Images of Old Hawaiʻi

by Peter T Young Leave a Comment

“This does not look like me”

“In the year of our Lord, 1809, some Hawaiian youths went to America. The captain of their ship took them to New Haven, Conn., to be educated; and afterwards, in 1816, a school was established in Cornwall, Conn., for the education of youths from heathen lands.”

“There, among Indians, Tahitians, and scholars from other places, were some Hawaiian boys (Obookaiah (ʻOpukahaʻia,) Hopu, Honolii) – nine of them in all.”

“These all embraced the Christian faith, and Obookaiah was very anxious that messengers be sent to take to Hawaii the word of God. He intended himself to come back, but he was cut down by the angel of death before he had completed his education.”

“But the voice of God came to Messrs. Bingham, Thurston, and Whitney and others, and in the year 1819 they and their wives sailed from Boston on the small two-masted vessel named the Thaddeus.”

“On this vessel came Thomas Hopu, John Honoliʻi, and George Kaumualiʻi, the son of Kaumualiʻi, the king of Kauai. They reached Hawaii on the 30th of March, 1820.”

“When the boat which they had sent to a landing on the Kohala coast, returned to the vessel, these were the tidings given to the missionaries: ‘Kamehameha is dead; his son Liholiho is king. The tabus are at an end; the idols are burned; the temples are destroyed.’”

“In this the hand of God was seen preparing for the introduction of his word among the people. The vessel sailed to Kailua, and the chiefs went on board to see the missionaries and their wives – the ‘long necks’ as they were called.”

“This was the dress of Liholiho when he went to see white women for the first time: A malo, a green silk handkerchief over his shoulders, a gold watch-chain about his neck, and a feather wreath on his head – no clothing.”

“After much discussion, and with a good deal of hesitation, Liholiho consented that the teachers should remain one year.”

“Mr Bingham was stationed at Honolulu, Mr Whitney at Waimea, Kauai, and Mr Thurston at Kailua, Hawaii, where the king and chiefs resided; and the king placed John Ii and Kahuhu with Mr. Thurston to be taught reading, and said that if it did them no harm, he also would learn the ‘palapala’ (writing.)”

“There was no writing in Hawaiian in those days – no books or newspapers.”

“Liholiho asked that his name be written. The missionary wrote it, ‘Li-ho-li-ho.’”

“Liholiho looked at it long and steady, and then said: ‘This does not look like me, nor any other man.’” (AF Judd, Bible Society Record, October 17, 1889)

In 1820, missionary Lucy Thurston noted in her Journal, Liholiho’s desire to learn, “The king (Liholiho, Kamehameha II) brought two young men to Mr. Thurston, and said: ‘Teach these, my favorites, (John Papa) Ii and (James) Kahuhu. It will be the same as teaching me. Through them I shall find out what learning is.’”

“Immediately upon their arrival the missionaries began to converse with the people in the Hawaiian language, and upon them fell the honor of first writing the mother-tongue of Hawaiʻi with pen and ink upon paper.”

“To reduce the language to writing was their first work, in order that the word of God might thus reach the hearts of the Hawaiian people to the saving of their souls.”

“Within three years from the time when Messrs. Bingham, Thurston, and Whitney touched their feet on Hawaiian shores, Liholiho and Kauikeaouli (Liholiho’s younger brother) had learned to read and write, and also twelve other chiefs and twelve chiefesses.”

“This was quick work. That year (1823) the king ordered the observance of the Christian Sabbath, and the missionaries began to preach in the Hawaiian tongue. Before this their addresses had been interpreted by Hopu, Honolii, and others.” (AF Judd, Bible Society Record, October 17, 1889)

Interestingly, as the early missionaries learned the Hawaiian language, they then taught their lessons in the mission schools in Hawaiian, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

“By 1850, even though the Missionary Schools wanted to continue Hawaiian as the language of instruction in order to preserve the Hawaiian nation, the non-religious educators, both foreign and Hawaiian, wanted to and did discard Hawaiian as the language of instruction in the schools.” (Ashdown)

The missionaries’ emphasis was on preaching and teaching – in many of the mission schools the focus was educating the head, heart and hand. In addition to the rigorous academic drills (Head,) the schools provided religious/moral (Heart) and manual/vocational (Hand) training.

This broad-based, inclusive form of educational training can also be seen back in the Foreign Mission School, where ʻŌpūkahaʻia and others were taught.

The image shows the later signature of Liholiho (Kamehameha II – ‘Tamehameha.’)

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by Peter T Young Leave a Comment

Foreign Mission School

On October 29, 1816, the American Board of Commissioners for Foreign Missions (ABCFM) established the Foreign Mission School as a seminary.

Classes began in 1817 “for the purpose of educating youths of Heathen nations, with a view to their being useful in their respective countries.”

Its object was to educate the youth of promising talent and of hopeful demeanor to return, in due time, to their respective lands in the character of husbandmen, school-masters, or preachers of the gospel.

The first four destinations chosen were (1) the Bombay region of India (1813,) (2) Ceylon (1816,) (3) the Cherokee Indian Nation in the State of Tennessee (1817) and (4) Hawai‘i (1820). (Brumaghim)

The Foreign Mission School connects the town of Cornwall, Connecticut to a larger, national religious fervor of the Second Great Awakening.

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 the summer of 1806, in a grove of trees, in what was then known as Sloan’s Meadow, Samuel John 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) Milla 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.

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.

Initially lacking a principal, Edwin Welles Dwight filled that role from May 1817 to May 1818; he was replaced the next year by the Reverend Herman Daggett. In its first year, the Foreign Mission School had 12 students, seven Hawaiians, one Hindu, one Bengalese, an Indian and two Anglo-Americans.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1807 (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 school increased its number of pupils the second year to twenty-four; four Cherokee, two Choctaw, one Abenaki, two Chinese, two Malays, a Bengalese, one Hindu, six Hawaiians and two Marquesans as well as three American. 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. (Cornwall)

In due time, Reverend Hiram Bingham visited the Foreign Mission School in Cornwall but that wasn’t until May 1819, one year after ʻŌpūkahaʻia died.

Then, from Andover Theological Seminary, Bingham wrote in a letter dated July 18, 1819, to Reverend Samuel Worcester that “the unexpected and afflictive death of Obookiah, roused my attention to the subject, & perhaps by writing and delivering some thoughts occasioned by his death I became more deeply interested than before in that cause for which he desired to live …”

“… & from that time it seemed by no means impossible that I should be employed in the field which Henry had intended to occupy…the possibility that this little field in the vast Pacific would be mine, was the greatest, in my own view.” (Brumaghim)

Subsequently, in the summer of 1819, Bingham and his classmate at Andover Theological Seminary, Reverend Asa Thurston, volunteered to go with the first group of missionaries to Hawai‘i.

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 Kauaʻi’s King Kaumuali‘i.)

The Prudential Committee of the American Board of Commissioners for Foreign Missions (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)

The points of special and essential importance to all missionaries, and all persons engaged in the missionary work are four:
• Devotedness to Christ;
• Subordination to rightful direction;
• Unity one with another; and
• Benevolence towards the objects of their mission

Between 1820 and 1848, the ABCFM sent “eighty-four men and one hundred women to Hawai‘i to preach and teach, to translate and publish, to advise and counsel – and win the hearts of the Hawaiian people.” (Dwight; Brumaghim)

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by Peter T Young 3 Comments

North Pacific Missionary Institute

On October 1, 1872, the Hawaiian Evangelical Association Theological School opened its doors for men interested in a life of Christian ministry.

In its infancy, Rev John D Paris became the head of the institution, accompanied by Rev Dwight Baldwin and Rev Benjamin W Parker as instructors.

Recruitment of Native Hawaiian students was an ongoing problem. A year after the school opened Rev. Paris wrote, “Aka, auhea la ka nani o ke aupuni kanaka ole?! Auhea hoi ka pono o ke Kula Kahuna haumana ole?” (But where is the glory of the Kingdom without men? Where indeed is the value of the ministers’ school without students?) (Williams)

Beginning with 13 students, the school endeavored to graduate these men as ministers in order to send them on to more missionary work around the world, paying special attention to the Pacific.

The school’s three-year program curriculum included Bible History, Sacred Geography, Church History, Natural Theology, Evidences of Christianity, Christian Theology, Composition and Delivery of Sermons, and Pastoral Theology.

The Theological School took up residence within an older structure, previously used as a Marine Hospital, owned and operated by Dr. Gerrit P. Judd. It was located at the corner of what is today Punchbowl and South Beretania Streets in Honolulu (presently, where the Kalanimōku Building (DLNR & DAGS) is situated.) (In 1874, Paris retired and moved back to Kona.)

In 1877, Rev. Charles McEwen Hyde was sent to Hawaiʻi from Massachusetts to reorganize the school as the North Pacific Missionary Institute.

Hyde was former valedictorian at Williams College and graduate of Princeton Theological Seminary; he envisioned “a grand opportunity to do important service for Christ and for the world.” (Williams)

He quickly picked up the Hawaiian language in order to converse with the indigenous population, and began delivering his sermons in Hawaiian.

“With great skill and patience and energy he has conducted its affairs, and the Institute has been one of the most effective agencies for the support of Christian institutions at the Islands.”

“But Dr. Hyde’s energies were by no means confronted to this one seminary. He sought in every way to upbuild the native Hawaiian churches, and to promote the work of education in schools of all grades.”

“’From this institution has gone forth, under the training of Dr. Hyde, the whole circle of younger men who today fill the pastorate of the Hawaiian churches.’ And after referring to several of these pastors by name, it is well added: ‘These men are the best of witnesses to the faithful and painstaking service of this most indefatigable of teachers.’” (Pacific Commercial Advertiser, December 13, 1899)

Hyde served as Principal until 1883, until resigning his position to the temporary care of Rev. Henry H. Parker.

In 1889, it was decided by the Hawaiian Board that a new building was to be erected that would accommodate the seminary’s students with better living and learning quarters. A wooden structure was built in 1890.

The building had 16-dormitories and several large lecture rooms for instruction. During construction, the students attended classes at Kawaiahaʻo Church.

“Eleven students had been under instruction, three of these having entered this year. Instruction is now given in the afternoons as well as the mornings. Friday afternoon and Saturday are the only times available for such work as may be available as a means of self-support.”

“It has been necessary therefor to supplement the meagre weekly cash allowance, granted by the Hawaiian Board, by the distribution of weekly rations of rice, bread, salmon and kerosene to each student. The students are not pampered children of ease by any means, but learn from the very first to endure hardness as good soldiers of Jesus Christ.” (Pacific Commercial Advertiser, June 7, 1895)

“In the training which it furnishes to these leaders of the churches, the theological school affects the moral and religious life of the country. It holds the same relation to the ministerial profession that the law school does to the legal profession, or the medical college to the practice of medicine.”

“A well trained ministry is peculiarly necessary at the present time for the Hawaiian Islands. Everything is in a transition state, and a strong ministry is needed, which can hold to the good which has been achieved in the past and make it effective in the new order of things which is to come.” (Hawaiian Gazette, November 6, 1896)

“The work of the Institute in training Hawaiians for pastoral and missionary service has been carried on as heretofore. It has also been enlarged in its scope, so as to furnish more instruction through the use of the English language.”

“Rev. John Leadingham, formerly instructor in the Slavic department of the Oberlin Theological Seminary, has been appointed by the ABCFM Associate Instructor in the NPM Institute and began his work in November, 1894.” (Board of Education Report, 1896)

“Professor Leadingham’s lessons in English have not been confined to the students, but he has kindly consented to teach English to a class of young Hawaiian lawyers. Two Portuguese young men also, who wish to enter the gospel ministry, have been under instruction for the last three months.” (Pacific Commercial Advertiser, June 7, 1895)

“The privileges of the Institute are now opened to other nationalities, and in addition to the 8 Hawaiian students, one Portuguese and one Chinese are taking the prescribed course of study. This extends over three years. In some instances, a fourth year is added for special study.”

“Of the thirty-six pastors now serving the fifty-five Hawaiian Evangelical churches, twenty-five are graduates of the NPM Institute. Besides these there are six graduates engaged in foreign missionary work in the Gilbert Islands.” (Board of Education Report, 1896)

In 1900, Leadingham became the Principal (he left the islands in 1904.) The Hawaiian Board later redirected its efforts into the consolidation of Kawaiahaʻo Seminary, Mills Institute and the Japanese Boarding School into the Mid-Pacific Institute.

The “first great step in the development of its higher educational work by purchasing between thirty-six and thirty-seven acres of land in Mānoa Valley – the Kidwell estate. Upon this it is proposed to locate the Mid-Pacific Institute”.

“In making this purchase the Board has parted with the premises of the North Pacific Missionary Institute on Punchbowl street to the Methodist church” (and, in between, the Korean School.) (Hawaiian Star, May 18, 1907) (Lots of information here is from Williams and Mission Houses.)

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by Peter T Young 1 Comment

Aikapu

Fornander writes that prior to the period of Pā‘ao “… the kapus (forbidden actions) were few and the ceremonials easy; that human sacrifices were not practiced, and cannibalism unknown; and that government was more of a patriarchal than of a regal nature.”

Pā‘ao is said to have been a priest, as well as a chief and navigator, who arrived in the island of Hawai‘i as early as in the twelfth or thirteenth century (many say he was from Tahiti.)

Pā‘ao is reported to have introduced (or, at least expanded upon) a religious and political code in old Hawai`i, collectively called the kapu system. This forbid many things and demanded many more, with many infractions being punishable by death.

One of the most fundamental of this type of prohibition forbade men and women from eating together and also prohibited women from eating certain foods – ʻaikapu (to eat according to the restrictions of the kapu.)

The ʻaikapu is a belief in which males and females are separated in the act of eating; males being laʻa or ‘sacred,’ and females haumia or ‘defiling’ (by virtue of menstruation.)

Since, in this context, eating is for men a sacrifice to the male akua (god) Lono, it must be done apart from anything defiling, especially women. Thus, men prepared the food in separate ovens, one for the men and another for the women, and built separate eating houses for each.

“The kahuna suggested that the new ʻaikapu religion should also require that four nights of each lunar month be set aside for special worship of the four major male akua, Ku, Lono, Kane and Kanaloa. On these nights it was kapu for men to sleep with their wahine. Moreover, they should be at the heiau (temple) services on these nights.” (Edith Kanaka‘ole Foundation and Lilikalā Kame‘eleihiwa)

“Under ʻaikapu, certain foods, because of their male symbolism, also are forbidden to women, including pig, coconuts, bananas, and some red fish.”(Edith Kanaka‘ole Foundation and Lilikalā Kame‘eleihiwa)

“The custom of the tabu upon free eating was kept up because in old days it was believed that the ruler who did not proclaim the tabu had not long to rule. If he attempted to continue the practice of free eating he was quickly disinherited.”

“It was regarded as an impious act practiced by those alone who did not believe in a god. Such people were looked upon as lower than slaves. The chief who kept up the ancient tabu was known as a worshiper of the god, one who would live a long life protected by Ku and Lono.”

“He would be like a ward of Kane and Kanaloa, sheltered within the tabu. The tabu eating was a fixed law for chiefs and commoners, not because they would die by eating tabu things, but in order to keep a distinction between things permissible to all people and those dedicated to the gods.”

“The tabu of the chief and the eating tabu were different in character. The eating tabu belonged to the tabus of the gods; it was forbidden by the god and held sacred by all. It was this tabu that gave the chiefs their high station.” (Kamakau)

If a woman was clearly detected in the act of eating any of these things, as well as a number of other articles that were tabu, which I have not enumerated, she was put to death. (Malo)

Certain places were set apart for the husband’s sole and exclusive use; such were the sanctuary in which he worshipped and the eating-house in which he took his food.

The wife might not enter these places while her husband was worshipping or while he was eating; nor might she enter the sanctuary or eating-house of another man; and if she did so she must suffer the penalty of death, if her action was discovered. (Malo)

Early visitors to the Islands also wrote of times that the ʻaikapu was broken (but not with consent – it was broken as a practice of some women.)

Ellis, on Captain Cook’s voyage noted, “The women were not averse to eating with us, though the men were present, and would frequently indulge themselves with pork, plantains and coco nuts, when secure from being seen by them.” (Ellis’s Authentic Narrative, 1788)

Likewise Samwell (also on Cook’s voyage) noted, “While they (women) were on board the ships with us they would never touch any food or ripe plantains except privately & by stealth, but then they would eat very hearty of both & seemed very fond of them”. (Samwell; Sahlins)

But there were times ʻaikapu prohibitions were not invoked and women were free to eat with men, as well as enjoy the forbidden food – ʻainoa (to eat freely, without regarding the kapu.)

“In old days the period of mourning at the death of a ruling chief who had been greatly beloved was a time of license. The women were allowed to enter the heiau, to eat bananas, coconuts and pork, and to climb over the sacred places.” (Kamakau)

“Free eating followed the death of the ruling chief; after the period of mourning was over the new ruler placed the land under a new tabu following old lines. (Kamakau)

Following the death of Kamehameha I in 1819, Liholiho assented and became ruling chief with the title Kamehameha II and Kaʻahumanu, co-ruler with the title kuhina nui.

Kaʻahumanu, made a plea for religious tolerance, saying: “If you wish to continue to observe (Kamehameha’s) laws, it is well and we will not molest you. But as for me and my people we intend to be free from the tabus.”

“We intend that the husband’s food and the wife’s food shall be cooked in the same oven and that they shall be permitted to eat out of the same calabash. We intend to eat pork and bananas and coconuts. If you think differently you are at liberty to do so; but for me and my people we are resolved to be free. Let us henceforth disregard tabu.”

Keōpūolani, another of Kamehameha I’s wives, was the highest ranking chief of the ruling family in the kingdom during her lifetime. She was a niʻaupiʻo chief, and looked upon as divine; her kapu, equal to those of the gods. (Mookini) Giving up the ʻaikapu (and with it the kapu system) meant her traditional power and rank would be lost.

Never-the-less, symbolically to her son, Liholiho, the new King of the Islands, she put her hand to her mouth as a sign for free eating. Then she ate with Kauikeaouli, and it was through her influence that the eating tabu was freed. Liholiho permitted this, but refrained from any violation of the kapu himself. (Kuykendall)

Keōpūolani ate coconuts which were tabu to women and took food with the men, saying, “He who guarded the god is dead, and it is right that we should eat together freely.” (Kamakau)

The ʻainoa following Kamehameha’s death continued and the ʻaikapu was not put into place – effectively ending the centuries-old kapu system.

Some have suggested it was the missionaries that ended the kapu that disrupted the social/political system in the Islands; that is not true. The American Protestant missionaries did not arrive in the Islands until the next year (April 4, 1820.) The Hawaiians ended their centuries’ long social/political system.

Sybil Bingham’s Journal entry for March 30, 1820, at the first landing of the Pioneer Company of missionaries, clearly notes the kapu was overturned and the heiau destroyed before the American Protestant missionaries arrived.

“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 (Honoli‘i) 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— thought it advisable to send ashore to inquire into the state of things, and where he might find the king.”

“Our good Thomas 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 !!”

“How did we listen! What could we say? The Lord has gone before us and we wait to see what He has for us to do.”

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by Peter T Young Leave a Comment

Adventures of a University Lecturer

Hiram Bingham III was born in Honolulu, on November 19, 1875, to Hiram Bingham II, an early Protestant missionary to the Kingdom of Hawaiʻi.

He was the grandson of Hiram Bingham I, who in 1820 was the leader of the Pioneer Company of missionaries to Hawaiʻi.

He attended Punahou School and ultimately earned degrees from Yale University, University of California-Berkeley and Harvard University.

In 1900 at the age of 25, Hiram III married Alfreda Mitchell, heiress of the Tiffany and Co fortune through her maternal grandfather Charles L Tiffany. With this financial stability he was able to focus on his future explorations.

He taught history and politics at Harvard and then was a lecturer and subsequently professor in South American history at Yale University.

In 1908, he served as delegate to the First Pan American Scientific Congress at Santiago, Chile. On his way home via Peru, a local prefect convinced him to visit the pre-Columbian city of Choquequirao.

Hiram III was not a trained archaeologist, but was thrilled by the prospect of unexplored cities. He returned to the Andes with the Yale Peruvian Expedition of 1911.

“The first day out from Cuzco saw us in Urubamba, the capital of a province, a modern town charmingly located a few miles below Yucay, which was famous for being the most highly prized winter resort of the Cuzco Incas.”

“Its ancient fortress, perched on a rocky eminence that commands a magnificent view up and down the valley, is still one of the most attractive ancient monuments in America.”

Continuing on down the valley over a newly constructed government trail, we found ourselves in a wonderful cañon. So lofty are the peaks on either side that although the trail was frequently shadowed by dense tropical jungle, many of the mountains were capped with snow, and some of them had glaciers. There is no valley in South America that has such varied beauties and so many charms.” (Bingham; National Geographic)

“We camped a few rods away from the owner’s grass-thatched hut, and it was not long before he came to visit us and to inquire our business. He turned out to be an Indian rather better than the average, but overfond of ‘fire-water.’”

“His occupation consisted in selling grass and pasturage to passing travelers and in occasionally providing them with ardent spirits. He said that on top of the magnificent precipices nearby there were some ruins at a place called Machu Picchu”.

“He offered to show me the ruins, which he had once visited, if I would pay him well for his services. His idea of proper payment was 50 cents for his day’s labor. This did not seem unreasonable, although it was two and one-half times his usual day’s wage.” (Bingham; National Geographic)

On July 24, 1911, Hiram Bingham III rediscovered the ‘Lost City’ of Machu Picchu (which had been largely forgotten by everybody except the small number of people living in the immediate valley.)

“(W)e found ourselves in the midst of a tropical forest, beneath the shade of whose trees we could make out a maze of ancient walls, the ruins of buildings made of blocks of granite, some of which were beautifully fitted together in the most refined style of Inca architecture.”

“A few rods farther along we came to a little open space, on which were two splendid temples or palaces. The superior character of the stone work, the presence of these splendid edifices, and of what appeared to be an unusually large number of finely constructed stone dwellings, led me to believe that Machu Picchu might prove to be the largest and most important ruin discovered in South America since the days of the Spanish conquest.” (Bingham; National Geographic)

His book “Lost City of the Incas” became a bestseller upon its publication in 1948; he also wrote “Across South America” (an account of his journey from Buenos Aires to Lima, with notes on Brazil, Argentina, Bolivia, Chile and Peru.)

After his return to the United States, he attained the rank of Captain in the Connecticut National Guard.

He eventually became an aviator and organized the United States Schools of Military Aeronautics to provide ground school training for aviation cadets, as well as commanded an aviator school in France.

Hiram III was elected governor of Connecticut in 1924; he was also a US Senator.

‘Lost City of the Incas’ and Hiram III have been noted as a source of inspiration for the story and ‘Indiana Jones’ character.

Hiram Bingham I (reportedly a basis for James Michener’s Abner Hale character in ‘Hawaii’) is my great-great-great grandfather and Hiram III is my great-great uncle.

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