Abstract
The Morrill Act of 1862 is a laudatory example of what can be achieved through partnerships between higher education and the state. Over the last 150 years, land-grant colleges contributed to national development, expanded college access and participation, and advanced knowledge. In this article, the authors explain the traditional, “romantic” historiography that has coalesced around a celebration of land-grant colleges’ democratization of American higher education. In contrast, recent histories offer more nuanced, inclusive, and empirically grounded accounts of land-grant college origins and development. These revisionists critique the traditional focus on a singular democratic ideal; highlight multiple economic, political, and social influences on the land-grant movement; elevate the experiences of land-grant women and African-Americans; and explore the inherent tensions within the Morrill Act—the welding of opposite views. This review evaluates the historiography across eight thematic areas: (1) antecedents, origins, and early institutions; (2) embracing the university model: flagships; (3) mechanic arts to engineering; (4) elusive equality: African-Americans and the Morrill Act of 1890; (5) gendered and contested spaces: women and land-grant colleges; (6) colleges of agriculture, extension, and federal sponsorship: the special partnership; (7) land-grant colleges since 1945; and (8) memory and history.
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Notes
- 1.
There are numerous institutional histories that, while at times celebratory, remain useful for contrasting the different missions of the early land-grant colleges (see, e.g., Becker 1943; Bettersworth 1980; Bezilla 1985; Bishop 1962; Bogue and Taylor 1975; Cary 1962; Chittenden 1928; Cohen 2012; Dethloff 1975; Dougherty and Summers 1982; Dyer 1985; Hopkins 1951; Knoll 1995; McCormick 1966; Ross 1942b; Sinclair 1991; Smith 1979; Snider 1992; Solberg 1968; Stratton and Mannix 2005; Widder 2005).
- 2.
The term “romantic school” describing the authors of the traditional land-grant canon was coined by Segal (2005).
- 3.
These reports were created by the Association of Land-Grant Colleges and Universities, the Council on Public Engagement, the Association of Public and Land-Grant Universities, and the Kellogg Commission on the Future of State and Land-Grant Universities.
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Sorber, N.M., Geiger, R.L. (2014). The Welding of Opposite Views: Land-Grant Historiography at 150 Years. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 29. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8005-6_9
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