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Kentucky's land-grant legacy: An ana...

Kiesel, Linda Raney.

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Kentucky's land-grant legacy: An analysis of the administration of John Bryan Bowman and James Kennedy Patterson, 1865--1890.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Kentucky's land-grant legacy: An analysis of the administration of John Bryan Bowman and James Kennedy Patterson, 1865--1890./
作者:	Kiesel, Linda Raney.
面頁冊數:	279 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4250.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074495
ISBN:	0493943323

Kentucky's land-grant legacy: An analysis of the administration of John Bryan Bowman and James Kennedy Patterson, 1865--1890.
Kiesel, Linda Raney.

Kentucky's land-grant legacy: An analysis of the administration of John Bryan Bowman and James Kennedy Patterson, 1865--1890. - 279 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4250.

Thesis (Ph.D.)--University of Kentucky, 2003.

My research deals with the history of the land-grant idea in the commonwealth of Kentucky during the years 1865 to 1890. The Morrill Act of 1862 creating the land-grant institutions allowed states to develop their own conception of land-grant education. Representative of that individualized conception was the University of Kentucky, founded in 1865 by John Bryan Bowman as a sectarian institution called Kentucky University. In 1878 it became a nonsectarian state-supported A&M college, with James Kennedy Patterson as its president. Patterson played a critical role in gaining both state and federal support that allowed the institution to develop into the comprehensive university he envisioned.

ISBN: 0493943323Subjects--Topical Terms:

599244
Education, History of.

Kentucky's land-grant legacy: An analysis of the administration of John Bryan Bowman and James Kennedy Patterson, 1865--1890.
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245 1 0 $a Kentucky's land-grant legacy: An analysis of the administration of John Bryan Bowman and James Kennedy Patterson, 1865--1890.
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500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4250.
500 $a Adviser: John R. Thelin.
502 $a Thesis (Ph.D.)--University of Kentucky, 2003.
520 $a My research deals with the history of the land-grant idea in the commonwealth of Kentucky during the years 1865 to 1890. The Morrill Act of 1862 creating the land-grant institutions allowed states to develop their own conception of land-grant education. Representative of that individualized conception was the University of Kentucky, founded in 1865 by John Bryan Bowman as a sectarian institution called Kentucky University. In 1878 it became a nonsectarian state-supported A&M college, with James Kennedy Patterson as its president. Patterson played a critical role in gaining both state and federal support that allowed the institution to develop into the comprehensive university he envisioned.
520 $a The study is framed as the response of differing agrarian groups to the many issues underlying the land-grant movement, particularized to Kentucky's land-grant institution. Almost all students of the movement have noted its Jeffersonian and Jacksonian agrarianism, but they have generally not differentiated the wider range of agrarian beliefs that surrounded the passage of the Morrill Act. My research introduces a new term, agriculturalism, for a strand of agrarianism that emphasized agricultural production to further the country's move from subsistence farming to commercial agriculture. Each strand of agrarianism held conflicting views about the purpose and aims of the new land-grant institution. These disagreements focused largely on the question of whether the schools should educate their new constituency to be citizens, scientists, scholars, or businessmen. The study also acknowledges the criticism of neo-agrarians, particularly Kentucky essayist and poet Wendell Berry, who still raise this same question about the modern institution.
520 $a In the Epilogue, I suggest implications for today's educational policy in light of this agrarian framework and recommend that the modern institution adopt a stance that balances the traditional aspects of land-grant education and embraces new missions in the spirit of possibility that Morrill himself advocated.
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