Images of Old Hawaiʻi

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The Alii, the Missionaries and Hawaii

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

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.”

After 164-days at sea, on April 4, 1820, the Thaddeus arrived and anchored at Kailua-Kona on the Island of Hawaiʻi. Over the years, the missionaries set up missions across the islands.

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.

© 2026 Hoʻokuleana LLC

by Peter T Young Leave a Comment

Education in Hawaiʻi

Before the foreigners arrived, Hawaiians had a vocational learning system, where everyone was taught a certain skill by the kahuna.  Skills taught included canoe builder, medicine men, genealogists, navigators, farmers, house builders and priests.

The arrival of the first company of American missionaries in Hawaiʻi in 1820 marked the beginning of Hawaiʻiʻi’s phenomenal rise to literacy. The missionaries were the teachers and 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 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built 1,103 schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 52,882 students.  (Laimana)

The proliferation of schoolhouses was augmented by the printing of 140,000 copies of the pīʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers.  (Laimana)

The word pīʻāpā is said to have been derived from the method of teaching Hawaiians to begin the alphabet “b, a, ba.” The Hawaiians pronounced “b” like “p” and said “pī ʻā pā.”  (Pukui)

In 1831, Lahainaluna Seminary, started by missionary Lorrin Andrews, was created in Maui to be a school for teachers and preachers so that they could teach on the islands. The islands’ first newspaper, Ka Lama Hawaii, was printed at this school.

Hilo Boarding School opened in 1836, built by missionary David Lyman, a missionary. Eight boys lived there the first year. This school was so successful a girls’ boarding school was created in 1838.

Oʻahu’s first school was called the Chiefs’ Children’s School (Royal School.)  The cornerstone of the original school was laid on June 28, 1839 in the area of the old barracks of ʻIolani Palace (at about the site of the present State Capitol of Hawaiʻi.)

The school was created by King Kamehameha III, and at his request was run by missionaries Mr. and Mrs. Amos S. Cooke; the main goal of this school was to groom the next generation of the highest ranking chief’s children of the realm and secure their positions for Hawaiʻi’s Kingdom.

The Chiefs’ Children’s School was unique because for the first time Aliʻi children were 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.

Kamehameha III called for a highly-organized educational system; the Constitution of 1840 helped Hawaiʻi public schools become reorganized.

William Richards, a missionary, helped start the reorganization, and was later replaced by missionary Richard Armstrong.  Richard Armstrong is known as the “the father of American education in Hawaiʻi.”

“Statute for the Regulation of Schools” 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”.

The creation of the Common Schools (where the 3 Rs were taught) marks the beginning of the government’s involvement in education in Hawaiʻi.  At first, the schools were no more than grass huts.

Armstrong helped bring better textbooks, qualified teachers and better school buildings.  Students were taught in Hawaiian how to read, write, math, geography, singing and to be “God-fearing” citizens. (By 1863, three years after Armstrong’s death, the missionaries stopped being a part of Hawaiʻi’s education system.)

The 1840 educational law mandated compulsory attendance for children ages four to fourteen. Any village that had fifteen or more school-age children was required to provide a school for their students.

Oʻahu College, later named Punahou School, was founded in 1841 on land given to missionary Hiram Bingham by Boki (at the request of Kaʻahumanu.)  Bingham gave the land to the mission for the school.

By 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91 percent – and perhaps as high as 95 percent – by 1834. (Laimana)

From 1820 to 1832, in which Hawaiian literacy grew by 91 percent, the literacy rate on the US continent grew by only 6 percent and did not exceed the 90 percent level until 1902 – three hundred years after the first settlers landed in Jamestown. By way of comparison, it is significant that overall European literacy rates in 1850 had not risen much above 50 percent. (Laimana)

The government-sponsored education system in Hawaiʻi is the longest running public school system west of the Mississippi River.  To this day, Hawaiʻi is the only state to have a completely-centralized State public school system.

For more on this, click the link: Education in Hawaii.

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by Peter T Young Leave a Comment

Missionaries Lay The Foundation for a System of Public Instruction

Merze Tate, Professor of History at Howard University, wrote a 1961 article titled, The Sandwich Island Missionaries Lay the Foundation for a system of Public Education in Hawaii. The following is taken from that article.

“Aside from conversions, one of the most notable achievements of the Congregational and Presbyterian missionaries sent to the Sandwich Islands under the auspices of the American Board of Commissioners for Foreign Missions was the development of an educational system for the nation.”

“A broad enlightenment program for the islanders depended upon instruction in the indigenous tongue and this, of necessity, was delayed until the pioneer teachers had learned the language and reduced it to a written form. Nevertheless, before the evangelists were well settled at [Kailua-Kona], on Hawaii, and Honolulu and Waimea, on Oahu, they made a start in English.”

“The missionaries reasoned that if the masses were to be made literate within a reasonable period they would have to be taught in their own tongue.”  (Merze Tate)

The cycle of missionary educational endeavor divides itself roughly into three periods: first was a decade of establishment and experimentation, lasting from 1820 to about 1831. Here the language was reduced to a written form, teaching materials were printed and adults learned the rudiments of reading and writing.

The second period, from 1831 to 1840 was characterized by a shift from adult to child education. By improvement in training teachers to teach.

Finally, the following two decades where the missionaries gradually relinquished their control of educational activities; this saw the establishment of public education under governmental control in 1840, and lasted to 1863 when the ABCFM ended the mission in Hawai‘i. (Whist)

“After the first printed sheets came from the press in the Hawaiian language, on January 7, 1822, and all were able to see their own words in print, learning to read, write, and spell was comparatively easy”.

“After the chiefs beheld their language in print they began to manifest a more lively interest in education for themselves and for their children and in the establishment and maintenance of schools for their people.”

“After the public advocacy of instruction by the highest chiefs, in April 1824, similar action came from all parts of the kingdom.  Learning also received a great impulse from the personal tours of the vigorous Kaahumanu, who went all through the islands commanding the people to listen to the Kumus, or missionary teachers, and the chiefs to provide facilities for schools.”

“Because of the lack of paper and slates, writing was taught only to a very limited extent, and arithmetic hardly at all until an eight-page pamphlet on the subject was published at the beginning of 1828.”

“By 1825 the people stood waiting for instruction while the missionaries were endeavoring to bring out a new supply of spelling books, which would make possible the doubling of the number of schools.”

“Between April 1 and October 15, 1825, the mission station on Oahu distributed 16,000 copies of their Elementary Lessons [Pi-a-pa], nearly all of which were used in schools. Outside these, however, there were multitudes anxious to learn but could not be furnished with competent teachers or palapala.”

“Men and women as well as children, requested enrollment in the first schools and eagerly sought the materials of instruction by bringing at different times in the course of the season sugar cane, taro, a bunch of bananas, a fowl, or a kid, a bundle of sticks for firewood, a ball of native cord, or the offer of some kind of work to exchange for a spelling book.”

“Obviously, the few missionaries in Hawaii could not, in addition to their primary evangelical duties, personally instruct the multitude of pupils seeking education or give adequate supervision to numerous schools scattered throughout the islands.”

“It was necessary to utilize the services of Hawaiian teachers. For the periodic inspection of the numerous schools two methods were used: quarterly examination (hoike) of as many as possible of the pupils of a whole district in a convenient place, and tours throughout a district or about an island by one or more missionaries or Hawaiians appointed for that purpose.”

“The first method, however, stimulated community interest, made the youth more eager in their pursuit of the new learning, and became gala occasions, ending in a feast.”

“The evangelists’ initial educational work, despite its limitations, produced important and enduring results and laid the foundation upon which they were able to intensify their educational efforts and to establish permanent educational monuments in the 1830’s.”

“There was continued increase in the number of people receiving instruction.  In 1828, 37,000 were in school, while two years later the number stood at 41,283, with 20,000 scholars on Hawaii, 10,385 or Maui, 6,398 on Oahu, and about 4,500 on Kauai.”

“The following year there were 1,100 common schools in operation with a pupil enrollment of 52,000. By the close of that year the Pi-a-pa had gone through nine editions to place a total of 190,000 copies in circulation.”

“However, at times during this period of educational expansion schools in some districts were practically deserted for work on the land or in collecting sandalwood in the forests.”

“After the heaviest pressure of adult education was over, the missionaries, realizing that the hope of the nation lay in its children, gave more attention to teaching youngsters.”

“The first school built exclusively for Hawaiian children met in 1832 in a large, badly constructed, unfurnished building which used adobe bricks for seats and desks, and had no glass windows.  But even this ‘step in the ladder of progress’ was demolished in an autumn storm.”

“The Sandwich Islands Mission, in June 1831, however, resolved to establish a high school to ‘instruct men of peity and promising talents’ in order that they might become assistant teachers.”

“The school, with Rev. Lorrin Andrews as principal and sole instructor, was delightfully located at Lahainaluna, or Upper Lahaina, on a high elevation about two miles back from the port of Lahaina, on Maui. Governor Hoopili made a grant of land of one thousand acres, which concession was later confirmed by King Kamehameha III.”

“Although started as an experiment to qualify Hawaiian teachers in ‘the best methods of communicating instruction to others,’ the first twenty-five students had already taught and had had some training at the mission stations.  Moreover, almost all were married men who brought their wives with them.”

“In 1833, the missionaries resolved to initiate a manual labor system in connection with the studies at the high school and in the following year decided to enlarge and put the institution on a permanent basis/”

“From Lahainaluna, on February 14, 1834, was issued the first Hawaiian newspaper, in fact the first paper west of the Rocky Mountains in the North Pacific, Ka Lama Hawaii, or Hawaiian Luminary, which contained miscellaneous instruction for the school.”

“In addition to Lahainaluna, several other educational institutions were established during the decade of the 1830’s.”

“In 1839, at the request of the chiefs, a family or boarding school was opened in Honolulu for the education of their children [Chiefs’ Children’s School, Royal School]. That these young chiefs should be in school under systematic instruction was considered of immense importance, both for their and the Hawaiian kingdom’s welfare and future.”

“The old chiefs were rapidly disappearing and if their heirs were to fill their places, they must be well prepared. They must either acquire a good education or become extinct as chiefs.”

“Up to 1840, when the mission surrendered the administration of the common schools to the government, the major share of the responsibility for the education of Hawaiian youth was in the hands of the American Protestant missionaries.”

“After that date, as we have seen, they established and continued to operate more select and boarding schools for an increasing number of Hawaiians who were able to pay something toward the education of their children.”

“The station and boarding schools for native Hawaiians which the missionaries founded were their pride, their joy, their hope, and their stronghold of the nation.”

“Through their instrumentality the evangelists expected to raise and influence an intelligent and somewhat educated people, and in this aspiration they were not disappointed.”

“Initially, the Sandwich Islands Mission – for both humanitarian and selfish reasons – resisted the proposal to make English the language of the nation and to teach the subject in all the mission schools.” (Merze Tate)

In a letter to the Sandwich Island Mission, Rufus Anderson, corresponding secretary for the American Board of Commissioners for Foreign Mission (ABCFM) in Boston, wrote on April 10, 1846: “I trust you will not fall in with the notion, which I am told is favored by some one at least in the government, of introducing the English language, to take the place of the Hawaiian.”

“I cannot suppose there is a design to bring the Saxon race in to supplant the native, but nothing would be more sure to accomplish this result, and that speedily.” (Hawaiian Language Policy and the Courts, Lucas)

The arrival of the first company of American missionaries in Hawai­ʻi 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.

John Laimana tells us that by 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built 1,103 schoolhouses. This covered every district throughout the eight major Islands and serviced an estimated 52,882 students.

The proliferation of schoolhouses was augmented by the printing of 140,000 copies of the pī-ʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers.

By 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91-percent – and perhaps as high as 95-percent – by 1834. (Laimana)

Missionary Hiram Bingham stated that the rise in literacy and education, “was like laying a corner stone of an important edifice for the nation.”

“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)

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands”.  (Lee, December 2, 1847, Privy Council Minutes)

“Thus we may conclude that the educational work of the Sandwich Islands Mission was of incalculable value in disseminating knowledge to all classes of people, in the kingdom, in planting and nurturing religious concepts and some of the better features of western civilization, and in laying the foundation for a system of public instruction”. (Merze Tate)

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by Peter T Young Leave a Comment

Niʻihau School

Enrollment in Hawaiʻi’s public schools (295-Hawaiʻi State Department of Education (DOE) schools (including 37-Charter schools)) is counted as 167,649 for the 2023-24 school year (about 12,400 of these are in Charter schools.)

The largest public schools (all K-12) are Campbell High (2,875,) Waipahu High (2,516,) Mililani High (2,432,) Farrington (2,072) and Moanalua (1933.) The smallest include, Maunaloa Elementary (43), the Hawaii School for the Deaf and the Blind (52), Kilohana Elementary (79) and Keolu Elementary (91)

Niʻihau High and Elementary School (K-12) is the smallest public school in the state; according to a Hawaii Department of Education report its 2023-24 enrollment was 20-students (twice the number they had 10-years ago).

Ni‘ihau School is near the village of Puʻuwai on the Island of Niʻihau and consists of three classroom buildings and a combination cafeteria and meeting hall.

Enrollment at the school fluctuates as children travel to and from Kauai for several weeks at a time. Students are first taught in English. Niʻihau High and Elementary (grades K-12) primary focus is on improving reading and math skills of students. (DOE)

Elective classes include chorus, drawing and painting, Hawaiian arts and crafts, Hawaiian dance, keyboarding, music appreciation, Polynesian music, ukulele and a writing workshop.

Students at Niʻihau School excel in the area of fine arts, particularly chorus and ukulele. The expression of the arts is evident in community celebrations such as Family Literacy Day and graduation.  (DOE)

A photovoltaic-cell system was installed at the school during the summer of 2007; this enabled reliable refrigeration and use of technological hardware.

The 2020 Census noted that the total population on Niʻihau was 84-people; there were 18-housing units. (2020 Decennial Census)

Ni‘ihau is approximately 70-square miles or 44,800-acres.  It’s about 17-miles west of Kauaʻi.  The island’s highest point is 1,281-feet; approximately 78% of the island is below 500-feet in elevation.   Located inside Kauai’s rain shadow, Ni‘ihau receives only about 20 to 40-inches of rain per year.  Ni‘ihau has no perennial streams.  (DLNR)

“There was no appearance of any running stream; and though they found some small wells, in which the fresh water was tolerably good, it seemed scarce.”

“The habitations of the natives were thinly scattered about; and, it was supposed, that there could not be more than five hundred people upon the island, as the greatest part were seen at the marketing-place of our party, and few found about the houses by those who walked up the country.”  (Cook’s Journal)

With limited rainfall and no perennial streams, for people to survive on the island, they likely farmed ʻuala (sweet potato) and/or uhi (yams.)  The evidence indicates Niʻihau produced excellent ʻuala and/or uhi.

“The eastern coast is high, and rises abruptly from the sea, but the rest of the island consists of low ground; excepting a round bluff head on the southeast point. It produces abundance of yams, and of the sweet root called Tee … they brought us several large roots of a brown colour, shaped like a yam, and from six to ten pounds in weight.”

“The juice, which it yields in great abundance, is very sweet, and of a pleasant taste, and was found to be an excellent substitute for sugar. The natives are very fond of it, and use it as an article of their common diet … We could not learn to what species of plant it belonged, having never been able to procure the leaves ….”  (Cook’s Journal)

For many years Niʻihau was called Yam Island by Western sailors because of the high quality of yams grown there.  A map of Yam Bay and the island of Niʻihau appeared in Captain George Dixon’s journal in 1788.  (Joesting)

So, while the island has limited rainfall, it was sufficient to grow food and sustain a population of around 500 (according to Cook.)  Niʻihau had a population of 790 people in 1853.  The census of 1860 reported a Niʻihau population of 647.

In the Māhele (1848,) Victoria Kamāmalu (sister of Kamehameha IV and V) claimed Niʻihau, however returned it and the land was retained by the government.  A couple Land Commission Awards were made to Koakanu, as well as a sale to Papapa.

In 1863, King Kamehameha IV offered to sell the island of Niʻihau to the Sinclair family.  (Joesting)  A final purchase price of $10,000 was agreed upon.  (Later, the family includes the Sinclairs, Gays, Robinsons and Knudsens.)

 “The whole island is now owned by a Presbyterian family of Scotch origin, who received me very kindly, & who will assist our work there very materially & very heartily.  The native population now remaining there is about 250 in number.” (Gulick to Anderson ABCFM (1865,) (Joesting)

 “It is said that the transfer of the island involved some hardships, owing to a number of the natives having neglected to legalize their claims to their kuleanas, but the present possessors have made themselves thoroughly acquainted with the language, and take the warmest interest in the island population.”  (Isabella Bird, 1894)

The Sinclairs “bought sheep and cattle from the big ranches on Hawaii, and took them, with some fine sheep (they) brought with (them) from New Zealand, (began a) new ranch on Niihau.”  (Von Holt)  They hired the Hawaiians to help with the ranch and the island.

“The natives on Niihau and in this part of Kauai, call Mrs. (Sinclair) “Mama.” Their rent seems to consist in giving one or more days’ service in a month, so it is a revival of the old feudality. … It is a busy life, owing to the large number of natives daily employed, and the necessity of looking after the native lunas, or overseers.”  (Isabella Bird, 1894)

Today, Niʻihau has about 84-people who live at Pu‘uwai village, on the western (leeward) side of the island.  Niʻihau is nicknamed the “Forbidden Island,” because the Robinsons (present owners and descendants of the original Sinclairs) strictly limit access to the island.

The island lacks basic municipal infrastructure.  There are no paved roads (walking, horseback or bicycle are the only transportation options on Ni‘ihau.)  No water and wastewater systems.  No stores.  No restaurants.  No doctors.  No police.  No fire department. (But it has the only school in the State – and perhaps the only one in the country – powered by photovoltaic.)

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by Peter T Young Leave a Comment

Writing An Oral Language

When Captain Cook first visited the Hawaiian Islands, Hawaiian was a spoken language but not a written language.  Historical accounts were passed down orally, through chants and songs.

After western contact and attempts to write about Hawaii, early writers tried to spell words based on the sound of the words they heard.  People heard words differently, so it was not uncommon for words to be spelled differently, depending on the writer.

The planning for the formal written Hawaiian language in the early part of the nineteenth century was started by the American Protestant missionaries who arrived in Hawai‘i, starting in 1820.

A committee of some of these missionaries (Hiram Bingham, C. S. Stewart and Levi Chamberlain) worked on the development of the Hawaiian alphabet.  (Hiram was my great-great-great grandfather)

Bingham noted, “To make the spelling and reading of the language easy to the people, and convenient to all who use it, was a matter of great importance, almost indispensable to our success in raising the nation.”

“It was, therefore, a part of our task to secure to the people a perfect alphabet, literal or syllabic, of all the sounds which were then in use, and which would need soon to come into use in the progress of the nation.”

“Those who had attempted to write the names of places and persons in the islands, had materially failed, even in the most plain and common. No foreigner or native, at the islands, could illustrate or explain the peculiarities and intricacies of the language.”

“[W] we found the dialect in use by foreigners often materially misled us, so that none could be trusted as to accuracy; and it required time to detect and unlearn errors.”

“In the oft recurring names of the principal island, the largest village, and of the king of the leeward islands, ‘Owhyhee’ [Hawai‘i], ‘Hanaroorah’ [Honolulu] and ‘Tamoree’ [Kaumuali‘i], scarcely the sound of a single syllable was correctly expressed, either in writing or speaking, by voyagers or foreign residents.”

“Had we, therefore, followed the orthography of voyagers, or in adopting an alphabet, made a single vowel stand for as many sounds as in English, and several different vowels for the same sound, and given the consonants the ambiguity of our c, s, t, ch, gh, & c …”

“… it would have been extremely difficult, if not impracticable to induce the nation to become readers, in the course of a whole generation, even if we had been furnished with ample funds to sustain in boarding-schools, all who would devote their time and labor to study.”  (Bignham)

On July 14, 1826, the committee prepared a final report to the American Board of Commissioners for Foreign Missions titled “Report of the committee of health on the state of the Hawaiian language.”   The report is signed by Hiram Bingham and Levi Chamberlain.

“Aiming to avoid an ambiguous, erroneous, and inconvenient orthography, to assign to every character one certain sound, and thus represent with ease and exactness the true pronunciation of the Hawaiian language, the following five vowels and seven consonants have been adopted: a, e, i, o, u, h, k, I, m, n, p, w.”

“These twelve letters, and possibly eleven, omitting either u or w, will express every sound in the pure Hawaiian dialect. 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 i 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, He, 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, Nu, Pi, We.”

“The following appeared sometimes to be interchangeable: b and p, k and t, l and r, v and w, and even the sound of d, it was thought by some, was used in some cases where others used k, l, r, or t. For purely native words, however, k, l, p, and w were preferred.”

“The slight variation in quantity, though not in quality, of sound in the vowels requires no mark of distinction, any more than in the variation of the sound of a in the English words art and father. Here the quantity may differ slightly though it is not necessary to put a distinctive mark, or make a different character.”

“In the few dipthongal combinations ae, ai, ao, and au, whether more close or more open, each letter retains its original mono-sound. A-i, when sounded in quick succession, resemble the sound of the English pronoun I, and a~u, in quick succession, the sound of the English on in loud; so the Hawaiian word Jiau (hibiscus) resembles the full, round, English interrogative how.”

“In the name of the island, second in size in the group, whether pronounced Mau-i or Ma-u-i, there is no such difference as to cause a mistake in a native hearer.”

“Consonants are not doubled, and never end a word or syllable.”

“Double or triple vowels are never used to express a single sound, and where they occur, are sounded separately, as a-a, e-e, i-i y o-o, u-u. The accent being generally on the former, the latter is a sort of echo, as in the name Ha’-a-li-li-o’, but sometimes the reverse, as Ka-a’-hu-ma’-nu.”

“The convenience of such an alphabet for the Hawaiian language, undisturbed by foreign words, is very obvious, because we can express with simplicity, ease, and certainty, those names and phrases with the sound of which former voyagers were utterly unable to make us acquainted by English orthography.”

“Though it were possible to spell them with our English alphabet it would still be inconvenient. A few names may illustrate the reasons for our new orthography.” (Bingham)

One of the examples Bingham uses is the spelling (and pronunciation) of the chain’s main northern Island. There continues to be discrepancy in how it is spelled and pronounced; but Bingham makes it pretty simple – Kauai is pronounced ‘Cow-eye’ or ‘Kau ai’. (Bingham)

As Bingham concludes, “It could hardly be possible to write any language in the world with a more simple or limited alphabet, and at the same time equally intelligible to the children who use it.”

“A syllabic alphabet of ninety-five characters would have been tolerably convenient for all native words, but not so simple or convenient as the alphabet adopted.” (Bingham)

The Hawaiian language uses two special diacritical marks.  The kahakō (‘macron’ consisting of a horizontal line over the vowel) lengthens the pronunciation of the vowel on which it is placed.  The ‘okina ( ʻ – glottal stop) signifies a clean break between two vowels. 

Planning for the written Hawaiian language and development by the missionaries was modeled after the spoken language, attempting to represent the spoken Hawaiian sounds with English letters.

Interestingly, these same early missionaries taught their lessons 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.  In later years, the instruction, ultimately, was in English.

The alphabet of 1826 has stood the test of time.

(Here’s a handy link to translate Hawaiian words:  https://wehewehe.org/gsdl2.85/cgi-bin/hdict?l=en)

(Another side note … If using Word and you don’t have Hawaiian fonts, you can find the ʻokina and kahakō in Word by using the “Insert” (typically top/left in the tool bar,) then “Symbol” (typically far right,) then “More Symbols.”)

(We use Character code 02BB from Unicode (hex) for the ʻokina and Character code 0304 from Unicode (hex) for the kahakō.  Word allows you to create shortcut keys by assigning keys for repeated use.  We use Ctrl ~ for the ʻokina and Alt ~ for the kahakō.)

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