Morrill Act

Questions for Further Study

• 1. Historian Allan Nevins writes that “the most important idea in the genesis of the land-grant colleges and state universities was that of democracy. … A fundamental emotion gave force to the principle that every child should have free opportunity for as complete an education as his tastes and abilities warranted. … No restrictions of class, or fortune, or sex, or geographical position—no restrictions whatsoever—should operate.” Assess the accuracy of Nevins's statement.
• 2. The Morrill Act witnessed an intervention of the federal government into education. Nowadays a clear majority of U.S. colleges and universities are private, but most students choose public institutions. Discuss the advantages and disadvantages of both types of institutions.
• 3. In this passage from her novel The Bluest Eye, the African American author Toni Morrison describes the oppressive effects of education on African Americans with direct reference to land-grant institutions: “They go to land-grant colleges, normal schools, and learn the white man's work with refinement: home economics to prepare his food; teacher education to instruct black children in obedience; music to soothe the weary master and entertain his blunted soul. Here they learn … how to behave. … In short, how to get rid of funkiness” (p. 64). To what extent does education reproduce and/or fight the inequalities in our society?
• 4. Imagine that you work at an institution that is developing a new curriculum involving a variety of accelerated courses for high-performing students. Write an essay either in favor of or against the proposal, focusing in particular on how it can interact with gender, race, and class inequalities.