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Don Juan Valera, during his embassy in Washington confront with cuban rebels and fall in love with the daughter of Bayard, the Secretary of State of president Cleveland....

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This second novel in the series follows young "Montana" to Fort Worth, Texas in 1886, where he hires on at a major cattle ranch and ultimately saves it from foreclosure. A good deal of the story involves his horse "Spirit" and his involvement in the early Texas State Fair races. This 203 page novel is suitable for young readers. Buy at www.callmemontana.com...

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This is the first novel in the series and introduces sixteen year old William Dean Ritter, aka "Montana." Two separate adventures take him from his Montana farm to a Wyoming cattle ranch, Dodge City, Kansas and Texas in his pursuit of the dream to become a cowboy. Along the way something unexpected happens - he becomes a man. The book also introduces Montana's famous horse "Spirit." The characters and plot lines harken back to the best of the western serials of the 40's and 50's, where morality, integrity and self reliance ruled the day. This 195 page novel is suitable for young readers. Buy at www.callmemontana.com...

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A summary of a convention of delegates in Virginia.

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The following piece was intended to convey to the late meeting of Delegates the sentiments of one of their body, whole personal attendance was prevented by an accidental illness. In it the sources of our present unhappy differences are traced with such faithful accuracy, and the opinions entertained by every free American expressed with such a manly firmness, that it must be pleading to the present, and must be useful to future ages....

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The Adventures of Huckleberry Finn was first printed in 1884, eight years after Mark Twain wrote The Adventures of Tom Sawyer. It starts up where the other story finished, and the two books together are believed to be the best that Mark Twain ever wrote. There are truths that Twain tries to get people to think about through this book. One is to make us laugh at some of the crazy things that we believe without any good reason to believe them; and the other is is to make us question the way that people thought about slaves at the time of the story, in America in the 1850s. This book has been written in easy-to-understand English, in order to help people learning English as a second language....

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He jumped up shouting, and the first thing the light showed was the snake coiled up for another jump at him.

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A journal on Florentin Smarandache's road trip to the western states in America.

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În statul… colorat Pe autostrada I 511 spre localitatea Ignacio. Intrăm în Colorado, statul „plin de culori” (conform adjectivului spaniol colorado/colorada = colorat/colorată). Galben de toamnă, grena, verde şters – pomii. Pompe automate de extras ţiţei. În Ignacio, vizităm galeria de artă „Dancing Spirit”. Drumul de la Durango la Silverton urcă în creierul munţilor. Vârfuri roşii de piatră. Nişte stânci au marginile drepte, de zici că-s tăiate cu cuţitul. Sculpturi naturale. Curcubeie de culori sunt frunzele... parcă un pictor dumnezeiesc a aruncat acuarele. The colorful state ... On Interstate 511 to Ignacio town. Going to Colorado, the "colorful" (according to the Spanish adjective colorado / Colorada = color / color). Yellow autumn, burgundy, green deleted - trees. Automatic pumps extract oil. In Ignacio, visit the art gallery "Dancing Spirit". The road from Durango to Silverton climb the mountains. Red Peaks Stone. Some rocks have straight edges to say that I was cut with a knife. Natural sculptures. Rainbow colors are the leaves ... Like a watercolor painter threw divine. ...

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Cuvânt înainte ............................................................ 7 O nouă recunoaştere internaţională .......................... 7 Fotojurnal În Vestul NeSălbatic ............................ 13 Lacul Navajo şi oraşul argintului ........................... 13 La Caltech, cu nemateria printre fizicieni .............. 23 Muzeul istoric Rex ................................................. 48 Valea Monumentelor din Statul Utah ..................... 52 Monumentul național El Morro .............................. 73 Casa cu păpuşi ........................................................ 80 New Mexico, sud .................................................... 83 Să vezi lupii .......................................................... 103 Deșert și canioane ................................................. 107 În loc de Postfaţă ................................................... 125 Perseverenţă ......................................................... 125 ...

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A brief history on America's Library of Congress.

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In 1961 the first edition of the English translation of Samuel Kamakau's Ruling Chiefs of Hawaii was published by Kamehameha Schools Press. Many contributed to make its publication possible. A group of Hawaiian scholars was first selected by the trustees of Bishop Museum to translate Kamakau's florid literary style into readable English. The group included Mary Kawena Pukui, Thomas G. Thrum, Lahilahi Webb, Emma Davidson Taylor, and John Wise. Mary Kawena Pukui then reviewed the entire translation, together with Martha Warren Beckwith, who added the footnotes. Dorothy Barrere and Caroline Curtis proofread the manuscript. The resulting book was an immediate success, and soon became a classic of Hawaiian history. Now, thirty years later, the book has long been out of print. Kamehameha Schools is happy to publish a new edition, with significant advantages over the former edition. While the original text has remained unchanged, the new edition combines the very limited original index with the extensive index and appendices prepared by Elspeth P. Sterling and originally published as a separate booklet by Bishop Museum Press. New photogra...

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Many famous chiefs, mentioned in Hawaiian history, were descended from Hana-laa-nui. The ruling chiefs (noho alii) of Hawaii were of that particular lineage (mookuauhau), and with additions from those of the other islands, the genealogy of Hawaii's chiefs and their ancestors was made complete. Umi-a-Liloa [that is, Umi-son-of-Liloa] was a famous chief, and the reason for his fame was that it was he who united all of the districts of Hawaii through wars. The kingdom became his because of his humbleness and because of the prowess of his adopted (hookama) sons and his care of the god Ku-kaili-moku. Umi was of lowly birth (lepo popolo) [on his maternal side], but he rose until the kingdom was his through his victories in battle. Liloa was a ruling chief, a sacred high chief (alii nui kapu). His father, Kiha-nui-lulu-moku, and ancestors were also ruling chiefs. His mother, Wai-o-lea, belonged to an Oahu family of chiefs and so did his grandmother, Neula, and great-grandmother, Laa-kapu. That chiefly family belonged to Ewa. Liloa's wife was named Pinea. She was from Ewa and Koolaupoko [Oahu], and was his mother's younger sister. They ha...

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The Story of Umi. 1 -- The Story of Kiha-a-Pii-lani. 22 -- The Story of Keawe-nui-a-Umi. 34 -- The Story of Lono-i-ka-makahiki. 47 -- Keawe's Reign. 64 -- Hawaii Under Alapai-nui. 66 -- Hawaii Under Ka-lani-opuu. 78 -- Captain Cook's Visit to Hawaii. 92 -- Events of Ka-lani-opuu's Time. 105 -- Kamehameha Wins Half Hawaii. 117 -- Ka-hahana Loses Oahu. 128 -- Kamehameha Wins All Hawaii. 142 -- Last Days of Ka-hekili. 159 -- Kamehameha's Conquest of Maui and Oahu. 168 -- Reminiscences of Kamehameha. 175 -- The Peaceful Transfer of Kauai to Kamehameha. 187 -- Death of Kamehameha. 200 -- Abolition of the Tabus Under Liholiho. 219 -- Hawaii Before Foreign Innovations. 229 -- Rule and Death of Liholiho. 246 -- The Childhood of Kau-i-ke-aouli, Kamehameha III. 259 -- The Career of Boki. 270 -- Kuini Liliha, 1830 to 1831. 297 -- Hawaii Under Ka-ahu-manu. 306 -- Roman Catholicism in Hawaii. 324 -- Premiership of Kinau. 334 -- Troubles Under the Premiership of. -- Miriam Ke-ka-ulu-ohi, 1839–1843. 350 -- A Constitutional Monarchy, 1839–1845. 366 -- Passing of the Chiefs. 379 -- Legislative Problems, 1845–1852. 396 -- Death of Kamehameha III. 4...

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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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"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....

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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)....

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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 --...

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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 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 --...

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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....

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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. * ...

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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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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....

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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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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 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...

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
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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The Bakersfield Californian objected to the barren site, and also to the twisting path from town - there were nearer and better camping places. Besides, it wrote, the “hot bend in the river" was no place to spend $20,000 of tax money. The Californian rallied the public to oppose the purchase, but the rival Bakersfield Morning Echo considered the old Barker property a fine place for a public park....

Excerpt Details
Park visitors were a diverse group. In May 1929, in late night and early morning hours, mixed-sex, nude bathing parties had been observed at the reservoir. Hart was incensed. He had labored to create a beautiful park for everyone, but he was prepared to protect it against criticism. He warned, "You can't quote me too strongly on this matter, I am going to have three deputy sheriffs on the lookout at the Kern River park, and if anyone, man or woman, is caught bathing in the lake at that time of the day or night without a bathing suit, he or she will be arrested. I don't care who these mixed couples are. I have given instructions they will be taken immediately and locked up in the county jail to await the due course of the law."...

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One Hundred Years at the Park