instrumentation included the “Church Bass,” a cello-like instrument and a flute. Later on, church organs, pianos, melodeons, and other instruments were introduced to Hawai`i.

One of the unique verses (sung to an old melody) was Hoʻonani Hole – Hoʻonani I Ka Makua Mau. Bingham wrote/translated it to Hawaiian and people sang it to a melody that dates back to the 1600s – today, it is known as the Hawaiian Doxology.

Another popular Hawaiian song was written by another missionary, Lorenzo Lyons. Lyons composed many poems and hymns; Lyons’ best known and beloved work is the hymn “Hawaiʻi Aloha,” sung to the tune of “I Left It All With Jesus.” The song was inducted into the Hawaiian Music Hall of Fame in 1998.

“Widely regarded as Hawaiʻi’s second anthem, this hymn is sung in both churches and public gatherings. It is performed at important government and social functions to bring people together in unity, and at the closing of Hawaiʻi Legislative sessions.” (Hawaiian Music Museum)

Today, the Hawaiian Mission Houses Historic Site and Archives (Hawaiian Mission Houses) promotes an understanding of the social history of 19th-century Hawai‘i and the relationship between the Aliʻi and the missionaries, and their critical, collaborative role in the formation of modern Hawai‘i.

Over the years, the growing partnership and collaboration between native Hawaiians and the American Protestant missionaries resulted in the introduction of Christianity, a written Hawaiian language, literacy, constitutional government, Western medicine and an evolving music tradition.

Click HERE for more on the Ali‘i and the missionaries.

Mission_Houses,_Honolulu,_ca._1837._Drawn_by_Wheeler_and_engraved_by-Kalama

September 15, 2018 by Peter T Young Leave a Comment

I aliʻi nō ke aliʻi i ke kānaka

A chief is a chief because of the people who serve him (Pukui 1983:125, verse 1150))

McGregor and MacKenzie (2014:96-105) provide a general description of governance at the Island, moku (district), ahupuaʻa and family scale.

“Although the ruling chiefs and their land stewards enjoyed certain appropriation rights over the land and the people, … this was a system of mutual obligation and benefit between the chiefs and the people.”

“The aliʻi nui (paramount chief) and aliʻi ʻai moku (district chiefs) controlled the land that was distributed among the makaʻāinana (common people).”

“The aliʻi nui (paramount chiefs) and aliʻi ʻai moku (district chiefs) were obligated to manage and oversee the production on the land in a manner that provided for the well-being of all the people through pono or balanced and judicious rule.”

“They regulated the use of scarce resources; apportioned these resources among the people according to principles of fair usage; regulated the use of water, which was the most valued resource of the land …”

“… assured that the irrigation systems were properly maintained; conducted proper rituals to the gods who embodied nature; and conserved the resources of the land through restriction and replacement policies.”

“In return, the families of commoners were obliged to provide labor service and products of the land to the aliʻi (chiefs) and konohiki (land stewards).”

“Functionally, the stratified structure for land utilization and stewardship followed this following basic hierarchy:
• aliʻi nui (paramount chief) of the island
• aliʻi ʻai moku (district chiefs) to oversee each moku
• aliʻi ʻai ahupuaʻa (land division chiefs) overseeing the ahupuaʻa
• konohiki (land chief, headman) who resided in the ahupuaʻa
• luna (and stewards) who assisted with specific issues (i.e. luna wai was responsible for the fresh water flow and irrigation system)
• makaʻāinana (common people) never owned or ruled land”

“While Native Hawaiian oral traditions record cases of arbitrary, irresponsible, and self-serving ruling chiefs who abused the people, they were clearly exceptional cases and such chiefs were quickly replaced with responsible chiefs who cared for the well-being of the people.”

The Hawaiian proverb (‘ōlelo no‘eau), “I aliʻi no ke aliʻi i ke kānaka,” “A chief is a chief because of the people who serve him,” reflects the Hawaiian attitude that the greatness of a chief was judged according to the welfare of the people under him. (McGregor 2007:29)

The Hawaiian historian David Malo wrote, “In former times, before Kamehameha, the chiefs took great care of their people. That was their appropriate business, to seek the comfort and welfare of the people, for a chief was called great in proportion to the number of his people”.

As the Native Hawaiian society became more stratified, kapu (sacred restrictions) were employed to elevate and separate the aliʻi nui (paramount chiefs) from the lesser aliʻi (chiefs) and the makaʻāinana (commoners). (Art by Herb Kane.)

Royalty-(HerbKane)

June 3, 2018 by Peter T Young 2 Comments

Bates’ View of the Tabu

“The will of the high chief was a law from which there was no appeal. He could decide all cases of disputation, levy taxes, and proclaim war, just as best suited his purposes, and none but the royal counselors were permitted to take the least exception.”

“During their life, they were approached with the most absolute veneration; and after death, they were deified and worshiped.”

“A system of landlordism existed, decreasing in subserviency until it reached the monarch, whom it left an absolute lord. This system was originated and sustained by war.”

“The victors always seized the lands of the vanquished, and then gave them their followers. If a king, or chief, or sub-landlord, when passing through his district, happened to see a fine taro-patch, a hog, a mat, or a calabash, that suited his ideas, he had only to claim it, and it became his own.”

“If they wished to build a house, cultivate a tract of land, turn a water-course, or erect a temple for the gods, they had only to summon the people from a district, the entire island, or a neighboring island, and the work was speedily accomplished.”

“To refuse to obey the summons was to insure instant death. There were no courts of justice, no trials by jury, no fixed law, either oral or written.”

“The property, the services, the life, and almost the souls of the people, were claimed by their rulers.”

“But the broadest and most gloomy page of their past history is that which records their religious condition. It was a unity of Church and State.”

“The two heads of the nation were the king and priest, but the hierarch was paramount. There was a reciprocity of sacerdotal and kingly power: the first promised the favor of the gods, the latter the support of the spears hurled by banded warriors.”

“The paramount claims of the hierarch soon found a solid support in the foundation of the most hellish system … that has ever cursed fallen humanity. This was the tabu system.”

“As the tabu system expanded and strengthened, it imposed restrictions on every act, word, and thought; it covered every article of food, and related to every act of religious worship; it was so framed, that it was absolutely impossible not to violate its bloody requirements; its mandates even entered the sanctuaries families, and imposed a heavy restriction upon the rights of men and women.”

“When a couple entered the marriage state, the man must build an eating-house for himself, another for his god, another for a dormitory, another for his wife to eat in, and another in which to beat kapa: these four the men had to build.”

“In addition to this, he had food to provide; then he heated the oven and baked for his wife; then he heated the oven and baked for himself; then he opened the oven containing his wife’s taro, and pounded it; then he performed the same operation on his own.”

“The husband ate in his house, and the wife ate in hers. They did not eat together, lest they should be slain for violating the tabu.”

“A tabu existed in relation to idols. The gods of the chiefs and common people were of wood. If one made his idol of an apple-tree, the apple-tree was afterward tabu to him. So of all the trees of which idols were made.”

“So, too, of articles of food. If one employed taro as an object of his idolatry, to him the taro became sacred, and might not be eaten by him. Thus it was with every object of which a god was made.”

“Birds were objects of worship. If a hen, the hen was to him sacred. So of all the birds which were deified. Beasts were objects of worship. If a hog, the hog was sacred to him who chose it for his god. So, too, of all quadrupeds of which gods were made.”

“Stones were objects of worship, and tabu, so that one might not sit on them.”

“Fish were idolized. If one adopted the shark as his god, to him the shark was sacred. So, also, of all fish; so of all things in heaven and earth: even the bones of men were transformed into objects of worship.”

“A tabu was imposed on such accidental events as it was impossible for the common people to avoid. Hence, if the shadow of a common man fell on a chief-if he went into a chief’s yard-if he put on a kapa or malo of the chief, or wore the chief’s consecrated mat, or if he went upon the chief’s house, it was death!”

“So, if he stood when the king’s bathing-water, or kapa, or malo were carried along, or when the king’s name were mentioned in song, or if he walked in the shade of a chief’s house with his head besmeared with clay, or with a wreath round it, or wearing a kapa mantle, or with his head wet, it was certain death!”

“There were many other offenses of the people which were made capital by the chiefs and priests. H a woman ate pork, cocoanuts, bananas, a certain kind of fish, or lobster, it was death. To be found in a canoe on a tabu, day was death.”

“If a man committed a crime, he died; if he was irreligious, he died; if he indulged in connubial pleasures on a tabu, day, or if he made the slightest noise while prayers were saying, he had to die.”

“While the common people could commit no crime under penalty of death, the priests did as they pleased.”

“When one deemed it desirable that a temple should be built, he applied to the king, who commanded the natives to construct it; which being done, the king and priest were sacred; and on the day when a log of wood was obtained for a god, a man was sacrificed in order to impart power to the wooden deity.”

“When sacrifices were offered, men were slain and laid upon the altar with swine; if a fish proper for an offering could not be obtained, a man was sacrificed in its stead; and human victims were required on other occasions.”

“The king and the priest were much alike, and they constituted the main burden of the nation.” (All here is from Bates.)

Hikiau_Heiau_illustration-William_Ellis_(Captian_Cook’s_Crew)-1782

April 10, 2018 by Peter T Young Leave a Comment

Aliʻi Letters John Papa Ii to Amos Cooke April 10, 1843

Hawaiian Mission Houses Historic Site and Archives (Mission Houses) collaborated with Awaiaulu Foundation to digitize, transcribe, translate and annotate over 200-letters written by 33-Chiefs.

The letters, written between 1823 and 1887, are assembled from three different collections: the ABCFM Collection held by Harvard’s Houghton Library, the HEA Collection of the Hawaii Conference-United Church of Christ and the Hawaiian Mission Children’s Society.

These letters provide insight into what the Ali‘i (Chiefs) were doing and thinking at the time, as well as demonstrate the close working relationship and collaboration between the aliʻi and the missionaries.

In this letter, John Papa ʻĪʻī writes to Amos and Juliette Cooke at the Chief’s Children’s School in Honolulu, informing them about things in Lahaina, where he and Dr. Judd are traveling with students from the school.

John Papa ʻĪʻī began his service in the royal court when he served as an attendant to Liholiho, Kamehameha II. Īʻī later became a trusted advisor and chief in the court of Kauikeaouli, Kamehameha III and continued to serve the sovereigns of Hawaiʻi until his death in 1870. At the time of this letter, he is escorting the boys from the Chiefs’ Children’s School as they travel in Lahaina.

Mr. Amos Starr Cooke was a missionary with the eighth company. He and his wife, Juliette Montague Cooke, ran the Chiefs’ Children’s School. Sarai, the wife of John Papa ‘Ī‘ī at the time of this letter, assisted at the Chiefs’ Children’s School.

In part, the letter notes:

“Wainee, April 10, 1843”

“Greetings to you two, Mr. and Mrs. Cooke,”

“Because we are apart these days, unable to converse one mouth to another, it is necessary to clarify by letter the various aspects of our stay. Because of that, I am informing you about us and the boys of ours.”

“From the first day of our stay here until now, it has been as it is when we all stay together, either there or here. They do not resist, and they are not a burden; our stay here is pleasant.”

“The domicile is peaceful, staying here at the house and going to the ocean to swim last Saturday, horseback riding that evening, and going to church yesterday.”

“The boys went to English-language services twice, all of us in the morning and then just Dr. Judd and the four boys went again.”

“And that night we sailed to the ship, the four boys and the two of us. Dr. Judd took over Sunday School. We saw someone talking with Dr. Judd, possible help for all of us, however it was not clear. …”

“We miss you folks very much and pray to God on your behalf, to help you folks and us as well. Much affection to the two of you and the young girls”.

Here’s a link to the original letter, its transcription, translation and annotation (scroll down):
https://hmha.missionhouses.org/files/original/77b4e4f2532453409fd570f4b9a498c5.pdf

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.) They arrived in the Islands and anchored at Kailua-Kona on April 4, 1820.

One of the earliest efforts of the missionaries, who arrived in 1820, was the identification and selection of important communities (generally near ports and aliʻi residences) as “stations” for the regional church and school centers across the Hawaiian Islands.

Hawaiian Mission Houses’ Strategic Plan themes note that the collaboration between Native Hawaiians and American Protestant missionaries resulted in the
• The introduction of Christianity;
• The development of a written Hawaiian language and establishment of schools that resulted in widespread literacy;
• The promulgation of the concept of constitutional government;
• The combination of Hawaiian with Western medicine, and
• The evolution of a new and distinctive musical tradition (with harmony and choral singing).