DOCSLIB.ORG

Proquest Dissertations

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Proquest Dissertations MANUAL AND INDUSTRIAL EDUCATION DURING HAWAIIAN SOVEREIGNTY: CURRICULUM IN THE TRANSCULTURATION OF HAWAI'I BY CARL KALANI BEYER B.A., Beloit College, 1968 M.S., Northern Illinois University, 1973 M.A., Benedictine University, 1999 M.S., Benedictine, 1999 THESIS Submitted as partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education in the Graduate College of the University of Illinois at Chicago, 2004 Chicago, Illinois UMI Number: 3126438 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform 3126438 Copyright 2004 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 THE UNIVERSITY OF ILLINOIS AT CHICAGO Graduate College CERTIFICATE OF APPROVAL October 6, 2003 I hereby recommend that the thesis prepared under my supervision by CARL KALANI BEYER MANUAL AND INDUSTRL\L EDUCATION DURING HAWAIL\N entitled SOVEREIGNTY CURRICULUM IN THE TRANSCULTURATION OF HAWAII be accepted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Adviser (Chairperson of Defense Connfiittee) I concur with this recommendation Department Head/Chair Recommendation concurred in: Members of Thesis or Dissertation Defense Committee I11^^ University of Illinois I at Chicago ACKNOWLEDGMENTS I feel compelled to acknowledge a host of people for encouraging and inspiring me throughout my entire education, which led to this dissertation and doctoral degree. Although neither of my parents graduated from high school, they were life-long learners and modeled a "can-do" attitude. In addition, I was fortunate to have several Hawaiian teachers at the Kamehameha Preparatory Department that influenced me to overcome my learning disability. I had excellent teachers throughout the rest of my education who pushed me to seek excellence. Completion of this doctoral degree is part of a process that began in 1997. After 20 years, I returned to college to acquire just an administrative certificate, but instead earned graduate degrees in education and management and organizational behavior and decided to pursue a doctoral degree. I wish to acknowledge the hardship my family endured as a result of my seven consecutive years of advanced study. Most of the burden fell on my wife, Suzanne Evans. I appreciate all she sacrificed in order for me to achieve my goal, a doctoral degree. I would like to thank my dissertation committee - Maenette Benham, Annette Henry, William Schubert, William Watkins, and the chairperson, Bernardo Gallegos. Dr. Benham is on the faculty at Michigan State University and she provided an important Hawaiian connection, as she is a Native Hawaiian and a graduate of the Kamehameha Schools. I chose the other four members of my committee because they were the best instructors I had at the University of Illinois at Chicago and for the excellent scholarship they have done. Each member of the committee was helpful; however, Dr.Gallegos' guidance through this difficult but most rewarding process was invaluable. Finally, I would like to acknowledge the help I received at the three libraries that provided the bulk of the resources for this dissertation. This includes the excellent staff at the 111 ACKNOWLEDGEMENTS (continued) Hawaiian Mission Children's Society, Marilyn Reppun, the head librarian, and Pua Fernandez and Noelani Arista, the assistants; Barbara Dunn, the head librarian of the Hawaiian Historical Society; and Janet Zisk, the archivist of the Midkiff Library of the Kamehameha Schools. I would also like to thank my personal research assistant, Eric Keli'i Beyer (my son), who collected material for me while attending the University of Hawai'i, Manoa. Finally, I would like to thank the Bishop Museum and the Hawaiian Mission Children's Society for allowing me to reprint photographs of the major schools used in my dissertation. CKB IV TABLE OF CONTENTS CHAPTER TOPIC PAGES L INTRODUCTION 1 A. Identifying the Problem I B. Defining Missionary and Manual and Industrial Education 3 C. Design of Study 5 D. Organization of the Study 10 II. HAWAIIAN CULTURE BEFORE AND AFTER WESTERN CONTACT 17 A. Hawaiian Culture Before Western Contact 17 B. Forces Involved in Transformation After Western Contact 29 C. End of 'Aikapu Era and the Beginning of 'Ainoa Era 35 D. Hawaiian Culture During the 'Ainoa Era 39 III. MISSIONARY CULTURE AND THEIR REPRESENTATION OF HAWAIIAN IDENTITY 44 A. Organization of the Chapter 44 B. Evolution of "Laboring in the Field" 45 C. The American Board of Commissioners for Foreign Mission 47 D. Missionary Involvement With Manual and Industrial Education 49 E. The Characteristics of the Missionaries of the Sandwich Islands Mission...54 F. Second-Generation American Missionaries in Hawai'i 59 G. Missionary Representation of Hawaiians 63 IV. TRANSCULTURATION DUE TO 'AINOA INTERACTING WITH "LABORING IN THE FIELD" 69 A. Establishing the Battlefield 69 B. Missionaries Gaining a Foothold 69 C. First Twenty Years of Education 72 D. Transformation of the Political System 81 E. Transformation of the Economic Structure 90 V. EXPERIMENTING WITH EDUCATIONAL DESIGN 94 A. The Establishment of Missionary Select and Special Schools 94 B. Formal School and Manual and Industrial Curriculum for males: Lahainaluna High School/Seminary 98 C. Common School and Manual and Industrial Curriculum for Males; Hilo, Waialua, and Kohala Boys' Boarding Schools, and Waioli Boys' School... 110 D. Common School and Manual and Industrial Curriculum for Females: Wailuku Female Seminary and Hilo Girls' School 121 E. Coeducational Formal Curriculum: Royal School 128 F. Coeducational Formal School and Manual and Industrial Curriculum: Punahou School 132 G. Summary of Experimenting with Educational Design 137 V TABLE OF CONTENTS (continued) CHAPTER TOPIC PAGES VI. CHALLENGES FACING THE TWO METAPHORS 138 A. Religious Challenges to the "Laboring in the Field" Metaphor 138 B. Anti-Missionary Challenges to Missionary Preeminence 144 C. 'Ainoa and "Laboring in the Field" Metaphors at Odds 146 VIL EDUCATIONAL DECISION-MAKING 159 A. Purpose of the Chapter 159 B. The Voices Behind the Interpretations 159 C. Manual Labor As the Means to Industriousness 161 D. Female Education 165 E. Shifting Teaching from the Vernacular to English Language 170 F. Manual Training/Industrial Education 177 VIII. HAWAIIAN FEMALE SEMINARIES 187 A. Introducing the Chapter 187 B. Ka'uAVaialua Female Seminary 188 C. Kawaiahao Female Seminary 194 D. Kohala Female Seminary 202 E. Maunaolu Female Seminary 206 F. Expected and Intended Results and Unanticipated Consequences 210 IX THE MANUAL TRAINING SYSTEM COMES TO HAWAI'I 213 A. Shifting to Manual Training 213 B. Purpose of the Chapter 213 C. Manual Training at Hilo Boys' Boarding School 214 D. Kamehameha School for Boys 218 E. Kau'ai Industrial School 232 F. Public Schools and Manual Training 238 G. The Emergence of a Re-structured Lahainaluna Technical High School 243 H. Manual and Industrial Education Predominates 246 I. Expected and Intended Results and Unanticipated Consequences 247 X. CONCLUSIONS 250 A. Meeting the Goal of This Study 250 B. Hawai'i's Place in the History of Manual and Industrial Education 256 C. Whose Interest Did Education Serve? 262 D. Analyzing Prior Studies' Conclusions 270 E. Importance of This Study 273 CITED RESOURCES 277 VITA 305 vi LIST OF TABLES TABLE PAGE L Comparing Schools Based on Language 173 III Nationality of Teachers 176 rV. Public School Enrollment by Nationality 241 vii LIST OF FIGURES FIGURES PAGE 1. Lahainaluna High School (1839) 99 2. Hilo Boys' Boarding School (1840) 112 3. Wailuku Female Seminary (1839) 123 4. Royal School (1839) 129 5. Punahou School/'Oahu College (1854) 135 6. Wailua Female Seminary (1870) 191 7. Kawaiaha'o Female Seminary (1867) 195 8. Kohala Female Seminary (1890) 204 9. Maunaolu Female Seminary (1900) 208 10. Kamehameha School for Boys (1911) 220 Vlll LIST OF ABBREVIATIONS ABCFM American Board of Commissioners for Foreign Missions HEA Hawaiian Evangelical Association HMCS Hawaiian Mission Children's Society SIM Sandwich Islands Mission ix GLOSSARY Ahupua'a - the great domains into which a chiefdom was divided ' Aina - sacred land 'ainoa - freedom to choose one's life style; preserving sovereignty 'aikapu - a religious system based on the concept of kapu ali'i - member of the chiefly class ali'i nui - high chief aloha - love aumakua - family deities descended from one of the major gods hanai - to feed or care for; to adopt hana mana - when a deity accomplishes wondrous miracles haole - foreigners; particularly white people hoike - public examinations of student progress ho'omalu - to protect ho'omana hou - declaring a new religion hula - dance hula halau - school for teaching the hula kahuna lapa'au - medical priest kane - man kaukau ali'i - the chiefly servers of ali'i nui kalaimoku - principal advisor of the mo'I kalo - taro; staple of food kapu - that which is forbidden or
Load more

Recommended publications
  • 1856 1877 1881 1888 1894 1900 1918 1932 Box 1-1 JOHANN FRIEDRICH HACKFELD
    M-307 JOHANNFRIEDRICH HACKFELD (1856- 1932) 1856 Bornin Germany; educated there and served in German Anny. 1877 Came to Hawaii, worked in uncle's business, H. Hackfeld & Company. 1881 Became partnerin company, alongwith Paul Isenberg andH. F. Glade. 1888 Visited in Germany; marriedJulia Berkenbusch; returnedto Hawaii. 1894 H.F. Glade leftcompany; J. F. Hackfeld and Paul Isenberg became sole ownersofH. Hackfeld& Company. 1900 Moved to Germany tolive due to Mrs. Hackfeld's health. Thereafter divided his time betweenGermany and Hawaii. After 1914, he visited Honolulu only threeor fourtimes. 1918 Assets and properties ofH. Hackfeld & Company seized by U.S. Governmentunder Alien PropertyAct. Varioussuits brought againstU. S. Governmentfor restitution. 1932 August 27, J. F. Hackfeld died, Bremen, Germany. Box 1-1 United States AttorneyGeneral Opinion No. 67, February 17, 1941. Executors ofJ. F. Hackfeld'sestate brought suit against the U. S. Governmentfor larger payment than was originallyallowed in restitution forHawaiian sugar properties expropriated in 1918 by Alien Property Act authority. This document is the opinion of Circuit Judge Swan in The U.S. Circuit Court of Appeals forthe Second Circuit, February 17, 1941. M-244 HAEHAW All (BARK) Box 1-1 Shipping articleson a whaling cruise, 1864 - 1865 Hawaiian shipping articles forBark Hae Hawaii, JohnHeppingstone, master, on a whaling cruise, December 19, 1864, until :the fall of 1865". M-305 HAIKUFRUIT AND PACKlNGCOMP ANY 1903 Haiku Fruitand Packing Company incorporated. 1904 Canneryand can making plant installed; initial pack was 1,400 cases. 1911 Bought out Pukalani Dairy and Pineapple Co (founded1907 at Pauwela) 1912 Hawaiian Pineapple Company bought controlof Haiku F & P Company 1918 Controlof Haiku F & P Company bought fromHawaiian Pineapple Company by hui of Maui men, headed by H.
    [Show full text]
  • A Brief History of the Hawaiian People
    0 A BRIEF HISTORY OP 'Ill& HAWAIIAN PEOPLE ff W. D. ALEXANDER PUBLISHED BY ORDER OF THE BOARD OF EDUCATION OF THE HAWAIIAN KINGDOM NEW YORK,: . CINCINNATI•:• CHICAGO AMERICAN BOOK C.OMPANY Digitized by Google ' .. HARVARD COLLEGELIBRAllY BEQUESTOF RCLANOBUr.ll,' , ,E DIXOII f,'.AY 19, 1936 0oPYBIGRT, 1891, BY AlilBIOAN BooK Co)[PA.NY. W. P. 2 1 Digit zed by Google \ PREFACE AT the request of the Board of Education, I have .fi. endeavored to write a simple and concise history of the Hawaiian people, which, it is hoped, may be useful to the teachers and higher classes in our schools. As there is, however, no book in existence that covers the whole ground, and as the earlier histories are entirely out of print, it has been deemed best to prepare not merely a school-book, but a history for the benefit of the general public. This book has been written in the intervals of a labo­ rious occupation, from the stand-point of a patriotic Hawaiian, for the young people of this country rather than for foreign readers. This fact will account for its local coloring, and for the prominence given to certain topics of local interest. Especial pains have been taken to supply the want of a correct account of the ancient civil polity and religion of the Hawaiian race. This history is not merely a compilation. It is based upon a careful study of the original authorities, the writer having had the use of the principal existing collections of Hawaiian manuscripts, and having examined the early archives of the government, as well as nearly all the existing materials in print.
    [Show full text]
  • Table 4. Hawaiian Newspaper Sources
    OCS Study BOEM 2017-022 A ‘Ikena I Kai (Seaward Viewsheds): Inventory of Terrestrial Properties for Assessment of Marine Viewsheds on the Main Eight Hawaiian Islands U.S. Department of the Interior Bureau of Ocean Energy Management Pacific OCS Region August 18, 2017 Cover image: Viewshed among the Hawaiian Islands. (Trisha Kehaulani Watson © 2014 All rights reserved) OCS Study BOEM 2017-022 Nā ‘Ikena I Kai (Seaward Viewsheds): Inventory of Terrestrial Properties for Assessment of Marine Viewsheds on the Eight Main Hawaiian Islands Authors T. Watson K. Ho‘omanawanui R. Thurman B. Thao K. Boyne Prepared under BOEM Interagency Agreement M13PG00018 By Honua Consulting 4348 Wai‘alae Avenue #254 Honolulu, Hawai‘i 96816 U.S. Department of the Interior Bureau of Ocean Energy Management Pacific OCS Region August 18, 2016 DISCLAIMER This study was funded, in part, by the US Department of the Interior, Bureau of Ocean Energy Management, Environmental Studies Program, Washington, DC, through Interagency Agreement Number M13PG00018 with the US Department of Commerce, National Oceanic and Atmospheric Administration, Office of National Marine Sanctuaries. This report has been technically reviewed by the ONMS and the Bureau of Ocean Energy Management (BOEM) and has been approved for publication. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the opinions or policies of the US Government, nor does mention of trade names or commercial products constitute endorsement or recommendation for use. REPORT AVAILABILITY To download a PDF file of this report, go to the US Department of the Interior, Bureau of Ocean Energy Management, Environmental Studies Program Information System website and search on OCS Study BOEM 2017-022.
    [Show full text]
  • The Royal School 1839-1850
    THE ROYAL SCHOOL 1839-1850 Linda K. Menton Included among the many portraits A similar letter was delivered and the mission voted to accept the and memorials which grace the walls directly to Amos Starr Cooke. Mr. chiefs' request with the following of Honolulu's historic KawaiaHa'o Cooke was a teacher, as was his wife conditions: Church is a large marble tablet Juliette Montague Cooke. They had . that they (the chiefs) will carry out dedicated to the memory of the arrived in the Sandwich Islands with their promise to Mr. Cooke's missionary couple: Amos Starr and the Eighth Company of missionaries satisfaction; namely to build a school Juliette Montague Cooke. Engraved in 1837.4 The letter read: house, sustain him in his authority over the scholars and afford him a in stone beneath their names are Honolulu June 1/39 support.8 those of the 16 royal children they Greetings to Mr. Cooke: taught at the Chiefs' Children's Here is our thought lo you that you With the acquiescence of the chiefs School. more commonly known as become teacher for our royal children. to these stipulations, Mr. and Mrs. The Royal School, an institution You are the one to teach them wisdom Cooke were released from the historian Ralph Kuykendall called and righteousness. This is our thought mission to take over their new " .. of outstanding importance in lo you. assignment. Mrs. Cooke immediately the history of the nation."• The (Signed) Kekauluohi Hoapiliwahine began to draw up plans for the school's alumni included the last five Hoapilikane Mataio' combination school and home where rulers of the Hawaiian Kingdom as Keohok;ilole he and his own family and 16 royal well as other men and women of children would reside for the next chiefly rank who played prominent The chiefs' proposal was debated ten years.
    [Show full text]
  • The Aliʻi, the Missionaries and Hawaiʻi
    The Aliʻi, the Missionaries and Hawaiʻi Hawaiian Mission Houses’ Strategic Plan themes note that the collaboration between Native Hawaiians and American Protestant missionaries resulted in the • The introduction of Christianity; • The development of a written Hawaiian language and establishment of schools that resulted in widespread literacy; • The promulgation of the concept of constitutional government; • The combination of Hawaiian with Western medicine, and • The evolution of a new and distinctive musical tradition (with harmony and choral singing). The Aliʻi, the Missionaries and Hawaiʻi The Aliʻi, the Missionaries and Hawaiʻi On October 23, 1819, the Pioneer Company of American Protestant missionaries from the northeast US, led by Hiram Bingham, set sail on the Thaddeus for the Hawaiian Islands. The Mission Prudential Committee in giving instructions to the pioneers of 1819 said: “Your mission is a mission of mercy, and your work is to be wholly a labor of love. … Your views are not to be limited to a low, narrow scale, but you are to open your hearts wide, and set your marks high. You are to aim at nothing short of covering these islands with fruitful fields, and pleasant dwellings and schools and churches, and of Christian civilization.” (The Friend) Over the course of a little over 40-years (1820-1863 - the “Missionary Period”,) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the American Board of Commissioners for Foreign Missions (ABCFM) in the Hawaiian Islands. Collaboration between native Hawaiians and the American Protestant missionaries resulted in, among other things, the introduction of Christianity, the creation of the Hawaiian written language, widespread literacy, the promulgation of the concept of constitutional government, making Western medicine available and the evolution of a new and distinctive musical tradition (with harmony and choral singing).
    [Show full text]
  • Voyages to Hawaii Before 1860
    Voyages to Hawaii before 1860 Voyages to Hawaii before 1860 A Record, Based on Historical Narratives in the Libraries of the Hawaiian Mission Children’s Society and The Hawaiian Historical Society, Extended to March 1860 BERNICE JUDD enlarged and edited by HELEN YONGE LIND THE UNIVERSITY PRESS OF HAWAII for HAWAIIAN MISSION CHILDREN’S SOCIETY Honolulu Open Access edition funded by the National En- dowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. Licensed under the terms of Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 In- ternational (CC BY-NC-ND 4.0), which permits readers to freely download and share the work in print or electronic format for non-commercial purposes, so long as credit is given to the au- thor. Derivative works and commercial uses require permission from the publisher. For details, see https://creativecommons.org/licenses/by-nc-nd/4.0/. The Cre- ative Commons license described above does not apply to any material that is separately copyrighted. Open Access ISBNs: 9780824883928 (PDF) 9780824883935 (EPUB) This version created: 5 September, 2019 Please visit www.hawaiiopen.org for more Open Access works from University of Hawai‘i Press. This edition is a revision of that originally published in 1929 by the Hawaiian Mission Children’s Society. Copyright © 1974 by The University Press of Hawaii All rights reserved IN MEMORY OF BERNICE JUDD The earlier edition of this book, published in 1929, was written by Bernice Judd. She kept two interleaved copies in which she noted further entries during her thirty-three years’ work in the Hawaiian Mission Children’s Society library.
    [Show full text]
  • Chiefs-Childrens-School-Hale-Kula
    Hale Kula Ali‘i Hale Kula Ali‘i, the Chiefs’ Children’s School (later called the Royal School), was created by King Kamehameha III; the main goal of this school was to groom the next generation of the highest-ranking chief's children of the realm and secure their positions for Hawaii's Kingdom. Seven families were eligible under succession laws stated in the 1840 Constitution of the Kingdom of Hawai‘i; Kamehameha III called on seven boys and seven girls of his family to board in the Chief’s Children’s School. In 1839, King Kamehameha III, Hoapili and Kekāuluohi (mother of William Charles Lunalilo, who became the Kuhina Nui or regent of the Hawaiian Kingdom) signed a letter asking missionaries to run the Chiefs’ Children’s School. (The letter (in Hawaiian) is on the following page.) It translates to: Greetings to all of you, the teachers, Heed this all of you, all teachers. We are asking for Mr. Cooke to be a teacher for our chiefly children. He will be the instructor for the royal children. Also Dr. Judd, to take care of the chiefly children. For we are securing Dr. Judd for the good of the children and to resolve any difficulties between us and all of you. Kamehameha III Hoapili Kekāuluohi In a missionary general meeting, “This subject was fully considered in connection with an application of the chiefs requesting the services of Mr. Cooke, as a teacher for their children; and it was voted, That the mission comply with their request, provided they will carry out their promise to Mr.
    [Show full text]
  • Punahou School
    Resolved: 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 to Him to build it up, cherish it, and make it a blessing to the church and the world. Resolution Passed at the General Meeting of the Sandwich Islands Mission, held from May 12, till June 8, 1841 – forming what later became known as Punahou School. Punahou School On July 11, 1842, fifteen children met for the first time at Punahou School. By the end of that first year, 34- children from the Sandwich Islands and Oregon missions were enrolled; only one over 12-years old. Today, Punahou is the oldest independent school west of the Mississippi River. With 3,750 students, it is the largest single-campus private school in America. All of its graduates go on to college, with over 90- percent going to the continent for further schooling. (Scott, Punahou) Let’s look at how it got there. The story of Punahou tracks its foundation, beginning in 1808, when young ʻŌpūkahaʻia, a native Hawaiian training under his uncle to be a kahuna (priest) at Hikiʻau Heiau in Kealakekua Bay, boarded a Western ship there and sailed to the continent. On board, he developed a friendship with a Christian sailor who, using the Bible, began teaching ʻŌpūkahaʻia how to read and write. Once landed, he traveled throughout New England and continued to learn and study. At that time, the US was swept by religious revivalism and many people were converted in the wake of the newly-born religious fervor.
    [Show full text]
  • Men of Hawaii" to the Public a Public Considerably Wider Than the Bounds of - - the Territory Its Editors and Publishers Have a Two- Fold Purpose
    1AWAB BEflNQ A LIBRARY, COMPLETE AND AUTHENTBC, OF THE MEH OF IEVEM EDITED BY JOHN WILLIAM SIDDALL PUBLISHED BY HONOLULU STAR-BULLETIN, LIMITED TERRITORY OF HAWAII 1917 t -> ' 87427V T % ' - > * COPYRIGHT. 1917 HONOLULU STAR-BULLETIN, LTD. HONOLULU. HAWAII N PRESENTING "Men of Hawaii" to the public a public considerably wider than the bounds of - - the Territory its editors and publishers have a two- fold purpose. First, the book is a standard reference work, compre- hensive, complete and authoritative. It is a publication compiled with a care and a system of collecting information which in- sures its accuracy and insures also that justice is done to its subject. It is a reference volume presenting biographically pertinent facts about the men of Hawaii who lead in their respective fields. In general these fields are the business or commercial, the professional, the educational, the religious and the scientific covering all activities which in Hawaii have brought its men to the front as potent and constructive factors in their communities. Secondly, the book is a series of milestones of achieve- ments. It has been truly said that the progress of any gener- ation, of any century, of any country, of any nation may be measured by the biographies of its men. In Hawaii this is true today as in ancient Greece, medieval Rome, modern France, or England, or the mainland United States. Hawaii is a modern American community with its roots far back in the past. Here the primitive life of Polynesia has been moulded and modified by the influx of many races, bloods and languages.
    [Show full text]
  • The Life and Legacy of Ioane Kaneiakama Papa ʻīʻī
    FACING THE SPEARS OF CHANGE: THE LIFE AND LEGACY OF IOANE KANEIAKAMA PAPA ʻĪʻĪ A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH DECEMBER 2014 By Marie Alohalani Brown Dissertation Committee: Craig Howes, Chairperson Cristina Bacchilega Kuʻualoha Hoʻomanawanui Jeffrey Kapali Lyon M. Puakea Nogelmeier DEDICATION In memory of Alton R. Brown and Steven Y. Kimura. ii ACKNOWLEDGEMENTS This journey, which has ended with a doctoral degree after eleven years and three months of being a student, began long before I decided, at forty-two, to enroll as a freshman in the University of Hawaiʻi System. Looking back, I can now clearly see the path that led me to this point. Along the way I was guided, protected, assisted, and inspired by ka poʻe akua, poʻe ʻaumākua, ka poʻe kūpuna, my ʻohana, my children, my friends, my kumu, and my students. As a Kanaka Maoli, I am deeply motivated by aloha and mahalo for the ʻāina, my kūpuna, and my fellow Kānaka Maoli—past and present. They have been at the forefront of my mind in any intellectual efforts I have produced, and will continue to inspire my future research. To all the intellectuals whose efforts have paved the way for my own, and whose works have influenced me, I am beholden. A special thanks to my dissertation chair Craig Howes whose tireless efforts have made me a better scholar. Three of my committee members are long-time mentors, Puakea Nogelmeier, kuʻualoha hoʻomanawanui, and Cristina Bacchilega, and I am eternally indebted to them.
    [Show full text]
  • King David Kalākaua November 16, 1832, Marked the Birthday of David
    King David Kalākaua November 16, 1832, marked the birthday of David La‘amea Kamanakapu‘u Mahinulani Naloia‘ehuokalani Lumialani, the son of high chief Caesar Kapa‘akea and high chiefess Ane Keohokālole. His younger sisters were Lili‘uokalani, the last sovereign ruler of the independent Hawaiian Nation, and Likelike, the mother of Princess Ka‘iulani. Kalākaua was educated at the Chiefs’ Children’s School in Honolulu, now known as Royal School, and was later privately tutored in military training, serving as a member of the Kingdom’s militia at a young age. He also studied law with a tutor and was admitted to the Bar in the Kingdom. His legal background helped Kalākaua serve as the Kingdom’s first Postmaster General. When Kamehameha V died in 1872 without naming a successor, the Constitution of the Kingdom gave the Legislature the power to elect a new ruler. In 1873, William Charles Lunalilo was elected King instead of Kalākaua, his opponent. When Lunalilo died a year later, the Legislature chose Kalākaua over his opponent Queen Emma, wife of the late Alexander Liholiho, Kamehameha IV, by a vote of 39 to 6. Shortly after Kalākaua was elected King in 1874 at the age of 37, there was a riot in Honolulu by the supporters of Queen Emma. There were several important firsts during Kalākaua’s seventeen-year reign as a monarch. He was the first king to circumnavigate the globe, visiting many nations in Asia and Europe and strengthening Hawai‘i’s diplomatic ties internationally. He used his travels to increase his own knowledge and understanding of other countries.
    [Show full text]
  • News from Molokai
    News from Molokai News from Molokai Letters between Peter Kaeo & Queen Emma 1873-1876 Edited with Introduction and Notes by Alfons L. Korn The University Press of Hawaii • Honolulu The photographs of Peter Kaeo and Queen Emma, and Emma’s letter to Peter of May io, 1876, are reproduced herein by permission of the Bernice P. Bishop Museum. Peter’s letter to Emma of July 7, 1874, is reproduced herein by courtesy of the Archives of the State of Hawaii. The pen-and-ink drawing, Honolulu Harbor, 1871, by Alfred Clint is reproduced on the endsheets by courtesy of The Hawaiian Historical Society. Copyright © 1976 by The University Press of Hawaii All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without permission in writing from the publisher. Manufactured in the United States of America Composition by Asco Trade Typesetting Limited, Hong Kong Book and jacket design by Steve Reoutt Library of Congress Cataloging in Publication Data Kaeo, Peter, 1836-1880. News from Molokai, letters between Peter Kaeo and Queen Emma, 1873-1876. Includes bibliographical references and index. 1. Kaeo, Peter, 1836-1880. 2. Emma, consort of Kamehameha IV, King of the Hawaiian Islands, 1836- 1885. I. Emma, consort of Kamehameha IV, King of the Hawaiian Islands, 1836-1885, joint author. II. Korn, AlfonsL. III. Title. DU627.17.K28A44 996.9'02'0922 76-16823 ISBN 0-8248-0399-X To Laura Contents Preface ix Introduction xi THE CORRESPONDENCE Part One.
    [Show full text]