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March 9, 2024 by Peter T Young Leave a Comment

Honoli‘i and Douglas

On October 23, 1819, the Pioneer Company of missionaries from the American Board of Commissioners for Foreign Missions (ABCFM) from the northeast United States, set sail on the Thaddeus for the Hawaiian Islands. Four young Hawaiians joined the Pioneer Company.

They were, Hopu (Thomas Hopu) ‘ Hopoo’; Kanui (William Kanui) ‘Tennooe’; Humehume (George Prince) ‘Tamoree’ and Honoli‘i (John Honoli‘i) ‘Honoree’.

“The Hawaiian boys who came back with the missionaries … were able to reassure the Hawaiian people as to the friendliness of the relations between America and Hawaii and to serve as guides to the missionaries upon their arrival.” (Kamakau, Ka Nupepa Ku‘oko‘a, Jan 4, 1868; Ruling Chiefs)

Honoli‘i had arrived in Boston in the fall of 1815. He came over in a ship belonging to Messrs. Ropes & Co merchants of Boston. He was taken on board the ship by the consent of his friends, and replaced a sailor, who died before the ship arrived at Hawai‘i.  He was curious and wanted to see the world.

“A place was soon found for him at the Rev. Mr. Vaill’s of Guilford, where he began to learn the first rudiments of the English language. Messrs. Ropes & Co., in whose ship he came to this country, not only cheerfully released him for the purpose of being educated, but very generously gave one hundred dollars towards the expense of his education.”

“He was ignorant of our language. And of every species of learning or religion, when he began to study. In about six months he began to read in a broken manner in the Bible. In the mean time, he also learned to write, which cost him but little time or labour. … He is industrious, faithful, and persevering, not only in his studies, but in whatever business he undertakes.” (ABCFM)

Honoli‘I enrolled in the Cornwall school in 1817.  His teachers considered him to be mild-mannered and industrious.  He was also thought to be “tactful, persevering, and faithful.”  (Morris & Benedetto)

Honoli‘i became a valuable Hawaiian language instructor because, having come at a later age (about 19), he still had good command of his native tongue. He also won praise for his considerable vigor and intellect and his discreet and stately deportment. (Kelley)

Back in the Islands, “The king Kaumualii appears exceedingly interested in what he now learns from the bible through the interpretation of Honolii.” (Sybil Bingham)

Then, David Douglas visited the Hawaiian Islands.  Douglas first visited in 1830, on his way from England to the Columbia River in the Pacific Northwest. On this brief visit, he climbed several peaks on O’ahu and was “splendidly” entertained by “Madame Boki”, the wife of the governor.

Douglas left the Columbia region in December of 1830 and traveled to California. He visited Hawai‘i a second time in September of 1832 enroute from Monterey in California to the Columbia River. He was in the Islands for just a few short weeks; he returned to Honolulu in December of 1833.

“I arrived here on the 23rd of December, and after spending Christmas Day with two English ladies, the wife of our Consul, Mr. Charlton, and her sister, I started on the 27th for the island of Hawaii, which I reached on the 2nd of January, 1834.”

“You know I have long had this tour in contemplation, and having spent three winter months in botanizing here, I proceed to give you a short notice of my proceedings.”  (Douglas; Greenwell)

When Douglas was exploring Hawai‘i in 1833 and 1834, he knew Honoli‘i and deemed him a friend as well as a guide. Honoli‘i accompanied Douglas on several ascents of Mauna Kea.  It is clear the Honoli‘i was still practicing his faith: on one of their trips the Douglas party stopped at Kapapala where Honoli‘i preached at the Sunday service. (Morris & Benedetto)

“Honoli‘i had probably been chosen as a guide because of his command of the English language. He had spent a number of years in America and had returned to Hawai‘i … in 1820. Douglas referred to Honoli‘i as ‘my guide, friend, and interpreter, Honori, an intelligent and well-disposed fellow’”. (Greenwell)

They first made their way up Mauna Kea; Douglas next visited Kilauea crater and ascended Mauna Loa, again traveling with Honoli’i and a large retinue of Hawaiians.

Douglas’s little terrier, Billy, accompanied him on these trips and in all his travels. The botanist once wrote in his journal: “my old terrier, a most faithful and now to judge from his long grey beard, venerable friend, who has guarded me throughout all my journies, and whom, should I live to return”. (Memoir of David Douglas-in Companion to the Botanical Magazine Vol II-1836)

Honoli‘i was not with Douglas when he died on Mauna Kea, in a bullock pit.  On July 12, 1834, while exploring the Island; “Douglas, a scientific traveller from Scotland, in the service of the London Horticultural Society, lost his life in the mountains of Hawaii, in a pitfall, being gored and trampled to death by a wild bullock captured there.  (Bingham)

“It was a native custom to trap the wild long-horned Spanish cattle by digging pits and covering them with brush. … When some natives came by later in the morning, they first saw the feet of a man sticking out of a mass of rubbish and stones.”

“A bull was already entrapped in the pit and the angry beast was standing on the chest of the young plant-hunter. … Thus ended 9 years of botanical adventure along the Pacific for David Douglas. His death at 35 is one of the tragedies of botanical history. But in his short span of life, as one scientist wrote …”

“‘No other explorer personally made more discoveries, or described more genera or species. No other collector of rare plants ever reaped such a harvest or associated his name with so many economically useful and beautiful plants as David Douglas.’” (Gould; Vassar)

Honoli‘i died in February 1838.  David Douglas was buried in the native churchyard of Kawaiaha‘o Church in Honolulu; Honoli‘i was buried in the cemetery of Ka‘ahumanu Church at Wailuku, Maui.

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Filed Under: Missionaries / Churches / Religious Buildings, Prominent People, Economy Tagged With: Douglas Fir, Hawaii, John Honolii, David Douglas, Honolii

October 19, 2017 by Peter T Young Leave a Comment

Honoli‘i

Honoli‘i (John Honoli‘i, ‘Honoree’) arrived in Boston in the fall of 1815. He came over in a ship belonging to Messrs. Ropes & Co merchants of Boston. He was taken on board the ship by the consent of his friends, and replaced a sailor, who died before the ship arrived at Hawai‘i. He was curious and wanted to see the world.

“Another of his countrymen set out with him, but was lost on the passage. He was about to return to his own country, but was providentially found by Mr Henry Gray and other gentlemen, who interested themselves in his behalf and with the approbation of Messrs. Ropes & Co took him under their care; and as soon as an opportunity presented, they sent him to New Haven, to the care of the Hon. E. Goodrich.”

“A place was soon found for him at the Rev. Mr. Vaill’s of Guilford, where he began to learn the first rudiments of the English language. Messrs. Ropes & Co., in whose ship he came to this country, not only cheerfully released him for the purpose of being educated, but very generously gave one hundred dollars towards the expense of his education.”

“He was supposed to be about 19 years of age on his arrival, and has now been in the country about one year.”

“He was ignorant of our language. And of every species of learning or religion, when he began to study. In about six months he began to read in a broken manner in the Bible. In the mean time, he also learned to write, which cost him but little time or labour.”

“In about eleven months from the time he first-began the alphabet, he composed a letter to his honoured patroness, Mrs. Goodrich, of New Haven. In this letter he gives vent to his feelings of gratitude to his benefactors, and especially to God, for his goodness in bringing him to this country.”

“It was about the middle of May, 1816, that his mind began to be impressed with a sense of sin. … In the course of the summer, he hopefully found by faith, that Saviour of whom a few months before he had never heard. He gives very pleasing and satisfactory evidence of hatred to sin, and love to Christ.”

“No person can be more punctual in reading the scriptures and private devotion, than he has been, from the time he received his first impressions. And he appears to grow in knowledge, as his ability to read and understand the scriptures increases. He possesses a mild and affectionate temper, is uncommonly ingenious in all the imitative arts.”

“He is industrious, faithful, and persevering, not only in his studies, but in whatever business he undertakes. He is at present with his comrades, at South Farms, in Litchfield, under the instruction of the Rev A Pettengill, expecting to join the school for heathen youth, as soon as it shall be established.” (Five Youths, 1816)

Honoli‘i became a valuable Hawaiian language instructor because, having come at a later age, he still had good command of his native tongue. He also won praise for his considerable vigor and intellect and his discreet and stately deportment. (Kelley)

Having joined the Pioneer Company to return home; on March 30, 1820, Honoli‘i was the first to see the Islands, “March 30th, 1820. – Memorable day – a day which brings us in full view of that dark pagan land so long the object of our most interested thoughts. Between twelve and one this morning, the word was from Thomas who was up watching, ‘land appears’.”

“When the watch at four was called, Honoree came down saying, ‘Owhyhee sight!’”

“There was but little sleep. When the day afforded more light than the moon we were all out, and judge you, if possible, what sensation filled our breasts as we fixed our eyes upon the lofty mountains of Owhyhee! O! it would be in vain to paint them. I attempt it not.”

“A fair wind carried us by different parts of the island near enough to discern its verdure, here and there a cataract rushing down the bold precipice—some huts, natives and smoke. I would I could put my feelings, for a little season, into your bosoms. No boats coming off as usual, Capt. B (Blanchard) thought it advisable to send ashore to inquire into the state of things, and where he might find the king.”

“Our good Thomas (Hopu) and Honoree, with Mr. Hunnewell and a few hands, set off. Our hearts beat high, and each countenance spoke the deep interest felt as we crowded around our messengers at their return.”

“With almost breathless impatience to make the communication, they leap on board and say, Tamaahmaah is dead! The government is settled in the hands of his son Keehoreeho-Krimokoo is principal chief—the taboo system is no more–men and women eat together! – the idol gods are burned!!” (Sybil Bingham Journal)

Honoli‘i, shuttling between his home island of Hawaii and Maui, labored for the Church longest of all his companions. He proved an important assistant at Kailua, Honolulu, and briefly at Kauai, during those early days while the missionaries were still acquiring their later expertness in the Hawaiian tongue and faithful to the Christian training, he walked irreproachably with his church.

Adjoining the Ka‘ahumanu Church in Wailuku is Honoliʻi Park. It is believed that John Honoliʻ is buried in an unmarked grave in the Kaʻahumanu Church cemetery. (Honoliʻi died in 1838.)

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John_Honoree- (Honolii)-Samuel_Morse
John_Honoree- (Honolii)-Samuel_Morse

Filed Under: Missionaries / Churches / Religious Buildings Tagged With: Pioneer Company, Missionaries, John Honolii, Honolii, Hawaii

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
Steward’s_House
Steward's_House
Steward’s_House
Steward’s house (far right)-School house (to left) (yellow)-1836
Steward’s house (far right)-School house (to left) (yellow)-1836
Cornwall Valley Map Sketch-1825-26
Cornwall Valley Map Sketch-1825-26
Cornwall Map-1854
Cornwall Map-1854
Henry_Opukahaia,_ca. 1810s
Henry_Opukahaia,_ca. 1810s
Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree
Four_Owyhean_Youths-Thomas Hoopoo, George Tamoree, William Tenooe and John Honoree

Filed Under: Buildings, Missionaries / Churches / Religious Buildings Tagged With: American Board of Commissioners of Foreign Missions, ABCFM, Cornwall, Foreign Mission School, Steward's House, Kanui, Hopu, Honolii, Hawaii, Henry Opukahaia, Humehume

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