DOCUMENT RESUME ED 330 503 RC 018 047 AUTHOR Neyland, Leedell W. TITLE Historically Black Land-Grant Institutions and the Development of Agriculture and Home Economics, 1890-1990. INSTITUTION Florida A and M.Univ. Foundation, Inc., Tallahassee. SPONS AGENCY Economic Research Service (DOA), Washington, DC. Agriculture and Rural Economics Div. PUB DATE 90 NOTE 356p.; "With special assistance from Esther Glover Fahm. PUB TYPE Books (010) -- Historical Materials (060) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Agricultural Colleges; Agricultural Education; Black Achievement; *Black Colleges; Black Education; *Black Institutions; *Educational History; Higher Education; *Holm: Economics Education; *Land Grant Universities; Rural Extension; Teacher Education IDENTIFIERS Morrill Act 1862; *Morrill Act 1890 ABSTRACT Since 1890, historically black land-grant colleges and universities have delivered quality teaching, research, and extension service primarily to black people in Southern and border states. The Second Morrill Act of 1890 required that all land-grant funds be equitably divided in states that maintained separate schools for races. Tuskeegee University and 17 other institutions were directly affected by this act. Beginning primarily for training black teachers, these institutions evolved into land-grant colleges and universities providing opportunities to students across the nation and throughout the world. Known as the 1890 colleges and universities, these Southern institutions have developed research capabilities and an extensive extension service. The nine chapters of this book trace the development of the 1890 land grant colleges and universities between 1890 and 1990 and outline the challenges of thg: future. Appendices include the text of the 1890 Second Morrill Act home economics-related classes at 1890 Colleges and universities, and profiles of 1890 land-grant institutions. An index is included and the bibliography contains over 250 references. (ALL) **************************************************M****************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** I "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDBY GOLLEGOD t, 1I IV '44,0 et 6...,.. a. 1 I i icn TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). ' le . 189'0." 1990 U S DEPARTMENT OF EDUCATION "ItirrELO Office of Educational Research anti Imp. ,vernem EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) 0his document has Peen reproduced as /received horn !he person or organization originating it 0 Minor changes have teen made tO improve reproduction Quality Points of view or opinions stated in this docu- ment do not necessarily represent official OENI position or policy u BEI COPY AVAILABLE 2 HISTORICALLY BLACK LAND-GRANT INSTITUTIONS AND THE DEVELOPMENT OF AGRICULTURE AND HOME ECONOMICS, 1890-1990 a This publication was made possible by a grant from the National Economy and History Branch Agricultural and Rural Economics Division United States Department of Agriculture Washington, D.C. 4 HISTORICALLYBLACK LAND-GRANTINSTITUTIONS AND THEDEVELOPMENT OF AGRICULTURE AND HOME ECONOMICS 1890-1990 by LEEDELL W. NEYLAND with special assistancefrom Esther Glover Fahm FLORIDA A&M UNIVERSITYFOUNDATION, INC. Tallahassee, Florida 1990 COPYRIGHT, I990--Florida A&M University Foundation, Inc. LIBRARY OF CONGRESS # 90-084536 About The Author LEEDELL W. NEYLAND,professor of history and formerDean of Arts and Sciences andinterim Vice President forAcademic Affairs at Florida A&MUniversity, was born inGloster, Mississippi, and received his early education there atthe Amity County TrainingSchool. For a period of six years heserved as a steward in theUnited States Navy, He received his A.B.degree from Virginia StateUniversity in 1949, and his M.A. and Ph.D.degrees from New York Universityin 1950 and 1959 respectively, thelatter while studying Imder aDanforth Teachers Grant. His doctoralmajor was in Recent AmericanHistory, with minor concentrationsin Sociology and ModernEuropean History. Formerly associate professor atGrambling University in Louisiana,he has also served as deanof the college at LelandCollege in Baker, Louisiana and Elizabeth CityState University in NorthCarolina. He has contributed to theFlorida Historical Quarterly,Negro History Bulletin, Social Education,Journal of Higher EducationAmong Ne- groes, SocialStudies, Vital Speeches andother professional and schol- arly journals. Also, he haspublished five books: The Historyof Florida Agricultural and Mechanical University,Twelve Black Floridians, The History of the Florida Stateleachers Association, The Historyof the Florida Interscholastic Association,and Florida Agricultural andMe- chanical University: ACentennial History-1887-1987. He is widely sought by educational,civic and religious groups as a speaker, lecturer and consultant.He has appeared and renderedspecial- ized services at such institutionsof higher learning as theUniversity of Minnesota, University of Mississippi,University of Miami, University of Florida, Southern University,Albany State College, StetsonUniver- sity, Elizabeth City StateUniversity and others. He has alsoconducted or coordinated numerousworkshops and seminars onintercultural/ multicultural education, incorporatingminority studies into the curricu- lum, and on desegregation inschools, colleges and universities.He is married to the former Della L.Adams, a retired kindergartenteacher at FAMU High School,and they have threechildrenBeverly, a pediatrician; Keith, a lawyer; and Katrina, areading specialist at Florida A&M University. He is an active memberand elder of the Trinity United Presbyterian Church in Tallahassee andis also active with professional, civic and religious organizations onthe local, state and national levels. vi FOREWORD For one hundred years historically black land-grant colleges and universities have delivered an increasingly high quality of teaching, research and extension service primarily to black people in Southern and border states. Although the land-grant system had been effectively operating across the United States since 1862, legal participation by black schools was made possible by the passage of the Second Monill Act of 1890. This Act required that land-grant funds be equitably divided in states that maintained separate schools for the races. So under what became known as a "separate-but-equal" policy, 1890 institutions began their mission with inadequate funding and with all of the disabilities of a racially segregated society. It is appropriate on this 100th Anniversary of the Second Morrill Act of 1890 that we look back over the years of struggles, failures, contributions and achievements of the seventeen institutions and Tus- kegee University which were directly affected by this Act. Beginning primarily as teacher training institutions for blacks, they have evolved into outstanding land-grant colleges and universities which provide educational opportunities to students from across the nation andon the vii international scene without regards to race, color, creed, sex, or national origin. This volume by Professor Leedell W. Neyland of the Department of History, Political Science and Economics at Florida A&M University gives a brief overview of the growth and development of agriculture and home economics in 1890 institutions. Although it was not until the 1920s that the majority of these schools were able to offer bachelor degrees in agriculture and home economics, they have historically been the source of initial degrees for blacks. The developmental dramaof 1890 institutions has been played out on stages where institutional survival was the main act and where turmoil, sacrifice, neglect, and perennial threats of abolition or merger were principal players. Nevertheless, through the dedication of the Conference of Presidents of Negro Land- Grant Colleges (now Council of Presidents/ Chancellors) administrators, faculty, students and alumni, the hopes and aspirations of preserving anil strengthening historically black land-grant colleges and universities and their social heritage haw: prevailed and prospered. With increases in federal funding foi. research during the last quarter of a century, the 1890 colleges and universities have demonstrated their ability to do quality research and deliver extension services to limited- resource farmers, minority groups, youth at risk, depressed urban areas, and to underdeveloped and Third World countries. Because they have the expertise, compassion and cmpathy combined with the scientific and technological know-how, historically black colleges and universities arc ideally suited to deliver "excellence with caring" to the people who need it most. As matching and support funds from the several states are received in equitable proportions to 1862 institutions, the state and nation will profit immeasurably from the land-grant functions of 1890 institutions. Thus, this volume should help us to look at the past with pride and look to the future with hope as we enter the twenty-first century prepared to meet the challenge of improving the quality of life for all humankind. Frederick S. Humphries President Fiorida A&M University viii 1 0 CONTENTS ABOUT THE AUTHOR v FOREWORD vii PREFACE xii 1.The Land-Grant Idea and Black Colleges Under the Morrill Act of 1862 1 From Exclusion to Inclusion: The Impact of the Morrill Act of 1890 (Part 1) 17 3.From Exclusion to Inclusion: The Impact of the Morrill