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Keywords: Long School

Historical Items

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Item 16284

John D. Long and Family, Buckfield, 1899

Contributed by: Stanley Museum Date: 1899 Location: Buckfield Media: Photographic print

Item 81078

Long School/Finnish Farmers Club, Monson, 1970

Contributed by: Monson Historical Society Date: 1970 Location: Monson Media: Photographic print

Item 23358

Emery Street School Orchestra ca. 1921

Contributed by: McArthur Public Library Date: circa 1921 Location: Biddeford Media: Photographic print

Architecture & Landscape

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Item 151709

Gorham Academy alterations, Gorham, 1909

Contributed by: Maine Historical Society Date: 1909 Location: Gorham Client: Gorham Academy Architect: John Calvin Stevens and John Howard Stevens Architects

Item 151909

Various buildings for State School For Boys, South Portland, 1908

Contributed by: Maine Historical Society Date: 1896–1908 Location: South Portland Client: State of Maine Architect: Coombs & Gibbs
This record contains 6 images.

Online Exhibits

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Exhibit

Biddeford, Saco and the Textile Industry

The largest textile factory in the country reached seven stories up on the banks of the Saco River in 1825, ushering in more than a century of making cloth in Biddeford and Saco. Along with the industry came larger populations and commercial, retail, social, and cultural growth.

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.

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

"High School classes were taught in it. At that time, all the children in town had good schools and competent teachers, and many students were sent to…"

Site Page

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

"… of the Farmington State Normal School Normal Schools (the now-obsolete term once used to describe institutions whose purpose it was to train…"

My Maine Stories

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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

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

Jim Paquette - preserving his Franco-American and musical roots
by Biddeford Cultural & Heritage Center

Lead singer of the iconic Black Hart Band shares insights of his life journey.

Lesson Plans

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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

Bicentennial Lesson Plan

Wabanaki Studies: Out of Ash

Grade Level: 3-5, 6-8, 9-12 Content Area: Science & Engineering, Social Studies
This lesson plan will give middle and high school students a broad overview of the ash tree population in North America, the Emerald Ash Borer (EAB) threatening it, and the importance of the ash tree to the Wabanaki people in Maine. Students will look at Wabanaki oral histories as well as the geological/glacial beginnings of the region we now know as Maine for a general understanding of how the ash tree came to be a significant part of Wabanaki cultural history and environmental history in Maine. Students will compare national measures to combat the EAB to the Wabanaki-led Ash Task Force’s approaches in Maine, will discuss the benefits and challenges of biological control of invasive species, the concept of climigration, the concepts of Traditional Ecological Knowledge (TEK) and Indigenous Knowledge (IK) and how research scientists arrive at best practices for aiding the environment.

Lesson Plan

Longfellow Studies: "The Poet's Tale - The Birds of Killingworth"

Grade Level: 6-8, 9-12 Content Area: English Language Arts, Science & Engineering, Social Studies
This poem is one of the numerous tales in Henry Wadsworth Longfellow's Tales of the Wayside Inn. The collection was published in three parts between 1863 and 1873. This series of long narrative poems were written by Longfellow during the most difficult personal time of his life. While mourning the tragic death of his second wife (Fanny Appleton Longfellow) he produced this ambitious undertaking. During this same period he translated Dante's Inferno from Italian to English. "The Poet's Tale" is a humorous poem with a strong environmental message which reflects Longfellow's Unitarian outlook on life.