By Scott M. Gelber
The college and the People chronicles the effect of Populism—a robust agrarian movement—on public larger schooling within the overdue 19th century. Revisiting this pivotal period within the heritage of the yankee nation college, Scott Gelber demonstrates that Populists expressed a stunning measure of enthusiasm for associations of upper studying. extra essentially, he argues that the venture of the nation collage, as we comprehend it this present day, developed from a fractious yet efficient dating among public calls for and educational authority.
Populists attacked a number of elites—professionals, executives, scholars—and appeared to verify academia’s worry of anti-intellectual public oversight. The movement’s imaginative and prescient of the country college highlighted deep tensions in American attitudes towards meritocracy and services. but Populists additionally promoted state-supported better schooling, with the goals of teaching the sons (and occasionally daughters) of normal electorate, blurring prestige differences, and selling civic engagement. Accessibility, utilitarianism, and public carrier have been the bywords of Populist reporters, legislators, trustees, and sympathetic professors. those “academic populists” inspired country universities to reckon with egalitarian views on admissions, monetary reduction, curricula, and examine. And regardless of their reviews of faculty “ivory towers,” Populists supported the arts and social sciences, tolerated a level of ideological dissent, and lobbied for record-breaking appropriations for kingdom institutions.
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32 Low investment in these agricultural programs angered Grangers across the nation, sparking protests in states as far flung as Vermont, North Carolina, Minnesota, and California. 34 The Grange’s demands for vocational curricula fit squarely within the tradition of public pressures on higher education. 35 Equally important, Grangers continued to assume that vocational colleges would be more wholesome and more egalitarian. ” The Grange’s campaign came to a head during a state constitutional convention in 1879, when delegates narrowly rejected a proposal to ban intangible subjects, require manual labor, and elect regents by popular vote.
Tuition, living expenses, and familial obligations still constituted severe obstacles for all but the wealthiest students. Even typical admission requirements pertaining to “moral character” posed a special challenge to poor applicants, who were less likely to have relationships with local leaders who could provide the requisite letters of recommendation. The frequency with which college students became urban or small-town professionals also contributed to the sense that colleges were institutions of privilege.
The act that bears his name granted each state a portion of federal land, which they could sell in order to generate funding for colleges teaching agriculture, the mechanic arts, and military training. Along with most advocates of applied higher education, Morrill assumed that children of an ill-defined “laboring” class would find these subjects more attractive than the traditional college curriculum. Morrill also shared the widespread conviction that college instruction in farming would raise the prestige of the occupation.
