The Hawaiian language is alive and growing in influence. Hawaiian is now the primary language in many classrooms and other settings but there is still a great need to make Hawaiian more accessible to more learners. To address this need we have included basic Hawaiian words and phrases in the English translation of No ke Kumu Ulu. A Hawaiian language lesson sheet and glossary are also included at the back of this book to provide additional learning opportunities. Our hope is that readers will discover that learning Hawaiian can be fun and rewarding....

Kamehameha Schools considers the legends of old Hawai’i part of the heritage of these islands. For this reason and because they are good stories, enjoyable to us and to our visitors, we have published these books of legends. The first, Pikoi, contains legends of the island of Hawai’i. This book, the second, and Tales of the Menehune, the third, contain legends of the various islands. We feel sure that through reading these stories children and adults will grow a bit in understanding and appreciation of the civilization here before European explorers reached our shores....

The Water of Kane. 3 -- The Jealous Brothers. 3 -- The Voyage. 10 -- Aukele's Search. 14 -- Pakaa. 25 -- The Sail. 25 -- The Backbone of a Chief. 30 -- The Wind Gourd. 36 -- Companions in the Forest. 45 -- The Turtle in the Sweet-Potato Patch. 52 -- A Maiden from the Mu. 65 -- The Piper in the Sacred Valley. 73 -- The Rainbow Maiden of Waimea. 85 -- Kawelo of Kauai. 93 -- His Boyhood. 93 -- On Oahu. 98 -- The Conquest of Kauai. 107 -- Kauilani and the Sea Monster. 118 -- Aku Fishing with Palila. 127 -- How the Gods Made People. 133 -- The Sacred Breadfruit Tree. 136 -- Some Tricks of Kamapuaa. 138 -- Why Hilu Fish Are Striped. 144 -- The Sharks of Puuloa. 148 -- The Pipi of Puuloa. 154 -- Kaehu and the Man-Eater. 156 -- The Song of the Kapa Log. 158 -- Paalua and Kawelu. 163 -- The Kauila Trees of Mauna Loa. 173 -- Pepe and Nui. 177 -- The Mischievous Boy of Maui. 181 -- The Battle of the Owls. 188 -- The Boy Who Walked Backward. 190 -- The Punishment of Hua. 194 -- Kuula: God of Fishermen. 200 -- Glossary. 208 --...

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....

"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....

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 --...

The first edition of The Ahupuaa, published in 1979, was planned and developed by the Kamehameha Schools Hawaiian Studies Institute. It was the first publication undertaken by the institute, which was created in 1978 to consolidate the efforts of Hawaiian studies specialists from several Kamehameha programs. Kamehameha staff members Nuulani Atkins, Hooulu Cambra, Peter Galuteria, Donald D. Kilolani Mitchell, Gordon Piianaia, and Mahela Rosehill cooperated on research and writing. Their efforts were supplemented by Orpha Bernie, who provided clerical support; Fred Cachola, who authorized the project; Grady Wells, who coordinated printing; and Julie Williams, who created illustrations. The idea for this useful teaching text was inspired by a painting of an ahupuaa by Marilyn Kahalewai, who had been a graphic artist at Kamehameha. She painted a colorful picture of an ahupuaa which was used by Hawaiian Studies Institute staff as they visited schools throughout Hawaii. After becoming an independent artist and illustrator she was commissioned to paint a larger and more detailed version. The second painting, which measures four feet by s...

In the time of umi, son of the great chief Liloa, the Hawaiian islands were divided into political regions. The four mokupuni (larger islands) of Kauai, Oahu, Maui, and Hawaii were divided into moku (districts). The smaller islands of Molokai, Lanai and Kahoolawe became moku of Maui and Niihau a moku of Kauai. For ease in collecting annual tribute the moku were subdivided into ahupuaa, land sections that usually extended from the mountain summits down through fertile valleys to the outer edge of the reef in the sea....

This book is about a young child and his life living in Kaneohe, Oahu.

Kaneohe! Kaneohe! My home where I live. My aina where I live. My family. My ohana. My ohana dear. My mom and my dad. My kupuna, too.

The intimate connection between Hawaiians and aina (land) is the focus of two articles this year. In a piece that weaves together scholarly research and personal moolelo (storytelling), cultural beliefs about land, language, and community reveal strong implications for understanding Hawaiian well-being. Likewise, the importance of cultivating a strong sense of place among students and their families is emphasized within Ike Aina, a curriculum grounded in experiential learning and indigenous literacy. This year is a mixture of joy and nostalgia personally, because it is my last year as editor as I turn the reins over to Brandon Ledward, who has been a diligent team member working to produce volumes four and five of this journal. Dr. Ledward ensures strong continuity for the journal, with his doctorate in cultural anthro- pology from the University of Hawaii and his solid background in qualitative and quantitative research methods as part of the Research and Evaluation division at Kamehameha. We welcome his continued leadership and voice, along with Matthew Corry and Debra Tang, who have been critical team members supporting thi...

Molokai: Future of a Hawaiian Island This vision statement was created by numerous groups of the Molokai community and largely based on work from the generations before us. There are too many contributors to list, but on page 52, there is a hui of opio and makua who are instrumental in carrying forward the vision of this document, and they may be contacted for further information. In light of longstanding challenges to our aina (land), cultural tradi- tions, and lifestyle, community members joined together to articulate a vision for the future of Molokai. The process was innovative yet organic, bringing together individuals from different generations and with ike (knowledge) from a wide range of sources. The emerging document describes a desired state for the island, where the question of development is secondary to the promise to malama (protect and nurture) natural and cultural resources. Utilizing a community- based, holistic approach, “Molokai: Future of a Hawaiian Island” identifies critical needs and outlines specific steps to achieve change and sustainability....

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...

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....

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...

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....

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...

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...

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. * ...

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...

Welina mai! Welcome to the inaugural issue of Hulili, a multidisciplinary, peer-reviewed journal on Hawaiian well-being. The word hulili is defined as “ladder, bridge, as to scale a cliff or cross a gully” (Hawaiian Dictionary, Pukui & Elbert, 1986, p. 89). Our vision for Hulili is to create a multidisciplinary forum for current research that examines the nature, needs, and strengths of Hawaiians, their families, and their communities. We believe that through collaboration and critique, Hulili will foster new connections and shared insights and mobilize greater Hawaiian well-being. The seeds of this work were planted last year at Kamehameha Schools’ first annual research conference on the education and well-being of Hawaiians. The Policy Analysis & System Evaluation (PASE) department at Kamehameha Schools planned and hosted the three-day event that brought together researchers, educators, and other professionals from various fields dedicated to improving Hawaiian well-being. The result was a powerful exchange of current findings, recent data, and new challenges from areas including health, medicine, education, social work, e...

The Economy: A Western Tool to Achieve Our Native Goals-Robin Puanani Danner -- 7 -- Indigenous Heuristic Action Research: Bridging-Western and Indigenous Research Methodologies-Ku Kahakalau -- 19 -- Where Can We Collectively Be That Is Greater Than Where We Are Now?-Maenette K. P. Benham -- 35 -- Identity and Diversity in Contemporary Hawaiian Families:-Ho?i Hou i ka Iwi Kuamo?o-Shawn Malia Kana?iaupuni -- 53 -- A Macro Portrait of Hawaiian Families-Ivette Rodriguez Stern, Sylvia Yuen, and Marcia Hartsock -- 73 -- Factors Affecting Choice of Kith and Kin Care by Families-Receiving Child-Care Subsidies -- 93 -- Issues Central to the Inclusion of Hawaiian Culture in K-12 Education-Alice J. Kawakami -- 111 -- Best Practices in a Hawaiian Kindergarten: Making a Case-for Na Honua Mauli Ola-Lisa S. Goldstein and Lilinoe Andrews -- 133 -- Modern Hawaiian Migration: Brain Drain or Brain Gain?-Nolan J. Malone -- 149 -- Hawaiian Children’s Developmental Understanding of Race and Culture-Stephen M. Quintana, Elissa Chun, Salynn. Gonsalves,-William D. K. Kaeo, and Lahela Lung -- 173 -- No ke Ola Pono o ka Lahui Hawai?i:-The Protection and Perp...

Kamehameha Schools Press is pleased to present the 1992 edition of Resource Units in Hawaiian Culture by noted Hawaiian studies scholar Dr. Donald Kilolani Mitchell. This updated edition is the eighth printing of a book which, over the last three decades, has become an important reference for teachers and students of Hawaiian culture.The book offers a list of activities, study questions, and reading lists after each resource unit. Readers will find the unit symbols atop each page and the use of boldface type for topic headings handy when looking for specific information. Original illustrations by Nancy Middlesworth, former Kamehameha Schools graphic artist, further enhance the text.Resource Units in Hawaiian Culture is only one among many contributions that Dr. Mitchell made to the perpetuation of Hawaiian knowledge and skill. He wrote two other books, Hawaiian Games for Today (1975) and Hawaiian Treasures (1978).In addition, he wrote numerous articles for magazines, journals, and newspapers; conducted hundreds of workshops for educators; lectured to thousands of individuals; and taught and served as a guiding force in Hawaiian stud...

Many of the praiseworthy cultural accomplishments of the Hawaiian people are examined and discussed in these units. Described here are the unusual as well as the everyday features of this remarkable civilization that flourished with vigor and efficiency in the days before the life-style was changed by the introduction of foreign ways.Centuries ago seafaring adventurers from the Marquesas and Society Islands brought with them a functioning Polynesian culture when they settled in Hawai?i. The voyages to and from these southern islands ceased, perhaps some 700 years ago....