This article was written in response to “Land Grant Universities” by Michael Banerjee, published in Washington University Law Review Online on Jan. 19, 2026.
For more than 200 years, the College has stood above the Kennebec River, and for about a century, Miller Library has been a fixture among its rolling hills. In Waterville, the College is both a landmark and a lifeline, a place defined for its rigorous classes and ringing Lomier Chapel bells. The campus feels certain of itself, rooted.
But roots reach deeper than architecture and bells. Beneath the lawns and stone foundations lies a longer story, one that stretches back years before the first brick was even laid. Long before students crossed the hill from class to class, the land was home to the Wabanaki people.
Between 1815 and 1861, the College received over 52,000 acres through two large land grants from state governments. In 1815, Massachusetts awarded 29,164 acres to what was then the Maine Literary and Theological Institution. Nearly five decades later, in 1861, the newly independent state of Maine granted an additional 23,040 acres to the College.
These numbers are similar to that of the acreage received by many universities under the Morrill Act of 1862, which was passed by Congress and seen as landmark legislation for public education in the country. Through this act, each state would be granted 30,000 acres of land per congressional representative. States then sold these lands and used the proceeds to establish colleges and universities focused on agriculture, applied arts, and military science.
Yet, the College has never identified with this land-grant heritage, and the history itself has remained largely vague. This raises considerations about how American universities and colleges are defined and categorized.
The lands granted to the College, much like those distributed under the Morrill Act, were once Indigenous territory. The Wabanaki Confederacy—comprising the Penobscot, Passamaquoddy, Abenaki, Maliseet, and Mi’kmaq nations—has inhabited what is now Maine for over 10,000 years. Waterville itself sits on traditional Wabanaki land, where Indigenous communities sustained themselves through fishing, hunting, and agriculture along the Kennebec River for a duration of time long before European colonization.
Across the country, universities are looking into their own historical relationships with Indigenous peoples and lands. A 2020 investigation into Morrill Act–based institutions revealed that these universities collectively received nearly 11 million acres of Indigenous land, which created much wealth through sales and subsequent development.
For the College, recognizing its land-grant origins could open new pathways for engagement with Wabanaki communities in Maine. Some universities have responded to similar histories by developing partnerships with tribal nations, creating educational programs that highlight Indigenous knowledge and perspectives, or establishing scholarship funds for Native students. Others have focused on land acknowledgments, historical research projects, or collaborative initiatives that benefit both the institution and Indigenous communities.
The Wabanaki nations maintain a significant presence in Maine today, with tribal communities working to preserve their languages, cultures, and sovereign rights while addressing modern challenges in education, economic development, and healthcare. Greater connection between Maine’s educational institutions and these communities could benefit both parties through shared knowledge and cultural exchange.
The College’s story reflects broader patterns in American higher education. Like many institutions, its history intertwines with narratives of land distribution, Indigenous peoples, and the development of public education. Understanding these connections provides a fuller picture of how American colleges and universities came to be and the complex legacies they carry with them.
As conversations about institutional history and Indigenous relationships continue across the country, the College has an opportunity to contribute to this important dialogue. The land-grant heritage represents a significant part of its story, offering opportunities to understand the College’s foundations and explore connections with the communities whose lands contributed to its establishment.
~ Mia Dinunzio `28
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