Society for Historians of the Early American Republic The Dartmouth College Case: The Neglected Educational Meaning Author(s): Eldon L. Johnson Source: Journal of the Early Republic, Vol. 3, No. 1 (Spring, 1983), pp. 45-67 Published by: University of Pennsylvania Press on behalf of the Society for Historians of the Early American Republic Stable URL: https://www.jstor.org/stable/3122751 Accessed: 12-01-2020 03:48 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact
[email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Society for Historians of the Early American Republic, University of Pennsylvania Press are collaborating with JSTOR to digitize, preserve and extend access to Journal of the Early Republic This content downloaded from 130.126.162.126 on Sun, 12 Jan 2020 03:48:02 UTC All use subject to https://about.jstor.org/terms THE DARTMOUTH COLLEGE CASE: THE NEGLECTED EDUCATIONAL MEANING Eldon L. Johnson The Dartmouth College case, its climactic decision coming amidst intellectual and institutional churnings in the formative years of American higher education, has been examined and re- examined far more for its constitutional than its educational meaning. The U.S. Supreme Court decision of 1819 is famous in constitutional law for its statements on private rights and corpora- tion privileges.