Peter T Young

November 16, 2016 by Peter T Young 1 Comment

Islands in the Bay

With the Bay as our backyard, we were fortunate kids growing up on Kāneʻohe Bay. Within the body of water were a number of small islands we would boat to, camp at, fish, party, etc.

Mokoliʻi (little lizard)

While Hiʻiaka the goddess (Pele’s younger sister) was returning to meet with Pele, as she approached Kualoa, she came upon a moʻo (lizard, dragon) who tried to stop her.

Hiʻiaka crushed the evil moʻo and left a piece of his tail as a landmark – Mokoliʻi at Kualoa (his body became the foothills below the steep Kualoa cliffs (‘long back’.))

Today, because of the obvious shape of the island, many generally refer to Mokoliʻi Island as “Chinaman’s Hat.” We’d land and camp on the seaward side. Back then, we’d also climb to the top of the island (about 306-feet high.)

Kapapa (shoal island)

As recently as the 1950s, scholars from Bishop Museum conducted modest digs on Kapapa. In addition to the koʻa, their work revealed a canoe house and also unearthed tools, jewelry and human remains (and reportedly a heiau.)

“Kapapa was always an important stopover for fishermen. It was difficult to navigate in the bay of Kane‘ohe, because of the patch reefs. But Kapapa is outside the reefs, and fishermen would always go there to camp and to dry their catch.” (Kawelo; Hollier)

Kapapa Island is located two miles off the shore of Kaneʻohe Bay. The small island is inhabited by many seabirds. These seabirds fledge anywhere from 150 to 300 chicks a year. (Sabado)

“Seabirds are really sensitive to the intensity and frequency of human activities. Adult birds can fly away, but the chicks are stationary in their burrows. The main thing is that having people around affects the nesting birds and the seabirds’ ability to reproduce.” (Misaki; Sabado)

The islet is protected as a sanctuary with access restricted, as well as prohibited activities on the island to permit holders only.

While Kapapa was once used recreationally for fishing and camping (things we frequently did,) visitors are now limited to just fishing, and only around the perimeter of the island in the daytime; the islet is closed to access between sunset and sunrise.

Ahu O Laka (Alter of Laka)

I have heard of three different traditional stories associated with the naming of Ahu O Laka. The first references the sand and links this site to Laka, goddess of the Hula.

The second refers to Chief Laka, born in Haili, Hilo. He reportedly died in Kualoa (some say on the island) and was subsequently buried in ‘Iao Valley (a place reserved for the highest of chiefs.)

The final story suggests that the place served as an ancient dividing line between fishers from the regions of Kualoa and Kailua.

As a kid, we called it ‘Sand Island’ (it went along with the “Island” references we used in the bay, i.e. Coconut Island and Coral Island.) Over time, the common name transitioned to Sand Bar. At low tide it forms into an island, otherwise it is covered with water.

Moku O Loʻe (Loʻe’s Island)

Three brothers, Kahoe, Kahuauli and Pahu, and their sister, Loʻe, were sent from ʻEwa to live in Kāneʻohe. Kahuauli was a farmer at Luluku (in the area of Puʻu Kahuauli).

Kahoe was a farmer near Haiku and Keaʻahala; and Pahu was a fisherman in Pohakea (in the area of Puʻu Pahu). Loʻe lived on Moku o Loʻe (Loʻe’s island). (Jokiel, HIMB)

It came under the ownership of Bishop Estate. In 1933, Chris Holmes, owner of Hawaiian Tuna Packers (later, Coral Tuna) and heir to the Fleischmann yeast fortune, purchased the island for his tuna-packing factory.

Later, Holmes tried to transform Coconut Island into his own private paradise. He enlarged the island, built the ponds, harbors and seawall surrounding the island (it even housed a small zoo for a short time with donkeys, a giraffe, monkeys and a baby elephant.) (HIMB)

He also planted large numbers of coconut palms which gave rise to its popular name, ‘Coconut Island.’

After Chris Holmes passed away in 1944 Coconut Island was used for an Army Rest & Recreation center; later Edwin Pauley bought it and a concept plan was developed to use the island as a millionaire’s playground and exclusive resort, an ultimate “retreat for tired businessmen.”

By the early 1950s Edwin Pauley was approached by the marine biologists at the UH’s fledgling Marine Laboratory to use the island’s boat facilities as a base for their research vessel. (HIMB)

Instead of a millionaire’s playground, the island became a haven for world-class scientists at the Hawaiʻi Institute for Marine Biology (HIMB) (and it was featured in the opening scene of Gilligan’s Island, a 1960s television sitcom.)

Coral Island

The earliest modifications to the natural marine environment of Kane‘ohe Bay were those made by the ancient Hawaiians. The construction of walled fishponds along the shore was perhaps the most obvious innovation.

The development of terraces and a complex irrigation network for the cultivation of taro no doubt had an effect on stream flow, reducing total runoff into the Bay.

Then they started to dredge (records of dredging permits issued by the Army Corps began in 1915.) Almost all of the early permits were for boat landings, piers and wharves, including the 1,200-foot wharf at Kokokahi and the 500-foot wharf at Moku O Loʻe for Hawaiian Tuna Packers (in 1934.)

Although some dredging was involved in the construction of piers and small boat basins, probably the first extensive dredging was done in 1937 when 56,000 cubic yards were dredged “from the coral reef in Kāne‘ohe Bay” by the Mokapu Land Co., Ltd.

The great bulk of all reef material dredged in Kane‘ohe Bay was removed in connection with the construction at Mokapu of the Kaane‘ohe Naval Air Station (now Marine Corps Base Hawai‘I – dredging for the base began on September 27, 1939, and continued throughout World War II.)

Appropriately named because it was formed by stockpiling coral dredge material on a nearby reef, at low tide it was a single island but became two when the tide came in. A small cove was on the lee side of the larger island, this is where we anchored.

‘Coral Island’ is now gone; constant pressure from the tides and waves leveled and lost the island.

Like any other place, use and demeanor here and elsewhere should be courteous and respectful. This does not mean we can’t have a good time while enjoying the Bay, but it does place responsibility on each of us to understand, care about and, ultimately, care for special places in Hawai‘i.

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November 15, 2016 by Peter T Young 1 Comment

Timeline Tuesday … 1800s

Today’s ‘Timeline Tuesday’ takes us through the 1800s – horses arrive, sandalwood economy and Henry ‘Ōpūkaha’ia sails to New England. We look at what was happening in Hawai‘i during this time period and what else was happening around the rest of the world.

A Comparative Timeline illustrates the events with images and short phrases. This helps us to get a better context on what was happening in Hawai‘i versus the rest of the world. I prepared these a few years ago for a planning project. (Ultimately, they never got used for the project, but I thought they might be on interest to others.)

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November 14, 2016 by Peter T Young Leave a Comment

Armstrong and Booker T

“… a great man – the noblest, rarest human being that it has ever been my pleasure to meet …”

“More than 100 people from Hawai‘i fought on both sides of the Civil War. Arguably the most famous was the Union general Samuel C Armstrong.” (NY Times)

Armstrong, the son of missionaries, was born January 30, 1839 in Maui, the sixth of ten children. In 1860 his father suddenly died, and Armstrong, at age 21, left Hawai‘i for the United States and attended Williams College in Massachusetts, graduating in 1862.

After graduation, Armstrong volunteered to serve in the Union Army during the American Civil War, and recruited a company near Troy, New York.

Armstrong was among the 12,000-men captured in September 1862 with the surrender of the garrison at Harpers Ferry. After being paroled, he returned to the front lines in Virginia in December; he fought at the Battle of Gettysburg in July 1863, defending Cemetery Ridge against Pickett’s Charge.

Armstrong subsequently rose to the rank of lieutenant colonel, being assigned to the 9th Regiment, United States Colored Troops (USCT) in late 1863, then the 8th US Colored Troops when its previous commander was disabled from wounds. Armstrong’s experiences with these regiments aroused his interest in the welfare of black Americans.

When Armstrong was assigned to command the USCT, training was conducted at Camp Stanton near Benedict, Maryland. While stationed at Stanton, he established a school to educate the black soldiers, most of whom had no education as slaves.

At the end of the war, Armstrong joined the Freedmen’s Bureau. With the help of the American Missionary Association, he established the Hampton Normal and Agricultural Institute – now known as Hampton University – in Hampton, Virginia in 1868.

The Institute was meant to be a place where black students could receive post-secondary education to become teachers, as well as training in useful job skills while paying for their education through manual labor.

Hampton University’s most notable alumni is Booker T. Washington. “I was born a slave on a plantation in Franklin County, Virginia. … As nearly as I have been able to learn, I was born near a cross-roads post-office called Hale’s Ford, and the year was 1858 or 1859.”

“My life had its beginning in the midst of the most miserable, desolate, and discouraging surroundings. This was so, however, not because my owners were especially cruel, for they were not, as compared with many others.”

“I was born in a typical log cabin, about fourteen by sixteen feet square. In this cabin I lived with my mother and a brother and sister till after the Civil War, when we were all declared free.”

“One day, while at work in the coal-mine, I happened to overhear two miners talking about a great school for coloured people somewhere in Virginia. This was the first time that I had ever heard anything about any kind of school or college that was more pretentious than the little coloured school in our town.”

“ In the darkness of the mine I noiselessly crept as close as I could to the two men who were talking. I heard one tell the other that not only was the school established for the members of my race, but that opportunities were provided by which poor but worthy students could work out all or a part of the cost of board, and at the same time be taught some trade or industry.”

“After hearing of the Hampton Institute, I continued to work for a few months longer in the coal-mine. While at work there, I heard of a vacant position in the household of General Lewis Ruffner, the owner of the salt-furnace and coal-mine.”

“During the one or two winters that at I was with her she gave me an opportunity to go to school for an hour in the day during a portion of the winter months, but most of my studying was done at night, sometimes alone, sometimes under some one whom I could hire to teach me.” (Washington)

After coming to Hampton Institute in 1872, Washington immediately began to adopt Armstrong’s teaching and philosophy.

Washington described Armstrong as “the most perfect specimen of man, physically, mentally and spiritually the most Christ-like….” Washington also quickly learned the aim of the Hampton Institute.

After leaving Hampton, he recalled being admitted to the school, despite his ragged appearance, due to the ability he demonstrated while sweeping and dusting a room. From his first day at Hampton, Washington embraced Armstrong’s idea of black education. (HamptonU)

“I have spoken of the impression that was made upon me by the buildings and general appearance of the Hampton Institute, but I have not spoken of that which made the greatest and most lasting impression upon me, and that was a great man – the noblest, rarest human being that it has ever been my privilege to meet. I refer to the late General Samuel C. Armstrong. “

“It has been my fortune to meet personally many of what are called great characters, both in Europe and America, but I do not hesitate to say that I never met any man who, in my estimation, was the equal of General Armstrong.”

“Fresh from the degrading influences of the slave plantation and the coal-mines, it was a rare privilege for me to be permitted to come into direct contact with such a character as General Armstrong.”

“I shall always remember that the first time I went into his presence he made the impression upon me of being a perfect man: I was made to feel that there was something about him that was superhuman”

“It was my privilege to know the General personally from the time I entered Hampton till he died, and the more I saw of him the greater he grew in my estimation.”

“One might have removed from Hampton all the buildings, class-rooms, teachers, and industries, and given the men and women there the opportunity of coming into daily contact with General Armstrong, and that alone would have been a liberal education.” (Washington)

Washington went on to attend Wayland Seminary in Washington, DC, and he returned to Hampton to teach on Armstrong’s faculty.

The founders of the Tuskegee Normal and Industrial Institute, a new black college being built just east of Montgomery, Alabama, asked Armstrong to recommend a white man who could head the school. Armstrong suggested Washington instead. The institute would become a fundamental part of Washington’s legacy. (NPR)

Many religious organizations, former Union Army officers and soldiers, and wealthy philanthropists were inspired to create and fund educational efforts specifically for the betterment of African Americans in the South by the work of pioneering educators such as Samuel Armstrong and Dr Washington. (HamptonU)

Washington rose to become one of the most influential African-American intellectuals of the late 19th century. In 1881, he founded the Tuskegee Institute, a black school in Alabama devoted to training teachers.

Washington was also behind the formation of the National Negro Business League 20 years later, and he served as an adviser to Presidents Theodore Roosevelt and William Howard Taft.

King Kalākaua visited Hampton Normal and Agricultural School on one of his trips to the continent. President Abraham Lincoln’s Emancipation Proclamation was read to local freedmen under the historic “Emancipation Tree” at the Hampton school, which is still located on the campus today.

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November 13, 2016 by Peter T Young Leave a Comment

He Aupuni Palapala Ko‘u

E nā ali‘i a me nā maka‘āinana,
he aupuni palapala ko‘u,
a ‘o ke kanaka pono a na‘auao,
‘o ia ko‘u kanaka.

To all ali‘i and commoners alike,
mine is a literate country,
and the just and intelligent man
is my countryman.
(Kauikeaouli – Kamehameha III;
Nūpepa Kū‘oko‘a (May 23, 1868;) Puette)

Hawaiian was a spoken language but not a written language. Historical accounts were passed down orally, through chants and songs. After western contact and attempts to write about Hawai‘i, early writers tried to spell words based on the sound of the words they heard. People heard words differently, so it was not uncommon for words to be spelled differently, depending on the writer.

The planning for the formal written Hawaiian language in the early part of the nineteenth century was started by the American Protestant missionaries who arrived in Hawaii, starting in 1820. A committee of some of these missionaries (Hiram Bingham, CS Stewart and Levi Chamberlain) worked on the development of the Hawaiian alphabet.

Initially, the missionaries worked out a Hawaiian alphabet of 17-English letters. “On the 7th of January, 1822, a year and eight months from the time of our receiving the governmental permission to enter the field and teach the people …”

“… we commenced printing the language in order to give them letters, libraries, and the living oracles in their own tongue, that the nation might read and understand the wonderful works of God.”

Then, on July 14, 1826, the missionaries established a 12-letter alphabet for the written Hawaiian language, using five vowels (a, e, i, o, and u) and seven consonants (h, k, l, m, n, p and w) in their “Report of the committee of health on the state of the Hawaiian language.” The report was signed by Bingham and Chamberlain. The alphabet continues in use today.

Early on, the Chiefs saw the opportunity and in collaboration with the missionaries, first the chiefs, then the makaʻāinana were taught the alphabet, and how to read and write.

Sybil Moseley Bingham, wife of Hiram Bingham, leader of the Pioneer Company of missionaries of the American Board of Commissioners for Foreign Missions (ABCFM,) is said to have started the first school in Hawaiʻi in May 1820. (“… Sybil Moseley Bingham, opened the first school in this city in May, 1820, surely an historic date.” (Hiram Bingham II)

Sybil’s June 20, 1820 journal entry notes, “After neglect of my journal for more than two months in a most interesting part of our history too … 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 in this dark land.”

June 21st. “The most which has interested me to-day has been my little school. To see the little things so ready to learn, and so busy with their needles, is very pleasant. I long to know more of their language, that I might be pouring into their tender minds more instruction than ab.”

Learning to read and write had already been on Liholiho’s mind, well before he travelled to England. In 1820, missionary Lucy Thurston noted in her Journal, Liholiho’s desire to learn.

“The king (Liholiho, Kamehameha II) brought two young men to Mr. Thurston, and said: ‘Teach these, my favorites, (John Papa) Ii and (James) Kahuhu. It will be the same as teaching me. Through them I shall find out what learning is.’”

Betsey Stockton, a former slave and then missionary with the American mission, was on the 2nd Company of missionaries and was sent to Maui. “Mr. Richards and myself have an island with 20,000 inhabitants committed to our spiritual care – a solemn – a most responsible charge!” (Stewart)

“It was there, as (Betsey said,) that she opened a school for the common people which was certainly the first of the kind in Maui and probably the first in all Hawai‘i; for at the beginning the missionaries were chiefly engaged in the instructions of the chiefs and their families.” (Maui News, May 5, 1906)

Stockton has asked the mission to allow her “to create a school for the makaʻāinana (common people.) Stockton learned the Hawaiian Language and established a school in Maui where she taught English, Latin, History and Algebra. (Kealoha)

“It shows that a sincere desire to accomplish a good purpose need not be thwarted by other necessary engagements, however humble or exacting.” (Maui News, May 5, 1906)

Britain’s King George encouraged Hawaiians to read and write, and noted that the American preachers/teachers could help them. “If you wish to have me for your friend, you and your people must all read and write. If you do not attend to instruction, I shall not be your friend.” (King George of England to Boki, 1824)

Boki asked him whether preachers are good men, and the King said, “Yes, and they are men to make others good. I always have some of them by me; for chiefs are not wise like them.”

“We in England were once like the people in your islands; but this kind of teachers came and taught our fathers, and now you see what we are.”

“You and your people must take good heed to the missionaries; for they were sent to enlighten you and do you good. They came not for secular purposes, but by a divine command, to teach you the word of God. The people would therefore all do well to attend to instruction, and to forsake stealing, drunkenness, war, and every thing evil, and to live in peace.” (ABCFM Annual Report, 1826)

On June 6, 1825, Kauikeaouli was proclaimed king of Hawaiʻi. To the people he said, “‘Where are you, chiefs, guardians, commoners? I greet you. Hear what I say! My kingdom I give to God. The righteous chief shall be my chief, the children of the commoners who do you right shall be my people, my kingdom shall be one of letters.’ Kaʻahumanu and Kalanimōku encouraged this attitude of the king and declared to the people their trust in God.” (Ka Nupepa Kuʻokoʻa, February 22, 1868; Kamakau)

On August 23, 1836, 15-Chiefs (Kamehameha III, Nahiʻenaʻena, Hoapili, Na Malia Hoapili, Kuakini, Kīnaʻu, Kekāuluohi, Paki, Liliha, ʻAikanaka, Leleiōhoku, Kekūanāoʻa, Kanaʻina, Kekauōnohi and Keliʻiahonui) sent a letter to the American missionaries, asking that more American teachers be sent to the Islands.

“We hereby take the liberty to express our views as to what is necessary for the prosperity of these Sandwich Islands. Will you please send to us additional teachers to those you have already sent, of such character as you employ in your own country in America?”

“Should you send the above mentioned teachers, we promise to protect them, and afford them all the facilities for carrying on their work, which are in our power.”

Shortly after, the American Board of Commissioners for Foreign Missions (ABCFM) sent the largest company of missionaries to the Islands, that included a large number of teachers. The Eighth Company left Boston December 14, 1836 and arrived at Honolulu, April 9, 1837 on the Mary Frasier from Boston.

The missionaries were asked by the King to teach and care for the next generation of the highest ranking chiefs’ children of the realm and secure their positions for Hawaiʻi’s Kingdom.

“We ask Mr. Cooke to be teacher for our royal children. He is the teacher of our royal children and Dr. Judd is the one to take care of the royal children because we two hold Dr. Judd as necessary for the children and also in certain difficulties between us and you all.” (signed by Kamehameha III, Hoapili Wahine and Kekāuluohi)

This resulted in the formation of O‘ahu’s first school, the Chiefs’ Children’s School (The Royal School.) Seven families were eligible under succession laws stated in the 1840 Constitution of the Kingdom of Hawai‘i; Kamehameha III called on seven boys and seven girls to board in the Chiefs’ Children’s School.

By 1831, in just eleven years from the first arrival of the American missionaries, Hawaiians had built over 1,100-schoolhouses. This covered every district throughout the eight major islands and serviced an estimated 53,000-students. (Laimana)

The proliferation of schoolhouses was augmented by the missionaries printing of 140,000-copies of the pī¬ʻāpā (elementary Hawaiian spelling book) by 1829 and the staffing of the schools with 1,000-plus Hawaiian teachers. (Laimana)

Through the collaboration between the Hawaiian Chiefs and the American missionaries, by 1832, the literacy rate of Hawaiians (at the time was 78 percent) had surpassed that of Americans on the continent. The literacy rate of the adult Hawaiian population skyrocketed from near zero in 1820 to a conservative estimate of 91 percent – and perhaps as high as 95 percent – by 1834. (Laimana)

From 1820 to 1832, in which Hawaiian literacy grew by 91 percent, the literacy rate on the US continent grew by only 6 percent and did not exceed the 90 percent level until 1902 – three hundred years after the first settlers landed in Jamestown. By way of comparison, it is significant that overall European literacy rates in 1850 had not risen much above 50 percent. (Laimana)

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Hawaiian Alphabet

November 12, 2016 by Peter T Young Leave a Comment

Schooling of Red Fish

“The ancient superstition (tells) that visits of red fish in large numbers to the Islands portend the death of some member of the royal family … “

“A few months ago there started running into and around the harbors of the Islands such schools of alalaua as had not been seen before in five years or more, if not in many years prior to that; and the schools of aweoweo, or grown alalaua, are still here.”

“When the little red fish first started coming in months ago, the older natives shook their heads and declared that one of their aliis must go.”

“It has so turned out.” (Maui News, November 16, 1917)

“The former Queen had been in bad health for many months. A week ago she began to fail rapidly and last Thursday physicians announced that the end was near.” (Richmond Times-Dispatch, November 12, 1917))

“Death came to Hawaii’s queen, Liliuokalani, at 8:30 o’clock Sunday morning – a quiet, sunny, pleasant Sunday morning as calm and as peaceful as was the ending of her eventful life.” (Honolulu Star-Bulletin, November 12, 1917)

“’The queen is dead,’ went the word throughout Hawaii as soon as the bells began their solemn proclamation. It was flashed by wireless from island to island of the group over which she had once ruled …”

“Thousands of newspapers today all over the world have told their readers of the passing of Liliuokalani, last queen of Hawaiʻi.”

“The queen’s last hours were as peaceful as her life had been eventful.” (Honolulu Star-Bulletin, November 12, 1917)

“During the time the Queen’s body was in state in the throne room of the palace and at the Kawaiahaʻo Church, the first church built in Honolulu, and during the wonderful procession from the palace to the mausoleum it was the evident aim of those in charge to display the most wonderful panorama and glare of gorgeous colors that was possible.”

“You understand, the skies, the water and the landscape of this tropical land is a perfect rainbow of beautiful color at all times. Considering this fact it is not strange that the desire for color display should manifest itself on such an occasion.” (Mid-Pacific, August 1919)

“The Royal Hawaiian Band, the United States Military Bands, the Hawaiian Cathedral Church Choir, the members of various Hawaiian clubs and organizations of Hawaiian origin, dressed in uniforms unique and unusual …”

“… the sailors from the Japanese man-of-war lying in the harbor, and American soldiers and sailors, the consular families of the different consuls from foreign lands, and all the mixed heterogeneous mass of all nationalities which thronged the streets for miles, made the funeral procession to the mausoleum a scene never to be forgotten.” (Mid-Pacific, August 1919)

“(N)o one who was fortunate enough to be present early on this notable Tuesday morning is likely to ever forget one of the first, and perhaps the simplest, bits of homage paid the beloved Queen: The singing, by the ladies of one of the kahili-watches, of the Queen’s own ‘Aloha Oe.’”

“The tender rendition of this now famous refrain from Liliuokalani’s prolific pen, seemingly brought home to the somewhat dazed consciousness of the assemblage the fact that, indeed, was Liliʻu departed forever, and that the time of the final aloha was come.” (Hodges)

“Knowing that this would be the last royal funeral and that a funeral of royalty on these islands was always a remarkably spectacular affair …”

“… the streets of Honolulu were crowded during the week from the day of her death to the day her body was placed in the royal mausoleum on the side of the mountain in beautiful Nuʻuanu valley, just on the edge of the city of Honolulu.” (Mid-Pacific, August 1919)

At the time, the world was at war (WWI.) “In recent weeks, Queen Liliuokalani had shown striking patriotism for the United States. She subscribed liberally for the Red Cross fund and the Liberty Loan.”

“When news first came that a state of war had been declared, she hoisted the Stars and Stripes over her residence in Washington Place, advising her former subjects to support the government of the United States to the fullest.” (The Morning Oregonian, November 12, 1917)

“Liliuokalani, former queen of Hawaiʻi, accomplished writer, song composer and hostess, was born near Honolulu (September 2) 1838. She was christened Lydia (Kamakaeha) and was the daughter of a noble family.”

“Following a native custom, the object of which was to cement friendships, she was given to (Paki) and his wife Konia, of another noble family, to raise. Her name Liliuokalani, “Lily of Heaven,” was given her, several years later.”

“As a girl she attended the royal school at Honolulu and received a fair education, which she supplemented by much reading. She was a gifted musician. Later in life she composed hundreds of Hawaiian songs; some of which are now known all over the world. “

“At school the future queen met John O Dominis, son of an American sea captain to whom she was afterwards married.” (Baltimore American, November 12, 1917; Coughlin) She died November 11, 1917 at the age of 79.

“After the death of the Queen the red fish vanished.” (Mid-Pacific, August 1919)

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