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Keywords: Independent Schools

Historical Items

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Item 102884

Lincoln Academy Class of 1878, Newcastle

Contributed by: Lincoln Academy Date: 1878 Location: Newcastle Media: Photographic print

Item 102881

Class of 1902, Lincoln Academy, Newcastle, 1902

Contributed by: Lincoln Academy Date: 1902 Location: Newcastle Media: Photographic print

Item 102890

Class of 1906 at Lincoln Academy, Newcastle, 1906

Contributed by: Lincoln Academy Date: 1906 Location: Newcastle Media: Photographic print

Online Exhibits

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Exhibit

KVVTI's Gilman Street Campus, 1978-1986

The Gilman Street building began its life in 1913 as Waterville High School, but served from 1978 to 1986 as the campus of Kennebec Valley Vocational Technical Institute. The building helped the school create a sense of community and an identity.

Exhibit

Independence and Challenges: The Life of Hannah Pierce

Hannah Pierce (1788-1873) of West Baldwin, who remained single, was the educated daughter of a moderately wealthy landowner and businessman. She stayed at the family farm throughout her life, operating the farm and her various investments -- always in close touch with her siblings.

Exhibit

Horace W. Shaylor: Portland Penman

Horace W. Shaylor, a native of Ohio, settled in Portland and turned his focus to handwriting, developing several unique books of handwriting instruction. He also was a talented artist.

Site Pages

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Site Page

John Bapst Memorial High School

View collections, facts, and contact information for this Contributing Partner.

Site Page

Islesboro--An Island in Penobscot Bay - Schools

Malcolm Willis was the first commercial teacher. The Class of 1933, with eighteen pupils, was the largest ever to graduate from Islesboro High School.

Site Page

Farmington: Franklin County's Shiretown - Founding of the Farmington State Normal School

The First Four Principals of the FSNS The First Four Principals of the Farmington State Normal School. Pictured, clockwise from bottom-left: George M.

My Maine Stories

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Story

Service in Bosnia, Iraq and Afghanistan by MAJ Adam R. Cote
by Adam R. Cote

Military Service has had a deep impact my life

Story

A Maine Family's story of being Prisoners of War in Manila
by Nicki Griffin

As a child, born after the war, I would hear these stories - glad they were finally written down

Lesson Plans

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Lesson Plan

Longfellow Studies: The Birth of An American Hero in "Paul Revere's Ride"

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
The period of American history just prior to the Civil War required a mythology that would celebrate the strength of the individual, while fostering a sense of Nationalism. Longfellow saw Nationalism as a driving force, particularly important during this period and set out in his poem, "Paul Revere's Ride" to arm the people with the necessary ideology to face the oncoming hardships. "Paul Revere's Ride" was perfectly suited for such an age and is responsible for embedding in the American consciousness a sense of the cultural identity that was born during this defining period in American History. It is Longfellow's interpretation and not the actual event that became what Dana Gioia terms "a timeless emblem of American courage and independence." Gioia credits the poem's perseverance to the ease of the poem's presentation and subject matter. "Paul Revere's Ride" takes a complicated historical incident embedded in the politics of Revolutionary America and retells it with narrative clarity, emotional power, and masterful pacing,"(2). Although there have been several movements to debunk "Paul Revere's Ride," due to its lack of historical accuracy, the poem has remained very much alive in our national consciousness. Warren Harding, president during the fashionable reign of debunk criticism, perhaps said it best when he remarked, "An iconoclastic American said there never was a ride by Paul Revere. Somebody made the ride, and stirred the minutemen in the colonies to fight the battle of Lexington, which was the beginning of independence in the new Republic of America. I love the story of Paul Revere, whether he rode or not" (Fischer 337). Thus, "despite every well-intentioned effort to correct it historically, Revere's story is for all practical purposes the one Longfellow created for him," (Calhoun 261). It was what Paul Revere's Ride came to symbolize that was important, not the actual details of the ride itself.