Missionaries | Page 35 | Images of Old Hawaiʻi

April 11, 2016 by Peter T Young Leave a Comment

Sybil’s Rocking Chair

Some mission children seemed to have a sharper understanding of economics than either their missionary parents or the American Board of Commissioners for Foreign Missions (ABCFM.)

Seventeen-year old James Chamberlain (1835-1911,) who worked in the mission depository for Samuel Castle and Amos Cooke, ridiculed the Board for sending out “a great many rocking chairs sent out all set up, while if they had been packed in boxes ten times the amount of freight would have been saved.” (Schulz)

Over the course of a little over 40-years (1820-1863 – the ‘Missionary Period,’) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the ABCFM in the Hawaiian Islands.

On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.)

There were seven American couples sent by the ABCFM to convert the Hawaiians to Christianity in this first company. Among them were Hiram and Sybil Bingham (he was the leader of the mission.)

The early missionaries had not brought much furniture (if any) with them, so boxes in which goods had been packed served as tables and chairs. There were no furniture stores and no lumber yards in Honolulu then.

Bingham, like most Yankees at that time, was handy with tools and with a piece of driftwood from the northwest, a stick of sandalwood given him, some Koa and seal skin for the seat, he managed to make a rocking chair. (Restarick; Forward in Sybil Bingham’s Diary)

“On our arrival at the Sandwich Islands … most of the missionaries, & Mrs B & myself in particular were destitute of chairs, as the Islands were so universally.”

“There were none in the market. Though tools and timber were scarce, & I had never made a chair, & enough else demanded my time & labor I undertook and constructed for Mrs B a rocking chair”. (Bingham letter to H Hill, March 12, 1850)

“To-day I have been presented with what I may call an elegant chair, the labor of the same kind hands. A rocking-chair too. You smile. But with all my fondness for one, how do you think I have done without, with all my hard work?”

“A box or trunk has been our only seat. My husband, I believe, was never a chair-maker before, but happy for me and the Mission family, that he is every thing.”

“I think no workman would have made a seat more firm and comfortable, while the sandal-wood and young seal skin, with neat workmanship, render it elegant.”

“Our friend, Mr Green, is now looking at it – rates it at twelve dollars, comparing it with one for which he gave ten. I suspect you would not be purchasers if I should put my price upon it.” (Sybil Bingham, June 22, 1820)

On Sundays the rocker was taken to the old grass Kawaiahaʻo church as a seat for the pastor’s wife. (Restarick; Forward in Sybil Bingham’s Diary)

The rocking chair had its admirers, including Queen Kaʻahumanu.

“On seeing and trying Mrs B’s chair, the first, probably, ever made at those islands, Ka‘ahumanu, then in her haughty heathen state, wished me to make her one in every respect like it, for she said it exactly fit her.”

“Feeling no ambition to become chair maker to her Majesty, & having little or no time to devote to such purposes except as matters of necessity, I gave her little or no encouragement.”

“For a period of nine or ten years, she occasionally named the subject to me, but my time was demanded by what I thought more important work for the nation though I felt desirous to oblige her.” (Bingham letter to H Hill, March 12, 1850)

Later, “I thought I might as healthful exercise & recreation, perform a good service for our cause by making the queen a rocking chair, in accordance with her continued wishes. But the difficulty which I felt originally, the want of tools & timber &c, I felt here in the wilderness.” (The Binghams were stationed in Waimea on the Island of Hawa‘ii at the time.)

“I easily constructed a rude lathe, the iron work of which consisted of a broken auger which I employed a native to cut in two with a small file, & with the parts inserted in head blocks, made the center points, on which I turned the parts of the chair which required turning, & that without a wheel.”

“They were made to revolve by a thong some yards in length from the hide of a wild bullock (taken in that region,) presented me by the friendly Mauae”.

“The dimensions, fashion and balance of the chair were made to correspond well with the one made for Mrs B in 1820. The hind posts are Koaia a Cloth Mallet wood which was hard to work. The ivory ferrules on the front posts are from the wild herds of those mountains.”

“The cloth was furnished by the queen; the brass nails and varnish were sent me by Mr Goodrich from Hilo about 100 miles distant. The side pieces arms and front posts are Koa a valuable wood, commonly selected for canoes, formerly, now used for various other purposes, as well as canoes.”

“When I closed my missionary sojourn at Waimea at the end of the year 1830, I traversed the wilderness with my family about 60 miles, having the chair carried with us, to the head of Kealakekua Bay, where I presented it to our Christian Queen near the spot where Cook fell 50 years before.”

“She highly prized it, and had it conveyed to her residence on O‘ahu, where she often used it with pleasure in her subsequent life.” (Bingham letter to H Hill, March 12, 1850)

The Ka‘ahumanu rocking chair, modeled after Sybil’s, is one of the earliest known pieces of koa furniture in Hawai‘i. At Kaahumanu’s death, the heirs returned it to Bingham and he gave it to the mission. (A reproduction of Ka‘ahumanu’s rocking chair is on display at the Hawaiian Mission Houses.)

Sybil’s rocking chair, “which a thousand times rested her weary frame & gave her much comfort … proved to be remarkably easy as to its form & balance, light, strong and durable having now been in use about 30 years”. (Bingham letter to H Hill, March 12, 1850)

In 1840, the Binghams left Honolulu for the United States, Sybil’s rocking chair was taken with them, and when they reached Boston Sybil refused to part with it for a fine piece of upholstered furniture.

Sybil’s wish was that when the last summons came she might be found in that chair … and her wish was granted when she died in her rocking chair on February 27, 1848 in New Haven Connecticut. (Restarick; Forward in Sybil Bingham’s Diary)

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Sybil Bingham (L) Kaahumanu (R) Rocking_Chairs

Sybil_Bingham_Rocking_Chair

Hiram_(I)_and_Sybil_Moseley_Bingham,_1819,_by_Samuel_F.B._Morse

Kaahumanu Rocking Chair

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Sybil Bingham (L) Kaahumanu (R) Rocking_Chairs-1821_House_in_background

March 31, 2016 by Peter T Young Leave a Comment

US Annexation (almost, in 1854)

“I have positive and undeniable information, from the highest sources at Honolulu, to the effect that a Treaty is about concluded between Mr (David Lawrence) Gregg, the United States Commissioner, and the Government of the Islands, for their annexation to the United States forthwith. “

“The only unsettled question in relation to the annexation is, whether the Islands shall come in as a Territory or a State. Mr Gregg insists on the former.” (New York Daily Tribune, July 20, 1854)

Whoa, let’s look back …

The subject of annexation to the United States was for the first time seriously considered by the Hawaiian Government in 1851. (Alexander)

Through a Protectorate Proclamation (March 10th, 1851,) King Kauikeaouli “By and with the advice of our kuhina nui and counsellors of native chiefs … hereby proclaim as our royal will and pleasure that all our islands and all our rights as sovereign over them are from the date hereto placed under the protection and safeguard of the United States of America …”

“… until some arrangements can be made to place our said relations with France upon a footing compatible with my rights as an independent sovereign under the laws of nations and compatible with my treaty engagements with other foreign nations; or, if such arrangements be found impracticable, then is our wish and pleasure that the protection aforesaid under the United States of America be perpetual.”

On March 31, 1851, an appeal to the President of the US, by Robert Crichton Wyllie, Hawai‘i’s Minister of Foreign Relations and Luther Severance, Commissioner of the United States (and signed by King Kauikeaouli and Keoni Ana (Kuhina Nui,)) noted, in part:

“the King and chiefs remembering the events of 1839 and 1849, distrust France and fear her”
“France has not kept her engagement with Great Britain and does not mean to treat this Kingdom as under the protection of international law”
“The King … believes that Great Britain is so fettered with France that she can afford him no certain hope of present relief”
“the King, … appealed in his helplessness to the Commissioner of the United States, and now solemnly appeals to the President”
“the King would prefer that this Kingdom be received as an Independent State, under protection merely from foreign aggression”
“If that cannot be done, rather than continue to be the victim of foreign aggression, the mere shadow of a king without the power, but with responsibilities measured out by the arbitrary rule of the strong, We will resign the Sovereignty of these Islands into the hands of the United States”

On June 21, 1851, a Joint Resolution by the Nobles and Representatives of the Hawaiian Islands in Legislative Council Assembled, resolved that “if France should persist … it will be the duty of the King to shield himself and his kingdom from insult, and oppression by placing this kingdom under the protection of some friendly state …”

“The discovery of gold in California in 1848, which led to the speedy settlement of that State, and to the opening of new routes across the American continent, ushered in a new era in the history of the Hawaiian Islands. It opened a new market for their productions, and brought them into closer commercial relations with the United States.”

“During the years 1850-54 a considerable immigration from California took place. It embraced many restless, ambitious spirits, some of whom came for the purpose of exciting revolution. They found the foreign community already split into factions, between which bitter feuds existed of long standing.”

“Many of the newcomers naturally joined the opposition party, which claimed to be the liberal and progressive element in the country. The plan of the leaders of the new movement seems to have been to reconstruct the government, and then to turn it over to the United States.” (Pacific Commercial Advertiser, May 11, 1909)

In February 6, 1854, an order of the King to Wyllie noted, “that plans are on foot inimical (unfavorable) to the peace of Our Kingdom and the welfare of our people, and such as if carried out would be wholly subversive of Our Sovereignty, and would reduce Us to the most deplorable of all states, a state of anarchy …”

“Whereas, exigencies (emergencies) may arise of such a nature as to render it imperative upon Us, for the security of the just rights of Our chiefs and people, that We should seek the alliance of the United States of America.”

“We Do Hereby command you, Our Minister of Foreign Relations, to take such immediate steps as may be necessary and proper, by negotiation or otherwise, to ascertain the views of the United States in relation to the Annexation thereto of these Islands …”

“… and also the terms and conditions upon which the same can be affected, with the object of being fully prepared to meet any sudden danger that may arise, threatening the existence or independence of Our Kingdom.” (Signed by the King and Keoni Ana (Kuhina Nui))

Subsequent instructions from the King to Wyllie (February 21, 1854) noted, “You will immediately enter upon a negotiation ad referendum with the Commissioners of the United States of America, in case of necessity, and which shall fully secure Our rights and the rights of Our chiefs and people …”

“When the treaty ad referendum as aforesaid, is completed, you will submit the same to Us, which will be subject to Our approval, modification or rejection; and in case We shall deem it wise and necessary, to submit it to the Representatives of Our people, subject also to their approval.” (Signed by King Kamehameha III, and approved by Prince Liholiho, Keoni Ana and all the Ministers)

“On the 4th of July, 1854, the foreign community expressed their hopes of annexation by a grand celebration of the day. A car, decorated with evergreens, in which were seated thirty-two girls of American parentage, dressed in white, wreathed in flowers, each bearing the name of a State on her sash, in large gold letters, was drawn by a power unseen.”

“Next followed ‘Young America,’ a company of very young men in uniform, with another triumphal chariot, on which was placed a beautiful boy, the very personification of health, strength, and beauty. ‘Young Hawaii’ was in tow, and represented by a boat gaily trimmed, in which were eight young native lads, fancifully dressed, and carelessly eating sugar-cane.”

“The procession marched through the principal streets to the stone church, where an eloquent address was delivered by the American Commissioner, in which it was more than hinted that a new star was about to be added to the glorious constellation.” (Judd)

As noted above, “a Treaty is about concluded … (for Hawaiʻi’s) annexation to the United States … The only unsettled question in relation to the annexation is, whether the Islands shall come in as a Territory or a State.” (New York Daily Tribune, July 20, 1854)

The issue of State vs. Territory was a little deeper than that simple choice – it related to when Hawai‘i was annexed whether Hawai‘i would or would not allow slavery. (US President Franklin Pierce wanted Hawai‘i to have Territorial status.)

At that time, the US was on the verge of a civil war over the slavery issue.

If the Islands came in as a State, it would have been with a constitution forever excluding slavery, while if came in as a Territory, the people of the Territory would decide the slavery question for themselves. (Alexander)

It is interesting (and important) to note that, “The protestant missionaries at these Islands have never engaged in any scheme of annexation. It has been their cherished wish, that the government may remain independent under the present constitution and rulers.”

“Whatever may have been done by merchants, planters, or others, the protestant clergymen at the Islands have neither advised, nor signed any memorial to the King touching annexation.” (American Protestant Missionaries Ephraim Weston Clark and Peter Johnson Gulick, in a statement in The Polynesian, September 10, 1853.)

Later, “In a letter published in August, 1864, Mr. Clark stated that at the annual convocation in May, 1853, he had frequent conversations with other missionaries on this engrossing subject. ‘Not one of them expressed an opinion in its favor …”

“… but on the contrary, they did express doubts as to its expediency, and grave apprehensions of disaster to the natives from the influx of lawless and unprincipled foreigners.’” (Alexander; Pacific Commercial Advertiser, May 11, 1909)

The Annexation Treaty was never finalized, “The signatures were yet wanting; His Majesty more determined and impatient than ever, when he was taken suddenly ill, and died in three weeks (December 15, 1854.)” (Judd)

As Mr Severance truly said, “His partiality to Americans has always been strong, and it will be universally conceded that by his death they have lost a faithful and honorable friend.”

His adopted son and heir, Alexander Liholiho, was immediately proclaimed king, under the title of Kamehameha IV. Soon afterwards he expressed his wish that the negotiations that had been begun with Mr Gregg should be broken off, which was done. (Alexander)

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Photo_of_Kamehameha_III_(PP-97-7-003)-1853

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Kamehameha_IV_(PP-97-8-006)

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January 10, 2016 by Peter T Young 1 Comment

Oʻahu Charity School

Andrew Johnstone, born in Dundee, Scotland in 1794, came to the US in 1813; he and his wife (Rebecca Worth Johnstone) were members of the Fourth Company of missionaries to the Islands, arriving on June 7, 1831. (Mission Houses)

The missionaries stationed at Honolulu were overwhelmed with working with the native Hawaiian population, preaching, translating the Bible, preparing text books and superintending the Hawaiians in schools. (Alexander)

The missionaries taught their lessons in Hawaiian to the Hawaiians, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

Johnstone, by a previous understanding, devoted part of his time to visiting seamen and distributing Bibles and other books among them. During one of these visits, he met the 12 or 14-year-old son of Captain Carter, commanding the English Cutter ‘William Little’ then in port.

Johnstone offered young Carter some books and invited him to his house; in a day or two he brought with him another lad, the son of a foreign resident, who asked Johnstone to teach him to read.

Johnstone agreed, and very soon one and another boy came asking the same favor, to the point where a regular class was formed. (Alexander)

Meanwhile, “(m)arriages between foreigners and Hawaiians appear of late to be rapidly increasing, and it has been the custom of many parents to send their offspring to the United States to receive an education.” (Polynesian, April 10, 1841)

Some of the parents of half-Hawaiian/half-foreign children wanted their children to learn the English language. There was an evident and growing need for an English language school. (Polynesian, April 10, 1841)

Soon, a subscription was opened to raise funds for the creation of a school house for the instruction of English-speaking children. Generous donations were made by some of the residents, and an orphan-school fund was created. This led to the establishment of the ‘Oʻahu Charity School.’

The missionaries supported Johnstone’s efforts at their June 1832 ‘General Meeting,’ resolving “That the Mission approve of Mr and Mrs Johnstone’s continuing their attention to the instruction of the children of foreigners, making annually such a report to the Mission of the school and their labors, as is required of the rest of our number in our respective spheres of action.”

The King granted a lot for the school in an area of Honolulu known as Mililani. On September 3, 1832, the subscribers met and approved the construction of a schoolhouse. (Polynesian, April 10, 1841)

“It is a neat substantial building of stone, 56 feet long and 26 feet wide, fitted up with benches, and other conveniences, for a school-room”. (Sailor’s Magazine, August 1838) (It stood in a lane running from King to Queen Street near the Waikiki end of the Judiciary building. (Goodale))

“On looking around the room, it appeared well furnished with cards, maps, books, slates, &c, of an excellent character and in sufficient variety.” (Polynesian, November 14, 1840)

“Thirty five children of both sexes having been admitted, the school was opened on the 10th Jan. 1833. … The children were all beginners, and nearly all entirely ignorant of the language of their teachers.” (Polynesian, April 10, 1841)

“Until the establishment of this institution, the education of (the children of Hawaiian mothers and foreign fathers) was almost entirely neglected, but now they appear to be in a fair way to become fitted for stations of usefulness and respectability in life.) (Polynesian, November 14, 1840)

Oʻahu Charity School was the first school in the Islands and the first school on the Pacific where the English language was used (it was one of six English language schools west of the Rockies.) In fact, it received pupils from the US, Alaska and Mexico. (NEA, February 1922)

In 1842, nine boys from the best families of California were sent here to be educated at the Oʻahu Charity School. One of these boys was José Antonio Romualdo Pacheco, Jr. He came to the Islands when he was 7-years old, and was in the Islands for five years. He later became the 12th-Governor of American California.

The School continued to increase in numbers and usefulness; however, there was a falling out and the Johnstones left (January 22, 1844) and formed their own school.

During the years Pacheco attended the School, its good reputation and numbers steadily increased. Students were arriving from the Russian settlement of Kamchatka, while others were coming from California and the other Hawaiian Islands.

The school had dormitories for the students who were either orphans or who had been sent from distant places. The curriculum was comprehensive and substantial, including classes to teach the Hawaiian language, writing, reading, mathematics, sciences, the arts and geography. (Hartmann & Wright)

Later, other schools offered English language education. Oʻahu Charity School experienced financial difficulties, with the rise of various competing private schools, and in 1851 was provided with public assistance.

A special tax was imposed on all foreigners of legal age residing in Honolulu: $3 for every individual without children, and $5 for every individual having children within the school age. This plan met with general approval. (Alexander)

The school’s name then changed to the Town Free School, but its board maintained control over the school until 1859, when it passed into the Superintendent of School’s domain. (NPS)

In 1865, the Board of Education split the school into separate boys and girls (the Town Free School became Mililani Girls School.) In 1874, that school closed and the girls went to a new school called Pohukaina. (Alexander)

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December 22, 2015 by Peter T Young 7 Comments

“Jehovah is my God. … I fear not Pele.”

“Ever since missionaries arrived (1820,) Kapiʻolani has constantly been situated near them, and for nearly two years has listened to the words of eternal life in her own language.” (Bingham)

In 1822, Naihe and Kapiʻolani were among the first chiefs to welcome instruction and accept Christianity. Kapiʻolani was the daughter of Keawemauhili, who was the high chief of the district of Hilo.

He was the uncle of Kiwalao, the young chief of the island Hawaiʻi, who was killed by Kamehameha’s warriors when Kamehameha became king of that island. She was the wife of Naihe, who was the high chief of the district of Kona. (Westervelt)

“The first day of 1823 was observed by the missionaries as a day of fasting and prayer, in reference to the cause of religion; and on the first Monday of that year, inviting the people to join them, they united with the friends of missions in the monthly concert of prayer for the conversion of the world.”

“Though few and feeble, they felt encouraged to lay hold on the great and exceedingly precious promises, and to expect a blessing to crown the means daily employed according to divine appointment.” (Bingham)

That year, a delegation of missionaries went around the island Hawaiʻi. They visited the volcano. The natives were astonished to see the perfect safety of the missionaries, although the worship and tabus of Pele were absolutely ignored.

Ohelo berries and strawberries growing on the brink of the crater were freely eaten and the lake of fire explored without even a thought of fear of the goddess. (Westervelt)

In the course of their journey the missionaries met a priestess of Pele. The priestess said: “I am Pele, I shall never die. Those who follow me, if part of their bones are taken to Kilauea, will live in the bright fire there.”

A missionary said, “Are you Pele?” She said, “Yes, I am Pele,” then proceeded to state her powers. A chief of low rank who had been a royal messenger under Kamehameha, and who was making the journey with the missionaries, interrupted the woman, saying: “Then it is true, you are Pele, and have destroyed the land, killed the people, and have spoiled the fishing-grounds.”

“If I were the king I would throw you into the sea.” The priestess was quick-witted and said that truly she had done some harm, but the rum of the foreigners was far more destructive. (Westervelt)

All this prepared the way for Kapiʻolani to attempt to break down the worship of the fire-goddess.

When Kapiʻolani said that she was going to prove the falsity of the worship of Pele, there was a storm of heartfelt opposition. The priests and worshippers of Pele honestly believed that divine punishment would fall on her.

When Kapiʻolani left her home in Kona her people, with great wailing, again attempted to persuade her to stay with them. The grief, stimulated by fear of things supernatural, was uncontrollable. The people followed their chiefess some distance with prayers and tears.

For more than 100-miles she journeyed, usually walking, sometimes having a smooth path, but again having to cross miles of the roughest, most rugged and sharp-edged lava. At last the party came to the vicinity of the volcano.

Toward the close of the day they crossed steaming cracks and chasms and drew nearer to the gaseous clouds of smoke which blew toward them from the great crater.

Here a priestess of Pele of the highest rank came to meet the party and turn them away from the dominions of the fire-goddess unless they would offer appropriate sacrifices. She knew Kapiʻolani’s purpose, and determined to frustrate it. (Westervelt)

The priestess who faced Kapiʻolani was very bold. She forbade her to approach any nearer to the volcano on pain of death at the hands of the furious goddess Pele.

“Who are you?” asked Kapiʻolani.
“I am one in whom the God dwells.”
“If God dwells in you, then you are wise and can teach me. Come and sit down.”

The people with Kapiʻolani were hushed into a terrified silence, but she listened quietly until the priestess, carried beyond her depth, read a confused mass of jumbled words, and unintelligible noises, which she called “The dialect of the ancient Pele.”

Then Kapiʻolani took her spelling-book, and a little book of a few printed hymns, and said: “You have pretended to deliver a message from your god, but we have not understood it. Now I will read you a message which you can understand, for I, too, have a letter.”

Then she read clearly the Biblical sentences printed in the spelling-book and some of the hymns. The priestess was silenced.

Kapiʻolani passed the priestess, went on to the crater, met missionary Mr. Goodrich (who had journeyed from Hilo to meet her there.) It was now evening, and a hut was built to shelter her until the next day came, when she could have the opportunity of descending into the crater.

As the morning light brought a wonderful view of the Lua Pele (The-pit-of-Pele) with its great masses of steam and smoke rising from the immense field of volcanic activity below, and as fierce explosions of gases bursting from the underworld in a continual cannonade, deafened the ears of the company, Kapiʻolani prepared to go down to defy Pele. (Westervelt)

Mr. Richards says: “A man whose duty it was to feed Pele, by throwing berries and the like into the volcano, entreated her to go no farther. ‘And what,’ said she, ‘will be the harm?’ The man replied, ‘You will die by Pele.’”

Kapiʻolani answered, ‘I shall not die by your god. That fire was kindled by my God.’ The man was silent and she went onward, descending several hundred feet, and there joined in a prayer to Jehovah. She also ate the berries consecrated to Pele, and threw stones into the volcano.”

“Then with the terrific bellowing and whizzing of the volcanic gases they mingled their voices in a solemn hymn of praise to the true God, and at the instance of the chiefess, Alapai, one of Kapiʻolani’s attendants, led them in prayer.” (Bingham)

“Here was a heroism of a more sublime and immortal character than that which rushes to the battle-field. Here was a philosophy which might put to the blush the pride of Pagan Athens and Rome, whose philosophers would risk nothing in suppressing idolatry, though they admitted its pretensions were unfounded.”

“Here was a movement which in its character, and consequences to a nation, was not wholly unlike to that of the sublime preacher on Mars Hill, whose ‘spirit was stirred in him when he saw the city wholly given to idolatry.’” (Bingham)

“This has justly been called one of the greatest acts of moral courage ever performed.” (Alexander) “All the people of the district saw that she was not injured and have pronounced Pele to be powerless.” (Richards)

“There, in full view of the terrific panorama before them, the effects of an agency often appalling, she calmly addressed the company thus: “Jehovah is my God. He kindled these fires. I fear not Pele.”

“If I perish by the anger of Pele, then you may fear the power of Pele; but if I trust in Jehovah, and he shall save me from the wrath of Pele when I break through her tabus, then you must fear and serve the Lord Jehovah.” (Bingham)

The influence of Kapiʻolani on December 22, 1824 against this most influential form of idolatrous worship was felt throughout the whole nation.

“She told the missionaries she had come to strengthen their hearts and help them in their work. They rejoiced in the salutary influence which she exerted in favor of education and reform, an influence felt at once and happily continued when she had returned home.” (Bingham) The image shows Kapiʻolani defying Pele. (Herb Kane.)

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Kapiolani_Defying_Pele-(HerbKane)

November 29, 2015 by Peter T Young 2 Comments

“Oh, father, dear father, do take me back!”

In 1840, as the ship carrying the missionaries’ offspring pulled away from the dock, a distraught seven-year-old, Caroline Armstrong, looking at her father on the shore, the distance between them widening every moment … “Oh, father, dear father, do take me back!” (Judd)

Her plea echoed in the hearts of the community. In June of that year the mission voted to establish a school for the missionary children at Punahou. (Emanuel)

Let’s look back …

Over the course of a little over 40-years (1820-1863 – the “Missionary Period,”) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands.

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)

The missionaries were scattered across the Islands, each home was usually in a thickly inhabited village, so that the missionary and his wife could be close to their work among the people.

In the early years, they lived in the traditional hale pili (thatched house) – “our little cottage built chiefly of poles, dried grass and mats, being so peculiarly exposed to fire … consisting only of one room with a little partition and one door.” (Sybil Bingham) The thatched cottages were raised upon a low stone platform. Later, they lived in wood, stone or adobe homes.

The missionary family’s day began at 4 am (… it continued into the night, with no breaks.) The mission children were up then, too; in the early morning, the parents taught their children. “We had one tin whale-oil lamp between us, with a single wick…. Soon after five we had breakfast.” (Bishop)

By 9 am, after accomplishing all domestic duties and schooling of the children, the wives would begin the instruction of the Hawaiian children – and taught them for six solid hours, occasionally running into the house to see that all was straight.

The missionaries established schools associated with their missions across the Islands. This 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.

These early missionaries taught their lessons in Hawaiian, rather than English. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians. (In later years, the instruction, ultimately, was in English.)

“During the period from infancy to the age of ten or twelve years, children in the almost isolated family of a missionary could be well provided for and instructed in the rudiments of education without a regular school … But after that period, difficulties in most cases multiplied.” (Hiram Bingham)

Missionaries were torn between preaching the gospel and teaching their kids. “(M)ission parents were busy translating, preaching and teaching. Usually parents only had a couple of hours each day to spare with their children.” (Schultz)

From 1826, until Punahou School opened in 1842, young missionary parents began to make a decision seemingly at odds with the idealizing of the family so prevalent in the 19th century; they weighed the possibility of sending their children back to New England. The trauma mostly affected families of the first two companies, and involved 19 out of 250 Mission children. (Zwiep)

“(I)t was the general opinion of the missionaries there that their children over eight or ten years of age, notwithstanding the trial that might be involved, ought to be sent or carried to the United States, if there were friends who would assume a proper guardianship over them”. (Bingham)

“Owing to the then lack of advanced schools in Hawaii, the earlier mission children were all ‘sent home’ around Cape Horn, to ‘be educated.’ This was the darkest day in the life history of the mission child.” (Bishop)

“Peculiarly dependent upon the family life, at the age of eight to twelve years, they were suddenly torn from the only intimates they had ever known, and banished, lonely and homesick, to a mythical country on the other side of the world …”

“… where they could receive letters but once or twice a year; where they must remain isolated from friends and relatives for years and from which they might never return.” (Bishop)

The parents in the first company demonstrate the range of options available: going home with all the children (as did the Chamberlains and Loomises;) keeping all the children to be educated by the mother (the Thurstons’ choice;) or sending some or all of the children home, not knowing when or if they would be reunited (the course taken by the Binghams, Ruggleses and Whitneys.)

In 1829, Sophia Bingham was sent back to the continent. “It was a sad, sad day when our Sophia left us. She stood at the rail clutching her only toy, a wooden doll made for her by her father. Our hearts said farewell beloved child!” (Sybil Bingham; Punahou)

Mail was so slow that her mother Sybil waited a year and a half for her first letter from Sophia. “This poor, waiting, anxious heart,” she confessed, “has been made so glad by your long, crowded pages, that it would not be easy to tell you all its joy.” (Zwiep)

On July 11, 1842, fifteen children met for the first time in Punahou’s original E-shaped building. The first Board of Trustees (1841) included Rev. Daniel Dole, Rev. Richard Armstrong, Levi Chamberlain, Rev. John S Emerson and Gerrit P Judd. (Hawaiian Gazette, June 17, 1916)

By the end of that first year, 34-children from Sandwich Islands and Oregon missions were enrolled, only one over 12-years old. Tuition was $12 per term, and the school year covered three terms. (Punahou)

By 1851, Punahou officially opened its doors to all races and religions. (Students from Oregon, California and Tahiti were welcomed from 1841 – 1849.)

December 15 of that year, Old School Hall, “the new spacious school house,” opened officially to receive its first students. The building is still there and in use by the school.

Sophia Bingham, the first white girl born on Oʻahu (November 9, 1820,) is my great great grandmother. The image shows Sophia.

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Sophia Bingham