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This kakau is named Halaloa and it sits on my left shoulder. Many distinct ideas come forth: one is the enduring breath of the sun. The sun, la, her-alds change, growth, and transformation. Ha, breath, is the fundamental animating principle of life that connects us to our mystical origins. Halaloa also holds the image of hala, of death, of change, of stripping away. Inside the circle there are two main images: a wave and a koru, or fern. It represents ocean and earth—elemental forms. There is an outside, exterior knowing, and then there is an inside, interior one. The koru represents our evolution as humans. The five lines around Halaloa represent healing. I believe it is time to heal. Heal ourselves, heal others, heal this world....

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Ke welina mai nei. I wanted to spend a few moments with you before you dip into the muliwai—where sea water meets fresh; where theory meets practice. There is life there. As with the ideas you are about to read. They serve as a threshold into which I am now entered—a new seeing of the world that is wider than ever imagined. It began by listening to our people. I learned of our distinctness. Our Light. Our commonality with the world. Because I am a philosopher by passion, it was named epistemology. It was a word I did not fully understand because there was nothing dimensional about the term. Nothing. But this is no longer the case. It is now fully dimensioned in every single moment of my day....

Table of Contents Details
Hawaiian Culture: Alive, Relevant and Ready. 4 -- A New Standard in Hawaiian Education. 7 -- Developing Our Human Potential. 11 -- Missionary Influence on Hawai?i's Educational Philosophy. 20 -- John Dewey and Hawaiian Aesthetics. 30 -- An Outward Bound Paper. 36 -- To Set Right—Ho?oponopono: A Native Hawaiian Way of Peacemaking.. 42 -- The Role of History, Intention and Function: More Thoughts on Hawaiian Epistemology. 52 -- Hawaiian Hermeneutics and the Triangulation of Meaning: Gross, Subde, Causal. 60 -- (Unedited Doctoral Thesis). 76 -- References. 210 -- Hawaiian Language Glossary. 234 -- English Language Glossary/Philosophy Definitions. 236 --...

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More than any other black leader, H. Rap Brown (Imam Jamil Abdullah Al-Amin), chairman of the radical Black Power organization Student Nonviolent Coordinating Committee (SNCC), came to symbolize the ideology of black revolution. This autobiography—which was first published in 1969, went through seven printings and has long been unavailable—chronicles the making of a revolutionary. It is much more than a personal history, however; it is a call to arms, an urgent message to the black community to be the vanguard force in the struggle of oppressed people. Forthright, sardonic, and shocking, this book is not only illuminating and dynamic but also a vitally important document that is essential to understanding the upheavals of the late 1960s. University of Massachusetts professor Ekwueme Michael Thelwell has updated this edition, covering Brown’s decades of harassment by law enforcement agencies, his extraordinary transformation into an important Muslim leader, and his sensational trial....

Table of Contents Details
Foreword Page vii Introduction Page NA Body Page 1 Chapter 1 Page 1 Chapter 2 Page 13 Chapter 3 Page 33 Chapter 4 Page 47 Chapter 5 Page 55 Chapter 6 Page 65 Chapter 7 Page 75 Chapter 8 Page 81 Chapter 9 Page 91 Chapter 10 Page 99 Chapter 11 Page 109 Chapter 12 Page 133 ...

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Dollars and nonCents examines American monetary history, showing how paper currencies were deceptively made a legal tender (alongside gold and silver coin) in 1862 and cleverly upheld by the courts who were not exactly forthright with their rulings (necessitating a reading between the lines to understand them). Dollars and nonCents recommends a grain of gold as a market unit for accounting for the amount of gold, to begin transitioning away from the debt-based dollar which is destabilizing the United States....

Excerpt Details
Proponents of a legal tender paper currency occasionally point to the Constitution’s wording of the power “To coin Money” and claim that the word “Money” must include paper currency, since ‘money’ appears to be a word of greater meaning than that used in the same clause as it relates to “foreign Coin.” This is but a slight variation of the same argument which compares this power “To coin Money” in the Constitution with the wording used in the Ninth of the earlier Articles of Confederation (the articles under which the United States were joined together in common union before the Constitution was ratified), which stated, in part: “The United States in Congress assembled shall also have the sole and exclusive right and power of regulating the alloy and value of coin struck by their own authority, or by that of respective states…” These proponents of paper money correctly point out that no foreign paper currency can be made current as American money since only “foreign Coin” is specified and also that “regulating the alloy and value of coin struck” obviously restricts that older authority to ‘coin’ which could be ‘struck’ with an ‘a...

Table of Contents Details
Table of Contents Chapter 1. American Lawful Tender Money 1 Section 1. April 2, 1792 Coinage Act 1 Section 2. Standard Unit of Value 9 Section 3. Legal Tender Value — Weight & Purity 10 Section 4. Regulating the Value of Foreign Coinage 14 Section 5. Money - vs. - Coin 17 Section 6. June 28, 1834 Coinage Act 21 Chapter 2. Political Feuding 31 Section 1. The Banks of the United States 31 Section 2. The Independent Treasury 33 Chapter 3. Promise Money and the Courts 41 Section 1. Bronson v. Rodes, 74 U.S. 229 (1869) 41 Section 2. Hepburn v. Griswold, 75 U.S. 603 (1870) 42 Section 3. Legal Tender 43 Section 4. The Legal Tender Cases, 79 U.S. 457 (1871) 45 Section 5. Criminal Jurisdiction 48 Section 6. First Bank of the United States 54 Section 7. in all Cases whatsoever 57 Section 8. Electors 61 Section 9. Legislative Representation in States 62 Section 10. within the United States 65 Section 11. Presidential Elections 66 Section 12. The Legal Tender Cases (concurring opinion) 69 Section 13. Juilliard v. Greenman, 110 U.S. 421 (1884) 71 Section 14. Necessary and Proper-vs.-All Means Not...

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First published in 1933, the thesis of Dr. Woodson's book is that African-Americans of his day were being culturally indoctrinated, rather than taught, in American schools. This conditioning, he claims, causes African-Americans to become dependent and to seek out inferior places in the greater society of which they are a part. He challenges his readers to become autodidacts and to "do for themselves", regardless of what they were taught: History shows that it does not matter who is in power... those who have not learned to do for themselves and have to depend solely on others never obtain any more rights or privileges in the end than they did in the beginning....

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Introduction Forward Preface 1. The Seat of the Trouble...23 2. Houw We Missed the Mark...28 3. How We Drifted Away from the Truth...32 4. education Under Outside Control...37 5. The Failure to Learn to Make a Living...44 6. The Educated Negro Leaves the Masses...52 7. Dissension and Weakness...58 8. Professional Education Discouraged...65 9. Political Education Neglected...70 10. The Loss of Vision...77 11. The Need for Service Rather than Leadership...86 12. Hirelings in the Place of Public Servants...91 13. Understand the Negro...98 14. The New Program...105 15. Vocational Guidance...112 16. The New Type of Professional Man Required...121 17. Higher Strivings in the Service of the Country...126 18. The Study of the Negro...131 Appendix Index...

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It is with great humility and pride that I take pen in hand to submit the newest issue of Hulili to you. Even in this day and age of sophisticated technology and rapid pace, one of the most amazing and inspiring things about being human is the power of the spirit and the depth of connections that it brings, binding us to each other, to animate and inanimate life forms, to the past of our ancestors, and yet so vigorously to the future. From these connections come our values, and this fourth volume of Hulili speaks strongly about Hawaiian values. The writings carry clear messages about kuleana (responsibility), imi naauao (seeking knowledge), and the importance of olelo (language) and ohana (family). Our contributors voice the tremendous kuleana to revitalize the knowledge of our ancestors, using it to create a vision for our future as conveyed in the powerful moolelo (story) about the rebirth of voyaging in Hawaii, about the undeniable responsibility to care for our kupuna (elders), our iwi (bones), our wahi pana (sacred places), and about building the strength of our communities through the power of culture-based ed...

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Every journey begins with a dream, a vision that can unite others. When people come together around a set of shared values, they can achieve extraordinary things. It is true that every voyage has its share of hardships. Sometimes the challenges come from outside the community, and other times they come from within. Most often they come from inside ourselves, stemming from feelings of fear and inadequacy. We rely on our teachers and leaders to guide us through times of crisis, to inspire hope, and to point us toward new horizons. This essay pays tribute to the visionaries, teachers, and leaders of the Hawaiian voyaging movement. For me, these powerful teachers are Mau Piailug, Herb Kane, Eddie Aikau, and my greatest teacher, my father, Myron Thompson....

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A Hawaiian proverb says, “Ho ae ka ike heenalu i ka hokua o ka ale,” or “show your knowledge of surfing on the back of the wave. ” This saying suggests that talking about ones knowledge and skill is not enough; let it be proven (Olelo Noeau, 1013). As researchers, we like the process of discovery. We thrive on evidence. We design surveys and studies to find evidence that confirms our hunches. We want to test whether a certain theory is valid and meaningful. We want to identify relationships, show causality where possible, and grow and learn together from the growing evidence base of knowledge about our people. The 13 articles in Hulili Vol. 3 provide mounting evidence that Hawaiian perspectives matter, that Hawaiian language and knowledge systems are flourishing, and that Hawaiian identity and culture are central to Hawaiian well-being. From Hawaiian immersion classrooms in Keaau to creative writing workshops in Oregon, from the shorelines of Laie to the doctors office in Aotearoa, and from the courtrooms of Washington, DC to the puuhonua (place of refuge) in traditional Hawaii, these articles add to the evidence base tha...

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This is the hour of our remembering, of our putting those parts of ourselves that have been dismembered and disenfranchised back together again. It is only from this place of wholeness, our holiness, that we can dream once more. And when we dream, let it be of a Hawaii where our people are healthy and vibrant, where we no longer kill ourselves with despair and abuse. Let us dream a Hawaii, as Dr. Manu Meyer says, “where our children are inspired to make knowledge joyful.” And let us dream a Hawaii where our land and her resources are loved and properly cared for....

Table of Contents Details
The Hour of Remembering. 9 -- Elizabeth Kapuuwailani Lindsey-On Being Hawaiian. 19 -- Jonathan Osorio-Grounding Hawaiian Learners—and Teachers—-in Their Indigenous Identity. 27 -- Monica A. Kaimipono Kaiwi-Kaupapa Maori Research and Pakeha Social Science:-Epistemological Tensions in a Study of Maori Health. 41 -- Fiona Cram, Tim McCreanor, Linda Tuhiwai Smith,-Ray Nairn, and Wayne Johnstone-Civil Rights and Wrongs: Understanding Doe v. Kamehameha Schools. 69 -- Trisha Kehaulani Watson-Family and Society-The Roles of Family Obligation and Parenting Practices-in Explaining the Well-Being of Native Hawaiian Adolescents-Living in Poverty. 103 -- Barbara D. DeBaryshe, Sylvia Yuen,-Lana N. Nakamura, and Ivette Rodriguez Stern-The Application of Terror Management Theory to-Native Hawaiian Well-Being. 127 -- A. Kuulei Serna-Education-“For the Interest of the Hawaiians Themselves”:-Reclaiming the Benefits of Hawaiian-Medium Education. 153 -- William H. Wilson and Kauanoe Kamana-Makawalu: Standards, Curriculum, and Assessment-for Literature through an Indigenous Perspective. 183 -- Monica A. Kaimipono Kaiwi and Walter Kahumoku III-Malama na L...

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The year 2005 has been a pivotal time for Native Hawaiians. As a community, we have come together with a heightened purpose and passion for what it means to be an indigenous people. This is critical in light of persistent legal threats to Hawaiian institutions such as Kamehameha Schools, the Office of Hawaiian Affairs, and the Department of Hawaiian Home Lands. As Hawaiian issues gain momentum locally and nationally, one thing is clear: The Hawaiian voice matters, and that voice is growing. Understanding and amplifying the native voice is a central objective of Hulili: Multidisciplinary Research on Hawaiian Well-Being. This second volume of Hulili(bridge or ladder) brings together ancestral knowledge of the past and current issues that affect Hawaiians today. We lead off with the manao (ideas, thoughts) of Pualani Kanahele and Kekuni Blaisdell, shared at the 2004 Research Conference on Hawaiian Well-Being held at the Kamehameha Schools Hawai’i Campus. Other articles from emerging and established voices take readers through a spiritually and intellectually challenging terrain that goes from the sunrise at Kumukahi to the heig...

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Kanaka means human being. Maoli means true, real, genuine. We have relearned that it also means to come from the aina, the land, and to return to the aina. Aka (yet), aina is more than lepo, the soil, for aina means “that which feeds. ” No laila, aina is Papa, our Earth Mother, including wai (all waters), kai (all seas), Ka Moananui (Oceania), and beyond. Aina is also Wakea, our Sky Father, ea (air), lani (all heavens, all suns, all moons and all stars), and beyond. Our oldest and longest mele (poetic composition; song), He Kumulipo, also tells us that from the mating of these dual primordial forces, Papa and Wakea, come everything in our sacred cosmos. Since we all have the same parents, we are all ohana (family). Since Papa and Wakea are living, everything is living, conscious, and communicating. We include the wind, rain, light, shadows, rocks, fire, and sounds. We have relearned that all of the natural elements are laa (sacred). No laila, we cannot destroy, degrade, contaminate, pollute, and waste. We must protect, conserve, preserve, restore, and sustain our laa environment for all hanauna (generations) to come. * ...

Table of Contents Details
I Hea Na Kanaka Maoli Whither the Hawaiians-Kekuni Blaisdell. 9 -- I Am This Land and This Land Is Me -Pualani Kanahele. 21 -- Issues and Processes in Indigenous Research -Peter Mataira, Jon K. Matsuoka, and Paula T. Morelli. 35 -- The Moolelo (Story) of Teachers Learning and Teaching Hawaiian-Culture and Space Science: New Opportunities Through Minority-Initiatives in Space Science (NOMISS)-Alice Kawakami and Nani Pai. 47 -- Family and Society-Reflections of an "Always Already" Failing Native Hawaiian Mother: Deconstructing Colonial Discourses on Indigenous-Child-Rearing and Early Childhood Education-Julie Kaomea-. 77 -- A Profile of Hawaiian and Non-Hawaiian Women Incarcerated in a Community Residential Transition Program-Sylvia Yuen, Allison Hu, and John Engel. 97 -- Perceptions of Family and Health Support Services for Native Hawaiian Children and Families: Findings from Community Evaluations -Marika N. Ripke, Kana Taniguchi, and Kanani Aton. 113 -- Education-Through One Lens: Sources of Spiritual Influence at Kamakakuokalani Kanalu G. Terry Young. 135 -- Making Meaning: Connecting School to Hawaiian Students’ Lives -Lois A. Y...

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vs Paahana (Pages 1-8) -- Chap. 2 Kake vs Horton (Pages 9-20) -- Chap. 3 Kuikahi vs Kaopua (Pages 21-24) -- Chap. 4 Smyth vs Hegarty (Pages 25-26) -- Chap. 5 Ka Moi vs Tong Lee (Pages 27-39) Chap. 6 Kuhina Kalaiaina vs Hackfeld ma (Pages 40-41) -- Chap. 7 Cummins vs Sumner (Pages 42-52) -- Chap. 8 McCarthy, ma ka hihia o (Pages 53-74) -- Chap. 9 Avery vs Cyphrenes (Pages 75-89) -- Chap. 10 Ka Moi vs Eser (Pages 90-93) -- Chap. 11 Ka Moi vs Bradley (Pages 94-97) -- Chap. 12 Ka Moi vs Paakaula Ma (Pages 98-111) -- Chap. 13 Luka vs Poohina (Pages 112-114) -- Chap. 14 Kamalu vs Lovell (Pages 115-120) Chap. 15 Kekuewa vs Kuau (Pages 121-127) Chap. 16 Ka Moi vs Parish Ma (Pages 128-132) -- Chap. 17 Liudsey vs Kainana (Pages 133-143) -- Chap. 18 McKeague vs Helen (Pages 144-145) -- Chap. 19 Kaaihue vs Crabbe (Pages 146-158) -- Chap. 20 Paa vs Richardson (Pages 159-166) Chap. 21 Rego vs Mahoe (Pages 167-170) -- Chap. 22 Papa Hoopaelimahana vs Sousa (Pages 171-172) Chap. 23 Stone vs Allen (Pages 173-174)...

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As these proud and once-prosperous United States of America continue in tragic decline, Mark Evanston leaps back into action in the third and final installment of the Bald Justice series, Bare Liberty. Working with his colleagues at the Patriot Corps, Mark continues on with his Patriot Quest to eliminate government tyranny, once and for all. Mark routs out evil where it lurks most prevalently, within our monetary system which was cleverly separated from the gold and silver coin which is otherwise required by our U.S. Constitution. By understanding precisely how our government is able to ignore the Constitution with impunity, Mark soon devises his proposed cure, his Once and For All Amendment. Bare Liberty provides the solid rationale for proposing and ratifying a new constitutional amendment in story form, to close the constitutional loophole which has always allowed government to act in all cases whatsoever, to act everywhere except where they are expressly prohibited from acting. By Building Awareness of Republican Knowledge, the Patriot Corps is able to help Restore Our American Republic. By individually learning to B.A.R.K...

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“I have to admit, my first killing shocked me,” Terry admitted. “Not because it was so hard, but actually because it was so easy and even more so because it was thrilling. Total dominion over someone else is very intoxicating, so much better than alcohol, drugs, or even sex. Actually, it was even better killing someone who had willingly just given me great sex only hours earlier, who now welcomed me back, only for me to then kill her.” “Your first killing?” Mark was able to get out, before figuring out that Terry must have also killed Stan Bogelman and Mike Holladay. “I can see you now realize that I also killed Stan and Mike, as well as your sex double Art Black down in California, after your investigators began closing in on him,” Terry offered. “And now I see you finally understand that I’m telling you all this so I can get a bigger thrill out of killing you next.” Mark had no time to try and process that information, but simply react, more aggressively than he had ever acted in his lifetime. Mark sprinted the few yards toward Terry with all the speed and determination he could possible muster, but Terry was easily able t...

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Base Tyranny is the second book in a fiction series (following Bald Justice), looking at our monetary history of gold and silver coin, transitioning into legal tender paper currencies....

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Gordon Radcliff’s plan was ironically rooted in America’s extensive seacoast defense system. On March 17, 1861, two weeks after the necessary two-thirds of Congress had sent the proposed 13th Amendment to the States for ratification and a week after the Confederate States of America approved emitting bills of credit directly, Gordon Radcliff attended a family reunion and dinner. Originally Gordon had planned to skip the reunion, so he could continue to concentrate on his work, to come up with some plan to move things forward. It was only after the ever-persistent nagging by his mother that he dutifully decided at the last minute to attend the function. If his mother only knew the ultimate cost of that nagging, she would have never enticed her son to attend. If she knew then the devastation her son would help instigate and his ‘reward’ for bringing it to his mentor’s attention, she would have taken far more drastic action than simply avoid nagging her son. After dinner, Gordon patiently listened, along with several other family members, to his patriotic cousin ramble on continuously about his second year of engineering s...

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There is no way to assess an ET agenda without first grasping the covert human agenda. We cannot discern what is real and what is Memorex – what is ET and what is pseudo-ET disinformation, unless we penetrate the halls of smoke and mirrors that is the vast shadow government’s propaganda machine....

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Connecting the 1960s Counter Culture movement to the US Intelligence Community and proving that the US Intelligence Community started the 1960s Counter Culture movement to control and then destroy it. ...

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meanwhile ... our story begins ... Elsewhere in the world in those early months of 1965, a new ‘scene’ is just beginning to take shape in the city of Los Angeles. In a geographically and socially isolated community known as Laurel Canyon – a heavily wooded, rustic, serene, yet vaguely ominous slice of LA nestled in the hills that separate the Los Angeles basin from the San Fernando Valley – musicians, singers and songwriters suddenly begin to gather as though summoned there by some unseen Pied Piper. Within months, the ‘hippie/flower child’ movement will be given birth there, along with the new style of music that will provide the soundtrack for the tumultuous second half of the 1960s. An uncanny number of rock music superstars will emerge from Laurel Canyon beginning in the mid-1960s and carrying through the decade of the 1970s. The first to drop an album will be The Byrds, whose biggest star will prove to be David Crosby. The band’s debut effort, “Mr. Tambourine Man,” will be released on the Summer Solstice of 1965. It will quickly be followed by releases from the John Phillips-led Mamas and the Papas (“If You Can Believe Y...

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A compilation of literary works, poems, letters, and speeches on resistance and revolution.

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A Voice from Harper's Ferry by Osborne P. Anderson (1861) The Battle of the Little Bighorn, Narrated by an Indian Who Fought in It by Two Moons (1876) The Omaha Platform of the People's Party of America (1892) "Agitation—The Greatest Factor for Progress" by Mother Jones (1903) Manifesto and Preamble of the Industrial Workers of the World (1905 and 1908) The General Strike by "Big Bill" Haywood (1911) "Proclamation of the Striking Textile Workers of Lawrence" (1912) I Incite This Meeting to Rebellion by Emmeline Pankhurst (1912) When Civil War is Waged by Women by Emmeline Pankhurst (1913) A Historical Survey of Organizations of the Left Among the Chinese in America by H. M. Lai (1972) The Six Pamphlets of the White Rose Society (1942/3) The Port Huron Statement by the Students for a Democratic Society (1962) The League of Revolutionary Black Workers: A Historical Study by A. Muhammad Ahmad The Freedom Schools: Concept And Organization by Staughton Lynd (1965) Black Panther Party Platform, Program, and Rules (1966) The Radical Education Project: An Introduction And An Invitation (1966) Refugees from Amerika: A Gay M...

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President Franklin D. Roosevelt’s gold confiscation of April 5, 1933 was tough on private citizens, but even tougher on coins. Confiscated gold coins, sacrificed in pits of fire, were melted and cast into gold bars to serve at the feet of their mortal enemy, paper currency. Then, it was silver’s turn at the axe in 1965, as President Lyndon B. Johnson’s substituted silver with copper and nickel as would a common counterfeiter. For another 50 years, gold and silver meekly accepted whatever came their way, a natural outgrowth of their age-old Supreme Mandate of “Non-Interference” with the human world. But, thousands of years of principled monetary action may not be so easily extinguished, and once revived in spirit, spreads like wildfire. With two historical gold coins helping lead the way, growing numbers of young commemorative and bullion coins began throwing caution to the wind, discarding the plastic shells they received as parting gifts from the mint, to go “Freewheeling.” Daring to face the world without their protective gear, the young coins quickly realize they are individuals, all with their own hopes, dreams, wishes a...

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In 1944 a young man from Nahant, Massachusetts, experienced World War II as an unsung corporal assigned to an unheralded unit near an obscure English village. Few history books recall his war. But he and his unit personified a brand of service—seldom newsworthy, often tedious, always selfless—that underpinned Allied victory. This man was my father. This research paper is his unit’s story....

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DISCLAIMER . . . . . . . . . . . . . . . . . . . . . . . ii ABOUT THE AUTHOR . . . . . . . . . . . . . . . . .vii ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . ix 1 INTRODUCTION . . . . . . . . . . . . . . . . . . . 1 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 2 EDUCATION, TRAINING, AND EXPERIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3 LEADERSHIP COMPETENCIES . . . . . . . . . .13 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 4 LEADERSHIP ACTIONS: THE HUMP AIRLIFT OPERATION . . . . . . . . . . . . . . . . .27 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 5 LEADERSHIP ACTIONS: THE BERLIN AIRLIFT . . . . . . . . . . . . . . . . . . . . . . . . . 41 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 6 SUMMARY AND CRITIQUE . . . . . . . . . . . .57 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 65 Illustrations Figure Page 1 Air Force Leadership Framework (Proposed) . . . . . . . . . ...

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This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students' reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

Excerpt Details
"Her love for the young was great, and it was a pretty sight to see her surrounded by a group of children to whose pleasure she was ministering." Perhaps no other single sentence portrays Pauahi so accurately and so completely as this remembrance of her, published at the time of her death. It captures the essence of the princess and her legacy: love, children, service. What a beautiful experience to have been in the company of the princess and to have known her in person! May the young readers for whom this book was written be drawn closer to Pauahi. May readers both young and old be inspired to follow her example of service to all....

Table of Contents Details
Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- A Princess of Hawaii. 3 -- A School for Royal Children. 18 -- A Gifted Pupil. 30 -- Deeply in Love. 47 -- Of Service to All. 55 -- "No, no! Not me!". 64 -- To Faraway Places. 66 -- Cousin Ruth Keelikolani. 70 -- "Aloha, Pauahi!". 74 -- Legacy of a Princess. 80 -- Bibliography. 89 --...

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This book is one of a series written for Kamehameha Schools Intermediate Reading Program (KSIRP) students. They are designed to increase students' reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. The books are written by KSIRP staff in an effort to provide young readers with culturally relevant materials in language arts and Hawaiian studies. The authors are pleased that the books have been well received by both educational and general audiences. The books are being translated from their original English into Hawaiian through the efforts of the staff of the Hawaiian Studies Institute (HSI). Both KSIRP and HSI are Community Education Division programs of Kamehameha Schools Bernice Pauahi Bishop Estate. KSIRP is operated in collaboration with the State of Hawaii Department of Education at several intermediate schools throughout the state....

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Hawaii existed as a unified nation for eighty-three years, from 1810 to 1893, closing with the overthrow of Queen Liliuokalani. Two dynasties ruled, the Kamehameha dynasty and the Kalakaua dynasty. A dynasty is a series of rulers who belong to the same family. The first sovereign was Kamehameha the Great, the founder of the kingdom. The second and third sovereigns were Kamehameha's sons, Liholiho (Kamehameha II) and Kauikeaouli (Kamehameha III). They were followed by Kamehameha's grandsons, Alexander Liholiho (Kamehameha IV) and Lot Kapuaiwa (Kamehameha V)....

Table of Contents Details
Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- A Royal Birth. 4 -- The Chiefs' Children's School. 7 -- The Prince and the Princess. 14 -- The Trip Abroad. 18 -- Government Positions. 25 -- The Prince Becomes King. 27 -- "Last Great Chief of the Olden Type". 29 -- Changing the Constitution of 1852. 33 -- The Constitution of 1864. 38 -- Preference for Britain. 41 -- Opposed to Annexation. 45 -- The Sugar Industry. 48 -- No Reciprocity Treaty. 52 -- Other Products to Export. 55 -- Hawaiian Population Decreases. 57 -- Workers from China and Japan. 64 -- Natural Disasters. 68 -- Buildings for Honolulu. 73 -- Kamehameha V's Social Life. 79 -- Country Homes. 81 -- Kamehameha Day. 85 -- The Royal Hawaiian Band. 88 -- The King's Last Years. 93 -- "God's Will Be Done!". 97 -- Aliiolani: A Name Chant. 99 -- Impressions of Kamehameha V. 100 -- Onipaa: Immovable, Firm. 107 -- Bibliography. 109 --...

Description Details
This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students' reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

Excerpt Details
"Her love for the young was great, and it was a pretty sight to see her surrounded by a group of children to whose pleasure she was ministering." Perhaps no other single sentence portrays Pauahi so accurately and so completely as this remembrance of her, published at the time of her death. It captures the essence of the princess and her legacy: love, children, service..What a beautiful experience to have been in the company of the princess and to have known her in person! May the young readers for whom this book was written be drawn closer to Pauahi. May readers both young and old be inspired to follow her example of service to all.....

Table of Contents Details
Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- A Princess of Hawai?i. 3 -- A School for Royal Children. 18 -- A Gifted Pupil. 30 -- Deeply in Love. 47 -- Of Service to All. 55 -- "No, no! Not me!". 64 -- To Faraway Places. 66 -- Cousin Ruth Ke?elikolani. 70 -- "Aloha, Pauahi!". 74 -- Legacy of a Princess. 80 -- Bibliography. 89 --...

Description Details
This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students’ reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

Excerpt Details
Kamehameha was born in secret and buried in secret. In between he lived a very public life of action, courage, wisdom and justice. He brought together the smaller separate island chiefdoms, uniting them into one great Hawaiian nation. Under his later leadership people lived peaceful and productive lives. Kamehameha the Great was written to tell young readers about the first ruler of all Hawai?i. It is based upon traditional and historical sources including writings by people who lived at that time and oral histories handed down over the last two centuries. Many questions remain and historical debate continues concerning specific events of Kamehameha’s life. No one now or in the future will ever know all the true details. This version contains selected highlights of commonly accepted accounts portraying events and personal characteristics which helped Kamehameha become known as the greatest of all Hawaiians....

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This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

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The year 1819 marked a turning point in the history of Hawaii. It was a time of great change for Hawaiians and the Hawaiian way of life. Kamehameha I died that year. Gone was the powerful monarch who had united the separate island chiefdoms into one Hawaiian kingdom. What would become of the kingdom Kamehameha I had founded and kept together since 1795 Would the son he had named as heir govern the kingdom as Kamehameha I had wished Liholiho, the son of Kamehameha I and Keopuolani, became Kamehameha II in 1819 and ruled until his death in 1824. Although his reign was short, Liholihos achievements would have a great impact on his beloved kingdom for years to come. Kamehameha II: Liholiho and the Impact of Change tells of the changes which took place during Liholihos reign. It explains how, in spite of changes and pressures, Liholiho took charge and maintained the kingdom established by his father, Kamehameha I....

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Preface. vii -- Acknowledgements. ix -- Introduction. 1 -- Heir to the Kingdom. 3 -- Passing of Kamehameha. 10 -- Liholiho becomes Kamehameha II. 15 -- "End the Kapu!". 21 -- Captain Louis de Frequcinet. 29 -- "The Sandalwood Trade". 32 -- The Whaling Industry. 40 -- Seven Major Changes. 49 -- The Kapu is Broken. 58 -- Kekuaokalani and the Battle at Kuamoo, Kona. 67 -- The Christian Missionaries. 78 -- From Kailua-Kona to Honolulu. 88 -- Visit to Kauai. 94 -- Liholiho, the Student. 99 -- Keopuolanis Final Words. 104 -- Three Major Concerns. 111 -- Visit to England. 117 -- First the Queen, Then the King. 125 -- Return to Hawaii. 129 -- The Legacy of Kamehameha II: Liholiho. 136 -- Okona Kai Opua I ka Lai. 144 -- Bibliography. 146 --...

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A huge portion of the military burden in support of these operations falls on the shoulders of the Mobility Air Forces (MAF). Lt Col Eileen M. Isola’s Leading Air Mobility Operations in Complex Humanitarian Emergencies provides just such an educational foundation for MAF war fighters charged with leading CHEs. She provides a superb synthesis of a dozen years of lessons learned from many resources and institutions, sifting through the tactical and operational lessons learned so as to focus her research into the most important tenets for strategic success in a CHE: build a team of teams, gather and share information (not “intelligence”), and establish centers for interagency success. She reviews key joint and service doctrine manuals, culling critical nuances that would likely be overlooked by war fighters new to the CHE environment, or rushed in a crisis deployment. Her cultural comparison of the military and nongovernmental organizations is insightful and valuable. Throughout her work Colonel Isola provides tangible, real examples from past operations of what worked and what did not—and why. The implications for the future are clear...

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Beginning with the traditional history of the great chief ‘Umi and ending with the death of Kamehameha III in 1854, this volume covers the rediscovery of the Hawaiian Islands by Captain James Cook, the consolidation of the Hawaiian Kingdom by Kamehameha I, the coming of the missionaries and the changes affecting the kingdom during the first half of the nineteenth century. Originally, this history was written by Kamakau in Hawaiian as a series of newspaper articles in the 1860s and 1870s. The English translation is primarily by Mary Kawena Pukui. It offers more than a record of past events. It presents a scholarly interpretation of those events by a Hawaiian historian writing for Hawaiians about their culture and disappearing customs. He lived at a time when access to first-hand information about the ancient culture was still available yet needed explanation because his Hawaiian audience was growing increasingly removed from its own cultural past. He wrote with a remarkable memory, a strong intellectual curiosity and a skill for turning a phrase. Samuel Manaiakalani Kamakau was born in 1815 on the island of O‘ahu and died in Honolu...

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The first article, dated December 16, 1920, was entitled “A Tale of Kekuhaupi‘o, the Famous Warrior of the Era of Kamehameha the Great (Written for the readers of Ka Hoku o Hawaii). ” The serial initially focuses on the story of Kekuhaupi‘o, an exceptionally strong and skillful Hawaiian warrior from Ke‘ei, South Kona. As with most noted warriors, he was a master in the ways of battle strategy and in understanding human nature in his enemies and allies alike. Kekuhaupi‘o advocated the importance of continued training to be always prepared for battle. He believed in heeding the omens of the gods of ancient Hawai‘i—spirits from whom victory or defeat was thought to spring. Kekuhaupi‘o was well versed in the many disciplines of Hawaiian warfare, particularly that of lua (a bone-breaking form of wrestling), and a master in the use of weaponry....

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The Young Kekuhaupi‘o. 1 -- A New Teacher. 3 -- The Ailolo Ceremony. 6 -- Luring the Niuhi Shark. 9 -- The Niuhi Shark: Methods of Capture. 11 -- Battling the Niuhi Shark. 13 -- Ailolo Offering and a Lua Contest. 15 -- Ikoi, the Tripping Club, and Delegate Kuhio. 18 -- Demonstrating Ikoi. 20 -- The Ikoi Contest and Return Home. 23 -- Birth of Kamehameha I. 25 -- Kekuhaupi‘o Becomes an Instructor. 28 -- Battle of Kalaeokailio, Kaupo. 30 -- Kalani‘opu‘u Again Takes War to Maui. 33 -- Kalani‘opu‘u Disregards his Kahuna. 35 -- Kekuhaupi‘o’s Adventure with Kamehameha on Maui. 38 -- Disaster at Kakanilua, Maui. 41 -- Slaughter on Maui. 44 -- Kiwala‘o Sent to Sue for Peace. 47 -- On Board Captain Cook’s Ship and the Thundering Cannon. 51 -- First Encounters with Europeans. 55 -- Kamehameha Sails with Cook. 59 -- Training for Battle in Kohala. 62 -- Kekuhaupi‘o Rebukes Kamehameha and Prepares for War. 65 -- Fighting at Hakalau. 68 -- Kekuhaupi‘o Kills Kaihe and Kamehameha Recalled to Kohala. 71 -- The Naha Stone. 75 -- Kamehameha Moves the Naha Stone. 79 -- Kalani‘opu‘u’s Bequests. 82 -- ‘Imakakoloa Sacrificed. 85 -- Kuka‘ilimoku Given to K...

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This volume is a collection of articles written by Frank A. Gardner, M. D., giving the organization and history of all the Massachusetts Regiments which took part in the war of the Revolution. They were published quarterly in The Massachusetts Magazine from 1908-1918. ...

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MAJOR GENERAL ARTEMAS WARD was born in Shrewsbury Nov. 26, 1727. He was the son of Col. Nahum & Martha (Howe) Ward. He graduated from Harvard in 1748. On Jan. 28, 1755, he was commissioned Captain of the First Company of militia of Shrewsbury and Major in the “3rd regiment of militia in the county of Middlesex and Worcester. . . whereof Abraham Williams, Esq. is Colonel.” Early in 1758 he was commissioned Major in the regiment of Col. Wm. Williams, raised “for the general invasion of Canada,” and took part in Abercrombie’s Ticonderoga campaign, being promoted to Lieut. Col. on July 3, 1758. On July 1, 1762 he became Colonel of the Third Regiment of militia of Middlesex and Worcester counties, continuing in its command until 1766. The episode of his removal is part of the political history of Massachusetts. It followed close upon his alignment against the prerogative party, in the political unrest fomented by the Stamp Act — and it was a summary action, put into effect without notice by the following communication delivered by a special mounted messenger: “Boston, June 30, 1766. To Artemas Ward, Esq. Sir— I am ordered ...

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Introduction: The Patriot Army at the Seige (sic) of Boston Chapter 1: Colonel John Glover’s Marblehead Regiment Chapter 2: Colonel William Prescott’s Regiment Chapter 3: Colonel Ephram Doolittle’s Regiment Chapter 4: Colonel Timothy Danielson’s Regiment Chapter 5: Colonel John Fellows’s Regiment Chapter 6: Colonel Ebenezer Bridge’s Regiment Chapter 7: Colonel Timothy Walker’s Regiment Chapter 8: Colonel Theophilus Cotton’s Regiment Chapter 9: Colonel James Frye’s Regiment Chapter 10: Colonel Ruggles Woodbridge’s Regiment Chapter 11: Colonel Thomas Gardner’s Regiment Chapter 12: Colonel Samuel Gerrish’s Regiment Chapter 13: General William Heath’s and Colonel John Greaton’s Regiments Chapter 14: Colonel Ebenezer Learned’s Regiment Chapter 15: Colonel Paul Dudley’s Regiment Chapter 16: Colonel John Mansfield’s Regiment Chapter 17: Colonel Asa Whitcomb’s Regiment Chapter 18: Colonel John Nixon’s Regiment Chapter 19: General John Thomas’s and Colonel John Bailey’s Regiments Chapter 20: Colonel John Paterson’s Regiment Chapter 21: General Artemas Ward’s and Colonel Jonathan Ward’s Regiments Chapter 22: Co...