Ku and Hina—man and woman—were the great ancestral gods of heaven and earth for the ancient Hawaiians. They were life's fruitfulness and all the generations of mankind, both those who are to come and those already born. The Hawaiian gods were like great chiefs from far lands who visited among the people, entering their daily lives sometimes as humans or animals, sometimes taking residence in a stone or wooden idol. As years passed, the families of gods grew and included the trickster Maui, who snared the sun, and fiery Pele of the volcano. Ancient Hawaiians lived by the animistic philosophy that assigned living souls to animals, trees, stones, stars, and clouds, as well as to humans. Religion and mythology were interwoven in Hawaiian culture; and local legends and genealogies were preserved in song, chant, and narrative. Martha Beckwith was the first scholar to chart a path through the hundreds of books, articles, and little-known manuscripts that recorded the oral narratives of the Hawaiian people. Her book has become a classic work of folklore and ethnology, and the definitive treatment of Hawaiian mythology. With an introduction by Katherine Luomala.

Over the past two centuries, a considerable number of Hawaiian legends have been translated into English. Although this material has been the subject of studies in anthropology, ethnology, and comparative mythology, no study has been made made of the translations and the translators themselves. Nor has a definitive bibliography of published translations been compiled. The purpose of this volume is to provide an extensive, annotated bibliography of both primary translations and secondary retellings in English, together with a historical and critical study of the more important translations.

Vol. 49, no. 4, pt. 2 (July 1952) is the association's Publication manual.

The first edition of The Archaeology of Childhood has been credited by many as launching an entire new area of scholarship in archaeology. This second edition, published 17 years later, retains the first edition’s emphasis on combining sources from archaeology, anthropology, environmental studies, psychology, and sociology, to create a rich interdisciplinary basis for studying childhood across time and across cultures. The second edition is updated with archaeological studies about childhood that have been published in the past 20 years, and readers will see that the archaeology of childhood is a field with a relatively short history but a rich and varied scholarship. Archaeologists study children in the very recent past, as well as Neanderthal and early modern human children, and every period in between. These studies use artifacts, the built environment, spatial analyses, the artistic representations, skeletal remains, and mortuary assemblages to illuminate the lives of children, their families, and communities. The book’s eight chapters cover: 1: The Archaeology of Childhood in Context 2: Childhood in Archaeology: Themes, Terms, and Foundations 3: The Cultural Creation of Childhood: The Idea of Socialization 4: Socialization and the Material Culture of Childhood 5: Socialization, Behavior, and the Spaces and Places of Childhood 6: Socialization, Symbols, and Artistic Representations of Children 7: Socialization, Childhood, and Mortuary Remains 8: Looking Back and Moving Forward This book provides a comprehensive introduction to the major themes in the archaeological study of childhood and introduces the concept of socialization as a way of framing archaeological scholarship on children. Case studies and examples from around the globe are included, and the author’s expertise on childhood in 18th-20th century America is drawn upon to provide more familiar examples for readers allowing them to question their own assumptions and understandings of what it means to be a child. Each chapter ends with discussion questions and learning activities.

First published in 1928, The Child in Primitive Society examines the place of the child in the history of the less developed societies reaching back as close to social “origins” as is possible. The purpose here is not to enquire into the inner processes of learning, habit formation and acculturation in the child himself, but our aim is rather to examine the social milieu as it impinges upon the child- in other words, the customs and institutions which emerge as the educational systems of society later in the course of development. The purpose is to delineate the gradual trimming or fashioning of a child’s social existence by these social forces. The book discusses various important themes such as primitive notions of the child, the burden of children, the desire for children, infancy and childhood, primitive education, and inheritance and succession. This book is an important historical reference for scholars and researchers of sociology and education.