Schools | Page 25 | Images of Old Hawaiʻi

July 14, 2015 by Peter T Young 2 Comments

Ida May Pope

“Kamehameha Girls School Last Night – The first commencement of the Girls’ School took place in Kaumakapili Church last night before an audience of something like 2,000 people, the largest number ever gathered together in the native place of worship.”

“This very generous attendance showed the interest that the people of Honolulu have in the work that is being done by Miss Pope and her corps of worthy assistants.”

“Miss Pope’s work with the girls cannot be too highly praised, and she and her assistants may feel justly proud that they have sent forth into the world Hawaiian girls who are eminently capable to take their places as trainers of the young Hawaiians.” (Hawaiian Gazette, July 6, 1897)

“These are the young ladies of the school who graduated this year: Lydia Aholo, Julia Akana, Kalei Ewaliko, Miriama Hale, Lewa Iokia, Helen Kahaleahu, Elizabeth Kahanu, Malie Kapali, Hattie Kekalohe, Elizabeth Kaliinoi, Keluia Kiwaha, Julia Lovell, Jessie Mahoahoa, Elizabeth Waiamau, and Aoe Wong Kong.” (Kuokoa, July 2, 1897)

Ida May Pope was born in Crestline, Ohio July 30, 1862 to Dr William and Cornelia Waring Pope. She was the third child among seven.

Though her father was a doctor, he also co-patented the Franz-Pope device “to provide an improved mechanism for taking up the slack of the yarn, which occurs in knitting the heels and toes of stockings.” (Franz and Pope)

Ms Pope “was a graduate of Oberlin University and for many months held a responsible position in one of the educational institutions at Columbus supported by the State of Ohio.”

Then, “in August 1890, Miss Ida M Pope left for Honolulu to accept a position in the Kawaiahaʻo seminary. This talented young lady is one of the most efficient teachers ever raised in this community.”

“Miss Pope remained a teacher in the seminary one year. The gentlemen in charge of the seminary appreciated her faithful efforts and appointed her principal of the institution.”

In 1893, Miss Pope was granted a vacation to visit some of the best industrial schools on the continent and was given authority to employ seven young ladies to assist in Kawaiahaʻo Seminary. The education work made rapid progress and the seminary was so successful that it was determined to increase the corps of teachers and add an industrial department to the work.

“Among the seven teachers employed are three well known to the citizens of this community, who left yesterday afternoon with Miss Pope. These are Miss Bertha Sears, Mrs Ida Sturgeon and Miss Jennie Denzer. … They will sail from San Francisco on August 17 and reach Honolulu August 24.” (Bucyrus (Ohio) Journal; Hawaiian Gazette, August 29, 1893)

Then, on December 19 1894, the second stage of establishing the Kamehameha Schools was accomplished when the Kamehameha School for Girls was begun. The site was on the makai of King Street opposite the campus of the then school for boys (across from what is now Farrington High School.)

The first principal of the school was Ida May Pope; she was a strong-minded, energetic Midwesterner who picked her own teachers; the first, like her, were all single women from the mainland.

“Pope set a tone to discipline the Hawaiianness of her girls. ‘Constant and consistent restraint is the way to control the careless, joyous, happy-go-lucky nature of the Hawaiian.’” (Broken Trust)

“The object of the school is to furnish a carefully arranged, practical education to Hawaiian girls of thirteen years of age and over, qualifying them for service at home, for wage-earning in some handicraft, or as teachers in the government schools. The number of pupils is limited to eighty.” (Pope; The Friend)

The school has offered two courses—an English and a Normal course. The schoolroom work includes drill in the common branches, algebra, Hawaiian and general history, literature, elementary science, embracing physiology, botany, zoology, chemistry and physics.

We hope to see a fruit orchard, where the mango, orange, lime, papaya, and pear will flourish, and a garden that will supply vegetables for the table and flowers in abundance.”

“We cannot make farmers of Hawaiian girls, but we can train them to beautify their homes and supply their tables with flowers, fruit, and vegetables raised by their labor; and we can give them an insight into the keeping and caring for well-ordered homes and grounds.”

“The general housework of the school – cooking, laundering, and the care of public and private rooms – is done by the pupils. Games—tennis, croquet, basket and tower ball, afford ample relaxation and recreation. Mondays are holidays. Saturday evenings the pupils gather in the assembly hall or gymnasium for literary or social entertainments.” (Pope; The Friend)

Pope was referred to by the girls as Mother Pope or Mama Pope. During the last few years of her life, she also took on personal responsibility for a young child. The girl, Gladys, was the only daughter in a household with five older sons. Pope took Gladys as her hānai daughter (we knew her as Gladys Brandt (1906-2003.))

Miss Ida May Pope died on July 14, 1914, while on a teacher recruiting trip. “The death of Miss Pope is an irretrievable loss to the Kamehameha Schools and to the Hawaiian race.” (Albert F Judd)

“She gave herself to the cause of mothering Hawaiian girls, so many of whom had no real mothers. In this service she never spared herself and to it she sacrificed her life.” (LC Hudson)

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Ida-Pope

Kamehameha_School_for_Girls-makai-Diamond Head corner of King and Kalihi Streets.(KSBE)

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KSG Founder’s Day at Mauna ‘Ala 1902-KSBE

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KSG sewing-KSBE

KSG nursing class-KSBE

KSG ironing-KSBE

KSG cooking class c1900-KSBE

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First Graduating Class of the Kamehameha School for Girls-(KSBE)-1897

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July 11, 2015 by Peter T Young Leave a Comment

School for the Children of the Missionaries

Over the course of a little over 40-years (1820-1863 – the “Missionary Period”,) about 180-men and women in twelve Companies served in Hawaiʻi to carry out the mission of the ABCFM in the Hawaiian Islands.

One of the first things the first missionaries did was begin to learn the Hawaiian language and create an alphabet for a written format of the language. Their emphasis was on preaching and teaching.

The missionaries established schools associated with their missions across the Islands. This marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of Chiefs to stimulate the people to reading and writing.

However, the education of their children was a concern of missionaries.

There were two major dilemmas, (1) there were a limited number of missionary children and (2) existing schools (which the missionaries taught) served adult Hawaiians (who were taught from a limited curriculum in the Hawaiian language.)

“During the period from infancy to the age of ten or twelve years, children in the almost isolated family of a missionary could be well provided for and instructed in the rudiments of education without a regular school … But after that period, difficulties in most cases multiplied.” (Hiram Bingham)

Missionaries were torn between preaching the gospel and teaching their kids. “(M)ission parents were busy translating, preaching and teaching. Usually parents only had a couple of hours each day to spare with their children.” (Schultz)

“(I)t was the general opinion of the missionaries there that their children over eight or ten years of age, notwithstanding the trial that might be involved, ought to be sent or carried to the United States, if there were friends who would assume a proper guardianship over them”. (Bingham)

“This was the darkest day in the life history of the mission child. Peculiarly dependent upon the family life, at the age of eight to twelve years, they were suddenly torn from the only intimates they had ever known, and banished, lonely and homesick, to a mythical country on the other side of the world …”

“… where they could receive letters but once or twice a year; where they must remain isolated from friends and relatives for years and from which they might never return.” (Bishop)

During the first 21-years of the missionary period (1820-1863,) no fewer than 33 children were either taken back to the continent by their parents. (Seven-year-old Sophia Bingham, the first Caucasian girl born on Oʻahu, daughter of Hiram and Sybil, was sent to the continent in 1828. She is my great-great-grandmother.)

Resolution 14 of the 1841 General Meeting of the Sandwich Islands Mission changed that; it established a school for the children of the missionaries (May 12, 1841.) Meeting minutes note, “This subject occupied much time in discussion, and excited much interest.”

The following report was adopted: “Whereas it has long been the desire of many members of this mission to have a school established for the instruction of their children, and this object received the deliberate sanction of our last General Meeting; and”

“(W)hereas the Providence of God seems to have opened the way for this undertaking, by providing a good location for the school, suitable teachers to take charge of it, and a sufficiency of other means for making a commencement. Therefore,”

“Resolved 1, That the foundation of this institution be laid with faith in God, relying upon his great and precious promises to believing parents, in behalf of their children, commending it to his care and love from its commencement, and looking unto him to build it up, cherish it, and make it a blessing to the church and the world.”

“Resolved 2, That the location of the school be at Punahou, in the vicinity of Honolulu.”

“Resolved 3, That $2,000 be appropriated from the funds of the mission, to aid in erecting the necessary buildings, and preparing the premises for the accommodation of the school, as soon as possible; but as this sum is inadequate to the wants of the school, even in its commencement, that it be commended to the private patronage of the brethren of the mission.”

“Resolved 4, That a Board of five Trustees be chosen, of whom the teacher shall be one, ex officio, whose duty it shall be to devise a plan for the school, carry it into operation, as soon as possible, watch over its interests, and regulate its affairs generally.” (Resolution of the General Meeting of the Sandwich Islands Mission, 1841)

A subsequent Resolution noted “That Mr (Daniel) Dole be located at Punahou, as teacher for the Children of the Mission.”

On July 11, 1842, fifteen children met for the first time in Punahou’s original E-shaped building. The first Board of Trustees (1841) included Rev. Daniel Dole, Rev. Richard Armstrong, Levi Chamberlain, Rev. John S Emerson and Gerrit P Judd. (Hawaiian Gazette, June 17, 1916)

By the end of that first year, 34-children from Sandwich Islands and Oregon missions were enrolled, only one over 12-years old. Tuition was $12 per term, and the school year covered three terms. (Punahou)

By 1851, Punahou officially opened its doors to all races and religions. (Students from Oregon, California and Tahiti were welcomed from 1841 – 1849.)

December 15 of that year, Old School Hall, “the new spacious school house,” opened officially to receive its first students. The building is still there and in use by the school.

“The founding of Punahou as a school for missionary children not only provided means of instruction for the children, of the Mission, but also gave a trend to the education and history of the Islands.”

“In 1841, at Punahou the Mission established this school and built for it simple halls of adobe. From this unpretentious beginning, the school has grown to its present prosperous condition.” (Report of the Superintendent of Public Education, 1900)

The curriculum at Punahou under Dole combined the elements of a classical education with a strong emphasis on manual labor in the school’s fields for the boys, and in domestic matters for the girls. The school raised much of its own food. (Burlin)

Some of Punahou’s early buildings include, Old School Hall (1852,) music studios; Bingham Hall (1882,) Bishop Hall of Science (1884,) Pauahi Hall (1894,) Charles R. Bishop Hall (1902,) recitation halls; Dole Hall and Rice Hall (1906,) dormitories; Cooke Library (1908) and Castle Hall (1913,) dormitory.

Dole Street, laid out in 1880 and part of the development of the lower Punahou pasture was named after Daniel Dole (other nearby streets were named after other Punahou presidents.)

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Bingham Tablet

Punahou School, Photograph attributed to Charles Burgess-1866

Oahu College scene of driveway to Old School Hall and E Building, c.1881

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Punahou Street looking toward Round Top-(HSA)-PPWD-17-3-027-1900

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June 19, 2015 by Peter T Young Leave a Comment

Andover Theological Seminary

At the beginning of the nineteenth century, the people of New England were taking a new interest in religion. The devotion to their Puritan faith, which was characteristic of the first generation of colonists, had yielded long since to the claims of everyday living. (Rowe)

At the time, there were three schools of religious thought among Congregationalists. The first was known as the Old or Moderate Calvinists (with convictions of their Puritan ancestors.)

A second group was called Hopkinsians (from their spokesman, Samuel Hopkins) stressed certain Puritan principles to an extreme, like divine sovereignty and predestination; and a third party in Congregational circles was more liberal in its theological interpretations.

Although Massachusetts had stayed fairly true to its Calvinistic Puritan beginnings in the form of Congregationalism, by 1800 a new sect had swept Boston by storm: Unitarianism. This form of Protestantism rejected the aspects of Calvinism inherent to Congregationalism at the time.

Rather than accepting that all people were fallen and could only be chosen by God to be saved – predestination – early Unitarians emphasized reason, free will and the power of people for both good and evil. Also, as the name suggests, they disavowed the idea of the Trinity, believing instead that Jesus was solely a prophet and an example to live by. (Balboni)

The Old Calvinists were especially desirous to have a theological school at Andover. The Legislature of Massachusetts on June 19, 1807, authorized the Trustees of Phillips Academy to receive and hold additional property “for the purpose of a theological institution and in furtherance of the designs of the pious founders and benefactors of said Academy.”

The Phillips family was loyal to religion, as well as to education. They provided a gift to erect two buildings for the Seminary, the first American foundation for a chair in theology outside a university (a foundation for purely theological education was almost unknown in America.) (Rowe)

The Seminary was built on the campus of Phillips Academy in Andover. The Academy was founded during the American Revolution as an all-boys school in 1778 by Samuel Phillips, Jr (the oldest incorporated boarding school in the US.) The great seal of the school was designed by Paul Revere.

The purpose of the Founders for the Seminary, according to their constitution, was to increase “the number of learned and able defenders of the Gospel of Christ, as well as of orthodox, pious, and zealous ministers of the New Testament ; being moved, as we hope, by a principle of gratitude to God and benevolence to man.” (Rowe)

Seminary students partook in three years of study and four major subjects: the Bible, church history, doctrinal theology, and practical arts of the ministry. (Balboni)

The Andover Theological Seminary was dedicated September 28, 1808. The establishment of a school of divinity was a part of the original plan of the founders of Phillips Academy, although not to make it a distinct institution. (Bailey)

In addition to ministers, the seminary also produced hundreds of missionaries. Over the school’s 100-year stay in Andover, its graduates proselytized in Greece, Bulgaria, Armenia, Palestine, Turkey, India, Burma, China, Japan and all over Africa and Latin America. (Balboni)

Two notable graduates were part of the Pioneer Company of missionaries to Hawaiʻi. Hiram Bingham and Asa Thurston were classmates at Andover Theological Seminary (completed Seminary courses 1819;) they were ordained on September 29, 1819 at Goshen, Connecticut. (Joesting)

“On Saturday the 23d of October, the mission family, with a large concourse of spectators, assembled on Long Wharf; and after a prayer by the Rev. Dr. Worcester, Messrs. Bingham and Thurston sung, “When shall we all meet again?” and took a final farewell of their friends.”

“In this far distant land of strangers … it is a comfort to us to look back to that radiating point of missionary light and love, and to remember the privileges which we enjoyed, when treading, like you, on consecrated ground. The rising palaces of that hill of Zion, its treasures of learning and wisdom, and its fountains of consolation are still dear to us, though we shall never look upon its like again.”

“But it is the noble purposes of benevolent action, formed, matured, or Cherished and directed there, which gives us the most impressive view of its beauty and strength, and inspires our liveliest hopes, that that institution will be the most important to the church, and the most useful to the heathen, which the world has ever seen.”

“When we look at the history of that Seminary and of the American Board; when we see their connexion and their joint influence, hitherto so powerful, and so well directed, and the peculiar smiles which the Redeemer has bestowed upon them …”

“… our ears are open to hear the united song of heathen lands,—‘How beautiful are the feet of them that preach the gospel of peace, and bring glad tidings of good things.’” (Letter from Bingham and Thurston to the Society of Inquiry, February 20, 1821)

In 1908, the Seminary moved to Cambridge and in the fall of 1931 shared a campus with Newton Theological Institution in Newton, Massachusetts. In 1965, after three decades together on one campus, the two schools officially merged, becoming Andover Newton Theological School.

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Andover_Theological_Seminary-1830s

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Theological_Seminary,_Andover,_Mass,_by_Hamor,_A._B._(Anderson_B.),_b._1841

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June 9, 2015 by Peter T Young Leave a Comment

Normal School

One of the first ‘Normal’ schools, the École Normale Supérieure (“Normal Superior School,”) was established in Paris in 1794. Based on various German exemplars, the school was intended to serve as a model for other teacher-training schools. Later it became affiliated with the University of Paris. (Britannica)

On July 3, 1839, three young women reported to Lexington, Massachusetts, with hopes of attending the first state funded school specifically established for public teacher education (what were then referred to as ‘normal’ schools.)

A normal school is a school created to train high school graduates to be teachers. Its purpose is to establish teaching standards or norms, hence its name. Most such schools are now called teachers’ colleges.

In Hawaiʻi, as early as 1845, a Department of Education was organized with its own Minister. Two years later, the position of Inspector General of Schools was established.

In 1895, it was decided that the work of instructing the teachers already in the employ of the Department should be undertaken by the Summer School and the preparation of those wishing to enter the service, by a special Normal class in the High School.

This class has developed into the Normal and Training School, the only Normal School in the Territory (1895,) it trained elementary school teachers; it was first housed at Honolulu High School (former Hale Keōua, home of Princess Ruth Keʻelikōlani – the site of the present Central Middle School.)

James L Dumas was hired by the Department of Public Instruction to head the government’s normal school (he had been teaching teachers at Lahainaluna.) In his initial year, he had 29-students, ten of whom were only 16-years of age and with an eighth-grade education.

At his request, the Board of Education agreed to build a ‘practice school’ for his teacher students; two classrooms were added to the site as a training school for the normal school. A later disagreement with the Board led to Dumas’ resignation. (Logan)

In 1899, the Normal and Training School moved to the old Fort Street School. This change of location made possible a much needed enlargement of the training department as well as a considerable development of the other departments.

The course was changed from a two years’ course to a four years’ course for graduates of the grammar school and a one year course for graduates of a regular four years’ course in a High School. Certificates were granted to those completing three years of the four years’ course. (TN&TS, 1910)

In 1900, when Hawaiʻi became a territory of the US, the position of Minister of Education became that of Superintendent of Public Instruction. Although changes in the school system have taken place from time to time, the large administrative unit as a whole, has remained. (Wist, 1922)

Honolulu Normal and Training School relocated to Lunalilo and Quarry streets in 1905 and was given a new name, Territorial Normal and Training School. (TGI)

The purpose of the school was (a) to aid the student in acquiring the art of teaching by practice under intelligent direction, and to instruct him in the science of education; (b) to teach the subject-matter of the elementary and High School courses, and such subject-matter of collegiate rank as will give background for the work of teaching and supervision. (TN&TS)

The Normal and Training School occupied two buildings; the main building was 100 by 70 feet and had three stories and a basement. It is of Flemish bond brick with terra cotta trimmings.

On the first floor are six class rooms, an office, a supply room, a library, and a cloak room. On the second floor are eight class rooms, and on the third two class rooms and an assembly hall.

The Manual Training building, near the main building, had two rooms. One room was devoted to woodwork and the other to domestic science. There are benches for about twenty pupils per period in the woodworking room, and accommodations for the same number in the room devoted to domestic science. (TN&TS, 1910)

Although the program had grown steadily, it had not been able to furnish enough teachers to keep pace with the rapidly increasing population. The Department appointed approximately 200-new teachers yearly; about half of these were trained locally in the Normal School, the other half being imported from the mainland US. (Wist)

Since the Normal School trains elementary teachers only, the University opened a department of education for the training of high-school teachers, all of whom had previously been imported. (Wist, 1922)

“During the past year (1924,) the Territorial Normal School was placed on the list of accredited teachers’ colleges of the United States. It is rapidly becoming an institution that will rank with the best mainland normal schools.”

“High-school graduation is the entrance requirement for all students. The two-year Course is equivalent to two years of college work. (Report of the Governor, 1924)

“In 1929, the Territorial Normal School, which had outgrown its buildings on the side of Punchbowl, acquired land at the corner of University Avenue and Metcalf Street, and a building plus an annex were erected.”

“A large campus with several buildings was planned for the site. However, in 1931, the legislature merged the TNS with the University (of Hawaiʻi,) creating the Teachers College (TC) … (in 1951) the Regents named the TC Building Wist Hall.” (UCLA)

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Territorial Normal and Training School

June 3, 2015 by Peter T Young Leave a Comment

Free Kindergarten and Children’s Aid Association

“When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guarantee of a larger society which is worthy, lovely and harmonious.”

“Passivity of attitude, mechanical massing of children, uniformity of curriculum and method are the typical points of the old education. It may be summed up by stating that the centre of gravity is outside the child.”

“Now the change which is coming into our education is the shifting of the centre of gravity. It is a change, a revolution, not unlike that introduced by Copernicus when the astronomical centre shifted from the earth to the sun. In this case the child becomes the sun about which the appliances of education revolve; he is the centre about which they are organized.” (Dewey; Wheeler)

Let’s look back …

The idea of kindergartens began in Germany with Friedrich Froebel (1782-1852.) Germans moving to the US brought the idea over when they settled there. In 1855, in Watertown, Wisconsin, Mrs Carl Schurz, a former student of Froebel, established America’s first kindergarten. (Castle)

In Hawaiʻi, the earliest mention of a kindergarten program is in 1892 in connection with Francis Williams Damon’s work with the Chinese. Damon was interested in Chinese boys, and opened a kindergarten in the Chinese Mission on Fort Street. Charles Reed Bishop provided some financial support.

In 1893, the Woman’s Board of Missions for the Pacific Islands opened four kindergartens specializing in several racial groups: Portuguese, Japanese, Hawaiian and one for children of all other races. (CharlesReedBishop-org)

In Hawaiʻi, free kindergartens began under private support. The Islands’ first kindergarten teacher might have been Miss Birch Fanning, who arrived in Honolulu August 3, 1889.

Although she announced her plans to start her own kindergarten, she ended up as a teacher for Punahou Preparatory School on Beretania Street in 1892. This experience was short-lived, and Punahou did not begin a permanent kindergarten program until 1900.

Because of the success, the Woman’s Board of Missions, founded in 1878, organized four kindergartens in 1893. Separated along racial lines, they were organized for Japanese, Portuguese, Hawaiians, and for a group classified as “other races.” (Castle)

Local training of teachers began two years later for “select young ladies” who “have worked hard and acquired great proficiency in the mysteries of Froebel’s admirable system of training infant minds.”

The programs proved extremely popular; and, the work was exceeding the capacity of the Woman’s Board of Missions. As a result, the Free Kindergarten and Children’s Aid Association of the Hawaiian Islands was established in 1895. (Forbes)

Because of its newness, the Free Kindergarten and Children’s Aid Association was soon in search of an educational methodology to implement its mission. Harriet Castle, the guiding spirit of the Association, would be responsible for shaping this direction through importing the academic views of John Dewey, a friend of the Castle family.

Dewey’s theory, which would help to shape education for the 20th-century, resulted from his rejection of the rigid and formal approach to education that dominated schools in the late 19th-century. The old approach was based upon a psychology in which the child was thought of as a passive creature upon whom information and ideas had to be imposed. (Castle)

Free Kindergarten and Children’s Aid Association, one of Hawaiʻi’s first eleemosynary organizations, 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 early Mission School House, built about 1833-35 was 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)

In 1899, the Henry and Dorothy Castle Memorial Kindergarten (1899-1941) was founded, funded and operated by the Castle Foundation. Mary Castle used a major substantial part of the proceeds of the trust to fund a memorial to her late son and granddaughter. (This program established the reputation and identity of the foundation.) (Castle)

Castle asked Dewey to create a kindergarten modeled upon his educational theories. The facility was built on the Castle family homestead on King Street, where Henry was born and Dorothy spent her early years. The school was later turned over to the University of Hawaiʻi (founded eight years later in 1907) to operate.

Eventually, 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. (KCAA)

Free Kindergarten and Children’s Aid Association also established the first public playground in Honolulu in 1911, Beretania Playground, at the corner of Beretania and Smith streets in the heart of Chinatown. It was intended for boys and girls under ten, and for older girls accompanying the very young, and the “play garden” was open seven days a week from 9 am to 5 pm.

“In recognition of the truth of Joseph Lee’s declaration, ‘A boy without a playground is father to the man without a job’, the Free Kindergarten and Children’s Aid Association is making a valiant effort … to secure a trained playground worker for Honolulu.” (The Friend, April 1912)

Just like the private founders forming and funding the Kindergarten program, initially, private groups, rather than public agencies, undertook efforts to build playgrounds.

A major objective of private playground organizers was to convince city officials that public recreation ought to be a municipal responsibility. As a result, by the opening decade of the twentieth century most large American cities had established playgrounds owned and operated by municipal governments.

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