Collaboration

March 9, 2020 by Peter T Young 1 Comment

Definition of collaborate – “to work jointly with others or together …” (Merriam-Webster)

The recent Hawaiian Mission Houses Historic Site and Archives project “Letters from the Ali‘i,” more than 225 letters written by 42 different ali‘i between 1820-1907, helps illustrate the collaboration between the missionaries and the ali‘i.

These letters have been digitized, transcribed, translated and annotated by interns under the direction of Dr. Puakea Nogelmeier, Executive Director of the Awaiaulu Foundation.

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

Jon Yasuda was another of the intern translators who participated in the translation project. He received his Master’s Degree in Hawaiian Language from UH Mānoa.

In a November 4, 2016 interview on ‘Ōlelo’s ‘First Friday’, interviewer Manu Ka‘iama noted that “the nice thing about these letters is it kind of is a portal” that illustrate the feeling at the time and “you have some proof of that”. She asked what Yasuda found interesting in the letters; he noted:

“I think one thing that is interesting is that it really shows the way that the missionaries and a lot of the chiefs at the time needed to work together. They worked together, and through their letters we can see the ways … that they helped each other. And I think that both sides had things to share with each other that were beneficial to both sides.”

“I think that one thing that is commonly believed is that the missionaries really came in and started barking orders, and saying this is how it’s going to be … and you are going to do this and you are not going to do that and this is how you need to be. But what we are really seeing is that it wasn’t quite like that.”

“There were very few missionaries in comparison to how many Hawaiians there were at the time. And so, the letters really show us the way that the missionaries and Hawaiians worked together and how some of the things the missionaries brought, for example, sewing and some business, and trade were attractive to the Hawaiians at the time. And, they really had to work together for a lot.” (Jon Yasuda)

Puakea Nogelmeier had a similar conclusion. In remarks at a Hawaiian Mission Houses function he noted,

“The missionary effort is more successful in Hawai‘i than probably anywhere in the world, in the impact that it has on the character and the form of a nation. And so, that history is incredible; but history gets so blurry …”

“The missionary success cover decades and decades becomes sort of this huge force where people feel like the missionaries got off the boat barking orders … where they just kind of came in and took over. They got off the boat and said ‘stop dancing,’ ‘put on clothes,’ don’t sleep around.’”

“And it’s so not the case ….”

“The missionaries arrived here, and they’re a really remarkable bunch of people. They are scholars, they have got a dignity that goes with religious enterprise that the Hawaiians recognized immediately. …”

“The Hawaiians had been playing with the rest of the world for forty-years by the time the missionaries came here. The missionaries are not the first to the buffet and most people had messed up the food already.”

“(T)hey end up staying and the impact is immediate. They are the first outside group that doesn’t want to take advantage of you, one way or the other, get ahold of their goods, their food, or your daughter. … But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write”. (Puakea Nogelmeier)

When the Ali‘i Asked, the Missionaries Collaborated

An 1826 letter written by Kalanimōku to Hiram Bingham (written at a time when missionaries were being criticized) states, “Greetings Mr Bingham. Here is my message to all of you, our missionary teachers.”

“I am telling you that I have not seen your wrong doing. If I had seen you to be wrong, I would tell you all. No, you must all be good. Give us literacy and we will teach it. And, give us the word of God and we will heed it … for we have learned the word of God.”

“Then foreigners come, doing damage to our land. Foreigners of America and Britain. But don’t be angry, for we are to blame for you being faulted.”

“And it is not you foreigners, (it’s) the other foreigners.” (Kalanimōku to Bingham, 1826)

Ali‘i Asked the Missionaries for Christianity, the Missionaries Collaborated

“Here’s my message according to the words of Jehovah, I have given my heart to God and my body and my spirit. I have devoted myself to the church and Jesus Christ.”

“Have a look at this letter of mine, Mr Bingham and company. And if you see it and wish to send my message on to America to (your President,) that is up to you. Greetings to the chief of America. Regards to you all, Kalanimōku.” (Kalanimōku to Bingham, 1826)

Kaumuali‘i and his wife, Kapule, reiterated appreciation of the missionaries in letters transcribed on July 28, 1820 to the ABCFM and mother of a recently-arrived missionary wife.

“I wish to write a few lines to you, to thank you for the good Book you was so kind as to send by my son. I think it is a good book – one that God gave for us to read. I hope my people will soon read this, and all other good books …”

“When your good people learn me, I worship your God. I feel glad you good people come to help us. We know nothing here. American people very good – kind. I love them.” (Kapule to the mother of Mrs Ruggles)

Ali‘i Asked the Missionaries for Literacy, the Missionaries Collaborated

The arrival of the first company of American missionaries in Hawai¬ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of chiefs to stimulate the people to reading and writing.

“By August 30, 1825, only three years after the first printing of the pīʻāpā, 16,000 copies of spelling books, 4,000 copies of a small scripture tract, and 4,000 copies of a catechism had been printed and distributed.”

“On October 8, 1829, it was reported that 120,000 spelling books were printed in Hawaiʻi. These figures suggest that perhaps 90 percent of the Hawaiian population were in possession of a pīʻāpā book!”

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

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

Ali‘i Asked the Missionaries for More Teachers, the Missionaries Collaborated

On August 23, 1836, fifteen chiefs signed a letter addressed to the American missionaries, asking for more teachers,

Shortly after, the American Board of Commissioners for Foreign Missions (ABCFM) sent the largest company of missionaries to the Islands; including a large number of teachers.

Ali‘i Asked for a Special School for their Children, the Missionaries Collaborated

In 1839, King Kamehameha III, Hoapili and Kekāuluohi (mother of William Charles Lunalilo, who became the Kuhina Nui or regent of the Hawaiian Kingdom) signed a letter asking missionaries to run the Chiefs’ Children’s School.

In a missionary general meeting, “This subject was fully considered in connection with an application of the chiefs requesting the services of Mr. Cooke, as a teacher for their children; and it was voted, …

“That the mission comply with their request, provided they will carry out their promise to Mr. Cooke’s satisfaction; namely, to build a school house, sustain him in his authority, over the scholars, and support the school.” (Sandwich Islands Mission General Meeting Minutes, 1839)

The school was unique because for the first time aliʻi children would be brought together in a group to be taught, ostensibly, about the ways of governance. The School also acted as another important unifying force among the ruling elite, instilling in their children common principles, attitudes and values, as well as a shared vision.

Ali‘i Asked for Instruction in Western Governance, the Missionaries Collaborated

It was a time of transition, when the Hawaiian people were faced with the difficult task of adjusting themselves to changing conditions. They turned to their teachers, the American missionaries, for guidance along this intricate path.

The king and chiefs, acknowledging their own inexperience, had sought for a man of probity and some legal training who could act as their advisor in matters dealing with other nations and with foreigners within the Islands. (Judd)

Richards “accepted the invitation of the Chiefs to become their teacher, and entered into engagements with them which were signed on the 3d of July (1838). According to those engagements, (he) was to devote (his) time at (his) discretion to the instruction of the King and chiefs, as far as (he) could and remain at Lahaina, and do the public preaching.”

“(He) also met king & chiefs daily when other public business did not prevent, and as fast as (he) could prepare matter read it to them in the form of lectures. (He) endeavored to make the lectures as familiar as possible, by repeating them, and drawing the chiefs into free conversation on the subject of the Lecture.”

“The conversation frequently took so wide a range that there was abundant opportunity to refer to any and to every fault of the present system of government. But when the faults of the present system were pointed out & the chiefs felt them & then pressed me with the question, ‘Pehea la e pono ai,’ (How will it be bettered?)”

“A system of laws has been written out by (Boaz) Mahune, a graduate of the (Lahainaluna) high school, and he was directed by the King to conform them to the principles of Political Economy which they had learned. Those laws are some what extensive and protect all private property.”

“According to this code, no chief has any authority over any man, any farther than it is given him by specific enactment, and no tax can be levied, other than that which is specified in the printed law, and no chief can act as a judge in a case where he is personally interested, and no man can be dispossessed of land which he has put under cultivation except for crimes specified in the law.” (Richards Report to the Sandwich Islands Mission, May 1, 1839)

This is a summary; click HERE for more on Collaboration between the Hawaiians and missionaries.

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

A_Missionary_Preaching_to_the_Natives,_under_a_Skreen_of_platted_Cocoa-nut_leaves_at_Kairua_by_William_Ellis-1823

December 16, 2019 by Peter T Young Leave a Comment

Webster’s Way

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

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

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

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

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

Learning the Language by Syllables

Noah Webster (1758-1843) was the man of words in early 19th-century America. He compiled a dictionary which became the standard for American English; he also compiled The American Spelling Book, which was the basic textbook for young readers in early 19th-century America.

In the beginning part of his American Spelling Book, several signed a ‘Recommendation,’ stating, “Having examined the first part of the new Grammatical Institute of the English Language, published by Mr. Noah Webster we are of opinion, that it is far preferable, in the plan and execution, to Dilworth’s or any other Spelling Book, which has been introduced into [o]ur schools.”

The Speller’s Preface notes the priority in learning, “The syllables of words are divided as they are pronounced, and for this obvious reason, that children learn the language by the ear. Rules are of no consequence but to printers and adults. In Spelling Books they embarrass children, and double the labour of the teacher.”

“The whole design of dividing words into syllables at all, is to lead the pupil to the true pronunciation: and the easiest method to effect this purpose will forever be the best.” (Webster’s Speller)

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

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

Just as American schoolchildren spelled aloud by naming the letters that formed the first syllable, and then pronouncing the result: “b, a – ba,” so did Hawaiian learners. (However, back then, Webster used ‘y’ as a vowel; the missionaries did not.)

Pī ʻā pā

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

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

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

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

Webster’s way of teaching was practiced in Hawai‘i, as described by Andrews, “The teacher takes a Piapa (i.e., speller, primer,) sits down in front of a row or several rows of scholars, from ten to a hundred perhaps in number, all sitting on the ground, furnished perhaps with Piapas, perhaps not.”

“The teacher begins: says A. The scholars all repeat in concert after him, A. The teacher then says E. They repeat all together, as before E, and so on, repeating over and over, after the teacher, until all the alphabet is fixed in the memory, just in the order the letters stand in the book; and all this just as well without a book as with one. The abbs and spelling lesson are taught in the same way.” (Schütz 1994:163)

The Hawaiian version also used the names of the letters and the resultant syllable: bē ā – bā; by 1824, this had become the Hawaiian word for ‘alphabet’. However, after b had been eliminated from the alphabet, p took its place in this new name.

One result of applying this methodology to Hawaiian is that it produced a new word: Pi a pa. From that time on, the word for ‘alphabet’ has been pī‘āpā, first appearing with this spelling (minus the kahakō and ‘okina) in a book title in 1828.

The purpose of all these first exercises was to teach the mechanics of pronouncing words, one by one – syllable by syllable.

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

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

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

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

Pi-a-pa-01

Pi-a-pa-02-03

Pi-a-pa-04-05

Pi-a-pa-06-07

Pi-a-pa-08-09

Pi-a-pa-10-11

Pi-a-pa-12-13

Pi-a-pa-14-15

Pi-a-pa-16

November 19, 2017 by Peter T Young Leave a Comment

Collaboration

Definition of collaborate – “to work jointly with others or together …” (Merriam-Webster)

These letters have been digitized, transcribed, translated and annotated by interns under the direction of Dr. Puakea Nogelmeier, Executive Director of the Awaiaulu Foundation.

Jon Yasuda was one of the intern translators who participated in the translation project. He received his Master’s Degree in Hawaiian Language from UH Mānoa. He currently teaches Hawaiian Language at Punahou School.

She asked what Yasuda found interesting in the letters; he noted:

Manu Ka‘iama then noted:

“I think I hear what you are saying, and it is an important point to make and to remember is that their mission was very different, that first generation of missionaries. Their mission or their reason to be here, and the assistance that they provided the ali‘i goes without saying. I guess these letters probably pretty much show that.”

“You can see the relationship and you can see how they worked together and that they learned from each other. And, I would assume that is so and I think we are hard on the missionaries because of maybe the next generation of missionaries …”

“We do, many times, kind of just brush over that earlier history, and we shouldn’t make that mistake, because the fact that these letters show a relationship that you think is honorable….” (Manu Ka‘iama)

Jon Yasuda then added,

“I think literacy was … almost like the new technology of the time. And, that was something that was new. … When the missionaries came, there was already contact with the Western world for many years…. But this was the first time that literacy really began to take hold. The missionaries, when they came, they may have been the first group who came with a [united] purpose. They came together as a group and their purpose was to spread the Gospel the teachings of the Bible. …”

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

Click HERE for a link to comments by Jon Yasuda.

Puakea Nogelmeier had a similar conclusion. In remarks at a Hawaiian Mission Houses function he noted,

“And it’s so not the case ….”

Click HERE for a link to comments by Puakea Nogelmeier.

The Hawaiian frustration with the early foreigners and support for the missionaries is illustrated in comments from a couple chiefs of that time, Kaumuali‘i (King of Kauai) and Kalanimōku (chief councilor and prime minister to Kamehameha I, Kamehameha II and Kamehameha III.)

Missionary Samuel Ruggles notes in in his Journal entry on May 8, 1820, “The inhabitants treated me with all the attention and hospitality which their limited circumstances would afford; and even carried their generosity to excess …”

On May 10, 1820, Ruggles notes, “This afternoon the king (Kaumuali‘i) sent to me and requested that I would come and read to him in his bible. I read the first chapter of Genesis and explained to him what I read as well as I could.”

“He listened with strict attention, frequently asking pertinent questions, and said I can’t understand it all; I want to know it; you must learn my language fast, and then tell me all. No white man before ever read to me and talk like you.”

“Then foreigners come, doing damage to our land. Foreigners of America and Britain. But don’t be angry, for we are to blame for you being faulted. And it is not you foreigners, (it’s) the other foreigners.”

“Here’s my message according to the words of Jehovah, I have given my heart to God and my body and my spirit. I have devoted myself to the church and Jesus Christ.”

Click HERE to view/download Background Information on the Ali‘i Letters

(This includes links to the letters and discussions about them.)

Follow Peter T Young on Facebook

Follow Peter T Young on Google+

Follow Peter T Young on LinkedIn

Follow Peter T Young on Blogger

A_Missionary_Preaching_to_Hawaiians_on_the_lava_at_Kokukano,_Hawaii,_sketch_by_William_Ellis-1822-24