MAINE HISTORY IN THE SCHOOLS printed in SPRAGUE'S JOURNAL OF MAINE HISTORY Vol. 11 pages 172-177 THIS DEPARTMENT IS OPEN TO CONTRIBUTIONS FROM ALL TEACHERS AND PUPILS.CONDUCTED By AUGUSTUS 0. THOMAS, STATE SUPERINTENDENT OF SCHOOLS, Augusta, ME. Page 172 OUTLINE FOR STUDY OF LOCAL HISTORY The field for the study of our local Maine history is unlimited in its scope. A study of our growth and development from colonial times is most valuable and interesting, and much authentic material is available for this study. While excellent work has been accomplished in some localities, yet I feel sure that on the whole this study has been sadly neglected. Not to any measurable extent is this necessarily the fault of the teacher. It is simply for the reason that the subject has not been sufficiently brought to her attention and because, in the busy round of her every-day duties, she has not gotten around to it and has riot really understood how to go about such a study. It is better to make an intensive study of the history of the town, county, and state, in the two upper grades of the elementary system, which may be the seventh and eighth or eighth and ninth. This does not mean, however, that the study should be neglected in the intermediate grades. In these grades, commencing with the fourth, much work of a valuable and interesting nature may be accomplished. One period per week in connection with history or geography may well be taken for this work. It should commence of course with talks by the teacher but gradually the pupils will be able to bring in material which they have been able to collect from assigned topics. Later on I shall mention the project of writing a town history for the upper grades. These histories should be preserved and will furnish an excellent foundation for the work of the intermediate grades. Page 173 MAINE HISTORY IN THE SCHOOLS Above all else I wish to emphasize the importance of making the work continuous, i.e., it should be made a part of the school work every year. It should not be taken up one year and dropped the next. The study of local history has been made a part of the prescribed course of study for the state and should be considered as a part of the regular school work. During our Centennial year this work was made a feature of the school program in many of our, schools and much excellent work was accomplished. It would seem, however, that our teachers received the impression that the work was only to be carried on that year, for very little of it has been done since. OUTLINE OF STUDY FOR THE TOWN 1. When settled.When organized.(Note from what source the original settlers received title to the land. Study the land grants in connection with this topic, e. g.Kennebec Purchase, Waldo Patent, Temple Grant.) Where did the early settlers come from? Nationality, occupation, religion, etc. 2. Make a map of state,county, and town,showing location of rivers,lakes,mountains,railways,etc.Show any changes in boundaries from the original town.Locate on map any other interesting features that may be thought of;old mills, dams,ruins of early buildings,etc. 3. Make a study of the soil,minerals and natural resources of the town. 4. Make a study of places of historic interest within the town. Locate old landmarks and have them written up. Secure photographs of them, and in this connection it may be noted that liberal use should be made of photographs and pictures. 5. Visit an interview old inhabitants and the descendants of early settlers.Find out what has come down by tradition.Verify those traditions, whenever possible.Study the old houses of the town and find out who built them. Page 174 SPRAGUE'S JOURNAL OF MAINE HISTORY Study the types of architecture.Write descriptions of these houses and secure photographs. An interesting study may be made of old furniture, old paintings, old styles of dress, etc. 6. Write brief biographies of persons who were born in the town and have achieved distinction.Every town has its famous and well known persons. 7. Secure pictures whenever possible of persons, places and buildings. 8. Study the important events in the history of the town, list them in chronological order and write brief narratives. 9. Write a brief account of the development of education, high schools, and academies. Events which in any way distinguish the schools and mark their advancement. 10. Study carefully the building and development of churches, and also trace the history of various local organizations as the Grange, Masons, Odd Fellows, Knights of Pythias, Grand Army of the Republic, etc. 11. Valuable source material maybe found in the form of old letters, diaries, deeds, newspapers, pictures, etc. Information often times valuable may be secured from visits to old cemeteries in the vicinity. 12. Make a careful study of the industries of the town and their development, also the stores, banks and various places of business. 13. List public officials and names, offices held and important dates. In this connection town reports may be found valuable. A valuable source of information is the records of the town clerk. In many instances these have been left in splendid shape ever since the incorporation of the town. 14. Names of families and first events: settler families, births, deaths, marriages, schools, churches, Sunday schools, priests and ministers, lawyers, doctors, teachers, post office, railroad, boat, trolley, etc. Page 175 MAINE HISTORY IN THE SCHOOLS 15. An interesting study may be made as to the names of localities and sources from which they are derived. Each town has its own peculiar names for locations within its limits. Old Indian names are very interesting. 16. Write up whatever facts are collected in narrative form, putting in names, dates, etc., and illustrate when advisable by maps and pictures. Whenever anything is written add a note telling where the information was obtained, source, etc. 17. Distinguish between the true and the false and use only material which may be well authenticated. Herein is a valuable lesson for pupils in weeding out what is false and unreliable. 18. While the history of many Maine towns has been written, yet for the majority of them very little is known concerning their history. Of course, those living in towns having a published history will make a careful study of that work and they are nearly all very reliable and authentic.In the main, the writers have gone to the sources for their information and we have some exceptionally valuable town histories. But whether there is a published history or not, it is a most interesting and valuable project, both from the civic and historical standpoint and from the standpoint of the study of English itself as well, to have your pupils prepare and write a history of the town.It is not a difficult or impossible task.Under the proper guidance and direction of the teacher, they can do it well. An inexpensive notebook will serve the purpose, or the pupils may make their own books, designing and illustrating them according to their own original ideas. Be sure, however, to have a sufficient number of pages. In some instances, these histories have been considered sufficiently valuable to have published.These histories, as already suggested will make valuable reference material for the intermediate grades, and also for future classes. Make the work continuous and carry it on from year to year in the same way that you do U. S. History, Geography, etc. Make use in every way possible of the local newspapers. They will be more than Page 176 SPRAGUE'S JOURNAL OF MAINE HISTORY glad to cooperate in any way possible and in many instances publish in their columns the work of the pupils. SOURCES In every way possible study local history from the sources. Every town is rich in source material. In old attics and garrets, old desks and trunks and even boxes and barrels, may often be found hidden away information of great value, simply awaiting the diligent seekers of historical facts. Old deeds, old records, old letters, old books, old furniture, old houses, town records and reports, almanacs, newspapers, etc., are simply suggestions of where to go for original and valuable information. Across the river from the Capitol stands the old barracks in which.Benedict Arnold quartered his men while making his memorable journey through the wilderness to Quebec. Only a few miles down the river in Pittston stands the old homestead of Major Reuben Colburn, where 220 batteaux were made to transport the 1100 odd members of that company. Appropriate markers record these facts but the old buildings still standing are "sources" or first hand evidence of the journey. At Wiscasset, in the old courthouse. is a deed conveying a tract of land fifteen miles square on the east of the Kennebec River near its mouth. This deed was given by the Indian Chieftain Matahonoda to William Bradford in 1674. This deed recites the fact that for a consideration of two hogs heads of bread, a hogshead of peas, two coats of cloth, five gallons of wine and one gallon of strong waters, this land was transferred. This deed is a prima facie evidence of the fact of the transfer; it is a "source" of historic information upon which the historian may rely. Letters, reports, documents and newspapers contemporaneous with the event are "sources" of first value. Diaries written at the time and notes made on the event at the time and place of the event or circumstances have substantial historical value. Page 177 MAINE HISTORY IN THE SCHOOLS HELPS FOR TEACHERS 1. Sprague's Journal of Maine History-Dover. This is especially valuable for the use of the teacher. 2. "Maine My State"-stories of Maine written by the members of Writers' Research Club and published by the Lewiston Journal Company. 3. Hatch's History of the State of Maine-three volumes. 4. History of Maine-William D. Williamson-two volumes. 5. School History of Maine-W. W. Stetson. 6. Makers of Maine-Holmes. 7. Maine-Her Place in History-Chamberlain. 8. Twenty Years of Pemaquid-Cartland. 9. Sebastian Rasle-Sprague. 10. Collections of the Maine Historical Society. 11. Indians of the Kennebec-Nash. 12. The Maine Book-Henry E. Dunnack, State Librarian. 13. Maine, Its History, Resources and Government-Glenn W. Starkey, former Deputy State Superintendent. 14. Trails of the Maine Pioneer-Club Women of Maine. Sprague's "Journal of Maine History" should be in every school in the state. It is a valuable magazine of historical interest and has a special department for "Local History in the Schools." We welcome contributions for this department and anything you think especially good may find a place in its columns. It is a legitimate expense for towns to supply this magazine as they do books and supplies, and the benefits derived from its study cannot be over-estimated. ****************************************************************** Courtesy of the Androscoggin Historical Society * * * * NOTICE: Printing the files within by non-commercial individuals and libraries is encouraged, as long as all notices and submitter information is included. Any other use, including copying files to other sites requires permission from the submitters PRIOR to uploading to any other sites. 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