Images of Old Hawaiʻi

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Education in Hawaiʻi

Before the foreigners arrived, Hawaiians had a vocational learning system, where everyone was taught a certain skill by the kahuna.  Skills taught included canoe builder, medicine men, genealogists, navigators, farmers, house builders and priests.

The arrival of the first company of American missionaries in Hawaiʻi in 1820 marked the beginning of Hawaiʻiʻi’s phenomenal rise to literacy. The missionaries were the teachers and 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 1,103 schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 52,882 students.  (Laimana)

The proliferation of schoolhouses was augmented by the printing of 140,000 copies of the pīʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers.  (Laimana)

The word pīʻāpā is said to have been derived from the method of teaching Hawaiians to begin the alphabet “b, a, ba.” The Hawaiians pronounced “b” like “p” and said “pī ʻā pā.”  (Pukui)

In 1831, Lahainaluna Seminary, started by missionary Lorrin Andrews, was created in Maui to be a school for teachers and preachers so that they could teach on the islands. The islands’ first newspaper, Ka Lama Hawaii, was printed at this school.

Hilo Boarding School opened in 1836, built by missionary David Lyman, a missionary. Eight boys lived there the first year. This school was so successful a girls’ boarding school was created in 1838.

Oʻahu’s first school was called the Chiefs’ Children’s School (Royal School.)  The cornerstone of the original school was laid on June 28, 1839 in the area of the old barracks of ʻIolani Palace (at about the site of the present State Capitol of Hawaiʻi.)

The school was created by King Kamehameha III, and at his request was run by missionaries Mr. and Mrs. Amos S. Cooke; the main goal of this school was to groom the next generation of the highest ranking chief’s children of the realm and secure their positions for Hawaiʻi’s Kingdom.

The Chiefs’ Children’s School was unique because for the first time Aliʻi children were brought together in a group to be taught, ostensibly, about the ways of governance.  The School also acted as another important unifying force among the ruling elite, instilling in their children common principles, attitudes and values, as well as a shared vision.

Kamehameha III called for a highly-organized educational system; the Constitution of 1840 helped Hawaiʻi public schools become reorganized.

William Richards, a missionary, helped start the reorganization, and was later replaced by missionary Richard Armstrong.  Richard Armstrong is known as the “the father of American education in Hawaiʻi.”

“Statute for the Regulation of Schools” passed by the King and chiefs on October 15, 1840. Its preamble stated, “The basis on which the Kingdom rests is wisdom and knowledge. Peace and prosperity cannot prevail in the land, unless the people are taught in letters and in that which constitutes prosperity. If the children are not taught, ignorance must be perpetual, and children of the chiefs cannot prosper, nor any other children”.

The creation of the Common Schools (where the 3 Rs were taught) marks the beginning of the government’s involvement in education in Hawaiʻi.  At first, the schools were no more than grass huts.

Armstrong helped bring better textbooks, qualified teachers and better school buildings.  Students were taught in Hawaiian how to read, write, math, geography, singing and to be “God-fearing” citizens. (By 1863, three years after Armstrong’s death, the missionaries stopped being a part of Hawaiʻi’s education system.)

The 1840 educational law mandated compulsory attendance for children ages four to fourteen. Any village that had fifteen or more school-age children was required to provide a school for their students.

Oʻahu College, later named Punahou School, was founded in 1841 on land given to missionary Hiram Bingham by Boki (at the request of Kaʻahumanu.)  Bingham gave the land to the mission for the school.

By 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91 percent – and perhaps as high as 95 percent – by 1834. (Laimana)

From 1820 to 1832, in which Hawaiian literacy grew by 91 percent, the literacy rate on the US continent grew by only 6 percent and did not exceed the 90 percent level until 1902 – three hundred years after the first settlers landed in Jamestown. By way of comparison, it is significant that overall European literacy rates in 1850 had not risen much above 50 percent. (Laimana)

The government-sponsored education system in Hawaiʻi is the longest running public school system west of the Mississippi River.  To this day, Hawaiʻi is the only state to have a completely-centralized State public school system.

For more on this, click the link: Education in Hawaii.

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by Peter T Young Leave a Comment

Morse and the Missionaries

Jedidiah Morse was a country boy from Woodstock, Connecticut who attended Yale during the American Revolution. In the middle of his college career, a spiritual awakening came to Yale.

Jedidiah fell under conviction of sin, and, in the spring of 1781, gave his life to Christ – this energized him in all parts of his life.

Daniel Webster said Jedidiah was “always thinking, always writing, always talking, always acting.” Jedidiah’s motto was “better wear out than rust out.”  (Fisher)  Morse was a pastor, a graduate of Yale and a former teacher of young girls in New Haven.  (Spoehr)

Recognizing the inadequacy of the textbooks available in America at the time, Morse compiled and published the first American geography book.  Morse has been informally accredited by some as being “the father of American geography.”

Jedidiah and his sons started the first Sunday school in New England. (The family continued this kind of work when they moved to Connecticut; his son, Samuel, became the first Sunday school superintendent in New Haven.)    (Fisher)

Morse had set up a separate Theological Seminary at Andover in 1805. The Andover Seminary served as the recruitment and educational base of operations for a new American project, international missions to evangelize the world as the “School of Nations”.

In 1810, a group of Americans (including Rev. Jedidiah Morse) established the American Board of Commissioners of Foreign Missionaries (ABCFM) at Farmington, Connecticut.  (Wesser)

Jedidiah brought all the separate strands of the Christian community in New England together to found Andover Theological Seminary.  Out of Andover’s first graduating class came America’s first foreign missionaries, and the school became known as a missionary training ground. (Fisher)

To them, Christianity was not a “personal religious question” or “feeling,” but rather as a profound philosophical passion to “do good works”.  (Wesser)

Morse was an abolitionist and friend of the black community in Boston, when abolitionists were few. Also, a significant portion of his life was spent looking for ways to benefit Native Americans and preparing the way for missions among them.  (Fisher)

ABCFM accounted for 80% of all missionary activities in America; reformed bodies (Presbyterians and Congregationalists, in particular) made up nearly 40% of the participants.

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.)  There were seven American couples sent by the ABCFM to convert the Hawaiians to Christianity in this first company.

These included two Ordained Preachers, Hiram Bingham and his wife Sybil and Asa Thurston and his wife Lucy; two Teachers, Mr. Samuel Whitney and his wife Mercy and Samuel Ruggles and his wife Mary; a Doctor, Thomas Holman and his wife Lucia; a Printer, Elisha Loomis and his wife Maria; and a Farmer, Daniel Chamberlain, his wife and five children.

With the missionaries were four Hawaiian students from the Foreign Mission School, Thomas Hopu, William Kanui, John Honoliʻi and Prince Humehume (son of Kauaʻi’s King Kaumuali‘i.)

Prior to departure, a portrait of each of the company had been painted by Samuel Morse; engravings from these paintings of the four native “helpers” were later published as fund-raisers for the Sandwich Islands Mission and thereby offer a glimpse of the “Owhyhean Youths” on the eve of their Grand Experiment.  (Bell)

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 ABCFM in the Hawaiian Islands.

In addition to his religious endeavors, son, Samuel, showed enough artistic promise for his father to send him abroad to study painting after he graduated from Yale University in 1810.

Painting provided Samuel with pocket money to help pay his term bills at Yale. He became one of the small handful of important American painters in his generation, and many famous depictions of notable Americans are his work.

The portrait of Noah Webster at the front of many Webster dictionaries is his, as are the most familiar portraits of Benjamin Silliman, Eli Whitney, and General Lafayette.  (Fisher)

The problem was not a lack of talent, for Morse showed great promise as a painter, but he offered Americans grand paintings with historical themes, when all his paying patrons really wanted were portraits of themselves.

Eventually Morse accepted many portrait commissions, but even they did not bring the steady income he needed to support himself and his family.

At the same time, Morse was also deeply involved in trying to make a go of his newfound vocation as a daguerreotypist. Morse enthusiastically embraced this startling new technology and became one of the first to practice photography in America.  (LOC)

Morse the artist also became known as “the Father of American photography.” He was one of the first in the US to experiment with a camera, and he trained many of the nation’s earliest photographers.  (Fisher)

Oh, one more thing about Samuel Morse, while he did not invent the telegraph, he made key improvements to its design, and his work would transform communications worldwide.

First invented in 1774, the telegraph was a bulky and impractical machine that was designed to transmit over twenty-six electrical wires. Morse reduced that unwieldy bundle of wires into a single one.

Along with the single-wire telegraph, Morse developed his “Morse” code. He would refine it to employ a short signal (the dot) and a long one (the dash) in combinations to spell out messages.

Following the routes of the quickly-spreading railroads, telegraph wires were strung across the nation and eventually, across the Atlantic Ocean, providing a nearly-instant means of communication between communities for the first time.

Newspapers, including as the Associated Press joined forces to pool payments for telegraphed news from foreign locales. Railroads used the telegraph to coordinate train schedules and safety signaling. Morse died in 1872, having advanced a practical technology that truly transformed the world.  (PBS)

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“Love Always For Hawaiʻi”

When the Hawaiian Music Hall of Fame honored ‘Hawaiʻi Aloha’ as one of five traditional songs as a ‘Famous Song’ (1998,) they noted,

“For more than 100 years, love of the land and its natural beauty has been the poetry Hawaiian composers have used to speak of love. Hawaiian songs also speak to people’s passion for their homeland and their beliefs.”

The Hawaiian Music Hall of Fame further noted, Hawaiʻi Aloha is “widely regarded as Hawaiʻi’s second anthem”.  (Hawaiian Music Museum)

“It is performed at important government and social functions to bring people together in unity, and at the closing of Hawaiʻi Legislative sessions. Today, people automatically stand when this song is played extolling the virtues of ‘beloved Hawaiʻi.’”

Hawaiʻi Aloha was written by a Protestant missionary, Lorenzo Lyons.

“In 1998, The Advisory Board honored these traditional songs for their beauty and their messages, which have made them popular, with concert performers and recording artists, as well as the public.”

Hawaiʻi Aloha has three verses, but most typically sing the first verse and repeat portions of the chorus:

E Hawaiʻi e kuʻu one hānau e
Kuʻu home kulaiwi nei
ʻOli nō au i nā pono lani ou
E Hawaiʻi, aloha ē

Hui:
E hauʻoli nā ʻōpio o Hawai`i nei
ʻOli ē! ʻOli ē!
Mai nā aheahe makani e pā mai nei
Mau ke aloha, no Hawaiʻi

Reverend Lorenzo Lyons was fluent in the Hawaiian language and composed many poems and hymns; his best known and beloved work is the hymn “Hawaiʻi Aloha” sung to the tune of “I Left It All With Jesus.”  He wrote it in about 1852.

Here’s the English translation:

O Hawaiʻi, o sands of my birth
My native home
I rejoice in the blessings of heaven
O Hawaiʻi, aloha

Chorus:
Happy youth of Hawai`i
Rejoice! Rejoice!
Gentle breezes blow
Love always for Hawaiʻi

Click HERE for a link to Hawaiʻi Aloha – sung by Ledward Kaʻapana, Dennis Kamakahi & Nathan Aweau – written by a missionary.

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.

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)

Some songs were translations of Western songs into Hawaiian; some were original verse and melody.  Hawaiʻi Aloha is an example of the music left as a lasting legacy by the missionaries in the Islands.

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)

“The king (Kamehameha III) being desirous to use his good voice in singing, we sang together at my house, not war songs, but sacred songs of praise to the God of peace.” (Bingham)

Hawaiʻi Aloha was not the only popular song written by the missionaries.

One of the unique verses (sung to an old melody) was Hoʻonani Hole ‐ Hoʻonani I Ka Makua Mau.  Missionary Hiram Bingham wrote/translated it to Hawaiian and people sang it to a melody that dates back to the 1600s – today, it is known as the Hawaiian Doxology.

“In 1872, (Lyons) published Buke Himeni Hawaiʻi containing over 600 hymns, two thirds his own composition. Some years later he prepared the Sabbath School Hymn and Tune Book Lei Aliʻi.””

“The Hawaiians owe entirely to his exertions their introduction to modern enlivening styles of popular sacred music.”  (Hawaiian Gazette, October 19, 1886)  The image shows the lyrics in Hawaiian and English

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American Board of Commissioners for Foreign Missions (ABCFM)

There are three prominent names associated with the history of Missions in America, Eliot of the 17th century, Brainerd of the 18th century and Mills of the 19th century.

John Eliot (c. 1604 – 21 May 1690) was a Puritan missionary to the American Indians. His efforts earned him the designation “the apostle to the Indians.”

David Brainerd (April 20, 1718–October 9, 1747) was an American missionary to the Native Americans who had a ministry among the Delaware Indians of New Jersey.

Samuel John Mills (1783-1818) was the key instigator of American foreign missions. He grew up in Torringford, Connecticut, where his father, also named Samuel John Mills (1743-1833,) was pastor of the Congregational Church.

In the early-1800s, the US was swept by religious revivalism and many people were converted in the wake of the newly born religious fervor.  The Second Great Awakening spread from its origins in Connecticut to Williamstown, Massachusetts; enlightenment ideals from France were gradually being countered by an increase in religious fervor, first in the town, and then in Williams College.

In 1806, Mills headed off to Williams College in Massachusetts; he shared his thoughts on a missionary life with a few friends at college.

In the summer of 1806, in a grove of trees, in what was then known as Sloan’s Meadow, Mills, James Richards, Francis L Robbins, Harvey Loomis and Byram Green debated the theology of missionary service.  Their meeting was interrupted by a thunderstorm and they took shelter under a haystack until the sky cleared.

That event has since been referred to as the “Haystack Prayer Meeting” and is viewed by many scholars as the pivotal event for the development of Protestant missions in the subsequent decades and century.

The first American student missionary society began in September 1808, when Mills and others called themselves “The Brethren,” whose object was “to effect, in the person of its members, a mission or missions to the heathen.”  (Smith)  Mill graduated Williams College in 1809 and later Andover Theological Seminary.

In June 1810, Mills and James Richards petitioned the General Association of the Congregational Church to establish the foreign missions.  American Board of Commissioners for Foreign Missions was formed with a Board of members from Massachusetts and Connecticut.

In February, 1812, Rev. and Mrs. Judson, Rev. and Mrs. Newall, Rev. and Mrs. Nott, Rev. Gordon Hall and Rev. Luther Rice were commissioned as the Board’s first missionaries and set sail for Calcutta, India. (williams-edu)

In 1818, following a brief stay in England, Mills sailed to the west coast of Africa to purchase land for the American Colonization Society, then embarked for the United States on May 22 – he died at sea on June 16, 1818.

The story of the Foreign Mission School (1817-1826) connects the town of Cornwall, Connecticut, to a larger, national religious fervor of the Second Great Awakening. Cornwall’s Foreign Mission School exemplified evangelical efforts to recruit young men from indigenous cultures around the world, convert them to Christianity, educate them, and train them to become preachers, health workers, translators and teachers back in their native lands.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1809 (at the age of 16, after his parents had been killed) boarded a sailing ship anchored in Kealakekua Bay and sailed to the continent.   In its first year, the Foreign Mission School had 12 students, more than half of whom were Hawaiian.

The next year, the enrollment doubled to 24 and, in addition to Chinese, Hindu and Bengali students, also consisted of seven Native Americans of Choctaw, Abnaki and Cherokee descent. By 1820, Native Americans from six different tribes made up half of the school’s students.

Once enrolled, students spent seven hours a day in study. Subjects included chemistry, geography, calculus and theology, as well as Greek, French and Latin. They were also taught special skills like coopering (the making of barrels and other storage casks), blacksmithing, navigation and surveying. When not in class, students attended mandatory church and prayer sessions and also worked on making improvements to the school’s lands.

ʻŌpūkahaʻia died suddenly of typhus fever in 1818; the “Memoirs of Henry Obookiah” served as an inspiration for missionaries to volunteer to carry his message to the Sandwich Islands.

On October 23, 1819, a group of northeast missionaries, led by Hiram Bingham, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.)  With the missionaries were four Hawaiian students from the Foreign Mission School, Thomas Hopu, William Kanui, John Honoliʻi and Prince Humehume (son of Kauai’s King Kaumuali‘i.)

The Prudential Committee of the ABCFM in giving instructions to the pioneers of 1819 said: “Your mission is a mission of mercy, and your work is to be wholly a labor of love. … Your views are not to be limited to a low, narrow scale, but you are to open your hearts wide, and set your marks high. You are to aim at nothing short of covering these islands with fruitful fields, and pleasant dwellings and schools and churches, and of Christian civilization.”  (The Friend)

Over the course of a little over 40-years (1820-1863) (the “Missionary Period”,) about 184-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the ABCFM in the Hawaiian Islands.

Today, the Hawaiian Mission Children’s Society, a nonprofit educational institution and genealogical society, exists to promote an understanding of the social history of nineteenth-century Hawai‘i and its critical role in the formation of modern Hawai‘i.

The Society operates the Hawaiian Mission Houses Historic Site and Archives, comprised of three historic buildings and a research archives with reading room. The Society also compiles the genealogical records of the American Protestant missionaries in Hawai‘i and promotes the participation of missionary descendants in the Society’s activities.

Through the Site and Archives, the Society collects and preserves the documents, artifacts and other records of the missionaries in Hawai‘i’s history; makes these collections available for research and educational purposes; and interprets the historic site and collections to reflect the social history of nineteenth century Hawai‘i and America.

Here is a link to some more on the ABCFM
https://imagesofoldhawaii.com/wp-content/uploads/ABCFM.pdf 

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Whitman Mission

During the first ten or fifteen years of the nineteenth century, the US was swept by religious revivalism and many people were converted in the wake of the newly born religious fervor.  The Second Great Awakening spread from its origins in Connecticut and led to the establishment of theological seminaries and mission boards.

In the fall of 1819, the brig Thaddeus was chartered to carry the Pioneer Company of missionaries to the Islands.  There were seven American couples sent by the American Board of Commissioners for Foreign Missions (ABCFM) to convert the Hawaiians to Christianity.

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 ABCFM in the Hawaiian Islands.

Since work with any non-English speaking people in the US was classified as being foreign missions by most Protestant denominations throughout the nineteenth century, the ABCFM also looked to missions for the American Indians.  The Board began its Indian work in 1816, when a few missionaries were sent to the Cherokee.

Then, on January 12, 1835, “…one of our elders expects shortly to leave us to join the company of Missionaries to go beyond the Rocky Mountains.” (Hotchkin, Report to American Home Missionary Society)  Dr Marcus Whitman had volunteered to go.

Upon return from a short investigative trip, Whitman had observed that it was possible to take women over the Rockies, hence he could return, be married to Narcissa Prentiss to whom he was engaged, and take her with him to Oregon.

Marcus hoped to find another couple to join them in their Oregon venture. He heard of Henry and Eliza Spalding who were to be missionaries among the Osage people; they had already started for their destination, but Marcus caught up to them and convinced them to join the Oregon missions.

The Whitmans and Spaldings formed the forerunners of the ABCFM’s missionary effort in the Pacific Northwest.  In April 1836 Whitman’s party set out from Liberty, Missouri. In May they overtook an American Fur Company caravan near the junction of the Platte River and the Loup Fork, in Nebraska.

Traveling via Fort Laramie, Wyoming, and across South Pass, they arrived at the Green River Rendezvous in July. Escorted by two Hudson’s Bay Company traders, the party then set out on a long journey via Fort Hall to Fort Vancouver, where it arrived in September.  (LegendsOfAmerica)

Whitman chose a spot in southeastern Washington on Mill Creek on the north bank of the Walla Walla River, 22-miles above its junction with the Columbia and the Hudson’s Bay Company post of Fort Walla Walla. The local Indians, the Cayuse, called the spot Waiilatpu (“Place of the Rye Grass.”)  Spalding chose a site 110-miles farther east, where he founded among the Nez Perce Indians what came to be known as the Spalding Mission, Idaho. (LegendsOfAmerica)

The two wives were the first US women to travel across the continent.  The next March, Mrs. Whitman gave birth to a daughter, Alice Clarissa, the first US child born in the Pacific Northwest.  (Two years later the child died in a tragic drowning accident.)

Several Hawaiians lived at the Whitman Mission; a Hawaiian known as “Jack” and another Hawaiian whose name is unknown worked for a fur-trading company called the North West Company and helped Whitman establish the Waiilatpu mission; first they helped to build the Whitman’s home.

When Narcissa first saw it, she wrote home to her parents, “Where are we now, and who are we that we should be thus blessed of the Lord? I can scarcely realize that we are thus comfortably fixed, and keeping house …”

“We arrived here on the tenth-distance, twenty-five miles from Walla Walla. Found a house reared and the lean-to enclosed, a good chimney and fireplace, and the floor laid. … My heart truly leaped for joy as I alighted from my horse, entered and seated myself before a pleasant fire.”  (PBS)

In addition, the Whitmans knew an individual named Mungo Mevway; he was the son of a Hawaiian father and a Native American mother.  (Mevway married a member of the Spokane tribe around October 1842.)

Iosepa Mahi and his wife, Maria Kewau Mahi, were two later arrivals from Hawaiʻi.  “At Waiilatpu they had the pleasure of being waited on by two native Hawaiians, Iosepa Mahi and wife, from Mr. Bingham’s Kawaiahaʻo Church, who had come to Oregon the year previous to assist Dr and Mrs Whitman in their domestic concerns.”  (Edwin Hall Journal, 1839)

The Mahis were two of the charter members of the original Oregon Mission Church, being admitted by letter from the Kawaiahaʻo Church at its organization on August 18, 1838.

When Mahi died, Mrs. Whitman wrote of him in a letter to her mother on October 9, 1840, “Our loss is very great. He was so faithful and kind – always ready to relieve us of every care, so that we might give ourselves to our appropriate missionary work – increasingly so to the last. He died as a faithful Christian missionary dies – happy to die in the field – rejoiced that he was permitted to come and labour for the good of the Indians …” (His wife returned to Hawaiʻi in January 1842.)

There are more ties to Hawaiʻi beyond the help given to build the mission.  After the Oregon missionaries had found that their earliest ideas of instructing the Indians in the Gospel by teaching them English, without reducing their own language to writing,
were not only impracticable but absolutely impossible, they wrote to their brethren of the Sandwich Islands mission asking if it were not possible to have a second-hand printing press given to them.  (The Friend, May 1923)

On April 19, 1839, Hiram Bingham, head of the Hawaiʻi mission wrote, “The church & congregation of which I am pastor has recently sent a small but complete printing and binding establishment by the hand of Brother Hall, to the Oregon mission, which with other substantial supplies amount to 444,00 doll.” (This is not the same press that Bingham brought on their initial voyage to Hawaiʻi.)

“The press was a small hand press presented to this mission but not in use. The expense of the press with one small font of type, was defrayed by about 50 native females including Kīnaʻu or Kaʻahumanu 2d. This was a very pleasing act of Charity. She gave 10 doll. for herself & 4 for her little daughter Victoria Kaʻahumanu 3d.”  (Bingham) (The press remained at Lapwai until 1846, when it was sought to be used for printing a paper in Salem.)

“The Press was located at Lapwai, and used to print portions of Scripture and hymn books in the Nez Perces language, which books were used in all the Missions of the American Board. Visitors to these tribes of Indians, twenty-five years after the Missions had been broken up, and the Indians had been dispersed, found copies of those books still in use and prized as great treasures.”  (Nixon)

The Whitmans at Waiilatpu and the Spaldings at Lapwai carried on their work in their separate stations for about two years with but little outside help beyond that of a few Hawaiians and an occasional wandering mountain man. (Drury)

The Cayuse were a semi-nomadic people who were on a seasonal cycle of hunting, gathering and fishing.   Whitman introduced agriculture in order to keep the Cayuse at the mission and introduce Christianity.

They needed to be self-sufficient and spent a lot of time growing crops and looking after farm animals. These animals included a flock of sheep that were sent to Waiilatpu by some of the ABCFM missionaries in Hawaiʻi (Maki and his wife accompanied these sheep on their long journey to the Whitman Mission.)

In 1843, Whitman accompanied the first major overland immigration from the US to Oregon, successfully guiding the first immigrant wagons to reach the Columbia River; the mission at Waiilatpu was a major stop on the immigrant trail.  Their small expedition was the first to bring families to Oregon by wagon.

In 1847, one of those emigrant wagon trains brought measles to the mission. The white children recovered, but the local Cayuse tribe had no resistance. Half the tribe died.

Marcus was considered to be a te-wat, or medicine man, to the Cayuse people. His medicines did not work when trying to cure Cayuse infected with measles. It was Cayuse tradition that if the patient died after being treated by the medicine man, the family of the patient had the right to kill the medicine man.

On November 29, 1847, eleven Cayuse took part in what is now called the “Whitman Killings” and “Whitman Massacre.” The majority of the tribe was not involved in the deaths of the Whitmans and the eleven others, however, the whole tribe was held responsible until 1850. In that year, five Cayuse were turned over to the authorities in Oregon City and hanged for the crime of killing the Whitmans.

The story of the Whitman mission came to an end, however, the legacy of Dr Whitman lived on. Stories of his 1842 ride east to stop the ABCFM from closing some of the Oregon missions became a legend that “Whitman saved Oregon for the Americans”, making it seem that Whitman promoted a manifest destiny for America.

Cushing Eells, an associate of Whitman, built Whitman Seminary on the grounds of the old mission; it later moved to Walla Walla and became Whitman College. A statue of Dr. Whitman was erected in Statuary Hall in Washington DC.  (My mother, a Hiram Bingham descendant, attended Whitman College.)  (Lots of information here from NPS)

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