Hawaii | Page 380 | Images of Old Hawaiʻi

December 30, 2017 by Peter T Young Leave a Comment

Hale Mua

Fishing, the making of fishing gear and canoes, the care and housing of canoes and fishing gear, fighting, and the making of weapons were essentially men’s activities (although there are accounts of famous women warriors).

Every aspect of taro economy and culture was man’s work; the making and tending of fields and irrigated terraces and irrigation ditches, planting, cultivating and harvesting taro, steaming it in the ground oven, peeling it, and pounding the steamed corms to make poi for the womenfolk, as well as for men and boys.

The erection of every kind of house and shed was man’s work. For most family rituals the male head of the family functioned as family priest, just as in the greater rituals of community and state the professional priests were men. (Handy & Pukui)

Kauhale means homestead, and when there were a number of kauhale close together the same term was used. The old Hawaiians had no conception of village or town as a corporate social entity; there was no term for village.

The kauhale were scattered near streams in valley bottoms; each family kauhale was right beside its lo’i. A spring (or springs) was sometimes the reason for a village-like conglomeration of homesteads – again, families focused on the water source.

Traditional hale (‘house’, ‘building’) were constructed of native woods lashed together with cordage most often made from olonā. Pili grass was a preferred thatching that added a pleasant odor to a new hale. Lauhala (pandanus leaves) or ti leaf bundles called peʻa were other covering materials used.

Unlike our housing today, the single ‘hale’ was not necessarily the ‘home.’ The traditional Hawaiian home was the kauhale (Lit., plural house;) this was a group of structures forming the living compound – homestead – with each building serving a specific purpose.

The main structure within the kauhale household complex was the common house, or hale noa, in which all the family members slept at night. It was the largest building within a family compound and the most weatherproof. (Loubser)

Other structures included hale mua (men’s meeting/eating house,) hale ʻāina (women’s eating house,) hale peʻa (menstruation house) and other needed structures (those for canoe makers, others used to house fishing gear, etc.)

The terrain and the subsistence lifestyle and economy created the dispersed community of scattered homesteads. Typically, a Hawaiian family’s homestead stood in relative isolation.

‘At the age of 3 or 4, (a high ranking male child) was placed in the mua and his eating made kapu (or taboo) …’ Non-elite male children were also consecrated in hale mua after birth. (Dixon)

Archaeological investigations conducted on hale mua have identified evidence of presumed male food consumption (bones from pig and some large pelagic fish, species taboo to women) and male domestic activities (stone tool making).

The daily implementation of the kapu in non-elite Hawaiian family life was presumably more complex, as were gender specific activities such as tool making. (Dixon) Near it was the imu or oven in which the men cooked their food.

The mua or menʻs eating house was a sacred place from which women were excluded. It was the place where the men and older boys ate their meals and where the head of the family offered the daily offerings of ʻawa to the family ʻaumakua. Here men and family gods ate together; women, were not allowed to enter here.

The daily offering was never omitted and if the head of the family was unable to perform his duty, he appointed some one to do it. The prayers were for the welfare of the ruling chief and for the family itself.

When a serious problem arose, such as a new venture to be attempted or sickness in the family, the head of the family slept in the Mua, where the family gods would give him directions as to what to do.

Thus the Mua served both as a place for the men to eat and a meeting place with the family gods. At one end of the mua was an altar (kuahu) dedicated to the family ʻaumakua whose effigies stood there.

Here the head of the household prayed and performed necessary rites sometimes without, sometimes with the aid of a kahuna pule, when came the time for the rites of the life cycle such as birth, cutting the foreskin, sickness and death. (Handy & Pukui)

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December 29, 2017 by Peter T Young Leave a Comment

John Fawcett Pogue

Maria Kapule Whitney was born October 19, 1820 to the Pioneer Company missionaries/teachers, Samuel and Mercy Whitney.

She was “the first haole girl to be born in the Hawaiian archipelago,” and named for Kauai Chiefess Kapule, wife of Kauai’s King Kaumualiʻi. Maria went to the mainland at the age of six to be educated. She graduated class of 1840 from Mt. Holyoke College.

John Fawcett Pogue son of William and Ruth Pogue, was born in Wilmington, Delaware on December 29, 1814. He graduated from Marietta College, 1840, and Lane Theological Seminary, 1843.

Ordained as a missionary minister on November 6, 1843, he was part of the 11th Company of American Board of Commissioners for Foreign Missions, sailing from Boston Harbor on December 4, 1843, arriving in the Islands on July 15, 1844. Maria Kapule Whitney was also part of the 11th Company and served as an educator.

Pogue, an active, eager young associate, first served at Kōloa, Kauai, until July, 1847, then he went to Kealakekua Bay.

John and Maria married on May 29, 1848. (They eventually had four children, Samuel Whitney 1849-1902; Jane Knox 1851-1932; Emily Elizabeth 1853-1910 and William Fawcett 1856-1952.)

Pogue was later assigned to lead Lahainaluna Seminary; he followed prior principals, Rev Lorrin Andrews, Rev Sheldon Dibble, Rev John S Emerson, Rev William P Alexander and Rev Timothy D Hunt. (Alexander)

The school had been established in 1831 by the American Protestant missionaries of the American Board of Commissioners for Foreign Missions.

It was dedicated to three major principles: 1) to train native men to become assistant teachers of the Christian religion; 2) to spread sound knowledge of literature and science to elevate the Hawaiian people from their present ignorance of these subjects; and 3) to qualify Hawaiians to be school teachers to their own people.

The school began with one teacher, the Reverend Lorrin Andrews, who was also its principal and a member of its board of directors. Four other ordained ministers made up the board.

The school followed the pattern of education in Head, Heart and Hand, with instruction in secular subjects, religious and moral training and also to teach technical subjects such as printing and methods of agriculture.

Not long after its opening, the school became a boarding school and began to earn a reputation as Hawaii’s most educational institution. It was called the Mission Seminary and one of its important objectives was to train Hawaiians for the ministry. (Joerger)

The pupils of the seminary were the most promising youth from fourteen to twenty years of age who could be selected from the schools of the islands. Tuition was free; but the pupils were obliged to provide their own food, which they did by cultivating a fine tract of taro land.

To the Hawaiian people this institution was a university, completing their education for school-teaching, for law practice and civil service, and for the ministry. (Alexander) Graduates of Lahainaluna began to fill their places in Hawaiian society.

In time the graduates of this one institution made up the Hawaiian Christian ministers, scholars, politicians, lawyers, government officials, and the like, who were directing much of the course of Hawaiian life in the Kingdom.

In 1849 the mission decided that it could no longer support completely Lahainaluna. In that year, the school came under the control of the government of the Hawaiian Kingdom. But the mission still preserved its influence over the curriculum and the selection of teachers.

Moreover, the school began to concentrate on secular subjects and to decrease its training for the ministry. This change was primarily undertaken because other seminaries then existed for the training of Hawaiians for the ministry.

Instead the curriculum continued to teach both academic subjects such as literature and science and theology and practical subjects such as bookkeeping and in the manual arts such as agriculture.

Reverend Pogue spent ten years as the principal of Lahainaluna, after he had spent many previous years there as a teacher. During his administration the main building was destroyed by fire.

And it is to the credit of the school and its standing in the Islands that while the Government provided the main support in money, the community responded with donations for the rebuilding project. Three new and elegant, convenient buildings were completed while the Reverend Pogue was still principal.

In 1865, a further change in the status of the school occurred when it was placed under the direction of the Board of Education. Lahainaluna then became an ordinary, government school. In 1866 Reverend Pogue ended his years as principal of the school. (Joerger)

Pogue then went to Waiohinu (1866-69) then later served as Secretary to the Hawaii Evangelical Association. Rev John F Pogue died suddenly of Bright’s disease (chronic inflammation of the kidneys), December 4, 1877, at Laramie, Wyoming, while on a trip to the US; in 1882 Maria and her family relocated to California. She died in Santa Clara on April 20, 1900.

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Pogue, John Fawcett-1875

December 28, 2017 by Peter T Young Leave a Comment

Kona Cattle

“…the meat-eating population has increased, while the areas devoted to grazing and the numbers of cattle have gradually diminished, so that at the present time we are face to face with a situation in which the supply will no longer cover the demand.”

“Formerly (cattle) had wider ranges to rove over and feed upon; they were possessors of the land, and their value consisted chiefly in the labor and hides that they yielded.”

“At that time the plantations, which were of smaller areas than now, were almost wholly worked by bullock labor… In the course of time, and that very recent, the sugar industry has undergone great expansion.”

“The lands, some of which formerly were among the best for meat-making uses, have been absorbed by the plantations, and the cattle have been gradually forced within narrower limits at higher altitudes.” (Walter Maxwell; Thrum 1900)

Let’s look back …

With the arrival of Western ships, new plants and animals soon found their way to the Hawaiian Islands. In 1793, Captain George Vancouver gave a few cattle to Kamehameha I. When Vancouver landed additional cattle at Kealakekua in 1794, he strongly encouraged Kamehameha to place a 10‐year kapu on them to allow the herd to grow.

In the decades that followed, cattle flourished and later turned into a dangerous nuisance. (By 1846, 25,000-wild cattle roamed at will and an additional 10,000-semi‐domesticated cattle lived alongside humans.)

Kamehameha III lifted the kapu in 1830 and the hunting of wild cattle was encouraged. The king hired cattle hunters from overseas to help in the effort; many of these were former convicts from Botany Bay in Australia.

Wild cattle were hunted for consumption, as well as provisioning ships with salt beef, and hides and tallow to the growing whaling fleets replenished their stocks.

In addition, Kamehameha III had vaqueros (Mexican-Spanish cow hands) brought to the islands to teach the Hawaiians, the skills of herding and handling cattle.

“The formalization of ranching operations on Hawai‘i evolved in response to the growing threat of herds of wild cattle and goats to the Hawaiian environment, and the rise and fall of other business interests leading up to the middle 1800s.” (Maly)

The vaqueros found the Hawaiians to be capable students, and by the 1870s, the Hawaiian cowboys came to be known as the “paniola” for the Espanola (Spanish) vaqueros who had been brought to the islands (though today, the Hawaiian cowboy is more commonly called “paniolo”). (Maly)

“The forest areas of the Hawaiian Islands were very considerable, covering the upland plateaus and mountain slopes at altitudes above the lands now devoted to sugar growing and other cultures.”

“Those areas, however, have suffered great reduction, and much of the most valuable forest cover has been devastated and laid bare. The causes given, and to-day seen, of the great destruction that has occurred are the direct removal of forest without any replacement by replanting.”

“Again, in consequence of the wholesale crushing and killing off of forest trees by cattle which have been allowed to traverse the woods and to trample out the brush and undergrowth which protected the roots and trunks of trees, vast breadths of superb forests have dried up, and are now dead and bare.”

“All authorities of the past and of the present agree in ascribing to mountain cattle, which were not confined to ranching areas, but allowed to run wild in the woods, the chief part in the decimation of the forest-covered lands. (Maxwell; Thrum)

“While the visits of the whaleships were confined to a few ports, the effects were felt in many other parts of the kingdom. Much of the domestic produce, such as potatoes, vegetables, beef, pork, fowls, and firewood, that was supplied to the ships was raised in the back country and had to be taken to the ports for sale.”

“The demand for firewood to supply so many ships over so great a period of time must have had an appreciable effect in reducing the forest areas and helping to create a serious problem for later generations.”

“Cattle for beef were, where possible, driven to the ports on the hoof and slaughtered as needed; at times they were led carelessly through the streets, to the annoyance and danger of the peaceful populace.” (Kuykendall)

In the years prior to the Māhele of 1848, nearly all of the cattle (as well as goats and sheep) belonged either to the King, the government, other chiefs close to the King, and a few foreigners who had been granted the right to handle the cattle. By 1851 there were around 20,000 cattle on the island of Hawai‘i, and approximately 12,000 of them were wild. (Maly)

The issuance of land title through the Māhele and Royal Patent Grant program of the Hawaiian Kingdom facilitated the development of large scale ranching activities on Hawai‘i. Every ahupua‘a in the area between Keauhou to Kealakekua (as well as on lands to the north and south) was put into ranching.

Ranchers, such as Samuel Rice, Charles Hall, William Johnson, Henry N. Greenwell, John D. Paris, James Atkins, Preston Cummings, Henry Weeks, George Trousseau and several others, operated in the uplands of Kona. (Maly)

The ranches of this region were generally situated between the 1,500 to 4,500-foot elevation, above the lands that in the same period were being turned over to the cultivation of coffee and other crops.

There were also important mauka-makai trails at various locations in the Keauhou-Kealakekua vicinity (such as Honalo, Kawanui, Lehu‘ula, Honua‘ino, Kalukalu, Onouli, and Ka‘awaloa), where ranchers would drive their cattle to the lowlands for grazing and shipping.

Māhele records also tell us that the native Hawaiian land owners in the same region, kept pigs and goats (and probably cattle and horses) on their own lands at lower elevations as well.

By 1855, the King signed a law requiring all cattle owners on Hawai‘i to register their brands between April 1st to September 30th 1855. On October 16, 1855, SL Austin (secretary to Governor of Hawai‘i), reported to John Young (Minister of the Interior), that 13 individuals had submitted the necessary documentation. (Maly)

For the most part, Kona Ranching operations continued on leased or fee lands by descendants of the earlier ranchers – Greenwell, Johnson, Paris, Wall and Roy.

Most of the ranching was/is in the uplands (areas extending from the Māmalahoa Highway vicinity to around the 4,800-foot elevation).

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Cattle loading-Kailua-Kona

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Kailua Bay looking down on beach by pier

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Cattle loading-Kailua-Kona

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Cattle_on_Boat-PanioloPreservationSociety

December 27, 2017 by Peter T Young 5 Comments

Chink Store

It was 15 x 20 foot, at 1523 Alexander Street, just makai of Wilder; it was called Alexander Grocery – most called it the Chink Store – at least for me, without derogatory meaning, without thinking of the connotation of the name. It is simply what we called it. (Even the owner’s obituary also called it the same.)

About 100-youngsters were at its door before school in the mornings and between three to four hundred in the afternoon. It was the favorite of Punahou and Maryknoll students. It also served basic grocery needs of the surrounding neighborhood.

It was built by Ah Chong Liu in 1912; later, Albert and Esther Lau took it over. The Laus previously lived in Wahiawa, where Albert founded Albert’s Cleaners.

Esther, early on, also sold the World Book Encyclopedia door-to-door just to earn a set for her own family, and worked as an employee of the State Legislature when it was located at ʻIolani Palace.

The Laus leased and operated the store for 22-years. “It’s the relationship we’ve had with the children, without them and the store, we couldn’t have brought up our own children as well. We’ve learned as much from them as they’ve learned from us.” (Star-Advertiser Obituary)

“(C)hildren are my weakness,’ says Esther Lau, amazing memories not only for hundreds of names and faces but also for personalities, a real interest in all the youngsters”. (Advertiser, 1963)

The Laus had three children of their own, Linda, Michael and Richard. “Mr. Lau sent all his kids to college on profits from shave ice!” (Piper)

It was “one of my favorite places to walk from school in the 1960s & 70s. The Laus were always so friendly! I never dreamed they and their store wouldn’t be there someday, but I’m happy it afforded the Laus a good life and then some!” (Clark)

“The Laus truly loved that little store and their patrons, remembering numerous by name and countless more by face. A true ‘Mom & Pop store – I trust you, you trust me’ existence, good ol’ face-to-face communication with all, just a ‘plain vanilla’ work ethic which succeeded as they intended.” (Star-Advertiser Obituary)

“When the troops arrive they automatically form two lines … one leading to Mr Lau who presides over the shave ice machine, and another wends its way to Mrs Lau behind the candy, sushi and manapua counter.” (Advertiser, 1963)

“Three ground rules at the store are no smoking, no fighting and no profanity, and the Laus make this all stick by ‘keeping a strong eye on the kids, keeping our ears open,’ and asking offenders to leave.” (Advertiser, 1963)

“I’ve given more lectures in here. Sometimes when I hear the older ones talking about dropping out of school I tell them ‘You’re in a competitive world and it’s not easy.’ I see some of them who left school and I don’t think they are very happy.” (Esther Lau, Advertiser, 1963)

A news article upon the store’s closing in the mid-1970s states, “The Laus are a special kind of people they offered advice, philosophy, encouragement and help where needed, kept athletes on training diets, bucked up potential drop-outs …”

“… clamped down on fighting, profanity, smoking, and corrected sloppy English, a year-round lost and found department, (conveyed) messages between parents and children, made hundreds of small loans for phone calls, bus fares, and food.” (Star-Advertiser Obituary)

“‘If they yell “Hey!” we tell them we don’t ‘Hey!’ then either, and we never use pidgin English. If they say ‘da kine’ I say ‘Da kine! What are your getting in English, C?’” (Esther Lau, Advertiser, 1963)

“During the hours the store is bulging with the young and very young, out front there’s a collection of bicycles, book bags, violin cases, school folders and flight bags bulging with athletic equipment or ballet togs.”

“Then, when they’ve all gone home, the Laus pick up what’s been left behind … rain coats, bands for teeth, glasses, bathing suits, umbrellas, bags and books”. (Advertiser, 1963)

“But no spot would have been so anticipated to visit if it had not been manned by Mr and Mrs Lau. Not only were they both kind and friendly to me, I often thought how pretty Mrs Lau was and wondered why she wasn’t a model or something!” (Denison)

“We’ve learned as much from them as they’ve learned from us. We’re really going to miss this.” (Esther Lau speaking of the store’s closing; Star-Advertiser Obituary) There are a lot of former Punahou and Marynoll students that miss them, too.

Albert died in 1997; Esther died in 2014. They had multiple grandchildren, great grandchildren – and a whole lot of others who became better people due to their attention to and care for others. (Esther Lau’s obituary noted ‘Alexander Grocery’ the way we did, ‘The Chink Store.’)

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Alexander Grocery-Chink Store-Chuck Weldon

December 26, 2017 by Peter T Young Leave a Comment

The Aliʻi, the Missionaries and Hawaiʻi

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 Hawaiian 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, 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).

By the time the Pioneer Company arrived, Kamehameha I had died and the centuries-old kapu system had been abolished; through the actions of King Kamehameha II (Liholiho,) with encouragement by his father’s wives, Queens Kaʻahumanu and Keōpūolani (Liholiho’s mother,) the Hawaiian people had already dismantled their heiau and had rejected their religious beliefs.

The kapu system was the common structure, the rule of order, and religious and political code. This social and political structure gave leaders absolute rule and authority. In addition to the abolition of the old ways, Kaʻahumanu created the office of Kuhina Nui (similar to premier, prime minister or regent) and would rule as an equal with Liholiho – this started the shift from absolute rule to shared rule.

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)

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.)

After Western contact and attempts to write about Hawaiʻi, 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.

In addition to preaching the gospel, one of the first things Bingham and his fellow missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. The 12-letter we use today was established by the missionaries on July 14, 1826.

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.

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)

The proliferation of schoolhouses was augmented by the missionaries 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. (Laimana)

By 1853, nearly three-fourths of the native Hawaiian population over the age of sixteen years were literate in their own language. The short time span within which native Hawaiians achieved literacy is remarkable in light of the overall low literacy rates of the United States at that time. (Lucas)

Constitutional Government

King Kamehameha III asked missionary William 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 be in the mission while assisting the King.

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

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 Mission House as a Western medicine pharmacy and doctor’s office, beginning in 1832.

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.)

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 Gerrit P Judd to resign from the mission and serve as his advisor and translator.

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. “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)

Missionaries used songs as a part of the celebration, as well as learning process. “At this period, the same style of sermons, prayers, songs, interrogations, and exhortations, which proves effectual in promoting revivals of religion, conversion, or growth in grace among a plain people in the United States, was undoubtedly adapted to be useful at the Sandwich Islands. … some of the people who sat in darkness were beginning to turn their eyes to the light”. (Bingham)

“In view of the fact that the best modern Hawaiian music, now known the world over, owes much to the musical form of these early hymns, one wishes that history had been less restrained. Yet, even in default of any direct, consecutive record, one may piece out quite a little of the story of Hawaiian hymns from references in early letters and accounts of their printing.”

“And when one has the good fortune to touch with one’s own hands many of the early songbooks printed in Hawaiian, the search toward a complete account of them becomes a fascinating pursuit.” (Wilcox; Damon The Friend, March 1935)

“When our Protestant missionaries came to hymnody in Hawaiian – as they very soon did – they reared a natural superstructure upon this rich and rhythmical foundation of the Bible. It was a veritable treasure house.”

“But strangely, too, another very deep-seated source of balance and rhythm and figured speech flowed in the cultural consciousness of the Hawaiian people to whom these new Christian messages were being brought. Instinct in the Hawaiian mode of thought was the impulse and the act of prayer, of supplication, of praise.” (Wilcox; Damon The Friend, March 1935)

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