Images of Old Hawaiʻi

by Peter T Young 1 Comment

Common Stock

An often repeated (and unfounded/incorrect) statement is, “The missionaries came to do good, and they did very well.” (Suggesting the missionaries personally profited from their services in the Islands.)

A simple review of the facts show that the missionaries were forbidden to “engage in any business or transaction whatever for the sake of private gain” and they did not, and could not, own property individually.

The Prudential Committee of the American Board of Commissioners for Foreign Missions (ABCFM,) in giving instructions to the Pioneer Company 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.” (Instructions of the Prudential Committee of the ABCFM, October 15, 1819)

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.

To supply the mission members, a Common Stock system was initiated – it was a socialistic, rather than capitalistic, economic structure.

The Common Stock system was a community-based economic system designed to enable the missionaries to accomplish their goals without having to worry about finding sustenance and shelter.

The missionaries were constantly reminded of Matthew Chapter 6, verse 24: “No one can serve two masters: for either he will hate the one and love the other, or he will be devoted to the one and despise the other. You cannot serve God and mammon (money.)” (Woods)

The Laws and Regulations of the ABCFM stated, “No missionary or assistant missionary shall engage in any business or transaction whatever for the sake of private gain …”

“… nor shall anyone engage in transactions or employments yielding pecuniary profit, without first obtaining the consent of his brethren in the mission; and the profits, in all cases, shall be placed at the disposal of the mission.”

“The missionaries and assistant missionaries are regarded as having an equitable claim upon the churches, in whose behalf they go among the heathen, for an economical support, while performing their missionary labors …”

“… and it shall be the duty of the Board to see that a fair and equitable allowance is made to them, taking into view their actual circumstances in the several countries where they reside.” (Laws and Regulations of the Board, 1812)

So missionaries could devote their entire energies to developing a written language for the Hawaiian people, translating the Bible into Hawaiian and teaching native men, women and children to read it, the ABCFM supplied all the Hawaiian mission’s domestic needs through a Common Stock system administered by appointed secular agents for the mission.

“The kingdom to which you belong is not of this world. Your mission is to the native race,” ABCFM Secretary Rufus Anderson instructed the missionaries. Consequently, missionaries practiced rigid economy partly out of necessity, and partly out of a desire to appear trustworthy to the American churches upon whom they depended for total support. (Schulz)

The Mission was supported by donations to the ABCFM on the continent, “The free-will offerings of many churches, and many thousands of individuals are cast into one treasury, and committed, for application to the intended objects, to persons duly appointed to the high trust.”

“Upon these sacred funds and under this constituted direction, approved persons, freely offering themselves for the holy service, are sent forth to evangelize the heathen.”

“Your economical polity will be founded on the principle established by the Board, ‘That at every missionary station, the earnings of the members of the mission, and all monies and articles of different kinds, received by them, or any of them, directly from the funds of the Board, or in the way of donation, shall constitute a common stock …”

“… from which they shall severally draw their support in such proportions, and under such regulations as may from time to time be found advisable, and be approved by the Board or by the Prudential Committee.’” (Instruction to the Missionaries, October 15, 1819)

The Minutes of a meeting of the Pioneer Company on their way aboard the Thaddeus reinforced these instructions, “The property acquired by the members jointly or by individuals of the body either by grant, barter, or earnings shall also be subject to the disposal of the members jointly.”

“The property thus furnished or acquired, either divided or undivided, shall be devoted to the general purposes of the mission, according to the tenor of our Instructions from the A. B. Com. F. M. and according to our own regulations, not incompatible with those instructions.”

“No member of this mission shall be entitled to use or allowed to appropriate such property divided or undivided, in bying [sic], selling, giving, or consuming, etc. in any manner incompatible with our general Instructions, or contrary to the voice of a majority of the members.” (Minutes of the Prudential Meeting of the Mission Family, November 16, 1819)

The Mission’s secular agent, Levi Chamberlain, kept track of everything mission families received from the Depository, gifts from mainland friends or family members, and any presents from Native Hawaiians. Everything was counted against the equal distribution of goods.

Mission family members were allowed to keep personal gifts from family and friends as private property, but those gifts were subtracted from what they would otherwise be entitled to receive from the Depository. (Woods)

In 1836 the Mission wrote, “No man can point to private property to the value of a single dollar, which any member of the mission has acquired at the Sandwich Islands.”

Missionary Dwight Baldwin noted, “Every member, I think, to a man, has been engrossed in labors for the benefit of the people. And it is certainly true of nearly every one, that he has turned his attention to no provision whatever which his children might need in America.” (Schulz)

“In spite of the fact that they followed this community-based economic system, there is no doubt that the missionaries were capitalists. In 1838 William Richards took leave from the mission and then resigned to become the translator and advisor for King Kamehameha III.”

“At the King’s request Richards taught the chiefs about capitalism and constitutional government using a book he translated by Baptist pastor and Brown University President Francis Wayland, titled The Elements of Political Economy.”

“This class led directly to the establishment of the so-called Hawaiian Bill of Rights a few months later in 1839 that guaranteed rights to commoners that included rights to their own property.”

“The class also led to the establishment of the first constitution of Hawai‘i in 1840. The class may also have prepared the way for the Māhele in the late 18405 that established the right of private land ownership.” (Woods)

Two years after Kamehameha III created the first Hawaiian constitution, legislature, and public education system, the ABCFM aided the missionaries by transitioning to a salary system. The Board allotted each couple $450 per year and granted children under 10 an additional $30 and children over 10, $70 annually. (Schulz)

At their General Meeting in 1843, the Mission resolved, “That although we consider the salary allowed us by the Board a bona fide salary, still, in our character as missionaries, we are a peculiar people, having wholly consecrated ourselves to the Lord for the spread of the Gospel in the earth …”

“… and however it may be proper for other men to engage in speculations, and accumulate property, we cannot consistently with our calling engage in business for the purpose of private gain.” (Cheever)

The Depository continued as a purchasing agent for missionaries who could purchase their supplies at a discount from the Secular Agent, but all gifts or other earnings were still deducted from this salary. Land and herds continued to be owned jointly by the mission. (Woods)

Missionary parents could now give their children a New England education in the islands at O‘ahu College (Punahou, founded in 1841) and save their personal incomes for their children’s futures. (Schulz)

In 1863, the ABCFM withdrew financial support for the mission and the Missionary Period ended.

I encourage folks to visit the Mission Houses Historic Site and Archives, in the shadow of Kawaiahaʻo Church, on King Street. It’s a great way to learn the facts about the missionaries and the Missionary Period.

Docent guided tours (Tuesday through Saturday, starting on the hour every hour from 11 am with the last tour beginning at 3 pm) take about an hour and cost $10 ($8 Kamaʻāina, Seniors and Military,) Students $6 (age 6 to College w/ID;) Kamaʻāina Saturday (last Saturday of the month) 50% off for residents.)

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Mission_Houses,_Honolulu,_ca._1837._Drawn_by_Wheeler_and_engraved_by-Kalama
Mission_Houses,_Honolulu,_ca._1837._Drawn_by_Wheeler_and_engraved_by-Kalama

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Laniākea Cave

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

“After an accurate investigation of the places adjacent, in which they thought it might be found, they chose a valley, about half a mile from the residence of the governor, and near the entrance of Raniakea, as the spot where they were most likely to meet with success.” (Ellis)

They made their home in Kailua Village, in a home 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” (1916:) “In the early (1830s,) Kailua was a large native village, of about 4,000 inhabitants rather closely packed along one hundred rods of shore, and averaging twenty rods 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 Laniākea, 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.” (Bishop)

“Five acres were enclosed with a stone wall three feet wide and six feet high, with simply the front gate for entrance. A large thatched house was erected. Space was allowed for a yard twenty-five feet in breadth.” (Lucy Thurston)

“Thatched houses are not durable, therefore, in the course of years, we had a succession of dwellings, but this was the general arrangement. In the 12th year of the Mission, a two-storied wooden house was erected in the children’s yard, and the wall for their special enclosure removed, as the times no longer required such an accommodation.” (Lucy Thurston)

In 1823, English protestant missionary William Ellis joined forces with American protestant missionary Asa Thurston and a party of explorers to circumnavigate the island of Hawaii.

“In the course of the forenoon, two of our number visited the ruins of an old military fortification, formerly belonging to the makaʻāinana, (common people.)”

“All that at present remains, is a part of the wall, about twelve feet high, and fourteen feet thick at the bottom, built of lava, and apparently entire.”

“In the upper part of the wall are apertures resembling embrasures; but they could not have been designed for cannon, that being an engine of war, with which the natives have but recently become acquainted.”

“The part of the wall now standing, is near the mouth of Raniakea (Laniākea,) the spacious cavern … which formed a valuable appendage to the fort.” Ellis)

“The whole face of the country marked decisively its volcanic origin; and in the course of their excursion they entered several hollows in the lava, formed by its having cooled and hardened on the surface, while, in a liquid state underneath, it had continued to flow towards the sea, leaving a crust in the shape of a tunnel, or arched vault, of varied thickness and extent.

“After entering it by a small aperture, they passed on in a direction nearly parallel with the surface; sometimes along a spacious arched way, not less than twenty-five feet high and twenty wide…”

“… At other times, by a passage so narrow, that they could with difficulty press through, till they had proceeded about 1,200 feet; here their progress was arrested by a pool of water, wide, deep, and as salt as that found in the hollows of the lava within a few yards of the sea.” (Ellis)

“One may walk along it for about fifteen minutes, through a passage which often reaches a considerable height. … The cave runs into a deep subterranean pool of very cold water, and further progress can be made only by swimming through an aperture in the makai end, when one may enter an inner cave, which is said to lead to the sea.” (Kinney, 1913)

“More than thirty natives, most of them carrying torches, accompanied (Ellis’ group) in their descent; and on arriving at the water, simultaneously plunged in, extending their torches with one hand, and swimming about with the other.”

“The partially illuminated heads of the natives, splashing about in this subterranean lake; the reflection of the torch-light on its agitated surface; the frowning sides and lofty arch of the black vault, hung with lava, that had cooled in every imaginable shape …”

“… the deep gloom of the cavern beyond the water; the hollow sound of their footsteps; and the varied reverberations of their voices, produced a singular effect; and it would have required but little aid from the fancy, to have imagined a resemblance between this scene and the fabled Stygian lake of the poets.”

“The mouth of the cave is about half a mile from the sea, and the perpendicular depth to the water probably Not less than fifty or sixty feet.”

“The pool is occasionally visited by the natives, for the purpose of bathing, as its water is cool and refreshing. From its ebbing and flowing with the tide, it has probably a direct communication with the sea.” (Ellis)

When war threatened the early inhabitants of Kona, and it was not uncommon, those who could not fight took refuge in the cave, and while the battles raged overhead, the refugees sent forays up the mountain and to the sea, via the cave, to gather food and water. (laniakea)

“In this cavern, children and aged persons were placed for security during an assault or sally from the fort, and sometimes the wives of the warriors also, when they did not accompany their husbands to the battle.”

“The fortification was probably extensive, as traces of the ancient walls are discoverable in several places; but what were its original dimensions, the natives who were with us could not tell. They asserted, however, that the cavern, if not the fort also, was formerly surrounded by a strong palisade.” (Ellis)

When the Thurstons retired to Honolulu, the house and land became the property of Mokuʻaikaua Church.

In 1980, sections of the cave had collapsed and the entrance was choked with debris and the entrance near the Thurston House was disturbed by squatters.

Waste products and debris have been dumped into the cave, causing an accumulation of sediment and muck within the cave. The western entrance to the cave near Hale Halawai is blocked. Large concrete pillars within the cave apparently were place to support improvements above. (Rasmussen)

The Laniākea house fell into disrepair, and in the 1990s the Laniākea Foundation was formed to save the ruins of the cave and home site from development. (laniakea)

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Kailua_Bay-Map-Jackson-Reg1325 (1883)-portion

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Toketa

Toketa, a Tahitian, arrived in Hawaiʻi in 1818; he probably landed on the island of Hawaiʻi. He was a member of the household of the chief (Governor) John Adams Kuakini, at that time a prominent figure in the court of Kamehameha I in Kailua, Kona.

A convert to Christianity (he likely received missionary instruction in his homeland – first Europeans arrived in Tahiti in 1767; in 1797 the London Missionary Society sent 29 missionaries to Tahiti,) he became a teacher to Hawaiian chiefs, made a visit to Honolulu with Kuakini in January-February of 1822. (Barrere)

On October 23, 1819, the Pioneer Company of missionaries from the northeast US, set sail for the Sandwich Islands. After 164-days at sea, on April 4, 1820, they arrived and anchored at Kailua-Kona on the Island of Hawaiʻi; the Honolulu contingent arrived on Oʻahu on April 19, 1820.

One of the first things Hiram Bingham and his fellow missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. Their emphasis was on teaching and preaching.

Initially, the missionaries worked out a Hawaiian alphabet of 17-English letters. On January 7, 1822, on the mission press set up in the (Levi) Chamberlains’ thatched house, “we commenced printing the language in order to give them letters, libraries, and the living oracles in their own tongue, that the nation might read and understand the wonderful works of God.” (Bingham)

(Later, on July 14, 1826, the missionaries established a 12-letter alphabet for the written Hawaiian language, using five vowels (a, e, i, o, and u) and seven consonants (h, k, l, m, n, p and w) in their “Report of the committee of health on the state of the Hawaiian language.” The report was signed by Bingham and Chamberlain. The alphabet continues in use today.)

On February 4, 1822, “Adams (Kuakini) sent a young Tahitian to us (Toketa,) to obtain for him that part of the spelling book which is printed, with a view to commence learning to read his own language. … This young Tahitian is one of the three, whom we have found here from the Society Isles, able to read and write their native language.”

“He, with one hour’s instruction, is able to read the Hawaiian (Owhyhean) also, and to assist the chief to whom he is attached.” (Missionary Herald, 1823) Toketa then began to teach Kuakini to read and write.

Shortly after (February 8, 1822,) “Adams (Kuakini) sent a letter to Mr B (Bingham) written by the hand of Toleta the Tahitian, which Mr. B answered in the Hawaiian language. – ‘This may be considered as the commencement of epistolary correspondence in this language.’” (Missionary Herald, 1823)

Kuakini’s interest in learning to read had not stopped, and he continued to study under Toketa. Kuakini later requested that the missionaries send him more books and teachers. In response, Elisha Loomis was sent to Kailua-Kona in mid-October to organize a school.

By early November 1822, that school had fifty students under Kuakini and Toketa, the latter being “sufficiently qualified to take charge of it for a season till a teacher could be sent from Honolulu.” Within a few weeks Thomas Hopu, a Hawaiian youth trained as a teacher by the American missionaries and part of the Pioneer Company, was sent to Kailua and put in charge of the school. (Barrere)

Later, Toketa moved to Maui and entered the service of Hoapili, a high chief of great note and foster father of the princess Nahiʻenaʻena (sister to Kiholiho and Kauikeaouli.)

While on Maui Toketa taught classes for the chiefs and helped in the translating of the Scriptures. Early in 1824, “The most interesting circumstance of the day, is an application for baptism from Kaikioewa and wife, from another chief and wife, Toteta, a Tahitian in the family of our patron Hoapili …”

“Every thing in the characters of these persons, as far as we can ascertain, sanctions the hope, that, through the knowledge of the truth as it is in Jesus, they have been turned from darkness to light … and are proper subjects for the administration of the ordinance, the benefits of which they are desirous of receiving.” (Stewart, February 24, 1824)

Toketa “continues a favorite with the chiefs, a diligent teacher and has given pleasing evidence of piety. He and several others would probably have been baptized before this had it not been for the difficulties that lie in the way respecting some of the chiefs who have requested baptism but which we hesitate to comply with and who would probably take great offence were any to be admitted to that ordinance before themselves.” (Ellis; Barrere) (It is not clear if Toketa was ever baptized.)

Toketa then goes to Honolulu, still engaged in teaching the chiefs. Chamberlain wrote, “Some very interesting classes were examined. The classes of Toteta and Haʻalilio were particularly so. In the former class were Boki, Kekauruohe (Kekāuluohi,) Kekauōnohi, Liliha, Akahi, and other chiefs of high grade …”

“… in the latter were Kaʻahumanu, Opiia, Tapule, and others – all stood forth like pupils made obeicence at the signal of their teacher with the docility of children spelled a lesson from the spelling book read in the tract repeated a number of hymns & the whole of the catechism.” (Chamberlain, November 23, 1825)

While in the Islands, Toketa wrote a journal. In part, he notes, “Those of Hawaiʻi talk much – day and night – about farming. In the cultivation of the land there is life. But it must be done continuously, otherwise death comes. They make great efforts in cultivating. There is no land which they do not ready for planting – they even raise taro (ʻai) on ʻaʻa lava.” (Toketa Journal; Barrere)

Toketa was but one of a number of Tahitians in such a position during the 1820s and 1830s. The earliest, and model for the rest, was the Tahitian missionary Auna who came to Hawaii with a visiting English delegation of missionaries in 1822.

Others among the Tahitian teachers were Tauʻa and his wife Tauʻawahine and a female teacher, Kaʻaumoku, who came to Hawaii with William Ellis when he returned in February of 1823.

The three were taken into the household of the queen mother Keōpūolani and after her death that September, into that of Hoapili on Maui.

Stephen Pupuhi (Popohe), a Tahitian youth educated at the Cornwall School, accompanied the Second Company of missionaries to Hawaii in 1823. He entered the service of Boki, governor of Oahu, and later that of Kalanimōku, the prime minister.

Another is Kahikona, who took over Toketa’s journal. Kahikona’s first entry refers to incidents of 1838 and may indicate the time of Toketa’s death or perhaps his return to Tahiti. We believe one or the other to have occurred at some time before 1843. (Barrere)

The image shows a view of Kailua, Kona, at about the time Toketa was there, teaching Kuakini how to read and write Hawaiian. (Thurston, Lahainaluna Engraving) (Lots of information here is from Barrere.)

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P-02 View of Kailua
P-02 View of Kailua

by Peter T Young 3 Comments

The First School

God brought Hiram Bingham a woman “he chose himself and bade me take her with a thankful heart, and always remember that God hears prayer. For he had prepared her and her friends to bless the mission with her aid.” (Hiram Bingham to William Jackson, February 1821; Wagner)

“This friend of the heathen was an honor to the town that gave her birth and education. She was a sagacious and successful teacher in Southampton, Mass., Sharon and East Windsor, Conn., Canandaigua, N ., and Honolulu, Sandwich Islands”. (Hiram Bingham to William G. Bates, Westfield, Mass, October 6, 1869; Westfield Jubilee, 1870)

Sybil Moseley Bingham was born September 14, 1792, the daughter of Pliny and Sophia (Pomeroy) Moseley in Westfield, Massachusetts. She was educated at Westfield Academy. By the age of nineteen she had lost both of her parents (1810 and 1811.)

Sybil was a good scholar; and when she arrived at the age of twenty-one, she commenced teaching, in different and distant towns. She was a remarkably mild and gentle person in her manners. (Westfield Jubilee, 1870)

As the eldest of three sisters, she had to work to support herself and her two sisters, who stayed with relatives while she taught school at first at Hartford and later at in Canandaigua, New York.

“The result of her labors there, in conjunction with her fellow-laborers, has been of world-wide importance. Those beautiful islands have been redeemed from heathenism; and, though the population has decreased in its numbers, yet the people have increased in intelligence, and the products of their labor have added to the comforts of the world.”

“I doubt not, but that Mrs. Bingham was not surpassed, in her devotion and zeal, and in her earnest and faithful labors, by any other missionary, who ever went forth to a foreign land. Her whole soul was in the work.”

“She was, in a peculiar manner, fitted for it; and there was a pervading enthusiasm in her mind, which gave to her whole life, the highest impulse of Christian duty.” (Westfield Jubilee, 1870)

Hiram Bingham and his classmate, Asa Thurston, were ordained at Goshen, Ct., September 29, 1819; it was the first ordination of foreign missionaries in the State of Connecticut.

On October 11, Bingham was married, at Hartford, Ct., to Miss Sybil Moseley, who, out of sympathy with the new missionary enterprise, had been led to attend the ordination, and to whom he was first introduced on that occasion. (Congressional Quarterly, 1871)

They sailed for the Hawaiian Islands (then called Sandwich Islands) on October 23, 1819; on March 30, 1820, they anchored off shore of Kawaihae, then sailed to Kailua Kona and anchored there (April 4.) On April 11, King Kamehameha II (Liholiho) gave the missionaries permission to stay. Hiram and Sybil sailed for Honolulu the next day (and arrived April 19.)

It is said that she started the first school in Hawaiʻi in May 1820. (“… Sybil Moseley Bingham, opened the first school in this city in May, 1820, surely an historic date.” (Hiram Bingham II)

Sybil’s June 20, 1820 journal entry notes, “After neglect of my journal for more than two months in a most interesting part of our history too … Very soon I gathered up 12 or 15 little native girls to come once a day to the house so that as early as possible the business of instruction might be commenced. That was an interesting day to me to lay the foundation of the first school ever assembled in this dark land.”

June 21st. “The most which has interested me to-day has been my little school. To see the little things so ready to learn, and so busy with their needles, is very pleasant. I long to know more of their language, that I might be pouring into their tender minds more instruction than ab.”

“I think we make progress in that now. It was impossible to do much on the voyage, as, without books, all our knowledge of it must be acquired as it falls from the lips of the natives. There are a few females who understand a little of English.”

July 20th. “What arrangement we shall make of our family concerns when so large a part has gone, we have not determined. I should like to have this little cottage a few weeks with only my kind husband and pleasant native boy, that so I might attend with more delight to my school which is daily encreasing, and such missionary duties as each day brings with it.”

She did not just teach children, her July 22, 1820 entry notes, “a native woman called Sally in whom we have all been interested. She is the wife of an American – speaks English, and with her two little girls comes regularly every day to learn to read. I earnestly desire to be more faithful in instructing her.”

Sybil was not alone in teaching the native Hawaiians. In 1820, missionary wife Lucy Thurston noted in her Journal, Liholiho’s desire to learn, “The king (Liholiho, Kamehameha II) brought two young men to Mr. Thurston, and said: “Teach these, my favorites, (John Papa) Ii and (James) Kahuhu. It will be the same as teaching me. Through them I shall find out what learning is.”

By 1831, in just eleven years from the first arrival of the missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

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

In 1839, King Kamehameha III called for the formation of the Chiefs’ Children’s School (Royal School.) The main goal of this school was to groom the next generation of the highest ranking Chiefs’ children and secure their positions for Hawaiʻi’s Kingdom. The King asked missionaries Amos Starr Cooke and Juliette Montague Cooke to teach the 16-royal children and run the school.

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

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