Missionaries | Page 12 | Images of Old Hawaiʻi

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May 23, 2019 by Peter T Young 1 Comment

Holokū and Mu‘umu‘u

In pre-contact Hawaii, the predominant form of dress for women was the pā‘ū.

This consisted of a rectangular piece of kapa (or tapa, which was fabricated from the inner bark of wauke (paper mulberry) trees) that was wrapped several times around the waist and extended from beneath the bust (for royalty) or the waistline (for commoners) to the knee (it looked like a hula skirt.)

After contact (and particularly in the early-1800s with the start of the sandalwood trade in 1810 and then the whaling industry,) fabrics made of silk, satin and gingham began to replace the kapa fabric for the pa‘u. This was especially true among the Ali’i.

An even more important change in dress began in the 1820s with the coming of the New England missionaries, who sought to cover the bodies of Hawaiian women, who traditionally wore nothing more than the skirt.

The missionary wives modified their New England-style dresses to adapt to the hot, humid environment. They replaced the high waistline of Western fashion with a yoke.

The end result was a basic design (referred to as a “Mother Hubbard”) which was simply a full, straight skirt attached to a yoke with a high neck and tight sleeves.

The missionaries established women’s societies that advanced the notion of modesty.

The diaries of missionary women report that Hawaiian women who had been Christianized adopted the holokū as daily dress by 1822 and it became standard dress of all Hawaiian women as early as 1838.

“All the women wore the native dress, the sack or holokū, many of which were black, blue, green, or bright rose color, some were bright yellow, a few were pure white, and others were a mixture of orange and scarlet.” Isabella Bird 1894

“At first the holokū, which is only a full, yoke nightgown, is not attractive, but I admire it heartily now, and the sagacity of those who devised it.”

“It conceals awkwardness, and befits grace of movement; it is fit for the climate, is equally adapted for walking and riding, and has that general appropriateness which is desirable in costume.” (Isabella Bird, 1894)

Various stories place the naming of the garment very early in its creation. According to one, the term holokū was created from two Hawaiian words, holo meaning to go, and kū meaning to stop.

Wearing the garment for the first time, the Hawaiian women are reported to have said “Holo! Kū!” Very roughly translated, this means “We can run in it – we can stand!”

The more commonly cited explanation for the term, holokū, suggest native seamstresses, when sewing their dresses, would say “holo!”(run) as they turned the wheel to operate the sewing machine, and “kū” (stop) when they wished to stop at the end of a seam. Consequently, these two words were connected and the term is explained.

The holokū was worn with a loose-fitting undergarment, the mu‘umu‘u (meaning cut-off, shortened.) Eventually, the mu‘umu‘u came to be worn as an outer garment, as well.

The muʻumuʻu in the early days was a dress for home wear. It was made full and unfitted with high or low neck and long or short sleeves

It is the more comfortable muʻumuʻu that has challenged the present day designers to create many variations for home, street and party wear.

Although it originated in Hawaii in the 1820s as a loose gown without a waistline or train and was worn for everyday wear, the holokū today is a long formal gown with a train.

For formal events, and other celebrations related to Hawaiian culture and ethnicity, the holokū is the quintessential Hawaiian gown.

While both holokū and mu‘umu‘u continue to be very important in Hawai‘i, it is the mu‘umu‘u that is regarded by most of the world as Hawaiian dress and the holokū that is practically unknown outside of Hawai’i.

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Woman in Holoku Looking Left-Tennent

Hawaiian Lady in Holoku, Facing Right-Tennent

May 10, 2019 by Peter T Young 8 Comments

Maunaʻolu Seminary

Back in the beginning of the 19th-century, it was believed that women should be educated to understand domestic economy, because they were to play the major role in educating the young, primarily in their homes, and later as school teachers (as the school population grew and there was a shortage of teachers).

Gender segregated schools were established. The seminary’s primary task was professional preparation: the male seminary prepared men for the ministry; the female seminary took as its earnest job the training of women for teaching and motherhood. (Horowitz, Beyer)

Although schools for upper-class women were in existence prior to the 19th-century, the female seminary for middle-class women became the prevailing type of institution from 1820 until after the Civil War.

The most prominent female seminaries on the continent were Troy Seminary (1821,) Hartford Seminary (1823,) Ipswich Seminary (1828,) Mount Holyoke Seminary (1837) and Oxford Seminary (1839.)

In the Islands, the first female seminary students were adult Hawaiian women. Patricia Grimshaw states: “… that (s)oon after their arrival in Hawai’i in 1820, and over the next three decades, New England missionary women embarked on an ambitious plan to transform Hawaiian girls and women to notions of femininity upheld by their culture.”

“The plan and design of the Female Seminary is to take a class of young females into a boarding school—away in a measure from the contaminating influence of heathen society, to train them to habits of industry, neatness, and order …”

“… to instruct them in employments suited to their sex, to cultivate the minds, to improve their manners and to instill the principles of our holy religion – to fit them to be suitable companions for the scholars of the Mission Seminary and examples of propriety among the females of the Sandwich Islands.” (Dibble)

In 1835, at the general meeting of the Mission, a resolution was passed to promote boarding schools for Hawaiians; several male boarding schools and two female boarding schools were begun (Wailuku Female Seminary on the island of Maui and the Hilo Girls Boarding School on the island of Hawai’I; others followed.)

The last of the female seminaries that was begun by the missionaries was initially called the Makawao Family School. Reverend Claudius B. Andrews and his wife, Anne Seward Gilson Andrews, began it in 1861 in a location above Makawao Village on the island of Maui.

Maunaʻolu Seminary is an out-growth of the “East Maui Female Seminary.” It first sprang into existence, through the earnest desire of the Andrews for a school for Hawaiian girls, where they might he educated in the atmosphere of a Christian home, and so be equipped for their future life work.

Mr. Andrews purchased a piece of land called “Maluhia,” selecting a site about 2,000-feet on the slopes of Haleakalā.

It was here that Mr. and Mrs. Andrews with their family first conceived the idea of a “Home School” for Hawaiian girls, as Mr. Andrews said, “Where the girls are to be taught as my own daughters”.

It was not so much the idea of book knowledge as that in the early years of the child-life they would be given the essential elements of true character building, looking to future development of Hawaiian womanhood.

A year after the school began, Mrs. Andrews died.

Throughout the next seven years, Reverend Andrews received help from a variety of people, and attendance grew to 70 students. But then, in 1869, the school building burned; the school was temporarily closed, but reopened in 1871.

Reverend Andrews, along with his second wife, Samantha Andrews, were in charge of operating the school. (The second Mrs. Andrews was a sister of his first wife.)

Miss Helen E. Carpenter was engaged as an assistant teacher. Both Samantha Andrews and Helen Carpenter were graduates of Mount Holyoke Seminary. In 1874, the latter was appointed principal.

Throughout the following years, the curriculum included the usual academic courses in reading, mathematics, literature, history, language (all instruction was in English), geography, spelling, civics and the Bible. The industrial departments included sewing, domestic arts and culinary.

During the last two decades of the 19th century, the school was nicknamed the Mount Holyoke Seminary of the Hawaiian Islands due to the connection of its instructors with that American seminary and the large number of Hawaiian Islands ministers’ daughters in attendance.

Additions to the buildings and aid from both the Government and the American Board of Commissioners for Foreign Missions (ABCFM) led to the enrollment climbing to 100 students.

At the end of the century, all the female seminaries in Hawai‘i began to lose students to the newly-founded Kamehameha School for Girls.

This latter school was established in 1894; it was not technically a seminary or founded by missionaries, but all the girls enrolled were Hawaiian, and its curriculum was very similar to what was used at the missionary-sponsored seminaries.

After a second fire in 1898, Maunaʻolu Seminary moved into temporary quarters in the buildings of the old Haleakala government boy’s school, also above Makawao.

In 1900 Maunaʻolu was rebuilt in a place closer to Pā‘ia on land known as Pu‘u Makani (windy hill). This was brought about by the generosity of the honored trustee, Mr. Henry P. Baldwin.

Maunaʻolu Seminary continued to exist through the 1920s, offering a high school diploma to their graduates. Its last commencement was in June 1942.

The school was used for the military hospital during World War II. Reopened in 1950 as a coeducational junior college run by the Hawaiian Evangelical Association of Congregational Christian Churches, Maunaʻolu Community College offered the last two years of high school and the first two years of college.

A four-year college curriculum was developed in 1969, but the college had difficulty attracting students.

In 1971, Maunaʻolu College was acquired by United States International University, and later by the County of Maui. The college is no longer in existence.

Click HERE for more information on Head, Heart & Hand.

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May 6, 2019 by Peter T Young Leave a Comment

Head, Heart & Hand

In the early years, after the arrival of the first American Protestant missionaries, the Hawaiian language came to be the universal mode of education.

Common schools (where the 3 Rs were taught) sprang up in villages all over the islands. In these common schools, classes and attendance were quite irregular, but nevertheless basic reading and writing skills (in Hawaiian) and fundamental Christian doctrine were taught to large numbers of people. (Canevali)

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaii would be largely dependent upon the success of its schools.

Recognizing there were a limited number of missionaries to teach the chiefs and maka‘āinana (common people), the missionaries effectively set up a school in Lāhainā to teach teachers.

With the main facility at Lahainaluna, 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 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 method of learning started with the training of the missionary ministers. While they had extensive training in academics and religious studies, because missionaries were often in isolated locations without services, the early missionary ministers had training in manual arts, as well – this philosophy continued into the schools the missions formed.

Foreign Mission School

The object of the Foreign Mission School was the education, in the US country, of heathen youth (those that do not know God), so that they might be qualified to become useful missionaries, physicians, surgeons, schoolmasters or interpreters, and to communicate such knowledge in agriculture and the arts, as might prove the means of promoting Christianity and civilization. (ABCFM)

Once enrolled, students spent seven hours a day in study. Students studied penmanship, grammar, arithmetic, Latin, Greek, rhetoric, navigation, surveying, astronomy, theology, chemistry, and ecclesiastical history, among other specialized subjects.

Academics were balanced with mandatory outdoor labor. Students were tasked with the maintenance of the school’s agricultural plots and assigned to labor in the fields “two (and a half) days” a week and “two at a time.” Additionally, the school enforced strict rules for students’ social lives and study times.

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)

Lahainaluna

Under the leadership of Reverend Lorrin Andrews, Lahainaluna was established by the American Board of Commissioners of Foreign Missions “to instruct young men of piety and promising talents”. It is the oldest high school west of the Mississippi River.

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.

Hilo Boarding School

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

More than one-third of the boys who had attended the school eventually became teachers in the common schools of the kingdom. In 1850 the Minister of Public Instruction, Richard Armstrong, reported that Hilo Boarding School “is one of our most important schools. It is the very life and soul of our common school on that large island.”

O‘ahu College – Punahou School

“The founding of Punahou as a school for missionary children not only provided means of instruction for the children of the Mission, but also gave a trend to the education and history of the Islands.” (Report of the Superintendent of Public Education, 1900)

The school was officially named in 1859 and it was initially called the Oʻahu College. It is not until 1934 that the school name was changed to Punahou School, the name we know it as today.

The curriculum at Punahou under Daniel Dole combined the elements of a classical education with a strong emphasis on manual labor in the school’s fields for the boys, and in domestic matters for the girls. The school raised much of its own food. (Burlin)

Kamehameha Schools

The head, heart and hand education continued. On April 1, 1886, Reverend William Brewster Oleson was hired from Hilo Boarding School to become the first principal of the Kamehameha School for Boys.

At Kamehameha, “Each student will be allowed to carry out 12 hours a week of manual labor. For industrial arts, two hours a day, and five days a week. Military drilling and physical education will be a portion of the curriculum everyday.”

“Arithmetic, English Language, Popular Science (Akeakamai,) Elementary Algebra (Anahonua,) Free-hand and Mechanical Drawing (Kakau me Kaha Kii,) Practical Geometry (Moleanahonua,) Bookkeeping (malama Buke Kalepa,) tailoring (tela humu lole,) printing (pai palapala,), masonry (hamo puna,) and other similar things, and blacksmithing.” (Kuokoa, June 28, 1887)

Missionary ‘Head, Heart & Hand’ Model Makes it Back to the Continent

Hilo Boarding School was the model for educating students at Hampton Institute in Virginia and Tuskegee Institute in Alabama. (KSBE)

With the help of the American Missionary Association, Samuel Armstrong, son of missionary Richard Armstrong, established the Hampton Normal and Agricultural Institute – now known as Hampton University – in Hampton, Virginia in 1868.

The Institute was meant to be a place where black students could receive post-secondary education to become teachers, as well as training in useful job skills while paying for their education through manual labor.

Hampton University’s most notable alumni is Booker T. Washington. “I was born a slave on a plantation in Franklin County, Virginia. … As nearly as I have been able to learn, I was born near a cross-roads post-office called Hale’s Ford, and the year was 1858 or 1859.”

After coming to Hampton Institute in 1872, Washington immediately began to adopt Armstrong’s teaching and philosophy. Washington described Armstrong as “the most perfect specimen of man, physically, mentally and spiritually the most Christ-like….” Washington also quickly learned the aim of the Hampton Institute.

Washington rose to become one of the most influential African-American intellectuals of the late 19th century. In 1881, he founded the Tuskegee Institute, a black school in Alabama devoted to training teachers.

Click HERE for more information on Head, Heart & Hand.

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Hilo Boarding School and Mission Houses

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Cornwall’s Foreign Mission School

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Punahou School, Photograph attributed to Charles Burgess-1866-E bldg to left-Old School Hall right

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Kamehameha School for Boys campus-(KSBE)-before 1900

April 26, 2019 by Peter T Young 1 Comment

Bond Historic District

The Bond Historic District is in the rural, agricultural area south of the town of Kapaʻau, North Kohala, on the Island of Hawaiʻi.

The buildings are grouped in three sections – The Bond Homestead (established in 1841 by Boston missionary Reverend Elias Bond,) Kalāhikiola Church (completed in 1855) and Kohala Seminary (Kohala Girl’s School – complex founded in 1872.)

The Reverend and Mrs. Bond sailed with the Ninth Company of Missionaries from Boston and settled at Kohala, Hawai‘i. Bond arrived in Honolulu in May of 1841. They were then assigned to Kohala.

Reverend Isaac Bliss, an elderly missionary in Kohala, had already completed the main house of what is known as the Bond Homestead compound when Bond arrived in Kohala in June 1841.

To provide employment to the people in the region and support his church and schools, Reverend Bond founded Kohala Sugar Company, known as “The Missionary Plantation,” in 1862.

Reportedly, by 1885, Bond, who gave all his dividends and profits beyond his living expenses to the Board of Missions, was their largest single contributor. The plantation was shut down in 1973.

The heart of the Bond District is the Bond Homestead located in makai portion of the property. The Homestead consists of two residential buildings, one doctor’s office and several out buildings. The buildings contain many historic furnishings and artifacts dating from 1844.

The area is described in an 1849 account (in ‘The Island World of the Pacific’) as follows: “It stands in the center of an area of some five or six acres, enclose with a neat stone wall, and having a part of it cultivated as a garden, adorned with flowering shrubs and trees, as the pineapple, guava, acacia, mimosa, tamarind, kukui, mulberry, geranium, banana, Pride of China, sugar cane, etc.”

“The house is thatched with long leaves of the hala-tree (Pandanus), and has a very pretty, neat appearance, in connection with that tasteful keeping of the walks and grounds, like the pictures we have of thatched cottages and rural scenes of Old England.”

Kalāhikiola Church is located on a gently sloping site in the middle section of the property. The structure was a rectangular building made of lava rock walls.

Kalāhikiola (“the life-bringing sun” or “the day bringing salvation”) is the name of a small hill on the side of the Kohala Mountain; the name goes back to the time of the arrival of the first Christian missionaries. ‘Ōhi‘a timbers from forests on the hill were used in building the church; so when the church was consecrated on October 11, 1855 it was appropriately given the name Kalāhikiola.

In 2006, an earthquake severely damaged the building. In the restoration, the congregation decided to remove the stone walls entirely, shore and brace the building, and erect new walls of reinforced concrete, which was then plastered and scored with mortar lines to resemble the church’s original exterior.

The Kohala Girl’s School was Reverend Bond’s last major undertaking. For 30-years prior to the 1874 founding of the Kohala Girl’s School, Reverend Bond ran a boarding school for boys. His decision to build a separate facility to educate native Hawaiian women in Christian living and housekeeping was made in 1872.

The Kohala Seminary (Kohala Girl’s School) is located mauka of Kalāhikiola Church; it consists of six wood frame buildings scattered over approximately 3 acres.

The main residence building is a generally rectangular two-and-one-half story structure; the building was constructed in 1874 and was used as dormitory and classroom space. In 1955, the school stopped functioning.

In addition to the missionary work and founding and operating the school, the Bonds had 11-children born in Hawai‘i.

The District is listed on both the State of Hawai’i and the National Registers of Historic Places.

Many years ago, I had the good fortune to have been able to tour the Bond Homestead with Lyman Bond, great grandson of Reverend Elias Bond. It was a wonderful experience to have a descendent relate stories of the people and the place.

My brother-in-law, Paul Morgan, while studying architecture, did extensive review of the Kohala Girls School structures; he gave me a tour of the Girls School.

New Moon Foundation acquired acreage in and around the Bond Historic District. The purchase agreement included covenants specifying that real property located in the Bond Homestead is of historic significance and should be preserved and protected.

The buildings have been restored and put into education adaptive reuse; the site is now known as the Grace Center of the Kohala Institute at ‘Iole. Kohala Institute’s effort in restoring Grace Center was recognized by the Historic Hawai‘i Foundation with a 2017 Historic Preservation Honor Award.