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March 14, 2022 by Peter T Young Leave a Comment

Corn

Growing, gathering and hunting for food was very important to both the Wampanoag and Pilgrims. For both cultures, good or bad harvests could mean the difference between comfort and hardship.

There were four ways the Wampanoag gathered food during the 1600s and before. These were hunting, fishing, harvesting wild plants and the planting of crops. The Wampanoag have been planting crops for about 1,200 years. 

Corn (what the Wampanoag called ewáchim-neash) was the most important staple food grown by the Wampanoag.

Winthrop wrote: “Nature hath delighted itself to beautify this Corne with a great variety of colours.” The chief variety of native corn (they sometimes called it ‘Indean Corne’) in the Cape Cod area was the northern flint variety usually in either white or yellow colors.

In the northern flint each plant only bore two, relatively short ears with only about eight rows of kernels and 30 to 40 kernels in a row. As Winthrop noted, there was “a great variety of colors including white corn, black corn, cherry red corn, yellow, blue, straw-colored, greenish and speckled.”

These were added to soups and other dishes such as nasaump, a thick and filling food made of corn. Some of the nuts and berries were eaten fresh, while others were dried and stored for future use.

Corn

Archaeologists and botanists long puzzled over the origins of corn domestication, and there were lively debates throughout the early 20th century. Now, the evidence seems clear that corn derives from a wild grass, teosinte.

Around 9,000 years ago, indigenous people in Central America (Mexico and Guatemala) figured out how to modify the wild grass to get it to produce larger seed kernels, finally producing an edible version of the plant. 

Fairly rapidly (in evolutionary terms), the first domesticators shared seeds along their trade routes and corn traveled both north and south. Archeologists have dated the first evidence of corn in the Southwestern United States at about 4,000 years ago. It is thought to have reached the Northeastern United States about 2,100 years ago. 

So by the time the Pilgrims arrived from England on the Mayflower, the Native Americans they met had long been engaged in extensive trade networks that spanned the entire continent.

But the remarkable fact is that the first humans to settle the Americas not only domesticated native plants like corn, squash, beans, tomatoes and more, but they also shared their knowledge of these plants with each other across vast distances.

For the most part, foods were eaten when they were available. Some foods, however, were preserved by drying or smoking. At harvest time, beans would be picked and eaten fresh, or dried and saved for winter food or for seeds. 

All corn would be dried on the cob. Some dried kernels would be removed to parch over a fire and then were pounded into nokehig, a fine corn flour used for a traveling food as well as thickening for soups.  Seeds were saved from all the best plants for planting the following year.

Corn has always been a versatile crop. Easily stored and preserved, it was an essential crop for the Native Americans.

Every part of it could be used, generating no waste at all. The corn itself could be ground into cornmeal for cornbread, corn syrup, and corn pudding. It could be dried out and used to make hominy, where the dried kernels are soaked in a wood ash lye and water solution until they split open, then drained and cooked over a fire.

The husks could be woven into mats or baskets or used to create dolls and other figures. Even the cobs found a use as fuel to burn, as ceremonial rattling sticks, or carved to create darts. Across the Americas, Native peoples bred different varieties and invented literally hundreds of recipes and ways to use corn. Today, corn cultivation is global, and the US is the single largest producer.

The Pilgrims Arrive at Plymouth

When the Wampanoag watched the Mayflower’s passengers come ashore at Patuxet, they did not see them as a threat.

“The Wampanoag had seen many ships before,” explained Tim Turner, Cherokee, manager of Plimoth Plantation’s Wampanoag Homesite and co-owner of Native Plymouth Tours.

“They had seen traders and fishermen, but they had not seen women and children before. In the Wampanoag ways, they never would have brought their women and children into harm. So, they saw them as a peaceful people for that reason.”

But they did not greet them right away either.

Squanto Saved the Pilgrims by Teaching them to Farm and Fish

The first direct contact was made by Samoset, a Monhegan from Maine, who came to the village on March 16, 1621.

Samoset told the Pilgrims that he knew of a Patuxet who could speak better English than he and that he would bring him and others to them.

The next day, he returned with Tisquantum (Squanto), a Wampanoag who befriended and helped the English that spring, showing them how to plant corn, fish and gather berries and nuts.

In the next few days the colonists were visited by several representatives of the Wampanoag, the main Native people in the area.

Squanto was the sole survivor of the Patuxet people, having been abducted by Hunt in 1614 to be sold into slavery in Spain. He had jumped ship and gone to England where he found employment on a trip to Newfoundland and other parts, before returning home in 1618, only to find all his people dead.

Without Squanto’s help and guidance, the Plymouth Colony would not have survived.

The Pilgrims Formed a Plantation

The colonists at Plymouth called their town a “plantation,” a word that comes from the word “plant.”

Farming was a major part of the Pilgrims’ lives.

They grew crops in large open fields. Women planted and tended vegetables and herbs in small gardens behind their houses. Because many of them had come from cities or towns in England with markets, many of the colonists had never farmed or gardened before coming to Plymouth. They were learning to feed themselves.

In Plymouth Colony the colonists’ diet was more varied. In New England, supplies of fish and shellfish were plentiful. Without hunting restrictions, deer, wild fowl, rabbits and other small animals were available to anyone who wanted to hunt them.

The Pilgrims also brought farm animals with them, including pigs, chickens, goats, and later, sheep and cows. These animals provided meat, eggs and dairy products for the colonists.

Families in Plymouth planted enough in their fields to feed themselves. Their main crop was a kind of corn they had never seen before.

The combination of available meat and shellfish, Indian corn and other field crops and garden plants made the Pilgrims’ diet a rich and varied one through most seasons of the year. Like the Wampanoag, however, the colonists experienced seasonal variations. Not all foods were available at every season of the year.

The Pilgrims tried to extend the life of their foods through preservation. Salting, the most common method of preservation, worked well for pork (meat from pigs) and fish. This method was sometimes combined with smoking for meats. Drying was also common. Vinegar pickles and sugar were also occasionally used to preserve foods.

Their lives depended on a good harvest.

Corn Used as Barter

As the years passed, the Pilgrims began to grow more food than they needed to eat.  Farming was not just a way to eat, then, but also a way to get goods that they could trade for sugar, spices, oil, vinegar, clothes, shoes, baskets and gunpowder.

The colonists also traded their extra Indian corn with Native People to get furs. The furs were then sent back to England to be sold. The money they made from selling furs was used to buy many of the goods they imported from England.

Later Construction of Grist Mill

“As also how they did pound their corne in morters, as these people were forcte to doe many years before  they could get a mille.”  (Bradford)

After more than a decade of laboriously grinding corn by hand in wooden mortars, the colony authorized the construction of a water-powered corn grinding mill on Town Brook in 1636.

Colonist John Jenney (who came in on the Little James in 1623) was given permission to run the mill and to take a portion of the corn that was brought for grinding as a payment or “toll.” After his death in 1644 John Jenney left the mill to his wife Sarah. Sarah, and later their son Samuel, ran the mill until 1683.

Nestled alongside Town Brook, and just a short walk from the waterfront and Mayflower II, the Plimoth Grist Mill (aka the Jenney Mill) tells the story of the grist (corn grinding) mill built by the Pilgrims in Plymouth Colony.  (The Mill burned down in 1837 and was rebuilt on its original site in 1970.)

Click the following link to a general summary about Corn:

https://imagesofoldhawaii.com/wp-content/uploads/Corn.pdf

© 2022 Hoʻokuleana LLC

Filed Under: Mayflower Summaries Tagged With: Cornwall, Mayflower, Pilgrims, Wampanoag

February 25, 2019 by Peter T Young 1 Comment

Foreign Mission School

In June 1810, Mills and James Richards petitioned the General Association of the Congregational Church to establish the foreign missions. American Board of Commissioners for Foreign Missions (ABCFM) was formed with a Board of members from Massachusetts and Connecticut.

ABCFM had its origin in the desire of several young men in the Andover Theological Seminary to preach the gospel in the heathen world. (The term ‘heathen’ (without the knowledge of Jesus Christ and God) was a term in use at the time (200-years ago.))

“The Board has established missions, in the order of time in which they are now named at Bombay, and Ceylon; among the Cherokees, Choctaws, and the Cherokees of the Arkansaw ….”

It is important to note that in the early nineteenth century all land west of the Ohio Valley was considered foreign territory. Westward continental expansion bled into the Pacific and beyond. (NPS)

By 1816, contributions to the ABCFM had declined. There were several reasons including post-War of 1812 recession and the fact that India and Ceylon (Sri Lanka) were too remote to hold public interest. (Wagner)

Folks saw a couple options: bring Indian and foreign youth into white communities and teach them there, or go out to them and teach them in their own communities. They chose the former.

“If the proper means were employed, no doubt can be entertained, that many of these Youths would become the instruments of good, to themselves and to the nations to which they belong. From the declarations o: providence of God, it is reasonable to hope, that some, if favoured with a religious education, would become the subjects of divine grace.”

“The great object in educating these Youths, is, that they may be employed as instruments of salvation to their benighted countrymen. Should they become qualified to preach the Gospel, they will possess many advantages over Missionaries, from this, or any other part of the Christian World.”

Formation of Foreign Mission School

“(W)e have a school at Cornwall, Connecticut, instituted for the purpose of educating youths of Heathen nations, with a view of their being useful in their respective countries. This school commenced in May, 1817. The number of pupils is at present about thirty; fifteen of whom are Indian youths, of principal families, belonging to five or six different Indian tribes …”

“… several of these last receive an allowance from the government; and I beg to commend them all to the favor of the President, as very promising youths, in a course of education, which will qualify them for extending influence, and for important usefulness, in their respective nations. They, as well as the pupils in the schools in the nations, are exercised in various labors, and inured to industry; and the school comprises most of the branches of academical education, and is under excellent instruction and government.” (Morse, 1822)

The object of the school was the education, in the US country, of heathen youth, so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate to the heathen nations such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

Cornwall’s Foreign Mission School exemplified evangelical efforts to recruit young men from indigenous cultures around the world, convert them to Christianity, educate them and train them to become preachers, health workers, translators and teachers back in their native lands.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1808 (after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent. In its first year, the Foreign Mission School had 12 students, more than half of whom were Hawaiian.

Curricula operated at various levels, as some of the pupils were more advanced in their studies while others where just learning basic literacy – the more advanced students helped teach the others.

Once enrolled, students spent seven hours a day in study. Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Students rose around 5 or 6 am and ate breakfast together at 7 am in the dining room of the steward’s house. Daily classes ran from 9 am to noon, and again from 2 to 5 pm, with all sessions taking place on the first floor of the main school building just across the street from the steward’s house.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

The coming of Henry ʻŌpūkahaʻia and other young Hawaiians to the US, who awakened a deep Christian sympathy in the churches, moved the ABCFM to establish a mission at the Islands. When asked “Who will return with these boys to their native land to teach the truths of salvation?”

Bingham and his classmate, Asa Thurston, were the first to respond, and offer their services to the Board. (Congregational Quarterly) They were ordained at Goshen, Connecticut on September 29, 1819; several years earlier from Goshen came the first official request for a mission to Hawai‘i; this ordination of foreign missionaries was the first held in the State of Connecticut.

“During its brief existence, Cornwall’s Foreign Mission School taught over 100 students. More importantly, however, it connected a small town in Connecticut to larger, international events, such as the flourishing Christian missionary movement. Additionally, it reveals the boundaries of tolerance in the early 1800s.” (Connecticut History) By the time the school closed in 1826, only fourteen students remained.

Click HERE to view/download for more information on the Foreign Mission School.

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Cornwall’s Foreign Mission School
Cornwall’s Foreign Mission School
Cornwall-home_of_the_Foreign_Mission_School-by_Barber-(WC)-1835
Cornwall-home_of_the_Foreign_Mission_School-by_Barber-(WC)-1835
Steward's_House
Steward’s_House
Steward's_House
Steward’s_House
Cornwall Valley Map Sketch-1825-26
Cornwall Valley Map Sketch-1825-26
Cornwall Map-1854
Cornwall Map-1854
Litchfield and Cornwall Map
Litchfield and Cornwall Map
Henry_Opukahaia,_ca. 1810s
Henry_Opukahaia,_ca. 1810s
Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree
Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree

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

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: Opukahaia, Hawaii, American Board of Commissioners of Foreign Missions, Cornwall, Foreign Mission School

June 16, 2017 by Peter T Young Leave a Comment

Steward’s House

In the years following his arrival in New England in the summer of 1809, ‘Ōpūkaha’ia would become integral to the founding of the Foreign Mission School in Cornwall, Connecticut.

‘Ōpūkaha‘ia became legendary for his earnest pursuit of an American education. He captured the hearts and Christian spirits of the New Haven community, where he first resided.

‘Ōpūkaha‘ia’s situation encouraged his hosts and community members to explore the possibility of creating a formal school in the US for students like him: “heathens” who were stranded in the US but who were interested in being “civilized” and “saved” nonetheless.

The Foreign Mission School was instituted in the autumn of 1816, and opened in the beginning of May, 1817. “There belong to it a commodious edifice for the school, a good mansion house, with a barn, and other out-buildings, and a garden, for the Principal; a house, barn, &c with a few acres of good tillage land for the Steward and Commons …”

“… all situated sufficiently near to each other and to the Congregational meeting-house, in the south parish of Cornwall, Connecticut, and eighty acres of excellent wood land, about a mile and a half distant.” (American Missionary Register, 1821)

The Foreign Mission School was a religious experiment. Instead of sending missionaries to foreign lands, it brought students to America.

It was believed that a mission school in religiously pious New England would be more efficient and effective than traditional mission schools established within ‘heathen’ settings because it removed these young students from the pagan influences of their native communities.

At the beginning of the school’s tenure, ‘Ōpūkaha‘ia was considered a leader of the student body, excelling in his studies, expressing his fondness for and understanding of the importance of the agricultural labor, and qualifying for a full church membership due to his devotion to his new faith.

Between 1819 and 1826, there were altogether ninety-seven students on the official record. The ages of these ninety-seven students ranged from ten to thirty.

Among them there were forty-three Indians, nineteen Hawaiians, thirteen Americans, five Chinese, three Marquesans, two Greeks, two Jews, two Malays, two Tahitians, one Bengalese, one Hindu, one Javanese, one New Zealander, one Portuguese, and one Scotch.

The year 1819 saw increased diversification of the student body as several Cherokee students arrived in Cornwall. Over the span of its operational years, the FMS taught Native Americans from fourteen tribes: one Abenaquis, eleven Cherokees, five Choctaws, five Delawares, one Mexican, one Mohegan, one Narragansett, two Ojibwas, two Omahas, three Oneidas, three Osages, two Senecas, four Stockbridges, and two Tuscaroras.

Due to the variety in national background, the students’ prior experiences were also enormously diverse. The majority came from seafaring careers; however, others were military personnel, farmers, barbers, coopers, servants and students from other schools.

The object of the School as set forth in the Constitution, is – “The education in our own country of Heathen Youths, in such manner, as, with subsequent professional instruction will qualify them to become useful Missionaries, Physicians, Surgeons, School Masters, or Interpreters …”

“… and to communicate to the Heathen Nations such knowledge in agriculture and the arts, as may prove the means of promoting Christianity and civilization.” (Missionary Herald, January 1821)

Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Students rose around 5 or 6 am and ate breakfast together at 7 am in the dining room of the steward’s house. Daily classes ran from 9 am to noon, and again from 2 to 5 pm, with all sessions taking place on the first floor of the main school building just across the street from the steward’s house.

Curricula operated at various levels, as some of the pupils were more advanced in their studies while others where just learning basic literacy – the more advanced students helped teach the others.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

The months of May and September included scheduled vacation times for the school’s boarded students; however, only certain pupils were authorized by the administration to “go abroad.”

Much of the Foreign Mission School’s campus buildings were acquired through donations. The citizenry of Cornwall donated fourteen acres of land as well as the building that would become the main educational site, which had been built in 1797 as a school house.

The ground floor of the school building housed one large classroom, while the second floor was refurbished for students’ quarters. Located near this school building was the Principal’s house. Purchased in 1815, the Principal’s house was acquired before the establishment of the school was complete.

The third of the main campus buildings, and certainly the most social and vibrant, was the Steward’s house. This building was constructed in 1814 by architect Eber Maxfield and was sold to the school. The exchange of property included 18-more acres that were used for agriculture by the students and staff.

As a site for regular and informal interactions between students and Cornwall residents, the Federal-style farmhouse (built 1814) served as the steward’s family home, the school dining hall, a boarding house and a nurse room for sick students. (Connecticut Trust for Historic Preservation)

According to the school ‘constitution,’ the role of the Steward was to “superintend the agricultural interests of the school,” though the actual responsibilities necessitated far more involvement with both the school’s operations and the students’ daily lives.

Over time, the Steward’s role expanded to include counseling and skills training. The Steward was expected to reside in the Steward’s House on the school campus. Thus, because of the consistent level of daily activity that mixed different communities within this house, the Steward remained abreast of the major events and social issues happening within the student body.

Steward’s duties were broadened to include supervising the school’s landed properties, training the scholars in the art of agriculture, bookkeeping and managing the FMS accounts, assuring a steady supply of firewood, buying and selling livestock, arranging travel for staff and students, providing the students with clothing, and hosting visitors, among others tasks.

Over time, there was an increased the level of care given to the students outside of their academic activities and instituted greater involvement between the steward’s family and the student body. For example, the steward’s wife was in charge of the kitchen and cooking.

Daily, she prepared bread and meals for all of the students. She also outfitted the students with new clothes and tended to the laundry and repair of these items. And, she was also primarily in charge of the students’ medical care.

Whenever one of the students fell ill, “he was moved into the Steward’s house” to live with the family for as long as was necessary for recovery. These duties also fell to daughters of the steward, who were effectively housewives in training.

The year the school opened, it housed twelve students. Enrollment doubled to twenty-four by the second year. Four students left as seven others joined in the school’s third year, bringing the enrollment to twenty-seven.

In the fourth and fifth years, enrollment rose to twenty-nine and thirty-five students, respectively. By the seventh year, however, the student body dropped to twenty-four. The school experienced another spike in enrollment in its eighth year with thirty-six pupils from seventeen different nations.

In its ninth year, the school’s population once again decreased, this time to twenty-five. By the time the school closed in 1826, only fourteen students remained.

Operated from 1817 to 1827, the Foreign Mission School remains the first and last experiment in a domestically located “foreign” mission and represents educational and social politics concerning racial tolerance, Asian and Native American migration, and American identity in the early 19th century.

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Steward's_House
Steward’s_House
Steward's_House
Steward’s_House
Steward’s house (far right)-School house (to left) (yellow)-1836
Steward’s house (far right)-School house (to left) (yellow)-1836
Cornwall Valley Map Sketch-1825-26
Cornwall Valley Map Sketch-1825-26
Cornwall Map-1854
Cornwall Map-1854
Henry_Opukahaia,_ca. 1810s
Henry_Opukahaia,_ca. 1810s
Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree
Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree

Filed Under: Buildings, Missionaries / Churches / Religious Buildings Tagged With: Kanui, Hopu, Honolii, Hawaii, Henry Opukahaia, Humehume, American Board of Commissioners of Foreign Missions, ABCFM, Cornwall, Foreign Mission School, Steward's House

April 6, 2017 by Peter T Young Leave a Comment

Mak-oo-wi-he-na

The American Board of Commissioners for Foreign Mission (ABCFM) “decided to establish a school in this country to train the natives of non-European races to become missionaries to their own peoples.”

“It was set up in (Cornwall) because of the salubrious climate, the remoteness from city allurements, the excellent character of the townspeople, the persuasion of the pastor .. and the donations of Cornwall citizens.”

“In the ten years of its existence about one hundred students attended, including forty-three American Indians, thirteen Americans (white), and twenty Hawaiians; the rest mainly other natives of the Pacific, including two Chinese.”

“Support for the school was widespread, coming not only from the inhabitants of Cornwall, but from sympathetic donors elsewhere in Connecticut—and from Massachusetts and New York as well. Those who could not give cash gave clothing and provisions; in addition, the students worked at nearby farms to help support themselves.” (Mitchell quoted by Schutz)

A notable student there was ‘Ōpūkaha‘ia, who noted, “Our school is going on very regularly, and the scholars are making some progress in their studies. One of the members is become new born in Christ since he has been here, and I trust there is no small degree of happiness. He is now rejoicing in the hope of the glory of God”. (‘Ōpūkaha‘ia Memoirs)

“While, on the one hand, there were instances of a conscientious application to study and to all the means of moral and religious improvement, it was cause of regret, on the other, that some of the beneficiaries were indolent and inattentive to the regulations of the institution.”

“As to the studies, which have been pursued, they have been extremely various, according to the previous advantages and proficiency of the learners.”

“Reading, writing, English grammar, geography, history, rhetoric, geometry, surveying, navigation, natural philosophy, and the Latin and Greek languages have been taught …”

“… and as but few were pursuing the same studies, at the same time, the labor of instruction has ever been much greater than, in other circumstances, it would have been. (Report of the ABCFM, 16th Annual Meeting, 1825)

One student, referenced as Mak-oo-wi-he-na from Owhyee (the Island of Hawai‘i), was referred to as David Brainerd (named for the famous early missionary to the Native American Indians, David Brainerd).

“In tracing events connected with (his) life … we are led gratefully to adore that Providence, which brought him from his native heathen country to this land of gospel light. When he engaged as a sailor to come to this land, his object was worldly gratification.”

“Totally ignorant of the unseen hand that directed his course, and of the immense mercy designed for him, in the eternal purpose of God, he landed in New-York in 1819.”

“From thence he went to Boston. There, meeting religious people who manifested special friendship for him, he by their assistance went to West-Brookfield, Mass. to be instructed.”

“Here it pleased the Saviour, as is believed, to manifest himself unto his soul. From Brookfield he came to the Foreign Mission School, in the summer of 1822, retaining still his religious feelings. In Aug. 1823, he was received into the church in Cornwall, and baptized by the name of David Brainerd.”

“He has been studious, and diligent in duty, his deportment amiable, and his life such as becomes the followers of Christ. He felt much for his countrymen, and expressed desires that he might communicate the gospel to them.”

“His teachers and the friends of missions, indulged a hope that his pious desires might, in due time be gratified. But infinite Wisdom has not thus ordained. In the course of last Winter, he was arrested by disease which proved to be the consumption (tuberculosis).”

“He submitted calmly, and interceded with God for his country. His mind was serene in expectation of death, and his christian hope remained steadfast to the end. While on the bed of languishment, he, like Obookiah, prayed and conversed upon religion with those around him.”

“On the day of his death he took affectionate leave of his companions, and resigned his spirit into the hands of his Saviour.” (The Guardian & Monitor, June 1825) Mak-oo-wi-he-na – David Brainard – died April 6, 1825.

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

Filed Under: Missionaries / Churches / Religious Buildings, Schools Tagged With: Mak-oo-wi-he-na, David Brainard, Hawaii, Henry Opukahaia, American Board of Commissioners of Foreign Missions, Cornwall, Foreign Mission School

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