The Story of Hawaiian Literacy.
E Ho’okipa Me Ke Aloha (Welcome) . . .
(All content is how The Author sees it and it is I that takes The Responsibility)
The topic that is foremost in my mind is Hawai’i and its people and its culture and its STORY of LITERACY! The period of Hawaiian history I want to focus on in this blog spans primarily the period of Contact (1778) by the British - Cook’s 3rd Voyage - and The Missionaries efforts beginning May 1820 when they landed (unannounced and uninvited) and were granted a 1-year trial period to demonstrate their sincerity by the new King, Kamehameha II, son of Kamehameha The Great; uniter of The Hawaiian Islands. Much more about him later.
The Story really begins long before Cook’s sailors attempted to gather word lists from the Hawaiian people. They had visited (and communicated with) the people of a number of Pacific Islands. They began their lists then. Those word lists prevailed for quite some time, as seen in these examples: “Owhyhee” for Hawai’i, and “Atooi” for Kaua’i. This is how their language was written!
After the British, came the French, the Russians, the Americans, and MANY Nations. Since the Hawaiians had no written language, each of the Haole (non-Hawaiian) Nations had their own take on what they heard; and spelled it accordingly.
All of that changed in 1820 when The First Company of Missionaries arrived with scholarly folk, determined to work with the Hawaiian people to create an orthography agreeable to the more learned Ali’i (Chiefly or Royal) and the Missionary teachers. This begins the process of solidifying a baseline from which an ACCURATE Hawaiian Alphabet could facilitate a WRITTEN ‘Ōlelo Hawai’i (Hawaiian language) agreeable to the Majority of the Committee.
At first, King Kamehameha II (Liholiho) wanted ONLY the Ali’i to be educated. The Missionaries’ directive was to educate the ENTIRE population; therefore, though it took some years, educational opportunities were allowed and ENCOURAGED throughout The Islands by the King, many Ali’i Nui (High Chiefs), and ESPECIALLY Ka’ahumanu. The astonishing results: In just 12 years, Hawai’i goes from NO WRITTEN LANGUAGE to NEAR COMPLETE LITERACY (90+%).
Lots of data show the quite successful efforts of several scholars cross referencing the many languages of Polynesia more than a century before Cook’s arrival. It is wonderful how many of the words are the same or very close for so many cultures!
Indeed, books existed on these very subjects in several Polynesian and Native American Languages before 1820: the results of Missionary work.
The ultimate goal of The Mission was to achieve TOTAL LITERACY among the Hawaiian people with an aim to have them able to read and write proficiently in their own language; as well as in English.
It is a model that has been used before; but NEVER with such a success rate! It is arguably one of Literacy’s greatest triumphs. Without the dilligence of the Ali’i and the Missionaries it is quite conceivable that the Hawaiian Language would have disappeared long ago.
IT STARTED WITH AN HAWAIIAN ALPHABET. It took two years of near daily working side by side with Ali’i, cross referencing, revising and revising again to arrive at an orthography agreeable to the Majority.
With this hoped-for literacy, Hawaiians would ultimately read and comprehend a Hawaiian Bible that the Missionaries planned to print with the outfit brought from New England. It took 16 years; but they achieved this monumental goal!
During those years (and after) the Missionaries worked diligently with the now very well-educated Hawaiian populace - thousands of students and hundreds of Hawaiian teachers - to hone and refine their alphabet, as witnessed by the 1826 revision to 12 (from 17) characters and the eventual addition of the ‘okina (‘) as a consonant, making it 13 letters.
The ‘okina is an interesting consonant. A “glottal stop”, I think it is best described as “the sound generated between the words: ‘uh-oh’”. It’s widespread addition was long overdue and its inclusion GREATLY IMPROVES the languages’ flow, clarity, and especially its pronunciation. I used to think I knew some Hawaiian words’ correct pronunciation. Guess again! Once I was introduced to the ‘okina . . . a lot changed.
There are a number of theories as to why it took as long as it did. Decision by Committee is one.
Another is “typographical”.
While Elisha could have requested from America: A LOT of OPEN QUOTATION MARKS and maybe “faked it”, he did not have that authority. Also, there was the issue of the “kahakō” or “macron”. (See below)
Perhaps the difficulty of PRONUNCIATION for the Missionaries was, one of the reasons for the decision to omit the ‘okina. One argument (I think it won out) was that it was not necessary to the ear of the Hawaiian. Just as certain consonants seemed mostly superfluous or redundant, I think the ‘okina fell to the same fate. To my ear, once you are aware of its usage - it is INDISPENSABLE!
Other Missionary scholars going through the same processes as the Missionaries in Hawai’i (The London Missionary Society), experienced the same issues in Tahiti decades earlier. The ABCFM had Missions to some of The Pacific Northwest Indian Nations, as well as others. Such a MONUMENTAL task . . . and by committee!
“Special Characters” such as: Ā ā, Ē ē, Ī ī, Ō ō, Ū ū (with the “kahakō” or “macron” over the letter to aid in pronunciation) were not always available in great enough numbers to make hand composition of types practicable. As a Compositor (hand and linecasting) I can appreciate that agrument as valid only up to a point in the arc of the Palapala’s history.
These characters COULD eventually have been made available in sufficient numbers long before the widespread inclusion of the ‘okina so there is probably a more compelling reason. That said . . .
At first - 1820 - Typographically, NO ONE knew what to expect and what would be required to render ‘Ōlelo Hawai’i as a printed language.
Once typesetting begins in earnest - Elisha finds out very quickly that THERE IS A DRASTIC SHORTAGE of letters: k, K, and a, A. MAJOR PROBLEM we will discuss further in a while.
Even with four Hawaiian natives in their party; a word list, some pretty good notes, etc., the Missionaries were ill equipped to understand, comprehend or teach the Hawaiians. This deterred them little. By earning the Ali’i’s trust, they were guided by them and EVENTUALLY began to grasp the Hawaiian language.
When you read the various Journals of the Missionaries, there are numerous comments about their struggles to gain sufficient knowledge to communicate beyond the simplest of words or concepts. They kept up their studies under the Ali’i and returned IN KIND. They instructed each other!
Also, at that time, visiting Tahitian Clergy assisted greatly in teaching Missionaries the Hawaiian language. The most influential and effective of these being Tau’a.
Controversial topics, I understand; but I believe they really need to be discussed, as there are so many misconceptions about the Missionaries. The people of Hawai’i DESERVE to have the true story told to the rest of the World.
In 1820, Hawai’i was a Sovereign Nation recognized throughout the World as such. After 40+ years of commerce and cultural exchange, the Ali’i were well aware of the World around them and were eager to secure their status among the Major Powers, as Allies.
Nearly 50 years before the arrival of the Missionaries, Kamehameha the Great had asked his friend and ally Captain George Vancouver to request that King George III send teachers from The Church of England to his Nation; that they might be schooled in the ways of this New World; not only in Religion, but in “The Arts of Civilized Nations” as defined by that Outside World.
Understand that the World of Kamehameha the Great was one filled with intense savagry, death, fear, near-constant warfare, and deep superstition. The Kapu System had ruled every aspect of life for many centuries. Infanticide was commonplace and was practised throughout the Islands. Murder, crimes against the elderly and infirm were ever present. Travelers were unsafe and often robbed or killed for their possessions. Hawaiian “morals” were seen as nonextant and much of their behavior was not aligned with that Outside World. They were deemed “savages” and “heathens”. So, how did they get so “Aloha”?
The King’s actions after uniting the Islands in 1810, by BRUTAL warfare (as was the practice), seemed to signal a change in his policies. Peace prevailed for a period of years when the King turned to the Outside World for political guidance, primarily through the British; hence his requesting teachers.
It has been posited that the Kapu System and its MANY duties and complex rituals (some daily, monthly, and longer) may have been seen as too much of a burden; too onerous, by the King; and may have been a factor in his inquiring about “other religions”.
When the Protestants arrive in 1820, less than a year after his death, they bring with them not only scholarly people; Teachers of Religion AND the Arts (a complete printing outfit, a press) but a 20-year old printer named Elisha Loomis. He and his new bride Maria (muh-rye-uh) will be instrumental in many ways in getting out the printed material (palapala) over the next 7 years. The numbers are astonishing, really.
But I am getting ahead of myself.
. . . MORE TOMORROW!
June 13, 2022
Aloha and Welcome Back!
The story of Hawaiian Literacy, as relates to The Calvinist Missionaries from America, heats up when a young Native Hawaiian ‘Ōpūkaha’ia (Stomach Ripped Out); Henry Obookiah, as he came to be known, was taken in indigent, and educated to a high degree by a Protestant Congregation in Connecticut.
This from Wikipedia:
`Ōpūkaha`ia was born at Ka`ū on the island of Hawai`i in 1792. When he was 10, his family was murdered by Hawaiian warriors.[1] In 1807, when Captain Caleb Britnall took him aboard the Triumph, the teenage boy had his first English lessons en route to New Haven, Connecticut, along with fellow Hawaiian cabin boy Thomas Hopu. As a student in the New Haven area, he was looked after in a succession of homes, and worked summers to help earn his keep. The future Reverend Edwin W. Dwight, a senior in Yale College at the time, met him in 1809, when he discovered`Ōpūkaha`ia sitting on the steps of the college. When `Ōpūkaha`ia lamented that "No one give me learning," Dwight agreed to help him find tutoring.[2] `Ōpūkaha`ia took up residence with one of Dwight's relatives, Yale president Timothy Dwight IV, a founder of the American Board of Commissioners for Foreign Missions, who instructed him in Christian and secular subjects.[2] He had studied English grammar and the usual curriculum in public schools by the time he converted to Christianity in 1815, during the Second Great Awakening.[3]
He and other Polynesians and Native Americans requested training to spread the Gospel back home. This inspired the founding of the Foreign Mission School in 1816, administered from Boston by the American Board of Commissioners for Foreign Missions (ABCFM). It had broad support from the residents of Cornwall, Connecticut, where it moved in 1817, and from donors elsewhere in Connecticut, Massachusetts and New York. During its ten years, about 100 students attended: "43 Native Americans, 13 Americans (white), and 20 Hawaiians, and other natives of the Pacific. including 2 Chinese".[4]
Even before this school opened, Edwin Dwight wrote in 1818, `Ōpūkaha`ia had begun "'reducing to system his own native tongue. As it was not a written language, but lay in its chaotic state, every thing was to be done…he had made some progress towards completing a Grammar, a Dictionary, and a Spelling-book.'"[5] However, these books no longer exist. Samuel B. Ruggles, one of the First Company of missionaries to Hawaii and a fellow student of `Ōpūkaha`ia at Cornwall, mentions in an 1819 letter that his own grammar was "much assisted by one which `Ōpūkaha`ia attempted to form." Elisha Loomis, who was to be printer for the first mission, was inspired to join it by reading `Ōpūkaha`ia's memoirs, edited by Dwight in the year of his death from typhus fever, over a year before the First Company set sail from Boston.
`Ōpūkaha`ia planned to return to Hawaii himself to preach, but contracted typhus fever and died in 1818 in Cornwall at the age of 26.
The book: “The Memoir of Henry Obookiah” tells the story beautifully. I highly recommend it.
I am fortunate to have read the reprinted volume. I purchased two copies during a visit to the Gift Shop of The Hawaiian Historical Society.
Kay and I were in Honolulu for two weeks in 2017 doing research for Our Bicentennial of the First Printing Celebration and The Hawaiian Literacy Project. We were fortunate to handle the actual letters and AMAZING documents from the period. We did extensive research at Hawaiian Mission Houses Historical Site and Archives. They occupy the same building. What incredible resources these institutions are! Please support them.
ME AGAIN!
Back to the living . . . Henry loved Education! He soon learned English, Greek, and Hebrew (his favorite), which he said was very near Hawaiian to his ear. He immediately began a word list and a translation of The Book of Genesis from the (English language) Bible.
His untimely death INSPIRED a short memoir; with the focus being the possibility of a Mission to his Islands to free his people of their “Dark Hearts”.
Henry knew first hand of Dark Hearts. In Hawai’i, as a young boy, he witnessed his parents’ brutal murder by warring factions and though trying, could not escape and was enslaved upon his capture by the perpetrators.
Fortunately he was released after a period of time to the care of his Kahuna Uncle; where he was trained in the Arts of the powerful Kahuna Pule (Praying Priest).
He began his training in earnest, but eventually realized that his desire to see the World at large was too strong and made three attempts at stowing away on sailing vessels in the Harbor. Each time his Uncle would bring him back from the ship. Eventually he was able to convince his Uncle that his heart was not in being a Kahuna and he was allowed to set sail.
Henry understood too well, the death and terror that surrounded the Kanaka (Human) under the Kapu (Tabu) System. The word translates as “restricted; forbidden; sacred”. This system had been in place for many centuries and ruled EVERY ASPECT of life. Death or severe punishment were everywhere; this being especially so for Nā Wāhine (Women).
There was a LONG list of violations of the various kapu that resulted in immediate death to the female violator.
Here are a few that were food-related.
These foods were strictly kapu to Men:
Pork, Banana, Shark, Coconut, Red Goat Fish and MORE! Death for eating a banana?? There were lots of others that related to many aspects of every day life. The makaʻāinana (watcher of the land/commoner) lived in terror of violating the kapu.
One of the highest of kapus was ‘Ai Kapu (restricted eating). Men and women were NEVER allowed to eat together under punishment of DEATH.
The kapu called for the Men to do the cooking and thus prepared two separate meals in separate vessels never allowing the foods to touch! This is a practice we see in a number of cultures; but how many of those, when violated, practiced murder as a punishment? I don’t know. I’m going to see what I can find out.
As you read above in the Wikipedia piece, Henry died of typhus before he could realize his dream of returning to his people and freeing them of their sorrows; but his story inspired the Memoir, written by Rev. E.W. Dwight, published in New York in 1818. A Christian Nation was deeply moved and responded by financially supporting a Mission to “The Sandwich Islands”, as they were called at the time by Haoles. This is NOT a derogatory term; merely a descriptor. The word means: Foreign/Non-Hawaiian. MAHALO!
Back to our Story of Literacy . . .
Henry’s story especially moved the printer, Elisha. He asked for, and gained permission to leave his apprenticeship 1 1/2 years before the 5-year completion of his service (almost unheard of) with Bemis Printing of Canandaigua, NY. By that time, Mr. Bemis knew Elisha quite well and determined that it was best to release him from his indenture.
Elisha reported to The American Board of Foreign Missions (ABCFM) and was admitted for Religious training at their school at Cornwall, Connecticut; then married Maria and departed for a 158-day crossing as a key player in The Sandwich Islands Mission’s story.
A little about that 158-day journey. The ship Thaddeus, Wm. Blanchard, Captain, was a typical sailing vessel of the period. The Brigantine measured approximately 85’x 24” allowing its passengers (with their life’s belongings) a mere 6’ x 6’ room for that grueling passage. Every square foot of space was stacked to the limit with the supplies necessary for such a trip. Almost unthinkable; but there were no other options. Try to imagine these conditions!
As well as the Crew, seven Missionary families and four Hawaiian Natives who had found their way to the East Coast of America at New England were on board. Each of the four Hawaiians (like Henry) had been taken in, cared for, educated, and prepared for this moment when they would return home with a message of Peace, Hope, and Enlightenment for their people.
Here is a description of The First Party of Missionaries to The Sandwich Islands . . .
This from: “The Voyage of The Thaddeus”
by Peter T. Young . . .
“The individuals connected with the Mission assembled in this town during the last week. They consist of nineteen natives of America; seven gentlemen with their wives, and five children; and four natives of the Sandwich Islands. Their names, places of residence, and occupations, are as follows:
Rev. Hiram Bingham, Bennington, Vt. Missionary.
Rev. Asa Thurston, Fitchburg, Mass. Missionary.
Daniel Chamberlain, Brookfield, Mass. Farmer.
Thomas Holman, Cooperstown, N.Y. Physician.
Samuel Whitney, Branford, Connecticut, Teacher.
Samuel Ruggles, Brookfield, Con. Teacher.
Elisha Loomis, Utica, N. Y. Printer
John Honoree, Owhyhee, Teacher.
Thomas Hopoo, Owhyhee, Teacher.
William Tennooe, Woalioo, Teacher.
George Tamoree, Atooi.”
“Mr. and Mrs. Chamberlain take out with them a family of five children, three sons and two daughters. Most of the gentlemen have learned some one of the mechanic arts.”
“On Friday afternoon of last week, the Missionaries to the number of seventeen, the seven gentlemen and ladies, with Honoree, Hopoo, and Tennooe . . . “
ME SPEAKING . . .
These Missionaries were NOT sailors, so seasickness was a major problem. Imagine being at the mercy of the Sea for 158 days and nights on a ship that size? It is a testament to the Captain and Crew of vessels such as this that they delivered their passengers safely to their destination.
When they arrive, they send a small boat ashore with representatives of the Mission including George P. (for Prince) Tamoree, one of the Native Hawaiians, son of Kaumuali’i, King of Kaua’i and Ni’ihau. *
*Kamehameha the Great never conquered the Islands of Kaua’i or Ni’ihau. Indeed he nor his armies ever set foot on either; though he attempted two attacks bolstered by armies of hundreds of specially outfitted war canoes (wa’a) some with mounted swivel guns; tens of thousands of warriors, many armed with muskets; well equipped with modern, rigged sailing vessels of war, mounted with cannon.
The stories of his failures (both due to natural disasters) are very interesting. Kaumuali’i, King of these two Islands, eventually paid tacit recognition to Kamehameha the Great as EMPEROR of Hawai’i and himself as King of his two Islands.
The message from onshore is almost UNBELIEVABLE!!
That message was: Kamehameha the Great has died just months before and his son, Liholiho, Kamehameha II is King and co-ruling with Ka’ahumanu, Kamehamea I’s favorite wife (of more than 20)!
She is Regent and essentially holds “equal” power; though is deferential in the King’s presence and acknowledges his superiority.
The importance of this moment in Hawai’i’s history cannot be overstated!
Ka’ahumanu, upon her husband’s death, stated that the late King wished her to co-rule with his son, as Regent, due to the new King’s age of just 22.
This position was essentially QUEEN of ALL THE ISLANDS.
Liholiho had other, less Kingly pursuits in mind; so she exercised her powers extensively for the betterment of the Nation with Liholiho pretty much demurring to her edicts.
Make no mistake, he WAS the King; but as with many systems of government, there is much behind the scenes that makes policy and runs the Government.
Ka’ahumau was anything but behind the scenes. Known for her haughtiness, pride and her extreme attitude of superiority over others; she led the typical life of the Ali’i Nui (the highest class) in want of nothing. She was always surrounded by a huge retinue of an Inner Circle of Ali’i that secured her power over the Islands and its people.
Her days were spent at leisure: She loved and was a Kahuna (“Master”) at playing games of chance; surfing; fishing; canoeing, etc.
POLITICALLY, her first order of business seemed to be the abolishment of The Kapu. ‘Ai Noa (unrestricted eating) was instituted by her and Liholiho; he sitting down at nā wāhines’ table and EATING WITH THEM and she (who had secretly practiced ‘Ai Noa on several occasions with other Ali’i) professing its end! All of this just months after Kamehameha the Great’s death.
Another thing happened just after his death. At their request, two members of the Ali’i had been baptised by visiting Clergy. It is clear that the Hawaiian Monarchy was curious about Haole’s religion as an alternative to their past practises.
It is at this juncture that the Missionaries arrive. They see the timing of their arrival and the King’s death and the removal of the Kapu System as “a Divine sign” and are bolstered by this “Good News”.
Once Liholiho allows them a 1-year trial, they waste no time in setting down their roots. They begin work immediately on establishing an abode.
The conditions are sparse, dusty and HOT. Nothing like New England. Drinking water is carried from 3-4 miles distant.
Their “Home” is a grass structure (hale pili) with NO windows and a very low door. The structure is subject to weather, insects, stale air, and overcrowding. Remember, there are seven families and four natives in need of a hale!
When advised that these conditions were not sufficient for their purposes and unhealthy for their New England constitutions, Liholiho and Kuakini (Governor of O’ahu) and the more sympathetic Ali’i eventually provided better and more extensive and comfortable living/teaching conditions.
From Day 1, the Missionaries’ homes were that and more. They opened their sparse, still crowded hales to ALL who wished to know what good tidings they bring:
Home: They adopted many “orphans” (unwanted children) and cared for them as if they were their own.
Schoolroom: ALL who wished to learn were admitted. The skilled were encouraged to become Teachers. Hundreds did!
Hospital: They had brought a Doctor with them, so became the Western Medicine healers to the sick. Some Hawaiians were trained to act as “doctors” and spread their newfound knowledge throughout Hawai’i nei (all of Hawai’i).
Church: Their ultimate goal was Conversion of the Soul. Their Mission stated that ANY and ALL who wished to learn about Jehovah and True Salvation should have that opportunity.
Hale Pa’i: Once the Printing Office was operational (Jan. 7, 1822), Elisha & Maria Loomis began instructing Hawaiians in the Arts of Printing and Bookbinding. Many were trained!
“Several were easily induced to undertake to learn the art of printing, and in time succeeded. Most of the printing done at the islands has been done by native hands.” (Bingham)
Respite: Anyone was welcome to just sit and listen without any obligation whatsoever. The only thing the Missionaries asked was that students be attentive and not cause a disturbance for those who came to hear what they offered. And NO it was not always talk of Jehova.
The Women of the Mission (based on their journals and those of others) were especially instrumental in improving the moral character of Nā Wāhine.
Women had been so downtrodden under the kapu system that when it was lifted; they were basically UNMOORED. They were little more than chattel to be “here or there” at the whim of Kane (men); especially the Ali’i. A Chief could walk up to a family on their land and TAKE THE WOMEN; their land and the fruits of their labor. There was NOTHING the maka’āinana could do about it! This might explain why some observers of the makaa’inana (commoner) described them as “unindustrious” and “lazy”.
Why strive and save when ALL of it could be (and often was) taken away at any time?
There are NO DATA supporting the idea that the Hawaiian people were coerced in any way to submit to ANYTHING the Missionaries offered. I feel that it is insulting to think that Hawaiians were so easily “convinced” or tricked into any of this.
Remember, these are Calvinists. It is their MISSION to GIVE.
ALL other factions to ever visit Hawai’i were there to TAKE.
Across the board, whether it be . . .
Supplies: (water, salt, pork, fruit, firewood) for their ships and crew;
Commerce: (Sandalwood, pearls, exotic antiquities as items of value for resale to collectors);
Alcohol: (Rum was introduced to the Islands early on and the results were disastrous; resulting in widespread intoxication effecting nearly the entire Nation and almost killing Liholiho).
Lust/Prostitution: (Hawaiian women for their sailors. This is the one that did so much damage. One of the only things the Foreign sailors KNOWINGLY “GAVE” the Hawaiians were: Sexually Transmitted Diseases, which led to a dramatic drop in population).
Indeed, whenever the Missionaries needed labor or supplies, they PAID the Hawaiian workers appropriate costs and wages. Missionaries always made good on their debts.
Prior to 1820, many a Hawaiian was severely taken advantage of while engaging in trade or labor. At that time the Hawaiians did not have a monetary system and did not attach “value” to objects, like Haole did. That is why there are so many stories about the first visitations by sailors being ones where “a few iron nails or a spike” could be exchanged for hogs, fruit, salt, water, Hawaiian antiquities . . . even women!
This might explain all of those AMAZING FEATHERED CLOAKS and HELMETS that are in Museums and private collections around the Globe.
Not sure, but I don’t think there are any in the ABCFM Archives.
What happens to The Nation when the Kapu System is abolished after the death of Kamehameha the Great in 1819, is understandable, though tragic.
Adherants to the Kapu System: Kahunas, Ali’i and those loyal to them, staged an uprising against the King and Ka’ahumanu and their far superior (in number) supporters. These were kanakas who did not want to lose their power and influence over other kanakas; so they fought to the death in an attempt to retain that power.
After this sad, brief episode, the Hawaiian Nation settled down to their New Way. I think it was the way to becoming ALOHA.
It is important to note that this system was thrown off BEFORE the arrival of the Missionaries.
MORE TOMORROW . . . Mahalo for being here with me on this.
June 14, 2022
Aloha oe . . .
I am currently in Wisconsin.
Yesterday afternoon I experienced the MOST SEVERE rain and windstorm I have ever known! Nearest was on the island of Kaua’i, Hawai’i!
Sayin’.
Back to late in the year 1821:
The Hawaiian Alphabet is agreed upon by all parties at 17 characters:
A E I O U (vowels)
B D H K L M N P R T V W (consonants)
F G S Y were retained only for Foreign spellings.
Early in January Elisha lays his types into their respective cases!
Printing can now begin!
On the morning of January 7, 1822:
Elisha had been waiting for this moment. Though he had not handled his types or press in nearly three years; he was a trained professional whose hands deftly distributed his fonts and prepared the Form for printing.
As it happened, Ali’i Nui (High Chief) Ke’eaumoku, Governor of Maui (known to many as Governor Cox, after a famous English orator) was in Honolulu on government business when he was informed that “The Longnecks” (as the Missionaries were first called due to their high collared manner of dress) would begin the making of PALALPALA (Hawaiian for all documents) using the “Printing Engine” they had brought with them.
Ke’eaumoku was a very curious man.
When he entered the Hale Pili Pa’i (Grass Printing House), he was invited to set a few pieces of type in a composing stick. When the form was ready, Elisha invited Ke’eaumoku to pull the Bar to make the first impression. “HUKI” (PULL) said Elisha to which the Governor did so. When Elisha turned the Rounce (crank) that brought the form out of the press, he pulled the freshly printed page off of the Tympan and showed Governor Cox, who exclaimed: “MAIKAI”! - “Externally Very Good”!
Here is Reverend Hiram Bingham’s account. Hawaiians loved him greatly and called him: “Binamu”. He was a member of the First Party and an eye witness to the process. He resided at the Islands 21 years and wrote a FANTASTIC account of his years there. We have a beautiful First Edition copy (1847) in our Library.
Mr. Bingham says : "On the 7th of January, 1822, we commenced printing the language in order to give them letters, libraries and the living oracles in their own tongue. A considerable number was present, and among those particularly interested was Ke-au-moku (Gov. Cox) who after a little instruction by Mr. Loomis applied the strength of his athletic arm to the lever of a Ramage press, pleased thus to assist in working off a few impressions of the first lessons."
This from a Mission Journal:
“Gov. Cox (Ke‘eaumoku), who seems to take as friendly and lively an interest in our work as any of the windward chiefs, was present, and assisted with his own hands in composing a line or two and in working a few copies of the first lesson of Owhyhee syllables, having the composing stick put into his hands, and being shown when to take and how to place the types, and then to pull the press.” (Mission Journal)
“Liholiho, Kalanimōku, Boki and other chiefs, and numbers of the people, called to see the new engine, the printing-press, to them a great curiosity. Several were easily induced to undertake to learn the art of printing, and in time succeeded. Most of the printing done at the islands has been done by native hands.” (Bingham)
“The first lessons printed were eagerly received by those natives who had learned to read from manuscripts. For many years all the printing on the islands was done by the Hawaiians who had been taught by Mr. Loomis.” (Mission Journal)
SADLY, and by contrast to the Missionaries’ approach, the account below - taken from SacredTexts.com - is a typical example of how most visitors to Hawai’i felt . . .
“FOREIGNERS from all over the world called on the Hawaiians and remained with them forty years before the missionaries came. Their influence was negative. They did not study the people or help them to study. John Young, Don Marin and Isaac Davis were notable exceptions in a few things, but the fact remains that no earnest effort was made by any one to help the natives intellectually until the missionaries came.
Alexander Campbell, who, in 1809, was left in Honolulu by a whaling ship on account of frozen feet, revealed the situation. The king Tamaahmaah (Ka-meha-meha) ordered Boyd, his carpenter, to make a loom for Campbell to use in weaving cloth for sails. Boyd declined, saying, "The natives should be taught nothing that would render them independent of strangers."
Campbell places on record the feeling among the foreigners. "When a brother of the Queen's, whose name I do not remember--but who was usually called by the white people John Adams--wished me to teach him to read, Davis would not permit.
'They will soon know more than ourselves." It is interesting to note that Gov. Adams, whose native name was Kuakini, did learn to read and write under the missionaries.”
ME AGAIN . . .
Ali’i Nui Governor Kuakini admired U.S. President John Adams so much so that he adopted his name. He wrote a letter to the President advising him of that fact, hoping he might get his approval. He never received a reply.
Kuakini became a champion of the Mission. He constructed a number of Hale Pule (praying houses/churches) and contributed heavily over a number of years to their support and comfort. He provided food in times of need and was always ready to help Elisha Loomis (Lumiki/Little Teacher) forward the cause of the Palapala.
Here are some interesting items regarding his friend, Ali’i Nui (High Chief) James Kahuhu. Kahuhu was one of the first to achieve TOTAL LITERACY in Hawaiian and English! He and John Kanelakama Papa ‘Ī ‘ī were hand picked by Liholiho to learn the Palapala and impart their knowledge to him.
The Hawaiʻi State Archives is the repository of significant historic documents for Hawaiʻi; reportedly, the oldest Hawaiian language document in its possession is a letter written by James Kahuhu.
Writing to High Chief John Adams Kuakini, Kahuhu’s letter was partially in English and partially Hawaiian (at that time, Kuakini was learning both English and written Hawaiian.)
Below is a transcription (in English) of Kahuhu’s letter. (HSA)
Oahu. Makaliʻi 12, 1822.
Kawaiahaʻo.
My Dear Chief Mr. John Adams Kuakini. I love you very much. This is my communication to you. Continue praying to Jehovah our God. Keep the Sabbath which is God’s holy day. Persevere in your learning the good Gospel of Jehovah. By and by perhaps we shall know the good word of Jesus Christ. Then we shall know the good word of God.
A few begin to understand the good word of God. I am very pleased with the good word of God which has been brought here to enlighten this dark land. Who will save our souls and take them up to heaven, the place of eternal life. I am presently teaching Nahiʻenaʻena. I am teaching seven of them. Nahienaena, Kauikeaouli, Halekiʻi, Ulumāheihei Waipa, Ulumāheihei a Kapalahaole, Nakapuai and Noaʻawa are the students I am teaching. I may have more in the future. You must obey your good teacher, Hopu. Persevere with him and don’t give up.
Keliʻiahonui has learned to write quite well, he sent a letter to Oahu. Tell Hopu that Keliʻiahonui misses him. The King is learning to write from Mr. Bingham. Kalanimōku, Kīnaʻu and Kekauōnohi are learning to write Hawaiian. Mr. Thurston is their teacher. Here is another word to you, if you see Kalapauwahiole tell him to come to Oahu as I would like very much for him to come to Oahu.
James Kahuhu
(Makaliʻi was the name of a month: December on Hawai‘i, April on Moloka’i, October on Oʻahu. (Malo))
Kahuhu was a prominent Ali’i Nui . . .
King Kamehameha III issued a Proclamation “respecting the treatment of Foreigners within his Territories.” It was prepared in the name of the King and the Chiefs in Council: Kauikeaouli, the King; Gov. Boki; Kaʻahumanu; Gov. Adams Kuakini; Manuia; Kekūanāoʻa; Hinau; ʻAikanaka; Paki; Kīnaʻu; John ʻĪʻī and James Kahuhu.
In part, he states, “The Laws of my Country prohibit murder, theft, adultery, fornication, retailing ardent spirits at houses for selling spirits, amusements on the Sabbath Day, gambling and betting on the Sabbath Day, and at all times. If any man shall transgress any of these Laws, he is liable to the penalty, – the same for every Foreigner and for the People of these Islands: whoever shall violate these Laws shall be punished.”
It continues with, “This is our communication to you all, ye parents from the Countries whence originate the winds; have compassion on a Nation of little Children, very small and young, who are yet in mental darkness; and help us to do right and follow with us, that which will be for the best good of this our Country.”
More than unfortunate that much of the World IGNORED the young King’s last paragraph.
Without the widespread prejudice against educating Hawaiians, the Missionaries were in a perfect position to gain the allegiance of the Ali’i Nui. This is the moment nearly EVERYONE had waited for.
Signs of literacy showed immediately. Once the palapala began reaching the Hawaiian people, the desire to learn reached a near rabid pace! Immediate shortages of the Hawaiian Primer caused concern among the would-be students.
There is an interesting story that tells of a group of several Hawaiian students who had but one Primer among them. This caused the students to gather round the palapala in a circle. Therefore some of the students learned to read UPSIDE DOWN!
Break Time . . .
June 15, 2022
Ho’okipa a me ke Aloha! (Welcome!)
I was doing some reading this morning and came across this WONDERFUL paper written by Ben R. Finney entitled: “Surfing in Ancient Hawai’i”. It was published in The Journal of the Polynesian Society.
Here is an excerpt . . .
Naihe, the champion surfer of Kau, Hawaii, figures in another account of a surfing match. According to Mary Pukui, the fact that Naihe was an expert surfer made some of his fellow chiefs so jealous that they plotted to lure him into a surfing match and then dispose of him. 16 Inviting him to a surfing match at Hilo, they secretly made the rule that no one, once out surfing, could return to shore until his personal chanter stood on the shore and chanted his special surf chant, which told of the glory and skill of each chief as a surfer. 17 Although Naihe's personal chanter, an old woman, had accompanied him to Hilo, Naihe in ignorance of this new rule let the old woman sleep while he joined in the contest. By the time he learned of the rule he was already in the water and thus helpless to return to shore. However, a chief from Puna decided to help Naihe and sent his servant to awaken the old woman. Upon hearing of Naihe's plight she rushed to the beach where she chanted his surf chant, thus allowing him to return to shore and foiling the plot of the other chiefs. Part of this chant, as translated by Mary Pukui, follows:
The great waves, the great waves rise in Kona,
Bring forth the loin cloth that it might be on display.
The ebbing tide swells to set the loin cloth flying,
The loin cloth, Hoaka, that is worn on the beach,
It is a loin cloth to wear at sea, a chief's loin cloth.
Stand up and gird on the loin cloth.
The day is a rough one befitting Naihe's surf board.
He leaps in, he swims, he strikes out to the waves,
Waves that break into a heap, waves that break and spread.
The surf that rises above them all,
The rough surf on the island,
The great surf that pounds and thrashes . . .
ME AGAIN!
I just wanted to share that with you.
It is a small glimpse into the character and poetry of the Hawaiian peoples’ legends. ‘Ōlelo Hawai’i (Hawaiian Language) is known for its poetry. I have read again and again that many, if not most fluent speakers of Hawaiian struggle to comprehend the deeper, subtle meanings BEHIND the meanings of Hawaiian poetry. Hidden meaning. Hawaiians call it “kaona” (cow-nuh).
Here is an example of kaona: “No wai ke kaona o kēlā mele?” (“Who is being referred to in veiled language in that song?”
You have probably noticed by now that I jump back and forth with this content. I am a self-taught Student of Hawaiian History of this period; so without an Editor, this is what we get!
I welcome your comments.
As much as I LOVE this period in Hawaiian history; I think ANY history can become too dry if you just present material from the period exclusively; ESPECIALLY if that subject (Hawaiian Culture) is currently ROBUST. For my studies, I immerse myself in scholarly works, for sure; but I also study comtemporary Hawai’i. I am trying to get the KAONA!
The above paragraph DOES NOT include, of course, purely scholarly works!
Here is some contemporary work celebrating Hawaiian History!
You can see the process of Adding the 1822, 17-Character Hawaiian Alphabet to the bottom of this poster that I drew, by going to the Home Page and scrolling down . You’ll see it on YouTube!
So, the Palapala is making its way across Hawai’i nei (all Hawai’i) and there is a fervor FAR EXCEEDING anything anyone could have imagined. Hawaiians were learning more quickly than they could be supplied with lessons to do so! Some mastered the little pamphlet in a matter of DAYS. Examples are: James Kahuhu; John Papa I’i; David Malo and a number of others.
Can you see why certain factions of kanaka wanted to keep the Hawaiians UNEDUCATED? I think it’s obvious.
There are numerous accounts of Haole (and some Hawaiians) working directly against the Monarchy to keep kanaka with a DARK MIND. Mostly they were wanting to hold onto the power they exerted over maka’ainana (commoner); the power that VAPORIZED when the Monarchy embraced Christianity.
This was too much for some of the populace to “give up”. These groups and individuals (they are well documented) never gave up. They remained active and only grew more organized and powerful. They despised the Missionaries. They believed that the Monarchy was being changed for the worse by listening to these Haoles and advised the King not to allow them to stay. They recommended their immediate expulsion.
ASIDE . . .
It took until 1893; but the effects of their efforts eventually led to an ARMED COUP, resulting in the ILLEGAL OVERTHROW OF THE HAWAIIAN MONARCHY!*
* I advise you to seek more information about this!
The NEW WAY was getting IN THE WAY of their mostly unchecked practices.
Before the arrival of the Missionaries, greed; drunkeness; violence; lust; debauchery; indolence, were merely seen as a WAY of LIFE for many. The Monarchy was divided on what to do about these types of behavior.
Supporters of the OLD ways were in favor of using some of Haoles “weaknesses” (gambling; opium; rum; prostitution) as a way of an income stream through licensing and a lottery.
Others supporting the NEW way, were coming to recognize these as VICES that should be KAPU. The struggle was ON!
Now these “Longnecks” come to the Islands to threaten their PARADISE? No way.
June 20, 2022
Ho’okipa a me ke Aloha!
Our newest National Holiday: JUNETEENTH puts me to mind of the treatment that ALL PEOPLE of COLOR suffered in the early 1800’s in most of the United States. In 1821, 12 states had outlawed Slavery; however, 12 still allowed it and prejudice was RAMPANT even in the “Free States”.
In the early 1800’s, Hawaiians were seen as: PEOPLE of COLOR - on par with African Americans - putting them in a category that was NOT WHITE and therefore, NOT EQUAL.
The Protestants welcomed ALL who wished to seek Salvation; so that most certainly included Hawaiians, African Americans, and Native Americans - all of which attended schools and were invited to live and worship AS EQUALS with their White bretheren.
Each Sunday, Henry Obookiah could be seen sitting in the Dwight’s pew at the front of the Church!
Just finished The Memoir. I can understand how his life story moved people to get involved in any way they could to make the Mission to the Sandwich Islands a reality. A little over a year after his death the Mission set sail!