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September 27, 2015 by Peter T Young Leave a Comment

Protecting a Forest, Preserving a Culture

Envision a child helping to plant a seedling; then, while standing before a 100-year old tree, asking him about what he thought life was like in the islands when that tree was once a seedling.

More importantly, imagine him wonder what life will be like in the islands when his planted seedling turned 100-years old.

This was part of the vision for a forest management plan; let’s look back …

Native koa ecosystems serve as watershed recharge areas while providing recreational opportunities and important wildlife habitat. Koa is considered a vital species for healthy populations of endemic birds and insects. The tree itself has myriad uses in Hawaiian culture and traditions.

In making Hokuleʻa, the Polynesian Voyaging Society (PVS) wanted to use traditional materials (koa wood hulls, lauhala sails, sennit lashing) and traditional tools (adzes, bone gouges, coral files and sharkskin for sanding) in building the canoe.

Instead, the hulls were constructed out of plywood, fiberglass, and resin, and the sails were made from canvas; the lashings were done with synthetic cordage. (PVS)

It takes 125 years or more to grow a koa log large enough for a canoe, which generally needs to be 35 to 45 feet long with a diameter of 48 inches or more (voyaging canoes require larger logs.)

That period may be shortened if specific koa logs are identified for canoes now, and forestry prescriptions (e.g. thinning, pruning) are applied to favor the growth of those trees for canoe logs. (DLNR)

Unless committed efforts were made to grow koa for canoe logs on a sustainable basis now, no Hawaiian voyaging canoes would be built in the future using traditional methods (i.e. from a single large log.)

Likewise, racing and smaller style canoes will need to be fabricated from smaller koa logs joined or spliced together.

While I was Chair at DLNR, I remembered how folks could not find appropriately sized/shaped native trees in Hawai‘i to build the Hokule‘a and subsequent voyaging canoes.

Likewise, I knew of the interest canoe clubs and others had for koa racing canoes. Without protection of our koa forests, we may never have the trees for future canoes.

In 2004, we then initiated the formal designation of the Kapapala Koa Canoe Forest Management Area on land set-aside in 1989, near the Volcano National Park, in Kaʻu, on the Big Island. The designated area consists of approximately 1,200-acres of mature koa-ʻohiʻa forest.

The 1,257-acre property extends from the 3,640-foot elevation of Mauna Loa to 5,100 feet. It is next to the state-managed Kapapala and Ka’u Forest Reserves, and is covered with young and old koa trees, although the trees aren’t yet suitable for canoe building.

Here, koa trees grow tall and straight – necessary traits for core material in canoe shaping. It was the first Forest Management Area specifically designated for nurturing and harvesting koa canoe logs.

A broad, multi-faceted focus was envisioned, dealing with cultural & historical, technical forestry (planning, measurements, theory,) applied forestry (plant, weed, thin, prune, harvest) and wood working (canoe building, as well as crafting of excess/scrap material.)

Seven major goals of the project included:

Preserve Hawaiʻi’s unique natural and cultural inheritance for future generations, by fostering knowledge and respect for Hawaii’s native forests, in a way that inspires better care of its natural environment.
Protect threatened tropical forest habitat and promote environmental policies and practices, that address biological sustainability and human well-being, by identifying and integrating relevant traditional Hawaiian natural resource stewardship models with current Western management strategies.
Develop natural resource stewardship models that involve a wide range of constituent groups.
Involve youth through cooperative programs with the Department of Education, University of Hawaiʻi, and other school and education institutions.
Provide wood workers with portions of harvested trees that are not processed as canoe logs.
Involve other constituency groups (i.e. canoe clubs, forest management entities and cultural organizations).
Provide compatible opportunities for public uses such as hunting and recreation.

Protecting trees for canoes is great; but, for me, the plan was not just about trees – we envisioned greater benefit by getting school children into the forests to help with the management and monitoring of its progress – and help them wonder.

At the outset, we envisioned that trees in the forest would be ‘designated’ to schools and canoe clubs across the state, with students and paddlers from each school/club periodically visiting and nurturing their respective tree. Ultimately, the school/club would get a log for a school/club koa canoe.

Likewise, the intent was to make the excess wood available to wood workers, so nothing would be wasted and crafters would have material to work with.

As part of the project implementation, Hawaiʻi Forest Institute worked with the Hawai‘i Forest Industry Association (HFIA,) DLNR’s Division of Forestry and Wildlife (DOFAW,) Imi Pono and the Three Mountain Alliance to develop a plan for bringing youth to the Kapapala Canoe Forest for cultural and environmental education. (I am proud to now serve as an HFI Board member)

The dream of assuring future koa logs for canoes is apparently working toward reality through partnerships with DLNR and others. I am hopeful the needs for future koa canoe logs will be filled, DOE and children across the state can also participate in these activities, and a healthy forest will be protected.

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Kapapala-forest-hfia

Kapapala-forest

Example of Koa_Tree

Example of Koa_Canoe_log-moving

Example of Koa_Canoe_log-hauling

Example of Koa_Canoe_log

Example of Koa_Canoe-shaping

Koa Canoes

Koa Canoe

hokulea-PVS-circa_1975

September 23, 2015 by Peter T Young Leave a Comment

Student Farmers

On October 23, 1819, the Pioneer Company of missionaries from the northeast US, set sail on the Thaddeus for the Islands. There were seven couples sent by the ABCFM to convert the Hawaiians to Christianity.

These included two Ordained Preachers, Hiram Bingham and his wife Sybil and Asa Thurston and his wife Lucy; two Teachers, Mr. Samuel Whitney and his wife Mercy and Samuel Ruggles and his wife Mary; a Doctor, Thomas Holman and his wife Lucia; a Printer, Elisha Loomis and his wife Maria; a Farmer, Daniel Chamberlain, his wife and five children.

They quickly reduced the Hawaiian language to written form and established schools in which the native Hawaiians were taught to read and to write.

Their instruction was not confined, however, to the ‘three R’s.’ Included in the original band of missionaries was a New England farmer, Daniel Chamberlain, indicating the importance they attached to giving some instruction in western agriculture to the native Hawaiians.

Effectively, they were teaching to the Head, Heart and Hand. Let’s look at some examples.

In 1823, Kalākua Kaheiheimālie (ke Aliʻi Hoapili wahine, wife of Governor Hoapili) offered the American missionaries a tract of land on the slopes surrounding Puʻu Paʻupaʻu for the creation of a high school.

Betsey Stockton from the 2nd Company of Protestant missionaries initially started a school for makaʻāinana (common people) and their wives and children on the site.

Later, on September 5, 1831, classes at the Mission Seminary at Lahainaluna (later known as Lahainaluna (Upper Lāhainā)) began in thatched huts with 25 Hawaiian young men.

Each scholar was expected to furnish himself with food and clothing by his own industry. Accompanying the work in the fields, a small amount of organized instruction in western agriculture was given. (History of Agricultural Education)

In September 1836, thirty-two boys between the ages of 10 and 20 were admitted as the first boarding students, from the neighbor islands, as well as from the “other side of the island” thus, the beginning of the boarding school at Lahainaluna.

It soon was apparent to the missionaries that the future of the Congregational Mission in Hawaiʻi would be largely dependent upon the success of its schools. The Mission then established “feeder schools” that would transmit to their students’ fundamental reading, writing, and arithmetic skills, and religious training, before admission to the Lahainaluna.

In 1835, they constructed the Hilo Boarding School as part of an overall system of schools (with a girls boarding school in Wailuku and boarding at Lahainaluna.)

On January 6, 1835 “our children’s school commenced, eighty children present, sixty knew their letters. A number of the more forward children are employed as monitors to assist the less forward. (ie. advanced)” (Sarah Lyman)

The school was operated to an extent on a manual labor program and the boys cultivated the land to produce their own food. (The boys’ ages ranged from seven to fourteen.)

“Mr. Lyman who was brought up on a farm had an abiding faith in the value of manual labor; and his work in Hilo had convinced him that such activity in both primitive and introduced vocation was as necessary as book learning during the period of transition from one culture to another.” (Lorthian)

Rev. William Brewster Oleson had served as principal of the Hilo Boarding School for 8 years. Then, on November 4, 1887, Kamehameha School for Boys opened with 37 students and four teachers – Oleson was appointed its first principal and helped organize the school on a similar model.

Manual labor has a regular feature of the activities of the Kamehameha Boys’ School. Between 1889 and 1893 the school experimented with the raising of cows, pigs, chickens, and vegetables.

Later, the Kamehameha School flocks and herds were improved, and they began the production of forage crops, vegetables, and fruits on a larger scale, and strengthened the classroom work. (History of Agricultural Education)

Punahou, another boarding school, formed in 1841, required that “All students who entered the Boarding department were required to take part in the manual labor of the institution, under the direction of the faculty, not to exceed an average of two hours for each day.” (Punahou Catalogue, 1899)

“We had a dairy, the Punahou dairy, over on the other side of Rocky Hill. That was all pasture. We had beautiful, delicious milk, all the milk you wanted.” (Shaw, Punahou)

Later, in January 1925, Punahou bought the Honolulu Military Academy property – it had about 90-acres of land and a half-dozen buildings on the back side of Diamond Head. (The Honolulu Military Academy was originally founded by Col LG Blackman, in 1911.)

It served as the “Punahou Farm” to carry on the school’s work and courses in agriculture. “We were picked up and taken to the Punahou Farm School, which was also the boarding school for boys. The girls boarded at Castle Hall on campus.” (Kneubuhl, Punahou) The farm school was in Kaimuki between 18th and 22nd Avenues.

In addition to offices and living quarters, the Farm School supplied Punahou with most of its food supplies. The compound included a big pasture for milk cows, a large vegetable garden, pigs, chickens, beehives, and sorghum and alfalfa fields that provided feed for the cows. Hired hands who tended the farm pasteurized the milk in a small dairy, bottled the honey and crated the eggs. (Kneubuhl, Punahou)

While the programs of ‘manual labor’ and farming have been dropped by almost all of the respective school’s curriculums, a lasting legacy and reminder of the prior farming is seen in the Lahainaluna Time Clock.

Between 1941 and 1976, Lahainaluna boarders punched in their “in” and “out” times (according to their assigned student number) to keep track of their daily hours worked for their room and board. (It stopped when the only repairman familiar with the clock passed away.)

While Lahainaluna still has farming activity (raising pigs and cultivating dryland taro, corn, butter lettuce, beans, ti and other crops (Advertiser,)) they don’t punch in/out with the clock.

However, according to the Boarder’s Handbook (2014-2015,) every weekday afternoon and Saturday morning, boarders are to “Check in at the time clock” before they start their 3 ½ hours of work. Likewise, “All Boarders must report to the Time Clock every day and sign out with the Farm Manager when working Overtime until all hours are cleared.”

“Boarders will be evaluated on their dorm and farm work performances; farm and school attendance records; dorm, school, and farm discipline records; school academic effort and achievements; and their overall attitude and behavior in the Boarding Program.” (Lahainaluna High School Boarder’s Handbook, 2014-2015)

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Lahainaluna_Time-Clock

Lahainaluna-Kahu Earl Kukahiko (right), teaches students about farming -1980s-(mauinews)

Lahainaluna boarding student Josh Arata, 16, a senior from Ha’iku, tends to the 5-month old pigs-(advertiser)

Lahainaluna_Time-Clock

Lahainaluna-Chef Paris Nabavi-Sangrita Grill+Cantina-donated $1,200 to Lahainaluna High School’s Agriculture Program-(mauitime)

Hilo_Boarding_School_and_Gardens-from_Haili_Hill-(Lothian)-1856

Hilo_Boarding_School-(75-years)

Hilo_Boarding_School-garden-(75-years)

Kamehameha-Campus of the three historical schools-(KSBE)-1932

Kamehameha [Dormitory Row]-(KSBE)

Kamehameha School for Boys, 1890, (right) Rev. Wm. Oleson, Principal, (far left) Charles E. King-(WC)

Punahou-Gardens-1880

Punahou-Manual-Arts-Class–1924

Punahou-Campus-from-the-air-1939

September 18, 2015 by Peter T Young Leave a Comment

Myles Yotaka Fukunaga

“The fates have decided so we have been given this privilege in writing you on this important matter. We presume you will be alarmed at first. Nevertheless we hope that you will get over this surprise soon and listen to the writers namely. What is it all about?”

“Your son has been kidnapped for ransom!” (Fukunaga; Sullivan; Cool)

Speculation ran rampant in the streets, but nearly everyone was convinced that it was a racial matter. It’s more than likely, they said among themselves, that the kidnapper is Japanese. Racial tensions began to heat up between the haoles and the Japanese. (Kawatachi)

“All Honolulu became a posse today seeking Gill Jamieson, 10, son of Frederick W Jamieson, vice president of the Hawaiian Trust Company, who was kidnapped yesterday and held for ransom of $10,000 under the threat of death.”

“Twenty thousand school children were released from their classes this afternoon to join in the search.” (Schenectady Gazette, September 20, 1928)

Here is what happened … “Under pretext that the boy’s mother had been injured in an accident, a man prevailed upon a teacher at the Punahou School to allow Gill to accompany him.” (Schenectady Gazette, September 20, 1928)

On Tuesday morning, September 18, 1928, Myles Yotaka Fukunaga, dressed as a hospital orderly, picked up Jamieson at Punahou School.

Earlier, school officials had received a call indicating that Jamieson’s mother had been injured in an auto accident and that an orderly was being sent to pick him up at school.

About one hour after picking him up, Fukunaga killed the boy, choking him to death after hitting him three times with a steel chisel. His body was left in a clearing of kiawe trees near the Ala Wai canal.

Fukunaga was born on February 4, 1909 in Makaweli, Kauai. He attended ʻEleʻele and Kapaʻa schools achieving the reputation as being very bright and eager to learn.

In 1924, when he was 15, Fukunaga and his family moved to Waialua. He attended Waialua Grammar School and graduated from eighth grade, top of his class. Eventually the Fukunagas moved to Honolulu.

To help pay the rent, Fukunaga and his father worked at the Queen’s Hospital as messenger and gardener, respectively. (Kawatachi)

While he was recovering from appendicitis and unable to work, his family was unable to pay its rent on the small house they occupied near the corner of Beretania and Alapai Streets.

A rent collector from the Hawaiian Trust Company visited the family in May 1928 demanding the immediate payment of $20 the family did not have and threatened to evict them.

Feeling somewhat responsible for the family’s plight, Fukunaga developed a scheme to kidnap Jamieson, partly in revenge against the Hawaiian Trust Company. (Niiya)

“After receiving a call at around 9:00 pm, the elder Jamieson followed the instructions in the note and brought the ransom money to the indicated contact point.”

“After turning over $4,000, Jamieson demanded to see his son before paying the rest of the money. The kidnapper agreed, but disappeared into the bushes and didn’t return.” (Niiya)

Fukunaga was apprehended a few days later coming out of a Fort Street adult establishment after the serial numbers on the ransom money were traced. He was arrested and later confessed to the murder. (Song)

Fukunaga was charged, convicted and sentenced to hang despite the fact that the entire trial lasted less than a week, his court-appointed attorneys called no witnesses on his behalf, and concerns about Fukunaga’s sanity were never resolved. (Nakamura)

“Executive clemency for Myles Fukunaga, convicted of murdering little Gil Jamieson, was asked of the Governor in a petition presented to him today by Robert Murakami, attorney for the condemned man.”

“Fukunaga was sentenced to hang for the kidnapping and murder of Jamieson. The case was appealed to the Supreme Court, which confirmed the verdict.”

“The petition asking for clemency was drawn up because many believed the youth to be insane. Insanity of the accused, however, was not established during the trial.” (San Jose News, November 9, 1929)

There was standing room only at Myles Fukunaga’s execution. (Theroux) He was hung at Oʻahu Prison on November 19, 1929, at 8:24 am. (Song)

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Myles Fukunaga

September 8, 2015 by Peter T Young 1 Comment

Hawaiian, American missionary, Chinese, Japanese, Portuguese, Korean & Filipino

Hawaiʻi is the world’s most-isolated, populated-place; the Islands are about: 2,500-miles from the US mainland, Samoa & Alaska; 4,000-miles from Tokyo, New Zealand & Guam, and 5,000-miles from Australia, the Philippines & Korea.

Using stratigraphic archaeology and refinements in radiocarbon dating, studies suggest it was about 900-1000 AD that “Polynesian explorers first made their remarkable voyage from central Eastern Polynesia Islands, across the doldrums and into the North Pacific, to discover Hawai‘i.” (Kirch)

Then, in the dawn hours of January 18, 1778, on his third expedition, British explorer Captain James Cook on the HMS Resolution and Captain Charles Clerke of the HMS Discovery first sighted what Cook named the Sandwich Islands (that were later named the Hawaiian Islands.)

At the time of Cook’s arrival, the Hawaiian Islands were divided into four chiefdoms: (1) the island of Hawaiʻi under the rule of Kalaniʻōpuʻu, who also had possession of the Hāna district of east Maui; (2) Maui (except the Hāna district,) Molokaʻi, Lānaʻi and Kahoʻolawe, ruled by Kahekili; (3) Oʻahu, under the rule of Kahahana; and (4) Kauaʻi and Niʻihau, Kamakahelei was ruler.

Four decades later, inspired by ʻŌpūkahaʻia, a Hawaiian who wanted to spread the word of Christianity back home in Hawaiʻi, on October 23, 1819, the Pioneer Company of missionaries, from the American Board of Commissioners for Foreign Missions (ABCFM) from the northeast United States, set sail on the Thaddeus for the Sandwich Islands (now known as Hawai‘i.)

Then, something more significant in defining the social make-up of Hawaiʻi took place.

Sugar changed the social fabric of Hawai‘i. Hawai‘i continues to be one of the most culturally-diverse and racially-integrated places on the planet.

The first commercially-viable sugar plantation, Ladd and Co., was started at Kōloa on Kaua‘i in 1835. It was to change the face of Hawai‘i forever, launching an entire economy, lifestyle and practice of monocropping that lasted for well over a century.

A century after Captain James Cook’s arrival in Hawaiʻi, sugar plantations started to dominate the landscape.

What encouraged the development of plantations in Hawaiʻi? For one, the gold rush and settlement of California opened a lucrative market. Likewise, the Civil War virtually shut down Louisiana sugar production during the 1860s, enabling Hawai‘i to compete with elevated prices for sugar.

In addition, the Treaty of Reciprocity-1875 between the US and the Kingdom of Hawai‘i eliminated the major trade barrier to Hawai‘i’s closest and major market. Through the treaty, the US gained Pearl Harbor and Hawai‘i’s sugar planters received duty-free entry into US markets.

However, a shortage of laborers to work in the growing (in size and number) sugar plantations became a challenge. The only answer was imported labor.

Starting in the 1850s, when the Hawaiian Legislature passed “An Act for the Governance of Masters and Servants,” a section of which provided the legal basis for contract-labor system, labor shortages were eased by bringing in contract workers from Asia, Europe and North America.

Several waves of workforce immigration took place (including others:)
• Chinese 1852
• Portuguese 1877
• Japanese 1885
• Koreans 1902
• Filipinos 1905

The sugar industry is at the center of Hawaiʻi’s modern diversity of races and ethnic cultures. Of the nearly 385,000-workers that came, many thousands stayed to become a part of Hawai‘i’s unique ethnic mix.

The Kepaniwai Park and Heritage Gardens is a peaceful place to experience various cultural buildings; it was created as tribute and a memorial to Maui’s multi-cultural diversity.

Started in 1952, the park contains several monuments and replica buildings commemorating the Hawaiian, American missionary, Chinese, Portuguese, Japanese, Korean and Filipino cultures that make up a significant part of Hawaiʻi’s cultural mix.

Attractions include an early-Hawaiian hale (house), a New England-style missionary home, a Portuguese-style villa with gardens, native huts from the Philippines, Japanese gardens with stone pagodas and a Chinese pavilion with a statue of revolutionary hero Sun Yat-sen (who briefly lived on Maui.)

It is situated near the entrance to ʻIao Valley in the West Maui Mountain, just above Wailuku. It is open daily from 7 am to 7 pm; admission is free.

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Kepaniwai Park and Heritage Gardens- Gardens

Kepaniwai Park and Heritage Gardens – Gardens

Kepaniwai Park and Heritage Gardens-Banyan

Kepaniwai Park and Heritage Gardens

Kepaniwai Park and Heritage Gardens-Hawaiian Hale

Kepaniwai Park and Heritage Gardens missionary house

Kepaniwai Park and Heritage Gardens-missionary house

Kepaniwai Park and Heritage Gardens – New England

Kepaniwai Park and Heritage Gardens-Chinese

Kepaniwai Park and Heritage Gardens – Sun Yat-sen

Kepaniwai-Japanese_sugarcane_workers-Statue

Kepaniwai Park and Heritage Gardens Japanese

Kepaniwai Park and Heritage Gardens-Portuguese

Kepaniwai Park and Heritage Gardens – Korean

Kepaniwai Park and Heritage Gardens-Korean

Kepaniwai Park and Heritage Gardens Korean

Kepaniwai Park and Heritage Gardens Korean Garden

Kepaniwai Park and Heritage Gardens-Filipino

September 5, 2015 by Peter T Young 2 Comments

Hale Kilo Hoku

“In ancient times, the class of people studying the positions of the moon, the rising and setting of certain fixed stars and constellations, and also of the sun, are called the kilo-hoku or astrologers. Their observations of these heavenly bodies might well be called the study of astronomy.”

“The use of astrology anciently, was to predict certain events of fortunes and misfortunes, victory or defeat of a battle, death of king or queen, or any high chief; it also foretells of pestilence, famine, fine or stormy weather and so forth.” (Nupepa Hawaiʻi, April 2, 1909)

Hawaiʻi’s last King, Kalākaua, has been referred to as a Renaissance man. While seeking to revive many elements of Hawaiian culture that were slipping away, the King also promoted the advancement of modern sciences, art and literature … and astronomy.

King Kalākaua has also been described as a monarch with a technical and scientific bent and an insatiable curiosity for modern devices. He became king in 1874. Edison and others were still experimenting with electric lights at that time.

Five years after Kalākaua and Edison met (1881,) Charles Otto Berger, a Honolulu-based insurance executive with mainland connections, organized a demonstration of “electric light” at ʻIolani Palace, on the night of July 26, 1886.

“The first telephone ever used in Honolulu belonged to King Kalākaua. Having been presented to him by the American Bell Telephone Company.” (Daily Bulletin, December 4, 1894) (It followed (1881) the placement of a phone in the White House (1879.))

Kalākaua’s interest in modern astronomy is evidenced by his support for an astronomical expedition to Hawaiʻi in 1874 that came from England to observe a transit of Venus (a passage of Venus in front of the Sun – used to measure an ‘astronomical unit,’ the distance between the Earth and Sun.)

The King allowed the British Royal Society’s expedition a suitable piece of open land for their viewing area; it was not far from Honolulu’s waterfront in a district called Apua (mauka of today’s Waterfront Plaza.)

Kalākaua addressed those astronomers in 1874 stating, “It will afford me unfeigned satisfaction if my kingdom can add its quota toward the successful accomplishment of the most important astronomical observation of the present century and assist, however humbly, the enlightened nations of the earth in these costly enterprises to establish the basis of astronomical distance.” (Pacific Commercial Advertiser, September 19, 1874)

(When American astronomer Simon Newcomb combined the 18th century data with those from the 1874/1882 Venus transits, he derived an Earth-sun distance of 149.59 +/- 0.31 million kilometers (about 93-million miles,) very close to the results found with modern space technology in the 20th century.)

Kalākaua later helped astronomy with the Transit of Mercury (November 7, 1881.) “The king, Kalākaua, offered me the free occupancy of the site from which the observations of the Transit of Venus were made in December 1874 …” (Rockwell, Royal Astronomical Society)

Kalākaua reinforced his positive feelings toward modern astronomy – and noted the importance of scientific learning versus the financial aspect of it. On November 22, 1880, King Kalākaua wrote to Captain RS Floyd noting his interest in telescopes and astronomy:

“I must thank you sincerely for the pamphlet you sent me of the ‘Lick Observatory Trust.’ Something of this kind is needed here very much but we have so few people who take interest in scientific matters. Everybody is bent upon making money on sugar and the all might dollar.” (King Kalākaua)

The King then took his trip around the world, “Among our passengers on the voyage to San Francisco was a well-known Englishman, a lecturer on astronomy, returning from Australia.”

“’He discussed with the King the astral theories of the Polynesians, which were, it must be confessed, not as advanced as those held by the present generation of Europeans, but quite as valuable as those of learned men two centuries before, who believed that comets were sent by the Almighty to frighten men into obedience.”

“The King became much interested in these semi-scientific conversations, and at the end of the voyage their effect upon him was shown after a not altogether unexpected fashion.” (Judd; Around the World with the King)

Later, in 1881, during his travels to the US, King Kalākaua visited the Lick Observatory in California and was the first to view through its new 12” telescope (which was temporarily set up for that purpose in the unfinished dome.)

“Then that magnificent type of a man, stalwart fellow with black hair, splendid features and bronzed complexion stood before Mr Lick, and said that he had heard what Mr Lick had done, and that he proposed to do for the state, that he thanked him on behalf of humanity.” (Wright)

“Kalākaua arrived … at a crucial time, as the first important astronomical venture on Mount Hamilton was about to be launched. The 12-inch dome was not yet finished.”

They improvised “by mounting the telescope temporarily on the pier in the open air. The next morning … he again went up the ‘hill.’ He told (Thomas Edward) Fraser (builder of the Lick Observatory) he was delighted with what he saw and wanted a transit at his place.” (Wright)

Hawaiʻi had a chance for a Hale Kilo Hoku (observatory or astronomy building (Pukui)) in 1887. Harvard College Observatory issued a circular, “looking about for a suitable site for a station.”

“It appears that by the will of the late Uriah A Boyden, property the present value of which exceeds $230,000 was left in trust for the purpose of astronomical research, ‘at such an elevation as to be free, so far as practicable from the impediments to accurate observations now existing owing to atmospheric influences.’”

“A location in the southern hemisphere will be preferable for various reasons one of which is that ‘the southern stars invisible in Europe and the United States have been less observed than the northern stars and by the aid of a southern station the investigations undertaken at Cambridge can be extended upon a uniform system to all parts of the sky.” (Harvard)

“There is no doubt Professor Alexander (of the Hawaiian Government) will be able to show that the Hawaiian Islands are fully qualified to fulfill some, if not all, of the required conditions (called for in the Harvard prospectus.)” (Daily Herald, April 13, 1887)

“The response to the Circulars was enthusiastic. (Harvard) received letters recommending mountain sites in the Andes and the Himalayas, and in South Africa, Australia, Japan and Hawaiʻi.” (Harvard College Observatory) Harvard chose ‘Mount Harvard’ in Lima Peru for The Boyden Station of Harvard Observatory.

It wasn’t until nearly a century after Hawaiʻi’s participation in the first Transit of Venus that a high elevation observatory was constructed in Hawaiʻi – in 1964, a NASA-funded 12.5-inch telescope was installed on Puʻu Poliahu to see if Mauna Kea provide the right observation conditions.

Dr. Gerard Kuiper’s team began “seeing” studies. Kuiper concluded that “The mountaintop is probably the best site in the world – I repeat – in the world – from which to study the moon, the planets, and stars.” (Ironwood Observatory Research)

At the close of the decade Mauna Kea saw the construction of a 0.6-meter (24-inch) (1968) and 2.2-meter (88-inch) (1970) telescopes, provided to University of Hawaiʻi by the US Air Force and NASA.

These were followed by NASA Infrared Telescope Facility, 3.0-m, 1979; Canada-France-Hawaii Telescope, 3.6-m, 1979; United Kingdom Infrared Telescope, 3.8-m, 1979; Keck I and Keck II, each 10-m, 1992 & 1996; Subaru Telescope, 8.3-m, 1999; Gemini Northern Telescope, 8.1-m, 1999; Caltech Submillimeter Observatory, 10.4-m, 1987; James Clerk Maxwell Telescope, 15-m, 1987; Submillimeter Array. 8x6m, 2002; and Very Long Baseline Array, 25m, 1992.

In 1891, while ill in bed, King Kalākaua recorded a message on a wax-type phonograph in the Palace Hotel in San Francisco. Kalākaua died in San Francisco a few days later (January 20, 1891.)

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