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Due in part to a collegiate curriculum that drew from the advanced writings of Scottish and Enlightenment thinkers in political economy, the colonial college alumni designed a system of government destined to serve as a model for the world. Not only did they lead by action in revolutionary proclamations, but they followed through as military and political leaders.
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Even though college education was not crucial for the professional and career advancement of sons of prosperous merchants and wealthy planters, the college alumni were disproportionately influential in politics and national affairs. In order to keep receiving financial support, however, the colleges argued that by educating young Christian men, missionaries would be available to preach Christianity to Native Americans.ĭespite their limitations, the colonial colleges effectively educated a literate, articulate, and responsible American elite. The evangelism of the Protestant groups attracted donors, although in time the colonial colleges' devotion to such educational plans waned. Women and African-Americans were denied participation by statute and custom, but colleges did serve Native Americans in a missionary capacity. Only white Christian males were allowed to matriculate.
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Though colonial colleges were frontier institutions that expanded access to higher education, by contemporary standards the colonial period remained elite and exclusionary. The college's multipurpose buildings were typically among the largest construction projects in the colony, matched only by a major church or a capitol. Also, colleges represented one of the few institutional ventures to receive royal and/or colonial government support and regulation during the eighteenth century. Yet the young men who attended these colonial colleges made historic and extraordinary contributions to both political thought and action. Small in size and limited in scope, colonial colleges rarely enrolled more than one hundred students and few completed their degrees. Other dissenting religious groups, such as the Methodists and Quakers, became enthusiastic college builders after facing hostility in many colleges. The Baptists, who had been expelled from Massachusetts Bay Colony and settled in Rhode Island, established their own college but in an unusual move did not require religious tests for admission. The College of William and Mary in Virginia maintained a strong Anglican orientation, reflecting that colony's settlement by landed gentry from England. Presbyterians in New Jersey founded the College of New Jersey (later renamed Princeton). Furthermore, each colony tended to favor a particular denomination and so the new colleges took on an importance for regional development as well. As the First Great Awakening of the 1730s to 1770s initiated growth in a wider variety of Protestant churches, each denomination often desired its own seminary. Religion provided an impetus for the creation of colonial colleges. Between Harvard's founding and the start of the American Revolution, the colonists chartered nine colleges and seminaries although only one in the South. Their outlook generated Harvard College in 1636. In addition, the Puritans emphasized a learned clergy and an educated civil leadership. New England settlers included many alumni of the royally chartered British universities, Cambridge and Oxford, and therefore believed education was essential. The colonists created institutions for higher education for several reasons. While a succession of kings and queens encouraged the cultivation and exportation of tobacco, rice, indigo, and cotton, colleges also flourished as an unlikely crop in America. The British Empire, for instance, responded to Virginia's request for a seminary to save their souls, with "Souls?!? Damn your souls! Make tobacco." Despite such hostility, the American colonies generally enjoyed greater independence than the typical British territory. The typical mercantile approach emphasized the exportation of agricultural products and raw materials from the provinces to the homeland. Imperial governments usually invested little in colonial colleges. At the same time, differences developed with each new era of collegiate growth, but the story has remained one of expanding access.
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Beginning in the seventeenth century, the idea of an American higher education grew to fruition throughout the ensuing centuries. This success story of growth and expansion began more than 300 years ago before the United States existed.
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