He Kalailaina I Ka L1mu Ma Ka La'au Lapa'au: He Ninauele Me Hulu Kupuna Henry Allen Auwae
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HE KALAILAINA I KA L1MU MA KA LA'AU LAPA'AU: HE NINAUELE ME HULU KUPUNA HENRY ALLEN AUWAE AN ANALYSIS OF L1MU USED IN HAWAIIAN MEDICINE: AN INTERVIEW WITH ESTEEMED ELDER HENRY ALLEN AUWAE A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAII IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN BOTANY AUGUST 2004 By Kaleleonalani Napoleon Thesis Committee: Will McClatchey, Chairperson Isabella Abbott Nanette Judd Copyright 2004 By Kaleleonalani Napoleon iii TABLE OF CONTENTS TABLE OF CONTENTS IV LIST OF TABLES Vll NA MAHALO IX HAWAIIAN LANGUAGE xl PREFACE xIII INTRODUCTION 1 Ka Wa 'Akahi 1 Oli, Mele, Mo'olelo, and Mo'okn'auhau 3 Limu and The Kumulipo 4 Creation Accounts 7 The Christianization of Hawai'i 10 Hawaiian Spirituality 11 Akua and 'Aumakua 13 Hawaiian Values 15 The Kapu System 16 The Evolution of Food and Medicine 17 Na Kahuna 18 Hawaiian Healing 20 Na La'au 22 La'au Lapa'au 23 Prayer, Ceremony, Medicine, and Limu 23 Na Kahuna La'au Lapa'au 26 The Effects of Foreign Contact 27 Survival of na Kahuna 30 Preserving Ethnobotanical Knowledge 32 Algae, Limu and Seaweeds 36 Limu in the Literature 37 Medicinal Uses of Limu in the Literature 39 Literature Review 44 Shared Cultural Knowledge 45 Papa Auwae Biography 47 Hawaiian Health Care 48 Research Purpose 50 HYPOTHESES AND METHODOLOGy 52 Hypotheses 52 Ethnobotanical Research Methodology 52 Specimen Collections 52 Specimen Identification 53 Voucher Specimens 53 Ethnobotanical Data 54 iv The Interview 54 Informant Selection 55 Establishing Rapport 56 Informal Interview 56 Informed Consent 57 Interview Questions 57 Plant Interviews 58 METHODS USED 59 Specimen Collections 59 Specimen Identification 60 Voucher Specimens 61 The Interviews 61 Informant Selection 61 Initial Contact 62 Establishing Rapport 62 Non-interview Contact 62 The Semi-formal Interview 63 Informed Consent 64 Telephone Calls 64 Interview Questions 64 The Formal Interview 65 Voucher Specimen Preparation 65 The Structured Plant Interview 66 Interview Transcriptions 66 Transcription ofthe Semi-formal Interview 66 Transcription ofthe Structured Plant Interview 67 Data Sorting 67 Table Generation 68 RESULTS 74 DiSCUSSiON 98 Discussion ofthe Interview Process 100 Discussion ofthe Structured Plant Interview 104 Discussion ofthe Interview Transcriptions 112 Discussion ofthe Voucher Specimens 117 Discussion ofthe Results 118 Repeated Names 118 Limu Named 121 Use Classes 122 Non-Medicinal Limu 123 Medicinal Limu 123 Edible and Non-Edible Limu 124 Knowledge Gained, Knowledge Lost 124 Medicinal Applications and Illnesses 125 Distribution 127 Seasons 128 Locations and Seasons 130 l'a 131 Discussion ofthe Interview Questions 133 Discussion ofthe Hypotheses 134 v CONCLUSION 135 Knowledge Lost 137 Knowledge Gained 138 APPENDICIES 140 Appendix 1: Johnson (1981) Translations of the Kumulipo, with current suggested scientific binomials 140 Appendix Table 1: Johnson Definitions ofPlant Partners in the Kumulipo 138 Appendix Table 2: Pukui Definitions of Plant Partners in the Kumulipo 140 Appendix 2: Seaweed Collection and Handling 144 Field Collections J44 Specimen Handling 145 Specimen Sorting 146 Preservation of Voucher Specimens 147 Microscope Slides 148 Voucher Labels 150 Appendix 3: Interview Specimens 151 Appendix 4: Specimen Collection Information 154 Appendix 5: Specimens Viewed By Papa Auwae 155 Appendix 6: Semi Formal Interview 157 Appendix 7: Structured Plant Interview 168 Appendix 8: Raw Data 213 Appendix 9: Voucher Specimens 220 Appendix 10: Interview Approval 253 HAWAIIAN LANGUAGE GLOSSARY 264 REFERENCES 270 VI LIST OF TABLES Table Title Page 1 Important Commonly Used La'au for Medicinal Purposes '" . 35 2 Limu List by Reed . 41 3 Limu List by Neal in Handy et al. , '" '" . 42 4 Limu List by Abbott.. 43 5 Common Ui'au Freelist by Judd . 46 6 Repeated Inoa " . 74 7 Inoa . 75 8 Use Class A: Medicinallnoa with Food Use . 77 9 Use Class B: Medicinallnoa, No Food Use .. 78 10 Use Class C: Non-Medicinallnoa with Food Use Given . 79 11 Use Class D: Non-Medicinallnoa, No Food Use Given . 79 12 Non-Medicinal Inoa . 79 13 Medicinal Inoa '" . 80 14 Raw Quantitave Data . 82 15 Medicinal Use vs. Food Use Totals .. 83 16 Medicinal Use vs. Food Use Percentages .. 83 17 Knowledge Lost. 84 18 Algal Divisions . 84 19 Specimens Viewed '" , , '" , 84 20 Inoa, Illness, and Medicinal Application . 85 21 Inoa, Illness, and Medicinal Application Comparisons '" . 86 22 Medicinal Applications of Use Class Categories . 86 23 Inoa and Illness Amounts . 87 24 Illness/Problem According to Medicinal Applications . 87 25 Medicinal Application vs. Total Illnesses . 87 26 Locations . 88 27 Presence/Absence List.. .. 89 vii 28 Location and Use Class . 90 29 Location and Inoa Associations . 90 30 Location and Inoa Associations by Use Class '" . 90 31 Season and Illness '" '" . 91 32 Seasons of Thirteen Inoa '" '" . 92 33 Seasons of Illnesses . 93 34 Seasons of Use Classes '" '" . 94 35 Quantitative Seasonal Data '" .. 94 36 Locations and Seasons ". 95 37 Seasons of Place Names , . 96 38 Fish Names .. 96 39 Hawaiian and Scientific Fish Names . 97 viii NAMAHALO I am very thankful and extremely honored to have been able to sit with and work with Papa Auwae on this project His time and attention, encouraging words and belief in me gave me the courage to push forward when there were roadblocks. I will always carry with me the warmth of his love, the feeling of the "presence" I felt when I was with him, and the memory of the twinkle in his eyes. Aloha wau ia 'oe, e ku'u Papa. E maluhia. A hui hou. This project would not be possible with out the encouragement and enthusiasm of Dr. Will McClatchey. Dr. McClatchey's arrival into the Botany Department as an Ethnobotanist was quite timely with respect to this research project I would like to thank Dr. McClatchey for believing in the validity of the Hawaiian culture, the need to document Hawaiian cultural arts, and my ability to accomplish the task. I would like to thank Dr. Isabella Abbott for nurturing my love of limu. I am thrilled to have been able to work with her on numerous limu projects and the completion of her book The Marine Red Algae of the Hawaiian Islands (1999) which helped to foster my love for limu. I would also like to thank Dr. Abbott for supporting me, and recognizing that my culture is my priority. Thank you to Dr. Nanette L.K.M. Judd for completing a dissertation, which provided the foundation for this study. I am grateful to Dr. Judd for her support, and for taking the time to meet with me to discuss her dissertation, and the cultural problems she faced as she embarked on scientifically based cultural research. I am also indebted to Dr. Judd for introducing me to many of the kQpuna in her study. ix Mahala nui to ami who has been a foundation and provided a foundation through this process. Mahala to Nalani aids. Mahalo to Aunty Edith MacKinzie. Mahala to Aunty Kaohu Chang-Monford. Mahala to Babbette Galang. Mahala to the following people and foundations who have generously donated financial support: Isabella Abbott, the K.S. Cheng Memorial Scholarship, Guy & Kauikeolani Copp, KU'umeaaloha Gomes and Kua'ana Student Services, Manu Ka'iama and the Native Hawaiian Leadership Program, the Kamehameha Schools Bishop Estate, Kawananakoa Foundation, Spencer Leineweber and Will McClatchey via the Native Hawaiian Leadership Foundation, and Hardy Spoehr and Papa ala Lokahi. Mahala to Jaymie Akiona, Russell and Keala IIi, Bob Mackura, Mary Toscani, Betty Hashimoto. Mahala to Danny and Kendra Epstein and family. Mahala to Didi and Lori Robello and family. Mahala to Russell Iii for his insight and support during my interviews with Papa and help in collecting limu. Mahala to Ryan Okano for help with limu collection and identification. Mahala to numerous friends and family. x HAWAIIAN LANGUAGE For this thesis and any item written about Hawai'i, the method of use of the language of Hawai'i must be discussed. It is with complete respect to the language of Hawai'i, speakers of the language of Hawai'j and Hawai'i nei, that I include this wonderful thriving language in this thesis and engage in the following discussion about the use of the language in this thesis. Since 1778 Hawaiian words have been listed in English, Spanish, Russian, and French orthographies, and subjected to the linguistic rules of the compilers, resulting in spelling and linguistic diversities. In 1829, the missionaries adopted by vote an alphabet with vowels corresponding to the so-called continental sound values with the usual English values of the consonants, ending the written Hawaiian linguistic diversity (Pukui & Elbert 1973). The established alphabet included the 'okina, a glottal stop phoneme, as the eighth consonant and five vowels, with Latin rather than English pronunciations. The kahako or macron was included as a pronunciation aid. With the overthrow of the Hawaiian Monarchy in 1893, Hawaiian language was declared illegal, and many people were imprisoned for speaking their native tongue. Hawaiian language, like so many other aspects of Hawaiian culture (i.e. medicine, hula), went into hiding. A discussion of whether or not to use language markers would probably not, otherwise, be necessary. There are controversies concerning the use of the language markers, which stem from non-Hawaiian language speakers who claim xi that the language is "dead". Hawaiian language is not dead; it is living and thriving, and is very important part of this thesis project. Original documents written in the Hawaiian language did not include 'okina and kahako. The reasons for the omission of these aids to pronunciation and meaning are unclear. It has been suggested that had the non-native publishers of early Hawaiian text understood the subtleties of the language, 'okina and kahako would not have been omitted in early 'olelo Hawai'i documents.