Published in the Current
The Scarborough Town Council intends to review the pay scale for the town’s firefighters over the summer, and may make further increases in firefighters’ pay in August.
Currently volunteer firefighters are paid $9.27 per hour to respond to fire calls. There are also firefighters and emergency medical technicians who work day shifts in the town’s fire stations, who get paid the same hourly rate.
While planning for the 2002-2003 budget this past spring, Thurlow requested a change in pay rates, with a top hourly wage at $11.50 per hour for all firefighters. After conversations with Town Manager Ron Owens and members of the Town Council, the pay increase was scaled back to $10 per hour, Thurlow said, but with the understanding that there would be a review of pay scales before the next budget cycle.
As part of his budget planning this y e a r, Fire Chief Michael Thurlow discovered that the town’s on-call and per-diem firefighters were being paid somewhat less than those in other towns. Further, private-sector jobs in construction and other skilled work, common side jobs for firefighters, pay substantially more than firefighting, Thurlow said.
“We’re all kind of vying for the same pool” of prospective employees, Thurlow said. Some firefighters have left the department, seeking more money in other departments or other lines of work,” he said.
“The council didn’t feel we had all the information to give the full request,” said Councilor Patrick O’Reilly. In his role as chair of the finance committee, O’Reilly would conduct any meetings reviewing firefighter pay.
“In preparation for that, I’m looking at more than just the base rate,” Thurlow said. As part of his initial budget proposal, he called neighboring fire departments to find out about their rates of pay.
He is now also looking at whether—and how much—those departments, with whom Scarborough competes for per-diem staff, pay for length of time served with the department, level of certification or rank in the department.
Thurlow said he has a draft proposal in the works, and is trying now to figure out what budgetary effect there would be to implement it. That means, Thurlow said, he has to look at each member of the fire, rescue and fire police squads to see where they would fall on a sliding scale of pay.
Thurlow plans to present his proposal to the Town Council’s finance committee in August. Potential outcomes could include a raise in the next budget process, or modification of pay rates in the current fiscal year, Owens said.
Thursday, June 13, 2002
Cape sends off 107 graduates
Published in the Current
Cape Elizabeth celebrated the graduation of 107 high school students at Fort Williams Park Sunday with a message of hope from a former principal and a call to face the challenges of the coming century from the senior class president.
The principal for three of the graduates four years, Pete Dawson, gave the keynote address. Senior Class President Dan Shevenell spoke to graduates after they received their diplomas.
Principal Jeff Shedd presented awards to members of the senior class who exhibited excellence in various aspects of schoolwork, athletics and community service, saying the awardees were examples to their peers and to the town.
The ceremony also included an a capella performance by six graduates of contemporary pop songs. The processional and national anthem were among the last pieces of music conducted by long-time CEHS music director Norm Richardson, who is retiring.
Of the 107 graduates, 78 had grade point averages of 85 or above, 27 were members of the National Honor Society, and 13 were members of the Maroon Medal Society, which recognizes students involved in a wide range of activities.
Dawson, who spent the last year as principal of an American International School near Tel Aviv, spoke of his experience there. He spoke of the role hope plays in the lives of people all over the world, and noted that just when hope seems furthest from reach is when making the effort to hope is most important.
Known at CEHS for his attendance at school events and remembering the names of all of the students, Dawson changed his trademark saying, “Today is a great day to achieve.” Instead, he proposed, “Today is a great day to make a difference.”
Graduates David Greenwood and Mariah Nelson gave the senior address, extolling the virtues of an open campus for seniors on free periods, saying “there is, in fact, nothing to do in Cape Elizabeth, let alone in 50 minutes.”
The two spoke also about the broad usage of instant messaging. Greenwood said he expected most seniors had enabled “away” messages indicating they were not at their computers. Those messages, he said, would read, “I’m graduating right now. Be back at three.”
Class valedictorian Amanda Gann spoke of the achievements of members of the class, individually and as a group, citing sports, theater, mock trial and academic accomplishments, and noting, “We have the best barbecue team that the state of Maine has ever known.”
Gann closed with a note of hope, saying “We are the artists of the future. … I can’t wait to see what we’ll do,” before quoting a passage of Dr. Seuss’s book “Oh, the Places You’ll Go.”
Shevenell quoted extensively from Theodore Roosevelt’s speech entitled “Citizenship in a Republic.” He exhorted his classmates to set goals and take hold of challenges, rather than criticize from afar those brave enough to face them. “Let us bravely shoulder the challenges that this century will surely put before us,” he said.
At the beginning of the ceremony, the graduates were preceded in their entry by 35 members of the high school faculty wearing academic regalia. The garb was paid for, in some cases, by the high school parents’ association, and represented, Shedd said, “the legitimizing of the diplomas that our graduates are about to receive.”
Cape Elizabeth celebrated the graduation of 107 high school students at Fort Williams Park Sunday with a message of hope from a former principal and a call to face the challenges of the coming century from the senior class president.
The principal for three of the graduates four years, Pete Dawson, gave the keynote address. Senior Class President Dan Shevenell spoke to graduates after they received their diplomas.
Principal Jeff Shedd presented awards to members of the senior class who exhibited excellence in various aspects of schoolwork, athletics and community service, saying the awardees were examples to their peers and to the town.
The ceremony also included an a capella performance by six graduates of contemporary pop songs. The processional and national anthem were among the last pieces of music conducted by long-time CEHS music director Norm Richardson, who is retiring.
Of the 107 graduates, 78 had grade point averages of 85 or above, 27 were members of the National Honor Society, and 13 were members of the Maroon Medal Society, which recognizes students involved in a wide range of activities.
Dawson, who spent the last year as principal of an American International School near Tel Aviv, spoke of his experience there. He spoke of the role hope plays in the lives of people all over the world, and noted that just when hope seems furthest from reach is when making the effort to hope is most important.
Known at CEHS for his attendance at school events and remembering the names of all of the students, Dawson changed his trademark saying, “Today is a great day to achieve.” Instead, he proposed, “Today is a great day to make a difference.”
Graduates David Greenwood and Mariah Nelson gave the senior address, extolling the virtues of an open campus for seniors on free periods, saying “there is, in fact, nothing to do in Cape Elizabeth, let alone in 50 minutes.”
The two spoke also about the broad usage of instant messaging. Greenwood said he expected most seniors had enabled “away” messages indicating they were not at their computers. Those messages, he said, would read, “I’m graduating right now. Be back at three.”
Class valedictorian Amanda Gann spoke of the achievements of members of the class, individually and as a group, citing sports, theater, mock trial and academic accomplishments, and noting, “We have the best barbecue team that the state of Maine has ever known.”
Gann closed with a note of hope, saying “We are the artists of the future. … I can’t wait to see what we’ll do,” before quoting a passage of Dr. Seuss’s book “Oh, the Places You’ll Go.”
Shevenell quoted extensively from Theodore Roosevelt’s speech entitled “Citizenship in a Republic.” He exhorted his classmates to set goals and take hold of challenges, rather than criticize from afar those brave enough to face them. “Let us bravely shoulder the challenges that this century will surely put before us,” he said.
At the beginning of the ceremony, the graduates were preceded in their entry by 35 members of the high school faculty wearing academic regalia. The garb was paid for, in some cases, by the high school parents’ association, and represented, Shedd said, “the legitimizing of the diplomas that our graduates are about to receive.”
Teachers prepare for laptops in the classroom
Published in the Current
One day early next week, Cape Elizabeth Middle School teachers who instruct seventh-grade students will receive their laptops.
Though the students will have to wait until the fall, teachers will get a jump on learning about these new educational tools.
Teachers already have been getting familiar with the laptops, taking trips to Lyman Moore Middle School in Portland to visit with students and teachers
using the laptops this school year.
Lyman Moore is a demonstration site for a state program which will put laptops into the hands of each seventh-grader in the state in the fall of 2002. In the fall of 2003, all eighth-graders will get one. To date, $25 million has
been set aside for the program, although the laptop fund has been tapped down by legislators to make up for shortfalls in other programs.
Eric Begonia, a science teacher at Lyman Moore, has been the Cape teachers’guide, along with several of his students, who have been enlisted to demonstrate their computers’ capabilities and their own school projects when visitors come to the school.
Begonia said the program is successful, and has opened up learning, so that students are teaching teachers about technology. He also said students are so enthusiastic that they show their parents what they’re learning when they take the laptops home.
Parents are required to sign a form each day students take laptops home. That policy is among those Cape teachers expect to adopt from Lyman Moore and adapt for use at CEMS.
Delaying retirement for program
Beverly Bisbee, the lead teacher for the laptop initiative among the CEMS seventh-grade teachers, is enthusiastic about the computers. So much so, in fact, that she put off her retirement to stay and incorporate laptops into her classroom and the classrooms of her colleagues.
Bisbee has been at this for some time. In 1986, when she was a teacher at Wilton Academy in Wilton, she got a grant to use computers in her writing classes. She was able to demonstrate that technology could narrow the gender gap in MEA scores.
The seventh-grade teachers already are using the middle school’s mobile computer lab, but want more time with the machines.
“The labs are overbooked. The labs are not sufficient for what we want to do,” Bisbee said. With computers, she said, “the teachable moments are just incredible.”
And with computers all the time? “This could revolutionize the way we teach and the way we learn,” Bisbee said.
All of the teachers involved in the program will have training sessions of at least two and in some cases five days during the summer, to help them become more familiar with the computers.
Policies and procedures are less of a worry after the visit to Lyman Moore, teachers said.
“I think Lyman Moore has a lot of the kinks worked out,” said teacher Matt Whaley. He is looking forward to having them in his classroom. “It’s going to be an incredible learning tool,” he said.
Teacher Joanne Paquette said laptops would help prevent students from losing notes or forgetting to bring notebooks to class, and can help her ensure all the students get vocabulary, for example. She expects she will send the list by email to the students, who will keep the message for reference and even use it, she said, during open-note tests.
Even so, the laptops may not be useful across the entire curriculum.
“In math I’m not quite sure,” Paquette said.
Brian Freccero teaches math and said many universities have web material on algebra and pre-algebra.
“We can use those to supplement the book,” he said.
He would create a list of links for students to visit, but said he wouldn’t expect to use them every day.
Paquette said she sees advantages aside from strict curricular applications.
“They’re always hounding us about what their grades are,” she said. She plans to have students enter their assignment grades into a spreadsheet and keep track themselves.
She added that slide shows on computer screens can help replace costly consumables, like poster board, saving teachers and schools money without sacrificing academics.
No replacement for basics
Students will still need to know how to do things without computers, the teachers said, and they expect to continue teaching those skills as well. “It’s the same learning taking place,” Paquette said.
Students also will need their basic skills, without computer assistance, in the near academic future, when they leave the middle school.
“When they go to high school they’re not going to have these,” said teacher Deb Casey.
Spanish teacher Susan Dana is concerned about technology overtaking learning. But even she uses computers for access to authentic Spanish-language materials and expects to continue to do so.
When that happens now, the class has to head down the hall and get set up on computers in the computer room, costing valuable class time.
Librarian Hayden Atwood expects to help the students do research using the computers, which come ready for Internet access, provided by a wireless link in the school building. They also have a multimedia encyclopedia installed, including audio and video files in addition to the text and photographs commonly found in book encyclopedias.
“For research it’s going to be wonderful,” Atwood said. He said teaching students about plagiarism and ethics, as well as how to evaluate Internet resources for truth and accuracy, will be primary tasks for him.
District technology coordinator Gary Lanoie also has visited Lyman Moore. “I was impressed by what I saw,” he said.
Initially, Lanoie had thought the school would not need carts in which to store the laptops and recharge their batteries, but after visiting Lyman Moore, he said he has changed his mind. He is investigating ways to buy or build enough carts to hold the school’s machines.
Lanoie also plans to set up an “iTeam,” about a dozen kids who will be resources for teachers and students who need help with their computers.
Schools statewide have reported that classrooms with laptops have better attendance rates, better discipline and more focused students.
Begonia said that Lyman Moore students take excellent care of the computers, and treat them with respect.
$25-million fund
The program is expected to cost the state $37.2 million over the next four years, and will outfit each seventh- and eighth-grade student and teacher with iBook laptops, made by Apple Computer. The contract between the state and Apple includes a hardware warranty and software support for each computer.
The state has provided initial funding of $25 million for the project, with interest on that money expected to make up the bulk of the remainder.
Gov. Angus King, who met with Apple founder and CEO Steve Jobs to promote the program on Monday, said Apple has effectively contributed as much as $15 million in discounts for the project.
Some of the laptop money already has been used to purchase network equipment, laptops for demonstration sites including Lyman Moore and to buy laptops for teachers. The bulk of the money will be spent over the course of the contract, paid in monthly installments to Apple, based on the number of students and teachers receiving services, according to Department of Education spokesman Yellow Light Breen.
“I think it’s a wonderful program, if it will continue,” said Cape Superintendent Tom Forcella. If the funds will not be available to continue the program he said, a one-time expenditure would be better used to buy
mobile computer labs usable throughout the school district.
The governor originally earmarked $53 million for the program and legislators have cut it back to $25 million. The fund is often mentioned as a way to help bail out a projected $180 million state budget shortfall discovered by the state in April.
One day early next week, Cape Elizabeth Middle School teachers who instruct seventh-grade students will receive their laptops.
Though the students will have to wait until the fall, teachers will get a jump on learning about these new educational tools.
Teachers already have been getting familiar with the laptops, taking trips to Lyman Moore Middle School in Portland to visit with students and teachers
using the laptops this school year.
Lyman Moore is a demonstration site for a state program which will put laptops into the hands of each seventh-grader in the state in the fall of 2002. In the fall of 2003, all eighth-graders will get one. To date, $25 million has
been set aside for the program, although the laptop fund has been tapped down by legislators to make up for shortfalls in other programs.
Eric Begonia, a science teacher at Lyman Moore, has been the Cape teachers’guide, along with several of his students, who have been enlisted to demonstrate their computers’ capabilities and their own school projects when visitors come to the school.
Begonia said the program is successful, and has opened up learning, so that students are teaching teachers about technology. He also said students are so enthusiastic that they show their parents what they’re learning when they take the laptops home.
Parents are required to sign a form each day students take laptops home. That policy is among those Cape teachers expect to adopt from Lyman Moore and adapt for use at CEMS.
Delaying retirement for program
Beverly Bisbee, the lead teacher for the laptop initiative among the CEMS seventh-grade teachers, is enthusiastic about the computers. So much so, in fact, that she put off her retirement to stay and incorporate laptops into her classroom and the classrooms of her colleagues.
Bisbee has been at this for some time. In 1986, when she was a teacher at Wilton Academy in Wilton, she got a grant to use computers in her writing classes. She was able to demonstrate that technology could narrow the gender gap in MEA scores.
The seventh-grade teachers already are using the middle school’s mobile computer lab, but want more time with the machines.
“The labs are overbooked. The labs are not sufficient for what we want to do,” Bisbee said. With computers, she said, “the teachable moments are just incredible.”
And with computers all the time? “This could revolutionize the way we teach and the way we learn,” Bisbee said.
All of the teachers involved in the program will have training sessions of at least two and in some cases five days during the summer, to help them become more familiar with the computers.
Policies and procedures are less of a worry after the visit to Lyman Moore, teachers said.
“I think Lyman Moore has a lot of the kinks worked out,” said teacher Matt Whaley. He is looking forward to having them in his classroom. “It’s going to be an incredible learning tool,” he said.
Teacher Joanne Paquette said laptops would help prevent students from losing notes or forgetting to bring notebooks to class, and can help her ensure all the students get vocabulary, for example. She expects she will send the list by email to the students, who will keep the message for reference and even use it, she said, during open-note tests.
Even so, the laptops may not be useful across the entire curriculum.
“In math I’m not quite sure,” Paquette said.
Brian Freccero teaches math and said many universities have web material on algebra and pre-algebra.
“We can use those to supplement the book,” he said.
He would create a list of links for students to visit, but said he wouldn’t expect to use them every day.
Paquette said she sees advantages aside from strict curricular applications.
“They’re always hounding us about what their grades are,” she said. She plans to have students enter their assignment grades into a spreadsheet and keep track themselves.
She added that slide shows on computer screens can help replace costly consumables, like poster board, saving teachers and schools money without sacrificing academics.
No replacement for basics
Students will still need to know how to do things without computers, the teachers said, and they expect to continue teaching those skills as well. “It’s the same learning taking place,” Paquette said.
Students also will need their basic skills, without computer assistance, in the near academic future, when they leave the middle school.
“When they go to high school they’re not going to have these,” said teacher Deb Casey.
Spanish teacher Susan Dana is concerned about technology overtaking learning. But even she uses computers for access to authentic Spanish-language materials and expects to continue to do so.
When that happens now, the class has to head down the hall and get set up on computers in the computer room, costing valuable class time.
Librarian Hayden Atwood expects to help the students do research using the computers, which come ready for Internet access, provided by a wireless link in the school building. They also have a multimedia encyclopedia installed, including audio and video files in addition to the text and photographs commonly found in book encyclopedias.
“For research it’s going to be wonderful,” Atwood said. He said teaching students about plagiarism and ethics, as well as how to evaluate Internet resources for truth and accuracy, will be primary tasks for him.
District technology coordinator Gary Lanoie also has visited Lyman Moore. “I was impressed by what I saw,” he said.
Initially, Lanoie had thought the school would not need carts in which to store the laptops and recharge their batteries, but after visiting Lyman Moore, he said he has changed his mind. He is investigating ways to buy or build enough carts to hold the school’s machines.
Lanoie also plans to set up an “iTeam,” about a dozen kids who will be resources for teachers and students who need help with their computers.
Schools statewide have reported that classrooms with laptops have better attendance rates, better discipline and more focused students.
Begonia said that Lyman Moore students take excellent care of the computers, and treat them with respect.
$25-million fund
The program is expected to cost the state $37.2 million over the next four years, and will outfit each seventh- and eighth-grade student and teacher with iBook laptops, made by Apple Computer. The contract between the state and Apple includes a hardware warranty and software support for each computer.
The state has provided initial funding of $25 million for the project, with interest on that money expected to make up the bulk of the remainder.
Gov. Angus King, who met with Apple founder and CEO Steve Jobs to promote the program on Monday, said Apple has effectively contributed as much as $15 million in discounts for the project.
Some of the laptop money already has been used to purchase network equipment, laptops for demonstration sites including Lyman Moore and to buy laptops for teachers. The bulk of the money will be spent over the course of the contract, paid in monthly installments to Apple, based on the number of students and teachers receiving services, according to Department of Education spokesman Yellow Light Breen.
“I think it’s a wonderful program, if it will continue,” said Cape Superintendent Tom Forcella. If the funds will not be available to continue the program he said, a one-time expenditure would be better used to buy
mobile computer labs usable throughout the school district.
The governor originally earmarked $53 million for the program and legislators have cut it back to $25 million. The fund is often mentioned as a way to help bail out a projected $180 million state budget shortfall discovered by the state in April.
Thursday, June 6, 2002
Cape Education Foundation to give $15,000
Published in the Current
Seeking some early success stories to boost fund-raising, the Cape Elizabeth Education Foundation is soliciting applications from school staff.
In October, the foundation expects to give teachers a total of $15,000 in project money.
Teachers have responded well to past approaches from the foundation, in which school staff were asked to describe “projects that would significantly enhance your curriculum, or allow you to go beyond the status quo if you had funding for the time or materials.”
“Forty-plus teachers responded very enthusiastically,” said Gail Rice, chair of the foundation’s grants committee. “They were (proposing) exactly what we were looking for.”
Some of those proposals included field trips to subject-related museums and public buildings in Portland and Boston, guest lecturers and workshops on specific subjects already addressed in the curriculum, books for classroom and library use, technological tools for specific curriculum-related uses, and artists-in-residence for painting, music, poetry and dance.
The grant applications were distributed to teachers late last week, and are due August 2. The application process entails writing a two-page project summary and determining a proposed budget.
“It is critical that we do make it easy” for teachers to apply, said Susan Spagnola, CEEF’s publicity coordinator.
Rice and Spagnola are not sure what applications will come in, and the application forms make clear that CEEF may choose not to fund, or to fund only partially, some grant requests, depending on the applicant pool.
To fund the projects and further work by the foundation, donors have pledged $21,000, including three donations of $5,000 each, Spagnola said. Some of the donors are on the foundation’s board, but others are members of the community who have no affiliation with the organization, she said.
“The momentum it’s gained in the last several months has been incredible,” Spagnola said.
In the fall, the foundation expects to launch a campaign to raise between $1 million and $2 million, which will make available between $50,000 and $100,000 in interest each year for future rounds of grants.
Seeking some early success stories to boost fund-raising, the Cape Elizabeth Education Foundation is soliciting applications from school staff.
In October, the foundation expects to give teachers a total of $15,000 in project money.
Teachers have responded well to past approaches from the foundation, in which school staff were asked to describe “projects that would significantly enhance your curriculum, or allow you to go beyond the status quo if you had funding for the time or materials.”
“Forty-plus teachers responded very enthusiastically,” said Gail Rice, chair of the foundation’s grants committee. “They were (proposing) exactly what we were looking for.”
Some of those proposals included field trips to subject-related museums and public buildings in Portland and Boston, guest lecturers and workshops on specific subjects already addressed in the curriculum, books for classroom and library use, technological tools for specific curriculum-related uses, and artists-in-residence for painting, music, poetry and dance.
The grant applications were distributed to teachers late last week, and are due August 2. The application process entails writing a two-page project summary and determining a proposed budget.
“It is critical that we do make it easy” for teachers to apply, said Susan Spagnola, CEEF’s publicity coordinator.
Rice and Spagnola are not sure what applications will come in, and the application forms make clear that CEEF may choose not to fund, or to fund only partially, some grant requests, depending on the applicant pool.
To fund the projects and further work by the foundation, donors have pledged $21,000, including three donations of $5,000 each, Spagnola said. Some of the donors are on the foundation’s board, but others are members of the community who have no affiliation with the organization, she said.
“The momentum it’s gained in the last several months has been incredible,” Spagnola said.
In the fall, the foundation expects to launch a campaign to raise between $1 million and $2 million, which will make available between $50,000 and $100,000 in interest each year for future rounds of grants.
Scouts find, mark veterans’ graves
Published in the Current
A group of Cape Elizabeth Boy Scouts found 30 new veterans’ graves in Portland’s Western Cemetery just before Memorial Day.
Led by Eagle candidate Carl Hagmann, the group of about 40 scouts and parents mapped and marked graves and paths in the cemetery, which has not been used for some time and is overgrown in parts.
“We basically mapped out the entire cemetery,” Hagmann said. The goal was to locate and mark graves of veterans, so they could be decorated on Memorial Day.
He had a list of 142 veterans’ graves, compiled as part of the cemetery’s planning project. But there were more.
“There were some other graves from (the War of) 1812 that weren’t on the list,” Hagmann said.
He and his fellow scouts ended up identifying 172 graves of veterans, 30 more than were marked on the cemetery’s master map, according to Peter Monro, the project coordinator for the Stewards of the Western Cemetery.
The 30 veterans were all in the War of 1812, Hagmann said, and were scattered throughout the cemetery.
Their remains had always been in the cemetery, but their graves had been unmarked for some time.
More recently, headstones were erected, but the locations of the graves were not recorded on the cemetery’s map, Hagmann said.
As part of the project, Hagmann stamped plot numbers on stainless steel medallions, allowing the gravesites to be permanently marked, Monro said.
The medallions, provided by the City of Portland, had a 10-inch stake on the back, so they can be embedded in the ground while still easily moved over, he said.
The scouts also placed stakes at the ends of paths through the cemetery. Some of the paths were overgrown and not clearly identifiable, Monro said. “(Hagmann’s) leadership was instrumental in getting this done,” he said.
A group of Cape Elizabeth Boy Scouts found 30 new veterans’ graves in Portland’s Western Cemetery just before Memorial Day.
Led by Eagle candidate Carl Hagmann, the group of about 40 scouts and parents mapped and marked graves and paths in the cemetery, which has not been used for some time and is overgrown in parts.
“We basically mapped out the entire cemetery,” Hagmann said. The goal was to locate and mark graves of veterans, so they could be decorated on Memorial Day.
He had a list of 142 veterans’ graves, compiled as part of the cemetery’s planning project. But there were more.
“There were some other graves from (the War of) 1812 that weren’t on the list,” Hagmann said.
He and his fellow scouts ended up identifying 172 graves of veterans, 30 more than were marked on the cemetery’s master map, according to Peter Monro, the project coordinator for the Stewards of the Western Cemetery.
The 30 veterans were all in the War of 1812, Hagmann said, and were scattered throughout the cemetery.
Their remains had always been in the cemetery, but their graves had been unmarked for some time.
More recently, headstones were erected, but the locations of the graves were not recorded on the cemetery’s map, Hagmann said.
As part of the project, Hagmann stamped plot numbers on stainless steel medallions, allowing the gravesites to be permanently marked, Monro said.
The medallions, provided by the City of Portland, had a 10-inch stake on the back, so they can be embedded in the ground while still easily moved over, he said.
The scouts also placed stakes at the ends of paths through the cemetery. Some of the paths were overgrown and not clearly identifiable, Monro said. “(Hagmann’s) leadership was instrumental in getting this done,” he said.
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