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The Stones of Connecticut<\/h1>\n
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By Erin Birden, Stacie Broden, and Annie Smith<\/p>\n
Middlebury, CT, United States<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.16″ custom_margin_tablet=”” custom_margin_phone=”||||false|false” custom_margin_last_edited=”on|phone” custom_padding=”0px||||false|false” da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ global_colors_info=”{}”]<\/p>\n
Have you ever walked through the woods in Connecticut<\/strong> and spotted a crumbling stone wall? Stretching an estimated 240,000 miles across New England, these historic structures are a lasting reminder of the farmers who built them. Placed end to end, they could circle the Earth almost ten times or even reach the Moon! Most were constructed between 1775 and 1825 by European settlers. But long before they arrived, Indigenous peoples had been shaping the Connecticut landscape with stone for nearly 12,000 years, creating structures that reflected their deep connection to the land.<\/p>\n These stone walls exist because of the land itself. When ancient glaciers melted about 20,000 years ago, they left behind tough, unyielding stones that made farming a challenge. As homesteaders cleared their fields, they piled these rocks along property lines, using them to mark boundaries and contain livestock. Over time, the walls became a defining feature of Connecticut\u2019s landscape, blending history and practicality.<\/p>\n Indigenous Perspectives<\/span><\/strong><\/p>\n Indigenous peoples have long held a deep connection to the land, and stone has played an important role in their traditions. For thousands of years, they have used stones to create cairns, which are stacked formations that serve as markers for navigation. These structures also held deep spiritual meaning. Some were used in ceremonies, while others were placed to honor ancestors. Each rock carried a story and a purpose that tied past generations to the land.<\/p>\n Indigenous peoples also created effigies<\/em>, or stone sculptures, shaped like animals. In New England, the most common effigies represent serpents, turtles, and birds. Some stone structures were built with a deeper purpose, aligning with celestial bodies like the Pleiades and the Milky Way. The direction these formations face holds great significance, reflecting a connection between the land and the sky.<\/p>\n This relationship with stone and land differed from that of European settlers. Rather than clearing the land for farming, Indigenous peoples worked with it, encouraging growth and supporting wildlife. Their deep understanding of nature allowed them to thrive without building stone walls, offering a different way of interacting with the environment\u2014one that valued balance and respect.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” text_font_size=”9px” text_line_height=”1.2em” custom_margin=”-40px||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]<\/p>\n Adaptation of “Loose Stone Wall<\/a>” by liz west. Licensed under CC BY 2.0<\/a>.<\/span><\/em><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.5″ global_colors_info=”{}”]<\/p>\n The Importance of Stone in Farming<\/span><\/strong><\/p>\n Homesteaders viewed stones as obstacles, so they cleared vast areas of land in Connecticut. By 1820, they had removed 75 percent of the region\u2019s forests. Farmers needed wood for fuel and construction, so they cut down trees and burned them. As the forests disappeared, the soil eroded, and upward swellings called frost heaves<\/em> pushed even more stones to the surface.<\/p>\n To prepare fields for crops, farmers had to remove these stones. They stacked them into walls, making it easier to till the land. These walls also marked property boundaries, contained livestock, and protected crops from wild animals. Without modern machinery, settlers relied on simple tools and hard labor to carefully arrange the stones into sturdy structures. Over time, stone walls became a defining feature of Connecticut\u2019s landscape and played a key role in farming and land management.<\/p>\n Who Built the Stone Walls?<\/span><\/strong><\/p>\n Many stone walls were built by hardworking farmers, but they were not the only ones whose labor mattered. Enslaved Indigenous people and Black\/African American individuals likely played a role in constructing these walls, along with others who had little choice in their work. In the mid-1800s, many immigrants, especially the Irish, were also exploited for their labor.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” text_font_size=”9px” text_line_height=”1.2em” custom_margin=”-40px||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]<\/p>\n Photo “Building Stone Walls<\/a>” by David W. Humphrey. Courtesy of the Connecticut State Library. Licensed under CC BY-NC-ND 2.0<\/a>.<\/em><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.5″ global_colors_info=”{}”]<\/p>\n While some people owned the land, others carried the burden of working it, often without fair pay or recognition. This history is also tied to the difficult reality that much of the land once belonged to Indigenous peoples, who lost it through forced removal, unfair treaties, and land seizures. These stone walls stand as reminders not only of hard work and craftsmanship but also of the complex and often painful history behind them.<\/p>\n What the Walls Can Teach Us<\/span><\/strong><\/p>\n As Connecticut industrialized and farming declined, many stone walls were left behind, slowly blending into the landscape. Yet, their stories remain. The next time you walk past a crumbling wall or discover a carefully placed stone formation, take a moment to consider the people who built them and the history they hold.<\/p>\n Learning about Connecticut\u2019s stone walls not only connects us to the past but also encourages us to think critically about how we use our resources and treat those who shape the world around us.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” text_font_size=”9px” text_line_height=”1.2em” custom_margin=”-40px||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]<\/p>\n Adaptation of “Rocky field, Voluntown, Connecticut, Fall, 2014<\/a>” by Peter Rintels. Licensed under CC BY-ND 2.0<\/a>.<\/em><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.5″ global_colors_info=”{}”]<\/p>\n References<\/span><\/strong><\/p>\n Connecticut State Department of Education. 2023. Connecticut Elementary and Secondary Social Studies Standards. <\/em>https:\/\/ctsocialstudies.org\/images\/downloads\/Connecticut_Elementary_and_Secondary_Social_Studies_Frameworks\/ct_social_studies_standards_approved10.4.2023.pdf<\/a>.<\/p>\n Liljedahl, Peter. 2020. Building Thinking Classrooms in Mathematics, Grades K\u201312: 14 Teaching Practices for Enhancing Learning<\/em>. Thousand Oaks, CA: Corwin.<\/p>\n Matthews, Lou Edward, Shelly M. Jones, and Yolanda A. Parker. 2022. Engaging in Culturally Relevant Math Tasks, K-5<\/em>. Thousand Oaks, CA: Corwin.<\/p>\n Starr, Markam. 2024. Native American Stonework<\/em>. https:\/\/www.markhamstarrphotography.com\/p1067970682<\/a>.<\/p>\n The Institute for American Indian Studies. 2024. Research Resources<\/em>. https:\/\/www.iaismuseum.org<\/a>.<\/p>\n The Southbury Historical Society. 2024. The Southbury Historical Society. <\/em>https:\/\/www.southburyhistory.org<\/a>.<\/p>\n Town of Southbury Connecticut. 2024. Southbury History: Town Historian: John Dwyer<\/em>. https:\/\/www.southbury-ct.org\/content\/20558\/20713\/22804.aspx<\/a>.<\/p>\n University of Connecticut. 2024. College of Liberal Arts and Sciences: Robert Thorson<\/em>. https:\/\/robertthorson.clas.uconn.edu<\/a>.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.4″ global_colors_info=”{}”]<\/p>\n Have a suggestion for this story? We\u2019d love for you to\u00a0submit it<\/a>!<\/em><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_image src=”https:\/\/mathkind.org\/wp-content\/uploads\/2025\/02\/US-CT-GMS-narcissus-stone-wall-by-dutch-baby_edited.png” alt=”A rustic stone wall made of irregularly shaped rocks stands behind a cluster of bright yellow daffodils blooming in lush green grass.” title_text=”US CT GMS narcissus stone wall by dutchbaby_edited” align=”center” force_fullwidth=”on” _builder_version=”4.27.5″ global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” text_font_size=”9px” text_line_height=”1.2em” custom_margin=”-40px||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]<\/p>\n Photo “Narcissus Wall<\/a>” by dutchbaby. Licensed under CC BY-NC-ND 2.0<\/a>.<\/p>\n [\/et_pb_text][et_pb_image src=”https:\/\/mathkind.org\/wp-content\/uploads\/2025\/02\/US-CT-Winvian-Farm-stone-wall-by-Paul-Asman-and-Jill-Lenoble.png” alt=”A low, moss-covered stone wall winds through a serene autumn forest, where tall trees with golden leaves stand among a ground covered in fallen foliage.” title_text=”US CT Winvian Farm stone wall by Paul Asman and Jill Lenoble” align=”center” force_fullwidth=”on” _builder_version=”4.27.5″ global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” text_font_size=”9px” text_line_height=”1.2em” custom_margin=”-40px||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]<\/p>\n Adaptation of “Winvian Farm<\/a>” by Paul Asman and Jill Lenoble. Licensed under CC BY 2.0<\/a>.<\/p>\n [\/et_pb_text][et_pb_accordion _builder_version=”4.27.4″ global_colors_info=”{}”][et_pb_accordion_item title=”Blank” open=”on” _builder_version=”4.16″ custom_css_main_element=”display: none; ” global_colors_info=”{}”]<\/p>\n Blank<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Math Resources” open_toggle_text_color=”#0a1766″ _builder_version=”4.27.4″ global_colors_info=”{}” toggle_text_color=”#0a1766″ toggle_font_size=”18px” open=”off”]<\/p>\n Sample Problems for Elementary School:<\/p>\n Imagine you’re a farmer in Connecticut in the 1800s. Each spring, as the snow melts, stones from the land rise to the surface, left behind by ancient glaciers. Your job is to clear these stones from your farmland, and each year, you stack them into walls that outline fields and protect crops. The walls are not only useful but also part of the land’s history, connecting you to those who came before\u2014including Indigenous communities who used stones for cairns, markers, and ceremonial purposes.<\/em><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Social Justice Questions” open_toggle_text_color=”#0a1766″ _builder_version=”4.27.4″ global_colors_info=”{}” toggle_text_color=”#0a1766″ toggle_font_size=”18px” open=”off”]<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Explore Further” open_toggle_text_color=”#0a1766″ _builder_version=”4.27.4″ global_colors_info=”{}” toggle_text_color=”#0a1766″ toggle_font_size=”18px” open=”off”]<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Share Your Story” open_toggle_text_color=”#0a1766″ _builder_version=”4.16″ global_colors_info=”{}” toggle_text_color=”#0a1766″ toggle_font_size=”18px” open=”off”]<\/p>\n![\"\"](\"https:\/\/mathkind.org\/wp-content\/uploads\/2025\/02\/US-CT-GMS-by-liz-west-via-Flickr.png\")
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