Guilford’s and Hallowell’s Secret to Success? Balance.

The Guilford Team at MCHP Orientation. Team leader Cindy Woodworth is at the center in the plaid shirt.

Stressing out over the holiday season? One might look to the experience of the Guilford and Hallowell MCHP teams for a few reminders of how to keep big projects in perspective.

• Think small and simple.
• Organize.
• Delegate.
• Keep on schedule.

That’s about the size of it. Not rocket science, you say? Maybe not. But it’s that kind of common sense that has propelled these teams into “leader of the pack” status as the first half of the 2009-2010 project year draws to a close.

Members of the Hallowell team work on digitizing items at the Hubbard Free Library

Meaning what? Well, the Guilford crew reached its December digitizing deadline of 75 items on Maine Memory Network about the time the November deadline came around. The Hallowell team is nearly there and, in fact, reached their September deadline before anyone else. Early on, both teams established well-oiled systems for scanning, cataloging, and submitting items that involves several different people with very specific roles and responsibilities. And not only are these systems good, the results are stellar–a great selection of images, concisely and engagingly catalogued, and highly relevant to the chosen narrative themes and exhibit topics.

Piscataquis Middle School students Elaine Ritano and Spencer Martell at the Guilford community event in September. They recently attended a Guilford team meeting to talk about their MCHP work.

Meanwhile, each team will have its narrative roughed out well ahead of the January 31 deadline, and all the team’s exhibit topics come with a clear roadmaps for completion. The teams’ school components are multi-faceted yet efficient. In Guilford, students will create one exhibit from start to finish; they are digitally storyboarding it for the January training, and are contributing other audio and video clips for the website. A comprehensive and fun October field trip laid historical groundwork for students in Hallowell; the kick-off to the project work will take place tomorrow at Hall-Dale Middle School during more than three hours of skillfully-planned presentations and interactive workshops.

Although it’s tempting to think something in the air surrounding Guilford and Hallowell — both centers of manufacturing at various times in their history — is responsible for this level of production, it really comes down to having a team full of “doers” with a sense of pride in place. Not only do the members know each other well because they live in a small community and have worked together before, but in Guilford’s case, five of them are related! (While, like planning for the holidays, that might add a certain extra level of pressure to do right by your family members, the rewards are usually extra worthwhile.)

Hallowell team leader Bob McIntire (left) speaks to community members at the MCHP announcement event in September

Let’s revisit those reminders I listed at the beginning of this post. How, specifically, do they apply to these teams?

• Think small and simple. Neither team has bitten off more than it can chew. They are following the parameters set out by the project – period. They have chosen succinct exhibit topics that they are approaching with fresh angles. Their close-knit teams have welcomed community feedback without feeling compelled to invite too many chefs into the kitchen.
• Organize. There’s nothing like having team members who dot all their “i’s” and cross all their “t’s”. Team leaders Cindy Woodworth in Guilford and Bob McIntire in Hallowell get a lot of credit for making their lists and checking them twice, but other team members carry out their duties with equal precision.
• Delegate. Good team leaders know that they can’t shoulder the work alone, and good team members know that everyone must play a role to meet the goal. These teams are blessed with the ability to spread the work around in a logical fashion. Each team member plays to his or her strengths.
• Keep on schedule. These teams have adhered to the MCHP calendar as if it was written in granite. And work-wise, one monthly team meeting isn’t enough for these folks. Weekly work sessions have become the norm.

Clearly, the common theme among these four basic ideas is balance. The Guilford and Hallowell teams have made that their guiding principle in all parts of the MCHP. The result is like Santa’s journey on Christmas Eve — well-plotted, on-course, and high-flying.

Front and Center: The MCHP Student Experience

Teacher Jessica Kelly and MCHP Education Consultant Kristie Littlefield flank Scarborough Middle School students at their MCHP kick-off celebration in September.

Giving kids an authentic and engaging learning experience is a primary goal of the Maine Community Heritage Project. How to do that rests on a single principle: Put the students front and center. The tenets are fairly simple, but they go a long way toward ensuring a love and respect for history over the long-term.

• Celebrate the students as integral members of the project team–make a big deal of their involvement. Allow them as much choice in subject matter and process as possible.
• Provide fun, interactive sessions with community members, both in the classroom and in the field, who know the subject matter inside and out.
• Put historical materials in the students’ (gloved) hands and anoint them “history detectives” on a quest to uncover the stories behind them.

Ron and his students look over Brady Gang photos

Take Bangor, for instance. You might think Cohen Middle School teacher Ron Bilancia’s earlier career as a police officer influenced his students’ choice of the  notorious Brady Gang for their MCHP exhibit topic. It was, however, an entirely democratic decision. Ron gave his social studies class a survey of multiple topics and asked them to vote. Topping out at #1 was “crime.”

Bill Cook demonstrates MMN scanning standards with students

With some help from team member Bill Cook, head of Special Collections at Bangor Public Library, “crime” morphed into a focus on the Gang, whose multi-state bank robbing spree ended in a fiery shoot-out in Bangor in 1937, and for which the library has a number of historic treasures including photos, newspaper clippings, and a letter from J. Edgar Hoover. Suspenseful and seamy, it provides an exciting hook into the larger story of the criminal justice system in the early part of the 20th century.

A student absorbed in a period newspaper story on the Brady Gang's Bangor exploits

In addition to Bill bringing in items and running a scanning workshop, and Cohen librarian Priscilla Soucie assisting with research, Ron has had local historian Dick Shaw talk to the students. Plans even call for a visit, in period clothing, from relatives of the Bangor store owner whose employee tipped off the police. Short of a dramatic interpretation of the events (but not too dramatic!), you can’t bring history much more alive than this.

Although strict budgets and tightly-scheduled class periods can make going off school grounds difficult these days, there’s no better way to put students at the center of the project than to literally surround them with history at the local historical society. The big advantage of the on-site tour is the opportunity for students to self-select items of interest instead of someone else doing it for them.

As reported in earlier blog posts, both the Biddeford and Hallowell teams have taken students to the site of “the stuff.” But students in Scarborough, Guilford, and Blue Hill have also visited their historical societies, and the Lincoln, Bangor, and Cumberland/North teams are hoping to make field trips happen soon.

Guilford Historical Society secretary/curator Nena Schulz

Rex Webb’s 8th graders visited Guiford Historical Society on October 14. By the time the first group arrived at 9:30 AM, GHS secretary and curator Nena Schulz had been there since 8:00 AM getting ready. She marveled at the number of young people crowded into the small, but chock-full, building. “I don’t think I have ever seen so many kids all at once at the society since I have been [here--starting] 17 years ago!”

Teacher Rex Webb talks to his students at GHS

After an initial tour and in between munching on cookies, the students worked on their assignment. Calling it a “treasure hunt,” Rex had asked them to write down three topics of interest as they explored the collections. From there, they would whittle the list down to one and have a week to learn more about it. One of the highlights of the hunt was one young woman’s excited discovery that she was related to Louis Wilbur Trafton, a decorated WWII hero, honored in a large wall display at the society.

In total, about 50 kids visited that day. Nena had each sign his or her name in the guest book. “After all,” she explained, “50 years from now they might come back [to] find it!”

John Roberts and students examine documents related to shipbuilding

A month later, Holt House, home of the Blue Hill Historical Society, hosted a dozen 8th graders from the Consolidated School. Teacher Della Martin brought them to meet John Roberts, president of the society, and tour the Federal period building. He showed them items related to shipbuilding, their primary exhibit topic, and a slideshow he had put together on “Blue Hill and The Sea.”

Students pour over a 19th century sea captain's letters

They also scrutinized letters from an 1840s sea captain that had not previously been looked at in any detailed way. “The students felt important putting on the gloves,” said Della, “and being among the first to really examine these letters.”

A student-created photo collage from their Penobscot Marine Museum trip

Prior to their Holt House visit, and because teachers like Della appreciate that there is a larger context to the story, the group had taken a field trip to the Penobscot Marine Museum in Searsport to learn about the history of Maine seafaring generally.

Students decipher 19th century handwriting

And they’ve since continued their research and skill-building in the classroom, with help from local experts like Blue Hill Public Library Assistant Director Brook Minner and community member Rick Sawyer, who has helped with scanning.

Brook Minner (left) helps a student select an item to analyze

A decade, two decades, or sure, even 50 years hence–it is this kind of student-driven, community-rich learning that will be remembered. Names and dates, memorized for quizzes, may vanish into the ether. But the exhilarating process of being empowered to work as real historians, and the relationships created and nurtured as a result, will only grow more solid and meaningful over time.

Exhibit Topics Cover a lot of Ground

Few local history stones will be left unturned as this year’s crop of MCHP teams research, write, and design the online exhibits that will serve as the focal point of their websites.

During the brainstorming period, back in August, teams were asked some version of these two questions: 1) What are the local history stories you must tell–that would clearly be missing from the website if you left them out? and 2) What are the lesser known, but compelling, stories that haven’t been told enough, or in the right way?

That process, as well as the feedback received during the community conversation events in September and October, led to the creation of the five topics (and in some cases, more) now being worked on by the teams. Some are “front and center” subjects–major institutions, prominent industries, natural disasters and other seminal events. Others, however, reveal sides of the community few outsiders would know existed. Achieving a balance between the obvious (but important) and the not-so-obvious (and equally important) was the goal.

While all the topics are specific to the community in question, the larger story is one of Maine, and indeed national, history. Nothing ever happens in a vacuum, and each topic gains value by setting it against the backdrop of what was going on in the state and the country at the time. The teams will strive to place their stories in a larger context, using their local community as a lens through which to examine a more global experience.

"House on Broadway in Bangor - Fire of 1911" (Courtesy of Hose 5 Fire Museum via Maine Memory Network)

BANGOR

Bangor High School students will tackle the turning point topic of the 1911 Fire that forced a rebirth of the city and ushered it into the Progressive Era, while Cohen Middle School students are investigating the infamous Brady Gang’s fateful foray into Bangor in the 1930s and its larger significance in the history of criminal justice. The Bangor Museum and History Center will focus on its noteworthy Civil War collection in advance of 2011, the 150th anniversary of the start of the war. Transportation in the form of railroads will be covered by the Bangor Public Library. The final partner, the Doughty School, is still refining its topic, which may look at Bangor during the 1940s.

World War II Poster by Biddeford Artist James Montgomery Flagg (courtesy Maine Historical Society via MMN)

BIDDEFORD

The Civil War era in Biddeford, marked by a rapid growth of industry and influx of immigrants, is the topic of choice for the dozen Biddeford High School students participating in the project. Other topics, spearheaded by various members of the team, include post-Revolutionary Biddeford’s prominent citizens, artists and inventors who lived and worked in Biddeford, the vibrant shipbuilding industry along the Saco River, and the impact of ladies’ social and benevolent clubs and organizations in the city in the late 19th and early 20th centuries.

Garden Party with Parker Point summer music colony musicians (courtesy Blue Hill Historical Society via MMN)

BLUE HILL

Most topics in Blue Hill are school-centered, with significant research and mentoring being provided by the various historical organizations on the team. Classes at the middle-level Consolidated School will study the town’s seafaring history and natural resources industries. George Stevens Academy High School students plan to focus their efforts on Blue Hill in the Gilded Age, with sub-topics on rusticators, music and musicians, tourism, and education. The Waldorf-affiliated Bay School will investigate first families of Blue Hill and agricultural traditions like the Blue Hill Fair. Other team members will create exhibits on Blue Hill renaissance man and first minister Jonthan Fisher, the Long Island community, and the evolution of the Blue Hill landscape.

CUMBERLAND/NORTH YARMOUTH

Luther Lawrence, ca. 1861 (courtesy North Yarmouth Historical Society via MMN)

In the spirit of their two-town, one-community partnership, the Cumberland-North Yarmouth team has doled out their exhibit topics as equally as possible. Two will be spearheaded by Cumberland organizations, two by North Yarmouth, and one will be a joint effort. That doesn’t, however, mean the content of the topics won’t cross town lines. Cumberland folks will focus on the evolution of area schools which culminated in the creation of a district school in 1961 and the perhaps little-known but booming early 20th century carnation industry that supplied Boston and New York with flowers. Meanwhile, North Yarmouth Historical Society will take the lead on the area’s involvement in the Civil War via the Lawrence Family, prominent farmers and businesspeople who sent two sons into service. The entire team will work collaboratively on a transportation-related theme, focusing primarily on Route 9, which connects the towns. Students from Greely Middle School will work help digitize and research items for several of the topics, especially the Civil War.

Hardwood Products Mill Yard, Guilford, ca. 1930 (courtesy Guilford Historical Society via MMN)

GUILFORD

No history of Guilford would be complete without an in-depth look at the manufacturing industries that have flourished in the town over the years — and that have kept this central Maine town a viable center of business despite numerous challenges. Team members are largely working together on this and other topics including the importance of town fairs and festivals, memories of historical buildings, the history of the school system in Guilford, and a veterans’ tribute to two exceptional Guilford residents–Wilbur Trafton, the town’s most decorated soldier who lost his life at Iwo Jima, and Mattie Pinnette, Dwight D. Eishenhower’s personal secretary during WWII.

Statue of "Maternity" from Hallowell Granite Works, ca. 1895 (courtesy Hubbard Free Library via MMN)

HALLOWELL

Hallowell Granite Works artisans produced stunning public monuments that were sent far and wide. Those will be the subject of one of the team’s exhibits. Others, all done collaboratively, will focus on the Hallowell Fireman’s Association and its collection of ephemera, natural and manmade disasters that beset the small city, The Hallowell House and other architectural landmarks, and the weaving and shoemaking industries so prevalent in Hallowell in the late 19th and early 20th centuries. Finally, the team will chart the unique role Hallowell played in medical advances including midwifery, research and vaccinations, and patent medicine.

Main Street, Lincoln, ca. 1890 (courtesy Lincoln Historical Society via MMN)

LINCOLN

It almost goes without saying that the Lincoln team will devote one exhibit to the economic importance of paper mills and related wood-based industries like logging and sawmills to the town. Another topic will examine how the evolution of Lincoln’s lively Main Street has paralleled the town’s rich history and culture. Other exhibit topics: how various modes of transportation, from horse-and-buggy to ferries and steamboats, have changed over the years; the effect of wartime on Lincoln; influential institutions; and early settlers. Students at Mattanawcook Middle School will work on all aspects of the exhibits with significant input from Lincoln Historical Society members.

SCARBOROUGH

G. W. Knight Store, Dunstan Corner, ca. 1910 (courtesy Scarborough Historical Society via MMN)

By geographic imperative–meaning, the 1,300-acre marshland that physically separates one part of the town from another–Scarborough developed as a series of villages with names like Dunstan Corner and Prout’s Neck. How they contributed to the character of the town and sustained themselves as close-knit communities will be the focus of one of the team’s exhibits. The marsh itself will be the main character in its own exhibit. Notable residents, including Maine’s first governor, William King, will populate a third exhibit. Additional topics include industries related to the sea, sawmills, and hospitality; transportation, particularly shipbuilding and trade; and the settlement-abandonment-resettlement pattern that characterized the town’s early history. Students at Scarborough Middle School will be involved in some aspect of each topic.

In Biddeford, the Focus is Hands-on History

Student Samantha Millette views the world through historic lenses

What is it about the white gloves? That’s what Denise Doherty, Project Aspire teacher at Biddeford High School, wants to know. They’ve become a big hit in her class. One student took his home; some have tucked them away in their school mailboxes. And they’ve all gotten into the habit of slipping them on during workshop sessions with the MCHP team.

Renee DesRoberts prepares to show students mill worker Beatrice Lord's diary

Perhaps it’s because the gloves–on the surface, a simple necessity for handling historic items–are really symbolic of something larger. Technical expertise. Professionalism. Care and respect. When you don those gloves and prepare to handle something special, you are, by extension, pretty special yourself.

Or, okay–they’re just darn cool.

Students begin the investigation process by sorting through photographs

But I think it’s more than that. Especially because this team–which, along with Denise, includes McArthur Public Library staff Renee DesRoberts, Brooke Faulkner, and Sally Leahey, as well as Biddeford Historical Society’s Raymond Gaudette–has, from day one, expected all that adherence to standards and professional behavior from the students.

McArthur Library staff member Brooke Faulkner looks on as students view a photo they've just scanned

The team’s goal is simple and direct: Model for the dozen or so students what doing good history is all about–and then have them do it. Elevate each one to the level of History Detective and give them all the training and tools they need to meticulously investigate the past and reveal, for themselves, Biddeford’s colorful and complex history.

A rare sampler of practice stitches done by a Biddeford mill worker

To date, students have handled, selected, scanned, photographed, researched, transcribed, and cataloged a wide variety of items–snapshots, letters, diaries, and other documents, clothing, needlework, cups and dishes, military medals and war-related artifacts, mill machine parts, and much more.

Pages 38-39 of Beatrice Lord's movie-listings from 1916: Entries include "Diana of the Follies" starring Lillian Gish and Charlie Chaplin's "One A.M."

Along the way, they have learned intimate details about the lives of people who appear in the photos, wrote the letters, wore the clothing, or handled the items. Laborers on the massive downtown sewer construction project in the early 1900s. Sunbathers at Biddeford Pool. A Civil War soldier whose canteen survived the journey. Mill worker Beatrice Lord’s penchant for recording in her diary all the movies she saw–and their stars–in the early part of the 20th century–a list that spans 48 pages!

Teacher Denise Doherty practices photography with a student

Not surprisingly, these objects that students can pick up and hold and imagine themselves using have proved especially popular. And because the team wants students to direct the selection of many of the items to include on the website, it became apparent that a little more in-depth training in digital photography was in order.

So at the team’s request, MHS sent Image Services Coordinator Dani Fazio to facilitate a hands-on 90-minute workshop on digital photography techniques. Far more than a quick-and-dirty “lights, camera, action” session, Dani’s training schooled the students in everything from setting up a mini studio, to various shooting angles and aperture settings, and fine lighting details like reducing glare on shiny objects.

Denise and students look on as Dani adjusts the tripod

Dani watches as a student adjusts the shutter speed

Students took turns adjusting the tripod, moving lights, and changing the shutter speed. Multiple photos were taken of a single item–such as a pair of fancy, hand-crocheted children’s gloves–to get the best possible digital representation of history.

A student corrects the camera angle

It’s not often these students are asked to exhibit the kind of patience required for such detailed and repetitive work. But by and large, they were an attentive group and some students clearly had an eye for design and a natural aptitude for the technical minutiae.

That’s what makes the team members proud to be a part of MCHP, and why they have put so much effort into every detail–and will continue to do so–for the students.

“I’m so glad they are the ones who get to do this project,” says Renee DesRoberts. “They really deserve it.”

Event-full: Lessons Learned from MCHP Gatherings

Community members converse in Bangor

Now that the kick-off gathering for each MCHP community has been held, attention turns to gleaning the collective wisdom of what happened at them.

What were the “best practices?” What might communities do differently in the future–say, in June, when MCHP websites are unveiled and presented to the public? How might MHS staff be involved in a more constructive way?

Let’s look first at what worked–and worked really well, in many cases:

• Team Mobilization. Hey, it’s a lot of work to pull off a public event and everyone did it! Each team distributed the responsibilities in an organized fashion, some even designating a sub-committee to handle preparations. Logistics and set-up were well-planned out and carried off to a T.
• Comprehensive Publicity. The call went out far and wide in most communities–to newspapers, email lists, websites, and other media. Printed flyers showcased historic photos and clever appeals.
  

  Biddeford's MCHP Brand

  And most teams extended the all-important personal invitation–on paper, by phone, in person–to town VIPs. Some teams even went so far as to brand the project with a logo and name and unveil it on the publicity and handouts, like bookmarks, at the event.

• A Festive, Foodie Atmosphere. Nothing says “Join us!” like the promise of good food and cheery surroundings. Given the season, some teams emphasized a harvest theme in decor and food choices. Tables were dressed with autumn colors. Cool-weather comfort foods like casseroles and chowders were provided at gatherings over the dinner hour.
  

  Tasty desserts in Guilford

  At post-dinner events, coffee and cider washed down tasty cookies, fruit crisps, rich cakes, and other sweet treats — some made from recipes in locally-produced cookbooks. But most importantly, attendees were greeted at the door with smiles and warm welcomes, and made to feel like they were an important part of a communal celebration.

• A+ Agendas and Professional Presentation. A lively and concise agenda, planned in advance and closely followed when the time comes, is the hallmark of an organized event. All teams had outlined how their evenings would go, and largely stayed true to that outline. Most involved verbal contributions by each team member (including students, in a couple cases) and some featured PowerPoints, slideshows, and sample school-based activities.
• An Invitation for Feedback. In all cases, the audience was invited to weigh in–whether on project topics, community resources, and/or requests for volunteers.
  

  Katie Murphy, at the podium, and note-taker Pam Ames, listen to a community member's comments

  In a few places this took the form of group conversation, and in the best of those, a moderator and note-taker kept the discussion flowing and fruitful. Nearly all communities utilized some kind of feedback method–from posters inviting comments about exhibit topics, to contact sheets and surveys handed out at the door. And plenty of informal conversations took place before and after the main event.

So, given all that great success, what’s left to be done differently down the road? Under the heading of “Lessons Learned” is the following:

• Improving Turnout. This is a tough one because it’s not necessarily something teams have control over. While some communities got 40-50 or more enthusiastic souls in the door — the first to hold an event, Lincoln held onto the title with nearly 100 — others wished they’d had a few more bodies to warm the seats. Future tactics might include tapping into new avenues of publicity (including MHS doing more to publicize the events), getting notices out further in advance, offering door prizes, changing the date or time (if there is any evidence that was an issue), offering a more substantial meal, and inviting attendees to bring a specific community story or historic item along with them.
• Fostering Rich Conversation (about Local History). While each community gathered useful information in some shape or form, not all made full group discussion a part of the evening. It wasn’t a requirement, but a captive audience of adults — who, on the whole, like to learn by interacting — is an ideal setting for rich verbal exchange.
  

  MHS Assistant Director Steve Bromage (left) makes a point during discussion in Blue Hill

  The informalities of talk reveal emotion and energy that sometimes written feedback does not. Even in places that did solicit conversation, there wasn’t always enough time or space to delve deeply into the whys and wherefores of local history–to tell stories and pull on provocative comments like threads to see what they unravel. To a certain degree, that’s just a factor of time–you can’t do everything in 90 minutes. But it’s also a lesson for us at MHS. Perhaps in future events, the MHS role can be less MMN demo (or at least, placing that later on the agenda) and more ice-breaker conversation facilitation at the beginning. One possible question to get things going: “What defining story would you tell someone who had no prior knowledge of your community?”

• Setting Goals and Objectives. How can these types of events best feed the MCHP goals overall–both at the team, and MHS, levels? Clearly, teams got a lot out of their evenings, but the above lessons are fodder for MHS to develop an even stronger structure for community gatherings in the future. We can do this by defining more explicitly what we expect everyone–including us–to get out of the evening.
  

  Scarborough Team Leader Celeste Shinay elicits responses to the question: "What is the benefit of MCHP to our community?"

  In addition, when teams clearly define for themselves what they want to take away from the event, and structure their presentation to get it, success happens. Set a goal — even something as straightforward as community support and recognition — and tailor your objectives to meet it. This may be as simple as coming up with the right question to pose.

Obviously, MHS and all the teams met a great many goals by holding these events — not the least of was checking off the first major activity of the MCHP! — and we at Maine Historical are continually impressed and invigorated by all your hard work. We know many of you devote countless hours of  “spare” time to MCHP because you believe deeply in the project.

So, on behalf of everyone at the state level involved with MCHP, kudos for a great kick-off. And now… let’s go do some history!

Hall-Dalers Hunt for History in Hallowell

I couldn’t resist turning the title into an adventure in alliteration. It’s not often you get to work with that many repeating consonants!

Middle School students on the history trail in Hallowell

Nor is it often, if you’re not a teacher, that you get to hang out with a group of middle schoolers hot on the trail of history. That’s what I got to do last Thursday morning as Hall-Dale 7th graders hit the streets, the library, and the cemetery in Hallowell as part of their introduction to the MCHP. While a formal school kick-off is planned for December 10, this field trip provided a solid foundation for appreciating the city’s history and wealth of historical resources.

Teacher Mike Quinn (on left) corrals students to explain the hunt

Divided into three groups, the students rotated between well-designed, interactive sessions. At the Hubbard Free Library, director Melody Norman-Camp and teacher Mike Quinn oversaw a scavenger hunt.

Students find a statuette

Pairs or trios of students were given a list of items to hunt down and describe in writing.

An 1832 fire bucket

While these items–paintings, busts, artifacts–are all on regular display at the library, the investigative process taught students that they are more than just decor.

Students recording their impressions

“It’s good that they get out and do [history] it instead of just reading [about] it,” said one parent chaperone.

Tour guide Gerry Mahoney at a Museum in the Streets stop

Meanwhile, that sentiment was being echoed by students on historian Gerry Mahoney’s Museum in the Streets tour. “We learn more by doing hands-on stuff than just sitting in the classroom,” said students Olivia Maynard and Amber Bell simultaneously as they walked from one block to the next. When asked why, fellow student Emily Markham chimed in about the importance of  access to “the primary source of what we’re learning about.” For example, added Tiffiny McCollett, “I like to see the buildings where things happened.”

In front of the Cotton Mill sign

And see buildings they did on their hour-long walk. One of many stops was at the former 19th century cotton mill building (turned into apartments in the 1980s) on the corner of Water and Academy Streets. Students listened to Gerry’s lively and insightful commentary about the building, including the revealing lesson that the once-high production of such mills in the north was a direct result of cotton cultivation in the south. “In other words,” he said, even small northern cities like Hallowell indirectly “supported a slave economy.”

Heading to the next stop

Following each stop, Gerry posed a multiple choice question to the students. At the Cotton Mill, the question also centered on economics: What did a mill worker make per six-day work week circa 1850? Choices: A) $3.75, B) $5.75, or C) $10.75. Students furiously haggled and then enthusiastically shouted out their answers. (Give up? The answer is at the bottom of the post.)

Hallowell Cemetery

The third tour of the day took place at the Hallowell Cemetery, a short bus ride north of downtown. What a day and season for a winding stroll amid gravestones!

Sam Weber points out a gravestone

With carpets of fallen leaves, overcast skies, and nippy temperatures as his backdrop, Library trustee and city historian Sam Webber–dressed for the part in a 19th century top hat, bow tie, and black coat–led students around to various town father and mother gravestones.

Hallowell's first resident

These included first Hallowell settler Deacon Pease Clark and members of the influential Hubbard family, among others.

As you can imagine, these tours–and a mid-day break for a bag lunch in City Hall Auditorium–absorbed virtually an entire school day. But what a great way to lay the groundwork of the MCHP, and lifelong engagement in local history in general. The investment of just a few hours out of the classroom and into the past can pay great dividends in the classroom for the foreseeable future.

(Still wondering what mill workers were paid? The answer is A) $3.75.)

The Benefits of Participation

Woody Allen once quipped: “Eighty percent of success is showing up.” Sounds easy enough, but there’s still another 20 percent that involves doing something. You’ve got to participate actively in the experience in order to reach out and grab success by the tail.

7th grader Jessica Steinort talks to a community member next to the seasonally-decorated food table

That was the subtle undercurrent on Wednesday, October 14, as Scarborough’s MCHP team hosted an enthusiastic crowd of about 50 town residents in the community room of the Scarborough Public Library. A truly intergenerational group, the mix included students, parents, partnering organization trustees, town VIPs (including a state rep), and other community members.

They were drawn by extensive publicity, personal invitation, and–coming off the 350th anniversary celebration the town threw last year–a predilection for all things local and historical. (Not to mention the promise of goodies, which included cookies made from recipes in a new “Scarborough Fare” cookbook put out by the Scarborough Historical Society.)

So getting them to show up wasn’t exactly easy, but it was made easier by loads of preparation. And so was the other 20 percent–the active part. After introductions and an Maine Memory Network demo, team members took turns narrating a snazzy PowerPoint presentation that outlined their perceived “Benefits of Participation” in the MCHP.

7th grader Laura Henny kicks off the student portion of Scarborough's MCHP presentation

And by team members, I mean students as well. About 20 or so of Scarborough Middle School teacher Jessica Kelly’s Gifted-and-Talented students will participate in the project, many of whom were at the event to explain first hand what they expected to get out of the experience.

7th grader Drew Wells

After Jessica explained that “MCHP has everything a teacher is looking for” the students weighed in with particulars. Comments included benefits like becoming “actively engaged in community” and not only learning about Scarborough’s history, but “playing a prominent role in sharing that history.”

8th grader Emily Carter

They hope to develop and apply research, critical thinking, writing, technology, communication, and literacy skills. “When students value what they are doing,” said one young presenter, “they are more likely to succeed.”

The same could be said for the audience. Following the students, and remarks by historical society members on the importance of developing future stewards for historic preservation, team leader Celeste Shinay asked the attendees to weigh in.  What did they, as community members, think were the benefits of Scarborough participating in the MCHP?

Team leader Celeste Shinay facilitating the conversation part of the evening

Lively conversation ensued with responses ranging from introducing new residents and people “from away” to Scarborough’s history, to strengthening the partnership between school and community, and “bringing history to life” with stories instead of relying on dry names and dates. Clearly, attendees valued the chance to contribute their ideas and throw their weight behind the project.

“This is a great validation,” said Celeste, as she wrapped up the formal conversation and invited people to chat with one another over one last cookie before leaving. “It’s always re-affirming to know our community as a whole is supporting what we’re doing.”

Sounds like a solid 100 percent to me.

A Structured Brainstorm

Just a sampling of the fruits of "structured brainstorming" in Cumberland/North Yarmouth

Here’s the kind of problem you want to have at a community event: Running out of room to post the sticky-backed flip chart paper due to a flood of good ideas.

That was about the only predicament the Cumberland/North Yarmouth team found themselves in last Tuesday night. (Well, and an electrical short caused by a crock pot — yes, a crock pot. But that was quickly remedied.)

Question: How does one come by such copious feedback in a relatively compact amount of time? Answer: Structured Brainstorming.

Explained to the group and facilitated by North Yarmouth Historical Society president Katie Murphy, structured brainstorming is a process by which every person in the room gets a chance to share ideas in an efficient and organized manner.

The brainstorming process at work

Passing around a microphone, Katie invited brief responses in two categories: topics of interests and resources out there that the team might not know about. And she imposed one strigent rule: No discussion. Just state your ideas and pass the mic onto the next person. While in a couple of instances this nipped some potentially intriguing conversation about local history in the bud, it allowed every person in the room to have his or her say, and generated a great many new ideas for the team to work with.

Pam Ames capturing the feedback, while Katie Murphy moderates

It also probably generated a hand cramp in Pam Ames, of Skyline Farm, a carriage museum in North Yarmouth, who impressively kept up with the myriad comments from the 26 attendees. Comments ranged widely. Some related directly to one of the team’s pre-determined themes of transportation. Where and when roads were built, the old Route 88 trolley, the movement of railroad tracks, the shipping industry, bus lines, and much more fell squarely into this category.

But there were plenty of other topics raised that explored the two-town relationship in diverse ways. Many of these were presented in the form of questions, such as: “How many industries/businesses collaborated across the two towns?” and, from a student, “What influence did members of our community/ies have on events that were more global or national?”

Community members chat after the event

Once everyone had spoken, the evening that had begun with a delicious dinner of soup and bread, a welcome and introduction to the event by team leader and Prince Memorial Library director Thomas Bennett, and brief comments by other team members, drew to a festive close. Plenty of mini-conversations took place in the room over a final dash to the dessert table.

And, oh yes: All this (save the chit-chat at the end) was live. Broadcast on local cable access television. So while there were 26 community members in the room–and given the compact set-up, you would have thought there were twice that many–a good number more may have been tuning into the event from home.

So, a word to the team: Maybe you don’t want to put away that flip chart just yet!

Sharing the Harvest in Guilford

The Feast

While the weather didn’t cooperate for Guilford Historical Society’s Annual Harvest Fair on Saturday, October 3, shuttering craft tents and impacting attendance, there were plenty of takers for the bountiful potluck lunch. And with good reason.

Just have a look at the picture to the left. Crocks of baked beans and fish chowder rubbed up against platters of Shepherd’s Pie and a rich and gooey macaroni-and-cheese. Yeast rolls competed for space with potato salad. And don’t even get me started about the pumpkin pie squares!

In fact, the entire luncheon was a kind of rich, celebratory dessert for the Guilford team, who in the hour prior to the feast, rolled out their Maine Community Heritage Project for all the world to see.

Okay, I’ll admit it: We had a few less bodies in the room during that hour than when the covers were off the soup pots, but for a drizzly, dank day, it was still a very respectable 28 members of this small central Maine town of just over 1,500.

Guilford Town Manager Tom Goulette

And it was very respectably MC’d by team member and town manager, Tom Goulette. Part funny man, part town scholar-historian, and all-around big-hearted guy, Tom gets the MCHP to a T. He explained to the crowd why–while the celebration of local history is the both the moving force and the prime destination of the project–it is as much about community collaboration and economic development as anything.

After a presentation on the Maine Memory Network by MCHP Community Partnership Coordinator, Larissa Vigue Picard, two other team members followed Tom’s lead by sharing their hopes for the project. First, Siefert “Stub” Schultz, president of the Guilford Historical Society, expressed his enthusiasm for the access the MCHP will provide to otherwise little known historical materials. Then, through the power of story, he reminded audience members that there’s plenty of reason to be proud of their heritage.

Referring to the first family to settle in the town in 1806, Stub explained how the parents left their three boys–ages 11, 12, and 13–in charge of the property and the cow during that first winter, while they went back to the original homesite in New Gloucester. The boys survived on potatoes, milk, corn, and boiled wheat. “That’s the kind of stock we in Guilford come from,” said Stub.

Teacher Rex Webb and his students

The audience then got a peek at some of Guilford’s most recent stock, Piscataquis Community Middle School 8th-grade students Elaine Ritano and Spencer Martell. Social Studies teacher and team member Rex Webb introduced them as lead students on the project, and Elaine spoke about her interest in learning more about her community’s history.

Ready for the challenge, Rex’s 8th graders will chip away through the next several months at the team’s list of 150+ items to be digitized. Along with some writing class students, they will also build an exhibit on area schools and education in Guilford. Like those first teens to weather a Guilford winter, no doubt next spring they will emerge victorious, and with boosted confidence, for having met the challenge.

Two community members look at exhibit posters

Meanwhile, the team members will set about building their own exhibits. Initial ideas include the way Guilford has continually remade itself via industry; the power and pleasure of annual community events (like the Harvest Fair); the architecture and value of town buildings; and stories of some of the town’s most celebrated veterans.

“But these aren’t written in stone,” said Tom, inviting the community to add comments to the posters, and brand new ideas to a survey created by team leader and coordinator extraordinaire Cindy Woodworth (who is as good behind-the-scenes as Tom is out front). “We want you to tell us what’s important to you,” he said, “because this is for all of us.”

Clearing the Way to Collaboration in Blue Hill

Blue Hill's Community Event, 10/1/09

“Americans of all ages, all stations of life, and all types of disposition are forever forming associations.” So wrote Alexis de Tocqueville in the second volume of Democracy in America, published in 1840. “In democratic countries knowledge of how to combine is the mother of all other forms of knowledge,” he went on to say. “On its progress depends that of all the others.

De Tocqueville’s observation of Americans as prone to associating with one another to get things done was referred to last Thursday night by Blue Hill Historical Society president John Roberts.

“Collaboration is the foundation of community,” he said, explaining why the MCHP means so much to him, the historical society, and by extension, Blue Hill and its environs. And paraphrasing JFK, he encouraged attendees to remember that “it’s not what we can get from the town, but what we can give to the town” that counts.

The Goodies

The community event was all about giving the town a sneak preview of what the team has planned for the year ahead. After an intial meet-and-greet over delicious blueberry crisp and Indian pudding, team leader Tom Bjorkman’s introduction of team members, and MHS assistant director Steve Bromage’s Maine Memory Network presentation, each team member in attendance spoke briefly about his or her role in the project.

Following John Roberts, Caroline Werth, with the Jonathan Fisher House, talked about how the symbolic gesture of cutting down trees in front of the house literally had brought in more visitors. “But most of them are from away,” she said, expressing her desire to open up this National Historic Registry treasure for more people in the community, including the schools.

Then came Consolidated School 8th grade teacher Della Martin, who lauded MCHP’s unique opportunity to refresh a particular aspect of the curriculum. “Middle school students have been writing Blue Hill reports for 40+ years,” she said, “but this puts a new twist on it for kids in the digital age.” She relishes the chance for her students, who are “just beginning to know we’re a special community,” to make connections with people on the team.

Those students–who are themselves focusing in on an exhibit theme of “From the Earth” relating to past Blue Hill industries like ice, quarrying, and mineral springs–contributed the evening’s artfully-decorated posters on topics that other team members, and students from other participating schools, plan to undertake. These included themes like “Fishing and Lobstering,” “Tourism, Rusticators, and the Summer Colony,” “Music and the Arts,” and “Blue Hill’s Neighborhoods of the Past.”

George Stevens Academy history teacher Bill Case spoke next, explaining that while he and his 11th grade students are in the early stages of determing how the MCHP will play out in their class, they have already launched into deep discussions of the team’s overarching questions: “Who are we?” and “How did we get here?” Meanwhile, he feels that “the project has already helped because I’ve met people from other schools.”

Closing the team presentation portion of the evening was Brook Minner, assistant director of the Blue Hill Public Library. “It’s a great opportunity to partner,” she said, explaining that collaboration such as the MCHP facilitates is at the heart of a public library’s mission.

Attendees then spent 15 minutes discussing what else might be included in a website on Blue Hill’s history. Reports from the tables included such diverse topics as hygiene and medicine, women’s temperance, the brick industry, and–last but not least–an old trail leading from Salt Pond to Walker’s Pond which once was used to “haul stone in one direction, and ice in another.”

Not a bad way to close out the evening for a town that’s clearing a new path to collaboration through the MCHP.