Punahou | Page 6 | Images of Old Hawaiʻi

July 11, 2015 by Peter T Young Leave a Comment

School for the Children of the Missionaries

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.

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

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.

However, the education of their children was a concern of missionaries.

There were two major dilemmas, (1) there were a limited number of missionary children and (2) existing schools (which the missionaries taught) served adult Hawaiians (who were taught from a limited curriculum in the Hawaiian language.)

“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)

“(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)

“This was the darkest day in the life history of the mission child. 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)

During the first 21-years of the missionary period (1820-1863,) no fewer than 33 children were either taken back to the continent by their parents. (Seven-year-old Sophia Bingham, the first Caucasian girl born on Oʻahu, daughter of Hiram and Sybil, was sent to the continent in 1828. She is my great-great-grandmother.)

Resolution 14 of the 1841 General Meeting of the Sandwich Islands Mission changed that; it established a school for the children of the missionaries (May 12, 1841.) Meeting minutes note, “This subject occupied much time in discussion, and excited much interest.”

The following report was adopted: “Whereas it has long been the desire of many members of this mission to have a school established for the instruction of their children, and this object received the deliberate sanction of our last General Meeting; and”

“(W)hereas the Providence of God seems to have opened the way for this undertaking, by providing a good location for the school, suitable teachers to take charge of it, and a sufficiency of other means for making a commencement. Therefore,”

“Resolved 1, That the foundation of this institution be laid with faith in God, relying upon his great and precious promises to believing parents, in behalf of their children, commending it to his care and love from its commencement, and looking unto him to build it up, cherish it, and make it a blessing to the church and the world.”

“Resolved 2, That the location of the school be at Punahou, in the vicinity of Honolulu.”

“Resolved 3, That $2,000 be appropriated from the funds of the mission, to aid in erecting the necessary buildings, and preparing the premises for the accommodation of the school, as soon as possible; but as this sum is inadequate to the wants of the school, even in its commencement, that it be commended to the private patronage of the brethren of the mission.”

“Resolved 4, That a Board of five Trustees be chosen, of whom the teacher shall be one, ex officio, whose duty it shall be to devise a plan for the school, carry it into operation, as soon as possible, watch over its interests, and regulate its affairs generally.” (Resolution of the General Meeting of the Sandwich Islands Mission, 1841)

A subsequent Resolution noted “That Mr (Daniel) Dole be located at Punahou, as teacher for the Children of the Mission.”

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.

“In 1841, at Punahou the Mission established this school and built for it simple halls of adobe. From this unpretentious beginning, the school has grown to its present prosperous condition.” (Report of the Superintendent of Public Education, 1900)

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

Some of Punahou’s early buildings include, Old School Hall (1852,) music studios; Bingham Hall (1882,) Bishop Hall of Science (1884,) Pauahi Hall (1894,) Charles R. Bishop Hall (1902,) recitation halls; Dole Hall and Rice Hall (1906,) dormitories; Cooke Library (1908) and Castle Hall (1913,) dormitory.

Dole Street, laid out in 1880 and part of the development of the lower Punahou pasture was named after Daniel Dole (other nearby streets were named after other Punahou presidents.)

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Advertisement-Oahu-College-1895

Bingham Tablet

Punahou School, Photograph attributed to Charles Burgess-1866

Oahu College scene of driveway to Old School Hall and E Building, c.1881

Manual-Arts-Class-James-B-Castle-School-1924

Punahou-Old_School_Hall

Punahou-Lily-Pond-and-Tennis-Courts-1916

Punahou-Girls-Court-of-the-E-Building-1877

Punahou-Gardens-1880

Punahou Street looking toward Round Top-(HSA)-PPWD-17-3-027-1900

Oahu_College-Old_School_Hall_at_Punahou_School

May 15, 2015 by Peter T Young 1 Comment

Vocational Training

When the missionaries established schools and seminaries (i.e. the female seminaries, as well as Lahainaluna, Hilo Boarding School, Punahou,) they included teaching of the head (‘common’ courses, the 3Rs,) heart (religious, moral) and hand (vocational training, manual labor.)

Lahainaluna was designed first, “to instruct young men that they may become assistant teachers of religion;” second, “to disseminate sound knowledge embracing literature and science;…”

“… third, to qualify native school teachers for their respective duties; fourth, “it is designated that a piece of land shall be connected with the institution and the manual labor system introduced as far as practicable.” (Westervelt)

Later, shortly after the University of Hawaiʻi started (1907,) short courses or ‘special lectures’ of education of “less than college grade” were offered in agriculture as ‘extension’ work.

Nationally, the Cooperative Extension Service was created in 1914 with the passage of the Smith-Lever Act (but it excluded Hawaiʻi.) UH developed its own version of an extension program, which was the basis of a successful appeal to Congress after several years of struggle for Hawai‘i’s inclusion in the Act in November 1928. (CTAHR)

Again, nationally, the Smith-Hughes Act (1917) was “An Act to provide for the promotion of vocational education; to provide for cooperation with the States in the promotion of such education in agriculture and the trades and industries …”

“… to provide for cooperation with the States in the preparation of teachers of vocational subjects; and to appropriate money and regulate its expenditure”. (The law wasn’t effective in Hawaiʻi until March 10, 1924.)

“That for the purpose of cooperating with the States in paying the salaries of teachers, supervisors, or directors of agricultural subjects there is hereby appropriated for the use of the States.”

“(T)hat the controlling purpose of such education shall be to fit for useful employment; that such education shall be of less than college grade and be designed to meet the needs of persons over fourteen years of age who have entered upon or who are preparing to enter upon the work of the farm or of the farm home; that the State or local community, or both”.

“(S)uch schools or classes giving instruction to persons who have not entered upon employment shall require that at least half of the time of such instruction be given to practical work on a useful or productive basis, such instruction to extend over not less than nine months per year and not less than thirty hours per week”. (Smith-Hughes Act, 1917)

Two types of full-time day classes in vocational agriculture were organized in Hawaiʻi. ‘Type A’ classes (primarily for upper elementary and intermediate grades) are those in which pupils spend approximately half of their school time in the classroom where they receive Instruction in English, mathematics, hygiene, geography, vocational agriculture and other subjects.

The remaining time was spent in the field where the pupils do all of the work on a class project in sugar cane or in pineapple production. Field work is closely supervised by the teacher of vocational agriculture, but all money earned was divided among the boys in proportion to the time they work. They also had a home project.

Under the ‘Type B’ plan (typically for high school students,) pupils did not use a portion of the school time for field work. Practical experience was gained through extensive home project programs. Classroom instruction in agriculture is under the teacher of vocational agriculture, but academic subjects were taken with other pupils of the school under regular teachers of these subjects.

Some schools incorporated the program into their curriculum. Then, the 1967 session of the 4th Hawaii State Legislature resolved that “it is of great urgency to the citizens of this State, adults as well as youths, that there be developed a comprehensive state master plan for vocational education.” A ‘State Master Plan for Vocational Education’ was prepared the next year.

Its introductory comments included, “Technologically-induced shifts in job opportunities have imposed new career training demands. The rapid opening of new fields of knowledge has changed the very nature of work itself; the priorities shifting from muscle power to mental powers.”

“We witness a tremendous shift from production-oriented jobs to service jobs; we must now have a corresponding emphasis on the development of the required communicative and social skills.” (Master Plan, 1968)

“Given the apparent inadequacies in education and the accompanying human tragedy and waste, and given the extremely tight local labor market and the desperate long-term need for more educated, more highly trained manpower, there would seem to be a good deal of prophetic wisdom in the expansion of the Community College occupational training programs.”

Recommendations for the Master Plan included: “1. The main responsibility of the DOE in the K-12 programs should be provision of basic and general education. The DOE programs should provide for exploratory and pre-vocational experiences. …”

“2. Vocational education at a secondary school level should be seen as an integral part of total education. At the Community College level, general education should be an integral component of vocational education.” (Master Plan, 1968)

The community college system was brought into being. It replaced the technical schools that had existed previously.

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Hilo_Boarding_School_Shop,_Class_of_June_1901

Hilo_Boarding_School-printing-(75-years)

Hilo_Boarding_School-shop-(75-years)

Punahou-Manual-Arts-Class-1924

Punahou-Gardens-1880

Lahainaluna-Time_Clock_for_work_on_Farm

Lahainaluna_seminary_workshop,_mechanical_printing_press_and_movable_type_in_type_case_in_background,_ca._1895

Kamehameha_School_for_Girls_sewing_class,-(WC)_late_1890s

Kamehameha_School_for_Girls nursing class-KSBE

Kamehameha_School_for_Girls cooking class c1900-KSBE

Kamehameha_School_for_Boys-Carpentry_shop_students_building_a_school_cottage_1902-1903,_(WC)

Kamehameha_School_for_Boys_Print_Shop,-(WC)_1897

Kamehameha School for Boys-Students working in the Carpentry Shop, 1890, (right) Rev. Wm. Oleson, Principal, (far left) Charles E. King-(WC)

April 19, 2015 by Peter T Young 1 Comment

“A Quiet Retreat from the Noise and Bustle of Honolulu”

On October 23, 1819, the Pioneer Company of missionaries from the northeast US, set sail on the Thaddeus for the Islands. There were seven couples sent by the ABCFM to convert the Hawaiians to Christianity.

These included two Ordained Preachers, Hiram Bingham and his wife Sybil and Asa Thurston and his wife Lucy; two Teachers, Mr. Samuel Whitney and his wife Mercy and Samuel Ruggles and his wife Mary; a Doctor, Thomas Holman and his wife Lucia; a Printer, Elisha Loomis and his wife Maria; a Farmer, Daniel Chamberlain, his wife and five children. (The Honolulu contingent arrived on Oʻahu on April 19, 1820.)

In 1829, Kaʻahumanu wanted to give Hiram and Sybil Bingham a gift of land and consulted Hoapili. He suggested Kapunahou (although he had already given it to Liliha).

According to AF Judd, “Not unnaturally, Liliha objected to the proposal, but Hoapili consented. And Liliha’s resentment could avail nothing against the wish of her father, her husband, and the highest chief of the land.”

At first, the Binghams lived in a grass home erected by Kaʻahumanu beside a larger structure of her own. By 1831 the Binghams moved into a more permanent adobe cottage that stood beside a clump of hau trees.

While at Punahou, the Binghams created for themselves “a quiet retreat from the noise and bustle of Honolulu.” The building had two main rooms, a porch, a storeroom and a pantry. There was a separate cookhouse. (Punahou)

“Dear Punahou cottage, once my home sweet home, where the precious mother cherished her little ones.” (Hiram Bingham II, April 19, 1905)

The land was given to the Binghams (it was considered to be a gift from Kaʻahumanu, Kuhina Nui or Queen Regent at that time,) but by missionary rules, it was really given to the mission as a whole. (NPS) The Binghams left in 1840.

“The founding of Punahou as a school for missionary children not only provided means of instruction for the children, of the Mission, but also gave a trend to the education and history of the Islands. In 1841, at Punahou the Mission established this school and built for it simple halls of adobe.”

“From this unpretentious beginning, the school has grown to its present prosperous condition.” (Report of the Superintendent of Public Education, 1900)

“The trustees of Oahu College propose to set up a memorial in memory of the late Rev. Hiram Bingham, first missionary on the Island of Oahu, and a benefactor of the college.”

“The house occupied by Rev. Mr. Bingham was situated just mauka of the site now occupied by the president’s house on the college grounds and about 20 feet from the driveway.”

“The trustees will select a large bowlder and place it in position as nearly as possible on the spot where the house originally stood. One face of the rock will be trimmed off to receive a suitable inscription.” (Pacific Commercial Advertiser, July 20, 1897)

“The exact site of the cottage has since then been discovered by the unearthing of the foundation of the southern corner, and now, after the lapse of five years … we are here today to dedicate this memorial, and to witness to our belief in the propriety and usefulness of the same.” (Hiram Bingham II, April 19, 1905)

Like other missionaries who had benefitted from the generosity of the Hawaiian ali‘i, Bingham managed the land together with other mission members. As explained by fellow missionary Samuel Whitney on September 24, 1850, “The land could be received and immediately appropriated, as far as it was capable, to sustaining the missionary cause.”

“It was never my privilege to be a pupil at the Punahou Mission School but I can well remember how in summer days, when the heat was great and we were wont, for a change, to dwell in the humble cottage which stood here, an older sister and myself used to start out on foot to cross the dusty and arid plain two miles to Kawaiahao to attend the little mission school held in Dr. Judd’s back yard, the germ of this college.”

“Memory goes back sixty-six years to the delights of this refreshing spot, where, after the long weary walks of the day, I was wont to meet a mother’s welcome, and to refresh myself, not in this magnificent bathing tank so near at hand, but in an artificial pond originally constructed by my father for purposes of irrigation …”

“I remember with what delight I used to paddle about in my boat, only a box, in a fresh pond close to the spring. I remember how I was wont to stroll in the cool, shady spots so romantic to me in childhood among the banana trees which grew by the side of the taro patches”.

“… how in this cottage we children eagerly listened to the reading of “the Rollo Books” when they first appeared, and how we rejoiced over the toys as one by one they were taken from the box just arrived from around Cape Horn.”

“Finally, I remember how, in a neighboring shady grove, just a few yards makai of this cottage, not long before we went forth from it (was it prophetic?), I tried to sing with my sister the anthem ‘Daughter of Zion, awake from thy sadness,’ which we had heard sung by the choir in the old Bethel on King street.”

“Those were happy days, but they are forever gone. I would not have them back. It is enough for me, full enough that I have the memory of them, that in my oId age I hear the merry voices of the rising student generations as after school hours of faithful study they gleefully roam this campus, seeking rest and recreation”

“(M)y heart will to the last, beat with joy at the remembrance of the gift of my father and the continued prosperity of Oahu College.”

“In your walks through these shady avenues, kind friends, will you not once and again linger a moment here to reread this inscription (which I now unveil) and call to mind the labors of love which my dear father put forth in this city for the redemption of Hawaiʻi, and his parting gift, Punahou?” (Hiram Bingham II, April 19, 1905)

“The memorial tablet is a simple but beautiful affair. On a grass mound in the shape of a truncated pyramid is a pedestal of lava rock on which is a great rough lava boulder hewn out from the slopes of Rocky Hill.”

“On its rough face is an oval bronze tablet bearing in simple raised letters this inscription:” (Ceremonies In Memory of the Pioneer Missionary Rev Hiram Bingham, April 19, 1905)

“On This Spot
Stood The Home Of The
Rev. Hiram Bingham
Who Gave This Broad Estate
To The Cause Of
Christian Education”

(Hiram and Sybil Bingham are my great-great-great grandparents.)

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BinghamTablet-(Punahou Archives Photo)

Bingham_Tablet-(Punahou Archives Photo)

Dedication_of_BinghamTablet-1905-(Punahou Archives Photo)

Bingham-Tablet-(Punahou Archives Photo)

Punahou-Bingham-House-Marker

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December 31, 2014 by Peter T Young 1 Comment

Richard Armstrong

By the time the Pioneer Company of American Board of Commissioners for Foreign Missions (ABCFM) Protestant missionaries arrived in 1820, Kamehameha I had died and the centuries-old kapu system had been abolished.

The missionaries first lived in the traditional Hawaiian hatched house, the hale pili. In addition to their homes, the missionaries had grass meeting places and, later, churches. One of the first was on the same site as the present Kawaiahaʻo Church.

On December 31, 1820, Levi Sartwell Loomis, son of Elisha and Maria Loomis (the first white child born in the Sandwich Islands) and Sophia Moseley Bingham, daughter of Hiram and Sybil Bingham (the first white girl born on Oʻahu) were baptized.

Within a year, Hiram Bingham began to preach in the Hawaiian language. 4-services a week were conducted (3 in Hawaiian and 1 in English.) Congregations ranged from 100 – 400; by the end of the year, the thatched church was expanded.

Between 1836 and 1842, Kawaiahaʻo Church was constructed. Revered as the Protestant “mother church” and often called “the Westminster Abbey of Hawai‘i” this structure is an outgrowth of the original Mission Church founded in Boston and is the first foreign church on O‘ahu (1820.)

Kawaiahaʻo Church was designed and founded by its first pastor, Hiram Bingham. Hiram left the islands on August 3, 1840 and never saw the completed church. Reverend Richard Armstrong replaced Bingham as pastor of Kawaiahaʻo.

Richard Armstrong was born in 1805 in Pennsylvania, the youngest of 10-children; he attended three years at Princeton Theological Seminary. He married Clarissa Chapman, September 25, 1831; was ordained at Baltimore, Maryland, October 27, 1831; and sailed from New Bedford, Massachusetts, November 26, 1831 for Hawaiʻi.

Armstrong was with the Fifth Company of missionaries (which included the Alexanders, Emersons, Forbes, Hitchcocks, Lymans, Lyons, Stockton and others. They arrived on May 17, 1832.

Shortly after arrival, Clarissa wrote about a subject most suspect was not a part of the missionary lifestyle … On October 31, 1832, she noted, “Capt Brayton has given me a little beer cask – it holds 6 quarts – Nothing could have been more acceptable.”

“I wanted to ask you for one, but did not like to. O how kind providence has been & is to us, in supplying our wants. The board have sent out hops – & I have some beer now a working. I should like to give you a drink.”

Armstrong was stationed for a year at the mission in Marquesas Islands; he then replaced the Reverend Green as pastor of Kaʻahumanu Church (Wailuku) in 1836, supervised the construction of two stone meeting houses one at Haiku, and the other at Wailuku. Reverend Green returned to replace Armstrong in 1840.

He was pastor of the Kawaiahaʻo Church in Honolulu from 1840 to 1848. “Mr. Armstrong preached to congregations of twenty-five hundred and often three thousand people. The ground about the church looked like an encampment when the people came from valley and shore on horseback and spent their noon hour in the rush-covered basement awaiting the afternoon session.” (The Friend, July 1932)

Following the re-raising of the Hawaiian flag above the Islands on July 31, 1843 for Ka La Hoʻihoʻi Ea – Sovereignty Restoration Day, religious services were held that evening in Kawaiahaʻo Church.

A sermon apropos of the occasion was preached by Rev. Richard Armstrong, the text being taken from Psalms 37, 3 – ‘Trust in the Lord and do good; so shalt thou dwell in the land, and verily thou shalt be fed.’ There could have been no question but that his hearers had been fed on that day. (Thrum)

In 1848 Armstrong left the mission and became Minister of Public Instruction on June 7, 1848, following the death of William Richards. Armstrong was to serve the government for the remainder of his life. He was a member of the Privy Council and the House of Nobles and acted as the royal chaplain.

He set up the Board of Education under the kingdom in 1855 and was its president until his death. Armstrong is known as the “the father of American education in Hawaiʻi.”

The government-sponsored education system in Hawaiʻi is the longest running public school system west of the Mississippi River. To this day, Hawaiʻi is the only state to have a completely-centralized State public school system.

Armstrong helped bring better textbooks, qualified teachers and better school buildings. Students were taught in Hawaiian how to read, write, math, geography, singing and to be “God-fearing” citizens. (By 1863, three years after Armstrong’s death, the missionaries stopped being a part of Hawaiʻi’s education system.)

The Armstrongs had ten children. Son William N Armstrong (King Kalākaua’s Attorney General) accompanied Kalākaua on his tour of the world, one of three white men who accompanied the King as advisers and counsellors (Armstrong, Charles H Judd and a personal attendant/valet.)

Armstrong and Judd were Kalākaua’s schoolmates at the Chiefs’ Children’s School in 1849. (Marumoto) “Thirty years afterward, and after three of our schoolmates had become kings and had died (Kamehameha IV & V and Lunalio) and two of them had become queens (Emma and Liliʻuokalani,) it so happened that Kalākaua ascended the throne, and with his two old schoolmates began his royal tour.” (Armstrong)

Another Armstrong son, Samuel Chapman Armstrong, became a Union general in the American Civil War and was founder of Hampton Agricultural and Industrial School (later called the Hampton Institute, then Hampton University.) (King Kalākaua visited Hampton Normal and Agricultural School on one of his trips to the continent.)

Among the school’s famous alumni is Dr Booker T Washington, who became an educator and later founded Tuskegee Institute. President Abraham Lincoln’s Emancipation Proclamation was read to local freedmen under the historic “Emancipation Tree,” which is still located on the campus today.

Richard Armstrong’s home was a stone building on Beretania adjoining Washington Place (called “Stonehouse,” named after the residence of Admiral Richard Thomas in England. It later served as temporary facilities at different times for what became St. Louis and Punahou Schools.

Reverend Richard Armstrong died on September 23, 1860; on his way to preach in Kāneʻohe “he had been thrown from his horse and seriously hurt. He was a good rider, but the horse had been suddenly startled and a girth gave way.”

He is buried “in the shadow of the great Kawaiahaʻo church where he had preached for so many years.” Clarissa, moved to California in 1880; she died in 1891 (the reverse of her tombstone says “Aloha.”)

The image shows Richard Armstrong. In addition, I have added others similar images in a folder of like name in the Photos section on my Facebook and Google+ pages.

November 30, 2014 by Peter T Young Leave a Comment

Charles Lambert

Kalākaua had a great interest in science and he saw it as a way to foster Hawai‘i’s prestige, internationally.

The opportunity to demonstrate this interest and support for astronomy was made available with the astronomical phenomenon called the “Transit of Venus,” which was visible in Hawai‘i in 1874.

“The coming transit of Venus will be observed from about 75 stations, at many of which there will be a large number of instruments. … Wherever knowledge can be gained it is worth being gained … these expeditions will lead to most valuable results.” (George Forbes, Chief Astronomer)

The King allowed the British Royal Society’s expedition to set up three sites in the Islands, Honolulu’s waterfront in a district called Apua (mauka of today’s Waterfront Plaza,) Kailua-Kona at Huliheʻe Palace and Waimea, Kauai.

The mission of the British expedition was to observe a rare transit of Venus across the Sun for the purpose of better determining the value of the Astronomical Unit – the Earth-to-Sun distance – and from it, the absolute scale of the solar system.

The orbits of Mercury and Venus lie inside Earth’s orbit, so they are the only planets which can pass between Earth and Sun to produce a transit (a transit is the passage of a planet across the Sun’s bright disk.)

Professor George Forbes was the Chief Astronomer for the British expedition. He befriended Charles Lambert, eldest son of an English gentleman residing at Coqnimbo in Chile. (Lambert, not one of the astronomers, had been invited by his friend Captain Ralph P Cator, (Commander of the ‘Scout’) to accompany him in his cruise to the Hawaiian Islands.)

“(Lambert) had come out for his health on the ‘Scout,’ from Valparaiso, his father being one of the richest copper-mine owners in Chile. He intended to stay here a short time with the Venus Transit party (Prof. Forbes and Barnacle.) (Pacific Commercial Advertiser, December 5, 1874)

Then, the fateful day … not December 8, 1874 (the date of the Transit of Venus) – rather, November 20, 1874 when tragedy struck.

“During three days previously a Kona had been blowing into the bay, and having on Thursday seen the natives using the surf-board, Mr Forbes and his friend (Lambert) thought of trying their hands at it.”

“They were furnished by the Hon. Simon Kaʻai, Sheriff and Representative of the District, with surf-boards, he not considering that there was any danger in so doing.”

“Professor Forbes entered the water first. When it was up to his chest, being about thirty yards from the shore, he began to look out for a good wave to try to ride in upon.”

“Not having been successful and happening to look round he found that he was a hundred and fifty yards from the shore, having been carried out by the under current. He did not however at that time apprehend any danger.”

“A small native boy, an adopted son or Simon Kaai, now shouted to him, gesticulating and pointing to Mr Lambert, who was about fifty yards nearer to the shore than himself. He saw that Mr Lambert had let go of his surf-board, and was in difficulty.”

Forbes reached Lambert and tried to bring them both in to shore. “He made however no head way, but was drifted farther out, and it then occurred to him that there was no prospect of either of them being saved, and he resolved to hold up his friend until they should both go down together.” (Hawaiian Gazette, December 2, 1874)

Folks on shore were able to bring a canoe out through the surf. Henry Weeks, a carpenter putting up the astronomical buildings, and a local swam “out to their assistance, but (Weeks) was soon exhausted and was just able to reach the canoe.” (Pacific Commercial Advertiser, December 5, 1874)

“The surf was at this time dashing against the rocks at their side so that landing seemed impossible. … Ten minutes after Professor Forbes became absolutely exhausted; his arms lost their power, and it was only with the greatest difficulty that he was able to hold on to Mr Lambert, every wave engulphing them both.”

Lambert drowned.

“The Professor with the dead body of his friend was put into (the canoe,) and reached the shore in safety.”

“Great credit is due to Simon Kaʻai for his attempts to aid Professor Forbes and his friend, he (Simon Kaʻai) stated that he was much flurried, and that was why he did not think of a canoe sooner.”

“Thanks also are due to Mr Bergman, a German resident here, for coming off in the canoe, and likewise to the stepmother of Simon Kaʻai for the same service.”

“Mr Lambert met his end, as all who knew him must have felt that he would, with fortitude and resignation, it is believed that he died without pain; and the calmness of his expression showed that he died in peace.”

“The conduct of Professor Forbes, in whose arms Mr Lambert drew his last breath, and who, with unequalled courage and devotion, risked and would have sacrificed his life to save that of his friend, is beyond all praise.” (Hawaiian Gazette, December 2, 1874)

Lambert “was buried the next day, twelve natives carrying the coffin to the English Episcopal Church in South Kona. The case is all the sadder from the circumstance that Lambert was actually improving here with a good prospect of completely recovering his health.” (Pacific Commercial Advertiser, December 5, 1874)

On December 8, 1874, the transit was observed by the British scientists; however, the observation at Kailua-Kona was interrupted by occasional clouds. The Honolulu and Waimea sites were considered perfect throughout the event, which lasted a little over half a day.

Ironically, on December 8, 1874 the big day, the king was absent, being in Washington to promote Hawaiian interests in a new trade agreement with the United States.

When American astronomer Simon Newcomb combined the 18th century data with those from the 1874/1882 Venus transits, he derived an Earth-sun distance of 149.59 +/- 0.31 million kilometers (about 93-million miles), very close to the results found with modern space technology in the 20th century.

After the Transit of Venus observations, Kalākaua showed continued interest in astronomy, and in a letter to Captain RS Floyd on November 22, 1880, he expressed a desire to see an observatory established in Hawai‘i. He later visited Lick Observatory in San Jose.

Perhaps as a result of the King’s interest, a telescope was purchased from England in 1883 for Punahou School. The five-inch refractor was later installed in a dome constructed above Pauahi Hall on the school’s campus.

The image shows a calmer day in Kailua Bay. (ca 1890) In addition, I have included other related images in a folder of like name in the Photos section on my Facebook and Google+ pages.

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