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March 9, 2020 by Peter T Young 1 Comment

Collaboration

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.

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A_Missionary_Preaching_to_the_Natives,_under_a_Skreen_of_platted_Cocoa-nut_leaves_at_Kairua_by_William_Ellis-1823
A_Missionary_Preaching_to_the_Natives,_under_a_Skreen_of_platted_Cocoa-nut_leaves_at_Kairua_by_William_Ellis-1823

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings Tagged With: Christianity, Literacy, Governance, New Musical Tradition, Collaboration, American Protestant Missionaries, Hawaii, Music, Missionaries, Medicine

December 20, 2018 by Peter T Young Leave a Comment

Religious Freedom

“(T)hough the system of government in the Sandwich Islands has, since the commencement of Liholiho, been greatly improved, through the influence of Christianity and the introduction of written and printed laws, and the salutary agency of Christian chiefs has proved a great blessing to the people …”

“… still, the system is so very imperfect for the management of the affairs of a civilized and virtuous nation as to render it of great importance that correct views of the rights and duties of rulers and subjects …”

“… and of the principles of jurisprudence and political economy, should be held up before the king and members of the national council.” (Mission General Meeting, 1837)

“Whatever faults may attach to the government (and I would not deny that it may have many) the experience of the last thirty-two years shows that it possesses within itself means of self-improvement …”

“… and that in the abolition of idolatry; the reformation of immoral and superstitious usages; the extinction of feudal privileges, oppressive to the poor; the diffusion of religion and education …”

“… the establishment of a free religious toleration; the consolidation of a free constitution of King, nobles and representatives of the people; and the codification of useful laws …”

“…the Hawaiian people have made more progress, as a nation, than what ancient or modern history records of any people beginning their career in absolute barbarism.” (Wyllie, May 12, 1851)

“In all probability, the genius of the Constitution is the best comment on national progress. Those sections which relate to liberty of conscience are worthy of the most enlightened nation.”

“The first Constitution of the Hawaiian kingdom was adopted on the 8th of October, 1840. The second article solemnly declares that ‘all men, of every religion, shall be protected in worshiping Jehovah, …’”

“‘… and serving him according to their own understanding, but no man shall ever be punished for neglect of God, unless he injures his neighbor or brings evil on the kingdom.’” (Bates)

The new laws of Kamehameha III provided as follows: “The religion of our Lord and Saviour Jesus Christ shall continue to be the established national religion of the Hawaiian Islands.”

“The laws of Kamehameha III., orally proclaimed, abolishing all idol worship and ancient heathenish customs are hereby continued in force, and said worship and customs are forbidden to be practised in this kingdom upon the pains and penalties to be prescribed in the criminal code.”

“Although the Protestant religion is the religion of the government as heretofore proclaimed, nothing in the last preceding section contained shall be construed as requiring any particular form of worship, neither is anything therein contained to be construed as connecting the ecclesiastical with the body politic.”

“All men residing in this kingdom shall be allowed freely to worship the God of the Christian Bible according to the dictates of their own consciences, and this sacred privilege shall never be infringed upon.”

“Any disturbance of religious assemblies, or hinderance of the free and unconstrained worship of God, unless such worship be connected with indecent or improper conduct, shall be considered a misdemeanor, and punished as in and by the Criminal code prescribed.”

“It shall not be lawful to violate the christian Sabbath by the transactions of worldly business. The Sabbath shall be considered no day in law.”

“All documents and other evidences of worldly transactions dated on the Sabbath shall be deemed in law to have no date, and to be void for not having legal existence. It shall not on that day be lawful to entertain any civil cause in the courts of this kingdom.”

“Every attempt to serve civil process on that day shall be deemed a trespass by the officer attempting it, and shall subject such officer to the private civil suit of the party aggrieved: …”

“… Provided, however, that it shall, in criminal, fraudulent and tortuous cases be lawful to issue compulsory process for the arrest of wrong doers …”

“… and it shall, without such process, be lawful on that day for any conservator of the public peace and morality, to arrest, commit and detain for examination a wrong doer.” (Statute Laws of His Majesty Kamehameha III)

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Religious-Freedom
Religious-Freedom

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings Tagged With: Hawaii, Governance, Religious Freedon

July 3, 2017 by Peter T Young Leave a Comment

Learning Western Governance

The Reverend William Richards came to Hawai‘i in 1823 as a member of the second company of missionaries sent to the Islands by the American Board of Commissioners for Foreign Missions. He was stationed at Lahaina. where he engaged in the usual multitudinous duties of the missionary of the day.

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.

They asked Mr. Richards to become their teacher. chaplain and interpreter. Richards accepted this appointment, beginning his service on July 3, 1838. His resignation from the Mission as of that date was accepted by the American Board.

The classes in political economy held by Mr. Richards for the chiefs must have laid the foundation for the political reforms started soon after. Indeed. it can be said that Mr. Richards exercised a profound, though somewhat intangible, influence on Hawaii’s evolution towards a constitution form of government.

William Richards prepared a report to the mission following his first year in government service (1838-1839). Portions of the report follows:

“According to those engagements, l was to devote my time at my discretion to the instruction of the King & chiefs, as far as l could and remain at Lahaina, and do the public preaching. l was also to accompany the King to Oahu if important public business called him there.”

“As soon as the arrangements were completed, l commenced the compilation and translation of a work on political economy, following the general plan of Wayland, but consulting Lay, Newman and others, and translating considerable portions from the 1st mentioned work.”

“l also met [the] king & chiefs daily when other public business did not prevent, and as fast as l could prepare matter read it to them in the form of lectures. l 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.”

“They uniformly manifested a becoming interest in the school thus conducted, and took an active part in the discussion of the various topics introduced in the Lectures.”

“The Lectures themselves were mere outlines of general principles of political economy, which of course could not have been understood except by full illustration drawn from Hawaiian custom and Hawaiian circumstances.”

“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?)”

“l have often felt that it is much easier to point out the defects of an old system than it is to devise a new one, suitable to take its place.”

“The Chiefs proposed themselves to publish the work which I have compiled, & they are to have the Copy Right & defray the expense of the publication.” (The book was known as No ke Kalaiaina.)

“All my intercourse with the king and chiefs has been of the most pleasant character, at least, I have found them uniformly ready to listen to instructions, and they have manifested a becoming wish to reform the government in those particulars where it is inconsistent with true Political Economy.”

“I have far greater fears at present that there is not sufficient skill to devise a truly wise policy than I have that the chiefs will not sanction it when devised.”

As part of this initial process, a system of laws had been written out by Boaz Mahune, who was directed by the King to conform them to the principles of Political Economy which they had learned.

(Mahune was a member of the first class at Lahainaluna Seminary, graduating in 1835 after four years there. He was considered one of the school’s most brilliant scholar and was one of the ten chosen to remain as monitors, teachers in the children’s school and assistants in translating.)

The laws were signed by Kamehameha III on June 7, 1839 and referred to as He kumu kanawai, a me ke kanawai hooponopono Waiawi, no ko Hawaii nei pae aina. 1839 (Declaration of Rights (1839). All of the above came from Richards’ report, dated May 1, 1839; HHS, 1943.

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No Ke Kalaiaina
No Ke Kalaiaina

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Prominent People Tagged With: No Ke Kalaiaina, Elements of Political Economy, Governance, Francis Wayland, Hawaii, William Richards, Constitutional Monarchy

June 10, 2017 by Peter T Young Leave a Comment

Prior to the Hawaiian Constitution

Collaboration between Ali‘i and the American Protestant missionaries resulted in, among other things, the introduction of Christianity, the creation of the Hawaiian written language, widespread literacy, making Western medicine available, and the evolution of a new and distinctive musical tradition with harmony and choral singing.

In addition, the missionaries collaborated with the Chiefs on the promulgation of a constitutional government. William Richards, a member of the Second Company of American Protestant missionaries was instrumental in transforming Hawaiian governance, through a constitution with individual rights.

In a March 15, 1841 letter from Richards to Captain Charles Wilkes, he gives his general observations on Hawaiian culture and description of economic and political conditions leading up to Declaration of Rights (1839) and Hawai‘i’s first constitution (1840.) The following are excerpts from that letter:

“As far as there was a regular government it was mainly of a feodal character and vested in the various ranks of landlords from the king down. The power of each particular lord was generally supreme or nearly so, over his own vassals, nor was that power entirely confined to personal dependants.”

“There was so much politeness, or respect, or fear, whatever it might be called, existing between the different chiefs, that any one chief might call on the dependants without much danger of giving offence.”

“Thus the people were often compelled to serve many masters, and often too out of the regular line of landlords landholders &c …. As a general thing however each chief had his particular lands, & tenants, and agents and servants, and ruled his own little kingdom according to his own laws, being himself however entirely subject to his superior, as his own agents were to him.”

“Civil rights were very little respected, nor were they scarcely known to exist. There were some general rules however a kind of common law, which when violated, the offender was often and perhaps generally punished, particularly if the crime was of an aggravated kind.”

“Kamehameha I in repeated instances punished murder by death. Grand larceny was a capitol offence if the injured person had power to execute what was considered to be law, and the chiefs and even the king not unfrequently espoused the cause of the injured party, and inflicted punishment for flagrant crimes.”

“As far as there was any real system to the government, it was deeply interwoven with their religious tabus, as well as with their feodal tenures, and a full account of the government therefore, would embrace an entire history of the tabu & also of the feudal system.”

“From the earliest periods of Hawaiian history, it appears that the tenure by which the lands have been held has in most respects been feodal, and the origin of the feuds was nearly the same as among the Goths, the Huns, the Vandals, and other northern nations of Europe.”

“A chieftain who could collect a sufficient number of followers to conquer a district or an Island, as soon as he had accomplished his object collected his victorious army about him for the purpose of dividing the spoil, or what they called ‘Cutting up the lands.’”

“The leader or king took his choice among the best of the lands, and on these lands placed some of his own particular servants, as agents to superintend the cultivation for himself.”

“The originall tenants who were on the farms at the time they were seized by the invading army usually remained under the new conquerers, at least many or most of them, and by these the land was cultivated for the king under such new agents as he saw fit to appoint.”

“After the king had taken his choice, he then divided out the whole conquered territory among the leaders of his army, giving the most valuable portions to those who had acted the most distinguished part.”

“In doing this, the king had full opportunity to show his skill & wisdom, for it was no easy task to give satisfaction in the division of the lands. Before the work was finished, difficulties often arose, and not unfrequently rebellions and new wars.”

“Every receiver of lands or feudatory was bound to his particular benefactor in the same manner as the first ranks were to the king, and thus a perfect feodal connexion was established between the king and his lowest subject through the various ranks of lords and tenants.”

“By this means, the chiefs secured and retained their authority over the people—and the rich over the poor. The authority and controll was almost perfect. It was the only system of governing with which the Hawaiians have been acquainted, and even to the present day, it is next to impossible to convince the elder chiefs that authority and subordinations can be maintained by any other means.”

“An old chief said to me, ‘If we can not take away their lands, what will they care for us? They will be as rich as we.’”

“The consequence of this system was that the common laborers did not themselves receive probably on an average more than one third of the avails of their labors, while the different orders of chiefs received the remaining two thirds.”

“The great amount however taken by the superiors was not the worst feature of this oppressive system. The remaining one third was not safe. Or rather there was no distinct dividing line by which the tenent might know and hold his own.”

“If a man by uncommon industry, brought his farm to a higher state of cultivation than his neighbor, he was not thereby sure of having more for his own use, and he could not distinctly lay his hand on any article of value and say that was his own.”

“But notwithstanding all these advantages which the superiors enjoyed over their inferiors, yet favoritism, jealousy, but more than all natural fickleness of character were so universal, that no landholder considered himself safe in his possessions, and therefore even ridiculed the idea of making extensive improvements.”

“So insecure did the people feel themselves to be in the possession of their lands, that the more reflecting class always tried to obtain and often did obtain a small division under different chiefs, so that when they were dispossessed of one, they might be saved from starvation by the produce of the other.”

“There were however customs, rules, and an acknowledged propriety of conduct in relation to taxation and dispossessions of lands. But there being no fixed law, nor courts of justice, or source of appeal, the people were in effect tenants at will, each particular class to their direct landlords.”

“And what was more, it was usually the case that when a man was dispossessed of his lands, he was usually dispossessed of most, if not all of his personal estate which had been acquired either directly or indirectly from the lands he had possessed.”

“The greatest changes took place at the death of the landlords, when the right to the feuds descended to their heirs. These heirs almost as a matter of course would have a different class of favorites from their predecessors, and therefore would dispossess the old tenants, and put their personal favorites in their places.”

“When the king deceased, great changes in every part of his dominions was the consequence. If a chief either of higher or lower rank deceased, then all the estates in his particular feoffment, and those only, were affected.”

“But among all the better classes it was considered improper to eject the direct cultivaters of the land and hence it was often the case that all the different ranks of chiefs were dispossessed, while the last dependants, the cultivaters of the soil, were continued in their possessions. Had this always been the case it would have greatly mitigated the evils of the system.”

“This feodal tenure under the present system of government has not entirely ceased to exist, but it is greatly modified. Indeed in principle it has nearly ceased, but in practice it continues to a very considerable extent.”

“The new laws define the rights of the different classes, and prescribe the rules by which each class shall be governed. Officers are also appointed to see that the rules are observed, and assess damages according (to) law where the rights of one class are invaded by the people of another class.”

“No tax whatever can be laid and no property seized, not even by the king, except by express provision of law. No landlord can disposs(ess) his tenants of their fiefs for the right of the tenants is declared perpetual.”

“The tenure therefore by which the lands are now held may be considered that of perpetual lease, subject to forfeiture for non payment of rent, the amount of which is regulated by laws in which the people have a voice and no new tax can be laid without the assent of their representatives.”

“The principle evils which no[w] remain to weaken the tenure by which lands are held, are the ignorance of the officers of the new system, and their fear of acting against the interests of chiefs and persons of rank. These evils however are fast diminishing.”

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Miloli‘i Valley, showing two grass-thatched houses-19th_century-(Carpenter)
Miloli‘i Valley, showing two grass-thatched houses-19th_century-(Carpenter)

Filed Under: Ali'i / Chiefs / Governance Tagged With: Hawaii, Hawaiian Constitution, Governance

Images of Old Hawaiʻi

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