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Keywords: Officer

Historical Items

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Item 108923

US officer and a German POW officer, Houlton, ca. 1944

Contributed by: Aroostook County Historical and Art Museum Date: circa 1944 Location: Houlton Media: Photographic print

Item 14054

Bangor Police Officer, Union Railroad Station

Contributed by: Bangor Public Library Date: 1942 Location: Bangor Media: Photographic print

Item 27649

Hampden Highlands Post Office, ca. 1908

Contributed by: Hampden Historical Society Date: circa 1908 Location: Hampden Media: Photographic print

Tax Records

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Item 86129

Office, Browns Wharf Office Building, Portland, 1924

Owner in 1924: F E Irwin Lumber Company Use: Office

Item 86858

Office, Portland Pier, Portland, 1924

Owner in 1924: Proprietors of Portland Pier Use: Office

Item 74956

Offices, Thompsons Point, Portland, 1924

Owner in 1924: The Portland & Ogdensburg Railroad Use: Offices

Architecture & Landscape

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Item 110149

U.S. Post Office, Portland, 1932

Contributed by: Maine Historical Society Date: 1932 Location: Portland; Portland Client: United States Post Office Architect: John Calvin Stevens John Howard Stevens Architects

Item 110190

Addition to the Branch Post Office for the Free Street Corporation, Portland, 1943-1949

Contributed by: Maine Historical Society Date: 1943–1949 Location: Portland Client: United States Post Office Architect: John Howard Stevens John Calvin Stevens II Architects

Item 110255

Waterville Federal Building and Post Office, Waterville, 1974-1975

Contributed by: Maine Historical Society Date: 1974–1975 Location: Waterville Client: City of Waterville Architect: Eaton W. Tarbell

Online Exhibits

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Exhibit

Patriotism Shared

Post office clerks began collecting strong red, white, and blue string, rolling it onto a ball and passing it on to the next post office to express their support for the Union effort in the Civil War. Accompanying the ball was this paper scroll on which the clerks wrote messages and sometimes drew images.

Exhibit

Lt. Charles Bridges: Getting Ahead in the Army

Sgt. Charles Bridges of Co. B of the 2nd Maine Infantry was close to the end of his two years' enlistment in early 1863 when he took advantage of an opportunity for advancement by seeking and getting a commission as an officer in the 3rd Regiment U.S. Volunteers.

Exhibit

A Snapshot of Portland, 1924: The Taxman Cometh

In 1924, with Portland was on the verge of profound changes, the Tax Assessors Office undertook a project to document every building in the city -- with photographs and detailed information that provide a unique view into Portland's architecture, neighborhoods, industries, and businesses.

Site Pages

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Site Page

Lincoln, Maine - Post Office

Josh Shaw "What if the post office never existed?" The postal service refers to the post offices and mailing.

Site Page

Historic Hallowell - Post Office and Fire Station

Post Office and Fire Station Hallowell Post OfficeHubbard Free Library Judy Longfellow, Post Woman written by Sam Gilbert Q How old were you…

Site Page

Lincoln, Maine - Post Office, Lincoln, Built in 1856

Post Office, Lincoln, Built in 1856 Contributed by Lincoln Historical Society Description The Lincoln Post Office was in the Plumly…

My Maine Stories

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Story

August 12, 1967 was the most significant day of my life
by Bob Small

How the Vietnam war affected my life

Story

Mike Remillard shares his in-depth knowledge of our community
by Biddeford Cultural & Heritage Center

You will learn a lot from Mike's fascination with many topics from church organs to submarines.

Story

Coaching in Maine and how to become a good coach
by University of New England

Dr. John Winkin speaks at sports medicine lecture, introduced by Dr. Doug Brown

Lesson Plans

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Lesson Plan

Bicentennial Lesson Plan

Maine Governors

Grade Level: Postsecondary Content Area: Social Studies
Students will learn about the people who have occupied the office of Governor and how the Office of Governor operates. The students will understand the different hats and relationships that the Governor has.

Lesson Plan

Longfellow Studies: Longfellow Amongst His Contemporaries - The Ship of State DBQ

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
Preparation Required/Preliminary Discussion: Lesson plans should be done in the context of a course of study on American literature and/or history from the Revolution to the Civil War. The ship of state is an ancient metaphor in the western world, especially among seafaring people, but this figure of speech assumed a more widespread and literal significance in the English colonies of the New World. From the middle of the 17th century, after all, until revolution broke out in 1775, the dominant system of governance in the colonies was the Navigation Acts. The primary responsibility of colonial governors, according to both Parliament and the Crown, was the enforcement of the laws of trade, and the governors themselves appointed naval officers to ensure that the various provisions and regulations of the Navigation Acts were executed. England, in other words, governed her American colonies as if they were merchant ships. This metaphorical conception of the colonies as a naval enterprise not only survived the Revolution but also took on a deeper relevance following the construction of the Union. The United States of America had now become the ship of state, launched on July 4th 1776 and dedicated to the radical proposition that all men are created equal and endowed with certain unalienable rights. This proposition is examined and tested in any number of ways during the decades between the Revolution and the Civil War. Novelists and poets, as well as politicians and statesmen, questioned its viability: Whither goes the ship of state? Is there a safe harbor somewhere up ahead or is the vessel doomed to ruin and wreckage? Is she well built and sturdy or is there some essential flaw in her structural frame?

Lesson Plan

Longfellow Studies: Longfellow's "The Village Blacksmith" and "Whitman's Song of Myself" - Alternative Constructions of the American Worker

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
Most if not all of us have or will need to work in the American marketplace for at least six decades of our lives. There's a saying that I remember a superintendent telling a group of graduating high-school seniors: remember, when you are on your deathbed, you will not be saying that you wish you had spent more time "at the office." But Americans do spend a lot more time working each year than nearly any other people on the planet. By the end of our careers, many of us will have spent more time with our co-workers than with our families. Already in the 21st century, much has been written about the "Wal-Martization" of the American workplace, about how, despite rocketing profits, corporations such as Wal-Mart overwork and underpay their employees, how workers' wages have remained stagnant since the 1970s, while the costs of college education and health insurance have risen out of reach for many citizens. It's become a cliché to say that the gap between the "haves" and the "have nots" is widening to an alarming degree. In his book Wealth and Democracy, Kevin Phillips says we are dangerously close to becoming a plutocracy in which one dollar equals one vote. Such clashes between employers and employees, and between our rhetoric of equality of opportunity and the reality of our working lives, are not new in America. With the onset of the industrial revolution in the first half of the nineteenth century, many workers were displaced from their traditional means of employment, as the country shifted from a farm-based, agrarian economy toward an urban, manufacturing-centered one. In cities such as New York, groups of "workingmen" (early manifestations of unions) protested, sometimes violently, unsatisfactory labor conditions. Labor unions remain a controversial political presence in America today. Longfellow and Whitman both wrote with sympathy about the American worker, although their respective portraits are strikingly different, and worth juxtaposing. Longfellow's poem "The Village Blacksmith" is one of his most famous and beloved visions: in this poem, one blacksmith epitomizes characteristics and values which many of Longfellow's readers, then and now, revere as "American" traits. Whitman's canto (a section of a long poem) 15 from "Song of Myself," however, presents many different "identities" of the American worker, representing the entire social spectrum, from the crew of a fish smack to the president (I must add that Whitman's entire "Song of Myself" is actually 52 cantos in length). I do not pretend to offer these single texts as all-encompassing of the respective poets' ideas about workers, but these poems offer a starting place for comparison and contrast. We know that Longfellow was the most popular American poet of the nineteenth century, just as we know that Whitman came to be one of the most controversial. Read more widely in the work of both poets and decide for yourselves which poet speaks to you more meaningfully and why.