...2012 College Land Grants: More Education for More People According to the United States Department of Agriculture, there are over 100 land grant colleges and universities in the United States (“National Institute”). Major universities such as the University of Arizona, Nebraska, Washington State, Clemson, and Cornell were chartered as land-grant schools (“100 Milestones”). Land grant colleges and universities are institutions that receive the benefits of the Morrill Act of 1862 and similar acts of Congress (“100 Milestones”). This paper will discuss the origins of college land grants through the Morrill Act of 1862; give brief historical overview of the application of this and other college land grant acts; and the relevance of college land grants in the United States during current times. Initially, the idea of college land grants was debated during the 1850’s. However it wasn’t until The Morrill Act of 1862 that the idea became law (Mansoor). The law was named after U.S. Congressman from Vermont, Justin Smith Morrill (Mansoor). Justin Morrill’s overall goal was to provide for at least one college in each state where the leading object shall be, without excluding other scientific or classical studies, to teach such branches of learning as are related to agriculture and the mechanic arts ... in order to promote the liberal and practical education of the industrial classes. (Mansoor) He also wanted to assure that education would be available to those in all social...
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...These deeply American themes are present in all the eras of student employment. The Colonial Period Admission to the professions (law, medicine, ministry, teaching) had traditionally been via lengthy apprenticeships in which the training was employment, albeit at steadily increasing levels of responsibility. Universities added a classroom component, but because of transportation difficulties and geographic isolation of the period, much training was still in the form of apprenticeships or on the job training . While apprentices were supported financially by their masters during the period of apprenticeship, universities had no such arrangement. Universities even expected the student to pay them. But the quality of education, the opportunity to be exposed to a wider community of scholars, the desire to emulate Europe, the increasing population and improving transportation all worked toward the rise of universities. They attracted young men of ambition but not always of means. In the earliest cases, these students often just hired themselves out. Many well-to-do families sought private tutors, particularly for daughters. Lawyers hired clerks. The jobs provided welcome extra money, and less need to be dependent on family. But many students either arrived at the university without means, or illness or other factors interrupted the support of the family. In these cases, faculty at the university often became involved. Small jobs, such as maintenance or agriculture...
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...As we begin our graduate degrees, it is very important for us to understand how and where the tradition originated. The foundation of the American higher education system is derived from the original ideology of European education. Two Greek pioneers of tutelage, Plato and Aristotle, established the Academy in 387 BC and the Lyceum in 335 BC, respectively (University of Oklahoma, 2015). Over the next few centuries there were significant developments in Palestine, Babylonia, India, China, and Egypt. Jewish, Buddhist, and Islamic religions each had their own educational institutions founded during this time, and were equally important in the expansion of graduate studies. The development of universities in Western Europe began when groups of students flocked from their home countries to various locations to witness instructors lecture about specific topics. Numerous universities were established in Europe during the 12th century. England, Germany, Bohemia, and Poland each had the inauguration of their first university. The primary model for European institutions originated from the basis of the University of Paris, which became the central establishment for the studies of philosophy and theology (University of Oklahoma, 2015). In Italy the University of Bologna became known for the study of law and the University of Salerno became renowned for the study of medicine. Future universities in Italy and Spain modeled their institutions after the University of Bologna (University...
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...Contents Title Page Dedication Prologue CHAPTER ONE: Republicans and Democrats CHAPTER TWO: Values CHAPTER THREE: Our Constitution CHAPTER FOUR: Politics CHAPTER FIVE: Opportunity CHAPTER SIX: Faith CHAPTER SEVEN: Race CHAPTER EIGHT: The World Beyond Our Borders CHAPTER NINE: Family Epilogue Acknowledgments About the Author Also by Barack Obama Copyright Prologue IT’S BEEN ALMOST ten years since I first ran for political office. I was thirty-five at the time, four years out of law school, recently married, and generally impatient with life. A seat in the Illinois legislature had opened up, and several friends suggested that I run, thinking that my work as a civil rights lawyer, and contacts from my days as a community organizer, would make me a viable candidate. After discussing it with my wife, I entered the race and proceeded to do what every first-time candidate does: I talked to anyone who would listen. I went to block club meetings and church socials, beauty shops and barbershops. If two guys were standing on a corner, I would cross the street to hand them campaign literature. And everywhere I went, I’d get some version of the same two questions. “Where’d you get that funny name?” And then: “You seem like a nice enough guy. Why do you want to go into something dirty and nasty like politics?” I was familiar with the question, a variant on the questions asked of me years earlier, when I’d first arrived in Chicago to work in low-income neighborhoods. It signaled a cynicism...
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