Land Grant University Research Paper

Introduction
The history of the land-grant colleges and how these colleges were established in the United States of America is very interesting. After I reviewed many historical resources, I found that the increase of population after the Civil War who needed education to improve their standard of living was a huge issue. It has had an impact on the modern land-grant university. The increase of population was a result of giving the slaves their freedom in some states. In my point of view, I believe that inequality between all the citizen was the most important issue in the history of Land-grant University. The purpose of this paper is to provide brief historical context about the equality of all citizens and explain how they got the same rights

The Civil Rights Act passed in March of 1875, and this law delivered equality of all people and their rights (Comer et al., 2006). However, the Supreme Court deemed the Civil Rights Act of 1875 unconstitutional in 1883. The Southerners started to rewrite their state constitutions, and they made it illegal for blacks to vote and attend school with Whites (Marable, 1884; Christy & Williamson, 1992). In that time the 1862 Morrill Act failed to achieve its purpose to provide higher education for all the citizens by establishing institutions “To teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life,” (Shiplett et al., 2011, p.

At that time what became known as the “movable school” started. The lecturers traveled across the county on weekends to educate black farmers on new agricultural approaches based on research conducted on the institutions’ experiment station (Comer et al., 2006). The goals of the movable school were to demonstrate new farm practices, to find out the needs of the farmers, and provide them the agricultural information. Moreover, the movable school was to increase farmers’ knowledge to use them to educate others (Comer et al., 2006). For instance, the first annual Negro Farmers Conference was held in February 1892, and over 500 farmers came to the Tuskegee Institute from all over the state. This conference helped to introduce agricultural Extension work among Negroes (Comer et al.,