Images of Old Hawaiʻi

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Palena

What is commonly referred to as the “ahupuaʻa system” is a result of the firm establishment of palena (place boundaries.)  This system of land divisions and boundaries enabled a konohiki (land/resource manager) to know the limits and productivity of the resources that he managed.

Ahupuaʻa served as a means of managing people and taking care of the people who support them, as well as an easy form of collection of tributes by the chiefs.  Ultimately, distribution of people throughout the Islands helped in preserving resources.

A typical ahupuaʻa (what we generally refer to as watersheds, today) was a long strip of land, narrow at its mountain summit top and becoming wider as it ran down a valley into the sea to the outer edge of the reef.  If there was no reef then the sea boundary would be about one and a half miles from the shore.

Defined palena brought greater productivity to the lands; lessened conflict and was a means of settling disputes of future aliʻi who would be in control of the bounded lands; protected the commoners from the chiefs; and brought (for the most part) peace and prosperity.  (Beamer, Duarte)

Typically, natural features served as boundary markers: summit peaks, ridge crests, streams, volcanic cones, etc.  Additional markers were placed to note the ahupua‘a boundary – so called because the boundary was marked by a heap (ahu) of stones surmounted by an image of a pig (pua‘a,) or because a pig or other tribute was laid on the altar as tax to the chief.

Māʻilikūkahi is recognized as the first great chief of O‘ahu and legends tell of his wise, firm, judicious government.  He was born ali‘i kapu at the birthing stones of Kūkaniloko; Kūkaniloko was one of two places in Hawai‘i specifically designated for the birth of high ranking children, the other site was Holoholokū at Wailua on Kauaʻi.

Soon after becoming aliʻi, Māʻilikūkahi moved to Waikīkī.  He was probably one of the first chiefs to live there. Up until this time, Oʻahu chiefs had typically lived at Waialua and ‘Ewa.  From that point on, with few exceptions, Waikīkī remained the Royal Center of Oʻahu aliʻi, until Kamehameha I moved the seat to Honolulu.

Māʻilikūkahi is noted for clearly marking and reorganizing land division palena (boundaries) on O‘ahu.  Defined palena brought greater productivity to the lands; lessened conflict and was a means of settling disputes of future aliʻi who would be in control of the bounded lands; protected the commoners from the chiefs; and brought (for the most part) peace and prosperity.

Fornander writes, “He caused the island to be thoroughly surveyed, and boundaries between differing divisions and lands be definitely and permanently marked out, thus obviating future disputes between neighboring chiefs and landholders.”

Kamakau tells a similar story, “When the kingdom passed to Māʻilikūkahi, the land divisions were in a state of confusion; the ahupuaʻa, the ku, the ʻili ʻāina, the moʻo ʻāina, the pauku ʻāina, and the kihāpai were not clearly defined.”

“Therefore, Māʻilikūkahi ordered the chiefs, aliʻi, the lesser chiefs, kaukau aliʻi, the warrior chiefs, puʻali aliʻi, and the overseers (luna) to divide all of Oʻahu into moku, ahupuaʻa, ʻili kupono, ʻili ʻaina, and moʻo ʻāina.”

On Maui, Kalaihaʻōhia, a kahuna (priest, expert,) is credited with the division of Maui Island into districts (moku) and sub-districts, during the time of the aliʻi Kakaʻalaneo at the end of the 15th century or the beginning of the 16th century.  (McGerty)

On the Island of Hawaiʻi, ʻUmi-a-Līloa (ʻUmi) from Waipiʻo, son of Līloa, also started to divide the lands following this similar mauka-makai orientation.

ʻUmi also started a significant new form of agriculture in Kona; archaeologists call the unique method of farming in this area the “Kona Field System.” (These are long, narrow fields that ran along the contours, along the slopes of Mauna Loa and Hualālai; farmers then planted different crops, according to the respective rainfall gradients.)

The Kona Field System was described as “the most monumental work of the ancient Hawaiians.”  The challenge of farming in Kona is to produce a flourishing agricultural economy in an area subject to frequent droughts, with no lakes or streams for irrigation.

Traditionally, the Island of Kaua‘i was divided into five moku (districts): Haleleʻa, Kona, Koʻolau, Nāpali and Puna. However, after the battle of Wahiawa in 1824, the land of Kaua‘i was redistributed and district boundaries changed. The new district names became: Hanalei, Kawaihau, Līhuʻe, Kōloa and Waimea.  (Cultural Surveys)

The size of the ahupuaʻa depended on the resources of the area with poorer agricultural regions split into larger ahupuaʻa to compensate for the relative lack of natural abundance. Each ahupuaʻa was ruled by an aliʻi or local chief and administered by a konohiki.

These natural land divisions were the result of the flow of water over the land (streams or springs.)  In keeping with the concept of wealth being fresh water, the traditional land tenure system in ancient Hawaiʻi had at its very core the presence of water.  Although of many shapes and sizes, the typical ahupuaʻa consisted of three area types: mountain, plain and sea.

Later, during the Mahele and subsequent testimony before the Land Commission, properties were identified by the ahupuaʻa and the boundaries were known.

Fearing the loss of knowledge of the ancient palena, on June 26, 1862 a bill providing for Commissioners of Boundaries notes, “Owners of said lands require a settlement of the boundaries of said lands, for the reason of the death and consequent loss of the testimony of witnesses necessary for the just settlement of such boundaries.”  (Beamer, Duarte)

More formal mapping was made to preserve the traditional locations, with provisions noting, “Lands will be mapped to make clear the ancient ahupuaʻa boundaries, or in some cases maps will be made to make clear `iwi (boundary of a land division smaller than an ahupuaʻa), at the place where one’s land ends.”

Surveys conducted and maps produced during the Māhele and Boundary Commission era were some of geography’s earliest encounters with Hawaiʻi and its people.

Mapping was applied to aid in the transition from the traditional system of land “tenure” to that of fee simple and leasehold ownership and to record traditional knowledge of boundaries and places. (Beamer, Duarte)

The image shows what is believed to be an ahupuaʻa marker on the ridge at Kuliʻouʻou valley (from a collection from John Dominis Holt (DMY.))

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by Peter T Young Leave a Comment

Colonel Zephaniah Swift Spalding

“(He) was most emphatic in his conviction – the conviction of personal experience, that Sherman’s verdict, ‘War is Hell’ is the nearest thing to an adequate characterization of it that can happen.”

“‘In all reverence, War is hell – nothing else, and no effort to prevent war can be too assiduous or too costly.  The supreme effort of every people should be not to get out of war, but to keep out; – not to win a war, but to prevent it.’”  (Spalding, The Garden Island, June 1, 1920)

Colonel Zephaniah (Zeph) Swift Spalding fought in the US Civil War.  “The Colonel was in command of the famous Seventh New York Regiment, which was the second to reach Washington, even before the regular mobilization of the union troops. … “

“They found that Washington was practically a Southern city in sentiment and population – there were more Southerners than Union men there…”  (The Garden Island, June 1, 1920)

Spalding first enlisted in the 7th New York City Regiment. Within forty days, he had received a commission as a major in the 27th Ohio Regiment and held the rank of Lieutenant Colonel in that regiment at conclusion of that war.

It was reported that, because of his service record with the 27th Ohio during that war, he gained the favor and recommendation of Ohio Governor, David Todd, and, in 1867 was appointed by President Andrew Johnson to serve as American Consul to the Kingdom Hawaiʻi in Honolulu.

Spalding, born at Warren, Ohio, near Akron, September 2, 1837, was son of Rufus Paine Spalding – Representative and Speaker of the House of the Ohio Legislature, Justice of the Supreme Court of the State of Ohio and member of the US Congress.  Spalding was named after his father’s mentor, Zephaniah Swift, Chief Justice of Connecticut, whose daughter, Lucretia, was Zeph’s mother.

Shortly after the war, Zeph was tasked by Secretary of State William H Seward to serve as a ‘secret agent’ in Hawaiʻi (December 1867) to gauge “what effect the reciprocity treaty would have on future relations of the United States and Hawaiʻi.”  (They were weighing reciprocity versus annexation.)

His mission was said to have been known only to his father, Congressman RP Spalding, to Secretary Seward and to Senator Grimes of Iowa. His reports were made in the form of letters to his father, who delivered them to Seward.

Spalding was strongly opposed to the reciprocity treaty, and was in favor of annexation, which he thought would be hastened by rejection of the treaty. (Kuykendall)  That treaty, under consideration over 3-years (1867-1870) failed to pass.

On July 25, 1868 Andrew Johnson in a message to the US Senate nominated “Zephaniah S. Spalding, of Ohio, to be consul of the United States at Honolulu, in place of Morgan L. Smith, resigned.”  (US Senate Journal) He served as such until June 1, 1869, when President Ulysses S Grant suspended Spalding and nominated Thomas Adamson, Jr to replace him.

Soon after leaving the consulate in Honolulu, Spalding associated himself with Kamehameha V, Minister Hutchison and Captain James Makee in a sugar venture on the island of Maui.

Spalding’s association and work with the West Maui Sugar Association apparently caused a personal change of heart, transforming him into a strong supporter of reciprocity, and, in 1870, he wrote to President Grant suggesting …”

“… ‘to admit duty free Sugar’ and other articles from Hawaiʻi, in exchange that the Hawaiian Government grant or lease “sufficient land and water privileges upon the Island of Oahu near the port of Honolulu … to establish a Naval Depot”.  (Papers of Ulysses S Grant, September 27, 1870)

On July 18, 1871, Spalding married Wilhelmina Harris Makee, first-born daughter of Captain James Makee, at McKee’s Rose Ranch in Ulupalakua, Maui.  In that same year, Makee’s eldest son, Parker, took over management of the West Maui Sugar Association.

Zephaniah and Wilhelmina had five children: Catharine “Kitty” Lucretia Spalding; Rufus Paine Spalding; Julia “Dudu” Makee Spalding; Alice “Flibby” Makee Spalding and James “Jimmy” Makee Spalding.

The Treaty of Reciprocity finally passed in 1875, eliminating the major trade barrier to Hawai‘i’s closest and major market.  The US negotiated an amendment to the Treaty of Reciprocity in 1887 giving the US exclusive right to establish and maintain a coaling and repair station at Pearl Harbor.

In 1876, Captain Makee and Col. ZS Spalding purchased Ernest Krull’s cattle ranch in Kapaʻa, intending to start a sugar plantation and mill.  After a brief stay in San Francisco (1875-1878) Spalding returned to the Islands, living on Kauai. Where Makee was already operating the Makee Sugar Company and mill at Kapaʻa.

King Kalākaua and others formed a hui (partnership) to raise cane.  About the first of August, 1877, members of Hui Kawaihau moved to Kauai.  Makee had an agreement to grind their cane.

Upon Makee’s death in 1879, Spalding took over management of the new sugar venture.  Spalding also started the neighboring Keālia Sugar Plantation, in which King Kalākaua had a 25% interest. The Kapaʻa mill was closed in 1884, and all processing was done at Keālia. (In 1916, Colonel Spalding sold a majority of his holdings to the Līhuʻe Plantation Company, which kept the Keālia mill in operation until 1934, when it was dismantled and sent by rail to Lihue to become Mill “B”.)

 In the 1880s, Spalding built the “Valley House,” a Victorian-style wooden mansion, one of the finest on the island.

From 1877 to 1881, Hui Kawaihau was one of the leading entities on the eastern side of the Island of Kauaʻi, growing sugar at Kapahi, on the plateau lands above Kapaʻa.  (In 1916, Colonel Spalding sold his holdings to the Līhuʻe Plantation Company.)

On October 30, 1889, having traveled to Paris as the appointed representative of the Hawaiian Government, Spalding was presented the French order and ribbon of the Legion of Honor (Chevalier) during 1889 Universal Exposition in Paris.

Prior to the turn of the 19th century, Spalding had already developed a unique diffusion process for the refining of sugar at the Keālia Mill and was processing 24-hours a day. In 1900, with the construction of a new mill from Australia, sugar production was greatly increased.

Spalding expanded his business interests in Hawaiʻi, US and Europe.  In 1895, the idea of a Pacific communication cable caught his interest.

He formed the Pacific Cable Company of New Jersey and on August 12, 1895, he entered into agreement with the Republic of Hawaiʻi “to construct or land upon the shores of the Hawaiian group a submarine electric telegraph cable or cables to or from any point or points on the North American Continent or any island or islands contiguous thereto.”  (Congressional Record)

However, a rival company, Pacific Cable Company of New York formed to compete with him.  Congress split its support, the Senate favored Spalding and the House favored his rival.  In the end the two projects killed each other off.  (Pletcher)

“I tried to bring it about some years ago. We had a concession from the Hawaiian Government which we proposed to turn over to any company that might be formed under the auspices of the United States, but we could not get the aid of the United States in building the cable, and, of course, there was not enough business to attempt it without that.”  (Congressional Record)

(Ultimately, in 1902, the first submarine cable across the Pacific was completed (landing in Waikīkī at Sans Souci Beach; the first telegraph message carried on the system was sent from Hawaiʻi and received by President Teddy Roosevelt on January 2, 1903 (that day was declared “Cable Day in Hawaiʻi.”))

Spalding expanded his business interests in Hawaiʻi, US and Europe. During part of this time, Spalding moved his family to Europe to provide his children with a European education and Wilhelmina, “an accomplished musician,” who had suffered a debilitating stroke, with access to “concerts, opera and other musical events.” (Diffley)

In 1924, due to his failing health, Spalding left Kauai for California, to live with his son, James Makee Spalding, in the family home on Grand Avenue in Pasadena.  The last few years of his life were spent in California due to failing health, and he died in Pasadena on June 19, 1927 at the age of 89.

On the afternoon of April 20, 1930, a monument was dedicated to Col ZS Spalding, built by his Keālia Japanese friends. It is located at the corner of what was then known as Main Government Road and Valley House Road, a high point within the lands of the Makee Sugar Plantation. (Garden Island April 22, 1930)  (Lots of information also from Tyler.)

The image shows Zephaniah Swift Spalding.   In addition, I have included more related images in a folder of like name in the Photos section on my Facebook and Google+ pages.

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Old Mission School House

“Very soon I gathered up 12 or 15 little native girls to come once a day to the house so that as early as possible the business of instruction might be commenced. That was an interesting day to me to lay the foundation of the first school ever assembled”.  (Sybil Bingham)

“Mother Bingham … teaching at first in her own thatched house, later in one room of the old frame house still standing on King Street … until the station report of 1829 finally records, in the Missionary Herald of September, 1830:”

“As evidence of some progress among the people, we are happy to mention the erection of a large school house, 128 feet in length by 37 feet in breadth, for the accommodation of our higher schools, or classes, on the monitorial plan.” (The Friend, December 1, 1924)

“That such structures of native thatch were frail and temporary is evidenced by the next mention of this huge school house which was more than twice as long as the present one, its successor.”

“The fine large school house built at our station was blown down last fall and all the benches, doors, etc., were crushed in the ruins. It was altogether too large, 120 feet long – badly lighted, having no glass windows, the seats and desks of the rudest kind imaginable”.

“Mr Bingham has succeeded in inducing the natives to rebuild it, and when I left home, the work had commenced. It will he almost 66 feet by 30. It will be more permanent than before, and as it is for the accommodation of the weekly meetings, it will be a very useful building.”  (Judd, October 23, 1833; The Friend)

“When I was little, very little, I mean, we always spoke of that adobe school house as Mrs Bingham’s school house. The Hawaiians and everybody always thought of it and spoke of it as her school house, because she was the only one of the mission mothers who could manage to carry on school work even part of the time.”  (The Friend, December 1, 1924)

“I cannot tell you when the old school house was first opened for a Hawaiian school. It must have been when I was very little, perhaps even before I was born. But I do know that Mrs Bingham and occasionally some of the other ladies taught the Hawaiian Mission School there all the year, until it came time for the general meeting of the Mission in May or June.”

“That was the time when the whaleships might be expected from around the Horn, and if there was to be a reinforcement of the mission, it was appropriate to have it arrive when all the members of the mission were gathered at Honolulu.”  (Henry Parker, Pastor of Kawaiahaʻo Church; The Friend)

“We have a very good school house built of mud and plastered inside and out with lime made of coral. It is thatched with grass, has a floor, seats and benches in front to write upon… All our scholars assemble in it and after prayers the native teachers take their scholars into the old grass meeting house, leaving us with about 60, which we manage ourselves.” (Juliette Cooke; The Friend)

“(T)his old room speaks so unmistakably of other days, of other modes of building as of other modes of thought, that one is led instinctively to make inquiry into its origins.”  (Ethel Damon; The Friend)

“The desks were long benches, running from the center aisle to the side of the long single room of the building. Attached to the back of each seat or bench was the sloping desk or table, at a proper height for the sitter, and under this desk, was a shelf for books, slates, etc.”

“The school furniture was all made of soft white pine and it was not long before it began to show that not even missionary boys with sharp knives could resist the temptation to do a little artistic carving.”  (William Richards Castle; The Friend)

The early Mission School House, built about 1833-35 was also the regular meeting place of the annual missionary gathering, known as the “General Meeting.” This building stood south of Kawaiahaʻo Church, at the foot of a lane.  (Lyons)

Very prominent in the old mission life was the annual “General Meeting” where all of the missionary families from across the Islands gathered at Honolulu from four to six weeks.

“The design of their coming together would naturally suggest itself to any reflecting mind. They are all engaged in one work, but are stationed at various and distant points on different portions of the group, hence they feel the necessity of occasionally coming together, reviewing the past, and concerting plans for future operations.”  (The Friend, June 15, 1846)

The primary object of this gathering was to hold a business meeting for hearing reports of the year’s work and of the year’s experiences in more secular matters, and there from to formulate their annual report to the Board in Boston.

Another important object of the General Meeting was a social one. The many stations away from Honolulu were more or less isolated-some of them extremely so.  (Dole)

Later (1852,) the Hawaiian Mission Children’s Society (HMCS – members were typically referred to as ‘Cousins’) was formed in the Old Mission School House as a social organization, as well as to lend support for the Micronesian mission getting started at the time.  (Forbes)

At its first annual meeting its president spoke of its year’s survival as having been “amid the sneers of a few, the fears of some, and the ardent hopes and warm good wishes of many.” It is pleasant to feel that sneers have been hushed, fears have been banished and that hopes have been largely realized.  (Annual Report of HMCS, 1892)

In 1855, Ann Eliza Clark became a bride in the old school house to young Orramel Gulick, the second president of HMCS.  “I was only seven or eight, too little to be allowed to take any part; but I can tell you it was the most wonderful wedding I ever saw in all my life.”

“I can remember all of the bride’s party. There was Charles Kittredge and William Gulick, and Caroline and Sarah Clark. The two girls wore little leis of papaia buds in their hair. I had worked hard all day stringing those leis, so that they should be just right, without any broken petals.”

“I was too little to be privileged to adorn the bride with jasmine buds and her veil, but I remember her lei, too, just as well as if I had strung it myself – it was made of jasmine, of the just-opening buds. And that wedding was the most wonderful one I ever saw in all my life.” (Julia Ann Eliza Gulick, sister of the groom; The Friend)

In 1895, the Free Kindergarten and Children’s Aid Association was formed, one of Hawaiʻi’s first eleemosynary organizations.  It offered the first teacher training program and free kindergarten to all of Hawaiʻi’s children.

Some of the children were taught in the old Mission School House, “the great single room … on Kawaiahaʻo Street. Cool, spacious, dignified, generous in the proportions of its ample length and breadth, of its lofty ceiling, of its deeply recessed windows….” (The Friend, December 1, 1924)

The teacher training program was eventually moved to what became the University of Hawaiʻi, and the kindergartens were taken over by the Territorial Department of Education.  The image shows the Old Mission School House.

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Wisdom

We’re the same age.

We were born in the Islands; I have been fortunate to have visited her home island on several occasions.  She has flown over 3-million miles; I have over 1-million miles in my Hawaiian Air account.

She represents inspiration and hope – folks on the island named her recent child ‘Mana‘olana’ (Hope.)

They call her ‘Wisdom.’

She lives on Midway, at least during the breeding season she can be found there.  She is joined by about a million other Laysan albatross, there.  She has had around 35 chicks, nesting each year within 15-feet of prior years’ nests.  She’s the oldest known wild bird.

The Laysan species of albatross traditionally mate with one partner for life and lay only one egg at a time, each year. It takes much of that year to incubate and raise the chick.

Laysan albatross are black and white seabirds named after Laysan Island. They stand almost 3-feet tall, weigh 6 to 7-pounds and have wingspans of more than 6-feet.

They spend most of their days out at sea and spend hours gliding on headwinds – they eat mostly fish, fish eggs, squid and crustaceans.

Laysan albatross live on both land and sea. The birds spend nearly half the year in the North Pacific Ocean, touching land only during breeding season.

Here’s a link to short video of Laysan Albatross mating ritual on Midway:

Here’s a link to short video of Laysan Albatross sitting on nests on Midway:

Here’s some of the “street view” from Google:

Its traditional name ‘moli’ means a bone tattoo needle, which was made from the bone of an albatross.

Albatross are famously mentioned in Samuel Taylor Coleridge’s epic poem ‘The Rime of the Ancient Mariner,’ published in 1798 …

‘God save thee, ancient Mariner!
From the fiends, that plague thee thus!—
Why look’st thou so?’—With my cross-bow
I shot the Albatross.

Ah! well a-day! what evil looks
Had I from old and young!
Instead of the cross, the Albatross
About my neck was hung.

The Mariner’s act of shooting the albatross (that had once brought good luck to his ship) is the mother of irrational, self-defeating acts. He never offers a good explanation for why he does it, and his crewmates get so upset that they hang the dead albatross around his neck as a burden, so he won’t forget what he did.

To have an albatross around your neck is to have a constant reminder of a big mistake you made. Instead of the gift that keeps on giving, it’s the blunder that keeps on taking. The phrase has come to mean carrying a great burden.  (Schmoop)

Kuaiheilani, suggested as a mythical place, is the traditional name for what we refer to as Midway Atoll.  Described in the legend of Aukelenuiaiku, the origin of this name can be traced to an ancient homeland of the Hawaiian people, located somewhere in central Polynesia.  (Kikiloi)

According to historical sources, this island was used by Native Hawaiians even in the late-1800s as a sailing point for seasonal trips to this area of the archipelago.

Theodore Kelsey writes, “Back in 1879 and 1880 these old men used navigation gourds for trips to Kuaihelani, which they told me included Nihoa, Necker, and the islets beyond … the old men might be gone on their trips for six months at a time through May to August was the special sailing season.”  (Papahānaumokuākea MP, Cultural Impact Assessment)

Look at a map of the Pacific and you understand the reasoning for the “Midway” reference (actually, it’s a little closer to Asia than it is to the North American continent.)

Midway’s importance grew for commercial and military planners. The first transpacific cable and station were in operation by 1903. In the 1930s, Midway became a stopover for the Pan American Airways’ flying “clippers” (seaplanes) crossing the ocean on their five-day transpacific passage.

The US was inspired to invest in the improvement of Midway in the mid-1930s with the rise of imperial Japan. In 1938 the Army Corps of Engineers dredged the lagoon during this period and, that year, Midway was declared second to Pearl Harbor in terms of naval base development in the Pacific.

The construction of the naval air facility at Midway began in 1940. At that time, French Frigate Shoals was also a US naval air facility. Midway also became an important submarine advance base.

The reef was dredged to form a channel and harbor to accommodate submarine refit and repair. Patrol vessels of the Hawaiian Sea Frontier forces stationed patrol vessels at most of the islands and atolls.

The Battle of Midway (June 4-7, 1942) is considered the most decisive US victory and is referred to as the “turning point” of World War II in the Pacific.  The victory allowed the United States and its allies to move into an offensive position.

In 2000, Secretary of the Interior designated Midway Atoll National Wildlife Refuge as the Battle of Midway National Memorial, making it the first National Memorial designated on a National Wildlife Refuge.

Of all the Islands and atolls in the Hawaiian archipelago, while Midway is part of the US, it the only one that is not part of the State of Hawaiʻi.

Today, Midway is administered by the US Fish and Wildlife Service as Midway Atoll National Wildlife Refuge within Papahānaumokuākea Marine National Monument (a marine protected area encompassing all of the Northwestern Hawaiian Islands.)

The image shows Wisdom and her chick.  (USGS) In addition, I have added other related images in a folder of like name in the Photos section on my Facebook and Google+ pages.

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by Peter T Young Leave a Comment

Math’s Life Lessons

I wanted to lighten up today and move a bit away from history – and remind us of some Life Lessons from my favorite subject … Math.

Some might suggest my passion is history (talk to any of my former history teachers and you’ll soon learn the truth – back then, history was not a subject that interested me.)

Actually, it’s Numbers that talk to me … they help me see and explain the world around me.

Many who know me think I am weird for my apparent insatiable passion for Math.

Math is not just the quest to solve for the unknown (… as if that is not enough;) Math also helps describe how we should live our lives.

Bear with me for a few moments, while I either turn you to the Math Side, or confirm what many people already think of me.  (I proudly live up to my reputation as the Duke of Dork.)

Here are some important Math Life Lessons.

Math’s equal sign gives us a lesson on EQUALITY.

From grade school through research involving the most complicated mathematical expressions, there is blind faith in Math’s equal sign.

Definitively different looking items on either side of this symbol are indisputably the same.  Without second thought, we defend and protect the equal sign and proclaim equality of two distinctive things.

In life, wouldn’t it be wonderful if we looked at each other … whomever we are, from wherever we come, however each of us looks or whatever each of us believes … and unquestionably see ourselves as equal?

This simple Math concept can save the world.

While we are on the subject of the equal sign, Math also teaches us the GOLDEN RULE.

You know, he who has the most gold, rules … no, wait, that’s a lesson in compounding and the relationship of addition, multiplication and exponents; that’s not what I am referring to.

I am talking about the ethic of reciprocity – doing unto others as you would have them do unto you.

We learn about this in Algebra – we call it balancing the equation, when we isolate a variable or solve an equation.  If you do one thing to one side of the equation, you must do the same thing to the other side.

In life, the same is true.  Treat people equally and treat them just as you wish to be treated.

Math teaches us the importance of WORKING TOGETHER.

This is illustrated in a tricky combination of geometry, trigonometry and physical science; so, bear with me, again.

Assume you need to get something from one point to another; say, up a hill.

In Math, we call it force to move a mass up a slope.  Use all your might and you can eventually get the object to the top.

However, if you and a friend push the same object, each of you uses less of your own muscle power (force) because you are working together.

In fact, you two working together, using each of your individual maximum force, can move twice the mass.

In Math, as in life … working together, you can accomplish more.

Here’s another Math Life Lesson – PROBLEM SOLVING.

In all Math problems, from the simplest to the most complex, the solution is simply the systematic addition, subtraction, multiplication or division of only 2 numbers at time.

So, in Math, when faced with an extensive, complicated problem, you solve it by planning and breaking it down into small component parts; the process is called evaluating and simplifying.

In life, our so-called ‘big’ problems can be solved the same way – slowly and systematically – by looking for and addressing the simple component solutions. (It’s kind of like ‘baby steps.’)

There is LOVE in Math.

OK, for many, not necessarily love *for* Math; but, really, love is found in Math.

It is best seen in 1 + 1 = 2.

First, look at the numbers.

1 … a simple vertical line.  By itself, it’s limited in character, scope and scale.  1 is the most basic, simplest and loneliest number.

But, put it with another lonely 1 and you get the most diverse, complicated integer of them all – 2 – a symbol made up of a curve, slope and straight line.

OK, now, we have a little audience participation.  Do this in your mind’s eye.

Just as who we are reflects on others … take that 2 and imagine its left side is reflected up against a mirror.  Can you see it?

That’s right.  When you take a lonely one and put it together with another lonely one … you have love with a solid foundation.

Makes your heart skip a little beat doesn’t it?

Welcome to the Math Side.

© 2015 Hoʻokuleana LLC