Hawaii | Page 295 | Images of Old Hawaiʻi

May 7, 2019 by Peter T Young 1 Comment

Kapihaʻā Village Interpretive Trail

He Wahi Pana O Lānaʻi – A Storied Place of Lānaʻi – the Kapihaʻā Interpretive Trail is an approximate one-mile round trip. The Kapihaʻā preservation area contains at least fifteen distinct sites, made up of more than 60 features, by which we may see how Hawaiians lived, worked and worshiped on Lānaʻi.

Interpretive signs found along the trail identify several different types of sites, including agricultural fields, residences, ceremonial sites and lithic (stone) workshops.

Sign 1 – ”Wahi Pana” are storied and sacred places on the Hawaiian landscape.
Walking the trail from this point, you will step back in time, and glimpse life on Lānaʻi prior to the arrival of westerners in 1778.

Sign 2- Kapihaʻā: Life Along The Leeward Shore Of Lānaʻi
Close to 800 years ago, native Hawaiians settled along sheltered areas of the coast line on Lānaʻi, and then extended inland where extensive dry land agricultural fields were developed.

Because water resources were limited even then, most agricultural pursuits were in the form of dry land crops planted upon the kula (plains) and under the canopy of now reduced forests that collected fog drip.

Along the trail there is evidence of permanent and temporary dwellings, agricultural plots, lithic (stone) workshops and ceremonial sites, and the ancient setting of Kapihaʻā Village.

Sign 3 – Puʻupehe Islet
Native lore describes the platform with an upright stone in it as either a burial place for a woman who bore the name of Puʻupehe, or as a shrine dedicated to the god of bird catchers.

In traditional times, sea birds were an important part of the Hawaiian diet, and koʻa (shrines) were placed on “bird islands to sustain the land with plenty of birds.”

Sign 4 – Heiau (Temple) of Kapihaʻā Village
This heiau is a significant architectural feature on the cultural landscape of Kapihaʻā. There are five features associated with the heiau, which include a walled platform, terraces and an ʻahu (altar or cairn).

The prominence of this site, and the fact that it commands an imposing view of the ocean and surrounding lands, suggests that it was a temple associated with prayers and offerings to promote the abundance of the fisheries, or perhaps to pray for rains and sustainable growth of crops on land.

Sign 5 – Dry Land Agricultural Terraces
Because of the arid nature of Lānaʻi, most of the crops grown here were adapted to the kula (open flat lands), and planted in kīhāpai, and moʻo (walled fields or shallow terraces). Passing showers born by the nāulu (southerly) breezes and the early morning kēhau (dew born upon mountain breezes) provided enough water for the plants to grow.

Both natural terraces, some of which were modified, and formal terraces, in which mulch was developed to support plant growth, may be found in this area. Crops such as ʻuala (sweet potatoes), uhi (yams), hue (gourds), lau ki (ti plants) and clumps of kō (sugarcane) could be grown here.

Sign 6 – Kauhale and Hale Pāpaʻi House Sites, Temporary Habitation Sites and Shelters
On the leeward side of Lānaʻi, Kapihaʻā and neighboring villages of the Hulopoʻe-Mānele vicinity supported a population of at least several hundred people at any given time.

The small house sites were basically shelters from bad weather, with most activities – such as making fishing gear, working on stone tools, and food preparation – occurring outside.

Poles of wood, gathered from the uplands, would have been placed upon the stone foundations of these house sites and shelters as support posts, beams and purloins. Thatching of native pili grass, leaves of loulu (pritchardia) palms, niu (coconut fronds), and leafy branches from shrubs would then be lashed to the poles on narrow cross pieces, thus providing protection from rain, cold and heat.

The house foundation has multiple terraces and separate leveled areas, each of which would have served a special use in domestic life. Generally the highest area on the upslope side was reserved for special functions associated with family worship.

Sign 7 – Koʻa, a Fisherman’s Shrine and Triangulation Station
A significant wealth of this part of Lana’i lay in its fisheries, as marine resources supplied protein for the native Hawaiian diet. In addition to fish, various pūpū (shellfish), papaʻi (crabs), and several varieties of limu (seaweeds) were also collected along the shore and from the sea. These fishery resources, together with crops from the uplands sustained the residents of Kapihaʻā over many generations.

A significant Hawaiian ceremonial site, a koʻa or fishing shrine, lies to the west of this trail, perched on a promontory overlooking the ocean and the fisherman’s trail. Portions of the koʻa have collapsed, but the large mound of coral set upon the stone foundation is symbolic of the god Kūʻula and makes this koʻa one of the most unique sites of its kind anywhere in Hawai’i.

Fishermen sought protection during fishing trips and continued abundance of the fisheries through offerings of fish, urchins, and shell fish to the gods and ʻaumakua (guardians). Offerings would again be made upon return from fishing expeditions to thank the gods for their successful catch and safe return.

Sign 8 – The Kapihaʻā Preservation Area and Interpretive Trail (Coastal Section)
Sections of the Fisherman’s Trail along this coast follow a traditional ala hele (trail) traveled by ancient Hawaiian residents of Lānaʻi for generations.

The ala hele linked coastal communities together, and provided residents with access to various resources. The ala hele that turns mauka (upland) at this point enters the ancient village site known as Kapihaʻā. (Information on the Kapihaʻā interpretive trail is from Lānaʻi Culture & Heritage Center, prepared by Kepā Maly, Kumu Pono Associates LLC.)

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Kapihaa_Village_Interpretive_Trail

Kapihaʻā village site heiau below Mānele Bay golf clubhouse, near Pu’upehe Platform, Lānaʻi

Kapihaa Preservation Area

Kapihaʻā village site stone path below Mānele Bay golf clubhouse, near Pu’upehe Platform, Lānaʻi

Kapihaʻā village site terrace walls below Mānele Bay golf clubhouse, near Pu’upehe Platform, Lānaʻi

Kapihaa_Brochure_Cover

Kauhale-Kapihaa

Puʻupehe Platform Rock (also known as Sweetheart Rock) viewed from Mānele Bay, Lānaʻi

Puʻupehe Islet (also known as Sweetheart Rock) viewed from Kapihaʻā village shoreline, Lānaʻi

May 6, 2019 by Peter T Young Leave a Comment

Head, Heart & Hand

Click HERE for more information on Head, Heart & Hand.

In the early years, after the arrival of the first American Protestant missionaries, the Hawaiian language came to be the universal mode of education.

Common schools (where the 3 Rs were taught) sprang up in villages all over the islands. In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people. (Canevali)

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools.

Recognizing there were a limited number of missionaries to teach the chiefs and maka‘āinana (common people), the missionaries effectively set up a school in Lāhainā to teach teachers.

With the main facility at Lahainaluna, the Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In many of the mission schools the focus was educating the head, heart and hand. In addition to the rigorous academic drills (Head), the schools provided religious/moral (Heart) and manual/vocational (Hand) training.

This method of learning started with the training of the missionary ministers. While they had extensive training in academics and religious studies, because missionaries were often in isolated locations without services, the early missionary ministers had training in manual arts, as well – this philosophy continued into the schools the missions formed.

Foreign Mission School

The object of the Foreign Mission School was the education, in the US country, of heathen youth (those that do not know God), so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

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.

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.

They were also taught special skills like coopering (the making of barrels and other storage casks), blacksmithing, navigation and surveying. When not in class, students attended mandatory church and prayer sessions and also worked on making improvements to the school’s lands. (Cornwall)

Lahainaluna

Under the leadership of Reverend Lorrin Andrews, Lahainaluna was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

Hilo Boarding School

In 1835, the mission constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.) The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

More than one-third of the boys who had attended the school eventually became teachers in the common schools of the kingdom. In 1850 the Minister of Public Instruction, Richard Armstrong, reported that Hilo Boarding School “is one of our most important schools. It is the very life and soul of our common school on that large island.”

O‘ahu College – Punahou School

“The founding of Punahou as a school for missionary children not only provided means of instruction for the children of the Mission, but also gave a trend to the education and history of the Islands.” (Report of the Superintendent of Public Education, 1900)

The school was officially named in 1859 and it was initially called the Oʻahu College. It is not until 1934 that the school name was changed to Punahou School, the name we know it as today.

The curriculum at Punahou under Daniel Dole combined the elements of a classical education with a strong emphasis on manual labor in the school’s fields for the boys, and in domestic matters for the girls. The school raised much of its own food. (Burlin)

Kamehameha Schools

The head, heart and hand education continued. On April 1, 1886, Reverend William Brewster Oleson was hired from Hilo Boarding School to become the first principal of the Kamehameha School for Boys.

At Kamehameha, “Each student will be allowed to carry out 12 hours a week of manual labor. For industrial arts, two hours a day, and five days a week. Military drilling and physical education will be a portion of the curriculum everyday.”

“Arithmetic, English Language, Popular Science (Akeakamai,) Elementary Algebra (Anahonua,) Free-hand and Mechanical Drawing (Kakau me Kaha Kii,) Practical Geometry (Moleanahonua,) Bookkeeping (malama Buke Kalepa,) tailoring (tela humu lole,) printing (pai palapala,), masonry (hamo puna,) and other similar things, and blacksmithing.” (Kuokoa, June 28, 1887)

Missionary ‘Head, Heart & Hand’ Model Makes it Back to the Continent

Hilo Boarding School was the model for educating students at Hampton Institute in Virginia and Tuskegee Institute in Alabama. (KSBE)

With the help of the American Missionary Association, Samuel Armstrong, son of missionary Richard Armstrong, established the Hampton Normal and Agricultural Institute – now known as Hampton University – in Hampton, Virginia in 1868.

The Institute was meant to be a place where black students could receive post-secondary education to become teachers, as well as training in useful job skills while paying for their education through manual labor.

Hampton University’s most notable alumni is Booker T. Washington. “I was born a slave on a plantation in Franklin County, Virginia. … As nearly as I have been able to learn, I was born near a cross-roads post-office called Hale’s Ford, and the year was 1858 or 1859.”

After coming to Hampton Institute in 1872, Washington immediately began to adopt Armstrong’s teaching and philosophy. Washington described Armstrong as “the most perfect specimen of man, physically, mentally and spiritually the most Christ-like….” Washington also quickly learned the aim of the Hampton Institute.

Washington rose to become one of the most influential African-American intellectuals of the late 19th century. In 1881, he founded the Tuskegee Institute, a black school in Alabama devoted to training teachers.

Click HERE for more information on Head, Heart & Hand.

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Hilo_Boarding_School-printing-(75-years)

Hilo_Boarding_School-shop-(75-years)

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Hilo Boarding School and Mission Houses

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Hilo_Boarding_School-(75-years)

Hilo_Boarding_School-garden-(75-years)

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Cornwall’s Foreign Mission School

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Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right

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Kamehameha School for Boys campus-(KSBE)-before 1900

May 5, 2019 by Peter T Young 1 Comment

Million Pounds Of Sandalwood

The barge she sat in, like a burnish’d throne,
Burn’d on the water: the poop was beaten gold;
Purple the sails, and so perfumed that
The winds were love-sick with them; the oars were silver,
Which to the tune of flutes kept stroke, and made
The water which they beat to follow faster,
As amorous of their strokes.
(Antony and Cleopatra, Act II, Scene II, William Shakespeare)

Built at Salem, Massachusetts in 1816 for George Crowninshield Jr., the brig ‘Cleopatra’s Barge’ was America’s ﬁrst oceangoing private yacht.

At the time, the concept of a ship built for pleasure was unknown on the western side of the Atlantic, where ships were built only for trade or war.

“Without any other model than his own mind supplied, he produced the celebrated ‘Cleopatra’s Barge,’ which has been admired in both hemispheres, and accomplished in her all he wished”. (Salem Gazette)

The yacht was built of solid oak as a schooner and had all the qualities of a good sea-going vessel. She was armed simply and well, and beautifully ﬁtted out on the exterior, with ﬁne carving on bow and stern. She had fourteen gun ports.

Her lavish furnishings included custom silver, glass and china services, and her interior decor rivaled that of the wealthiest homes.

Her exterior was distinguished by a herringbone paint scheme on the port side and multicolored horizontal stripes to starboard, a life-sized painted wooden Indian on deck, velvet-served quarter-deck lines, considerable gilding, and the latest patent windlass, pump and rudder technology.

At her stern were a salon ﬁnished with pink and deep blue mountings and gilt, a bedroom, a buﬀet, and a stairway leading up to her deck.

Mid-ship was a captain’s cabin and, forward, quarters for a crew, a storage area for tackle and so forth, a galley above and, ﬁnally, a spacious lounge containing tables of the ﬁnest workmanship, inlaid with palm and lacquered redwood.

She had five staterooms off the cabin, while the forecastle had accommodations for ten men and three boys.

Her registered tonnage was 191½-tons; she was 83-feet long on the water line, 23-feet beam and 11½- feet deep.

The owner, Captain George Crowninshield died suddenly on November 26, 1817. In settling the estate, the yacht was sold at auction.

She made one voyage to Rio Janeiro, after which she was sold again, and run as a packet between Boston and Charleston, SC.
In 1820, in fulfillment of a previous agreement with Kamehameha, she sailed from Salem or Boston on June 18, 1820.

“Although she bore a general cargo of “Axes, Brandy, Cottons, Gin, Hats, Hard Ware, Lead, Looking Glasses, Molasses, Muskets, Swords, Rum, Dry Goods, Sugar, Tea, Wine, Boots,” copper, umbrellas and a wagon, she left New England with a far different purpose in mind than general trade.”

“In their letter of instruction to their partner Captain Suter dated two days before he departed, Bryant & Sturgis wrote: ‘The Cleopatra’s Barge of which you have the immediate command is intended to be Sold Vessel & Cargo at the Sandwich Islands …’”

“‘… in this case you must endeavor to make your agreement with the King in the clearest manner — Stating how many Pikels of wood you are to Receive what the quality is to be & when it is to be delivered to your agent.’”

“The partners intended from the outset to sell the famous yacht to Hawaiian King Kamehameha II, son of Kamehameha the Great, who had united the Sandwich Islands and only recently died, leaving his son in power.” (Johnson)

The Logbook for the Barge’s outbound voyage from Boston to the Sandwich Islands tell the tale of an uneventful voyage whose monotony was broken only by frequent sail changes and an occasional squall.

After 138-days at sea, Cleopatra’s Barge arrived at Lāhainā, Maui, on November 6, 1820; the very next day Liholiho (Kamehameha II) was welcomed aboard along with some family members and attendants.

Liholiho’s father Kamehameha had loved foreign ships; over time he had collected a sizable ﬂeet of Western vessels, which, with guns and training by the foreigners, were a major asset in unifying and maintaining his kingdom across the islands.

Liholiho inherited his father’s love of ships; one of his childhood companions remembered seeing Liholiho frequently sailing a boat model “like a real man-of-war” on a pond and also recalled that their favorite boyhood pastime was drawing ships in the sand at the beach.

Just ten days after his ﬁrst visit to the ship, Liholiho purchased Cleopatra’s Barge and her cargo for 1.07-million pounds of sandalwood, worth $80,000 at the time.

On January 4, 1821, King Liholiho took formal possession of Cleopatra’s Barge, appointing his personal secretary, Frenchman Jean-Baptiste Rives, as temporary captain.

Liholiho then renamed the yacht ‘Ha‘aheo O Hawai‘i’ (Pride of Hawaiʻi.)

Kamehameha II was quite proud of his ship; in the words of Charles Bullard, the agent for the ship-owner: “If you want to know how Religion stands at the Islands I can tell you; all sects are tolerated but the King worships the Barge.”

During the next three years she made frequent voyages between the islands.

On one of those trips in July 1821, Liholiho sailed to Kaua‘i, intent on confirming allegiance from Kaumuali‘i (whom his father had negotiated peace and, ultimately, united the islands under Kamehameha’s rule.)

When Kaumuali‘i unwittingly boarded and was seated in the cabin, orders were secretly given to make sail for Honolulu – Kaumuali‘i was taken prisoner.

In November 1823, Liholiho traveled to England, he died of measles in London on July 14, 1824.

According to a passage from Hiram Bingham, in April 1824, “Cleopatra’s Barge was wrecked in the bay of Hanalei, Kaua‘i, and lay not far from the beach dismantled and ruined … and was given up as unrecoverable.”

“(S)he ended her career as she had commenced it – a yacht.” (Salem Gazette; Crowninshield))

Whaling soon replaced the sandalwood trade of ʻiliahi wood in economic importance. It lasted about fifty years, from 1820 to 1870. During this time Hawaiʻi provided support services to the whaling ships; people grew crops and sold fresh fruits, vegetables and salted-meat to the ships. (Lots here from Johnson and Alexander.)

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The only image of Cleopatra’s Barge in Hawaii – here at Lahaina, Maui

Cleopatra’s_Barge,_undated

Cleopatra’s-Barge

Cleopatra’s_Barge,_undated

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Cleopatra’s_Barge,_undated

Cleopatra’s Barge-Hanalei-MSN

Cleopatra’s Barge-Hanalei_MSN

May 4, 2019 by Peter T Young 1 Comment

Birth-Beach of the Boogie Board

Many may not realize that today’s Boogie Board was created in Kailua-Kona, at Wai‘aha, a place commonly referred to as “Honl’s” (after the name of the family that used to live there.)

Wai‘aha (“Gathering Water,”) a little strip of white sand beach, just on the outskirts of Kailua Village, is now a County Beach Park. It is a popular surf spot, especially with bodyboarders.

Tom Morey was staying in the house that once stood on the beach at Wai‘aha in July 1971 when he made the first “boogie board” prototype.

He first called the board “S.N.A.K.E.” (Side, Navel, Arm, Knee, Elbow – because all the body parts were involved in its use) – he trademarked the name Morey Boogie in 1973 and founded Morey Boogie in 1974. (He later called it a Boogie Board after his love of music.)

According to Tom Morey’s son, Sol Morey, “the first boogie board was created in 1971 in order to surf shallower breaks that couldn’t otherwise be enjoyed.”

“The surf at our Hawaii rental on the Kailua coast was where it began with the shaping and sealing of the foam to form the first boogie.”

Tom Morey was a traditional surfboard builder/shaper, but looked for inventions and innovation. In 1964, he created the first TRAF polypropylene fin (his term TRAF being FART spelled backward), innovating the first commercial interchangeable fin system. In 1965, the Skeg Works became Morey Surfboards.

In 1965, Karl Pope became his business partner and the name changed again — Morey-Pope Surfboards. They built, tested and marketed Pope’s Trisect, a three-piece surfboard that folded into a suitcase.

But he had different ideas in Kona; he used an electric carving knife and a household iron, whittled some scrap polyethylene foam into a small rectangular mat and covered it with newspaper and hit the swells in front of his home on the Big Island of Hawaii.

With it, the sport of bodyboarding started in 1971 in Hawaii. (Prior to 1971, bodyboards were made from wood or fiberglass and called paipo boards.)

According to Tom Morey, he took his last nine-foot piece of polyethylene foam (that he had planned for a conventional board) and “grabbed a knife and cut it in half.”

“There was no turning back at that point. I looked at the foam and then at the surf and began fooling around with a hot iron and an electric knife.”

“I found that I could shape the foam using the iron if I put a sheet of newspaper down on the foam first. Later that night, I drew a few curves on the foam with a red marking pen and went to bed.”

Morey rose early on July 9, 1971, and cut and ironed out his planned shape. He left his board as wide as possible and left the nose square so that it would have more structural strength and so he could hold on to it.

“I decided I’d shape the rails like those on a Hot Curl surfboard,” says Morey. “Those were the boards from the 20s and 30s; built before boards had skegs. I cut 45-degree Hot Curl rails into my board.”

“They looked great, but I still wasn’t sure how it would ride.” Morey grabbed his board, ran down to Honl’s and the sport of bodyboarding was born.

Wai‘aha is home to the annual Malama Wai‘aha (Honl’s) Roots Bodyboard contest. The contest (started in 2002) was formed to honor the birth-beach and the birthplace of modern bodyboarding (they held their 10th anniversary event on June 30.)

In 2006, the Hawai‘i County acquired the property fronting the beach and it is now part of the County beach park system. Parking for users is also mauka of Ali‘i Drive and was provided by a developer as a condition of a rezoning.

Morey Bodyboards became a division of Mattel Toys and then Wham-O. In 2005, Tom Morey earned a star on the Huntington Walk of Fame and was inducted into the Surfing Hall of Fame.

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May 3, 2019 by Peter T Young Leave a Comment

Royal Centers

Generally thought to have originated from the Marquesas Islands, evidence of early existence in the Hawaiian Islands indicates initial contact and settlement in about 1000 AD.

Early on, with the family unit being the socio-political structure, there was no need for a hierarchical or complex society. However, as the population increased and wants and needs increased in variety and complexity, the need for chiefly rule became apparent.

Eventually, a highly stratified society evolved consisting of the ali‘i (ruling class,) Kahuna (priestly and expert class of craftsmen, fishers and professionals) and Makaʻāinana (commoner class.)

At the time of European contact in 1778, Hawaiian society comprised four levels. People were born into specific social classes; social mobility was not unknown, but it was extremely rare. The Kapu System separated Hawaiian society into four groups of people:

Aliʻi, the ruling class of chiefs and nobles considered to be of divine origin who ruled specific territories and who held their positions on the basis of family ties and leadership abilities;
Kahuna, the priests (who conducted religious ceremonies at the heiau and elsewhere) and master craftsmen (experts in medicine, religion, technology, natural resource management and similar areas) who ranked near the top of the social scale
Makaʻāinana, Commoners (by far, the largest group) those who lived on the land – primarily laborers, farmers, fishermen, and the like; they labored not only for themselves and their families, but to support the chiefs; and
Kauwa (or Kauā), outcasts forced to lead lives generally segregated from the rest of Hawaiian society

The aliʻi attained high social rank in several ways: by heredity, by appointment to political office, by marriage or by right of conquest. The first was determined at birth, the others by the outcomes of war and political process.

Power and prestige, and thus class divisions, were defined in terms of mana. Although the gods were the full embodiment of this sacredness, the royalty possessed it to a high degree because of their close genealogical ties to those deities.

The kahuna ratified this relationship by conducting ceremonies of appeasement and dedication on behalf of the chiefs, which also provided ideological security for the commoners who believed the gods were the power behind natural forces.

Commoners possessed little mana and were therefore prohibited from entering any of the sacred places where nobles and gods communicated, such as the heiau in which the aristocrats honored their gods. Outcasts, with no mana, could interact with commoners but not approach the upper class.

With the stratified social system, it was important to retain the division between aliʻi and makaʻāinana. This was done through a physical separation, such as the Royal Centers that were restricted to only the aliʻi and kahuna.

Royal Centers were where the aliʻi resided; aliʻi often moved between several residences throughout the year. The Royal Centers were selected for their abundance of resources and recreation opportunities, with good surfing and canoe-landing sites being favored.

The Hawaiian court was mobile within the districts or kingdom the aliʻi controlled. A paramount’s attendants might consist of as many as 700 to 1000-followers made of kahuna and political advisors (including geologists, architects, seers, messengers, executioner, etc.); servants which included craftsmen, guards, stewards; relatives and numerous hangers-on (friends, lovers, etc.).

There was no regular schedule for movement between Royal Centers. In part, periodic moves served to ensure that district chiefs did not remain isolated, or unsupervised long enough to gather support for a revolt.

In addition to personal economic support, the king also required tribute and taxes by which to maintain and display his political power.

Structures associated with the Royal Centers include heiau (religious structures) and sacred areas, house sites for the aliʻi and the entourage of family and kahuna (priests), and activity areas for burial, bathing, games, recreation, and crafts.

Religion and politics were closely interwoven in Hawaiian culture. The Royal Centers reflect this interrelationship with residential sites, heiau and sacred sites present within a defined royal compound.

Puʻuhonua (places of refuge) were often associated with these Royal Centers, reflecting the strong association between puʻuhonua and sites occupied by the high-ranking aliʻi.

A ruling chief moved his court as desired, travelling along the coasts by canoe with his attendants and setting up temporary establishments at certain sites for purposes of business or pleasure.

On a voyage the aliʻi rode in the raised and sheltered platform in the middle of the canoe which was called the pola, while the paddle-men sat in the spaces fore and aft, their number showing the strength of the king’s following. (Lots of information here from several NPS documents.)

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