Images of Old Hawaiʻi

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“Love Always For Hawaiʻi”

When the Hawaiian Music Hall of Fame honored ‘Hawaiʻi Aloha’ as one of five traditional songs as a ‘Famous Song’ (1998,) they noted,

“For more than 100 years, love of the land and its natural beauty has been the poetry Hawaiian composers have used to speak of love. Hawaiian songs also speak to people’s passion for their homeland and their beliefs.”

The Hawaiian Music Hall of Fame further noted, Hawaiʻi Aloha is “widely regarded as Hawaiʻi’s second anthem”.  (Hawaiian Music Museum)

“It is performed at important government and social functions to bring people together in unity, and at the closing of Hawaiʻi Legislative sessions. Today, people automatically stand when this song is played extolling the virtues of ‘beloved Hawaiʻi.’”

Hawaiʻi Aloha was written by a Protestant missionary, Lorenzo Lyons.

“In 1998, The Advisory Board honored these traditional songs for their beauty and their messages, which have made them popular, with concert performers and recording artists, as well as the public.”

Hawaiʻi Aloha has three verses, but most typically sing the first verse and repeat portions of the chorus:

E Hawaiʻi e kuʻu one hānau e
Kuʻu home kulaiwi nei
ʻOli nō au i nā pono lani ou
E Hawaiʻi, aloha ē

Hui:
E hauʻoli nā ʻōpio o Hawai`i nei
ʻOli ē! ʻOli ē!
Mai nā aheahe makani e pā mai nei
Mau ke aloha, no Hawaiʻi

Reverend Lorenzo Lyons was fluent in the Hawaiian language and composed many poems and hymns; his best known and beloved work is the hymn “Hawaiʻi Aloha” sung to the tune of “I Left It All With Jesus.”  He wrote it in about 1852.

Here’s the English translation:

O Hawaiʻi, o sands of my birth
My native home
I rejoice in the blessings of heaven
O Hawaiʻi, aloha

Chorus:
Happy youth of Hawai`i
Rejoice! Rejoice!
Gentle breezes blow
Love always for Hawaiʻi

Click HERE for a link to Hawaiʻi Aloha – sung by Ledward Kaʻapana, Dennis Kamakahi & Nathan Aweau – written by a missionary.

Collaboration between native Hawaiians and the American Protestant missionaries resulted in, among other things, the introduction of Christianity, the creation of the Hawaiian written language, widespread literacy, the promulgation of the concept of constitutional government, making Western medicine available and the evolution of a new and distinctive musical tradition.

Oli and mele were already a part of the Hawaiian tradition. “As the Hawaiian songs were unwritten, and adapted to chanting rather than metrical music, a line was measured by the breath; their hopuna, answering to our line, was as many words as could be easily cantilated at one breath.” (Bingham)

Some songs were translations of Western songs into Hawaiian; some were original verse and melody.  Hawaiʻi Aloha is an example of the music left as a lasting legacy by the missionaries in the Islands.

Missionaries used songs as a part of the celebration, as well as learning process. “At this period, the same style of sermons, prayers, songs, interrogations, and exhortations, which proves effectual in promoting revivals of religion, conversion, or growth in grace among a plain people in the United States, was undoubtedly adapted to be useful at the Sandwich Islands. … some of the people who sat in darkness were beginning to turn their eyes to the light”. (Bingham)

“The king (Kamehameha III) being desirous to use his good voice in singing, we sang together at my house, not war songs, but sacred songs of praise to the God of peace.” (Bingham)

Hawaiʻi Aloha was not the only popular song written by the missionaries.

One of the unique verses (sung to an old melody) was Hoʻonani Hole ‐ Hoʻonani I Ka Makua Mau.  Missionary Hiram Bingham wrote/translated it to Hawaiian and people sang it to a melody that dates back to the 1600s – today, it is known as the Hawaiian Doxology.

“In 1872, (Lyons) published Buke Himeni Hawaiʻi containing over 600 hymns, two thirds his own composition. Some years later he prepared the Sabbath School Hymn and Tune Book Lei Aliʻi.””

“The Hawaiians owe entirely to his exertions their introduction to modern enlivening styles of popular sacred music.”  (Hawaiian Gazette, October 19, 1886)  The image shows the lyrics in Hawaiian and English

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by Peter T Young Leave a Comment

Sarona Road

Mai ka Lani mai nei ka leo kahea,
Pio mai la kona nani i ka lua kupapau.
A o oe la e, e Opukahaia, Hauoli avanei,
ke ike aku oe, O kou aina hanau, ke pua mai nei;
Opuu ae la na rose, aala mai hoi,
Nani loa o Sarona, hiehie moana.

The call came from Heaven,
His glory faded from the grave.
And you, Opukahaia, be happy now,
when you see, Your native land is blooming;
The roses bloomed and smelled,
Sharon is very beautiful, the sea is beautiful.
(Ka Moolelo o Heneri Opukahaia; Chris Cook)

ʻIsaia 65:10, A e lilo nō ʻo Sārona i pā no nā hipa, A ʻo ke kahawai ʻo ʻAkora i wahi moe no nā bipi, No koʻu poʻe kānaka i ʻimi mai ai iaʻu.

Isaiah 65:10, Sharon will become a pasture for flocks, and the Valley of Achor a resting place for herds, for my people who seek me.

Song of Solomon 2:1, “ʻO wau nō ka rose o Sārona, A me ka līlia o nā awāwa.“ “I am the rose of Sharon, And the lily of the valleys.” (Hawaiian Baibala)

“The Rose of Sharon is a flower that grows on mountaintops, and that’s why the Lord referred to Himself as The Rose of Sharon. His mountaintop was Golgotha, and the Lord let me know that people can only find this Rose on Mount Calvary.”

“Roses are noted for their fragrances, and the fragrance from this great Rose travels down from the mount of God and into the valley for us.” (Ernest Angley Ministries)

Sharon is the Mediterranean coastal plain between Joppa and Caesarea. In the time of Solomon, it was a place of great fertility. It is in North Palestine, between Mount Tabor and Lake Tiberias. (Bible-org)

Sarona is the name of a road in Kailua-Kona in the immediate vicinity of Moku‘aikaua Church. As noted in the translations above, Sarona is the Hawaiian word for Sharon.

Moku‘aikaua Church started in 1820 with the arrival of the first American Protestant missionaries. With the permission of Liholiho (Kamehameha II), the missionaries built a grass house for worship in 1823.

It soon was found that the church was incapable of holding the growing following of the missionaries. The Kona District had by the mid-1820s, an estimated population of 20,000 and congregations became so large that a considerable number had to be excluded from services.

Governor Kuakini immediately agreed to help in the erection of a new structure. Every male in the district was sent into the mountains to help cut and haul timber. On September 27, 1826, the church was dedicated. (NPS)

It was destroyed by fire in 1835; the present lava rock and coral mortared church, capped with a gable roof, was dedicated on February 4, 1837. It is the oldest intact Western structure on the Island of Hawai‘i.

Moku‘aikaua Church is on a small level lot near the center of Kailua-Kona. Its high steeple stands out conspicuously and has become a landmark from both land and sea.

Some believe Sarona Road was the path people took to/from Mokuaikaua Church that takes an idyllic biblical name (reminiscent of the Rose of Sharon and other Sharon references in the Bible) that was named by Asa Thurston.

Reverend Asa and Lucy Thurston were in the Pioneer company of American Protestant Missionaries to the Hawaiian Islands, arriving in Kailua-Kona on the Thaddeus in 1820.

The Thurstons made their home in Kailua Village, in a house the Hawaiians named Laniākea. Thurston received Laniākea, a 5.26-acre homestead parcel as a gift from Governor Kuakini.

As noted by Rev. Sereno Edwards Bishop, in his book “Reminiscences Of Old Hawaii”: “In the early [1830s,] Kailua was a large native village, of about 4,000 inhabitants rather closely packed along one hundred rods [1650-feet] of shore, and averaging twenty rods [330-feet] inland.”

“It had been the chief residence of King Kamehameha, who in 1819 died there in a rudely built stone house whose walls are probably still standing on the west shore of the little bay. Nearby stood a better stone house occupied by the doughty Governor Kuakini.”

“All other buildings in Kailua were thatched, until Rev. Artemas Bishop built his two-story stone dwelling in 1831 and Rev. Asa Thurston in 1833 built his wooden two-story house at Laniakea, a quarter of a mile inland.”

“Most of the native huts were thatched with the stiff pili grass. The better ones were thatched with lau-hala (pandanus leaf) or with la-i.”

“The second company [of missionaries] consisted of six married couples and two single persons. They sailed from New Haven, Conn., Nov. 19, 1822, and arrived at Honolulu, April 27, 1823, in 158 days. Among the second company was Rey. Artemas Bishop, a native of Pompey, NY …”

“He was married in November, 1822, to Elizabeth Edwards, who was born at Marlborough, Mass., June 17, 1796. Mrs. Bishop had been a girlhood friend of Mrs. Lucy G. Thurston, who had preceded her to Hawaii as a missionary, some four years earlier.”

Missionaries that served at the Kailua-Kona Mission Station, whose principal church was Moku‘aikaua, included, Asa Thurston, Thomas Holman, Artemas Bishop, James Ely, Delia Stone and Seth L Andrews.

Back to the naming of the road … Hawaiian Place Names notes the reference to the Land Commission Award Book and Tax Map, apparently, all references are linked to the Land Commission decisions.

Early references to ‘Sarona’ are found in the Land Commission Awards (LCA) Book 3 related to awards to Leleiōhoku. Leleiōhoku was son of Kalanimōku; Leleiōhoku married Princess Ruth (Keʻelikōlani).

On August 30, 1851, the Land Commission records note LCA 1028 and LCA 9971 Apana 46 and 47 (as well as many other parcels) were in a partial list of lands agreed upon by the Mahele to belong to the more important Aliis and Chiefs and confirmed to Leleiōhoku by Award of the Commission to Quiet Land Titles.

Mapping for LCA 1028 noted ‘Ala Ololi Sarona’ (Narrow Sharon Path) as a boundary and mauka of the parcel the trail/road is noted as ‘Ala Ololi Pii Sarona’ (Narrow Sharon Path going up).

Mapping for the LCA 9971 Apana parcels 46 and 47 note “Alanui Sarona” (Sharon Road/Trail) as a boundary. The ‘Alanui’ reference suggests larger trails/road.

LCA 9971 Apana 47 also notes Alanui Tatina (now spelled Kakina) as a boundary – Tatina was the Hawaiian name for Thurston. Alanui Tatina is likely the trail used by the Thurstons that lead from their home, ‘Laniakea’, down into Kailua-Kona).

Given its location, the early reference of the name (1851), the biblical nature of the name, the religious passion of Asa Thurston, Artemas Bishop and the other missionaries and their families, it is plausible (probable) that Sarona Road was named by the missionaries and was a trail used by the Hawaiians from the surrounding area to get to Moku‘aikaua Church.

By Resolution 288, dated January 19, 1956, the Hawai‘i County Board of Supervisors approved the ‘Naming of Streets in Kailua Keahou [sic] Area, Kona’; the list of ten streets included Sarona Road.

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American Board of Commissioners for Foreign Missions (ABCFM)

There are three prominent names associated with the history of Missions in America, Eliot of the 17th century, Brainerd of the 18th century and Mills of the 19th century.

John Eliot (c. 1604 – 21 May 1690) was a Puritan missionary to the American Indians. His efforts earned him the designation “the apostle to the Indians.”

David Brainerd (April 20, 1718–October 9, 1747) was an American missionary to the Native Americans who had a ministry among the Delaware Indians of New Jersey.

Samuel John Mills (1783-1818) was the key instigator of American foreign missions. He grew up in Torringford, Connecticut, where his father, also named Samuel John Mills (1743-1833,) was pastor of the Congregational Church.

In the early-1800s, the US was swept by religious revivalism and many people were converted in the wake of the newly born religious fervor.  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 1806, Mills headed off to Williams College in Massachusetts; he shared his thoughts on a missionary life with a few friends at college.

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

In February, 1812, Rev. and Mrs. Judson, Rev. and Mrs. Newall, Rev. and Mrs. Nott, Rev. Gordon Hall and Rev. Luther Rice were commissioned as the Board’s first missionaries and set sail for Calcutta, India. (williams-edu)

In 1818, following a brief stay in England, Mills sailed to the west coast of Africa to purchase land for the American Colonization Society, then embarked for the United States on May 22 – he died at sea on June 16, 1818.

The story of the Foreign Mission School (1817-1826) connects the town of Cornwall, Connecticut, to a larger, national religious fervor of the Second Great Awakening. 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.

The school’s first student was Henry ʻŌpūkahaʻia (Obookiah,) a native Hawaiian from the Island of Hawaiʻi who in 1809 (at the age of 16, 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 next year, the enrollment doubled to 24 and, in addition to Chinese, Hindu and Bengali students, also consisted of seven Native Americans of Choctaw, Abnaki and Cherokee descent. 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.

ʻŌpūkahaʻia died suddenly of typhus fever in 1818; the “Memoirs of Henry Obookiah” served as an inspiration for missionaries to volunteer to carry his message to the Sandwich Islands.

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 Kauai’s King Kaumuali‘i.)

The Prudential Committee of the 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)

Over the course of a little over 40-years (1820-1863) (the “Missionary Period”,) about 184-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the ABCFM in the Hawaiian Islands.

Today, the Hawaiian Mission Children’s Society, a nonprofit educational institution and genealogical society, exists to promote an understanding of the social history of nineteenth-century Hawai‘i and its critical role in the formation of modern Hawai‘i.

The Society operates the Hawaiian Mission Houses Historic Site and Archives, comprised of three historic buildings and a research archives with reading room. The Society also compiles the genealogical records of the American Protestant missionaries in Hawai‘i and promotes the participation of missionary descendants in the Society’s activities.

Through the Site and Archives, the Society collects and preserves the documents, artifacts and other records of the missionaries in Hawai‘i’s history; makes these collections available for research and educational purposes; and interprets the historic site and collections to reflect the social history of nineteenth century Hawai‘i and America.

Here is a link to some more on the ABCFM
https://imagesofoldhawaii.com/wp-content/uploads/ABCFM.pdf 

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by Peter T Young Leave a Comment

Keōpūolani Baptism

On the arrival of the American missionaries in April 1820, all the chiefs were consulted respecting the expediency of their establishment in the islands. Some of the chiefs seemed to doubt; but Keōpūolani without hesitation approved their proposals. (Memoir)

Keōpūolani welcomed them. As the highest ranking ali‘i of her time, her embracing of Christianity set a crucial seal of approval on the missionaries and their god. (Langlas & Lyon)

Keōpūolani was the daughter of Kīwalaʻo. Kīwalaʻo was the son of Kalaniʻōpuʻu by Kalola (sister of Kahekili.) Her mother was Kekuiapoiwa Liliha, Kīwalaʻo sister. She was aliʻi kapu of nī‘aupi‘o (high-born – offspring of the marriage of a high-born brother and sister or half-brother and half-sister.)

Her ancestors on her mother’s side were ruling chiefs of Maui; her ancestors on her father’s side were the ruling chiefs of the island of Hawai‘i. Keōpūolani’s genealogy traced back to Ulu, who descended from Hulihonua and Keakahulilani, the first man and woman created by the gods.

In the year 1822, while at Honolulu, she was very ill, and her attention seems to have been then first drawn to the instructions of the missionaries. (Anderson)

In May 1823, Keōpūolani and her husband Hoapili expressed a desire to have an instructor connected with them. They selected Taua, a native teacher sent by the church at Huaheine, in company with the Rev. Mr. Ellis, to instruct them and their people in the first principles of the Gospel, and teach them to read and write.

The mission approved, and Taua resided until the death of Keōpūolani. He proved a faithful teacher, and by the blessing of God, we believe, he did much to establish her in the Christian faith. (Memoir)

Keōpūolani requested, as did the king and chiefs, that missionaries might accompany her. As Lahaina had been previously selected for a missionary station, the missionaries were happy to commence their labors there under such auspices. William Richards and Charles Samuel Stewart therefore accompanied her. (Memoir)

On the May 31, 1823, Keōpūolani arrived in Lahaina with Messrs. Richards and Stewart and their families. On their passage, she told them she would be their mother; and indeed she acted the part of a mother ever afterwards.

Immediately on their arrival, she requested them to commence teaching, and said, also, “It is very proper that my sons (meaning the missionaries) be present with me at morning and evening prayers.”

They were always present, sung a hymn in the native language, and when nothing special prevented, addressed through an interpreter the people who were present, when Taua, or the interpreter, concluded the service with prayer.

She spent a principal part of her time every day in learning how to read. and notwithstanding her age, numerous cares, constant company, and various other hindrances, made respectable proficiency.

She was indeed a diligent pupil, seldom weary with study; often spent hours over her little spelling book; and when her teachers rose to leave her, rarely laid it aside, but usually continued studying after they had retired.

She was apparently as diligent in searching for divine truth, as in learning to read, and evidently gave attention to her book, that she might know more of her duty to her Maker. (Memoir)

On the last week in August, Keōpūolani began to be seriously affected by a local indisposition, which soon seemed to relax her whole system, and in her view was a premonition of her approaching death.

On the first day of September, the chiefs began to collect in consequence of her illness. This was agreeable to their universal custom. Whenever a high chief is taken ill, although there may be nothing threatening in his illness, all the chiefs assemble from every part of the islands, and wait the result.

Thus, it was in Keōpūolani’s sickness. Vessels were dispatched to the different islands before there was any occasion for alarm. It was not many days, however, before it was seriously apprehended that the disease would prove fatal. (Memoir)

“They regarded her as a fit subject for baptism, but were unwilling to administer the ordinance without some means of communicating with her and with the people, so that there might be no danger of misunderstanding on so interesting an occasion.”

“They feared lest there should be erroneous impressions as to the place the ordinance held in the Christian system. Happily, Mr. Ellis arrived just in season, and the dying woman was thus publicly acknowledged as a member of the visible church.”

“The king and ail the heads of the nation listened with profound attention to Mr. Ellis’s statement of the grounds on which baptism was administered to the queen …”

“… and when they saw that water was sprinkled on her in the name of God, they said, ‘Surely she is no longer ours. She has given herself to Jesus Christ. We believe she is his, and death will go to dwell with him.’ An hour afterwards, near the close of September 16, 1823, she died.” (Anderson)

Keōpūolani is said to have been the first convert of the missionaries in the islands and the first to receive a Protestant baptism. (Kalanimōku and Boki had previously (1819) been baptized by the French Catholics. Kalanimōku later (1825) joined the Protestant Church, at the same time as Ka‘ahumanu.)

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Missionaries Lay The Foundation for a System of Public Instruction

Merze Tate, Professor of History at Howard University, wrote a 1961 article titled, The Sandwich Island Missionaries Lay the Foundation for a system of Public Education in Hawaii. The following is taken from that article.

“Aside from conversions, one of the most notable achievements of the Congregational and Presbyterian missionaries sent to the Sandwich Islands under the auspices of the American Board of Commissioners for Foreign Missions was the development of an educational system for the nation.”

“A broad enlightenment program for the islanders depended upon instruction in the indigenous tongue and this, of necessity, was delayed until the pioneer teachers had learned the language and reduced it to a written form. Nevertheless, before the evangelists were well settled at [Kailua-Kona], on Hawaii, and Honolulu and Waimea, on Oahu, they made a start in English.”

“The missionaries reasoned that if the masses were to be made literate within a reasonable period they would have to be taught in their own tongue.”  (Merze Tate)

The cycle of missionary educational endeavor divides itself roughly into three periods: first was a decade of establishment and experimentation, lasting from 1820 to about 1831. Here the language was reduced to a written form, teaching materials were printed and adults learned the rudiments of reading and writing.

The second period, from 1831 to 1840 was characterized by a shift from adult to child education. By improvement in training teachers to teach.

Finally, the following two decades where the missionaries gradually relinquished their control of educational activities; this saw the establishment of public education under governmental control in 1840, and lasted to 1863 when the ABCFM ended the mission in Hawai‘i. (Whist)

“After the first printed sheets came from the press in the Hawaiian language, on January 7, 1822, and all were able to see their own words in print, learning to read, write, and spell was comparatively easy”.

“After the chiefs beheld their language in print they began to manifest a more lively interest in education for themselves and for their children and in the establishment and maintenance of schools for their people.”

“After the public advocacy of instruction by the highest chiefs, in April 1824, similar action came from all parts of the kingdom.  Learning also received a great impulse from the personal tours of the vigorous Kaahumanu, who went all through the islands commanding the people to listen to the Kumus, or missionary teachers, and the chiefs to provide facilities for schools.”

“Because of the lack of paper and slates, writing was taught only to a very limited extent, and arithmetic hardly at all until an eight-page pamphlet on the subject was published at the beginning of 1828.”

“By 1825 the people stood waiting for instruction while the missionaries were endeavoring to bring out a new supply of spelling books, which would make possible the doubling of the number of schools.”

“Between April 1 and October 15, 1825, the mission station on Oahu distributed 16,000 copies of their Elementary Lessons [Pi-a-pa], nearly all of which were used in schools. Outside these, however, there were multitudes anxious to learn but could not be furnished with competent teachers or palapala.”

“Men and women as well as children, requested enrollment in the first schools and eagerly sought the materials of instruction by bringing at different times in the course of the season sugar cane, taro, a bunch of bananas, a fowl, or a kid, a bundle of sticks for firewood, a ball of native cord, or the offer of some kind of work to exchange for a spelling book.”

“Obviously, the few missionaries in Hawaii could not, in addition to their primary evangelical duties, personally instruct the multitude of pupils seeking education or give adequate supervision to numerous schools scattered throughout the islands.”

“It was necessary to utilize the services of Hawaiian teachers. For the periodic inspection of the numerous schools two methods were used: quarterly examination (hoike) of as many as possible of the pupils of a whole district in a convenient place, and tours throughout a district or about an island by one or more missionaries or Hawaiians appointed for that purpose.”

“The first method, however, stimulated community interest, made the youth more eager in their pursuit of the new learning, and became gala occasions, ending in a feast.”

“The evangelists’ initial educational work, despite its limitations, produced important and enduring results and laid the foundation upon which they were able to intensify their educational efforts and to establish permanent educational monuments in the 1830’s.”

“There was continued increase in the number of people receiving instruction.  In 1828, 37,000 were in school, while two years later the number stood at 41,283, with 20,000 scholars on Hawaii, 10,385 or Maui, 6,398 on Oahu, and about 4,500 on Kauai.”

“The following year there were 1,100 common schools in operation with a pupil enrollment of 52,000. By the close of that year the Pi-a-pa had gone through nine editions to place a total of 190,000 copies in circulation.”

“However, at times during this period of educational expansion schools in some districts were practically deserted for work on the land or in collecting sandalwood in the forests.”

“After the heaviest pressure of adult education was over, the missionaries, realizing that the hope of the nation lay in its children, gave more attention to teaching youngsters.”

“The first school built exclusively for Hawaiian children met in 1832 in a large, badly constructed, unfurnished building which used adobe bricks for seats and desks, and had no glass windows.  But even this ‘step in the ladder of progress’ was demolished in an autumn storm.”

“The Sandwich Islands Mission, in June 1831, however, resolved to establish a high school to ‘instruct men of peity and promising talents’ in order that they might become assistant teachers.”

“The school, with Rev. Lorrin Andrews as principal and sole instructor, was delightfully located at Lahainaluna, or Upper Lahaina, on a high elevation about two miles back from the port of Lahaina, on Maui. Governor Hoopili made a grant of land of one thousand acres, which concession was later confirmed by King Kamehameha III.”

“Although started as an experiment to qualify Hawaiian teachers in ‘the best methods of communicating instruction to others,’ the first twenty-five students had already taught and had had some training at the mission stations.  Moreover, almost all were married men who brought their wives with them.”

“In 1833, the missionaries resolved to initiate a manual labor system in connection with the studies at the high school and in the following year decided to enlarge and put the institution on a permanent basis/”

“From Lahainaluna, on February 14, 1834, was issued the first Hawaiian newspaper, in fact the first paper west of the Rocky Mountains in the North Pacific, Ka Lama Hawaii, or Hawaiian Luminary, which contained miscellaneous instruction for the school.”

“In addition to Lahainaluna, several other educational institutions were established during the decade of the 1830’s.”

“In 1839, at the request of the chiefs, a family or boarding school was opened in Honolulu for the education of their children [Chiefs’ Children’s School, Royal School]. That these young chiefs should be in school under systematic instruction was considered of immense importance, both for their and the Hawaiian kingdom’s welfare and future.”

“The old chiefs were rapidly disappearing and if their heirs were to fill their places, they must be well prepared. They must either acquire a good education or become extinct as chiefs.”

“Up to 1840, when the mission surrendered the administration of the common schools to the government, the major share of the responsibility for the education of Hawaiian youth was in the hands of the American Protestant missionaries.”

“After that date, as we have seen, they established and continued to operate more select and boarding schools for an increasing number of Hawaiians who were able to pay something toward the education of their children.”

“The station and boarding schools for native Hawaiians which the missionaries founded were their pride, their joy, their hope, and their stronghold of the nation.”

“Through their instrumentality the evangelists expected to raise and influence an intelligent and somewhat educated people, and in this aspiration they were not disappointed.”

“Initially, the Sandwich Islands Mission – for both humanitarian and selfish reasons – resisted the proposal to make English the language of the nation and to teach the subject in all the mission schools.” (Merze Tate)

In a letter to the Sandwich Island Mission, Rufus Anderson, corresponding secretary for the American Board of Commissioners for Foreign Mission (ABCFM) in Boston, wrote on April 10, 1846: “I trust you will not fall in with the notion, which I am told is favored by some one at least in the government, of introducing the English language, to take the place of the Hawaiian.”

“I cannot suppose there is a design to bring the Saxon race in to supplant the native, but nothing would be more sure to accomplish this result, and that speedily.” (Hawaiian Language Policy and the Courts, Lucas)

The arrival of the first company of American missionaries in Hawai­ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of chiefs to stimulate the people to reading and writing.

John Laimana tells us that by 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built 1,103 schoolhouses. This covered every district throughout the eight major Islands and serviced an estimated 52,882 students.

The proliferation of schoolhouses was augmented by the printing of 140,000 copies of the pī-ʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers.

By 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91-percent – and perhaps as high as 95-percent – by 1834. (Laimana)

Missionary Hiram Bingham stated that the rise in literacy and education, “was like laying a corner stone of an important edifice for the nation.”

“This legendary rise in literacy climbed from a near-zero literacy rate in 1820, to between 91 to 95 percent by 1834. That’s only twelve years from the time the first book was printed!” (KSBE)

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands”.  (Lee, December 2, 1847, Privy Council Minutes)

“Thus we may conclude that the educational work of the Sandwich Islands Mission was of incalculable value in disseminating knowledge to all classes of people, in the kingdom, in planting and nurturing religious concepts and some of the better features of western civilization, and in laying the foundation for a system of public instruction”. (Merze Tate)

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