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Keywords: Religious Schools

Historical Items

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Item 35423

John Bapst High School Football Class C State Championship cake, Bangor, 1976

Contributed by: John Bapst Memorial High School Date: 1976 Location: Bangor Media: Photographic print

Item 37228

St. John's Grammar School Coffee Party, Bangor, ca. 1954

Contributed by: John Bapst Memorial High School Date: 1954-02-24 Location: Bangor Media: Photographic print

Item 35375

John Bapst High School Booster button, Bangor, ca. 1960

Contributed by: John Bapst Memorial High School Date: circa 1960 Location: Bangor Media: Metal

Architecture & Landscape

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Item 109537

Plans of Convent School fo Father Conlon, Calais, 1884-1885

Contributed by: Maine Historical Society Date: 1884–1885 Location: Calais Client: Conlon, Architect: George M. Coombs

Item 109894

St. Joseph's Parochial School, Lewiston, 1896

Contributed by: Maine Historical Society Date: 1896 Location: Lewiston; Lewiston Client: Catholic Church Architect: Coombs, Gibbs, and Wilkinson Architects

Item 109893

School for St. Joseph Parish, Lewiston, 1934

Contributed by: Maine Historical Society Date: 1934 Location: Lewiston Client: Catholic Church Architect: Edw. T. Graham

Online Exhibits

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Exhibit

John Bapst High School

John Bapst High School was dedicated in September 1928 to meet the expanding needs of Roman Catholic education in the Bangor area. The co-educational school operated until 1980, when the diocese closed it due to decreasing enrollment. Since then, it has been a private school known as John Bapst Memorial High School.

Exhibit

Student Exhibit: Bloomfield Academy

In 1842, the new Bloomfield Academy was constructed in Skowhegan. The new brick building replaced the very first Bloomfield Academy, a small wooden building that had been built in 1814 and served as the high school until 1871. After that, it housed elementary school classes until 1980.

Exhibit

Graduation Season

Graduations -- and schools -- in the 19th through the first decade of the 20th century often were small affairs and sometimes featured student presentations that demonstrated what they had learned. They were not necessarily held in May or June, what later became the standard "end of the school year."

Site Pages

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Site Page

First Parish in Portland

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

Site Page

Mercy Hospital - School of Nursing Class Photos

… of Nursing Class Photos Mercy Hospital School of Nursing Class Photographs The Mercy Hospital School of Nursing operated from 1920 to 1987…

Site Page

Mercy Hospital - School of Nursing Candid Photography

… Nursing Candid Photography Mercy Hospital School of Nursing Candid Click Image to View Full Slideshow The Mercy Hospital School of Nursing…

My Maine Stories

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Story

Story of the "little nun"
by Felicia Garant

My grandmother made a nun's outfit for me

Story

Sister Madeleine D’Anjou: Many detours lead to a rewarding life
by Biddeford Cultural & Heritage Center

What a journey! Sister Maddie says that "God writes straight on crooked lines."

Story

Norman Sevigny: history of a neighborhood grocery store
by Biddeford Cultural & Heritage Center

Growing up in a Franco-American community and working in the family business, Sevigny’s Market

Lesson Plans

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Lesson Plan

Longfellow Studies: The American Wilderness? How 19th Century American Artists Viewed the Separation Of Civilization and Nature

Grade Level: 9-12 Content Area: Social Studies, Visual & Performing Arts
When European settlers began coming to the wilderness of North America, they did not have a vision that included changing their lifestyle. The plan was to set up self-contained communities where their version of European life could be lived. In the introduction to The Crucible, Arthur Miller even goes as far as saying that the Puritans believed the American forest to be the last stronghold of Satan on this Earth. When Roger Chillingworth shows up in The Scarlet Letter's second chapter, he is welcomed away from life with "the heathen folk" and into "a land where iniquity is searched out, and punished in the sight of rulers and people." In fact, as history's proven, they believed that the continent could be changed to accommodate their interests. Whether their plans were enacted in the name of God, the King, or commerce and economics, the changes always included – and still do to this day - the taming of the geographic, human, and animal environments that were here beforehand. It seems that this has always been an issue that polarizes people. Some believe that the landscape should be left intact as much as possible while others believe that the world will inevitably move on in the name of progress for the benefit of mankind. In F. Scott Fitzgerald's The Great Gatsby – a book which many feel is one of the best portrayals of our American reality - the narrator, Nick Carraway, looks upon this progress with cynicism when he ends his narrative by pondering the transformation of "the fresh green breast of a new world" that the initial settlers found on the shores of the continent into a modern society that unsettlingly reminds him of something out of a "night scene by El Greco." Philosophically, the notions of progress, civilization, and scientific advancement are not only entirely subjective, but also rest upon the belief that things are not acceptable as they are. Europeans came here hoping for a better life, and it doesn't seem like we've stopped looking. Again, to quote Fitzgerald, it's the elusive green light and the "orgiastic future" that we've always hoped to find. Our problem has always been our stoic belief system. We cannot seem to find peace in the world either as we've found it or as someone else may have envisioned it. As an example, in Miller's The Crucible, his Judge Danforth says that: "You're either for this court or against this court." He will not allow for alternative perspectives. George W. Bush, in 2002, said that: "You're either for us or against us. There is no middle ground in the war on terror." The frontier -- be it a wilderness of physical, religious, or political nature -- has always frightened Americans. As it's portrayed in the following bits of literature and artwork, the frontier is a doomed place waiting for white, cultured, Europeans to "fix" it. Anything outside of their society is not just different, but unacceptable. The lesson plan included will introduce a few examples of 19th century portrayal of the American forest as a wilderness that people feel needs to be hesitantly looked upon. Fortunately, though, the forest seems to turn no one away. Nature likes all of its creatures, whether or not the favor is returned. While I am not providing actual activities and daily plans, the following information can serve as a rather detailed explanation of things which can combine in any fashion you'd like as a group of lessons.