CATHOLIC ENCYCLOPEDIA: Portland, Maine diocese he found the Church well established in the cities of maine and New a separate town, but now a part of Portland, and opened a boarding school for girls http://www.newadvent.org/cathen/12287a.htm
Extractions: Home Encyclopedia Summa Fathers ... P > Portland A B C D ... Z Diocese in the State of Maine; suffragan of Boston ; established by Pius IX , 8 Dec., 1854. When erected it included the territorial limits of the present States of Maine and New Hampshire. Previous to that time it was under the jurisdiction of the Bishop of Baltimore and later of the Bishop of Boston . In 1884 the diocese was divided, New Hampshire being made a separate diocese and the episcopal see located at Manchester (q.v.). The present Diocese of Portland includes all the State of Maine. It has an area of 29,895 square miles, and a Catholic population of 125,000, or one-sixth of the total population. The diocese is organized in the form of a corporation sole, the title of which is "Roman Catholic Bishop of Portland". EARLY HISTORY Jesuits , Fathers Peter Biard and Enemond Masse, who were sent to him after some work among the Micmacs of Nova Scotia, came to Maine, and began their very successful labours among the Abenaki. In a vessel under the command of La Saussaye, having on board also Fathers Quentin and Lalemant, and the lay brother Du Thet, who had lately come from France, they sailed to the west and came to Mt. Desert Island, where they landed, and having erected a cross, set up an altar, and, after offering the Holy Sacrifice of the Mass, founded a settlement which they called St. Sauveur, or Holy Redeemer. This settlement was destroyed by Argall, who came from Virginia. The Fathers were taken prisoners, and after many hardships were finally returned to France. Brother Du Thet was killed and buried on this island.
Native Americans: Passamaquoddy Indian Tribe Passamaquoddy students at the Lee Academy boarding school Teachers Learn Tribal Culture The Passamaquoddy tribe s program to educate maine schoolteachers about http://www.native-languages.org/passamaquoddy.htm
Extractions: Passamaquoddy (Peskotomuhkati) Language: This Algonquian language has two major dialects Maliseet (or Malecite), spoken mainly in New Brunswick, and Passamaquoddy (or Peskotomuhkati), spoken mostly in Maine. There are 1500 speakers of both dialects combined. Very few people in the younger generations speak Maliseet or (especially) Passamaquoddy, which means that the language will die out within this century unless language revival efforts can successfully restore its use among Maliseet and Passamaquoddy children. People: The Passamaquoddy tribe belonged to the loose confederation of eastern American Indians known as the Wabanaki Alliance, together with the Maliseet Mi'kmaq Abenaki , and Penobscot Indians . The Passamaquoddy live primarily in Maine, although there is also a band of a few hundred Passamaquoddy people in New Brunswick. History: The Maliseet and Passamaquoddy people were closely related neighbors who shared a common language, but though the French called both tribes by the name "Etchimins," they always considered themselves politically independent. The tribes of the east coast were extremely confusing to the Europeans, who couldn't understand why there were dozens of small groups of Native Americans who lived together yet claimed to be separate nations. What the Europeans did not realize was that the east coast had not been nearly as empty before they got there. Smallpox and other European diseases had decimated the Indian populationsthe Passamaquoddy nation had been 20,000 strong before European contact, and no more than 4000 thereafterand they regrouped and banded together as best they could. The Maliseet and Passamaquoddy, near relatives and long-time allies who spoke dialects of the same language, banded together against European and
Extractions: Public hearings on tap for Feb. 28 and the first of May. With teacher negotiations continuing and school costs still uncertain, the Wiscasset School Committee voted unanimously last week to present a budget to residents June 3. Selectmen had asked the board to have their budget ready in March with the municipal budget. "A March budget pushes the board pretty hard to make rapid decisions on issues that are more sensitive this year than last year," said School Superintendent Wayne Dorr at the school committee's Feb. 9 meeting. "They would have three weeks to create a final guess, because the warrant has to go to the printer." "I don't like guessing at numbers," he added. Schools costs, as illustrated by the 1999-2000 budget of $8.5 million, play a larger part than the municipal budget in determining property taxes. The proposed school budget on the drawing board now is for the 2000-01 fiscal year. Board Chairman Bob MacDonald said, "I don't feel comfortable with making quick decisions. I know many people want a peek at what their taxes will be by March town meeting. Half the (school) figure is there. January first through June 30 is already a known figure. For tax estimating purposes, you could take that figure and double it and you could estimate the mill rate."
Extractions: Mr. Gauld is president of the Hyde Foundation The educational mafia has never understood that all learning begins with the development of character and a sense of purpose. Take World War II, when Congress voted a free college education for returning GIs. Academia was horrified; no less than the president of the University of Chicago darkly warned that these obviously academically unprepared vulgarians would turn our universities into educational hobo jungles. In fact, the GIs ended up being hailed as the best students in our collegiate history. This experience tells us that if we take care of character, academic achievement will follow. But I was long duped by the mafias enshrinement of academic achievement. When I taught advanced-placement calculus 30 years ago, I gave my highest grade to a lazy and arrogant 14-year-old genius, while trying to convince him he was totally unprepared for life, and my lowest to a dedicated but discouraged kid, while trying to convince him his character and drive might someday make him the best engineer in class. The first did graduate from MIT with an A average at 18, but he has long been unemployed. The second became a top engineer.
20 Below - Forum The maine Sunday Telegram Life at a small boarding school, Abby Johnson, 15, Mon Feb 7 110431 2000. Date Posted Thu May 13 172529 1999 Topic http://develop.nmdg.com/cgi-bin/netforum/teengo/a/3--14
The Daily Me * Local History Of Dexter Maine or 26, a Mr. Baker or Reverend Samuel Baker started a boarding school in Dexter that was supported by the maine Conference of the Methodist Churches. http://www.thedailyme.com/Jim/jim10.html
Extractions: Back to Jim's Menu Email to this Page to Others Guestbook Town of Dexter HISTORY OF DEXTER - PART VII Submitted BY JAMES WINTLE SCHOOL DISTRICTS AND SCHOOL HOUSES The Town of Dexter was divided into five districts by a special committee. The districts were numbered 1-2-3-4-5, etc. and as the town became more populated, more districts were added until there were thirteen.....from 1817 to 1876. I dont believe that I will be able to pin-point these schoolhouses in the exact spot. In district No. 1.....known as the South Ridge District there was a one room schoolhouse across the road from the Dexter Airport that was built about 1824. The first schoolhouse in Dexter was built in 1812 on the Upper Garland Road. District No. 2, known as the Carrs Corner District was built in 1812. Located about one half mile from the site of the Dexter dump on the right side of the road overlooking Puffers Pond, now Echo Lake. There is a metal marker showing the exact spot of the schoolhouse. It re- mained at this location until 1819. The townfolks decided to move it down the road a short distance but it got stuck in the mud west of Carrs Corner and there it stayed until 1845. A new schoolhouse was built further down the road around the corner and it stood at this location until 1998. It was then donated to the Dexter Historical Museum and moved next to the Millers House near the Museum. District No. 3.....known as the Cooledge District. A schoolhouse was built in 1821 on the Charleston Road and remained at this location many years and then abandoned and a new one was built a short distance east of the original one.
Articles Disillusioned by the traditional education system in the 1960s, teacher Joseph Gauld started an alternative boarding school in maine. http://www.achieve.org/achieve.nsf/StandardForm3?openform&parentunid=72F47ACBEE2
US Department Of The Interior Kaibeto boarding School, Kaibeto, Ariz. 11. Blackfeet Dormitory, Browning, Mont. 12. Beatrice Rafferty School, Perry, maine 13. http://www.doi.gov/news/040226a
Extractions: U.S. Department of the Interior Office of the Assistant Secretary - Indian Affairs For Immediate Release: February 25, 2004 Contact: Nedra Darling BIA to Publish Replacement School Construction Priority List WASHINGTON - Assistant Secretary - Indian Affairs David W. Anderson today announced that the Bureau of Indian Affairs will publish the Replacement School Construction Priority List in the Federal Register. The current list, which was last published on July 9 and July 18, 2003, is revised by the addition of newly prioritized schools. The BIA uses the list to determine the order in which Congressional appropriations are requested to replace aging BIA-funded schools and dormitories. Facilities on the previously published list that funding is requested for in fiscal year 2005 are, in order, as numbers 1 through 5 at the top of the revised list: 1. Bread Springs Day School, Gallup, N.M.
SCHOOL Kayenta, Ariz. $199,000. Chinle boarding School. Chinle, Ariz. $198,000. $165,525. Indian Island School. Old Town, maine. $160,500. Dunseith Day School. Dunseith, ND. http://www.doi.gov/news/040325b
Extractions: NO CHILD LEFT BEHIND ACT OF 2001 TITLE I, PART A, IMPROVING BASIC PROGRAMS FY 2004 BIA SUBGRANT RECIPIENTS Cibecue Community School Cibecue , Ariz. Hunters Point Boarding School St. Michaels, Ariz. Nazlini Community School Ganado, Ariz. Pueblo Pintado Community School Cuba, N.M. Rock Creek Grant School Bullhead, S.D. Black Mesa Community School Black Mesa, Ariz. Chilchinbeto Community School Chilchinbeto , Ariz. Aneth Community School Montezuma Creek, Utah American Horse School Allen, S.D. Coeur dAlene Tribal School Coeur d Alene Reservation, Idaho Cottonwood Day School Chinle , Ariz. Gila Crossing Community School Laveen , Ariz. Kaibeto Boarding School Kaibeto , Ariz. Kayenta Community School Kayenta , Ariz. Lukachukai Community School Lukachukai , Ariz. Lummi Tribal School Bellingham, Wash. Pyramid Lake High School Nixon, Nev. Shoshone-Bannock Jr./High School Fort Hall, Idaho Tiis Nazbas Community School TeecNosPos , Ariz. Twin Buttes Day School Halliday , N.D. Te Tsu Geh Oweenge Day School Tesuque, N.M. TITLE I, PART B, READING FIRST PROGRAM
NYA Celebrates 190th in those first few years, until the newly formed State of maine awarded assistance NYA was an allboys college preparatory boarding school until 1979, when the http://www.nya.org/about/pressreleases/happy190th.htm
Extractions: NYA Celebrates 190th Birthday Yarmouth, Maine, January 28, 2004 Headmaster Peter Mertz is pleased to announce the 190 th birthday of North Yarmouth Academy on February 4, 2004. The Academy was built in order that the youth of both sexes might have an opportunity of receiving a better education than the common town schools generally afford. On December 28, 1813, Ammi R. Mitchell, the schools largest private contributor, and thirty-five other inhabitants of the town of North Yarmouth (which then included the present day towns of Yarmouth, Cumberland, Pownal, Freeport and North Yarmouth) petitioned the General Court of Massachusetts for a charter of incorporation. Since the winter of 1810-11, they had worked to raise money to build a two story building on the site where NYAs Academy Hall now stands. On February 4, 1814, North Yarmouth Academy received its charter and school opened soon thereafter. In its 190-year history, the Academy has gone through many transformations.
Glenalmond College Matheson's Phillip Field our Brooks exchange scholar has returned to maine and Massachusetts with pride, as was the central involvement of Matheson s in school soccer. http://www.glenalmondcollege.co.uk/pages-news/houses-mathesons.htm
Extractions: Glenalmond College News Matheson's Trinity 2004 Matheson's maintained its morale throughout the depth of the Lent Term which saw the intrepid JDB covering for the Housemaster, who was wearing his American exchange hat in New York and Boston. Phillip Field our Brooks exchange scholar has returned to Maine and Massachusetts with nothing but happy memories, while Ole Haack has returned to Germany, vowing to return here in the Sixth Form. This Trinity we look to welcome Vianney de la Barre back from Bordeaux - our small but significant international contingent continue to leaven the Mathesonian loaf in no mean fashion - the House Tuckshop does good business in euro's and dollars! Floreat Matheson's, Glenalmond Floreat!
The UMM Campus of Agriculture phased out, in 1960 the Board of Regents top 5 percent of their high school class; 39 of Alabama at Montevallo, University of maine at Farmington http://www.mrs.umn.edu/~dpe/history.htm
Extractions: The UMM Campus Conceived at the outset as a four-year liberal arts college, UMM was to serve not only the population of west central Minnesota, but also was to provide an educational opportunity for students throughout the state who sought a University of Minnesota undergraduate liberal education in a small college setting. The guiding principles of selective admission, controlled growth, and academic excellence in a residential campus atmosphere have not changed for three and a half decades. In 1994, with 1924 students and 120 teaching faculty, UMM combines the living-learning environment of the small liberal arts college with the advantages of being a college of the University of Minnesota. The UMM baccalaureate program is structured but flexible, requiring students to take responsibility for their own learning. The focus is on developing one's intellectual abilities while expanding the horizons of one's knowledge. The members of the faculty, representing over 25 academic fields, are organized into four divisions: Humanities, Social Sciences, Science and Mathematics, and Education. A 16-to- 1 student-faculty ratio and a strong institutional commitment to individual attention bring UMM students into frequent contact with faculty; undergraduates often assist faculty in research and professional activities. The UMM student body is made up of a diverse and talented group of men and women. The campus attracts students from throughout Minnesota and more than 20 other states and foreign countries. Over 50 percent of entering freshmen rank in the top 10 percent of their high school class; over 70 percent in the top 20 percent. The majority of students live in on-campus housing, creating a strong sense of community at UMM.
Foley Hoag LLP / Attorneys / Philip Burling CoChair; Carroll School of Lincoln, Massachusetts, Chair of Board; Atlantic Challenge Foundation in Rockland, maine, Trustee; Board http://www.fhe.com/attorney.asp?aID=000320935201&print=Yes
Flanders Fires Off Complaints and Mr. Dorr came in with a maine state law book and said we as a board have to allow him to hire people. . Flanders said Dorr told the school committee members http://wiscassetnewspaper.maine.com/2000-09-14/flanders_complaints.html
Extractions: School committee member George Flanders fired charges at former Superintendent of Schools Wayne Dorr Monday night at the monthly meeting of the school committee. "We had a meeting a month ago and Mr. Dorr came in with a Maine state law book and said we as a board have to allow him to hire people." Flanders said Dorr told the school committee members at a special meeting sometime in July that state law requires that they give the superintendent the authority to hire. Flanders said Dorr's argument made no sense, because if such a law existed, the superintendent would already have the power to hire he wouldn't need to get it from the board. "He is wrong," Flanders said. "I checked into it." "I realize we can give him the power to hire, but we don't have to." "Once we give him the power to hire, we're cut out of the loop," Flanders said. Hayden said the reference Dorr handed out refers to a case in which, after a school board (in another school system) hired a teacher, some damaging information about the person came to the surface and the superintendent subsequently refused to offer the teacher a contract. The courts upheld the superintendent's action.
