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Articles 1 - 9 of 9
Full-Text Articles in Education
Orono: Growing As A University Town, 1965-2015, Evan D. Richert Aicp, Sophia L. Wilson
Orono: Growing As A University Town, 1965-2015, Evan D. Richert Aicp, Sophia L. Wilson
Maine History
By 1965, the Town of Orono’s long history as a lumber town had faded and it had grown into a small university town. Demographically and socially, Orono today demonstrates many of the markers of a university town—from its occupational profile and residency of university employees and students to its growing knowledge-based economy and its evolving downtown of “third places.” But there are differences, too, from a typical university town—for example, in the relative physical isolation of the University of Maine from the rest of the town, and in Orono’s small population compared with the university’s enrollment. Opinions on the quality …
The Sixties: Turmoil And Transformation In The Nation, In Higher Education, And At The University Of Maine, Peter Hoff
The Sixties: Turmoil And Transformation In The Nation, In Higher Education, And At The University Of Maine, Peter Hoff
Maine History
The University of Maine entered its second century of existence in February 1965, in the midst of a period known as “the sixties,” characterized by a cultural revolution, a robust civil rights movement, and a long war in Vietnam. These elements profoundly affected the nation, its people, and the University of Maine. So did the arrival of a large wave of students, the “baby boomers,” plus many for whom higher education had heretofore been out of reach. Three University of Maine presidents, Lloyd Elliott, H. Edwin Young, and Winthrop Libby, led the university through the sixties, addressing significant challenges and …
From The Fair To The Laboratory: The Institutionalization Of Agricultural Science And Education In Maine, Thomas Reznick
From The Fair To The Laboratory: The Institutionalization Of Agricultural Science And Education In Maine, Thomas Reznick
Maine History
Up until the mid-nineteenth century, agricultural science and education in Maine were primarily local affairs. Meeting in farm clubs and attending agricultural fairs, the Maine farmer performed most research by trial and error and by meeting on common ground with other farmers to discuss what worked and what did not. By the mid-nineteenth century, however, the farm clubs and county fairs waned and succumbed to the growing political influence of the Grange, which supported burgeoning agricultural scientific and educational institutions, such as the College of Agriculture and the Experiment Station. Through the auspices of the Grange, such institutions took the …
The Crawford And Ella Peffer / Redpath Chautauqua Collection, William David Barry
The Crawford And Ella Peffer / Redpath Chautauqua Collection, William David Barry
Maine History
No abstract provided.
“Catching Cannonballs”: Reflections On A Career As A History Teacher, Jerome Nadelhaft
“Catching Cannonballs”: Reflections On A Career As A History Teacher, Jerome Nadelhaft
Maine History
This essay was delivered as a plenary address at a conference for high school teachers on teaching history in Maine, held October 1997 at the University of Maine. Retiring History Professor Jerome Nadelhaft reflects on his career as colonial historian at the University of Maine and suggests that the mission of the history teacher is to impart an ethical sensibility to students.
Education And The Rural Middle Class: Limington Academy, 1848-1860, Lynne Benoit-Vashon
Education And The Rural Middle Class: Limington Academy, 1848-1860, Lynne Benoit-Vashon
Maine History
The founding of academies in Maine during the early nineteenth-century expanded educational options for rural families, but academies also played an important role in the development of a rural middle class. In her study of Limington Academy, Lynne Benoit-Vachon finds that the school's by-laws, curriculum, course materials, and extra-curricular activities all worked to inculcate middle-class values of hard work, sobriety, self-improvement, and self-reliance in the Academy's young charges - training which would lead many of them into middle-class occupations beyond Limington’s borders. Benoit-Vachon, a graduate of the University of Maine, works as Education Programs Coordinator at the Currier Gallery of …
The Misses Martin’S School For Young Ladies Portland, Maine, 1803-1834, Yvonne Souliere
The Misses Martin’S School For Young Ladies Portland, Maine, 1803-1834, Yvonne Souliere
Maine History
During the Early Republic, education for the daughters of Portland's elite families usually included “ornamental” subjects such as needlework, music, and painting in addition to the “useful” subjects of reading history, arithmetic, and geography. This curriculum mirrored that of fashionable schools for young ladies in New York, Philadelphia, and, of course, Boston. The “Misses Martin's School for Young Ladies, ” opened in 1803 by the English “gentlewoman” Penelope Martin, instructed girls in “useful” and “ornamental ”subjects while also offering Portland’s best families the added cache of sending their daughters to a British-style boarding school for training as “proper” young ladies. …
For Piety, Virtue And Useful Knowledge: Maine’S Eighteenth-Century Academies, Richard G. Durnin
For Piety, Virtue And Useful Knowledge: Maine’S Eighteenth-Century Academies, Richard G. Durnin
Maine History
The article discussed the history of the first private academies in Maine in the later 17th and early 18th centuries.
Local History: Mirror Of America, Roger C. Storms
Local History: Mirror Of America, Roger C. Storms
Maine History
This article discusses how the study of local history will often contradict generalizations and reveal a rather chaotic complexity of crosscurrents and conflicting motives.