Podcasts about morrill act

A fascinating discussion with Ian Fletcher, co-author of the comprehensive new book Industrial Policy for the United States (Cambridge University Press). In this episode, Ian unpacks the critical role of industrial policy in shaping America's economic future, challenging the myths of free trade, and exploring how the U.S. can protect and grow its advantageous industries. From historical successes like the Morrill Act to modern challenges like China's rise and the overvalued dollar, this conversation covers the past, present, and future of U.S. industrial strategy. Chapters:(00:00 Introduction)(01:17 Regarding Free Trade)(02:43 What is Industrial Policy?)(04:07 National Security and Deindustrialization Risks)(07:49 The Role of Government in Innovation)(09:37 Defining Advantageous Industries)(12:29 Tariffs and Strategic Industries)(13:55 U.S. Industrial Policy Through History)(18:26 Government's Role in Aviation and Tech)(23:31 Industrial Policy Failures: Synthetic Fuels & Solyndra)(29:48 Case Study: China's Industrial Policy Success)(38:21 Case Study: The UK's Industrial Policy Failure)(43:13 What Should the U.S. Do Today?)(49:27 Evaluating Trump's Tariff Policies)(53:36 Key Takeaways from the Book)(54:28 Ian's Advice: Trust Economic History, Not Theory)Buy Industrial Policy for the United States: https://www.amazon.com/Industrial-Policy-United-States-Competition/dp/1009243071/?&_encoding=UTF8&tag=theurban-20Subscribe to my newsletter: https://www.aaronrenn.com/

In the second of three podcast episodes, Andy Hibel talks with Professor Emeritus John Thelin from the University of Kentucky's College of Education.  Professor Thelin's teaching and research interests focus on the history of higher education and public policy. He likes to bring historical writing and research to contemporary discussions about significant, enduring higher education issues. In this conversation, Thelin and Hibel discuss the Carnegie Classification of Institutions of Higher Education and how lesser-known institutions should receive more attention. They also talk about The Morrill Act of 1862 and the Morrow Plots, an experimental agricultural field at the University of Illinois Urbana-Champaign. Hibel is a co-founder of HigherEdJobs and serves as its chief operating officer. Do you have a topic you would like us to discuss on the podcast? Send us your ideas, and you might hear them discussed on the HigherEdJobs podcast.

A law signed by President Abraham Lincoln in 1862 created the cornerstone for America's leadership in engineering and agriculture. Known as the Morrill Act, the law established land grant universities in states across the country, including Purdue University in Indiana. Since the university's launch in 1869, it has become a research powerhouse becoming the only university in the country to have both a top 10 ranked college of agriculture and college engineering. Its graduates include 27 astronauts, 3 World Food Prize laureates, 2 Noble Prize winners and the pace continues to quicken. Today we are joined by Purdue's Executive Vice President of Resreach, Dr. Karen Plaut, to share how the university is building on its momentum to advance research and create the economy of the future.  Asking “what if” has been the cornerstone of Karen's career and she talks all things innovation at Purdue and where they see their greatest opportunities for impact – from agbioscience to aerospace. As the former dean of the College of Agriculture,  she explores the idea that technologies across different disciplines have meaningful effect on food. Karen also talks research influencing legislation, commercializing and conducting basic research that will drastically improve lives in the future.  So, what are the next gigantic leaps for Purdue? Karen talks about students being at the core of the university's success, new intersections for driving change and agbioscience's critical role in the future. 

In this episode of Nature Calls, we're delighted to sit down with Lisa Gallina, Executive Director of Cornell Cooperative Extension (CCE), Columbia and Greene Counties. Lisa's journey to CCE started with her early involvement in Cornell's Extension programs through 4-H in Dutchess County, New York. Her career path is a unique blend of environmental management, high-tech recruiting, and a return to her true passion for environmental education. Throughout our conversation, Lisa's unwavering commitment to youth programs and educational initiatives shines through, reflecting her experiences across colleges, nonprofits, and CCE programs. As the Executive Director, Lisa's role encompasses a multitude of responsibilities. She describes herself as a catalyst for positive change, emphasizing her focus on nurturing a vibrant organizational culture within CCE, ensuring financial stability, and fostering professional growth among the staff. Lisa also delves into the historical significance of Cooperative Extension programs, rooted in the Morrill Act of 1862, highlighting their pivotal role in bridging the gap between research-based knowledge and local communities. Our discussion with Lisa offers a glimpse into the diverse array of programs provided by Cornell Cooperative Extension. From youth-oriented endeavors like 4-H to comprehensive master programs for adults, including Master Gardeners and Master Forest Owners, these initiatives have a profound impact on individuals and communities alike. Lisa's passion for community engagement and her vision for a future where people unite to learn and collaborate shine through, making this episode a source of inspiration and hope for a more interconnected and informed society. Tune in to this insightful conversation for a compelling exploration of education, community building, and positive change. Hosts: Tim Kennelty and Jean Thomas Guest: Lisa Gallina, Executive Director, Cornell Cooperative Extension, Columbia and Greene Counties Production Support: Linda Aydlett, Teresa Golden, and Annie Scibienski Resources 

Student hosts lead a discussion about the Morrill Act of 1862 and the Morrill Act of 1890, which established land-grant colleges in the U.S.

Today Leah and Cole chat with An Garagiola, a descendent of the Bois Forte Band of Chippewa, and the University Coordinator and a Lead Researcher on the TRUTH Project. An shares about researching archives from the University of MN and the MN Historical Society, findings from the TRUTH Project, and how she's bringing Indigenous values to Academia and research.The Towards Recognition and University-Tribal Healing (TRUTH) project has released a report detailing the “persistent, systemic mistreatment” of Indigenous people by the University of Minnesota. As a land grab/grant university, the U of MN received stolen land as investment capitol from the US Government through the Morrill Act in 1862. The TRUTH project looks at different points of history within the U of MN and how it affected Native people, with input and research from the 11 Tribal nations in Minnesota.This is the third episode of a series with some of the leaders of the TRUTH research project: Listen to our interview with Misty Blue, and Audrianna Goodwin as well. Find out more about the TRUTH project: https://mn.gov/indian-affairs/truth-project/ In a statement to MN Native News, the University of Minnesota said “In recent years the University has committed to acknowledging the past and doing the necessary work to begin rebuilding and strengthening relationships with Tribal Nations and Native people. Openly receiving this report is another step toward honoring that commitment. While documenting the past, the TRUTH Report also provides guidance as to how the University can solidify lasting relationships with Tribes and Indigenous peoples built on respect, open communication and action. As we engage in the important discussions that will now follow, that guidance will be invaluable.”Native Lights: Where Indigenous Voices Shine Native Lights is a weekly, half-hour radio program hosted by Mille Lacs Band of Ojibwe members and siblings, Leah Lemm and Cole Premo. Native Lights is a space for people in Native communities around Mni Sota Mkoce -- a.k.a. Minnesota -- to tell their stories about finding their gifts and sharing them with the community.    Native Lights: Where Indigenous Voices Shine is produced by Minnesota Native News and Ampers, Diverse Radio for Minnesota's Communities with support from the Minnesota Arts and Cultural Heritage fund. Online at https://minnesotanativenews.org/

Today Leah and Cole chat with Audrianna Goodwin, a Red Lake Nation citizen and part of the core research team for the TRUTH Project where she has been appointed tribal research fellow for Red Lake Nation. Audrianna shares her outlook as a ‘dreamer' and how family and community helped her along her path. She explains her TRUTH Project research that examines medical research done to Red Lake children by the University of Minnesota and how Indigenous-led research is vital to healing and recognition The Towards Recognition and University-Tribal Healing (TRUTH) project has released a report detailing the “persistent, systemic mistreatment” of Indigenous people by the University of Minnesota. As a land grab/grant university, the U of MN received stolen land as investment capitol from the US Government through the Morrill Act in 1862. The TRUTH project looks at different points of history within the U of MN and how it affected Native people, with input and research from the 11 Tribal nations in MinnesotaThis is the second episode of a series with some of the leaders of the TRUTH research project: Listen to our interview with Misty Blue. Find out more about the TRUTH project: https://mn.gov/indian-affairs/truth-project/ In a statement to MN Native News, the University of Minnesota said “In recent years the University has committed to acknowledging the past and doing the necessary work to begin rebuilding and strengthening relationships with Tribal Nations and Native people. Openly receiving this report is another step toward honoring that commitment. While documenting the past, the TRUTH Report also provides guidance as to how the University can solidify lasting relationships with Tribes and Indigenous peoples built on respect, open communication and action. As we engage in the important discussions that will now follow, that guidance will be invaluable.”Native Lights is a weekly, half-hour radio program hosted by Mille Lacs Band of Ojibwe members and siblings, Leah Lemm and Cole Premo. Native Lights is a space for people in Native communities around Mni Sota Mkoce -- a.k.a. Minnesota -- to tell their stories about finding their gifts and sharing them with the community.Native Lights: Where Indigenous Voices Shine is produced by Minnesota Native News and Ampers, Diverse Radio for Minnesota's Communities with support from the Minnesota Arts and Cultural Heritage fund. Online at https://minnesotanativenews.org/

Today Misty Blue, White Earth Nation citizen and Tribal coordinator of the TRUTH Project, chats with Leah and Cole about some of the TRUTH report's findings, the importance of Indigenous-led research, and what the TRUTH project recommends the UMN do to take steps toward healing.  The Towards Recognition and University-Tribal Healing (TRUTH) project has released a report detailing the “persistent, systemic mistreatment” of Indigenous people by the University of Minnesota. As a land grab/grant university, the U of MN received stolen land as investment capitol from the US Government through the Morrill Act in 1862. This is the first episode of a series with some of the leaders of the TRUTH research project.  Find out more about the TRUTH project: https://mn.gov/indian-affairs/truth-project/

Updated: 8:30 a.m. A massive new report details the University of Minnesota's long history of mistreating the state's Native people and lays out recommendations, including “perpetual reparations,” to improve relations between the university and Minnesota's 11 tribal nations.Among its troubling findings, the report by the TRUTH (Towards Recognition and University-Tribal Healing) Project concludes:The U's founding board of regents “committed genocide and ethnic cleansing of Indigenous peoples for financial gain, using the institution as a shell corporation through which to launder lands and resources.”The U's permanent trust fund controls roughly $600 million in royalties from iron ore mining, timber sales and other revenues derived from land taken from the Ojibwe and the Dakota.The university has contributed to the “erasure” of Native people by failing to teach a full history of the land on which it was founded.Researchers didn't put a dollar figure to their call for reparations but urged the University to do more to help tribal nations, including providing full tuition waivers to “all Indigenous people and descendants” and hiring more Native staff and faculty.Totaling more than 500 pages, the report released Tuesday marks the first time a major American university has critically examined its history with Native people, said Shannon Geshick, executive director of the Minnesota Indian Affairs Council and a member of the Bois Forte Band of Chippewa.While Geshick praised the U's willingness to help unmask its past, she said the reckoning around that awful history was long overdue. “The TRUTH Project just rips that open and really reveals a narrative that a lot of people I think just don't know.” ‘We carry all of that trauma'The TRUTH effort draws on archival records, oral histories and other sources to examine through an Indigenous lens the troubled history between Native people and the state's flagship university.It launched following a series of reports in the publication High Country News in 2020 revealing how universities around the country were founded on the proceeds of land taken from tribes through the 1862 Morrill Act.That included a financial bonanza — dubbed the “Minnesota windfall” — that channeled more than $500 million to the fledgling University of Minnesota from leases and sales of land taken from the Dakota after the federal government hanged 38 Dakota men in Mankato, Minn., in December 1862, ending the U.S.-Dakota war.Following the High Country News stories, the Minnesota Indian Affairs Council called on the university to acknowledge its exploitation of Native peoples dating back to the U's 1851 founding.A team of Indigenous researchers began digging into university archives, cataloging and studying more than 5,000 pages related to the university's founding. Early on, they realized the work would be much more emotionally taxing than they had anticipated.“I remember a couple of times just sitting at a table and starting to cry,” recalled An Garagiola, a TRUTH Project coordinator and researcher who works for the Office of Native Affairs at the University of Minnesota.In the archives, “you're reading communications and policy and decisions that were made on a daily basis to commit genocide against people … millions of little cuts that we don't think about.” Tuition controversy Students urge University of Minnesota to better fund scholarship, Native American studies From February U recommends returning Cloquet Forestry Center land to Fond du Lac Band Troubling stories surface U probes its history with Native people For Garagiola, a descendant of the Bois Forte Band of Chippewa, the research hit close to home when fellow researcher Audrianna Goodwin came across documents showing the involvement of the University of Minnesota's extension service in relocating 36 families on the Bois Forte reservation in the mid-20th century.The names of the families weren't mentioned in the documents. But her grandmother was relocated around that same time, and “thinking then of the trajectory that that set my family on, I guess I'm still trying to process that,” Goodwin said. “That was kind of the point where I knew I had to step away from the archives, because I couldn't take in any more of that at the time.”Goodwin, a research assistant for the TRUTH Project also appointed by the Red Lake Nation as a tribal research fellow, said she felt the sad weight of a brutal history as she pored over documents.“As soon as we got into the archives, and started to read through some of these firsthand accounts of what we experienced as a people, it was really hard to read and to learn about,” she said. “You start to see the connections from the past with what we're experiencing today.”Native people have some of the highest rates of fatal overdoses from the opioid epidemic; some of the highest rates of suicide and diabetes, and of other health and social disparities.The project received additional funding to pay for a Native American grief counselor and a spiritual advisor for researchers. The Mellon Foundation, which supported the TRUTH report through a $5 million higher education racial justice program called Minnesota Transform, paid for the added support.For Goodwin, to see and touch documents detailing how Native people were dispossessed of their land provided powerful evidence of how actions from the university and other governmental entities in the early 1800s have resulted in intergenerational trauma 200 years later.“Sometimes when we were researching, we would just have to stop,” she said. “Those emotions would become so overpowering, because we carry all of that trauma and all of that pain. Hopefully with this report, we won't have to carry that alone.”‘Used as test subjects'Researchers say the TRUTH report is notable for its Native-centered, community-driven approach. Each tribe appointed a research fellow to explore histories important to their communities.For the Red Lake Nation in northwestern Minnesota, Goodwin explored the history of medical research that was conducted by University of Minnesota doctors on young Red Lake children in the 1960s.After a disease outbreak in the 1950s killed a 2-year-old on the Red Lake reservation, U researchers planned a study around a decade later in which they enrolled about 100 children to conduct kidney biopsies. During that follow-up study, a second outbreak occurred.According to Goodwin's report, U researchers concluded during the first outbreak that a shot of penicillin was a viable cure for the disease. Yet in the second outbreak, they did not share that information with local doctors, the report said. Rather they enrolled more children in their study.“Our tribal members were used as test subjects,” said Red Lake Tribal Secretary Sam Strong.A companion report commissioned by the university tells a different story. The three physicians who compiled the report said there was no evidence penicillin would have helped stop the second outbreak, and said they were unable to determine whether parents had consented, in part because the tribe refused to share records.“Not having seen the consent forms (or patient charts) used for this work, despite repeated requests, we were unable to draw a conclusion as to the adequacy of the consent process,” the researchers concluded.That approach angers Strong, who says the university failed to keep records of the research. He said the university report also ignored strong circumstantial evidence that consent was not obtained in many cases.“I was hoping for a more transparent and accountable university system. And it's really disheartening to see that they're trying to silence our voice, the harm that they caused to our community.”In northeastern Minnesota, the Fond du Lac Band of Lake Superior Chippewa has long pressed for the return of land that's now home to the Cloquet Forestry Center — 3,400 acres of land that was guaranteed to the Fond du Lac in an 1854 treaty was later transferred to the university without consent for use as an experimental forestry station.The TRUTH report notes a frustrating reality: Band members aren't allowed to hunt, fish or gather on the land, which is located entirely within the Fond du Lac reservation. But the U profits from the land through timber sales, tuition from forestry students and recognition for its forestry research.University of Minnesota President Joan Gabel, who is leaving the U to take over the University of Pittsburgh, recently recommended returning the Cloquet center to the Fond du Lac Band, a step it says would help restore its homeland.In response to the report, the University of Minnesota made a statement Tuesday morning.“First and foremost, we recognize that the countless hours of work reflected in this report and the truth-telling that will benefit us all going forward is built upon the time, effort and emotional labor of every individual involved. We want to reiterate our appreciation for each of you.In recent years the University has committed to acknowledging the past and doing the necessary work to begin rebuilding and strengthening relationships with Tribal Nations and Native people. Openly receiving this report is another step toward honoring that commitment. While documenting the past, the TRUTH report also provides guidance as to how the University can solidify lasting relationships with Tribes and Indigenous peoples built on respect, open communication and action. As we engage in the important discussions that will now follow, that guidance will be invaluable.”‘Can't do better until people know the truth'While the TRUTH report offers a damning assessment of the university's relationship with Native people over the decades, there are also passages reflecting slow, hopeful change.Researchers, for instance, detail for the first time the recent return of a sacred arborglyph to the Fond Du Lac Band. Standing about 5 feet tall, the artifact was kept by the Cloquet Forestry Center when student researchers cut the tree down decades ago.“It is a depiction of a spirit, completely unique to our people,” Charles Smith, Anishinaabe language specialist for the Fond Du Lac Band, explained in the report. “This ancestral artifact is rare. As this artifact is studied and grows older — its cultural significance will grow.”Fond Du Lac Band leaders learned of the arborglyph's existence in 2021 when forestry center staffers reached out.“It sat in the campus for over 60 years, knowing Fond Du Lac reservation is literally down the road,” wrote Kami Diver, the research fellow for the project appointed by the band.Researchers involved with the report understand that change won't occur overnight. But Misty Blue, coordinator of the TRUTH Project, remains hopeful that the university can “move from a place of harm to a place of healing.”That's a tall order, she acknowledged; “But I think that transformation can happen.”The University has taken meaningful steps toward addressing some of their concerns, tribal leaders say. In 2021, the U created a program that offers free or substantially reduced tuition to many enrolled members of the state's 11 federally recognized tribes.Gabel created high-level positions within her administration focusing on Native American issues and tribal relations and held quarterly, face-to-face meetings with tribal leaders. But Geshick, with the Minnesota Indian Affairs Council, said a lot more could have been done.For example, she and others have called for an expansion of the scholarship program, which has been criticized for only benefiting a fraction of Native students.“It's a great start. But it shouldn't be the end,” said Robert Larsen, president of the Lower Sioux Indian Community and chair of the Minnesota Indian Affairs Council.Tribal leaders who pushed for a full accounting of university-tribal relations were fueled by a desire for more people to understand the true history of how the university was built on the proceeds of land stolen from Native people, he added.“It's not to shame or blame anybody here and now, but to put that simple truth out there,” Larsen said. “We really can't do better until people know the truth.”

Economic changes bring prosperity, but not without cost. The globalization of how we produce and consume has left many American workers in dead end jobs without prospects for advancement. Some critics of this change have argued for the necessity of walls to protect American industries from global competition and labor exploitation. In his new book The Wall and The Bridge: Fear and Opportunity in Disruption's Wake, Glenn Hubbard argues for bridges to economic opportunity. We discuss themes from his book in today's episode. https://www.aei.org/profile/r-glenn-hubbard/ (Glenn Hubbard) https://glennhubbard.net/ (The Wall and the Bridge) https://press.uchicago.edu/ucp/books/book/chicago/R/bo4138549.html (The Road to Serfdom by F. A. Hayek) https://business.ucf.edu/person/kenneth-white/ (Ken White) https://nesa.org/about/ (Eagle Scout) https://www.adamsmith.org/the-wealth-of-nations (The Wealth of Nations by Adam Smith) https://www.libertyfund.org/resources/adamsmithworks/ (Adam Smith Works - Liberty Fund) https://www.adamsmith.org/the-theory-of-moral-sentiments (The Theory of Moral Sentiments) https://www.adamsmithworks.org/documents/smith-on-sympathy-lauren-hall-12-1 (Smith's Idea of Mutual Sympathy) https://www.investopedia.com/terms/l/laissezfaire.asp (Laissez-Faire Economy) https://www.aei.org/research-products/report/dignity-at-work-reimagining-talent-acquisition-and-retention-with-worker-dignity-at-the-center/ (Dignity at Work by Brent Orrell) https://georgewbush-whitehouse.archives.gov/news/releases/2004/08/20040810-12.html (President Bush's High Growth Job Training Initiative) https://www.hudexchange.info/programs/cdbg-entitlement/cdbg-entitlement-program-eligibility-requirements/ (Block-Granting Entitlement Programs) https://www.brookings.edu/book/growing-fairly/ (Growing Fairly by Stephen Goldsmith and Kate Markin Coleman) https://commons.vccs.edu/cgi/viewcontent.cgi?article=1000&context=inquiry (One Counselor for Every 1,000 students - Northern Virginia) https://commons.vccs.edu/cgi/viewcontent.cgi?article=1000&context=inquiry (Community College System) https://www.cbpp.org/sites/default/files/archive/1-31-03ui.htm (Personal Reemployment Accounts) https://eh.net/encyclopedia/the-roots-of-american-industrialization-1790-1860/ (American Industrialization) https://www.texastribune.org/2022/04/11/texas-border-inspections-truckers-protest/ (Mexican Truck Drivers Situation) https://www.dol.gov/general/topic/training/tradeact#:~:text=The%20Trade%20Adjustment%20Assistance%20(TAA,a%20result%20of%20increased%20imports. (Trade Adjustment Assistance (TAA) Program) https://library.cqpress.com/cqalmanac/document.php?id=cqal62-1326212 (Trade Expansion Act of 1962) https://guides.loc.gov/morrill-act (Morrill Act) https://www.aplu.org/about-us/history-of-aplu/what-is-a-land-grant-university/ (Land-Grant University) https://www.military.com/education/gi-bill (GI Bill) https://blog.newspapers.library.in.gov/go-west-young-man-the-mystery-behind-the-famous-phrase/ (“Go west, young man” by Horace Greeley) https://warwick.ac.uk/newsandevents/features/polanyi/ (The Great Transformation by Karl Polanyi) https://www.brookings.edu/multi-chapter-report/place-based-policies-for-shared-economic-growth/ (Place-Based Policies)

Building on the previous episode, this one continues to discuss the work of Bayard Rustin and the overlapping struggles that shaped his vision of democracy and his approach to organizing. I do so with Harry Boyte.  We focus on Rustin's practice as an organizer, his conception of nonviolence as a form of democratic politics, and how to understand Rustin's classic 1964 essay “From Protest to Politics,” as well as what Rustin has to teach us today. Along the way, Harry tells dramatic stories about his own work as an organizer and unfolds why Rustin's approach shows how distinctions between left and right or conservative and progressive are useless for thinking politically. Harry reflects on how all communities have democratic and authoritarian impulses. For him, the work of organizing is to identify and build up the capacity of the former and counter the work of conflict entrepreneurs who play on the latter.GuestHarry C. Boyte is a public intellectual, organizer, and theorist of the public work framework of civic engagement and participatory democracy. He worked as a young man for Martin Luther King's organization, the Southern Christian Leadership Conference, reporting to Dorothy Cotton, director of the movement's 900 grassroots citizenship schools. From 1966 to 1972, following the suggestion of King, he organized poor white mill workers in Durham, North Carolina who built a community organization, ACT, which made connections with poor blacks in Durham. He was a co-founder of the New American Movement, a precursor to Bernie Sanders' Democratic Socialists of America, before he shifted to a democratic populist philosophy in the late 1970s. Boyte is now Senior Scholar in Public Work Philosophy at Augsburg, a Senior Associate of the Kettering Foundation, a cofounder of the Institute for Public Life and Work, and on the Scholars Council of Braver Angels.Asked by the University of Minnesota's Humphrey Institute in 1987 to organize a project on democracy, he translated what he called the “citizen politics” he had generalized from the organizing of the Industrial Areas Foundation into a variety of projects to democratize institutions, from schools and colleges to government agencies and nonprofits. In 1990, working with Dorothy Cotton and Jim Scheibel, he founded Public Achievement (PA) a youth political and civic education initiative based on community organizing practices and a larger view of democracy which has spread to more than 20 countries.From 1993 to 1995, Boyte coordinated Reinventing Citizenship, a cross partisan alliance of educational, civic, and philanthropic civic groups, which worked with President Clinton's White House Domestic Policy Council to analyze the gap between citizens and government and to advance the idea of “public work,” akin to what Nobel prize winner Elinor Ostrom later theorized as “polycentric governance” as an alternative to simple regulation or service delivery. In 2012-2013, on the invitation of Obama's White House Office of Public Engagement, he coordinated the American Commonwealth Partnership, a confederation of higher education and civic groups formed to commemorate the 150th anniversary of the Morrill Act establishing land grant colleges.Harry Boyte has authored, coauthored, and edited eleven books on democracy, citizenship, and community organizing, including The Backyard Revolution (1980), Free Spaces with Sara Evans (1986, 1992); CommonWealth: A Return to Citizen Politics (1989) and Awakening Democracy (2018). His writings have appeared in more than 100 publications including New York Times, Political Theory, Chronicle of Higher Education, Public Administration Review, and Education Week.Resources for Going DeeperSee the show notes for the previous episode.

The federal government's hanging of 38 Dakota men from a Mankato, Minn., gallows in December 1862 brought an end to the U.S.-Dakota war. It also triggered a financial bonanza for the University of Minnesota. Dubbed the “Minnesota Windfall,” sales and leases of parcels taken from the Dakota raised nearly $580,000 for the young university — part of a massive grab of wealth cleaved from Native people and given to American universities. That troubling piece of American history remained largely hidden until two investigative reporters began digging into how colleges benefited from the Morrill Land Grant College Act of 1862, signed into law six months before the Mankato hangings. The University of Minnesota is now broadly reviewing its treatment of Native people going back to its founding in 1851. Researchers with the TRUTH (Towards Recognition and University-Tribal Healing) Project are expected to release a report this summer.  What's come to light so far suggests that history will be painful to read. Kerem Yücel | MPR News Audrianna Goodwin, poses for a portrait outside Elliott Hall, at University of Minnesota. ‘Almost unbelievable truths' Coming just weeks after the Mankato executions, the “Minnesota Windfall” was especially egregious, said Tristan Ahtone, who along with fellow High Country News reporter Robert Lee documented millions of acres granted to universities that were taken from Indigenous people in the late 19th and early 20th centuries. “We had found about nearly 11 million acres of land that originally belonged to Indigenous tribes and communities acquired by the United States through about 250 different treaties, many of them outright land seizures, many of those treaties backed by violence,” said Ahtone. “Those lands had basically been divided up for 52 universities.”  High Country News revealed those land grants raised almost $18 million for university endowments, with unsold lands valued at more than $5 million. Adjusted for inflation, that land would be worth about $500 million today. “When it comes to higher education, the Morrill Act in 1862 provides the receipts for how the modern public university system in the United States was founded and how it was funded through the selling of Native land,” said Nick Estes, a professor who will join the University of Minnesota in the fall and whose ancestors were exiled to South Dakota following the Dakota conflict. The TRUTH Project offers the U and other universities a chance to reflect on that history, he said. The project includes fellows appointed by tribal nations, University of Minnesota graduate researchers and faculty who've spent the past year conducting research to better understand the relationship between the university and tribal nations. “We're talking about a lot of really sensitive things. Intergenerational trauma, secondary trauma, almost painful, almost unbelievable truths that the University of Minnesota was involved in with our community,” said Audrianna Goodwin, a master's degree candidate and TRUTH Project researcher appointed by the Red Lake Nation who's examining the University of Minnesota Medical School's study of children with kidney disease at Red Lake in the 1950s and 60s.  Researchers are also examining issues including the return of human remains and funerary objects held by the university, and the legacy of a boarding school on what's now the University of Minnesota campus in Morris., Minn. The work offers the university a chance to understand its impact on tribal communities, said An Garagiola, a Bois Forte Ojibwe descendant and graduate student researcher helping to lead the TRUTH Project.  “This is an opportunity for the university to recognize the disastrous impacts its formation has and continues to have on our communities. And to look for ways to not only improve relations with Indigenous people,” Garagiola said. “But to also recognize the role that it's played in things like the perpetual opportunity gaps in education and housing — all of that is directly correlated to land dispossession.” The project, she added, is “a lot bigger than any of us anticipated when we started.“ Kerem Yücel | MPR News An Garagiola, poses for a portrait outside Elliott Hall, at University of Minnesota. ‘Reconciliation way, way down the road' The TRUTH Project‘s report this summer is likely to unearth more pain, although those connected to the research see it as a path to healing.  In a presentation last May to the university's regents, Karen Diver, special advisor on Native affairs for university president Joan Gabel, addressed the potential impact of the TRUTH Project. “This is actually really groundbreaking. A true part of reconciliation is really allowing people to have that space and time to speak their truth,” Diver said, adding that she hoped “for healing and for a resetting of the relationship, so that we can start to clear that plate and look forward to more meaningful relationships that aren't clouded by the things left unsaid.” Tadd Johnson, a member of the Bois Forte Ojibwe, led the TRUTH Project in his roles as a professor of American Indian Studies, director of graduate studies at the University of Minnesota Duluth and senior director of American Indian Tribal Nations Relations before recently retiring from the U. Derek Montgomery for MPR News Tadd Johnson, professor emeritus at the University of Minnesota Duluth, talks about the TRUTH Project on June 21 at Cina Hall on the UMD campus in Duluth. He said when he began meeting with tribal leaders on these issues a decade ago, there was no relationship between the university's leadership and Minnesota's tribes. “They said, ‘Why don't we know who the president of the University of Minnesota is?' and ‘Why don't we know anything about the regents?” he recalled. For him, the TRUTH Project is an opportunity for Gabel and the regents to listen to concerns raised by tribal officials and communities. “Reconciliation is way, way down the road,” said Johnson. “What we first need to get is the Native American perspective on their relationship with the University of Minnesota.” Correction (June 30, 2022): A previous version misidentified Elliott Hall in photo captions. The captions have been updated.

Episode: 2253 Revisiting the Commons in a rapidly changing world.  Today, we visit the commons.

The financing of the Civil War was as crucial to the shaping of American history as the Emancipation Proclamation and the defeat of the Confederacy. Not only did the Lincoln government establish a national banking system, they invented many things to deepen and broaden the government's involvement in the lives of ordinary Americans—the transcontinental railroad, the Homestead Act, the Morrill Act (endowing land-grant colleges for the middle class), help for farmers, a government role in immigration, a new system of taxes including, for the first time, income taxes.Lincoln and his fellow Republicans created a new notion of what government could do—larger, more proactive, more responsible for the national welfare. Lincoln and his allies had been fighting for this agenda for years, and until the war had been on the losing side. In the case of Lincoln personally, and for many of the original GOP leaders, belief in government arose from personal experience. Lincoln wanted the government to promote opportunity for others like himself—that is, for pioneers, poor settlers, remote western farmers. So the party backed legislation to support transportation, education, credit facilities, and so forth.Today's guest is Roger Lowenstein, author of Ways and Means: Lincoln, His Cabinet and the Financing of the Civil War. Lincoln and his cabinet created a new notion of what government could be—larger, more proactive, more responsible for the national welfare.

In April 2021, the City of East Point, Georgia, adopted its first ever agriculture plan. Almost two years later, Tenisio Seanima is leading the charge as urban agriculture manager for East Point. Following up on his interview with J. Olu Baiyewu, Jeffrey Landau interviews Tenisio. Listen as Tenisio shares his findings on the challenges farmers have faced, how he and his colleagues are addressing them, and his advice for policymakers beyond the Atlanta area as they consider urban ag plans for their cities. From there, Jeffrey and Tenisio cover some of the history of agriculture, and Tenisio shares a long list of role models and books that will inspire anyone working in food and ag.Heritage Radio Network is a listener supported nonprofit podcast network. Support Fields by becoming a member!Fields is Powered by Simplecast.

John and new Brandeis host Jerome Tharaud (author of Apocalyptic Geographies) learn exactly how the growth of America's public universities relied on shameful seizures of Native American land. Working with Tristan Athone --editor of Grist and a member of the Kiowa Tribe--historian Robert Lee wrote a stunning series of pieces that reveal how many public land-grant universities were fundamentally financed and sustained by a long-lasting settle-colonial "land grab." Their meticulous work paints an unusually detailed picture of how most highly praised institutions of higher education in America (Cornell, MIT, UC Berkeley and virtually all of the great Midwestern public universities) were initially launched and sometimes later sustained by a flood of cash deriving directly or indirectly from that stolen and seized land. Jerome and John discuss with Lee issues that are covered in the initial article in High Country News, a dedicated website with a better version of this fantastic map, a follow-up article tracing land that was never sold, and a scholarly forum that followed from their findings. The Morrill Act (1862, right in the middle of the Civil War, and that is no coincidence). Its author Justin Morrill, a Vermont Senator, argued the land-grants were a payback for the East's investment in opening the West. The West was "a plundered province" wrote Bernard de Voto (Harpers, August 1934). Learn more about your ad choices. Visit megaphone.fm/adchoices

This is Minnesota Native News. I'm Marie Rock. Coming up…At the University of Minnesota, a $5 million grant is funding projects to address racial justice... with the aim of leading social and cultural transformations. One project examines the University's history with the state's Tribal Nations. Here's reporter Feven Gerezgiher with more. In the wake of a racial reckoning and thirty years after the Minnesota Indian Affairs Council first asked the University of Minnesota to repatriate American Indian human remains, the Council in 2020 passed a series of resolutions demanding “a truthful historic accounting” of the university's impact. Two high level people are working to make this happen from within the University. Last year, UofM President Joan Gabel hired Fond du Lac member Karen Diver to her senior leadership team. Professor[1] Tadd Johnson, member of the Bois Forte Band of Chippewa, serves as liaison between the UofM system and Tribal Nations. Johnson says the U has to contend with its grim founding story. The University of Minnesota benefited from the genocide of Native American people, and kicking them out, and actually killing them, hanging them. And granted, there were people that were killed on both sides of the Dakota War, but it was the Dakota that had to pay. So to me, Minnesota has a special obligation because I mean, there's some shame in having the largest mass execution in American history and then the U of M ended up benefiting from it. The project is called the Towards Recognition and University-Tribal Healing or TRUTH Project. It is led by research fellows from and selected by each Tribal Nation so the University can reckon with how it has harmed and continues to harm each sovereign nation. The[2]  Ojibwe up north are saying, “Hey, you took the DNA of our wild rice and put our wild rice businesses out of business.” And the Dakota are saying, “Hey, you took all of our land and sold it, and kicked us out of Minnesota and made a ton of money to endow your university.” The TRUTH Project is funded through a larger system-wide initiative called Minnesota Transform that was established through a $5 million grant from the Andrew W. Mellon Foundation. Minnesota Transform seeks to make changes for the region's Black, Indigenous, immigrant, and refugee communities. In addition to the TRUTH Project, it supports access to UMN Dakota language classes for community members[3] and creates Ojibwe language immersion housing for students. An Garagiola is a research assistant with the TRUTH Project. Boozhoo, An indizhinikaaz. My name is An. I am a descendant of the Bois Forte Band of Chippewa, where my mom and my grandma are enrolled members.  Garagiola said part of the research has been delving into the impact of the 1862 Morrill Act and other land grabs. So often the narrative that we hear about land grant universities or the founding of land grant universities is this positive spin, as you know, this was for the betterment of the country, right? For the public good, if you will. But we don't really talk about who the public is or whose expense that came at. According to data from High Country News, the U.S. government bought Dakota land in one treaty at $0.02 per acre. In contrast, the University of Minnesota sold those lands for $5 per acre, or 251 times that amount[4] . Garagiola points to the U's far reach in the state - from education to the business sector - as reason why it should lead this work. She says many professionals are unaware about sovereign rights or consultation policies for Tribal communities[5] . I think that the university has a great responsibility, one, to teach everybody, Native and non-native, the accurate truth, and to prepare them to go out into their future careers accurately informed. And more broadly, the University has a responsibility to Indigenous people because of the anti-Indigenous policies that were created in order to found the institution.  The TRUTH Project's report is expected to be released in June. Garagiola said Tribal research fellows will hold a symposium in April to share their research with community and get final feedback before its release. In the meantime, the UofM Board of Regents recently voted to return artifacts belonging to the Mimbres people. For Minnesota Native News, I'm Feven Gerezgiher.    Senior Director of the Office of American Indian Tribal Nations Relations for the university system."What the tribes' request was to look at the past, present, and future of the University of Minnesota's relationship with the tribes of Minnesota. And so.."reduces the cost of language classes for community membersThe U and 32 other universities enriched their endowments with these massive land transfers.We have, you know, people going on to be doctors, lawyers, politicians, who have no idea about the sovereign rights that Native Americans hold, or what it means to go into consultation policies, or when consultation policy should be enacted, or the unique political place that Natives hold, you know, as a category rather than a racial category, which I think a lot of folks just see it, as, you know, because they don't know.

Dr. Waded Cruzado has served as the 12th president of Montana State University since 2010. She is well known for her understanding of the Morrill Act, which created the land-grant university system, and she is a passionate champion of the tripartite land-grant mission of education, research and public outreach. MSU has set new student enrollment records under Cruzado's leadership, becoming the fastest growing and largest university in the state, and students routinely win prestigious national awards, including Rhodes, Goldwater, Truman and Udall scholarships. Cruzado is also known for placing student success as the campus's top priority.  During Cruzado's tenure MSU's research enterprise has flourished; the university tallied an all-time high for research expenditures in 2019–2020, totaling $167 million, and MSU has competitively won more than $650 million for sponsored research projects. MSU is classified as R1 in the Carnegie Classification for "very high research activity," and is one of only two universities nationally with an R1 classification that is also classified as Very High Undergraduate enrollment. Under Cruzado's leadership the campus has seen numerous major construction and renovation projects. Current projects include the renovation and repurposing of Romney Hall and the construction of a new American Indian Hall. Completed projects include Norm Asbjornson Hall, Jabs Hall, Gaines Hall and the Animal Bioscience Building. Cruzado has also overseen significant improvements to student facilities, including new residence halls, recreation and dining facilities.  Philanthropic support has grown for MSU during her tenure. Among other efforts, MSU's comprehensive fundraising campaign raised more than $413 million, and construction is underway on MSU's donor-funded Bobcat Athletic Complex. Cruzado has provided new pathways to higher education with the establishment of Gallatin College MSU, and she obtained approval to designate the Honors Program as the Honors College. MSU also won a grant for the LaunchPad, a program that introduces entrepreneurship as a viable career option and provides university students and alumni with support for entrepreneurial ventures. MSU's national reputation is strong. Notable recognition includes winning the C. Peter Magrath University Community Engagement Award from the Association of Public and Land-grant Universities, and the Carnegie Foundation for the Advancement of Teaching awarded MSU its community engagement classification. Cruzado has also enhanced alumni and community relations. One visible community project is the CatWalk, an annual celebration of the relationship between MSU and the community. Cruzado chairs the board of the Association of Public and Land-grant Universities and is a commissioner of the Northwest Commission on Colleges and Universities. She has also served on numerous boards; current board memberships include the American Council on Education, Campus Compact, U.S. Bank and the Burton K. Wheeler Center.  Her awards include the “Hero” Award from the National Alliance on Mental Illness – Montana Chapter; the Chief Executive HR Champion Award from the College and University Professional Association for Human Resources; and the Michael P. Malone Educator of the Year from the Montana Ambassadors. She also was recognized as a Paul Harris Fellow by Rotary International and was awarded the Seaman A. Knapp Memorial Lectureship. Cruzado previously served as executive vice president and provost at New Mexico State University. A native of Puerto Rico, she has a son and a daughter and two grandchildren.

Ohio State Professor Stephen Gavazzi learned a painful truth about Land Grant Universities — just after his book on the subject went to press. Now he's working with a team of Ohio State researchers to find a path to healing harm done to indigenous tribes when they lost lands to fund the university through the Morrill Act of 1862. Webinar link: https://go.osu.edu/landgranttruth   Link to transcript

Throughout the 1840s and 50s, Professor Jonathan Baldwin Turner of Illinois College championed the idea of agricultural colleges. Illinois Senator Lyman Trumbull took up the cause. He crafted a bill that would fund a land-grant college in each state. He thought the bill would have a better chance of passing if it was introduced by an eastern congressman, so he enlisted the help of Justin Morrill of Vermont, who introduced the bill.

More information about Hamilton Hatter very interesting take a listen --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/wendy-smith5/message

Land-grant universities are the legacy of the Morrill Act of 1862, which gave states throughout the Midwest and West upwards of eleven million acres to establish colleges that would focus on agriculture and the “mechanic arts.” This opened up higher education to people all over the country. At least, that's the narrative you'll see in most U.S. history books. The truth is that these land-grant universities were more like “land-grab” universities, as Robert Lee and Tristan Ahtone wrote in a widely circulated article for High Country News last summer. Not only are these campuses located on Native lands, but many universities sold the stolen land to create what are now, in some cases, absolutely enormous endowments. So how can universities begin to redress these wrongs? Give back the land, yes. But that's not all, says Michael Dockry, assistant professor of forestry at the University of Minnesota and registered member of the Citizen Potawatomi Nation. He makes a clear and compelling case for how universities can use their land and money to benefit Native people and partner with tribes to support sustainable education and land management. Through this process, individual campuses and the entire academy will be transformed by Indigenous knowledge. We conclude with another round of grading! For this Report Card segment, Nan and Lisa give their highest marks to the NCAA women's basketball players, who totally rocked it on the court during the championship games last weekend despite their woefully inadequate training facilities. About our guest Michael Dockry is an assistant professor in the University of Minnesota's Department of Forest Resources, where he is also an associate faculty member of the American Indian Studies Department and an Institute on the Environment Fellow. He is a member of the Citizen Potawatomi Nation Further reading “Land-Grab Universities” by Robert Lee and Tristan Ahtone (High Country News) “Sustainable development education, practice, and research: an indigenous model of sustainable development at the College of Menominee Nation, Keshena, WI, USA” by Michael J. Dockry, Katherine Hall, William Van Lopik, and Christopher M. Caldwell This podcast is produced at the University of Wisconsin–Madison, which sits on Ho-Chunk land, and the University of North Carolina at Greensboro, which has long served as the site of meeting and exchange for a number of Indigenous peoples, including the Keyauwee and Saura. Produced and edited by Richelle Wilson Theme music by Josh Wilson Show cover art by Margaux Parker Episode cover art by Roy N on Pixabay A special thanks to Wisconsin Humanities for their support. Want to get in touch? Email us at collegelandpod@gmail.com or send us a voice memo on Anchor.fm.

Professor Jon Parmenter is an associate professor at Cornell University’s College of Arts and Sciences Department of History, where he specializes in the history of indigenous peoples in the Northeast, particularly that of the Haudenosaunee. In addition to his professorship and research, he has served as a legal and historical consultant to several Haudenosaunee communities and was recognized as an expert in the history and ethnography of the Iroquois by the Ontario Superior Court. In this episode, with host Maria Castex, Parmenter discusses his research on indigenous dispossession and Cornell University’s legacy as a land grant institution. In October of 2020, Parmenter wrote a blog post titled “Flipped Scrip, Flipping the Script: The Morrill Act of 1862, Cornell University, and the Legacy of Nineteenth-Century Indigenous Dispossession.” This episode discusses the Morrill Act and its further implications in detail, along with the degree to which we must confront this history and engage in discourse and the broader process of redress. Finally, Professor Parmenter offers advice for those in the business world who want to confront their privilege and do their part in addressing systemic injustice. At Cornell, Professor Parmenter teaches courses like “Everything You Know About Indians is Wrong: An Introduction to Native American History, New World Encounters, and the American Revolution.” In 2011, Professor Parmenter was the recipient of the Stephen and Margery Russell Award for Distinguished Teaching in Cornell’s College of Arts and Sciences. He received his BA and MA in History from the University of Western Ontario and a PhD in History from the University of Michigan. Links from Episode at presentvaluepodcast.com Cornell Faculty Page: Jon Parmenter Cornell University & Indigenous Dispossession Project: Flipped Scrip, Flipping the Script: The Morrill Act of 1862, Cornell University, and the Legacy of Nineteenth-Century Indigenous Dispossession High Country News: Land Grab Universities

In this premiere episode, Paul Fleming sits down with Cornell associate professor of history, Jon Parmenter, to learn more about his new research. Jon's blog post, "Flipped Scrip, Flipping the Script, the Morrill Act of 1862, Cornell University and the Legacy of 19th Century Indigenous Dispossession,” adds to the emerging conversations on America's land-grant universities to tell the early story of Cornell University.  

A series of investigative reports and interviews exploring the significance of the Second Morrill Act of 1890 and the unique relationship it formed between Oklahoma State University and Langston University, which continues to this day.By Chloe Hart and Emma RichAudio Production by Nathan Whitehead

Beth is an entomologist that works in the federal government. She has a master's degree in entomology and focuses her work on keeping America's food supply safe from pests. She discusses the importance of relationships in her job and shares her experiences traveling overseas for work.Episode NotesMusic used in the podcast: Higher Up, Silverman Sound StudioAcronyms and DefinitionsExercise Physiology - Exercise physiologists analyze their patients' fitness in order to help them improve their health or maintain good health. They help patients with heart disease and other chronic conditions, like diabetes or pulmonary (lung) disease, to regain their health. They also work with both amateur and professional athletes who are hoping to boost their performance. (https://explorehealthcareers.org/career/sports-medicine/exercise-physiologist/)Pest Control Advisor - responsible for scouting crops and identifying pests that can affect a farmer's harvest. Based on their observations they then make recommendations on treatment and suggest products or other methods to control or prevent problems. (https://www.agcareers.com/career-profiles/pest-control-adviser.cfm)Land Grant Institution - an institution of higher education in the United States designated by a state to receive the benefits of the Morrill Acts of 1862 and 1890. Signed by Abraham Lincoln, the first Morrill Act began to fund educational institutions by granting federally controlled land to the states for them to sell, to raise funds, to establish and endow "land-grant" colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of practical agriculture, science, military science, and engineering (though "without excluding... classical studies") as a response to the industrial revolution and changing social class. (wikipedia)USDA - United States Department of Agriculture - Provides leadership on food, agriculture, natural resources, rural development, nutrition, and related issues based on public policy, the best available science, and effective management. (https://www.usda.gov/our-agency/about-usda)

150 years ago today, Nebraska lawmakers took about 24-hours to establish a brand-new land grant university, the University of Nebraska-Lincoln. It was a lightning-quick process and part of the Morrill Act of 1862, which gave federal land to states if they established new colleges. The early years of...

Since the second Morrill Act of 1890, Central State University in Wilberforce, Ohio has sought designation as a land grant university. Two years ago, that goal was attained. On this episode of Town Hall Ohio, we welcome leaders from Central State to our studios to talk about what its designation as a land grant institution means to the university, its students and the Ohio community as a whole.

Though not exclusively linked to Montana’s storied past, the 1862 Morrill Act—which allowed for the creation of land-grant colleges—and the 1887 Hatch Act—which established agricultural experimental stations—have significantly influenced Montana’s social and economic history. Montana State University president Dr. Waded Cruzado, a passionate champion of the land grant’s tripartite mission of education, research, and public outreach, explores the ways in which these acts have impacted, and will continue to impact, life in the Treasure State.

The Land Grant Agricultural College Act — known as the Morrill Act and signed by President Lincoln in 1862 — set aside public lands, the sale of which were used to fund public colleges to "promote the liberal and practical education of the industrial classes." The Act and subsequent funds from the land grand helped save the then-struggling University of Minnesota, which for several reasons, including financial debt, closed a few years after it was chartered in 1851. "The Morrill Act came at a time when the University [of Minnesota] was in dire straits," said University Archivist Erik Moore, co-curator of the exhibit, "For the Common Good," now on display at the U's Elmer L. Andersen Library. "The University had closed after a short opening as a preparatory department." Moore added that the University was hit hard by the 1857 financial panic and was in debt after the construction of its first building, then called the Main Building. Morrill Act, Legislature helped save the U Soon, however, the Morrill Act, coupled with action by the Minnesota Legislature, helped save the University. "The state Legislature, in 1864, brought together a three-member Board of Regents," said Assistant Archivist Erin George, co-curator of the exhibit. "And their task was to get the University out of its deep indebtedness." Led by John Sargent Pillsbury, the Board completed its work, and the University, by the late 1860s, prepared to re-open, with the land-grant mission prominent in its plans. By 1869, the University's first president, William Watts Folwell, had been hired, the preparatory department was re-opened, and plans were underway to open University colleges with those in agriculture and mechanic arts garnering special attention along with instruction in military tactics. This early and turbulent time is documented in the exhibit, "For the Common Good." The exhibit is based on material from the collections of the University of Minnesota Archives, and it examines the ongoing question: How has the University sought to fulfill its role as a "land grant" university. More information "For the Common Good" is on display at the Andersen Library's Atrium Gallery through Nov. 30, 2012. For more information, contact the University of Minnesota Archives at 612-624-0562. View a map of Andersen location U of M Archives and Special Collections  

The University of Illinois at Urbana-Champaign celebrates the 150th anniversary of the Morrill Act by reflecting on what it means to be a Land Grant University today.

Morning session of a conference celebrating the enduring legacies of three key events that shaped America's knowledge-based democracy: passage of the Morrill Act, the founding of the National Academy of Sciences, and the founding of the Carnegie libraries. Speakers included James H. Billington, Sen. Patrick Leahy (D-Vt.), M. Peter McPherson, Michael F. Adams, Edward J. Ray, Mary Evans Sias, Lou Anna K. Simon, David Yarlott Jr., Ralph J. Cicerone, Rep. Rush Holt (D-N.J.), Barbara A. Schaal and Daniel J. Kevles. For captions, transcript, and more information visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=5597.

Afternoon session of a conference celebrating the enduring legacies of three key events that shaped America's knowledge-based democracy: passage of the Morrill Act, the founding of the National Academy of Sciences, and the founding of the Carnegie libraries. Speakers included James H. Billington, Sen. Lamar Alexander (R-Tenn.), Vartan Gregorian, Robert Darnton, Carl H. Pforzheimer, Carla D. Hayden, Anthony W. Marx, David Nasaw and Arthur M. Schlesinger Jr. Includes a wreath-laying ceremony at the Lincoln Memorial. For captions, transcripts, and more information visit http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=5598.

Presidents of public land-grant universities celebrate President Abraham Lincoln's signing of Morrill Act at a ceremony on June 25, 2012