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STUDENTS AND GRADUATES OF THE COLLEGE OF WILLIAM AND MARY 1756 TO 1765: PLANTATION OWNERS, PLANTERS, MERCHANTS, AND POLITICIANS By Barbara T. Courtney A.S., 1994, Nursing, Norfolk State University B.S., 1995, Nursing, Norfolk State University M.S., 1997, Nursing-Community Health, Old Dominion University A Dissertation Submitted to The Faculty of The Graduate School of Education and Human Development Of The George Washington University In partial fulfillment of the requirements For the degree of Doctor of Education August 31, 2011 Dissertation directed by Sharon A. McDade Former Associate Professor of Higher Education Administration and Director, Fellows Program, American Council on Education The Graduate School of Education and Human Development of The George Washington University certified that Barbara T. Courtney has passed the Final Examination for the degree of Doctor of Education as of July 28, 2011. This is the final and approved form of the dissertation. STUDENTS AND GRADUATES OF THE COLLEGE OF WILLIAM AND MARY 1756-1765: PLANTATION OWNERS, PLANTERS, MERCHANTS, AND POLITICIANS Barbara T. Courtney Dissertation Research Committee Sharon A. McDade, Former Associate Professor of Higher Education Administration and Director, Fellows Program, American Council on Education Marilyn Wesner, Assistant Professor of Human and Organizational Leadership, Committee Member Ralph Kidder, Vice President for Financial Affairs and Treasurer, Marymount University, Committee Member ii ©Copyright 2011 by Barbara T. Courtney All rights reserved iii Dedication This study is dedicated to two people, my husband Jim whose patience and faith in my educational adventures over the last 20 years has been truly amazing and Dr. Sharon McDade who continued to believe in my work. Without their support and encouragement this study would have not been completed. iv Acknowledgements It is with humble gratitude that I acknowledge once again the committee members who guided me through this work: Dr. Sharon McDade, Chair, Dr. Ralph Kidder, and Dr. Marilyn Wesner. In addition, thank you Jason E. Johnson, Assistant Professor of Higher Education Administration, George Washington University, and Linda Eisenmann, Provost and Professor of Education and History, Wheaton College, for your helpful assistance as members of the examining committee; your interest and suggestions have been greatly appreciated. Thank you to the Swem Library of the College of William and Mary, the Special Collection specialists, and staff, the Rockefeller Library in Williamsburg for their interest and support, and all of the volunteers of local community historical societies who answered my requests for information. v Abstract of Dissertation Students and Graduates of the College of William and Mary 1756-1765: Plantation Owners, Planters, Merchants, and Politicians The purpose of this study was to explore the contributions to society by attendees at the College of William & Mary (CW&M) and their contributions to the economic growth of the Colony of Virginia from 1756-1765. The problem of practice was that without knowing the individual contributions of the students it is not possible to understand the impact of the colonial higher education experience. The problem of research was the lack of information on the educational experiences of CW&M student and their individual contributions; on what its students did after college, and thus on their contributions to Virginia. The study employed an interpretive paradigm within a case study research design using qualitative historical methods through genealogy and historical research. The population of this study was drawn from 822 students, then narrowed to 79 student who attended the CW&M after Statutes of 1756. This group was narrowed to 15 who had completed four or more years of study between 1756 and 1765. These students were from 8 of the 18 counties east of the Fall Line commonly called the Tidewater Region. The key findings of the study were from the bio-sketch of each student and their direct male ancestors since the family settled in the Virginia Colony. The student portion of the bio- sketch includes their background (demographics, stratum of society, geographic location, and preparation for college), student experiences, (curriculum, co-curriculum, and teaching methods) during the period of the study and after graduation accomplishments. The limitations of this study involve the colonial time frame, a CW&M data base hampered by the loss of records by fire, and the destruction of records from the vi Revolutionary and Civil Wars. Important findings include student diversity that crossed class, financial, and geographic boundaries; multiple college preparation venues; curriculum change through pedagogy; co-curricular student experiences; and the vast array of post-college accomplishments. This is the first study of colonial higher education that uses a bio-sketch of the subject and their ancestors to document collegiate experiences and educational outcomes. vii Table of Contents Dedication .............................................................................................................. iv Acknowledgements ................................................................................................. v Abstract of Dissertation ......................................................................................... vi CHAPTER 1: THE CONTEXT OF THE STUDY............................................................. 1 Problem of Practice ................................................................................................. 2 The Research Problem ............................................................................................ 6 Minutes of the President and Masters ......................................................... 7 Williamsburg in Colonial Times/The Virginia Gazette .............................. 7 Family Histories .......................................................................................... 8 Institional History ....................................................................................... 8 Thomas Jefferson’s Writings ...................................................................... 9 The Gap in the Literature ............................................................................ 9 Theoretical Framework ......................................................................................... 10 Research Questions ............................................................................................... 10 Significance of Study ............................................................................................ 12 CHAPTER 2: INSTITUTIONAL HISTORIES-COMPARISONS OF THE COLLEGE OF WILLIAM AND MARY AND HARVARD.............................................................. 14 The College of William & Mary – A History ....................................................... 14 Founding and Early Years of CW&M ...................................................... 15 Challenges ............................................................................................................. 27 Political ..................................................................................................... 27 Funding ..................................................................................................... 28 Importance of Education ....................................................................................... 32 Preparation for Attendance ................................................................................... 34 viii CW&M College Education from the Revolutionary War to the 21st Century ...... 37 Post Revolutionary War ............................................................................ 39 19th Century.............................................................................................. 41 20th Century.............................................................................................. 43 21st Century .............................................................................................. 45 Harvard College .................................................................................................... 46 17th Century.............................................................................................. 48 18th Century.............................................................................................. 62 Comparisons of the CW&M and Harvard College ............................................... 66 CHAPTER 3: BIO-SKETCHES OF THE CW&M STUDENTS .................................... 71 Edward Bland........................................................................................................ 71 Family Involvement in the Colony ........................................................... 71 Background ............................................................................................... 76 Attendance at the College of William and Mary ...................................... 76 Vocations .................................................................................................. 77 Other Considerations ................................................................................ 81 William Bland ....................................................................................................... 83 Family Involvement in the Colony ........................................................... 84 Background ..............................................................................................
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