Search Results

Keywords: village school

Historical Items

View All Showing 2 of 87 Showing 3 of 87

Item 13541

Brooklin Village School, circa 1948

Contributed by: Sedgwick-Brooklin Historical Society Date: circa 1948 Location: Brooklin Media: Photo transparency

Item 80996

Village School Students, St. Albans, ca. 1903

Contributed by: St. Albans Historical Society Date: circa 1903 Location: St. Albans Media: Photographic print

Item 67388

Surry Village School Reunion, 1993

Contributed by: Surry Historical Society Date: 1993 Location: Surry Media: Photographic print

Exhibits

View All Showing 2 of 32 Showing 3 of 32

Exhibit

Reading, Writing and 'Rithmetic: Brooklin Schools

When Brooklin, located on the Blue Hill Peninsula, was incorporated in 1849, there were ten school districts and nine one-room school houses. As the years went by, population changes affected the location and number of schools in the area. State requirements began to determine ways that student's education would be handled. Regardless, education of the Brooklin students always remained a high priority for the town.

Exhibit

Back to School

Public education has been a part of Maine since Euro-American settlement began to stabilize in the early eighteenth century. But not until the end of the nineteenth century was public education really compulsory in Maine.

Exhibit

Otisfield's One-Room Schoolhouses

Many of the one-room schoolhouses in Otisfield, constructed from 1839 through the early twentieth century, are featured here. The photos, most of which also show teachers and children, were taken between 1898 and 1998.

Site Pages

View All Showing 2 of 414 Showing 3 of 414

Site Page

Surry by the Bay - Surry Village School

The school deteriorated badly in the 1940s, and finally, after the chemical toilets froze up and other maintenance problems occurred, the school was…

Site Page

Guilford, Maine - Guilford Schools

By 1880 all Guilford Village school age children attended classes at the new Town Hall. Guilford Town Hall, ca.

Site Page

Strong, a Mussul Unsquit village - 1895 Village School

1895 Village School Village School student body, Strong, ca. 1895 Item 65513 infoStrong Historical Society Strong had as many as eight…

My Maine Stories

View All Showing 2 of 7 Showing 3 of 7

Story

Stories from Eastport
by Ruth McInnis

My memories of growing up in Eastport, WWII, camping, and history on the border

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 poem about my experiences in Vietnam
by Doug Rawlings

A poem about my experiences in Vietnam

Lesson Plans

View All Showing 2 of 4 Showing 3 of 4

Lesson Plan

Longfellow Studies: The Village Blacksmith - The Reality of a Poem

Grade Level: 6-8, 9-12 Content Area: English Language Arts, Social Studies
"The Village Blacksmith" was a much celebrated poem. Written by Henry Wadsworth Longfellow, the poem appeared to celebrate the work ethic and mannerisms of a working man, the icon of every rural community, the Blacksmith. However, what was the poem really saying?

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.

Lesson Plan

Longfellow Studies: Integration of Longfellow's Poetry into American Studies

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
We explored Longfellow's ability to express universality of human emotions/experiences while also looking at the patterns he articulated in history that are applicable well beyond his era. We attempted to link a number of Longfellow's poems with different eras in U.S. History and accompanying literature, so that the poems complemented the various units. With each poem, we want to explore the question: What is American identity?