Beckett Catron, History 250: The Historian Craft, Fall 2023

A part of the Missouri Compromise, Nebraska became its own territory thanks to the Kansas-Nebraska Act of 1854; a bill that split land west of Missouri into two separate territories: Kansas and Nebraska.[1] Shortly after, Nebraska became officially recognized as the 37th member of the United States of America in March of 1867.[2] The approaching decade of the 1870s became the most crucial decade in the state’s young history. As Nebraska was in a constant state of physical growth, it began to leave the intellectual growth of its citizens behind. A national focus on the development of railroads and technology forced Nebraska to pivot their efforts towards materialistic production, rather than the intellectual enrichment of its citizens. Nebraska was able to supplement the intellectual development of its citizens by the creation of a public university. Although the University of Nebraska was created in a new state during the midst of a technological race, it was able to provide a substantial amount of economic and socio-cultural benefits that improved both the state of Nebraska and its inhabitants.

The University of Nebraska could not have come to fruition without the assistance of the Morrill Act. Passed by the United States Congress in 1862, the bill endowed land to states with the intention to promote the creation of universities.[3] Not having to spend large sums of money on land in order to break ground on a University would become a massive bonus to a young state such as Nebraska, who was still getting their “feet wet” economically. The youthfulness of the state reflected strongly on the desires of its citizens. At the time of Nebraska’s entrance into statehood, the nation was at a crossroads. Due to the passage of the Pacific Railway Act, the nation was focused on the completion of a transcontinental railroad. In fact, from 1871 to 1900 over 170,000 miles of railroad were added across the nation.[4] Many citizens of Nebraska believed that a university was not necessary at the time, and the state would be better off producing workers to assist in the completion of the transcontinental railroads. On the other hand, many citizens of Nebraska firmly believed that a public university could help the state evolve at the same pace of the prominent railroads.

Another preeminent topic of discussion surrounding the creation of a public university in Nebraska was religion. At the time of the University of Nebraska’s creation, a religious precedent was set by premier Ivy League schools on the east coast such as Harvard and Yale. These schools operated under the belief that the purpose of a secondary education was to utilize Christianity as a means to instill “proper” moral values onto its students.[5] Despite this precedent, many citizens believed that the University of Nebraska should be created without a concrete religious focus. In doing so, the University could entertain various discussions around religion, without needing to ingrain Christian philosophies into the minds of its students.[6]

Ultimately, the dichotomy between what citizens thought was “best” for the University created two opposing sides. One side of the argument was labeled the “dewy-eyed children,” a name they coined for seemingly having a ‘childlike’ belief in what a university could accomplish. These “dewy-eyed children” were proponents for the creation of a statewide, public university. The opposite side of the argument that was against the creation of a public university in Nebraska were known as the “penny-pinchers.” This group earned their name by advocating that the University of Nebraska would not be profitable for the state. Their belief was founded under the fact that elementary and secondary education facilities were highly limited in the state of Nebraska, so a full-fledged university would not likely garner enough attendance.[7]

After months of debate between both groups, Augustus F. Harvey made a decisive move in favor of the “dewy-eyed children.” He was a New York native who taught mathematics, drawing, physics, chemistry, civil engineering and was the editor of the Nebraska Statesman, a local newspaper.[8] Harvey was a strong proponent of Nebraska’s evolution from territory to statehood during the mid 1860s, and desired to help the state advance yet again. Harvey took the ambitions and dreams of the “dewy-eyed children” and turned them into a singular charter document.

The charter described a public university that contained seven departments: ancient and modern literature, mathematics and natural sciences, agriculture, law, medicine, practical science and civil engineering, and fine arts.[9] Harvey proclaimed within the charter that under a board of regents, the university would strive to provide the citizens with the tools to pursue their passions within literature, science, and the arts.[10] On February 15, 1869 Harvey took his charter and proposed it to the Nebraska state legislature. After a brief discussion between legislators, it was officially signed by Governor David C. Butler and the creation of the University of Nebraska was underway.[11]

Once the University of Nebraska began construction, it instantly reaped economic benefits for the state. Thanks to the Morrill Act of 1862, Nebraska was endowed with approximately 136,080 acres of land, which could eventually be utilized as the geological canvas for the university’s creation. However, the building of railroads in the late 1860s and 1870s greatly depreciated land value across the country. Thankfully, Nebraska found a financial loophole that allowed their land to be worth a handsome sum. The Morrill Land Grant Act of 1862 gave land to states with an average selling price of $1.65 per acre. In Nebraska, they were able to sell this land under the description of “educational” land. Effectively raising the average selling price to $8.37 per acre in the state of Nebraska.[12] This gave the state of Nebraska an upper hand during the economic depressions of the 1860s and 1870s, as they were able to sell less assets for larger sums of money to keep the state afloat.

Once the University of Nebraska created a solid economic foothold in the state, it caught the attention of citizens across the United States. Soon, people flocked from all over the country to place roots within the state of Nebraska. In the 1860s, the population of the state of Nebraska was roughly 30,000. By the 1920s, the population of the state of Nebraska spiked to approximately 1,296,000.[13] Just from 1871 to 1876; roughly five years after the creation of the University of Nebraska, the population of Nebraska tripled from 133,000 to 357,457.[14] This increase in population can also attest to Nebraska’s economic growth in the 1870s and 1880s.

Having more inhabitants within the state generated a demand for jobs that the state of Nebraska had yet to experience in its young life. To counter this high demand, the University of Nebraska created an Industrial College in 1877. The college would focus on agriculture, practical science, civil engineering, and the mechanical arts.[15] An Industrial College was a huge bonus to the University of Nebraska and the young state it resided in. It allowed the state to begin working towards technological advancement, at a time where the rest of the country had pulled far ahead. A big proponent of Nebraska’s technological development was the agricultural niche the state held. Thanks to the Hatch Act of 1887, Nebraska was given a $15,000 grant by the United States government to dive into agricultural research.

The University’s research primarily focused on the physiology of plants and animals, the diseases that affected them, and the comparative advantages of rotational cropping.[16] With the newfound research the University needed to complete came job opportunities for citizens both inside and outside the state. Jobs such as director, treasurer, and chemist of agricultural research became full-time and salaried positions at the University of Nebraska. The treasurer made roughly $400, with the director consequently making $350, and chemists making approximately $200; with all salaries stemming from the Hatch Act.[17] By focusing on agriculture and tailoring the state’s technological development towards the agricultural needs of the country, Nebraska quickly cemented itself as a valuable member of the United States, and an economic cornerstone of the country.

As the University of Nebraska continued to have economic success towards the tail end of the 1800s, it began to reap massive cultural benefits as a result. Now that a stable economy was built, the state began to shift its focus from merely “surviving” to thriving. Sparked by the University of Nebraska’s secondary focus on literature and the arts, citizens began to take a step back and appreciate just how far their young state had evolved. In order to best reflect the efforts of Nebraska’s citizens, the Nebraska State Historical Society was formed in 1878. The Nebraska State Historical Society functioned as a public institution that reminded the citizens of the state just how far they had come, and the cultural identity that had been created as a result.[18] Through the early years of the state, and the technological development of the University, the citizens of Nebraska created a culture of perseverance and advancement. No matter what hardships were thrown their way, the citizens of Nebraska always strived to not only overcome their obstacles, but utilize them as a way to soar to new heights.

Nebraska’s culture of advancement and growth was personified by the expansion of the University in the early 1900s. Originally, the University of Nebraska was a four block campus that stretched between 10th, 12th, R, and T street in Lincoln. After the “original” expansion of the University was complete, an astounding eight buildings were constructed. The buildings that were constructed, such as the Social Sciences Hall and Teachers College, primarily focused on cultivating the intellectual minds of the students; with an emphasis on teaching students to think critically and always assist others.[19] Focusing on the individual development of the citizens allowed the University to do exactly what Augustus Harvey intended: promote a broader life view, create lasting memories and friendships, teach how to battle the stern realities of life, and act as a fountain for higher scholarship and broadmindedness.[20]

The University of Nebraska is more than just an institution, it is the lifeblood of Nebraska. Since Nebraska’s entrance to statehood in 1867, it has fortified the state against all the rigors of the United States frontier. When faced with economic strife, the University acted as a lifeline, saving the young state from economic ruin and allowing it to soar above its fellow members of the United States. After the University allowed Nebraska to stay on its metaphorical feet, it allowed the state to do more than survive. Concentrations in math, literature, science, medicine, and law allowed citizens of the state to pursue their passions and improve the commonwealth of the state. Once citizens were able to pursue their passions, a culture of learning and advancement was created. This culture was fruitful to both the state and its inhabitants both in the past and even in the 21st century. The University alone currently provides nearly $2.9 billion dollars to the state of Nebraska yearly, and with a network of over 80,000 alumni[21], the University of Nebraska has inspired change, made change, and will continue to make lasting change for many years to come.

Endnotes

1. Douglas , Stephen. “Kansas-Nebraska Act (1854).” National Archives and Records Administration. National Archives and Records Administration, January 1854. https://www.archives.gov/milestone-documents/kansas-nebraska-act.
2. “Nebraska Statehood Launched in Troubled Times.” History Nebraska. University of Nebraska, March 1, 2023. https://history.nebraska.gov/nebraska-statehood-launched-in-troubled-times/.
3. Robert , Knoll. Prairie University: A History of the University of Nebraska (Nebraska: University of Nebraska Press & Alumni Association of the University of Nebraska-Lincoln, 1995), 1.
4. “Railroads in the Late 19th Century.” The Library of Congress. United States Congress. Accessed April 29, 2023. https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/rise-of-industrial-america-1876-1900/railroads-in-late-19th-century/.
5. Robert , Knoll. Prairie University: A History of the University of Nebraska (Nebraska: University of Nebraska Press & Alumni Association of the University of Nebraska-Lincoln, 1995), 1.
6. Robert , Knoll. Prairie University: A History of the University of Nebraska (Nebraska: University of Nebraska Press & Alumni Association of the University of Nebraska-Lincoln, 1995), 3.
7. “Charter Day News Clippings.” (Nebraska: University of Nebraska Press, 1896). Box 1, File 43.
8. Harvey’s Description of Nebraska.” History Nebraska. University of Nebraska, March 1, 2023. https://history.nebraska.gov/publications_section/harveys-description-of-nebraska/
9. Harvey, Augustus. “An Act To Establish the University of Nebraska.” (Nebraska, 1869). Section 5.
10. Harvey, Augustus. “An Act To Establish the University of Nebraska.” (Nebraska, 1869). Section 2d.
11. “University Charter: An Act To Establish the University of Nebraska.” (Nebraska: Nebraska ‘U’ A Collaborative History).
12. Knoll, Robert. Prairie University: A History of the University of Nebraska (Nebraska: University of Nebraska Press & Alumni Association, 1995), 2-3.
13. Wunder, John. Re-Inventing the Wheel: Nebraska’s Immigration History (Nebraska: University of Nebraska).
14. Charter Day. The Ideas and Men that Created the University of Nebraska (Nebraska: University of Nebraska Press, 1881), B1F2.
15. Crawford, Robert. Chapter Four: The Industrial College and the Experiment Station (Nebraska: Institute of Agriculture and Natural Resources, 1925), 44-45.
16. Crawford, Robert. Chapter Four: The Industrial College and the Experiment Station (Nebraska: Institute of Agriculture and Natural Resources, 1925), 49.
17. Crawford, Robert. Chapter Four: The Industrial College and the Experiment Station (Nebraska: Institute of Agriculture and Natural Resources, 1925) 54.
18. History Nebraska. University of Nebraska, Accessed May 2023. https://www.thehistorylist.com/venues/nebraska-state-historical-society-lincoln-nebraska
19. University Communication and Marketing. Nebraska U in the Roaring ‘20s. (Nebraska: University of Nebraska Communications and Marketing Department, 2019).
20. “History of Charter Day.” (University of Nebraska: University of Nebraska Press). Box 1 File 1.
21. “Nebraska’s Big Ten and World Leading Land Grant University.” (Nebraska: University of Nebraska). https://www.unl.edu/nebraska-impact/