We will finish this week's discussion on education policy as always with a positive spin on how we fix this mess.
Going back to the last ROBBER BARON ERA ----1890s---1920s----we probably saw the same subpriming of our IVY LEAGUES to create the same capture of government that allowed all this systemic Wall Street fraud and political corruption. Please watch those IVY LEAGUES----they are global 1% and only geared to expanding corporate wealth and making the rich progressively richer----that has been true for a thousand years.
Because those pesky industrialist 1% worked with Wall Street to suck all US and personal wealth back in the ROARING 20S----Robber Baron FDR had to create social policy to bring back wealth from the richest to build an economy for the future----mind you---this was not a LOAN FROM THE RICH----it was clawing back MASSIVE FRAUD just as these few decades---same corporate frauds ----same government corruption on part of pols and players.
This is to where 99% of citizens need to set goals. We must build structures to claw back that stolen wealth as FDR did. What WE THE PEOPLE failed to do was EDUCATE, BE INVOLVED IN POLITICS, AND KNOW OUR LEADERS.
So, FDR used that 90% taxation rate on rich and corporations to build our PUBLIC GOVERNMENT STRUCTURES of health care----education K-12 and university----transportation----and global Wall Street CLINTON/BUSH/OBAMA simply allowed all that to decay moving all that Federal and state funding geared to maintain these public structures to expanding global 1% and their corporations.
THIS IS WHAT HAPPENED TO OUR PUBLIC K-12 AND PUBLIC UNIVERSITIES. WE CAN REBUILD THESE PUBLIC STRUCTURES EASY PEASY.
The 99% do not need that recovered fraud right away----we have plenty of taxation in place right now that simply needs to be REDIRECTED. Here in Baltimore we could rebuild all public K-12 with that billion dollars each year lost to corporate fraud and government corruption.
The Impact of Relief and Public Works Programs on Socioeconomic Welfare During the 1930s
Franklin Roosevelt’s New Deal was famous for its emergency relief and public works programs. How successful were they? As part of a large-scale project, Price Fishback and Shawn Kantor, in conjunction with William Horrace, Michael Haines, and Ryan Johnson, have examined the impact of the various work relief and public works programs on a variety of measures of economic and social welfare. This section briefly describes the main public works and relief projects and then summarizes some of the results of the studies.
The New Deal Relief and Public Works Programs
As unemployment rates surged past 20 percent, Roosevelt argued that the Great Depression was a national peacetime emergency. For the first time, the federal government became heavily involved in providing the type of relief traditionally provided by state and local governments. During the First Hundred Days the Roosevelt Administration established the Federal Emergency Relief Administration (FERA). The FERA distributed federal monies to the states to be used to provide work relief or direct relief to households. The amounts distributed to each family were meant to help them reach a minimum standard of living. The actual payments often fell short of the maximum when relief officials, faced with large case loads and limited funds, cut payments to provide relief for more families. Between November 1933 and March 1933, the administration ran the Civil Works Administration, which immediately put up to 4 million people to work. When it ended, many people were transferred back to the FERA work relief jobs.
In mid-1935 the Roosevelt administration redesigned the federal government’s role in providing relief. The federal government continued to provide work relief for the unemployed who were “employable” through the Works Progress Administration (WPA), but returned much of the responsibility for direct relief of “unemployables” to state and local governments. Meanwhile, under the Social Security Act of 1935 the federal government established a series of matching grants for the states to help them in providing aid to dependent children, aid to the blind, and old-age assistance of the elderly poor. The Social Security Act also provided funds for states to administer Unemployment Insurance programs. The old-age pension system that we commonly call Social Security began collecting taxes in 1938 and the first pension payments were made in 1940.
The work relief projects were traditional government projects: building and maintaining public buildings, schools, parks, roads, sanitation facilities, etc. They were not meant to replace private production and work relief pay was designed to be below market wage rates to encourage workers to seek private employment.
There are another set of programs that have not received as much historical attention. The Public Works Administration (PWA) was an emergency agency established in 1933, while the Public Buildings Administration (PBA) and the Public Roads Administration (PRA) rearranged prior federal agencies that had offered grants to states and cities to build roads and federal buildings outside Washington, D.C. These grants were also used largely to employ workers, but the focus was less on hiring the unemployed and more on building large-scale projects like dams, roads, schools, sanitation facilities, and other forms of civil infrastructure. Public works projects paid substantially better wages than the relief projects, were freer to hire a broader class of skilled workers, and were required to hire only a proportion of people from the relief rolls. By the end of the 1930s, the PWA, WPA, PRA, and PBA had been rolled into the Federal Works Agency (FWA). In 1942, the PWA and WPA emergency programs had been terminated and the PBA and PRA duties were distributed to new agencies.
____________________________________________
Keep in mind the public infrastructure plans under CLINTON/BUSH/OBAMA NOW TRUMP are the opposite of FDR----they are calling REBUILDING PUBLIC INFRASTRUCTURE IN US----handing all that funding to global corporations and their control of these structures---rather than be public schools, public health, public transportation----they will be PRIVATIZED WITH OUTSOURCING.
This is what Baltimore's public school $1 billion bond debt has as a goal----handing these public school buildings to private global investment firms that then give them to global corporations. WE THE PEOPLE must stop this MOVING FORWARD----get that tax revenue back to our communities by getting corporations out of our city hall agencies.
We will not be able to turn this around on a dime---but we must have goals to move in the right direction----back to a strong, broad 20th CENTURY education. Anyone or any group using the term 21ST CENTURY are tied to global Wall Street. We do NOT want 21st century economy----we do not want 21st century education----that leads to 99% of US citizens being UNEMPLOYED AND IMPOVERISHED.
Here is how global Wall Street is trying to confuse WE THE PEOPLE yet again in this move to rebuild our public infrastructure -----LAND GRANT VS LAND TRUST.
In Baltimore global Wall Street 5% players and organizations are selling this idea of LAND TRUSTS as being the same as PUBLIC LAND GRANTS. Instead of designating that land as owned by the PUBLIC-----they are tying CORPORATE NON-PROFITS to these LAND TRUSTS. We must have PUBLIC LAND TRUSTS in order to rebuild public structures like schools, health care, and other municipal services and works.
For now we are speaking to education-----our public K-12----and our public universities.
Land-grant university
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A land-grant university (also called land-grant college or land-grant institution) is 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.
The Morrill Acts funded 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.[1][2] This mission was in contrast to the historic practice of higher education to focus on an abstract liberal arts curriculum. A 1994 expansion gave land grant status to several tribal colleges and universities.
Ultimately, most land-grant colleges became large public universities that today offer a full spectrum of educational opportunities. However, some land-grant colleges are private schools, including Cornell University, and the Massachusetts Institute of Technology.
Global Wall Street pols have these few decades been turning our land granted public universities into corporate R and D just as our US IVY LEAGUE universities were----we cannot stop private universities from taking that stance----we can control their influence on our local communities and governance----but we can control how our public land grant universities operate---LET'S JUST DO IT!
In the current economy the terms INNOVATIVE----BEING LEFT BEHIND-----are truly meaningless in a society that builds local economies, small business free market community structures because----we simply need businesses that provide products WE NEED----please think about these public school structures from early in our US public education as resources that are affordable---can operate effectively and efficiently---and can be controlled by our community citizens. We have in Baltimore nothing but empty buildings ----let's turn them into PUBLIC AFTER-SCHOOL PROGRAMS and use them during the day as OLD-SCHOOL AMERICAN PUBLIC K-12.
Global Wall Street knows this would be the direction WE THE PEOPLE would go in this ONE WORLD ONE COMMONER CORE corporate education so they passed laws REQUIRING TESTS AND EVALUATIONS using corporate tools. This is the first fight to return control of information and education lessons to our parents, students, and teachers.
WE ALREADY HAVE ACHIEVEMENT GOALS IN PLACE FOR CENTURIES.
We are not trying to get folks to leave en masse a corporate K-12 structure----but let's look at what those truly being left behind need and expand to all 99% of citizens!
Global Wall Street and that 1% have always been in competition with the world's global 1%------they can have that as WE THE PEOPLE rebuild our local sovereign economies for the 99%----we are not as workers competing with the global labor pool for jobs if we rebuild our local community economies--central of which is our community public K-12 schools.
One-Room Schoolhouses in America
2:17 / 3:06One-Room Schoolhouses in America
Dave Webb
Start at:
Published on Dec 10, 2012This video is a short history of one-room schoolhouses, which were common in the United States from the late 19th century to the early 20th century. The schools housed students from grades 1-8 and had only one teacher to handle all of the instruction. By the early 1970s, the one-room school had all but disappeared and was replaced by more consolidated schools that relied on motorized buses to transport students to school.
Remember, those early school houses served multiple public functions----town hall meetings----civic events-----today global Wall Street is handing all that to CORPORATE NON-PROFITS----we need these civic affairs PUBLIC.
WE THE PEOPLE---THE 99% are simply sitting by and watching as these 5% global Wall Street players and pols tell us sorry these are going to close and functions handled by corporate non-profits as was done recently to our PUBLIC COMMUNITY CENTERS. These municipal buildings used to be our public K-12 schools-----we can rebuild easy peasy ----just return to our roots!
We are allowing all this HYPE about being tied to the WORLD ECONOMY----ALL THIS TECHNOLOGY when we don't even need it. Please as more and more families are pushed out of these education systems ---as the quality deliberately becomes abusive and negligent----let's go back to our US public education roots.
News RoomHome » News Room » News Stories » 2016 News »
Saying Farewell to Middlebury's Municipal Building [video]
With the new Middlebury Town Office up and running, the old municipal building (above) is being removed to create a park.
Media Contact
Ray, Sarah C.
ray@middlebury.edu
Saying Farewell to Middlebury's Municipal Building [video]July 18, 2016
MIDDLEBURY, Vt. -- This summer, a major excavation project is underway at the corner of South Main Street and College Street in Middlebury. The old municipal building, a familiar part of the town landscape since its completion as a high school in 1911, is being demolished and trucked away. The result of this work opens up a new vista of campus that today's residents would only have seen in historic photos or drawings. Replacing the building will be a new park with an estimated completion date of fall, 2016.
In a new video, Professor Emeritus of History of Art and Architecture Glenn Andres tells the story of the building and its interesting role in Middlebury town history.
Removal of the former municipal building and construction of the park are the final steps in a major cooperative effort between the College and town to improve downtown Middlebury. The construction phase of the voter-approved project began in October, 2014, when a College-owned home – Osborne House – was moved from Main Street across the Cross Street Bridge to open up space for a new Town Office on the roundabout in Middlebury. Shortly afterward, construction began on a new town recreation center on Creek Road in Middlebury and on the new town offices. Both buildings are now completed.
______________________________________
As this article states this one example of early public education started with a GRAMMAR CORPORATION. What was a PUBLIC PRIVATE PARTNERSHIP with a wealthy donor joining in with taxpayers to build a municipal structure. Then for two centuries local taxpayers maintained, supported and used this building. At what point did this building become PUBLIC? We see this kind of corporate structure in our MUSEUMS for example DONATED by wealthy donors to be supported by public taxpayers----now being handed back to private corporations and the rich.
Please look at the legal implications of these early land grant schools. As the video before states many of these land grant schools were converted to public municipalities over time. Today, cities like Baltimore are handing the land on which our public schools are now built BACK TO INVESTMENT FIRMS with these bond deals-----it is deliberate and eliminates centuries of WE THE PEOPLE paying taxes to build---upgrade these public education and municipal grounds.
DO NOT ALLOW THE DEFINITION OF MUNICIPAL----EDUCATIONAL----RECREATIONAL TURN TO GLOBAL CORPORATE PARTNERSHIP CONTROL.
Some schools are indeed PRIVATE----many have long become public.
'So why does the Addison County Grammar School board continue to meet every year? Aren’t its duties done? Not really. The board has the responsibility of ensuring that this plot of land is used “only for municipal, educational and recreational purposes.” Any violations of these injunctions would cause all titles to revert to the Addison County Grammar School Corporation. They still collect certain small rents from parcels of land in the Green Mountains and have given grants to Mary Hogan School'.
This is what today's LAND TRUSTS tied to non--profit foundations are trying to do with all new construction---tie early on land to the rich built with public funds.
Baltimore's history of LAND RENT is tied to this perpetual control of real estate to the same 1% rich----we must not allow this to expand.
We would shout allowing GLOBAL INVESTMENT FIRMS and global 1% control these land grants FAIL TO MEET ORIGINAL TERMS. This is why Baltimore's $1 billion school construction bonds were not allowed to be reviewed by the public----we were told all this was proprietary-------and we bet it is not LEGAL.
Past Times: Stories from the Sheldon's Past
The Little-Known Story of a Central Spot in Middlebury
By Jan AlbersThis article appeared in the Addison Independent in September 2007 and is published here with permission.
The Grammar School in 1868. From the Collection of the Henry Sheldon Museum
Why are there children’s swings on the grounds of stately Twilight Hall on College Street? We all know Middlebury College students look younger every year, but surely not young enough for swinging.
Landscapes are full of ghosts, the remnants of uses that have long been supplanted. As our older generation knows, the little story of the College St. swings is tied to the larger history of education in Middlebury. Twilight Hall’s history as a College building only goes back to 1984; but it sits on ground earmarked for education for over two centuries.
The Sheldon Museum staff was reminded of this recently when the board of the Addison County Grammar School asked whether they could donate their records to the Museum. After years spent safely tucked in the vault at the National Bank of Middlebury, Bank President Ken Perine suggested that the Sheldon could better preserve them and make them available to the community. We were honored to oblige. The two leather-bound record books, covering board notes and finances, and a few files, have a lot to tell us about that green and its role in the life of the town.
The Addison County Grammar School is one of the oldest corporations in Vermont, established in 1797 by an act of the new state’s legislature. The bill’s sponsors were the big wigs of the settler generation: town founder Gamaliel Painter, physician Darius Matthews, and three lawyers: Seth Storrs, Samuel Miller and Daniel Chipman. A plot of ground was designated as the site, the strip that now runs from Storrs Avenue to the point on South Main where the Municipal Building stands, bounded on either side by College and Franklin Streets. It was to be “free and forever exempt from taxes.”
The founders had a year to raise $1000 to build the new Grammar School. The account book records the results of the capital campaign: 89 men contributed, most giving $25. A few high rollers chipped in more. Seth Storrs took the lead with $350, Samuel Miller gave $300 and Painter was in for $200. In a few months, the little settlement had raised four times its goal: $4150. (In the same era they would give like amounts towards the Congregational Church, the Court House and the College—staggering amounts in a frontier town where money was in short supply).
The Addison County Grammar School building quickly went up on a site at the western end of the property, between Old Stone Row and Twilight Hall. The Academy, as the new school was called, was a stark white Federal structure, 40 feet by 80 feet and three stories tall.
Why was it so big? Its backers had a larger plan. A year later, in 1798, the same group met with visiting Yale President Timothy Dwight at Samuel Miller’s house on North Pleasant Street. What if they also started a College, sharing the building with the Grammar School’s college preparatory students? Dwight was encouraging, and said he would send one of his best pupils, Jeremiah Atwater, to oversee both institutions. He was as good as his word, and Atwater was soon installed as first head of both ventures.
The Addison County Grammar School board was intimately involved in the running of the school. They oversaw the Grammar School endowments, which included rents from a number of lease lots, many of them in mountain communities like Goshen, Granville and Ripton. They also laid down the rules that ran the place. The trustee book contains a list of regulations for 1828. Boys had to be at least 9 years old. Tuition was $3/quarter for “common English studies” and $4 for “those who are preparing for College” by doing higher math and science. The boys were to study at least six hours a day, and were required to attend public worship on Sunday. By law, any instructor or student was “exempt from taxes and military services”—an early educational deferment.
The new College quickly pushed the Grammar School out of the Academy building. By 1805, the school had moved to the other side of town, sharing space with Emma Willard’s Female Seminary. With a decline in its undergraduate enrollments, the College allowed the school back into the Academy building in 1844.
In 1866, Middlebury School District #4 was created, and it struck a deal to share the town’s educational administration with the Grammar School Board. The following year they tore down the Academy and built the brick school building that stands on the green today. Joint town/board oversight of the Grammar School continued for most of the next century.
Many locals today retain fond memories of their years in the bright classrooms of the ‘graded school.’ The floors were oiled to keep the dust down, a hockey rink was created in the park every winter and the swings went up on the playground.
Middlebury High School was built on the eastern end of the lot. When its second storey burned in a terrible fire in 1954, the High School was rebuilt on Court St. and the remaining ground floor became the Municipal Building. The graded school building was largely supplanted after the building of Mary Hogan School in 1955, although fifth and sixth graders continued to be educated there until the late 1970s. The College bought the old school in 1984 and renovated it, naming it Twilight Hall after Alexander Twilight, the first African American graduate of an American college (Middlebury Class of 1823).
So why does the Addison County Grammar School board continue to meet every year? Aren’t its duties done? Not really. The board has the responsibility of ensuring that this plot of land is used “only for municipal, educational and recreational purposes.” Any violations of these injunctions would cause all titles to revert to the Addison County Grammar School Corporation. They still collect certain small rents from parcels of land in the Green Mountains and have given grants to Mary Hogan School.
The lovely green on College St. is legally entailed as a “public park or playground.” It takes its name—Storrs Park—from the civic-minded Seth Storrs, who had the vision to donate the land to a good cause. (A Storrs Park sign would be a nice addition.) It is maintained by the caring trustees of the Addison County Grammar School. Call them if you have any trouble with the swing sets. And if you want to learn more about the early history of Middlebury’s schools, come to the Sheldon Museum.
___________________________________________
Who is IDEALIST.COM?
This is only one of hundreds of corporate non-profit AFTER SCHOOL programs funded with money slated for our public K-12. All of this funding should have gone to our local individual public school for them to build whatever after-school program they wanted.
This is the patronage economy and it is killing our public education structure. So, ONE PERSON---MAYBE TWO are paid a salary while everyone else volunteers instead of allowing our public school staffing hire people as staff for programs developed on site. This programs and all the time spent to develop it will disappear as soon as that corporate sponsor leaves---as soon as that DIRECTOR/creator of this non-profit leaves---and this is the history of BALTIMORE'S PRIVATIZED PUBLIC PROGRAMS AND SERVICES now including our public K-12.
It is EASY PEASY for our citizens in all communities----even our low-income communities ---to create a space---to create simple educational programs in arts and humanities. Build a space that is designated PUBLIC-----so it stays in the community.
BUGS After-School Program
Websitehttp://bugsprogram.blogspot.com
Address802 S. Caroline St.
Baltimore
MD
21231
United States
Location
About Us
The BUGS After-School Program is an education program that services 60 students. It is 5 component (Art, Dance, Cooking, Gardening and STEM) focus program that service students from Commodore John Rodgers Elementary/Middle School. Our main campus is located at 802 S. Caroline St.
The ACLU and NAACP are tied right to these UNITED NATIONS CORPORATE EDUCATION structures---they are the leaders of BALTIMORE EDUCATION COALITION -----and they do this because---they are now controlled by far-right wing global Wall Street 5% to the 1%---they are no longer protecting EQUAL OPPORTUNITY AND ACCESS EDUCATION ----it's WHO CAN GET THAT PATRONAGE BUSINESS.
This is to where all our Federal funding for K-12----for social services now go----this is of course one of hundreds of global NGOs we see working in Washington DC and Baltimore======
It's only about enough education to get a job---
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EDUCATE FOR EMPLOYMENT
Founded in 2002
Mission
Our vision is to empower youth with the skills and opportunities they need to build careers that create a better future for themselves, their communities and the world.
Our mission is to create job opportunities for unemployed youth in the Middle East and North Africa by providing world-class professional and technical training that leads directly to career-building jobs.
_____________________________________________
Here we have our MARYLAND LAND GRANT university having these several decades slowly been privatized to being that global education corporation. First, it was made quasi-governmental meaning it was supposedly free from government agency oversight and then was handed to a NATIONAL REAL ESTATE MANAGEMENT CORPORATION for operations. Then we saw global online UMUC with presence overseas and not so much in Maryland. Then of course our Maryland Agriculture went global BIG AG----below we see our University of Maryland LAND GRANT expanded to all 50 states, and internationally.
NONE OF THIS HAS ANYTHING TO DO WITH THE ORIGINAL LAND GRANT. U OF M IS MOVING FORWARD TO BEING THAT GLOBAL IVY LEAGUE PUBLIC UNIVERSITY --- creating tiered educational structures for citizens of Maryland---
with Maryland's aquifers empty from GLOBAL BIG AG we do not have LEADERS in our public university systems ---WE HAVE GLOBAL ONE WORLD ONE GOVERNANCE 1% FOLLOWERS.
“The University of Maryland is proud to serve as the land-grant university for our great state and informing the public about our efforts in research, education and extension is a top priority,” said Cheng-i Wei, Dean and Director of the Agricultural Experiment Station & University of Maryland Extension. “The launch of this website will help us communicate our commitment to providing solutions in communities throughout Maryland.”
The University of Maryland is one of the 238 public research universities, land-grant institutions, state university systems, and affiliated organizations represented by The Association of Public and Land-Grant Universities. The land-grant university system has affiliations in all 50 states, the four U.S. territories, the District of Columbia, Mexico, and Canada'.
If we look at the expansion of University of Maryland Medical System in Baltimore there is a WALL full of donors to this construction. We KNOW Maryland could have funded this expansion but instead created public private partnerships no doubt with a board controlling land and building. Not the citizens of Maryland---not the citizens of Baltimore---but yet another board. These are our LAND GRANT public universities we have shouted----staff have fought----what we feel is illegal designations. IT IS VITAL WE FIGHT FOR THESE STRUCTURES citizens have supported for over two hundred years with their tax dollars.
WE THE PEOPLE do not want to forget these LAND GRANT UNIVERSITIES were created by Federal funding----supported by Federal and state funding------THEY BELONG TO WE THE PEOPLE--THE 99%. As this article states the Morrill Act was specifically designed to bring education to all citizens----away from only the rich. What is happening during CLINTON/BUSH/OBAMA? They have created a tiered educational system moving more and more and more to the rich----and indeed the global 1% and their 2%!
'Thus, the Morrill Act was not a singular initiative, but was an integral plank in a broad strategy for assuring a bright and prosperous future for the United States. As our nation’s Congressional leaders and President envisioned a bright economic future, several points were integral in their founding of Land Grant colleges:
1.
Congress understood that having a food, feed, and fiber system which reliably and perpetually
met the needs of the nation’s population was
essential before progress in other economic
enterprises could be made. They recognized that
the agricultural systems would have to become
efficient enough to “free up” people to become i
nvolved in development of new industries, and
that a significant way to accomplish this was through higher education.
2.
The “mechanic arts” included what we now recognize as engineering, along with strong emphasis
in the sciences including mathematics, chemistry,
physics, etc. These were the core disciplines
for preparing people to become successful in ma
nufacturing and other enterprises as the nation’s
economy diversified. Today, most Land Grants
have outstanding programs in engineering and
sciences.
3.
Additionally, Congress called on Land Grants to prep
are students to be effective and contributing
citizens throughout their lives. They expressed this
in the Morrill Act by saying that the curricula
at Land Grant colleges were to include classical and scientific studies to assure the
liberal
(providing students with a broad background about the many disciplines of human
understanding), as well as
practical
(those things which people do to make a living), education of
students.
4.
Prior to the Morrill Act, higher education throughout
the world’s history had,
in most cases, been
the exclusive province of the wealthy and socially
elite. Congress, through passage of the Morrill
Act, recognized that the nation would benefit fro
m and prosper by having a broad cross section of
society –
the industrial classes
– become well educated through participation in higher education.
The Morrill Act is cited as being the seminal event
that gave rise to broad participation in higher
education in the United States and now throughout the world'.
UMD Announces Land-Grant University System Online Resource
March 9, 2015
Contacts: Sara Gavin 301-405-9235
New website provides access to research and extension impact statements
across state and university lines
COLLEGE PARK, Md. – Last week, the University of Maryland announced the official launch of and participation in the National Land-Grant Impacts website, a centralized online resource that highlights the teaching, research, and extension efforts by land-grant universities. Specifically, the website provides access to university or regional-specific impact stories, which document the research and extension programming planned, performed, and implemented by the University of Maryland and other land-grant universities. The website, as a cooperative effort of the land-grant universities, represents a single voice for the Agricultural Experiment Station and Cooperative Extension arms of the land-grant universities.
“The Land-Grant Impacts website is a new tool that will better inform the American people and the international community of the significant agricultural research, education and extension impacts taking place at land-grant universities across our nation, which offer practical solutions to today’s critical societal challenges. This website will help policy makers and the public learn more about this work that is partially supported with NIFA funding,” said Dr. Sonny Ramaswamy, director, National Institute of Food and Agriculture, U.S. Department of Agriculture.
Impact statements relay the results and impact of research and extension education programming. Information lists include contact information for university research and extension project leads and updates on funding, project implementation, or extension education impact. Impact statements are categorized according to six focus areas: Food Security; Nutrition and Health; Youth, Family, and Communities; Environmental Stewardship; Agricultural Systems; and Energy and Bioproducts.
“Articulating positive changes as a result of the Agriculture Experiment Station and Cooperative Extension research and education is critical today. The Board on Agriculture Assembly (BAA) celebrates the launch of this web site,” said Barbara Allen-Diaz, vice president, University of California, and chair, BAA Policy Board of Directors. “Having a searchable source for outcomes of our work will help to communicate the value of our research and extension programs in our land-grant universities.”
The website also informs users about the history of the land-grant university system and how its mission has evolved since the systems’ founding. The University of Maryland, like all land-grant universities, is committed to a three-fold mission of teaching, research and extension. The website fully demonstrates why teaching, research, and extension are interrelated and how they better University of Maryland students, improve communities in Maryland, and benefit the nation.
“The University of Maryland is proud to serve as the land-grant university for our great state and informing the public about our efforts in research, education and extension is a top priority,” said Cheng-i Wei, Dean and Director of the Agricultural Experiment Station & University of Maryland Extension. “The launch of this website will help us communicate our commitment to providing solutions in communities throughout Maryland.”
The University of Maryland is one of the 238 public research universities, land-grant institutions, state university systems, and affiliated organizations represented by The Association of Public and Land-Grant Universities. The land-grant university system has affiliations in all 50 states, the four U.S. territories, the District of Columbia, Mexico, and Canada.
Going back to the last ROBBER BARON ERA ----1890s---1920s----we probably saw the same subpriming of our IVY LEAGUES to create the same capture of government that allowed all this systemic Wall Street fraud and political corruption. Please watch those IVY LEAGUES----they are global 1% and only geared to expanding corporate wealth and making the rich progressively richer----that has been true for a thousand years.
Because those pesky industrialist 1% worked with Wall Street to suck all US and personal wealth back in the ROARING 20S----Robber Baron FDR had to create social policy to bring back wealth from the richest to build an economy for the future----mind you---this was not a LOAN FROM THE RICH----it was clawing back MASSIVE FRAUD just as these few decades---same corporate frauds ----same government corruption on part of pols and players.
This is to where 99% of citizens need to set goals. We must build structures to claw back that stolen wealth as FDR did. What WE THE PEOPLE failed to do was EDUCATE, BE INVOLVED IN POLITICS, AND KNOW OUR LEADERS.
So, FDR used that 90% taxation rate on rich and corporations to build our PUBLIC GOVERNMENT STRUCTURES of health care----education K-12 and university----transportation----and global Wall Street CLINTON/BUSH/OBAMA simply allowed all that to decay moving all that Federal and state funding geared to maintain these public structures to expanding global 1% and their corporations.
THIS IS WHAT HAPPENED TO OUR PUBLIC K-12 AND PUBLIC UNIVERSITIES. WE CAN REBUILD THESE PUBLIC STRUCTURES EASY PEASY.
The 99% do not need that recovered fraud right away----we have plenty of taxation in place right now that simply needs to be REDIRECTED. Here in Baltimore we could rebuild all public K-12 with that billion dollars each year lost to corporate fraud and government corruption.
The Impact of Relief and Public Works Programs on Socioeconomic Welfare During the 1930s
Franklin Roosevelt’s New Deal was famous for its emergency relief and public works programs. How successful were they? As part of a large-scale project, Price Fishback and Shawn Kantor, in conjunction with William Horrace, Michael Haines, and Ryan Johnson, have examined the impact of the various work relief and public works programs on a variety of measures of economic and social welfare. This section briefly describes the main public works and relief projects and then summarizes some of the results of the studies.
The New Deal Relief and Public Works Programs
As unemployment rates surged past 20 percent, Roosevelt argued that the Great Depression was a national peacetime emergency. For the first time, the federal government became heavily involved in providing the type of relief traditionally provided by state and local governments. During the First Hundred Days the Roosevelt Administration established the Federal Emergency Relief Administration (FERA). The FERA distributed federal monies to the states to be used to provide work relief or direct relief to households. The amounts distributed to each family were meant to help them reach a minimum standard of living. The actual payments often fell short of the maximum when relief officials, faced with large case loads and limited funds, cut payments to provide relief for more families. Between November 1933 and March 1933, the administration ran the Civil Works Administration, which immediately put up to 4 million people to work. When it ended, many people were transferred back to the FERA work relief jobs.
In mid-1935 the Roosevelt administration redesigned the federal government’s role in providing relief. The federal government continued to provide work relief for the unemployed who were “employable” through the Works Progress Administration (WPA), but returned much of the responsibility for direct relief of “unemployables” to state and local governments. Meanwhile, under the Social Security Act of 1935 the federal government established a series of matching grants for the states to help them in providing aid to dependent children, aid to the blind, and old-age assistance of the elderly poor. The Social Security Act also provided funds for states to administer Unemployment Insurance programs. The old-age pension system that we commonly call Social Security began collecting taxes in 1938 and the first pension payments were made in 1940.
The work relief projects were traditional government projects: building and maintaining public buildings, schools, parks, roads, sanitation facilities, etc. They were not meant to replace private production and work relief pay was designed to be below market wage rates to encourage workers to seek private employment.
There are another set of programs that have not received as much historical attention. The Public Works Administration (PWA) was an emergency agency established in 1933, while the Public Buildings Administration (PBA) and the Public Roads Administration (PRA) rearranged prior federal agencies that had offered grants to states and cities to build roads and federal buildings outside Washington, D.C. These grants were also used largely to employ workers, but the focus was less on hiring the unemployed and more on building large-scale projects like dams, roads, schools, sanitation facilities, and other forms of civil infrastructure. Public works projects paid substantially better wages than the relief projects, were freer to hire a broader class of skilled workers, and were required to hire only a proportion of people from the relief rolls. By the end of the 1930s, the PWA, WPA, PRA, and PBA had been rolled into the Federal Works Agency (FWA). In 1942, the PWA and WPA emergency programs had been terminated and the PBA and PRA duties were distributed to new agencies.
____________________________________________
Keep in mind the public infrastructure plans under CLINTON/BUSH/OBAMA NOW TRUMP are the opposite of FDR----they are calling REBUILDING PUBLIC INFRASTRUCTURE IN US----handing all that funding to global corporations and their control of these structures---rather than be public schools, public health, public transportation----they will be PRIVATIZED WITH OUTSOURCING.
This is what Baltimore's public school $1 billion bond debt has as a goal----handing these public school buildings to private global investment firms that then give them to global corporations. WE THE PEOPLE must stop this MOVING FORWARD----get that tax revenue back to our communities by getting corporations out of our city hall agencies.
We will not be able to turn this around on a dime---but we must have goals to move in the right direction----back to a strong, broad 20th CENTURY education. Anyone or any group using the term 21ST CENTURY are tied to global Wall Street. We do NOT want 21st century economy----we do not want 21st century education----that leads to 99% of US citizens being UNEMPLOYED AND IMPOVERISHED.
Here is how global Wall Street is trying to confuse WE THE PEOPLE yet again in this move to rebuild our public infrastructure -----LAND GRANT VS LAND TRUST.
In Baltimore global Wall Street 5% players and organizations are selling this idea of LAND TRUSTS as being the same as PUBLIC LAND GRANTS. Instead of designating that land as owned by the PUBLIC-----they are tying CORPORATE NON-PROFITS to these LAND TRUSTS. We must have PUBLIC LAND TRUSTS in order to rebuild public structures like schools, health care, and other municipal services and works.
For now we are speaking to education-----our public K-12----and our public universities.
Land-grant university
From Wikipedia, the free encyclopedia
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A land-grant university (also called land-grant college or land-grant institution) is 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.
The Morrill Acts funded 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.[1][2] This mission was in contrast to the historic practice of higher education to focus on an abstract liberal arts curriculum. A 1994 expansion gave land grant status to several tribal colleges and universities.
Ultimately, most land-grant colleges became large public universities that today offer a full spectrum of educational opportunities. However, some land-grant colleges are private schools, including Cornell University, and the Massachusetts Institute of Technology.
Global Wall Street pols have these few decades been turning our land granted public universities into corporate R and D just as our US IVY LEAGUE universities were----we cannot stop private universities from taking that stance----we can control their influence on our local communities and governance----but we can control how our public land grant universities operate---LET'S JUST DO IT!
In the current economy the terms INNOVATIVE----BEING LEFT BEHIND-----are truly meaningless in a society that builds local economies, small business free market community structures because----we simply need businesses that provide products WE NEED----please think about these public school structures from early in our US public education as resources that are affordable---can operate effectively and efficiently---and can be controlled by our community citizens. We have in Baltimore nothing but empty buildings ----let's turn them into PUBLIC AFTER-SCHOOL PROGRAMS and use them during the day as OLD-SCHOOL AMERICAN PUBLIC K-12.
Global Wall Street knows this would be the direction WE THE PEOPLE would go in this ONE WORLD ONE COMMONER CORE corporate education so they passed laws REQUIRING TESTS AND EVALUATIONS using corporate tools. This is the first fight to return control of information and education lessons to our parents, students, and teachers.
WE ALREADY HAVE ACHIEVEMENT GOALS IN PLACE FOR CENTURIES.
We are not trying to get folks to leave en masse a corporate K-12 structure----but let's look at what those truly being left behind need and expand to all 99% of citizens!
Global Wall Street and that 1% have always been in competition with the world's global 1%------they can have that as WE THE PEOPLE rebuild our local sovereign economies for the 99%----we are not as workers competing with the global labor pool for jobs if we rebuild our local community economies--central of which is our community public K-12 schools.
One-Room Schoolhouses in America
2:17 / 3:06One-Room Schoolhouses in America
Dave Webb
Start at:
Published on Dec 10, 2012This video is a short history of one-room schoolhouses, which were common in the United States from the late 19th century to the early 20th century. The schools housed students from grades 1-8 and had only one teacher to handle all of the instruction. By the early 1970s, the one-room school had all but disappeared and was replaced by more consolidated schools that relied on motorized buses to transport students to school.
Remember, those early school houses served multiple public functions----town hall meetings----civic events-----today global Wall Street is handing all that to CORPORATE NON-PROFITS----we need these civic affairs PUBLIC.
WE THE PEOPLE---THE 99% are simply sitting by and watching as these 5% global Wall Street players and pols tell us sorry these are going to close and functions handled by corporate non-profits as was done recently to our PUBLIC COMMUNITY CENTERS. These municipal buildings used to be our public K-12 schools-----we can rebuild easy peasy ----just return to our roots!
We are allowing all this HYPE about being tied to the WORLD ECONOMY----ALL THIS TECHNOLOGY when we don't even need it. Please as more and more families are pushed out of these education systems ---as the quality deliberately becomes abusive and negligent----let's go back to our US public education roots.
News RoomHome » News Room » News Stories » 2016 News »
Saying Farewell to Middlebury's Municipal Building [video]
With the new Middlebury Town Office up and running, the old municipal building (above) is being removed to create a park.
Media Contact
Ray, Sarah C.
ray@middlebury.edu
Saying Farewell to Middlebury's Municipal Building [video]July 18, 2016
MIDDLEBURY, Vt. -- This summer, a major excavation project is underway at the corner of South Main Street and College Street in Middlebury. The old municipal building, a familiar part of the town landscape since its completion as a high school in 1911, is being demolished and trucked away. The result of this work opens up a new vista of campus that today's residents would only have seen in historic photos or drawings. Replacing the building will be a new park with an estimated completion date of fall, 2016.
In a new video, Professor Emeritus of History of Art and Architecture Glenn Andres tells the story of the building and its interesting role in Middlebury town history.
Removal of the former municipal building and construction of the park are the final steps in a major cooperative effort between the College and town to improve downtown Middlebury. The construction phase of the voter-approved project began in October, 2014, when a College-owned home – Osborne House – was moved from Main Street across the Cross Street Bridge to open up space for a new Town Office on the roundabout in Middlebury. Shortly afterward, construction began on a new town recreation center on Creek Road in Middlebury and on the new town offices. Both buildings are now completed.
______________________________________
As this article states this one example of early public education started with a GRAMMAR CORPORATION. What was a PUBLIC PRIVATE PARTNERSHIP with a wealthy donor joining in with taxpayers to build a municipal structure. Then for two centuries local taxpayers maintained, supported and used this building. At what point did this building become PUBLIC? We see this kind of corporate structure in our MUSEUMS for example DONATED by wealthy donors to be supported by public taxpayers----now being handed back to private corporations and the rich.
Please look at the legal implications of these early land grant schools. As the video before states many of these land grant schools were converted to public municipalities over time. Today, cities like Baltimore are handing the land on which our public schools are now built BACK TO INVESTMENT FIRMS with these bond deals-----it is deliberate and eliminates centuries of WE THE PEOPLE paying taxes to build---upgrade these public education and municipal grounds.
DO NOT ALLOW THE DEFINITION OF MUNICIPAL----EDUCATIONAL----RECREATIONAL TURN TO GLOBAL CORPORATE PARTNERSHIP CONTROL.
Some schools are indeed PRIVATE----many have long become public.
'So why does the Addison County Grammar School board continue to meet every year? Aren’t its duties done? Not really. The board has the responsibility of ensuring that this plot of land is used “only for municipal, educational and recreational purposes.” Any violations of these injunctions would cause all titles to revert to the Addison County Grammar School Corporation. They still collect certain small rents from parcels of land in the Green Mountains and have given grants to Mary Hogan School'.
This is what today's LAND TRUSTS tied to non--profit foundations are trying to do with all new construction---tie early on land to the rich built with public funds.
Baltimore's history of LAND RENT is tied to this perpetual control of real estate to the same 1% rich----we must not allow this to expand.
We would shout allowing GLOBAL INVESTMENT FIRMS and global 1% control these land grants FAIL TO MEET ORIGINAL TERMS. This is why Baltimore's $1 billion school construction bonds were not allowed to be reviewed by the public----we were told all this was proprietary-------and we bet it is not LEGAL.
Past Times: Stories from the Sheldon's Past
The Little-Known Story of a Central Spot in Middlebury
By Jan AlbersThis article appeared in the Addison Independent in September 2007 and is published here with permission.
The Grammar School in 1868. From the Collection of the Henry Sheldon Museum
Why are there children’s swings on the grounds of stately Twilight Hall on College Street? We all know Middlebury College students look younger every year, but surely not young enough for swinging.
Landscapes are full of ghosts, the remnants of uses that have long been supplanted. As our older generation knows, the little story of the College St. swings is tied to the larger history of education in Middlebury. Twilight Hall’s history as a College building only goes back to 1984; but it sits on ground earmarked for education for over two centuries.
The Sheldon Museum staff was reminded of this recently when the board of the Addison County Grammar School asked whether they could donate their records to the Museum. After years spent safely tucked in the vault at the National Bank of Middlebury, Bank President Ken Perine suggested that the Sheldon could better preserve them and make them available to the community. We were honored to oblige. The two leather-bound record books, covering board notes and finances, and a few files, have a lot to tell us about that green and its role in the life of the town.
The Addison County Grammar School is one of the oldest corporations in Vermont, established in 1797 by an act of the new state’s legislature. The bill’s sponsors were the big wigs of the settler generation: town founder Gamaliel Painter, physician Darius Matthews, and three lawyers: Seth Storrs, Samuel Miller and Daniel Chipman. A plot of ground was designated as the site, the strip that now runs from Storrs Avenue to the point on South Main where the Municipal Building stands, bounded on either side by College and Franklin Streets. It was to be “free and forever exempt from taxes.”
The founders had a year to raise $1000 to build the new Grammar School. The account book records the results of the capital campaign: 89 men contributed, most giving $25. A few high rollers chipped in more. Seth Storrs took the lead with $350, Samuel Miller gave $300 and Painter was in for $200. In a few months, the little settlement had raised four times its goal: $4150. (In the same era they would give like amounts towards the Congregational Church, the Court House and the College—staggering amounts in a frontier town where money was in short supply).
The Addison County Grammar School building quickly went up on a site at the western end of the property, between Old Stone Row and Twilight Hall. The Academy, as the new school was called, was a stark white Federal structure, 40 feet by 80 feet and three stories tall.
Why was it so big? Its backers had a larger plan. A year later, in 1798, the same group met with visiting Yale President Timothy Dwight at Samuel Miller’s house on North Pleasant Street. What if they also started a College, sharing the building with the Grammar School’s college preparatory students? Dwight was encouraging, and said he would send one of his best pupils, Jeremiah Atwater, to oversee both institutions. He was as good as his word, and Atwater was soon installed as first head of both ventures.
The Addison County Grammar School board was intimately involved in the running of the school. They oversaw the Grammar School endowments, which included rents from a number of lease lots, many of them in mountain communities like Goshen, Granville and Ripton. They also laid down the rules that ran the place. The trustee book contains a list of regulations for 1828. Boys had to be at least 9 years old. Tuition was $3/quarter for “common English studies” and $4 for “those who are preparing for College” by doing higher math and science. The boys were to study at least six hours a day, and were required to attend public worship on Sunday. By law, any instructor or student was “exempt from taxes and military services”—an early educational deferment.
The new College quickly pushed the Grammar School out of the Academy building. By 1805, the school had moved to the other side of town, sharing space with Emma Willard’s Female Seminary. With a decline in its undergraduate enrollments, the College allowed the school back into the Academy building in 1844.
In 1866, Middlebury School District #4 was created, and it struck a deal to share the town’s educational administration with the Grammar School Board. The following year they tore down the Academy and built the brick school building that stands on the green today. Joint town/board oversight of the Grammar School continued for most of the next century.
Many locals today retain fond memories of their years in the bright classrooms of the ‘graded school.’ The floors were oiled to keep the dust down, a hockey rink was created in the park every winter and the swings went up on the playground.
Middlebury High School was built on the eastern end of the lot. When its second storey burned in a terrible fire in 1954, the High School was rebuilt on Court St. and the remaining ground floor became the Municipal Building. The graded school building was largely supplanted after the building of Mary Hogan School in 1955, although fifth and sixth graders continued to be educated there until the late 1970s. The College bought the old school in 1984 and renovated it, naming it Twilight Hall after Alexander Twilight, the first African American graduate of an American college (Middlebury Class of 1823).
So why does the Addison County Grammar School board continue to meet every year? Aren’t its duties done? Not really. The board has the responsibility of ensuring that this plot of land is used “only for municipal, educational and recreational purposes.” Any violations of these injunctions would cause all titles to revert to the Addison County Grammar School Corporation. They still collect certain small rents from parcels of land in the Green Mountains and have given grants to Mary Hogan School.
The lovely green on College St. is legally entailed as a “public park or playground.” It takes its name—Storrs Park—from the civic-minded Seth Storrs, who had the vision to donate the land to a good cause. (A Storrs Park sign would be a nice addition.) It is maintained by the caring trustees of the Addison County Grammar School. Call them if you have any trouble with the swing sets. And if you want to learn more about the early history of Middlebury’s schools, come to the Sheldon Museum.
___________________________________________
Who is IDEALIST.COM?
This is only one of hundreds of corporate non-profit AFTER SCHOOL programs funded with money slated for our public K-12. All of this funding should have gone to our local individual public school for them to build whatever after-school program they wanted.
This is the patronage economy and it is killing our public education structure. So, ONE PERSON---MAYBE TWO are paid a salary while everyone else volunteers instead of allowing our public school staffing hire people as staff for programs developed on site. This programs and all the time spent to develop it will disappear as soon as that corporate sponsor leaves---as soon as that DIRECTOR/creator of this non-profit leaves---and this is the history of BALTIMORE'S PRIVATIZED PUBLIC PROGRAMS AND SERVICES now including our public K-12.
It is EASY PEASY for our citizens in all communities----even our low-income communities ---to create a space---to create simple educational programs in arts and humanities. Build a space that is designated PUBLIC-----so it stays in the community.
BUGS After-School Program
- Baltimore
- Nonprofit
Websitehttp://bugsprogram.blogspot.com
Address802 S. Caroline St.
Baltimore
MD
21231
United States
Location
About Us
The BUGS After-School Program is an education program that services 60 students. It is 5 component (Art, Dance, Cooking, Gardening and STEM) focus program that service students from Commodore John Rodgers Elementary/Middle School. Our main campus is located at 802 S. Caroline St.
The ACLU and NAACP are tied right to these UNITED NATIONS CORPORATE EDUCATION structures---they are the leaders of BALTIMORE EDUCATION COALITION -----and they do this because---they are now controlled by far-right wing global Wall Street 5% to the 1%---they are no longer protecting EQUAL OPPORTUNITY AND ACCESS EDUCATION ----it's WHO CAN GET THAT PATRONAGE BUSINESS.
This is to where all our Federal funding for K-12----for social services now go----this is of course one of hundreds of global NGOs we see working in Washington DC and Baltimore======
It's only about enough education to get a job---
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EDUCATE FOR EMPLOYMENT
Founded in 2002
Mission
Our vision is to empower youth with the skills and opportunities they need to build careers that create a better future for themselves, their communities and the world.
Our mission is to create job opportunities for unemployed youth in the Middle East and North Africa by providing world-class professional and technical training that leads directly to career-building jobs.
_____________________________________________
Here we have our MARYLAND LAND GRANT university having these several decades slowly been privatized to being that global education corporation. First, it was made quasi-governmental meaning it was supposedly free from government agency oversight and then was handed to a NATIONAL REAL ESTATE MANAGEMENT CORPORATION for operations. Then we saw global online UMUC with presence overseas and not so much in Maryland. Then of course our Maryland Agriculture went global BIG AG----below we see our University of Maryland LAND GRANT expanded to all 50 states, and internationally.
NONE OF THIS HAS ANYTHING TO DO WITH THE ORIGINAL LAND GRANT. U OF M IS MOVING FORWARD TO BEING THAT GLOBAL IVY LEAGUE PUBLIC UNIVERSITY --- creating tiered educational structures for citizens of Maryland---
with Maryland's aquifers empty from GLOBAL BIG AG we do not have LEADERS in our public university systems ---WE HAVE GLOBAL ONE WORLD ONE GOVERNANCE 1% FOLLOWERS.
“The University of Maryland is proud to serve as the land-grant university for our great state and informing the public about our efforts in research, education and extension is a top priority,” said Cheng-i Wei, Dean and Director of the Agricultural Experiment Station & University of Maryland Extension. “The launch of this website will help us communicate our commitment to providing solutions in communities throughout Maryland.”
The University of Maryland is one of the 238 public research universities, land-grant institutions, state university systems, and affiliated organizations represented by The Association of Public and Land-Grant Universities. The land-grant university system has affiliations in all 50 states, the four U.S. territories, the District of Columbia, Mexico, and Canada'.
If we look at the expansion of University of Maryland Medical System in Baltimore there is a WALL full of donors to this construction. We KNOW Maryland could have funded this expansion but instead created public private partnerships no doubt with a board controlling land and building. Not the citizens of Maryland---not the citizens of Baltimore---but yet another board. These are our LAND GRANT public universities we have shouted----staff have fought----what we feel is illegal designations. IT IS VITAL WE FIGHT FOR THESE STRUCTURES citizens have supported for over two hundred years with their tax dollars.
WE THE PEOPLE do not want to forget these LAND GRANT UNIVERSITIES were created by Federal funding----supported by Federal and state funding------THEY BELONG TO WE THE PEOPLE--THE 99%. As this article states the Morrill Act was specifically designed to bring education to all citizens----away from only the rich. What is happening during CLINTON/BUSH/OBAMA? They have created a tiered educational system moving more and more and more to the rich----and indeed the global 1% and their 2%!
'Thus, the Morrill Act was not a singular initiative, but was an integral plank in a broad strategy for assuring a bright and prosperous future for the United States. As our nation’s Congressional leaders and President envisioned a bright economic future, several points were integral in their founding of Land Grant colleges:
1.
Congress understood that having a food, feed, and fiber system which reliably and perpetually
met the needs of the nation’s population was
essential before progress in other economic
enterprises could be made. They recognized that
the agricultural systems would have to become
efficient enough to “free up” people to become i
nvolved in development of new industries, and
that a significant way to accomplish this was through higher education.
2.
The “mechanic arts” included what we now recognize as engineering, along with strong emphasis
in the sciences including mathematics, chemistry,
physics, etc. These were the core disciplines
for preparing people to become successful in ma
nufacturing and other enterprises as the nation’s
economy diversified. Today, most Land Grants
have outstanding programs in engineering and
sciences.
3.
Additionally, Congress called on Land Grants to prep
are students to be effective and contributing
citizens throughout their lives. They expressed this
in the Morrill Act by saying that the curricula
at Land Grant colleges were to include classical and scientific studies to assure the
liberal
(providing students with a broad background about the many disciplines of human
understanding), as well as
practical
(those things which people do to make a living), education of
students.
4.
Prior to the Morrill Act, higher education throughout
the world’s history had,
in most cases, been
the exclusive province of the wealthy and socially
elite. Congress, through passage of the Morrill
Act, recognized that the nation would benefit fro
m and prosper by having a broad cross section of
society –
the industrial classes
– become well educated through participation in higher education.
The Morrill Act is cited as being the seminal event
that gave rise to broad participation in higher
education in the United States and now throughout the world'.
UMD Announces Land-Grant University System Online Resource
March 9, 2015
Contacts: Sara Gavin 301-405-9235
New website provides access to research and extension impact statements
across state and university lines
COLLEGE PARK, Md. – Last week, the University of Maryland announced the official launch of and participation in the National Land-Grant Impacts website, a centralized online resource that highlights the teaching, research, and extension efforts by land-grant universities. Specifically, the website provides access to university or regional-specific impact stories, which document the research and extension programming planned, performed, and implemented by the University of Maryland and other land-grant universities. The website, as a cooperative effort of the land-grant universities, represents a single voice for the Agricultural Experiment Station and Cooperative Extension arms of the land-grant universities.
“The Land-Grant Impacts website is a new tool that will better inform the American people and the international community of the significant agricultural research, education and extension impacts taking place at land-grant universities across our nation, which offer practical solutions to today’s critical societal challenges. This website will help policy makers and the public learn more about this work that is partially supported with NIFA funding,” said Dr. Sonny Ramaswamy, director, National Institute of Food and Agriculture, U.S. Department of Agriculture.
Impact statements relay the results and impact of research and extension education programming. Information lists include contact information for university research and extension project leads and updates on funding, project implementation, or extension education impact. Impact statements are categorized according to six focus areas: Food Security; Nutrition and Health; Youth, Family, and Communities; Environmental Stewardship; Agricultural Systems; and Energy and Bioproducts.
“Articulating positive changes as a result of the Agriculture Experiment Station and Cooperative Extension research and education is critical today. The Board on Agriculture Assembly (BAA) celebrates the launch of this web site,” said Barbara Allen-Diaz, vice president, University of California, and chair, BAA Policy Board of Directors. “Having a searchable source for outcomes of our work will help to communicate the value of our research and extension programs in our land-grant universities.”
The website also informs users about the history of the land-grant university system and how its mission has evolved since the systems’ founding. The University of Maryland, like all land-grant universities, is committed to a three-fold mission of teaching, research and extension. The website fully demonstrates why teaching, research, and extension are interrelated and how they better University of Maryland students, improve communities in Maryland, and benefit the nation.
“The University of Maryland is proud to serve as the land-grant university for our great state and informing the public about our efforts in research, education and extension is a top priority,” said Cheng-i Wei, Dean and Director of the Agricultural Experiment Station & University of Maryland Extension. “The launch of this website will help us communicate our commitment to providing solutions in communities throughout Maryland.”
The University of Maryland is one of the 238 public research universities, land-grant institutions, state university systems, and affiliated organizations represented by The Association of Public and Land-Grant Universities. The land-grant university system has affiliations in all 50 states, the four U.S. territories, the District of Columbia, Mexico, and Canada.
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