DOCSLIB.ORG

Politics of Education in Madawaska, 1842-1920

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Summer 8-21-2020 Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920 Elisa E A Sance University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Canadian History Commons, Other Teacher Education and Professional Development Commons, United States History Commons, and the Women's History Commons Recommended Citation Sance, Elisa E A, "Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920" (2020). Electronic Theses and Dissertations. 3200. https://digitalcommons.library.umaine.edu/etd/3200 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. LANGUAGE, IDENTITY, AND CITIZENSHIP: POLITICS OF EDUCATION IN MADAWASKA, 1842-1920 By Elisa Elisabeth Andréa Sance M.A. University of Maine, 2014 B.A. Université d’Angers, 2011 B.L.S. Université d’Angers, 2007 A.A. Université Picardie Jules Verne, 2006 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine August 2020 Advisory Committee: Jacques Ferland, Associate Professor of History, Advisor Scott W. See, Libra Professor Emeritus of History Richard W. Judd, Professor Emeritus of History Mazie Hough, Professor Emerita of History & Women’s, Gender, & Sexuality Studies Jane S. Smith, Associate Professor Emerita of French © 2020 Elisa Sance All Rights Reserved ii LANGUAGE, IDENTITY, AND CITIZENSHIP: POLITICS OF EDUCATION IN MADAWASKA, 1842-1920 By Elisa Elisabeth Andréa Sance Dissertation Advisor: Dr. Jacques Ferland An Abstract of the Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) August 2020 The establishment of the international border between Maine and New Brunswick in 1842 through the signature of the Webster-Ashburton treaty divided the Francophone population of the Madawaska region along the Saint John River. As a result, each half became administered by an Anglophone government. The linguistic and cultural differences between the Madawaska French and the Anglo- Saxon Protestant ruling majority in both the state and the province complicated the establishment of new public institutions. The language of both administrations as well as the language of public education was English; a language that very few people among the Madawaska French spoke or understood. This dissertation compares the politics of education of the state of Maine and the province of New Brunswick in how they dealt with the rural Francophone minority of the Madawaska French. Maine and New Brunswick established their public school systems around the same time, following the school reform movements and later, the progressive school movement. Both the state and the province faced similar challenges and barriers as they worked at establishing their public school system in the Madawaska region. Maine adopted a proactive approach with a clear assimilation agenda, while New Brunswick appeared slow to address the quality of education in its Francophone communities after the Compromise of 1875 and failed to provide a proper teacher training program for Francophones. Concurrently, the Madawaska French were seeking the services of the Roman Catholic Church for the education of their youth, forcing both Maine and New Brunswick to integrate religious orders in their public school systems in the region. I argue that the establishment of the public school system by both governments in the Madawaska region created a deep sense of alienation among the Madawaska French community, but it also created a powerful incentive for them to preserve their culture and traditions, forcing the authorities to compromise on the secular character of the public school system. DEDICATION To Denise Sance iii ACKNOWLEDGMENTS A dissertation is quite the undertaking, and it would have never happened without the support and guidance of so many. I would like to thank my advisor, Dr. Jacques Ferland, who helped me see this dissertation through. Jacques, you have believed in my project from the beginning and you have supported me in this endeavor. Thank you. I would like to thank Dr. Scott W. See for his mentorship. Scott, the example you set throughout my doctoral career has made me a better teacher and, I hope, a better researcher. Thank you. I would like to thank Dr. Jane S. Smith, with whom I have had the pleasure of working for the whole duration of my graduate career. Jane, you have been a teacher and a mentor, and today I feel very fortunate to get to call you a colleague and a friend. Thank you. I would also like to thank Dr. Mazie (Mary L.) Hough and Dr. Richard W. Judd. You have both inspired me to be a better teacher and you have encouraged me to trust the lenses under which I wanted to explore history. Thank you. I will remain forever grateful for the kindness of fellow academics who lent me a helping hand by sharing scholarship, advice, feedback, and funding or publishing opportunities along the way. Andrew Holman, Paul Buck, Koral Lavorgna, Frédéric Rondeau, Kathryn Slott, Mark Richard, Christina Keppie, Mark McLaughlin, Frances Heylar, Edwin Nagy, and the mysterious person who iv left a copy of Paul Peterson’s The Politics of School Reform, 1870-1940 in my mailbox, this work is richer thanks to you. I would like to thank the numerous archivists and librarians who have been incredibly helpful in the various stages of my research, and specifically the staff of the Acadian Archives in Fort Kent, Maine, the Blake Library at the University of Maine in Fort Kent, Maine, the Centre de Documentation et d’Études Madawaskayennes at the University of Moncton, in Edmundston, New Brunswick, the Maine Historical Society in Portland, Maine, the Maine State Library and the Maine State Archives in Augusta, Maine, the Provincial Archives of New Brunswick, in Fredericton, New Brunswick, and Special Collection at the Fogler Library at the University of Maine in Orono, Maine. This work was facilitated by the generous support of the Canadian American Center, the UMaine Graduate School, the Conseil de la Vie Française en Amérique, the Wiebke Ipsen-Marli Weiner Memorial Scholarship, the Bowen Scholarship in Canadian History, the UMaine Humanities Center Graduate Research Grant, Phi Kappa Phi’s Love of Learning Award, and several UMaine Graduate Student Government travel and research grants. I would like to thank my colleagues and supervisors at the Center for Innovation in Teaching and Learning for their constant encouragements as I was working to finish this manuscript. I would particularly like to thank Sheridan Kelley Adams, Karen Pelletreau, and Gemma Scott. Thank you for cheering me on, for keeping tabs on my progress, and for making the day of my defense as memorable a day as could be under our COVID-19 circumstances. v Last but not least, this dissertation would have never seen the light of day without the love and support of my family and friends. Thank you to all of you who have been there for all or part of this journey. I would especially like to thank Emma, for all our walks. They kept me sane, healthy and connected. Thank you. I would also like to thank my fiancé, Ahmed. You hopped on this journey on my second year of doctoral studies and you have encouraged me ever since. More than that, you have helped me keep a semblance of balance in this graduate life that never seemed to allow for any pauses. I finally did it and I cannot wait to see what other adventures we conquer together. Thank you. vi TABLE OF CONTENTS DEDICATION........................................................................................................... iii ACKNOWLEDGMENTS .......................................................................................... iv LIST OF FIGURES ................................................................................................... x Chapter 1. INTRODUCTION ................................................................................................. 1 1.1. The Madawaska Territory ....................................................................... 6 1.2. A Borderland ............................................................................................... 10 1.3. Definitions ................................................................................................... 13 1.3.1. The Madawaska French ...................................................................... 13 1.3.2. Integration, Acculturation, and Assimilation ........................................ 13 1.4. Public Education ......................................................................................... 14 1.4.1 Public Education and Acadian Communities ....................................... 16 1.4.2. Barriers to Public Education ................................................................ 18 1.5. Method ........................................................................................................ 24 1.6. Outline ........................................................................................................
Recommended publications
  • Proper Education

    Proper Education

    he title mav not be all that original. Neither was it in 1872when Ellen G. White utilized it to launch her distineuished career as a philosopher of Christian education.A perusalof the literature of the times revealsthat the "educational expres- sions re[orm" "proper and education" seemedto be favorite buzzwordsin the press,ban- died about lreelv bv editors, politi- cians,and celebratedspeakers on the Chautauquacircuit who found it pop- ular to inveighagainst the impractical- ity of the classicalcurriculum. The Education" entrenchededucational establishment of the day, so re-sistantto change of By G.H. AKERS any sort, was a specialtarget of writers and speakers. Clearly, grassroots post-Civil War America was growing impatient with its schools.Elitist education,reserved for the upper classand essentiallvfor cosmeticcffcct was definitclvundr'r siegeas backward-orientcd,ex- hausted, and entirelv too static to respond to the needs o[ the r<_rbust new socialorder. The times called for a more appropriatecducational product-trained artisans, surveyors, architccts,engineers, technicians, ser- vice professionals,busincss lcaders, "Can and practitioncrs of cvery sort. Do" had bccomethe order of thc.dar, and Amcrica'scollcgcs and univerii- ties wcre expccted to help substan- tiallvin achicvingthe maniicst dcstinr of an exuberant, expanding voung countrv. A ]lew Voice to Society and Ghurch It was in this latenineteenth-centurv culturalcontext, with tht'GreatCon- versationmoving from coast to coast regarding the appropriate training of the young, that Ellen White moved in "Proper with her landmark essav Edu- cation."In it sheoffcrci hcr own orc- scriptionfor wt.rrthyeducational goals for socicty and church and the best methods for their acc<-rmplishmcnt.
  • A Comparative Study of French-Canadian and Mexican-American Contemporary Poetry

    A Comparative Study of French-Canadian and Mexican-American Contemporary Poetry

    A COMPARATIVE STUDY OF FRENCH-CANADIAN AND MEXICAN-AMERICAN CONTEMPORARY POETRY by RODERICK JAMES MACINTOSH, B.A., M.A. A DISSERTATION IN SPANISH Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OP PHILOSOPHY Approved Accepted May, 1981 /V<9/J^ ACKNOWLEDGMENTS I am T«ry grateful to Dr. Edmundo Garcia-Giron for his direction of this dissertation and to the other mem­ bers of my committee, Dr. Norwood Andrews, Dr. Alfred Cismaru, Dr. Aldo Finco and Dr. Faye L. Bianpass, for their helpful criticism and advice. 11 ' V^-^'s;-^' CONTENTS ACKNOWI£DGMENTS n I. k BRIEF HISTORY OF QUE3EC 1 II• A BRIEF HISTORY OF MEXICAN-AMERICANS ^9 III. A LITERARY HISTORY OF QUEBEC 109 IV. A BRIEF OUTLINE OF ^MEXICAN LITERATURE 164 7» A LITERARY HISTORY OF HffiXICAN-AT/lERICANS 190 ' VI. A COMPARATIVE LOOK AT CANADZkll FRENCH AND MEXICAN-AMERICAN SPANISH 228 VII- CONTEMPORARY PRSNCK-CANADIAN POETRY 2^7 VIII. CONTEMPORARY TffiCICAN-AMERICAN POETRY 26? NOTES 330 BIBLIOGRAPHY 356 111 A BRIEF HISTORY OF QUEBEC In 153^ Jacques Cartier landed on the Gaspe Penin­ sula and established French sovereignty in North America. Nevertheless, the French did not take effective control of their foothold on this continent until 7^ years later when Samuel de Champlain founded the settlement of Quebec in 1608, at the foot of Cape Diamond on the St. Laurence River. At first, the settlement was conceived of as a trading post for the lucrative fur trade, but two difficul­ ties soon becam,e apparent—problems that have plagued French Canada to the present day—the difficulty of comirunication across trackless forests and m.ountainous terrain and the rigors of the Great Canadian Winter.
  • Conversational Cajun French 1

    Conversational Cajun French 1

    Mais, sa c’est queque chose quand meme! Apprendre le français cadien par la lecture! Cajun French is still widely heard throughout Louisiana. However, this language—spoken by the descendants of the exiled Acadians—is in danger of disappearing. It was illegal to speak it at one time and even today, the teaching of Cajun French in schools is a controversial issue. With the publication of Conversational Cajun French 1, the first systematic approach to teaching the language, Cajun French becomes Conversational Cajun French 1 accessible to those born outside Cajun families. Authors Randall Whatley and Harry Jannise, Cajuns who speak fluent Cajun French, originally developed this handbook for a series of informal conversational Cajun French classes for the Louisiana State University Union in Baton Rouge. As an introduction Conversational to Cajun French, the book is extremely practical. Conversational Cajun French 1 focuses on everyday words and common phrases that can be understood everywhere the language is spoken, despite the various dialects Cajun French 1 and subdialects. Included are lessons in everyday words such as days and months, holidays, parts of the body, numbers, clothing, colors, rooms of By Randall P. Whatley and Harry Jannise the house and their furnishings, foods, animals, fruits and vegetables, tools, plants, and trees. In addition, there is a section of useful expressions and a list of traditional Cajun names. Although the book is designed to be used in conjunction with audio CDs or downloads (available from Pelican), a pronunciation guide enables even the beginning student working alone to learn enough to converse Whatley/Jannise with Cajuns—or at least enough to stay out of trouble in South Louisiana! Conversational Cajun French 1 is an important book not only because it provides a means for those trying to learn Cajun French on their own, but also because it marks an effort to preserve the language and culture and to win a wider acceptance for this unique aspect of Louisiana’s—and indeed the United States’—heritage.
  • ''Proper Education''

    ''Proper Education''

    33 ADVENTIST PERSPECTIVES, Spring, 1989, Vol. II I, No. 1 ''Proper Education'' by G. H. Akers Dr. George H. Akers, currently "Mr. Education" for the Seventh-day Adventist world church, absorbed the educational wisdom of a one-room church school, an academy in the sweeping Shenandoah Valley, and Washington Missionary College (CUC). Teaching, cleaning, and administering education at various levels have been his life for more than forty years of serv­ ice to his church and his God. His doctorate in higher education and historical/philosophical foundations was earned at USCLA. Some sixteen years at Andrews University climaxed with his appointment to the first deanship of the School of Education. Dr. Akers' lively communicative style brings a refreshing touch to Adventist Perspectives as he writes of ''Proper Education" and Ellen White's relationship to it in the Seventh-day Adventist Church. he above title mav not be surveyors, architects, engineers, tech­ all that original. Neither nicians, service professionals, business was it in 1872 when Ellen leaders, and practitioners of every sort. G. White utilized it to "Can Do" had become the order of the T launch her distinguished day, and America's colleges and uni­ career as a philosopher of Christian versities were expected to help sub­ education. A perusal of the literature of stantially in achieving the manifest the times reveals that the expressions destiny of an exuberant, expanding "L~ucational reform" and "properedu­ young country. cation" seemed to be tavorite buzzwords in the press, bandied about .4 Nelv Voice to Society freely by editors, politicians, and cele­ and Clzurclt brated speakers on the Chautauqua circuit who found it popular to inveigh It was in this late nineteenth-century against the impracticality of the classi­ cultural context, with the Great Con­ versation moving from coast to coast cal curriculum.
  • The Evolution of the Franco-American Novel of New England (1875-2004)

    The Evolution of the Franco-American Novel of New England (1875-2004)

    BORDER SPACES AND LA SURVIVANCE: THE EVOLUTION OF THE FRANCO-AMERICAN NOVEL OF NEW ENGLAND (1875-2004) By CYNTHIA C. LEES A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2006 Copyright 2006 By Cynthia C. Lees ACKNOWLEDGMENTS I would like to express my gratitude to the members of my supervisory committee, five professors who have contributed unfailingly helpful suggestions during the writing process. I consider myself fortunate to have had the expert guidance of professors Hélène Blondeau, William Calin, David Leverenz, and Jane Moss. Most of all, I am grateful to Dr. Carol J. Murphy, chair of the committee, for her concise editing, insightful comments, and encouragement throughout the project. Also, I wish to recognize the invaluable contributions of Robert Perreault, author, historian, and Franco- American, a scholar who lives his heritage proudly. I am especially indebted to my husband Daniel for his patience and kindness during the past year. His belief in me never wavered. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................ iii LIST OF FIGURES .................................................... vii ABSTRACT.......................................................... viii CHAPTER 1 SITING THE FRANCO-AMERICAN NOVEL . 1 1.1 Brief Overview of the Franco-American Novel of New England . 1 1.2 The Franco-American Novel and the Ideology of La Survivance ..........7 1.3 Framing the Ideology of La Survivance: Theoretical Approaches to Space and Place ....................................................13 1.4 Coming to Terms with Space and Place . 15 1.4.1 The Franco-American Novel and the Notion of Place .
  • America's Color Coded War Plans and the Evolution of Rainbow Five

    America's Color Coded War Plans and the Evolution of Rainbow Five

    TABLE OF CONTENTS: INTRODUCTION 1 CHAPTER I: THE MONROE DOCTRINE AND MILITARY PLANNING 8 CHAPTER II: MANIFEST DESTINY AND MILITARY PLANNING 42 CHAPTER III: THE EVOLUTION OF RAINBOW FIVE 74 CONCLUSION 119 BIBLIOGRAPHY 124 INTRODUCTION: During World War II, U.S. military forces pursued policies based in large part on the Rainbow Five war plan. Louis Morton argued in Strategy and Command: The First Two Years that “The early war plans were little more than abstract exercises and bore little relation to actual events.” 1 However, this thesis will show that the long held belief that the early war plans devised in the late 19 th and earlier 20 th centuries were exercises in futility is a mistaken one. The early color coded war plans served purposes far beyond that of just exercising the minds and intellect of the United States most gifted and talented military leaders. Rather, given the demands imposed by advances in military warfare and technology, contingency war planning was a necessary precaution required of all responsible powers at the dawn of the 20 th century. Also contrary to previous assumptions, America’s contingency war planning was a realistic response to the course of domestic and international affairs. The advanced war plan scenarios were based on actual real world alliances and developments in international relations, this truth defies previous criticisms that early war planners were not cognizant of world affairs or developments in U.S. bilateral relations with other nations. 2 This thesis reveals that the U.S. military’s color coded war plans were part of a clear, continuous evolution of American military strategy culminating in the creation of Rainbow Five, the Allied plan for victory during the Second World War.
  • — Dante E Il Rock

    — Dante E Il Rock

    Numero 6, 2019 ISSN 2385-5355 (digital) • ISSN 2385-7269 (paper) http://revistes.uab.cat/dea 6 — Dante e il rock Universitat Autònoma de Barcelona Institut d’Estudis Medievals Bellaterra, 2019 Dante e l’Arte è una rivista dell’Institut d’Estudis Medievals attivo all’in- terno dell’Universitat Autònoma de Barcelona (UAB). È stata fondata nel 2014 da Rossend Arqués e Eduard Vilella perché fosse un punto di riferimento delle iniziative relative agli studi sul rapporto tra Dante e l’arte sia all’interno dell’opera dantesca sia nella sua ricezione. Il suo obiettivo è fungere da mezzo di diffusione delle ricerche originali in questo specifico ambito grazie alla pubblicazione di studi che provengano da tutto il mondo, nella convinzione che l’argomento debba essere affrontato a livello mondiale con lo sguardo rivolto ai rapporti esistenti tra le forme artistiche sviluppatesi nei diversi paesi e l’opera dantesca. La rivista pubblica lavori originali in dossier monografici, articoli di ricerca, note e recensioni di opere pubblicate nel mondo che si sono occupate di questo argomento. L’accettazione degli articoli segue le norme del sistema di valutazione per esperti esterni (peer review). Direzione Barbara Stoltz Philippe Guerin Juan Miguel Valero Rossend Arqués Universität Marburg Université Paris 3 Universidad de Salamanca Universitat Autònoma Comitato scientifico Cornelia Klettke Juan Varela Portas de Barcelona Universitát Potsdam de Orduña Roberto Antonelli Universidad Complutense Eduard Vilella Università di Roma Barbara Kuhn de Madrid Universitat
  • The Survival of French Culture in South Louisiana by Barry Jean Ancelet

    The Survival of French Culture in South Louisiana by Barry Jean Ancelet

    The Survival of French Culture in South Louisiana by Barry Jean Ancelet "What's your name? Where're you from? Who's your daddy?" When Barry j ean Ancelet - a native of Louisiana you first meet someone from south Louisiana, these are the questions where he grew up with French as his first language- received his Master 's Degree in you will probably hear. And you have to answer them before you can f olklore from Indiana University and his get along about your business. They are not rhetorical questions but doctorate in Creole Studies at the Universite quite serious ones designed to elicit information which helps to place de Provence. He is currently Director of Folklore Programs, Center for Louisiana you in the world of the Cajuns and Creoles. If you are from the inside, Studies, University of So uthwestern they want to know where you fit; if from the outside, they want to Louisiana. know how you got in and why. Such concerns could be thought of as xenophobic, but they are not. Rather they are simply part of a ritual to establish relationships - one which is used by a people whose history of tragedy and turmoil has taught them to be careful. Such questions function as boots for a people used to high water. Young and old perform during Cajun Mardi The French founded Louisiana in 1699. At first there were just a few Gras at Fred's Lounge in Mamou, Louisiana. forts perched precariously along the rivers of the frontier. Eventually, Photo by Philip Gould 47 however, there developed a society of French colonials.
  • Soundtrack of the Townships: Gqom | Norient.Com 27 Sep 2021 03:45:07

    Soundtrack of the Townships: Gqom | Norient.Com 27 Sep 2021 03:45:07

    Soundtrack of the Townships: Gqom | norient.com 27 Sep 2021 03:45:07 Soundtrack of the Townships: Gqom by Philipp Weichenrieder Some call it a hybrid of breakbeat and house, some call it «apocalyptic riot music». But for the producers from the townships of Durban, South Africa, Gqom is more than a clubmusic style. It feels like being dragged into a black hole. A single low-pitched string sound is steadily, ominously and threatening hovering in the background. It is creating an eerie atmosphere, a thick and somewhat physical perceptible veil that is set swinging by stumbling kick drums and develops a strangely light and floating movement which at the same time is raw and fiercely pushing. This contradictory dynamic is characteristic and special about a yet young genre of electronic dance music evolving out of the townships of Durban which is also causing a stir in Europe: Gqom. The Zulu word «Gqom», the combination of g and q articulated with a click made with the tongue (can be heard here), means either «drum», «noise», «bucket» or «music». Sometimes the term is also explained as an onomatopoeic equivalence to the noise of a stone falling on a floor tile. This stands for the raw sound with its repetitive and hypnotizing drum rhythm in its centre. Gqom music is not about feel-good harmonies, it is about trance. Pioneering producers like 21-years-old DJ Lag or 26-years-old Sbucardo also https://norient.com/index.php/stories/soundtrack-of-the-townships-gqom-from-durban Page 1 of 5 Soundtrack of the Townships: Gqom | norient.com 27 Sep 2021 03:45:07 describe Gqom as «3-Step».
  • The Forgotten History of Maysville 18161883

    The Forgotten History of Maysville 18161883

    LOST MAYSVILLE 1 LOST MAYSVILLE A BRIEF HISTORY OF AROOSTOOK COUNTY’S FORGOTTEN TOWN A Research Study by Evan Zarkadas 2 "I had visited many parks in Europe and America, where great wealth had been expended, and great displays were exhibited, but none had the same charm that compels me to visit it and admire its beautiful and valuable farms as had Maysville, whenever I can" - Francis E. Clark 3 TABLE OF CONTENTS Introduction ................................................................. 7 Land and Resources .................................................. 11 Land Acquisition ....................................................... 13 Aroostook War and the Webster Ashburton Treaty . 27 Settlement after the Webster Ashburton Treaty ....... 35 Agricultural Development ........................................ 41 Economic and Political Development ....................... 49 Civil War ................................................................... 68 Post-Civil War Development .................................... 70 Conclusion ................................................................ 77 4 ACKNOWLEDGMENTS This work would have been impossible without the support and guidance of Dr. Kimberly Sebold from the University of Maine at Presque Isle and her love for local history, the Presque Isle Historical Society, Kim Smith and Craig Green for their tremendous assistance. I am grateful to all those that helped me in the process of compiling and completing my research. This is a research projected for the community and this is where it belongs. 5 Bradley’s Island in the Aroostook River, just north of Presque Isle. “Where settlement began” 6 INTRODUCTION History is not just about the great empires, the wars and the old kings, it is also about the everyday community and the people who live in that community and form associations. As Shakespeare noted, there is a history in all men’s lives.1 Nearby History according to David E.
  • A Guide to “Fort Kent Blockhouse Interpretive Panels 2004” MCC-00221

    A Guide to “Fort Kent Blockhouse Interpretive Panels 2004” MCC-00221

    A Guide to “Fort Kent Blockhouse Interpretive Panels 2004” MCC-00221 Prepared by Lisa Ornstein Acadian Archives / Archives acadiennes University of Maine at Fort Kent Fort Kent, Maine June 28, 2004 General Information Collection title: Fort Kent Blockhouse Interpretive Panels, 2004 Accession Number: MCC-00221 Shelf Number: V2-221 (2 Posters) Description: Two interpretive posters on the history of the Fort Kent Blockhouse and the Aroostook War. Provenance: Created by the Maine Department of Conservation, Bureau of Parks and Lands in 2004 for use as interpretive panels at the For Kent Blockhouse. The Acadian Archives’ copies of these posters were donated by the Bureau of Parks and Lands in response to a request from the Archives director. Physical Description: Two 25.75” x 38” color printed posters Date Range: 2004 Language: English Access: There are no restrictions on this collection. Scope and Contents: The “Fort Kent Blockhouse Interpretive Panels, 2004” provide historical information, drawings, and maps about the Aroostook War and the Fort Kent Blockhouse (1839). They will be of interest to researchers seeking visually rich, accurately researched overviews on these subjects. The Fort Kent Blockhouse poster includes two sketches of the blockhouse (1842 and 1859) and a photograph of the building (1859). It also includes information about the events leading to the construction of the blockhouse and the chain of custody which eventually resulted in its acquisition by the State of Maine. The Aroostook War poster includes the lyrics to “The Aroostook War Fighting Song” (1839) and a map showing the boundary line established by the Webster-Ashburton treaty of 1842 as will as the disputed boundary claims made by the United States and by Great Britain between 1821 and 1842.
  • Proquest Dissertations

    Proquest Dissertations

    University of Alberta L'Acadie communautaire: The Inclusion and Exclusion of New Brunswick Francophones by Christina Lynn Keppie © A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Modern Languages and Cultural Studies Edmonton, Alberta Fall 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-46343-7 Our file Notre reference ISBN: 978-0-494-46343-7 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation.