Hawaii | Page 437 | Images of Old Hawaiʻi

June 20, 2017 by Peter T Young 2 Comments

Kidwell’s Mānoa Pineapples

John Kidwell was born January 17, 1849 in the small north Devonshire village of Marwood. At the age of fifteen (in 1864,) he left home to become an apprentice to a second cousin, who was a nurseryman in London. He emigrated to the US in 1872 and became a nurseryman in San Francisco.

In 1882, with letters of introduction, Kidwell sailed to Honolulu. At the time, there was great demand for fresh Hawaiian pineapples in San Francisco. He acquired shoots of wild pineapple from Hawaii Island and set out to plant them in Mānoa (1885.) (Hawkins)

“‘Diversified industries’ have been one of the gospels rung in the ears or rather paraded before the eyes of the people of this country by the press for many years.”

“That everything in the direction indicated has not been preaching is proved by instances of very gratifying practice. One of these cases is that of Mr J Kidwell’s farm at Wailele Manoa Valley, The Advertiser reporter mounted that gentleman’s wagon on Friday and was driven by him out through Punahou to his estate.”

“Mr Kidwell has thirty six acres at Wailele all cultivable but only a portion of it cleared. The principal crop now growing is of pine apples there being different varieties covering the greater part of four acres. Without irrigation and notwithstanding the prolonged scarcity of rain the plants are flourishing in appearance even to luxuriance.”

“They are also fruiting finely and the owner is not harassed with doubt as to thorough success of the crop. Ground is cleared for more planting of the same fruit besides which there is room where grapevines have been taken out for rows between some of the present ones.”

“Mr Kidwell besides having been a practical farmer all his life is also an energetic one. During the few months he has been in possession of this farm he has with very little hired help eliminated a quantity of lava boulders and stones from the soil which would have appalled a man of less grit.”

“There is the making of a very fine place in this property and Mr Kidwell is bound to have it such. There are natural springs of excellent water centrally situated which occupy a patent windmill in pumping into a tank and system of pipes.”

“Almost anything capable of cultivation in the country can be raised on the farm but at present the owner is making a specialty of pineapples. A grove of young lime trees looks luxuriant in spite of drought and indicates a profitable fruit that may be raised in odd pockets or borders.”

“An excellent style of fowl yard enclosed with an airy but substantial article of wire netting is tenanted by many feathered bipeds of high breeds. This is another diversification of profitable home industry that the proprietor can incidentally carry on with comparatively little trouble.”

“The place is very pleasantly situated amid the finest scenery Diamond Head Round Top other on the highest mountain peaks on this island and the Pacific Ocean being all in the surrounding prospect.” (Hawaiian Gazette, April 2, 1889)

In 1885, Kidwell started a pineapple farm with locally available plants, but their fruit was of poor quality (Hawkins, 1997). That prompted him to search for better cultivars; he later imported 12 ‘Smooth Cayenne’ plants.

An additional 1000 plants were obtained from Jamaica in 1886, and an additional 31 cultivars, including ‘Smooth Cayenne’, were imported from various locations around the world. ‘Smooth Cayenne’ was reported to be the best of the introductions.

Kidwell is credited with starting Hawai‘i’s pineapple industry; after his initial planting, others soon realized the potential of growing pineapples in Hawaii and consequently, started their own pineapple plantations.

The pineapple cultivar that would form the foundation of the future Hawai‘i industry had become well established in the islands, presumably because it was vigorous, productive, tolerant of most pests and diseases, and had fruit of good quality that canned well. (Bartholomeow)

The “development of the (Hawaiian) pineapple industry is founded on his selection of the Smooth Cayenne variety and on his conviction that the future lay in the canned product, rather than in shipping the fruit in the green state.” (Canning Trade; Hawkins)

The commercial Hawaiian pineapple canning industry began in 1889 when Kidwell’s business associate, John Emmeluth, a Honolulu hardware merchant and plumber, produced commercial quantities of canned pineapple.

Emmeluth refined his pineapple canning process between 1889 and 1891, and around 1891 packed and shipped 50 dozen cans of pineapple to Boston, 80 dozen to New York, and 250 dozen to San Francisco.

One of the last laws passed by the Legislative Assembly before the overthrow had been an act to encourage the cultivation, canning, and preserving of pineapples in an attempt to diversify the economy away from sugar.

For a period of ten years after 1892, all tools, machinery, appliances, buildings, and all other personal property used in the cultivation, canning, or preserving of pineapples and held for export had been exempted from all taxes.

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June 19, 2017 by Peter T Young 1 Comment

Kona Hotel

From 1899 to 1926, Hōlualoa was a sugar town; coffee was cut down to make way for fields of sugarcane, which surrounded Hōlualoa. The sugar plantation carried the region’s economy, and Holualoa became its commercial center.

Plantation camps sprang up near the mill and along the length of the railway. Catholic, Protestant and Buddhist churches were established to serve the multiethnic community.

Luther Aungst chose Hōlualoa as headquarters for the Kona Telephone Company, started in the 1890s. Using mules to drag telephone poles across lava flows, Aungst installed a line from Hilo to Ka‘u, and across Kona to North Kohala.

Dr Harvey Saburo Hayashi from Aomori-ken, Japan, one of Kona’s first full-time resident physicians and publisher of Kona’s first newspaper, the Kona Echo, lived there.

The Kona Sugar Company started in 1899 with ambitious plans to create a major sugar plantation in Kona. The company built Kona’s first sugar mill above Kailua Village in 1901.

The mill site was near Waiaha Steam. But water was not sufficient to properly process the cane; in 1903, the company went broke. Other investors tried to keep it alive, but the plantation failed in 1926.

Sugar’s collapse spelled economic ruin for many people. Coffee kept Hōlualoa alive, but just barely. Young people looking for employment left North Kona in droves, finding work in Honolulu or the mainland. (Kona Historical Society)

It was at this time (1926,) when Zentaro and Hatsuyo Inaba opened their 11-room Kona Hotel in 1926, they advertised “Rooms and Meals”.

The business was quickly a going concern in Hōlualoa town and initially catered to traveling businessmen like the Love’s Bakery salesman. They also welcomed the occasional tourist traveling from Hilo, via Volcano, in modified Packard ‘Sampan’ automobiles. (Pulama ia Kona)

“My father was Zentaro Inaba. That’s my stepfather. My mother was Hatsuyo Inaba. Her maiden name was Hatsuyo Miyamoto. Now, my real father, when I was very young, left for the Mainland.”

“And subsequent to that, my [step]father came to Kona and married my mother. As far as I’m concerned, I don’t know my real father. Ever since my childhood, my father was Zentaro Inaba.”

“I think they came here during the latter part of the 1890s. Mother came to Kona with my father – that is, Kitao – and my stepfather came from Pāpaʻikou to Kona. He was one of the contract laborers in Pāpaʻikou.”

“You know, those days, because of the pressures, because of the treatment that they had in the plantation under a contract system, he was dissatisfied. So, he actually ran away from his contract and came to Kona.”

“He used to tell me how he came to Kona. He travelled at night. He was afraid of being caught during the day. And from Pāpaʻikou to Kona, it took him three days to get to Kona.”

“He settled in Kona. As soon as he settled in Kona, he started working for the LS Aungsts – Luther Aungst’s family as a cook. He cooked for the family for 17 years, I think. I think it was about 17 years that he cooked for the Aungst family.”

Then, “they built that hotel – Kona Hotel – in 1926. So, they were running the hotel. … Father used to cook, and mother used to clean the rooms and so on. And they had a girl there that did the rooms. Mother did the laundry and things like that. And father did the cooking.”

“Who were the people who used to stay at the hotel? … Oh, most of them were salesmen … Travelling salesmen. Then, we’d have tourists come in once in a while. Because, at that time, the only hotels were the Kona Inn and Manago Hotel in Kona. And, of course, my folks’ hotel.” (Minuro Inaba, Social History)

“I guess his cooking ability was the reason they opened the hotel. The hotel food was western and Father was quite a cook. He always served soup which was well liked by the customers … beef soup.”

Zentaro and Hatsuyo’s son Goro and wife Yayoko continued the family tradition and today the historic Kona Hotel is still operated by the Inaba ‘ohana. (Pulama ia Kona)

By 1958, just over 1,000 people lived in Hōlualoa area. The construction of Kuakini Highway in the early-1950s reduced traffic through town even further.

Tourism and a coffee boom have brought new life to Hōlualoa. Eager entrepreneurs have transformed old garages and empty houses into galleries showcasing art of every description, some of it produced by artists who grew up in Hōlualoa.

Friendly family-run businesses such as Kimura’s Lauhala Shop, the Kona Hotel, and thrice-named Paul’s Place (formerly Tanimoto General Store in the 1890s, and later Morikami Store in the late 1920s) keep old Kona alive. (Kona Historical Society)

Ranchers herded their cattle to Kailua Bay where they were shipped out. This process involved lassoing the cattle and pulling them into the bay, where they were lashed onto the gunwales of waiting whaleboats and delivered to waiting ships. The last cattle were shipped out in 1956, when the deep harbor at Kawaihae supplanted the Kailua Harbor. (Kona Historical Society)

I fondly remember, as a kid in Kona, we occasionally got to go sheep hunting at Pu‘uwa‘awa‘a. A regular stop for us on the way home was to see the Inabas at Kona Hotel, where we left with them one of the sheep we shot.

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June 17, 2017 by Peter T Young Leave a Comment

‘Ōpūkaha‘ia Enters Foreign Mission School

As Obookiah, at the time of his entrance into the school at Cornwall, had arrived at an age of considerable maturity, it may be proper that a more particular description should now be given of his person and character.

He was considerably above the ordinary size: but little less than six feet in height, and in his limbs and body proportionably large. His form, which at sixteen was awkward and unshapen, had become erect, graceful, and dignified.

His countenance had lost every mark of dulness; and was, in an unusual degree, sprightly, and intelligent. His features were strongly marked. They were expressive of a sound and penetrating mind. He had a piercing eye, a prominent Roman nose, and a projecting chin.

His complexion was olive, varied equally from the blackness of the African, and the redness of the Indian. His hair was black,
worn short, and dressed after the manner of the Americans.

In his disposition he was amiable and affectionate. His temper was mild. Passion was not easily excited, nor long retained Revenge, or resentment, it if presumed, was never known to be cherished in his heart.

He loved his friends, and was grateful for the favours which he received from them. In his journal and letters are found frequent expressions of affection and gratitude to those who had been his benefactors.

To families in which he had lived, or to individuals who had been his particular patrons, he felt an ardent attachment. One of the latter, who had been separated from him for a considerable time, he met with great delight; …

… and after the first customary salutations, said to him, ‘I want to see you great while: you don’t know how you seem to me: you seem like father, mother, brother, all.’

In his understanding, Obookiah excelled ordinary young men. His mind was not of a common cast. It was such, that, with proper culture, it might have become a mind of the first order.

Its distinguishing traits were sound common sense, keen discernment, and an inquisitiveness or enterprise which disposed him to look as far as his mind could reach into every subject that was presented to his attention.

By his good sense he was accustomed to view subjects of every kind in their proper light; to see things as they are. He seldom misconceived or misjudged.

By his companions his counsel was sought, and regarded as decisive. He had that clear sense of propriety with regard to his own conduct and the conduct of others, which always commands the respect or excites the fear of those who behold it.

Had he been disposed to cultivate a talent for this purpose, he would have become one of the severest of critics upon the manners and conduct of those around him.

Few persons have a deeper insight into the characters of men, or have the power of forming a more just estimate of them, by
their words and actions, than he had.

Few are more capable of perceiving the exact import of language, or are less liable to be deceived as to its real meaning, by a designed ambiguity of terms.

His inquisitiveness existed in relation to all subjects of interest, and disposed him to make himself acquainted with every thing that was known by others, and to discover whatever was within hill reach. The trait was exhibited, especially, in his character as a scholar.

His inquisitive mind was not satisfied with pursuing the usual round of study, but he was disposed to understand critically every
branch of knowledge to which he attended. For this reason, his progress in his studies was not rapid – but as a scholar he was industrious, ingenious and thorough.

His mind was also inventive. After having acquired some slight knowledge of the English language in its grammatical construction, he entered upon the project of reducing to system his own native language.

As it was not a written language, but lay in its chaotic state, every thing was to be done. With some assistance he had made considerable progress towards completing a grammar, a dictionary, and a spelling-book. He had also translated into his native language the whole of the book of Genesis.

These specimens of his industry and ingenuity, when seen, administer severe reproof to the sloth and dulness of most persona of much greater age, and of advantages far superior to his own.

When Obookiah became a member of the Foreign Mission School, he had attended to all the common branches of English education.

In reading, writing, and spelling, he was perhaps as perfect as most young men of our country, of the same age and with common opportunities.

He wrote a legible, manly hand, and acquired the habit of writing with considerable rapidity. He had at this time studied the English Grammar so far as to be able to parse most sentences with readiness. He understood the important rules in common Arithmetic, and had obtained considerable knowledge of Geography.

He had studied also one book of Euclid’s Elements of Geometry, and of his own accord, without a regular instructer, he had acquired such knowledge of the Hebrew, that he had been able to read several chapters for the Hebrew Bible, and had translated a few passages into his native language.

He had a peculiar relish for the Hebrew language, and from its resemblance to his own, acquired it with great facility.

The winter before he came to the school he commenced the study of Latin. This, he pursued principally after he became a member of the Institution.

In his manners, Obookiah was habitually grave and reserved. In the presence of his friends, however, his conversation was often sprightly, and rendered particularly entertaining, by a fondness for humour, for which he was distinguished.

This he oftener exhibited by a quick perception and relish for it in others, than by actually displaying it in himself. Yet he sometimes gave evidence in his own remarks, of possessing no small degree of genuine wit.

When conversing with his companions in their native language, he frequently afforded them much amusement by the pleasant and humorous cast of his conversation.

The customary deportment of Obookiah, however, was serious, and dignity strikingly characterized his manners. Few young men, it is presumed, command so much respect from persons of every age and character.

Notwithstanding the familiarity which he used with his companions, he maintained an influence over them, becoming the relation of an elder brother, or even that of a respected parent.

In his intercourse with them the dignity of hill character was peculiarly visible. A motion of his head often made known to them his will, and obtained the compliance which he desired.

His manners had become in a considerable degree refined. A gentleman of respectability who visited Cornwall, and had a particular interview with him, observed, that he had met with but few persons of any country, more gentlemanly in their manners in intelligent and interesting in their conversation.

Obookiah was a decided and consistent Christian. His conduct was habitually under the influence of principles of piety. He manifested a strong interest in the general prosperity of religion, and expressed in his conversation, as well as his letters and diary …

… ardent desires for the salvation of his fellowmen and especially of his countrymen, for whom he fervently prayed, and in whose behalf he often requested the earnest prayers of his friends. (All text is from Memoirs of Obookiah)

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June 16, 2017 by Peter T Young Leave a Comment

Steward’s House

In the years following his arrival in New England in the summer of 1809, ‘Ōpūkaha’ia would become integral to the founding of the Foreign Mission School in Cornwall, Connecticut.

‘Ōpūkaha‘ia became legendary for his earnest pursuit of an American education. He captured the hearts and Christian spirits of the New Haven community, where he first resided.

‘Ōpūkaha‘ia’s situation encouraged his hosts and community members to explore the possibility of creating a formal school in the US for students like him: “heathens” who were stranded in the US but who were interested in being “civilized” and “saved” nonetheless.

The Foreign Mission School was instituted in the autumn of 1816, and opened in the beginning of May, 1817. “There belong to it a commodious edifice for the school, a good mansion house, with a barn, and other out-buildings, and a garden, for the Principal; a house, barn, &c with a few acres of good tillage land for the Steward and Commons …”

“… all situated sufficiently near to each other and to the Congregational meeting-house, in the south parish of Cornwall, Connecticut, and eighty acres of excellent wood land, about a mile and a half distant.” (American Missionary Register, 1821)

The Foreign Mission School was a religious experiment. Instead of sending missionaries to foreign lands, it brought students to America.

It was believed that a mission school in religiously pious New England would be more efficient and effective than traditional mission schools established within ‘heathen’ settings because it removed these young students from the pagan influences of their native communities.

At the beginning of the school’s tenure, ‘Ōpūkaha‘ia was considered a leader of the student body, excelling in his studies, expressing his fondness for and understanding of the importance of the agricultural labor, and qualifying for a full church membership due to his devotion to his new faith.

Between 1819 and 1826, there were altogether ninety-seven students on the official record. The ages of these ninety-seven students ranged from ten to thirty.

Among them there were forty-three Indians, nineteen Hawaiians, thirteen Americans, five Chinese, three Marquesans, two Greeks, two Jews, two Malays, two Tahitians, one Bengalese, one Hindu, one Javanese, one New Zealander, one Portuguese, and one Scotch.

The year 1819 saw increased diversification of the student body as several Cherokee students arrived in Cornwall. Over the span of its operational years, the FMS taught Native Americans from fourteen tribes: one Abenaquis, eleven Cherokees, five Choctaws, five Delawares, one Mexican, one Mohegan, one Narragansett, two Ojibwas, two Omahas, three Oneidas, three Osages, two Senecas, four Stockbridges, and two Tuscaroras.

Due to the variety in national background, the students’ prior experiences were also enormously diverse. The majority came from seafaring careers; however, others were military personnel, farmers, barbers, coopers, servants and students from other schools.

The object of the School as set forth in the Constitution, is – “The education in our own country of Heathen Youths, in such manner, as, with subsequent professional instruction will qualify them to become useful Missionaries, Physicians, Surgeons, School Masters, or Interpreters …”

“… and to communicate to the Heathen Nations such knowledge in agriculture and the arts, as may prove the means of promoting Christianity and civilization.” (Missionary Herald, January 1821)

Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Students rose around 5 or 6 am and ate breakfast together at 7 am in the dining room of the steward’s house. Daily classes ran from 9 am to noon, and again from 2 to 5 pm, with all sessions taking place on the first floor of the main school building just across the street from the steward’s house.

Curricula operated at various levels, as some of the pupils were more advanced in their studies while others where just learning basic literacy – the more advanced students helped teach the others.

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.

The months of May and September included scheduled vacation times for the school’s boarded students; however, only certain pupils were authorized by the administration to “go abroad.”

Much of the Foreign Mission School’s campus buildings were acquired through donations. The citizenry of Cornwall donated fourteen acres of land as well as the building that would become the main educational site, which had been built in 1797 as a school house.

The ground floor of the school building housed one large classroom, while the second floor was refurbished for students’ quarters. Located near this school building was the Principal’s house. Purchased in 1815, the Principal’s house was acquired before the establishment of the school was complete.

The third of the main campus buildings, and certainly the most social and vibrant, was the Steward’s house. This building was constructed in 1814 by architect Eber Maxfield and was sold to the school. The exchange of property included 18-more acres that were used for agriculture by the students and staff.

As a site for regular and informal interactions between students and Cornwall residents, the Federal-style farmhouse (built 1814) served as the steward’s family home, the school dining hall, a boarding house and a nurse room for sick students. (Connecticut Trust for Historic Preservation)

According to the school ‘constitution,’ the role of the Steward was to “superintend the agricultural interests of the school,” though the actual responsibilities necessitated far more involvement with both the school’s operations and the students’ daily lives.

Over time, the Steward’s role expanded to include counseling and skills training. The Steward was expected to reside in the Steward’s House on the school campus. Thus, because of the consistent level of daily activity that mixed different communities within this house, the Steward remained abreast of the major events and social issues happening within the student body.

Steward’s duties were broadened to include supervising the school’s landed properties, training the scholars in the art of agriculture, bookkeeping and managing the FMS accounts, assuring a steady supply of firewood, buying and selling livestock, arranging travel for staff and students, providing the students with clothing, and hosting visitors, among others tasks.

Over time, there was an increased the level of care given to the students outside of their academic activities and instituted greater involvement between the steward’s family and the student body. For example, the steward’s wife was in charge of the kitchen and cooking.

Daily, she prepared bread and meals for all of the students. She also outfitted the students with new clothes and tended to the laundry and repair of these items. And, she was also primarily in charge of the students’ medical care.

Whenever one of the students fell ill, “he was moved into the Steward’s house” to live with the family for as long as was necessary for recovery. These duties also fell to daughters of the steward, who were effectively housewives in training.

The year the school opened, it housed twelve students. Enrollment doubled to twenty-four by the second year. Four students left as seven others joined in the school’s third year, bringing the enrollment to twenty-seven.

In the fourth and fifth years, enrollment rose to twenty-nine and thirty-five students, respectively. By the seventh year, however, the student body dropped to twenty-four. The school experienced another spike in enrollment in its eighth year with thirty-six pupils from seventeen different nations.

In its ninth year, the school’s population once again decreased, this time to twenty-five. By the time the school closed in 1826, only fourteen students remained.

Operated from 1817 to 1827, the Foreign Mission School remains the first and last experiment in a domestically located “foreign” mission and represents educational and social politics concerning racial tolerance, Asian and Native American migration, and American identity in the early 19th century.

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Steward’s house (far right)-School house (to left) (yellow)-1836

Cornwall Valley Map Sketch-1825-26

Cornwall Map-1854

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June 15, 2017 by Peter T Young Leave a Comment

Sword of Kaluiki

The following are excerpts from Kalākaua’s ‘The Legends and Myths of Hawaii’ titled ‘Iron Knife.’ It speaks of early Japanese visitors to the Islands and the Japanese captain’s sword – the time frame is about the 1300s – it also includes an attempt “to consolidate under one general government the several islands of the Hawaiian group.”

“(A) Japanese vessel that had been dismantled by a typhoon, driven toward the North American coast until it encountered the northwest trade-winds, and then helplessly blown southward to the coast of Maui.”

“It was late in the afternoon that word had been brought to Wakalana that a strange vessel was approaching the coast. As it was high out of water and drifting broadside before the wind, it appeared to be of great size, and little disposition was shown by the people to go out in their canoes to meet the mysterious monster.”

“Wakalana hastened to the beach, and, after watching the vessel intently for some time, saw that it was drifting slowly toward the rocky coast to the westward. Seaman enough to know that certain destruction awaited it in that direction, Wakalana hastily manned a stout canoe and started out to sea in pursuit.”

“The waters were rough and his progress was slow, but he succeeded in reaching the vessel a few minutes after it struck the cliffs and was dashed in pieces. Seizing whatever they could find to assist them in floating, those on board leaped into the sea.”

“It was hazardous to approach the wreck too nearly, but Wakalana succeeded in rescuing from the waves and returning to Wailuku with five persons, but not before he saw the last fragment of the wreck disappear in the abyss of raging waters.”

“There is nothing in the names preserved, either of the vessel or its rescued passengers, to indicate their nationality. The name of the vessel is given as Mamala, which in the Hawaiian might mean a wreck or fragment.”

“The name of the captain was Kaluiki-a-Manu; the four others were called Neleike, Malaea, Haakoa and Hika – all names of Hawaiian construction. Two of them – Neleike and Malaea – were women, the former being the sister of the captain.”

“They landed almost without clothing, and the only novelties upon their persons were the rings and bracelets of the women, and a sword in the belt of the captain, with which he had thoughtlessly leaped into the sea from the sinking vessel.”

“They were half-famished and weak, and by gestures expressed their gratitude to Wakalana for his gallantry in rescuing them, and asked for food and water. Both were provided in abundance, and two houses were set apart for their occupation.”

“They attracted great attention, and people came from all parts of the island to see the white strangers. It was noted with astonishment by the natives that these men and women ate from the same vessels, and that nothing was especially tabu to either sex; but Wakalana explained that their gods doubtless permitted such freedom, and they should therefore not be rebuked for their apparent disregard of Hawaiian custom.”

“The comfort of the strangers was made the especial care of Wakalana, and they soon became not only reconciled but apparently content with their situation. But the kindness of the chief, however commendable, was not altogether unselfish.”

“He was charmed with the bright eyes and fair face of Neleike, the sister of the captain. He found a pleasure that was new to him in teaching her to speak his language, and almost the first use she made of oia was to say ‘yes’ with it when he asked her to become his wife.”

“Her marriage was followed by that of Malaea to a native chief, and of her brother and his two male companions to native women of good family. And here, as well as anywhere, it may be mentioned that, through her son Alooia …”

“… Neleike became the progenitor of a family which for generations showed the marks of her blood, and that the descendants of the others were plentiful thereafter, not only on Maui but in the neighborhood of Waimalo, on the island of Oahu.”

“The object of the rescued Japanese which attracted most attention was the sword accidentally preserved by the captain. No such terrible knife had ever before been seen or dreamed of by the natives.”

“They had pahoas, or daggers of wood or ivory, and knives of sharply broken flint and sharks’ teeth; they had stone adzes, axes, hatchets and hammers, with which they could fell trees, hollow canoes from tree-trunks, build houses, manufacture implements of war and industry, and hew stone of softer composition …”

“… they had spears and javelins with points of seasoned wood hard enough to splinter a bone; but iron and other metals had for ages been practically unknown to their race …”

“… and the long, sharp sword of the captain, harder than bone or seasoned wood, and from its polished surface throwing defiantly back the bright rays of the sun, engaged their ceaseless wonder and admiration.”

“As an ornament they regarded it with longing, and when they learned that it was a weapon of war .they felt that the arm that wielded it in battle must be unconquerable.”

“The captain did not see fit to disabuse the minds of the superstitious natives in their disposition to attribute a power of almost unlimited slaughter to the simple weapon. On the contrary, he rarely exhibited it except to distinguished chiefs, and in a few months it began to be mentioned as a sacred gift of the gods and pledge of victory to him who possessed it.”

“Nor was the knowledge of the existence of a talisman so wonderful long confined to the windward side of Maui. The fame of the terrible weapon spread from Hana to Ka‘anapali, and thence to the other islands of the group; …”

“… and if but few of the many who came to learn the truth of the report were favored with a view of the sword, all saw, at least, the strange people who were pointed out as the bearers of it from an unknown land, and the story of its powers was readily accepted.”

“But he who possessed it did not come as a conqueror, and, as he showed no disposition to use it offensively, the weapon ceased to be regarded with alarm.”

“(Hawai‘i Island ruling Chief) Kalaunui (Kalaunuiohua) and his army of conquest, last seen on their way to Maui in a fleet of two thousand canoes.”

“Wakalana had gone to the general defence with a force of eight hundred men, including Kaluiki, the Japanese captain, upon whose presence great reliance was placed by the warriors of Wailuku, if not by Wakalana himself.” But the Mauians, greatly outnumbered, were defeated and driven back to the hills.

“(Kualu, a young Chief from Hawai‘i Island)) hewed his way through the battling throng until he stood face to face with Kaluiki, the white captain, in whose hand was the shining blade which had so nerved the arms of the warriors of Wailuku.”

“With a blow of his battle-axe he struck the sword from the upraised hand of the strange warrior. As it fell to the earth he placed his foot upon it, and yielded no ground until the tide of battle swept around and past him, forcing to retreat the last to present a hostile front of the army of the captive king of Maui.”

“Left alone for a moment by the wild pursuit of the flying enemy, Kualu hurriedly stooped and thrust the sword into the earth, pressing it downward until the hilt was covered; then, placing a large rock upon the spot, he left the field, numbering, as he went, his paces to the wall behind which the Mauians had sought protection. … The victory was complete.”

Kuala later “removed the stone, and the next moment pulled from the earth and handed to Wa‘ahia the iron blade. She grasped it eagerly, and, with a hasty glance at its bright blade glistening in the starlight, wrapped it securely in a piece of kappa”.

“Elated with his successes (from Maui to Oahu,) and deeming himself invincible, Kalaunui next prepared for a descent upon Kauai and the conquest of the entire group.”

“The mō’ī of that island was Kukona, the fourth in descent from the great Laʻamaikahiki. Kalaunui recognized that the defensive resources of Kauai were not to be despised, but he as greatly underrated the military abilities of Kukona as he overrated his own, and therefore did not doubt the result.” Kalauniu’s forces were defeated and he was captured.

“Wa‘ahia announced that the price of the knife must be the liberation of Kalaunui, and was astonished at the promptness with which the terms were accepted.”

“A few hours later Wa‘ahia re-embarked for Kauai, taking with her, securely wrapped in a number of kapa folds, the sword of Kaluiki. She reached Kōloa within the time promised, and, proceeding to the palace, delivered to the king, in person and alone, the glittering blade which rumor had clothed with extraordinary sanctity and power.”

“The return of their captive king was joyously celebrated by the people of Hawaii, and a few days after Kapapa (daughter of Kalaunui) became the willing wife of Kualu.”

“The sword of Kaluiki, the ransom of a king, remained for some generations with the descendants of Kukona; but what became of it in the end tradition fails to tell.” (Kalākaua)

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