Missionaries | Page 10 | Images of Old Hawaiʻi

Click HERE for Park Street Church My Country Tis of Thee.

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September 9, 2019 by Peter T Young Leave a Comment

Park Street Church

The American Board of Commissioners for Foreign Missions (ABCFM), based in Boston, was founded in 1810, the first organized missionary society in the US.

“Messrs. Hiram Bingham and Asa Thurston, from the Andover Theological Seminary, were ordained as missionaries at Goshen, Conn., on the 29th of September, 1819. The sermon was preached by the Rev. Heman Humphrey, afterwards President of Amherst College, from Joshua xiii. 1: ‘There remaineth yet very much land to be possessed.’”

“Besides these, the mission contained a physician. Dr. Holman; two schoolmasters, Messrs. Whitney and Ruggles; a printer, Mr. Loomis; and a farmer, Mr. Chamberlain. All these were married men, and the farmer took with him his five children.”

“The members of the mission, at the time of receiving their public instructions from the Board in Park-Street Church, were organized into a mission church, including the three islanders. There existed then no doubt as to the expediency of such a step.” (Anderson, 1872)

“Within two weeks after the ordination in Goshen, the missionary company assembled in Boston, to receive their instructions and embark.”

“There, in the vestry of Park Street Church, under the counsels of the officers of the Board, Dr. S. Worcester, Dr. J. Morse, J. Evarts, Esq., and others, the little pioneer band was, on the 15th of Oct., 1819, organized into a Church for transplantation. The members renewed their covenant, and publicly subscribed with their hands unto the Lord, and united in a joyful song (Happy Day).”

“In these solemn and memorable transactions, the parties cherished the delightful expectation, that the prayer then offered by one of the Missionaries, ‘that this vine might be transplanted and strike its roots deep in the Sandwich Islands, and send forth its branches and its fruits till it should fill the land,’ would not only be heard in Heaven, but ere long, be graciously answered to the joy of the Hawaiian people, and of their friends throughout Christendom.”

“The object for which the missionaries felt themselves impelled to visit the Hawaiian race, was to honor God, by making known his will, and to benefit those heathen tribes, by making them acquainted with the way of life, – to turn them from their follies and crimes, idolatries and oppressions, to the service and enjoyment of the living God, and adorable Redeemer, – to give them the Bible in their own tongue, with ability to read it for themselves, – to introduce and extend among them the more to fill the habitable parts of those important islands with schools and churches, fruitful fields, and pleasant dwellings.”

“To do this, not only were the Spirit and power of the Highest required, – for, ‘Except the Lord build the house, they labor in vain that build it,’ but, since he will not build his spiritual house, unless his laborers build it, the preacher and translator, the physician, the farmer, the printer, the catechist, and schoolmaster, the Christian wife and mother, the female teacher of heathen wives, mothers, and children, were also indispensable.”

“Nor could this work be reasonably expected to be done by a few laborers only, at few and distant points, and in the face of all the opposition which Satan and WIcked men would, if possible, naturally array against them.”

“In conformity with the judgment of the Prudential Committee, the pioneer missionary company consisted of two ordained preachers and translators, a physician, two schoolmasters and catechists, a printer and a farmer, the wives of the seven, and three Hawaiians.” (Bingham)

Instructions from the ABCFM

The Prudential Committee of the American Board of Commissioners for Foreign Missions (ABCFM,) In giving instructions to missionaries headed to the Hawaiian Islands, noted (in part:)

“Dearly Beloved in the Lord, The present is a moment of deep interest to you, and to us all. You are now on the point, the most of you, of leaving your country, and your kindred, and your father’s houses, and committing yourselves, under Providence, to the winds and the waves, for conveyance to far distant Islands of the Sea, there to spend the remainder of your day”

“It is for no private end, for no earthly object that you go. It is wholly for the good of others, and for the glory of God our Saviour.”

“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; of bringing, or preparing the means of bringing, thousands and millions of the present and succeeding generations to the mansions of eternal blessedness.”

“You are to abstain from all interferarnce with the local and political interests of the people. The kingdom of Christ is not of this world, and it especially behoves a missionary to stand aloof from the private and transient interests of chiefs and rulers. Inculcate the duties of justice, moderation, forbearance, truth and universal kindness. Do all in your power to make men of every class good, wise and happy.”

“The points of especial 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.”

Park Street Church

The beginnings of Park Street Church date to 1804 when a ‘Religious Improvement Society’ began holding weekly lectures and prayer meetings in Boston. (Congregational Library)

In 1809, fourteen men and twelve women founded the Church. At that time, Thomas Jefferson was completing his second term in office, many other heroes of the American Revolution, including Paul Revere and John and Abigail Adams, were still alive. Only 15-states, all east of the Mississippi River, had joined the Union. The population of Boston was not quite 34,000. (Rosell)

Park Street Church was the tallest building in the city from the time it was built (1810) until 1867 (prior to that, the Old North Church was taller). Before the water surrounding Boston was filled in to create Back Bay and other neighborhoods, someone arriving by water could see the steeple from all directions. (Park Street Church)

Park Street Church quickly became the site of significant historical events including the founding of the Handel and Haydn Society in 1815, the American Temperance Society in 1826, the Animal Rescue League in 1889, and the NAACP in 1910. It also served to host William Lloyd Garrison’s first anti-slavery speech in 1829 and Charles Sumner’s famous address, ‘The War System of Nations’, in 1849. (Congregational Library)

On July 4, 1831, Park Street Church Sunday school children performed America (My Country ‘Tis of Thee) for the very first time. The tune – which you might recognize also as God Save the Queen – was adapted by Park Street organist, Lowell Mason, to fit the lyrics penned by Samuel Francis Smith. Listen here to the congregation of Park Street Church sing this hymn.

Above text is a summary – Click HERE for more information on Park Street Church

Click HERE for more on the Chiefs’ Children’s School.

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Park Street Church-tallest building in Boston until 1867-ParkStreetChurch

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Overview of Common, with Park St. Church (left) 1850-WC

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August 26, 2019 by Peter T Young Leave a Comment

Hale Kula Ali‘i

Hale Kula Ali‘i, the Chiefs’ Children’s School (later called the Royal School), was created by King Kamehameha III; 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 Hawaii’s Kingdom.

Seven families were eligible under succession laws stated in the 1840 Constitution of the Kingdom of Hawai‘i; Kamehameha III called on seven boys and seven girls of his family to board in the Chief’s Children’s School.

In 1839, King Kamehameha III, Hoapili and Kekāuluohi (mother of William Charles Lunalilo, who became the Kuhina Nui or regent of the Hawaiian Kingdom) signed a letter asking missionaries to run the Chiefs’ Children’s School.

In a missionary general meeting, “This subject was fully considered in connection with an application of the chiefs requesting the services of Mr. Cooke, as a teacher for their children; and it was voted,

That the mission comply with their request, provided they will carry out their promise to Mr. Cooke’s satisfaction; namely, to build a school house, sustain him in his authority, over the scholars, and support the school.” (Sandwich Islands Mission General Meeting Minutes, 1839)

The school was unique because for the first time aliʻi children would be 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.

No school in Hawai‘i has ever produced so many Hawaiian leaders in one generation.

The students ranged from age two to eleven, and differed widely in their temperaments and abilities, goals and destinies. But they all had one common bond: their genealogical sanctity and mana as Aliʻi-born.

The school building was square-shaped, with a courtyard in the center and a well. The thirteen or so rooms included a large classroom, kitchen, dining room, sitting room and parlor, and living quarters for the students and the Cookes. The entire complex was surrounded by a high wall, apparently intended as much to keep people out as to keep them in.

In this school were educated the Hawai‘i sovereigns who reigned over the Hawaiian people from 1855 (age noted is the age at death:)

Alexander Liholiho (February 9, 1834 – November 30, 1863 (age 29))
Alexander Liholiho became King Kamehameha IV and ruled over Hawaiʻi January 11, 1855 – November 30, 1863

Emma Naʻea Rooke (January 2, 1836 – April 25, 1885 (age 49))
On June 19, 1856, Emma married Alexander Liholiho and became Queen Emma. In 1859, King Kamehameha IV and Queen Emma founded Queen’s Hospital.

Lot Kapuāiwa (December 11, 1830 – December 11, 1872 (age 42))
Lot Kapuāiwa became King Kamehameha V and ruled over Hawaiʻi November 30, 1863 — December 11, 1872.

William Lunalilo (January 31, 1835 – February 3, 1874 (age 39))
The first elected King of Hawaiʻi; he became King Lunalilo and ruled over Hawaiʻi January 8, 1873 – February 3, 1874.

David Kalākaua (November 16, 1836 – January 20, 1891 (age 54))
He defeated Queen Emma in an election to the throne and ruled over Hawaiʻi February 12, 1874 — January 20, 1891.

Lydia Liliʻu Kamakaʻeha (September 2, 1838 – November 11, 1917 (age 79))
Hawaiʻi’s last reigning monarch, she was named heir apparent (and her name was changed to Liliʻuokalani) and succeeded her brother to the Hawaiian throne and ruled over Hawaiʻi January 29, 1891 – January 17, 1893.

Bernice Pauahi (December 19, 1831 – October 16, 1884 (age 52))
Great-granddaughter of King Kamehameha I, her estate operates the Kamehameha Schools (established in 1887) according to Pauahi’s will.

Elizabeth Kekaʻaniau Laʻanui (September 12, 1834 – December 20, 1928 (age 94))
Daughter of High Chief Gideon Peleioholani Laʻanui and High Chiefess Theresa Owana Kaheiheimalie Rives; she was great grandniece of Kamehameha I. She was the last Royal School alumnus to die.

Moses Kekūāiwa (July 20, 1829 – November 24, 1848 (age 19))
Son of Mataio Kekūanāoʻa and Elizabeth Kīnaʻu. He was a grandson of Kamehameha I.

Jane Loeau (December 5, 1828–July 30, 1873 (age 44))
Daughter of High Chief Kalaniulumoku and High Chiefess Kuini Liliha (descended from Kahekili II, Mōʻi of Maui, and High Chief Hoapili through her mother.) She was hānai to Ahukai (Kaukualiʻi.)

Victoria Kamāmalu (November 1, 1838 – May 29, 1866 (age 27))
She served as Kuhina Nui (Prime Minister) as Kaʻahumanu IV (1855-1863;) as Kuhina Nui, she effectively served as “Queen” for a day and proclaimed her brother Lot Kamehameha V the rightful successor to Kamehameha IV, when the latter died unexpectedly in 1863.)

Peter Young Kāʻeo (March 4, 1836 – November 26, 1880 (age 44))
Hānai to his maternal uncle John Kalaipaihala Young II (Keoni Ana) (Kuhina Nui (Prime Minister) (1845-1855) and son of John Young, the English sailor who became a trusted adviser to Kamehameha I)

William Pitt Leleiōhoku (March 31, 1821 – October 21, 1848 (age 27))
Son of the Kalanimōku (Prime Minister) and Kiliwehi (daughter of King Kamehameha I.) Hānai to John Adams Kuakini (Governor of Hawaiʻi Island and brother of Queen Kaʻahumanu.) He was married to the Princess Nāhiʻenaʻena and later to Princess Ruth Keʻelikōlani.

Abigail Maheha (July 10, 1832 – ca. 1861 (age 29))
Daughter of High Chief Namaile and High Chiefess Kuini Liliha; Hānai to her aunt, Princess Kekauʻōnohi (granddaughter of Kamehameha I.)

James Kaliokalani May 29, 1835 – April 2, 1852 (age 16))
Son of High Chief Caesar Kapaʻakea and mother High Chiefess Analeʻa Keohokālole. Hānai to his maternal grandfather High Chief Aikanaka.)

Mary Polly Paʻaʻāina (1833 – May 28, 1853 (age 20))
Daughter of Henry Coleman Lewis and High Chiefess Fanny Kekelaokalani (daughter of John Young, the advisor of Kamehameha I, and was also grandniece of Kamehameha I.) Entering the school in 1843, she was the last girl to enter the 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.)

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August 18, 2019 by Peter T Young Leave a Comment

Christianized Nation

“It is no small thing to say of the Missionaries of the American Board, that in less than forty years they have taught this whole people to read and to write, to cipher and to sew.”

“They have given them an alphabet, grammar, and dictionary; preserved their language from extinction; given it a literature, and translated into it the Bible and works of devotion, science and entertainment, etc., etc.”

“They have established schools, reared up native teachers, and so pressed their work that now the proportion of inhabitants who can read and write is greater than in New England …”

“… and whereas they found these islanders a nation of half-naked savages, living in the surf and on the sand, eating raw fish fighting among themselves, tyrannized over by feudal chiefs, and abandoned to sensuality …”

“… they now see them decently clothed, recognizing the law of marriage, knowing something of accounts, going to school and public worship with more regularity than the people do at home …”

“… and the more elevated of them taking part in conducting the affairs of the constitutional monarchy under which they live, holding seats on the judicial bench. and in the legislative chambers, and filling posts in the local magistracies.”

“”It is often objected against missionaries, that a people must be civilized before it can be Christianized; or at least that the two processes must go on together, and that the mere preacher, with his book under his arm, among a barbarous people, is an unprofitable laborer.”

“But the missionaries to the Sandwich Islands went out in families, and planted themselves in households, carrying with them, and exhibiting to the natives, the customs, manners, comforts, discipline, and order of civilized society.”

“Each house was a centre and source of civilizing influences; and the natives generally yielded to the superiority of our civilization, and copied its ways …”

“… for, unlike the Asiatics, they had no civilization of their own, and, unlike the North American Indians, they were capable of civilization.”

“Each missionary was obliged to qualify himself, to some extent, as a physician and surgeon, before leaving home; and each mission-house had its medicine-chest, and was the place of resort by the natives for medicines and medical advice and care.”

“Each missionary was a school-teacher to the natives in their own language; and the women of the missions, who were no less missionaries than their husbands, taught schools for women and children …”

“… instructing them not only in books, but in sewing, knitting, and ironing, in singing by note, and in the discipline of children.”

“These mission families, too, were planted as garrisons would have been planted by a military conqueror in places where there were no inducements of trade to carry families; …”

“…so that no large region, however difficult of access, or undesirable as a residence, is without its head-quarters of religion and civilization.”

“The women of the mission, too, can approach the native women and children in many ways not open to men – as in their sickness, and by the peculiar sympathies of sex – and thus exert the tenderest, which are often the most decisive, influences. …”

” The educational system of the Islands is the work of the missionaries and their supporters among the foreign residents, and one formerly of the mission is now Minister of Education.”

“In every district are free schools for natives. In these they are taught reading, writing, singing by note, arithmetic, grammar, and geography, by native teachers.”

“At Lahainaluna is the Normal School for natives, where the best scholars from the district schools are received and carried to an advanced stage of education, and those who desire it are fitted for the duties of teachers. This was originally a mission school, but is now partly a government institution.”

“Several of the missionaries, in small and remote stations, have schools for advanced studies, among which I visited several times that of Mr. Lyman, at Hilo, where there are nearly one hundred native lads; and all the under teachers are natives.
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“These lads had an orchestra of ten or twelve flutes, which made very creditable music. At Honolulu there is a royal school for natives, and another middle school for whites and half-castes; for it has been found expedient generally to separate the races in education. Both these schools are in excellent condition.”

“But the special pride of the missionary efforts for education is the High School or College of Punahou. This was established for the education of the children of the mission families, and has been enlarged to receive the children of other foreign residents, and is now an incorporated college with some seventy scholars. …”

“Among the traders, shipmasters, and travellers who have visited these Islands, some have made disparaging statements, respecting the missionaries; and a good deal of imperfect information is carried home by persons who have visited only the half-Europeanized ports, where the worst view of the condition of the natives is presented.”

“I visited among all classes – the foreign merchants, traders, and shipmasters, foreign and native officials, and with the natives, from the king and several of the chiefs to the humblest poor, whom I saw without constraint in a tour I made alone over Hawaii, throwing myself upon their hospitality in their huts.”

“I sought information from all, foreign and native, friendly and unfriendly; and the conclusion to which I came is, that the best men, and those who are best acquainted with the history of things here, hold in high esteem the labors and conduct of the missionaries.”

“The mere seekers of pleasure, power, or gain, do not like their influence; and those persons who sympathized with that officer of the American navy who compelled the authorities to allow women to go off to his ship by opening his ports and threatening to bombard the town, naturally are hostile to the missions.”

“I do not mean, of course, that there is always unanimity among the best people, or perhaps among the missionaries themselves, on all questions; e. g., as to the toleration of Catholics, and on some minor points of social and police regulation.”

“But on the great question of their moral influence, the truth is that there has always been, and must ever be, in these Islands, a peculiar struggle between the influences for good and the influences for evil.”

“They are places of visit for the ships of all nations, and for the temporary residence of mostly unmarried traders; and at the height of the whaling season the number of transient seamen in the port of Honolulu equals half the population of the town.”

“The temptations arising from such a state of things, too much aided by the inherent weakness of the native character, are met by the ceaseless efforts of the best people, native and foreign, in the use of moral means and by legislative coercion.”

“It is a close struggle, and, in the large seaports, often discouraging and of doubtful issue j but it is a struggle of duty, and has never yet been relaxed. Doubtless the missionaries have largely influenced the legislation of the kingdom, and its police system; it is fortunate that they have done so.”

“Influence of some kind was the law of the native development. Had not the missionaries and their friends among the foreign merchants and professional men been in the ascendant, these Islands would have presented only the usual history of a handful of foreigners exacting everything from a people who denied their right to anything.”

“As it is, in no place in the world that I have visited are the rules which control vice and regulate amusements so strict, yet so reasonable, and so fairly enforced.”

“The government and the best citizens stand as a good genius between the natives and the besieging army.”

“As to the interior, it is well known that a man may travel alone, with money, through the wildest spots, unarmed. Having just come from the mountains of California, I was prepared with the usual and necessary belt and its appendages of that region, but was told that those defences were unheard of in Hawaii.”

“I found no hut without its Bible and hymn-book in the native tongue, and the practice of family prayer and grace before meat, though it be over no more than a calabash of poi and a few dried fish, and whether at home or on journeys, is as common as in New England a century ago.”

“It may be asked whether there is no. offset, no deduction to be made from this high estimate of the American missionaries.”

“As to their fidelity and industry in the worst of times, and their success up to the point they have now reached, I think of none.”

“As to the prospects for their system in the future, and the direction the native mind may take in its further progress, there are some considerations worthy of attention.” (Richard Dana, Boston, 1860)

In 1863, “The state of things at the Islands is peculiar. They have been Christianized. The missionaries have become citizens. In a technical sense they no longer are missionaries, but pastors, and as such on an official parity with the native pastors.” (Rufus Anderson)

Anderson wrote to inform Kamehameha IV of the Hawaiian Evangelical actions and dissolution of the mission in his July 6, 1863 letter noting, in part: “I may perhaps be permitted, in view of my peculiar relations to a very large body of the best friends and benefactors of this nation, not to leave without my most respectful aloha to both your Majesties.”

“The important steps lately taken in this direction are perhaps sufficiently indicated in the printed Address …. I am happy to inform your Majesty that the plan there indicated has since been adopted, and is now going into effect, — with the best influence, as I cannot doubt, upon the religious welfare of your people.”

“My visit to these Islands has impressed me, not only with the strength, but also with the beneficent and paternal character of your government. In no nation in Christendom is there greater security of person and property, or more of civil and religious liberty.”

“As to the progress of the nation in Christian civilization, I am persuaded, and shall confidently affirm on my return home, that the history of the Christian church and of nations affords nothing equal to it.”

“And now the Hawaiian Christian community is so far formed and matured, that the American Board ceases to act any longer as principal, and becomes an auxiliary,— merely affording grants in aid of the several departments of labor in building up the kingdom of Christ in these Islands, and also in the Islands of Micronesia.”

“Praying God to grant long life and prosperity to your Majesties, I am, with profound respect, Your Majesty’s obedient, humble servant, R. Anderson”

Later (October 1863), the ABCFM “Resolved, That, in taking this additional step toward the conclusion of our work in the Sandwich Islands, we record anew our grateful and adoring sense of the marvelous success, which our missionaries there have been enabled to achieve by the blessing of God, to whom be all the glory.”

“Resolved, That while we rejoice, with all our surviving missionaries, ill the results of which we and the world are witnesses, we offer our special congratulations to the two venerable fathers of the mission, the Rev. Hiram Bingham, and the Rev. Asa Thurston …”

“… who, having been consecrated and commended to the grace of God for that work by our predecessors, forty-four years ago, are still among the living, to praise God with us and with all the saints, for this great victory of the gospel, and to say, ‘Lord, now lettest thou thy servants depart in peace, according to thy word, for our eyes have seen thy salvation.’” (Action of the Board; Proceedings of the Hawaiian Evangelical Association)

Hiram Bingham I preaching to Queen at Waimea, Kauai, in 1826

August 10, 2019 by Peter T Young Leave a Comment

‘Why did you not teach the nation English?’

“Our ignorance of the language of the people, and their ignorance of ours, was, of course, an impediment in the way of intercourse between the teacher and the pupil, at first very great …”

“… and the absolute destitution of suitable books for the work of teaching the nation, was an embarrassment rarely or never to be found among Asiatic tribes …”

“Desirous to teach them thoroughly, through the best medium then available, we undertook with the English, with zeal, and with some success, in the case of a very limited number.”

“But our object was not to change the language of the nation but to bring to their minds generally, the knowledge of the Christian religion, and induce them to embrace and obey it.”

“The sounds of the English being so different from their own, and so much more difficult of utterance, their ignorance of the meaning of English words, and the impracticability of learning them from English dictionaries …”

“… together with the intricacies of English orthography, presented insurmountable obstacles to the speedy accomplishment of the main object of a Christian Mission, if the nation were to be confined to that medium.”

“What could French Protestant missionaries do in teaching English and American seamen the doctrines and duties of the Gospel, through the medium of the French alone?”

“Clearness, accuracy, and force in religious teaching we deemed so essential to success, that the vernacular tongue, or a language understood by the learner, must needs be employed to be successful; for a miracle is required to give sense and cogency to unknown words and phrases, before they can enlighten the mind or impress the heart in respect to the will of God.”

“The Hawaiians might indeed have been taught to cross themselves, repeat Pater nosters and Ave Marias in Latin, to dip the finger in water, gaze on pictures, bow before images, and buy indulgences with great formality and punctuality …”

“… and still have been as ignorant of the volume of inspired truth as the Aborigines of California and South America, or the youthful Spanish Franciscan monk, now a protestant missionary at Gibraltar …”

“… who, at twenty-five years of age, though studying for the priesthood, had never seen the Bible, and did not know that such a book existed: and they might, moreover, have been still just as idolatrous as their fathers were in the days of Cook, and as ready to visit with poison, fire, or bonds, any who should oppose or ridicule their folly.”

“The plan of teaching the mass of children exclusively, while neither children, adults, nor rulers knew the practicability and utility of learning; and the plan of teaching children exclusively in a language unintelligible to their parents; and the mass of the community around them, would have been chimerical …”

“… and a perseverance in such an attempt would have given over the adult and aged population to incurable ignorance and hopeless degradation, or left them to rush en masse to pagan or papal polytheism, and thus have defeated the education of the children and the education of the nation.”

“To have neglected the rulers, and taught the children of the plebeians a new religion in a language unknown to the nation, would have arrayed prejudice and opposition against us in high places, and thus defeated our cause, or greatly retarded our success.”

“To change the language of a people is a work of time. Even in a conquered province, with the favoring influences of colonization, commercial intercourse and literary institutions, with an impulse from a new government and fashion, such a thing is effected but slowly and imperfectly.”

“With how much less hope of success could a few missionaries, with no help from circumstances like these, attempt it. The progress of a generation or two may so alter the circumstances of the nation as to make the use of the English more feasible and useful.”

“This, then, is our answer to the oft-repeated and not unimportant question, ‘Why did you not teach the nation English, and open to them, at once, the rich stores of learning, science and religion, to be found in that language?’ …”

“… and here we show our warrant for applying ourselves to the acquisition of the Hawaiian language, reducing it to a written form, and preparing books of instruction in it, for the nation, and teaching all classes to use them as speedily as possible.”

“In connexion with this general mode of instruction, we could, and did teach English to a few, and have continued to do so. We early used both English and Hawaiian together.”

“For a time after our arrival, in our common intercourse, in our schools, and in our preaching, we were obliged to employ interpreters, though none except Hopu and Honolii were found to be very trustworthy, in communicating the uncompromising claims and the spirit-searching truths of revealed religion.”

“Kaumualii, Kuakini, Keeaumoku and a few others could speak a little barbarous English, which they had acquired by intercourse with sea-faring men. But English, as spoken by sailors on heathen shores at that time, was the language of Pandemonium …”

“… and the thought of making young men and women better able to comprehend and use that language, while subjected to the influence of frequent intercourse with an ungodly class of profane abusers of our noble English, was appalling.”

“We could not safely do it until we were able to exert a strong counteracting influence.”

“It is worthy of a grateful record that King Kaumualii, though accustomed, like other heathen who stammer English, to use profane language, on being faithfully taught that it was wrong, broke off, and abandoned the vile habit.”

“How chilling to a missionary’s heart, to hear a heathen father curse his own little child in profane English, and to hear his own fellow-countrymen teaching the heathen that awful dialect, by which profane men anathematize one another, and insult their Maker!”

“That the sudden introduction of the Hawaiian nation in its unconverted state, to general English or French literature, would have been safe and salutary, is extremely problematical.”

“To us it has been a matter of pleasing wonder that the rulers and the people were so early and generally, led to seek instruction through books furnished them by our hands, not one of which was designed to encourage image worship, to countenance iniquity, or to be at variance with the strictest rules of morality.”

“It was of the Lord’s mercy.”

“With the elements of reading and writing we were accustomed, from the beginning, to connect the elements of morals and religion, and have been happy to find them mutual aids.”

“The momentous interests of the soul were the commanding reason for learning what God has caused to be written for its salvation, and for regulating its duty to him.”

“The initiation of the rulers and others into the arts of reading and writing, under our own guidance, brought to their minds forcibly, and sometimes by surprise, moral lessons as to their duty and destiny which were of immeasurable importance.”

“The English New Testament was almost our first school book, and happy should we have been, could the Hawaiian Bible have been the next.” …

“During the first year, no suitable system of orthography was fixed upon for writing the language of the country. It was difficult, even, to write out in native, the meaning of words and sentences of English lessons.”

“It was no small labor, not only to teach simply the enunciation of a lesson, but to teach the meaning of a column of words, or a page of sentences constituting their English lesson, which, without such an interpretation, must have been, to such pupils, too forbidding.”

“But this was so far accomplished as to make the school pleasant to most of those who attended, partly by means of the slate, and partly by writing out short lessons on paper, with an imperfect orthography.”

“There was a frankness and earnestness on the part of some, in commencing and prosecuting study, which agreeably surprised us, and greatly encouraged our first efforts.” …

“On the 1st of August, the slate was introduced, and by the 4th, Pulunu wrote on her slate, from a Sabbath School card, the following sentence in English; ‘I cannot see God, but God can see me.’”

“She was delighted with the exercise, and with her success in writing and comprehending it. The rest of the pupils listened with admiration as she read it, and gave the sense in Hawaiian. Here was a demonstration that a slate could speak in a foreign tongue, and convey a grand thought in their own.” (Bingham)