Hawaii | Page 327 | Images of Old Hawaiʻi

August 13, 2019 by Peter T Young Leave a Comment

Sailors

“The longer a man is out of his own country, the more he feels the need of support. To a Parisian, then, every Parisian is a relative; to a Frenchman all Frenchmen are friends; to a European, any European Is a compatriot, a fellow citizen.”

“And a sailor extends even further this community of feeling. Any man whose name is inscribed on the master roll of a ship is a child of the same great family, almost a brother.”

“The sailor greets him, defends him, makes sacrifices for him, and, above all, will consider it shameful to be made use of in any way harm a man of his own craft.”

“It is in the months of October and November that the English and American whaling ships, having spent the summer off the coast of Japan, come to the Sandwich Islands to refresh their crews and put their vessels in shape to go back to sea …”

“… either to return home if their whaling is finished or to continue the work if they do not yet have a full cargo. And in fact there arrived many such ships belonging to these two nations.”

“One cannot help noticing a great difference between the one and the other.”

“The Americans do not use ships of more than four hundred tons; they all arrive here in a state of uncleanness and disrepair1hat indicates a lack of discipline and care.”

“The English ships, much larger and more difficult to maintain since they are almost all renovated warships, appear on the contrary pleasingly neat and orderly.”

“We saw American whalers that remained a week in the harbor without loosing their wet sails to dry and others that let them Rap in the wind for several days without furling them.”

“On the English ships the oil casks are stowed away as they are filled and not touched until arrival In England. The Americans have to heave theirs onto the deck at least once in order to reseal them; without this precaution they would lose half their contents.”

“The English have perfected their casks , while the ship owners of Boston and Nantucket follow an old practice that they do not wish to change.”

“But if the English show more order and capacity to manage their ships, once the whalers have reached the Sandwich lslands the two groups compete with each other in dissipation.”

“English and American officers and sailors, all display the same manners. As soon as set foot on land, the streets are full of drunken men, nothing is to be heard but quarrels and bickering.”

“What a spectacle for the islanders, you see them run shouting toward the places where the Yankees and Jhn Bulls dispute their differences.”

The Captains arrive, sometimes more drunk than the men, and would send them back on board; the latter resist; the captains strike, and sometimes the sailors strike back; all shout at the same time; the God damns and damnation are Iike thunder; kicks and blows of the fist come down like hail; black eyes shine like lightning.”

“It is late at night before the storm abates only to blow up again the next day.”

“Few of these ships complete their voyages without some kind of mutiny or revolt, but there is good reason to believe that if the captain and officers were more sober, the sailors would be more obedient and peaceable.”

“Every day the English consul finds it necessary to have some of them flogged.”

“In general and with very exceptions the foreigners who have settles in the Sandwich Islands are the dregs of all countries, and they have brought their vices with them.”

“There are always a number of them around the young king, corrupting and giving bad counsel. Among them are several who have escaped from Botany Bay having been branded for crimes in England.”

“The consul is aware of this situation but has no way to prevent It. For the honor of his country, however, he would not suffer the executioner (flogger) to be a compatriot of his.”

“The season that brings English and American whalers to this archipelago attracts also those ships that trade furs on the Northwest Coast of America, few of which wish to pass the winter on those frozen shores.”

“During the month of October there arrived four of them, all of which had failed to prosper in this business. One of them, the Louisa, out of Boston, staying through a winter and two summers, had been able to procure only eight hundred beaver pelts and one hundred twenty otter skins, and the latter had cost eight times what they were worth ten years before.”

“It appears that this commerce, formerly so rich, is now quite done for, and the natives have turned sour in their relations with the whites.”

“Continually at war among themselves, they have become more savage and intractable than ever; they now hunt the otter only for their own needs.”

“During the years 1827 and 1828 ten vessels have traded for fewer than half the otter skins that a single ship could once have done in three months, and the ones they did obtain have cost them four or five times as much.”

“All the ships that came to the Sandwich Islands during my stay in Honolulu were obliged to sell at public auction what remained of their trading goods. …”

“One cannot deny, however, that (the) American missionaries have contributed much to the civilization of the archipelago as we understand that word, and if the pure Christian doctrine is not the basis of their instruction, they have at least enabled these people to enjoy some of the benefits of Christianity in teaching them the ethics of the Gospels.”

“They have been able to adapt the English alphabet or a part of it to the Sandwich Island idiom and they have succeeded in teaching these people to read and write their own language. There is a printing shop where they print in the Sandwich language the works judged proper for the people to read. …”

“Through the influence of Kaahumanu they receive kapus from the king for everything they want: to build their churches, their houses, their cloisters, their walls, and the like. At such times all the people are required to perform the prescribed tasks. “

“Another kapu fills the schools. In addition to these kapus for the benefit of the missionaries others are used by the king, the queen and the chiefs to get work done for themselves.” (All from French sea captain Auguste Dehaut-Cilly who made round-the world travels between 1826 and 1829.)

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August 12, 2019 by Peter T Young 1 Comment

Female Seminaries

Hawaiian female seminaries grew out of the evolution of education of middle class white women in the US. Because the primary educators responsible for developing the education system of Hawai’i were Americans, the educational practices for Hawaiian girls tended to mirror, but not necessarily duplicate, what was taking place on the continent. (Beyer)

It was believed that women would have to be educated to understand domestic economy because they were to play the major role in educating the young, primarily in their homes, and later as the school population rose and there was a shortage of teachers, as school teachers.

The founders of the female seminaries were at first men who were committed to providing education for women, but as time went by, more of the founders were women. The financial backing for these seminaries were typically from private sources and the tuition charged the students. Enrollment varied between 50 to 100 students.

The men of the mission to Hawai’i were prepared for the work by education, work experience, and the sense of a calling. Their backgrounds were usually rural, and often farming had been the family livelihood. They were from the middle class. Their education had been preceded by engagement in various kinds of work: the employment with charitable or religious concerns; and traveling the northeast with tracts, Bibles, and the missionary message, or the call to revival.

The women of the mission were quick, efficient, and multi-talented. Also from rural, middle-class backgrounds, they were adaptable in terms of skills, worked to fund their own education, and were not accustomed to leisure or easy living. Most had secured their education at intervals, while supporting themselves by teaching, by farm labor, or skilled trade.

When the daughters of these missionaries or new recruits from the US took over the education of Hawaiian females during the last 40 years of the 19th century, many more were trained in the female seminaries of the US.

In the Islands, the first female seminary students were adult Hawaiian women. Patricia Grimshaw states: “… that (s)oon after their arrival in Hawai’i in 1820, and over the next three decades, New England missionary women embarked on an ambitious plan to transform Hawaiian girls and women to notions of femininity upheld by their culture.”

“The plan and design of the Female Seminary is to take a class of young females into a boarding school—away in a measure from the contaminating influence of heathen society, to train them to habits of industry, neatness, and order …”

“… to instruct them in employments suited to their sex, to cultivate the minds, to improve their manners and to instill the principles of our holy religion – to fit them to be suitable companions for the scholars of the Mission Seminary and examples of propriety among the females of the Sandwich Islands.” (Dibble)

In 1835, at the general meeting of the Mission, a resolution was passed to promote boarding schools for Hawaiians; several male boarding schools and two female boarding schools were begun.

Wailuku Female Seminary (or the Central Female Seminary, as it was first called) was the first female school begun by the missionaries (1837). It received support at a time when the missionaries were experimenting with both boarding schools and a manual labor system.

Fidelia Coan, the wife of Reverend Titus Coan, began Hilo Girls’ Boarding School in 1838. The Hilo school was opened for 20 girls from seven to 10 years old. Hilo residents helped erect and furnish the school building, and arranged to supply food for the pupils.

On January 16, 1860, the Privy Council authorized the chartering of the Makiki Family School. In family schools, young girls lived in the homes of the instructors; the instruction included both academics and domestic craft. It later closed, with the formation of Kawaiaha’o Seminary.

In 1862, Orramel Hinckley Gulick and his wife, Ann Eliza Clark Gulick began the Kaʻū Seminary on the Island of Hawai‘i. Both were the children of missionaries (Peter Johnson Gulick and Fanny Hinckley Thomas Gulick; Ephraim Weston Clark and Mary Kittredge Clark.)

Due to the isolated location of the seminary, it was difficult to attract many students to the school. In 1865, after struggling to fill the school, it was decided to move the school to Waialua, Oʻahu, on the Anahulu Stream.

“Honolulu Female Academy (is) another of the schools provided by Christian benevolence for the benefit of the children of this highly favored land. This institution will, it is hoped, supply a felt need for a home for girls, in the town of Honolulu, yet not too near its center of business.” (Pacific Commercial Advertiser, April 13, 1867)

In 1867, the Hawaiian Mission Children’s Society (HMCS – an organization consisting of the children of the missionaries and adopted supporters) decided to support a girls’ boarding school.

Miss Lydia Bingham (daughter of Reverend Hiram Bingham, leader of the Pioneer Company of missionaries to Hawaiʻi) became teacher and principal.

It was later named Kawaiahaʻo Female Seminary. In January 1869, Miss Elizabeth Kaʻahumanu (Lizzie) Bingham arrived from the continent to be an assistant to her sister. Lizzie later became principal.

The Kohala Girl’s School was Reverend Elias Bond’s last major undertaking. For 30-years prior to the 1874 founding of the Kohala Girl’s School, Reverend Bond ran a boarding school for boys. His decision to build a separate facility to educate native Hawaiian women in Christian living and housekeeping was made in 1872.

The last of the female seminaries that was begun by the missionaries was initially called the Makawao Family School. Later called Maunaʻolu Seminary, it was an out-growth of the “East Maui Female Seminary

At the end of the century, all the female seminaries in Hawai‘i began to lose students to the newly-founded Kamehameha School for Girls.

This latter school was established in 1894; it was not technically a seminary or founded by missionaries, but all the girls enrolled were Hawaiian, and its curriculum was very similar to what was used at the missionary-sponsored seminaries.

Above text is a summary – Click HERE for more information

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Bailey_House-right-Seminary_-left-_painting-NPS-1880

Kawaiahaʻo_Female_Seminary-MissionHouses-400

Gulick_Home_expanded_to_house-Kawaiahaʻo_Female-Seminary

August 11, 2019 by Peter T Young 1 Comment

Caste Social Structure

During the period from about AD 1400 to European contact, Hawaiian society underwent a transformation from descent-based (its ancestral Polynesian system) to a state-like society.

The structure that came to characterize Hawaiian society – consisting of a high upper class supported by an underprivileged lower class – was somewhat suggestive of ancient Mediterranean and Asian civilizations, as well as of medieval Europe.

The Hawaiian concept of the universe embodied the interrelationship of the gods, man and nature. The former, although the ultimate controlling influence in this system, granted their direct descendants – the royalty – control over the land, the sea and their resources.

“The condition of the common people was that of subjection to the chiefs, compelled to do their heavy tasks, burdened and oppressed, some even to death. The life of the people was one of patient endurance, of yielding to the chiefs to purchase their favor. The plain man (kanaka) must not complain.” (Malo)

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 (kings, high chiefs, low chiefs) considered to be of divine origin who ruled specific territories and who held their positions on the basis of family ties and leadership abilities – the chiefs were thought to be descendants of the gods;
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
Makaʻainana, commoners (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), social outcasts, “untouchables” — possibly lawbreakers or war captives, who were considered “unclean” or kapu. Their position was hereditary, and they were attached to “masters” in some sort of servitude status. Marriage between higher castes and the kauwa was strictly forbidden.

“As to why in ancient times a certain class of people were ennobled and made into aliis, and another class into subjects (kanaka), why a separation was made between chiefs and commoners, has never been explained.” (Malo)

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 processes.

“The chiefs were anxious also to preserve the pure blood of their class by arranging marriages between chiefs and chiefesses. …”

The mating to a sister or near relative, which was not permitted to lesser chiefs or the relatives of chiefs, was considered desirable between very high chiefs in order to produce children of divine rank who carried the sacred fire (ahi) tabu.”

“Such a mating was for the purpose of bearing children, but the two need not become man and wife. Thus the chiefs multiplied, thrived, grew, and spread out over the land; but today we are taught that such practices are wrong.” (Kamakau)

“The makaainana were the fixed residents of the land; the chiefs were the ones who moved about from place to place. It was the makaainanas also who did all the work on the land; yet all they produced from the soil belonged to the chiefs; and the power to expel a man from the land and rob him of his possessions lay with the chief.” (Malo)

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.

“If the people were slack in doing the chief’s work they were expelled from their lands, or even put to death. For such reasons as this and because of the oppressive exactions made upon them, the people held the chiefs in great dread and looked upon them as gods.” (Malo)

“Only a small portion of the kings and chiefs ruled with kindness; the large majority simply lorded it over the people. It was from the common people, however, that the chiefs received their food and their apparel for men and women, also their houses and many other things.” (Malo)

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

“The commoners were the most numerous class of people in the nation, and were known as the ma-ka-aina-na; another name by which they were called was hu (hu, to swell, multiply, increase like yeast.)” (Malo)

As Handy states: “It is evident that kapu determined and regulated the three castes. For the aliʻi (and kahuna,) the kapu of sanctity was at once a wall of protection and the source of prestige and authority.”

“The same kapu determined for the commoners their social and economic relationship to, and their reverential attitude towards their overlords. As for the kauwa, their segregation and exclusion from the social organism was due to a kapu of defilement.”

This social structure was reinforced by the kapu, the Hawaiian religious, political and social structure that lasted for 500-years. (Lots of information here from an NPS report, as well as others, as noted.) The painting is by Herb Kane – “Council of Chiefs.”

Council_of_Chiefs-(HerbKane)

August 9, 2019 by Peter T Young Leave a Comment

Surfing Compared to Early Forerunner of the Roller Coaster

French sea captain Auguste Dehaut-Cilly made round-the world travels between 1826 and 1829; all of the following is from his account of the Islands following his trip from California to Hawai‘i, in 1828.

In the Islands in 1828, Dehaut-Cilly watched men and women surfing at Waikiki.

He notes, “This amusement (surfing), pursued with equal skill by men and women, might be considered analogous to our game of Russian mountain [roller-coaster] If they did not have another that is much more similar.”

“Among the predecessors of modern roller coasters were rides in Russia in the 15th century: sleds constructed of cut lumber and tree trunks sped down man-made ice-covered hills.”

“The rides were more elaborate than simply sledding, reaching speeds of 50 miles (80 km) per hour and earning the nickname ‘flying mountains.’”

“Both children and adults would make the trek up stairs about 70 feet high to an ice-block sled outfitted with a straw seat. Though some constructions were hundreds of feet in length, the trip back down was relatively brief.”

“A ride inaugurated at St. Petersburg in 1784 comprised carriages in grooved tracks that traveled up and down small hills by means of power generated by the height and slope of the initial descent.” (Encyclopedia)

This early form of a roller coaster in Russia was known as “sliding hill”. Most often, the slides had a 50-degree drop and were enhanced by wooden supports. Slowly, the “Russian mountains” became popular among the upper class in Russia. (Vintage News)

Back in the Islands, Dehaut-Cilly noted, “Just as the seal so heavy and apathetic on the rocks or on the beach, is endowed when back in the water with an astonishing suppleness and vivacity, so these men and women, quite lethargic on their mats, are the most skillful and intrepid swimmers.”

“We have often seen them lying belly down on a board six feet long and fifteen inches wide and waiting, more than a mile out from the village of Waikiki, for the most powerful wave …”

“… and then, with feet to the wave and head pointed toward shore, swimming with hands and feet to keep the board always in front of the wave, allow themselves to be propelled in a few minutes and with the speed of an arrow to the beach, where the wave dies out.”

“But if they perform this journey with incredible speed and agility, they must exert even more skill when they wish to go back and repeat the game, for then they must overcome the speed and power of all the succeeding waves, and in doing this they prove whether or not they are good swimmers.”

“To accomplish the return they must plunge through each wave as it unfurls, swim strongly as soon as it has passed, then do the same with the next wave and the next until they have reached the last one.”

“Then they can let themselves be carried once more to the beach.”

“They employ canoes for the same game, but these must be handled with even more dexterity because the smallest paddle stroke done wrong is enough to turn them over.”

“When that happens the only consequence is that they are delivered over to the ridicule of their fellows whose laughter, so easily aroused, is then at its height.”

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Surfing illustration, LE Edgeworth
Hawaiin surfing-(culturemap-org-au)-early 1800s
Hawaii_Harden_Melville-Surfing-1885
Surfing-Waikiki

August 8, 2019 by Peter T Young 2 Comments

Hawai‘i State Library

The earliest libraries in Hawaiʻi appear to have been reading rooms provided for ships officers and crews. In Lāhainā, the Seamen’s Chapel and Reading Room was built in 1834 following an appeal by William Richards and Ephriam Spaulding (it was built two years later.)

In Honolulu, the Sandwich Islands Institute, organized in November 1837, fitted up a room at the Seamen’s Bethel in downtown Honolulu as a library and a museum of natural history and Pacific artifacts.

A newspaper article in October 1840 referred to this as a “Public Library, three to four hundred volumes” and also listed a “Reading Room for Seamen,” presumably at a different location.

A decade later, in 1850, residents of Honolulu organized the Atheneum Society, which for a year or two maintained a reading room and library. The Atheneum was succeeded in 1853 by the Honolulu Circulating Library Association.

In 1879, a group of men founded the Honolulu Library and Reading Room Association. In the local newspaper, the Commercial Pacific Advertiser, editor JH Black wrote, “The library is not intended to be run for the benefit of any class, party, nationality, or sect.”

Some of the founders wanted to exclude women from membership, but Alexander Cartwright disagreed, writing to his brother Alfred: “The idea keeps the blessed ladies out and the children. What makes us old geezers think we are the only ones to be spiritually and morally uplifted by a public library in this city?”

It wasn’t long before the committee changed the wording of the constitution to make women eligible for membership.

Early in its history, the organization had established a solid economic foundation, and over time it was able to obtain the moral and financial support of both the Hawaiian government and wealthy citizens.

King Kalākaua, Queen Kapiʻolani, Queen Emma, Princess Bernice Pauahi Bishop, Regent Lili‘uokalani, Minister of the Interior F. W. Hutchinson and Charles R. Bishop were just a few of its notable and highly influential supporters.

From 1879 to 1912, library service was provided by the Honolulu Library and Reading-Room Association.

In 1909, Governor Frear helped pass the “Act to Provide for the Establishment of the Public Library of Hawaii”. On May 15, 1909 the Honolulu Library and Reading Room and the Library of Hawaiʻi signed an agreement by which the former agreed to turn over all books, furnishings and remaining funds to the latter.

A few months later, the Honolulu Library and Reading Room, Library of Hawaiʻi and the Historical Society jointly signed and submitted a letter to Andrew Carnegie requesting a grant for the construction of the Library of Hawaiʻi.

The request to Carnegie was for funds to build the new Library; Carnegie responded that the sum of $100,000 would be made ready as soon as a site was selected and plans drawn up.

The building’s final location, though, was not immediately settled. Several possible sites were considered. Ultimately, Governor Frear made a lot available on the corner of King and Punchbowl streets.

He picked a site that in 1872 had been purchased by the Government of Prince Lunalilo and transferred its control to the Board of Education.

The site was the location of Hāliʻimaile, the residence of Boki and Liliha and later Victoria Kamāmalu and her father and brothers before they ascended Kamehameha IV and Kamehameha V.

In 1874, the government-supported Pohukaina School for Girls was started. Just up the street was the Royal School for Boys.

In order to accommodate the new Library of Hawaiʻi, after 36-years at King and Punchbowl, Pohukaina School was moved to Kakaʻako; the new school opened in 1913.

Ultimately, the Library of Hawaiʻi was completed at a cost of $127,000, with the local legislative funding providing the difference.

The building opened its doors on February 11, 1913, and Hawaiʻi at last joined those states of America that offered free library services to their communities. The library, now known as the Hawaiʻi State Library, still stands today.

Greco-Romanesque columns in front mark it as a Carnegie library, and within its lobby, a bust of Andrew Carnegie, the man who made it possible is on the grounds.

In 1921, the County Library Law established separate libraries on the islands of Kauaʻi, Maui and Hawaiʻi, under minimal supervision by the Library of Hawaiʻi, which restricted its services to Oʻahu. Even so, the latter quickly outgrew its quarters.

In 1927, the Territorial legislature approved funding to expand and renovate the building. Construction was completed in 1930. Architect CW Dickey tripled its size by adding new wings to create an open-air courtyard in the center.

After statehood in 1959, the Hawaiʻi State Legislature created the Hawaiʻi State Public Library System, the only statewide system in the United States, with the Hawaiʻi State Library building as its flagship branch.

My grandmother worked at the State Library, from 1920 to 1948; she retired after serving as Assistant Head Librarian and Director of the Extension Department. Part of her duties included the expansion of the Library to the Neighbor Islands in 1921. My mother received a degree in Library Science and was archivist at Punahou School.

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