Lahainaluna | Page 5 | Images of Old Hawaiʻi

May 24, 2017 by Peter T Young 1 Comment

Hale Pa‘i

“Perhaps never since the invention of printing was a printing press employed so extensively as that has been at the Sandwich islands, with so little expense, and so great a certainty that every page of its productions would be read with attention and profit.”

“The language of the islands has been reduced to writing, and in a form so precise, that five vowels and seven consonants, or twelve letters in the whole, represent all the sounds which have yet been discovered in the native tongue.”

“And as each of these letters has a fixed and certain sound, the art of reading, spelling, and writing the language is made far easier than it is with us.” (Barber, 1834)

“On the 7th of January, 1822, a year and eight months from the time of our receiving the governmental permission to enter the field and teach the people, we commenced printing the language in order to give them letters, libraries, and the living oracles in their own tongue, that the nation might read and understand the wonderful works of God.”

“The opening to them of this source of light never known to their ancestors remote or near, occurred while many thousands of the friends of the heathen were on the monthly concert, unitedly praying that the Gospel might have free course and he glorified.”

“It was like laying a corner stone of an important edifice for the nation.” (Bingham)

“A considerable number was present, and among those particularly interested was Ke‘eaumoku, who, after a little instruction from Mr. Loomis, applied the strength of his athletic arm to the lever of a Ramage press, pleased thus to assist in working off a few impressions of the first lessons.”

“These lessons were caught at with eagerness by those who had learned to read by manuscript. Liholiho, Kalanimōku, Boki and other chiefs, and numbers of the people, called to see the new engine, the printing-press, to them a great curiosity.”

“Several were easily induced to undertake to learn the art of printing, and in time succeeded. Most of the printing done at the islands has been done by native hands.” (Bingham)

“Liho-liho was glad to have the chiefs instructed and took 100 copies of the first primer for his friends and attendants. Ka-ahu-manu took 40 for her friends. These probably came from this printing of 500 copies. In the latter part of September, another printing of 2,000 copies was made from the same type.”

“Liho-liho felt a little like the foreigners who did not want the natives instructed. He wanted the education reserved for the chiefs because, according to Mr. Bingham, ‘he would not have the instruction of the people in general come in the way of their cutting sandalwood to pay his debts.’”

“Nevertheless, the flood could not be held back and the privilege of reading and writing rapidly spread among the people.” (Westervelt)

“… until March 20, 1830, scarcely ten years after the mission was commenced, twenty-two distinct books had been printed in the native language, averaging thirty-six small pages, and amounting to three hundred and eighty-seven thousand copies, and ten million two hundred and eighty-seven thousand and eight hundred pages.”

“This printing was executed at Honolulu, where there are two presses (in Hale Pa‘i, the printing house (across King Street from Mission Houses – and later at Hale Pa‘i at Lahainaluna.) But besides this, three-million three-hundred-and-forty-five-thousand pages in the Hawaiian language have been printed in the United States (viz. a large edition of the gospels of Matthew, Mark, and John) …”

“… which swells the whole amount of printing in this time, for the use of the islanders, to thirteen-millions six-hundred-and-thirty-two-thousand eight-hundred pages.”

“Reckoning the twenty-two distinct works in a continuous series, the number of pages in the series is eight hundred and thirty-two. Of these, forty are elementary, and the rest are portions of Scripture, or else strictly evangelical and most important matter, the best adapted to the condition and wants of the people that could be selected under existing circumstances.” (Barber, 1834)

The mission press printed 10,000-copies of Ka Palapala Hemolele (The Holy Scriptures.) It was 2,331-pages long printed front and back.

Mission Press also printed newspaper, hymnals, schoolbooks, broadsides, fliers, laws, and proclamations. The Mission Presses printed over 113,000,000-sheets of paper in 20-years.

A replica Ramage printing press is at Mission Houses in Honolulu (it was built by students at Honolulu Community College in 1966.) Likewise, Hale Pa‘i in Lahainaluna has early Hawaiian printing displays. (Lots of information here is from Mission Houses, and Barber.)

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Mission Houses Hale Pai Sign

Ramage Press replica at Mission Houses

ENTRANCE, INSIDE PORCH – Mission Printing Office-(LOC)

GENERAL VIEW, NORTH (FRONT) ELEVATION FROM NORTHEAST – Mission Printing Office-(LOC)

INTERIOR, LOOKING TO REAR – Mission Printing Office-(LOC)

Lahainaluna Hale Pa’i (Printing Shop)-LOC-058643pv

Lahainaluna Hale Pa’i (Printing Shop)-LOC-058642pv

Lahainaluna Hale Pa’i (Printing Shop)-LOC-058644pv

January 3, 2017 by Peter T Young Leave a Comment

Timeline Tuesday … 1830s

Today’s ‘Timeline Tuesday’ takes us through the 1830s – death of Ka‘ahumanu, first successful commercial sugar, first English language newspaper and Declaration of Rights. We look at what was happening in Hawai‘i during this time period and what else was happening around the rest of the world.

A Comparative Timeline illustrates the events with images and short phrases. This helps us to get a better context on what was happening in Hawai‘i versus the rest of the world. I prepared these a few years ago for a planning project. (Ultimately, they never got used for the project, but I thought they might be on interest to others.)

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June 16, 2016 by Peter T Young 4 Comments

Simon Peter Kalama

Lahainaluna Seminary (now Lahainaluna High School) was founded on September 5, 1831 by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”.

In December, 1833, a printing press was delivered to Lahainaluna from Honolulu. It was housed in a temporary office building and in January, 1834, the first book printed off the press was Worcester’s Scripture Geography.

Besides the publication of newspapers, pamphlets and books, another important facet of activity off the press was engraving. A checklist made in 1927 records thirty-three maps and fifty-seven sketches of houses and landscapes, only one of which is of a non-Hawaiian subject.

“It was stated last year that some incipient efforts had been made towards engraving. These efforts have been continued. It should be remembered that both teacher & pupils have groped their way in the dark to arrive even at the commencement of the business.”

“A set of copy slips for writing was the first effort of importance; next a map of the Hawaiian islands. For some time past a Hawaiian Atlas has been in hand & is nearly finished, containing the following maps Viz. the Globes, North America, South America, the United States, Europe, Africa, Asia, the Hawaiian islands & the Pacific.”

“It is evident that if the business is to be carried on so as to be of any benefit to schools generally, some considerable expense must be incurred for fitting up a shop for engraving & a room for printing. Hithertoo, everything has been done at the greatest disadvantage. Some means for prosecuting the business have lately been received from the Board.” (Andrews et al to Anderson, November 16, 1836)

Andrews was fortunate to have real talent in his artisans. Simon Peter Kalama was one of the best. Nineteen when he became a scholar, Kalama arrived at Lahainaluna with a recognized skill in drafting.

Kalama compiled the first map of Hawaiʻi published in Hawaiʻi and executed most of the “views,” which are the only record we have of the true island landscape of that time.

Since they were intended for the use of the Hawaiian students, the place names were given either in the Hawaiian form of the name, or in a modified transcription in which vowels were added so the foreign words could be pronounced in the Hawaiian style. (Fitzpatrick)

Ho‘okano, an assistant to Dr Gerrit P Judd, was assigned in the 1830s to interview kahuna lapa‘au to gain information about their practice which Judd incorporated in treating his own patients.

When Ho‘okano died in 1840, his notes were transcribed by Kalama and published in Ka Hae Hawaii in 1858 – 1859. The serialization has been translated by Malcolm Chun as Hawaiian Medicine Book: He Buke La‘au Lapa‘au and is the best source of information on traditional kahuna lapa‘au that exists today. (Mission Houses)

During the Wilkes expedition on Hawai‘i Island, on January 16, 1841, Kalama saved Judd from death in the crater of the volcano Kilauea. (Twain)

“Dr. Judd volunteered to head a party to go in search of some specimens of gases, with the apparatus we had provided, and also to dip up some liquid lava from the burning pool.” (Wilkes)

“I went down into Kilauea on the 16th to collect gases, taking a frying pan, in hopes of dipping up some liquid lava. Kalama went with me to measure the black ledge, and I had five natives to carry apparatus and specimens.” (Judd)

“While thus advancing, he saw and heard a slight movement in the lava, about fifty feet from him, which was twice repeated; curiosity led him to turn to approach the place where the motion occurred.”

“(T)he crust was broken asunder by a terrific heave, and a jet of molten lava, full fifteen feet in diameter, rose to the height of about forty-five feet … He instantly turned for the purpose of escaping, but found he was now under a projecting ledge, which opposed his ascent, and that the place where he descended was some feet distant.” (Wilkes)

Although he considered his life as lost, he prayed God for deliverance, “and shouted to the natives to come and take my hand, which I could extend over the ledge so as to be seen. … Kalama heard me and came to the brink, but the intense heat drove him back. ‘Do not forsake me and let me perish,’ I said.” (Judd)

“(He) saw the friendly hand of Kalumo (Kalama,) who, on this fearful occasion, had not abandoned his spiritual guide and friend, extended towards him. … seizing Dr. Judd’s with a giant’s grasp, their joint efforts placed him on the ledge. Another moment, and all aid would have been unavailing to save Dr. Judd from perishing in the fiery deluge.” (Wilkes)

A few years later, as the Western concept of landownership began to alter the Hawaiian landscape, Kalama enjoyed a lucrative career as a surveyor. He served as konohiki (overseer) of the Kalihi Kai district on O‘ahu, as a member of the House of Representatives and eventually as privy councilor to two kings. (Wood)

“The Hon SP Kalama, a member of the Privy Council, died on the 2nd inst at his residence at Liliha Street, having been ill for some months.”

“Mr Kalama was formerly a Government Surveyor, had served several terms in the Legislature as a Representative, and was a member of the Privy Council under Kamehameha V, Lunalilo and his present Majesty (Kalākaua.) He was about 60 years of age.” (Pacific Commercial Advertiser, December 4, 1875)

Here is a video of Moses Goods portraying Kalama (it was part of a Mission Houses event:)

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Na Mokupuni O Hawaii Nei-Kalama 1837

Mission_Houses,_Honolulu-Drawn_by_Wheeler_and_engraved_by_Kalama-_ca._1837

Maui from the anchorage of Lahaina-engraved by Kalama

Sheldon_Dibble_House_at_Lahainaluna,_engraved_by_Kalama

Kilauea-Wilkes-Expedition-1845

Palapala_Honua,_engraved_by_Kalama_and_Kepohoni,_1839

April 19, 2016 by Peter T Young Leave a Comment

Missionary, Educator … Former Slave

“Here begins the history of things known only to those who have bid the American shores a long adieu….” (Betsey Stockton)

The Second Company destined for the Sandwich Island Mission assembled at New Haven for the purpose of taking passage in the ship Thames, captain Closby, which was to sail on the 19th (November 1822.) (Congregational Magazine)

Among them was Betsey Stockton, “a colored young woman brought up in the family of the Rev. Ashbel Green, having been received with the Rev. Charles S Stewart & his wife, as a missionary to the Sandwich islands by the American Board of Commissioners for Foreign Missions (ABCFM.)”

Betsey Stockton was born into slavery in Princeton, New Jersey in 1798. She belonged to Robert Stockton, a local attorney. She was presented as a gift to Stockton’s daughter and son-in-law, the Rev. Ashbel Green, then President of Princeton College (later Princeton University.)

She was given books and was allowed to attend evening classes at Princeton Theological Seminary and was later freed. (Kealoha)

“(S)he is to be regarded & treated neither as an equal nor as a servant – but as an humble christian friend, embarked in the great enterprise of endeavoring to ameliorate the condition of the heathen generally, & especially to bring them to the saving knowledge of the truths as it is in Jesus.” (Portion of Approval for Betsey Stockton to be a Missionary to Hawaiʻi, ABCFM)

“On the 24th (March 1823,) we saw and made Owhyhee. At the first sight of the snow-capped mountains, I felt a strange sensation of joy and grief. It soon wore away, and as we sailed slowly past its windward side, we had a full view of all its grandeur.”

“The tops of the mountains are hidden in the clouds, and covered with perpetual snow. We could see with a glass the white banks, which brought the strong wintry blasts of our native country to our minds so forcibly, as almost to make me shiver.”

“Two or three canoes, loaded with natives, came to the ship … we asked them where the king was at Hawaii, or Oahu? They said at Oahu. We informed them that we were missionaries, come to live with them, and do them good. At which an old man exclaimed, in his native dialect, what may be thus translated – ‘That is very good, by and by, know God.’” (Stockton)

They landed on Oʻahu. “The Mission is in prosperous circumstances, and the hopes of its supporters here were never brighter. Truly the fields are already ripe for the harvest, and we may add, ‘The harvest is great, but the labourers are few.’”

“We have been received with open arms by the government and people, and twice the number of missionaries would have been joyfully hailed.” (Charles Samuel Stewart)

“On the 26th of May we heard that the barge was about to sail for Lahaina, with the old queen and princes; and that the queen (Keōpūolani) was desirous to have missionaries to accompany her; and that if missionaries would consent to go, the barge should wait two days for them.”

“(T)he king this morning hastened off in a small yacht, and left orders for the barge (the celebrated Cleopatra) and Waverley, to follow to Lahaina: they are now preparing to get under weigh, and I must secure a passage.”

“Two weeks after we arrived at the islands, we were sent to this place, which is considered the best part of the whole. The productions are melons, bananas, sweet potatoes, &c.” (Stockton)

“The prosperity of the mission is uninterrupted, and its prospects most encouraging. … We are very comfortably located at one of the most beautiful and important spots on the islands.”

“Mr. Richards and myself have an island with 20,000 inhabitants committed to our spiritual care – a solemn – a most responsible charge!” (Stewart)

“It was there, as (Betsey said,) that she opened a school for the common people which was certainly the first of the kind in Maui and probably the first in all Hawaii; for at the beginning the missionaries were chiefly engaged in the instructions of the chiefs and their families.” (Maui News, May 5, 1906)

“The 29th (June 1923) was the Sabbath. I went in the morning with the family to worship; the scene that presented itself was one that would have done an American’s heart good to have witnessed.”

“Our place of worship was nothing but an open place on the beach, with a large tree to shelter us; on the ground a large mat was laid, on which the chief persons sat. To the right there was a sofa, and a number of chairs; on these the missionaries, the king, and principal persons sat.”

“The kanakas, or lower class of people, sat on the ground in rows; leaving a passage open to the sea, from which the breeze was blowing. Mr. R. (Richards) addressed them from these words, ‘It is appointed unto all men once to die, and after death the judgment.’ Honoru acted as interpreter: the audience all appeared very solemn.” (Stockton)

“After service the favourite queen called me, and requested that I should take a seat with her on the sofa, which I did, although I could say but few words which she could understand. Soon after, biding them aroha I returned with the family. In the afternoon we had an English sermon at our house: about fifty were present, and behaved well.”

“In the morning one of the king’s boys came to the house, desiring to be instructed in English. Mr. S. (Stewart) thought it would be well for me to engage in the work at once. Accordingly I collected a proper number and commenced. I had four English, and six Hawaiian scholars. This, with the care of the family, I find as much as I can manage.” (Stockton)

Stockton has asked the mission to allow her “to create a school for the makaʻāinana (common people.) Stockton learned the Hawaiian Language and established a school in Maui where she taught English, Latin, History and Algebra. (Kealoha)

“It shows that a sincere desire to accomplish a good purpose need not be thwarted by other necessary engagements, however humble or exacting.” (Maui News, May 5, 1906)

Betsey Stockton set a new direction for education in the Islands. Stockton’s school was commended for its teaching proficiency, and later served as a model for the Hilo Boarding School and also for the Hampton Institute in Virginia, founded by General Samuel C. Armstrong. (Takara)

After residing in Hawaii for over two years, Betsey Stockton relocated to Cooperstown, New York, with the Stewarts. In subsequent years, she taught indigenous Canadian Indian students on Grape Island.

She later “led a movement to form the First Presbyterian Church of Colour in Princeton, New Jersey, in 1848.” In addition, between the period of 1848 to 1865, Stockton moved to Philadelphia to teach Black children.

Betsey Stockton made pioneering endeavors as a missionary in Hawaii, but her legacy is not well known. Still, Stockton’s school “set a new direction for education in the Islands … (It) served as a model for the Hilo Boarding School.”

Her teaching program have influence Samuel C Armstrong, the founder of Hampton Institute, who also worked as a missionary in Hawaii during this period. After a full and productive life of service for the Lord, Betsey Stockton passed away in October of 1865 in Princeton, New Jersey. (Johnson)

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Betsey_Stockton

P-15 Lahainaluna

Lahaina as seen from Lahainaluna (Maui) Miss Thurston, Attributed to possibly be Eliza Thurston (1807-1873)

The Mission Seminary at Lahainaluna on Maui in the 1830s, from Hiram Bingham I’s book

Hilo Boarding School and Mission Houses

Waiakea_Mission_The 7th Baron Lord Byron visited Hilo in 1825-painting by the Robert Dampier-only a few thatched huts at the time-1825

Hampton Normal & Agricultural Institute

Hampton Normal and Agricultural Institute

Witherspoon_St_Presbyterian_Church

Witherspoon_Street_Presbyterian_Church

September 23, 2015 by Peter T Young Leave a Comment

Student Farmers

On October 23, 1819, the Pioneer Company of missionaries from the northeast US, set sail on the Thaddeus for the Islands. There were seven couples sent by the ABCFM to convert the Hawaiians to Christianity.

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; a Farmer, Daniel Chamberlain, his wife and five children.

They quickly reduced the Hawaiian language to written form and established schools in which the native Hawaiians were taught to read and to write.

Their instruction was not confined, however, to the ‘three R’s.’ Included in the original band of missionaries was a New England farmer, Daniel Chamberlain, indicating the importance they attached to giving some instruction in western agriculture to the native Hawaiians.

Effectively, they were teaching to the Head, Heart and Hand. Let’s look at some examples.

In 1823, Kalākua Kaheiheimālie (ke Aliʻi Hoapili wahine, wife of Governor Hoapili) offered the American missionaries a tract of land on the slopes surrounding Puʻu Paʻupaʻu for the creation of a high school.

Betsey Stockton from the 2nd Company of Protestant missionaries initially started a school for makaʻāinana (common people) and their wives and children on the site.

Later, on September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna (Upper Lāhainā)) began in thatched huts with 25 Hawaiian young men.

Each scholar was expected to furnish himself with food and clothing by his own industry. Accompanying the work in the fields, a small amount of organized instruction in western agriculture was given. (History of Agricultural Education)

In September 1836, thirty-two boys between the ages of 10 and 20 were admitted as the first boarding students, from the neighbor islands, as well as from the “other side of the island” thus, the beginning of the boarding school at Lahainaluna.

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaiʻi would be largely dependent upon the success of its schools. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In 1835, they constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.)

On January 6, 1835 “our children’s school commenced, eighty children present, sixty knew their letters. A number of the more forward children are employed as monitors to assist the less forward. (ie. advanced)” (Sarah Lyman)

The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

“Mr. Lyman who was brought up on a farm had an abiding faith in the value of manual labor; and his work in Hilo had convinced him that such activity in both primitive and introduced vocation was as necessary as book learning during the period of transition from one culture to another.” (Lorthian)

Rev. William Brewster Oleson had served as principal of the Hilo Boarding School for 8 years. Then, on November 4, 1887, Kamehameha School for Boys opened with 37 students and four teachers – Oleson was appointed its first principal and helped organize the school on a similar model.

Manual labor has a regular feature of the activities of the Kamehameha Boys’ School. Between 1889 and 1893 the school experimented with the raising of cows, pigs, chickens, and vegetables.

Later, the Kamehameha School flocks and herds were improved, and they began the production of forage crops, vegetables, and fruits on a larger scale, and strengthened the classroom work. (History of Agricultural Education)

Punahou, another boarding school, formed in 1841, required that “All students who entered the Boarding department were required to take part in the manual labor of the institution, under the direction of the faculty, not to exceed an average of two hours for each day.” (Punahou Catalogue, 1899)

“We had a dairy, the Punahou dairy, over on the other side of Rocky Hill. That was all pasture. We had beautiful, delicious milk, all the milk you wanted.” (Shaw, Punahou)

Later, in January 1925, Punahou bought the Honolulu Military Academy property – it had about 90-acres of land and a half-dozen buildings on the back side of Diamond Head. (The Honolulu Military Academy was originally founded by Col LG Blackman, in 1911.)

It served as the “Punahou Farm” to carry on the school’s work and courses in agriculture. “We were picked up and taken to the Punahou Farm School, which was also the boarding school for boys. The girls boarded at Castle Hall on campus.” (Kneubuhl, Punahou) The farm school was in Kaimuki between 18th and 22nd Avenues.

In addition to offices and living quarters, the Farm School supplied Punahou with most of its food supplies. The compound included a big pasture for milk cows, a large vegetable garden, pigs, chickens, beehives, and sorghum and alfalfa fields that provided feed for the cows. Hired hands who tended the farm pasteurized the milk in a small dairy, bottled the honey and crated the eggs. (Kneubuhl, Punahou)

While the programs of ‘manual labor’ and farming have been dropped by almost all of the respective school’s curriculums, a lasting legacy and reminder of the prior farming is seen in the Lahainaluna Time Clock.

Between 1941 and 1976, Lahainaluna boarders punched in their “in” and “out” times (according to their assigned student number) to keep track of their daily hours worked for their room and board. (It stopped when the only repairman familiar with the clock passed away.)

While Lahainaluna still has farming activity (raising pigs and cultivating dryland taro, corn, butter lettuce, beans, ti and other crops (Advertiser,)) they don’t punch in/out with the clock.

However, according to the Boarder’s Handbook (2014-2015,) every weekday afternoon and Saturday morning, boarders are to “Check in at the time clock” before they start their 3 ½ hours of work. Likewise, “All Boarders must report to the Time Clock every day and sign out with the Farm Manager when working Overtime until all hours are cleared.”

“Boarders will be evaluated on their dorm and farm work performances; farm and school attendance records; dorm, school, and farm discipline records; school academic effort and achievements; and their overall attitude and behavior in the Boarding Program.” (Lahainaluna High School Boarder’s Handbook, 2014-2015)

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