Graduation ceremonies, also known as commencements, have been a long-standing tradition in educational institutions across the United States. These ceremonies mark the culmination of years of academic effort and the beginning of new chapters in the lives of graduates. The history of graduation ceremonies in the U.S. is a rich tapestry that reflects the country's educational evolution, cultural changes, and societal values. This article delves into the origins, development, and significance of graduation ceremonies in America, tracing their transformation from the colonial period to the present day.
Early Beginnings: Colonial Period
The roots of American graduation ceremonies can be traced back to the colonial period. The first American college, Harvard University, was established in 1636. Modeled after English universities like Oxford and Cambridge, Harvard adopted many of their traditions, including graduation ceremonies. The first Harvard commencement took place in 1642, and it set the precedent for other institutions.
These early commencements were modest affairs, often held in churches or public meeting houses. They included a religious service, speeches in Latin, and the conferral of degrees. The emphasis was on scholarly achievement and the continuation of the Puritan ethos that valued education and moral discipline.
18th and 19th Centuries: Formalization and Expansion
As the U.S. grew and more colleges were established, graduation ceremonies became more formalized and widespread. By the 18th century, commencements had evolved into significant social events, attended by students, faculty, families, and community members. These ceremonies often featured elaborate processions, musical performances, and distinguished guest speakers.
The 19th century saw the expansion of higher education and the proliferation of colleges and universities across the country. The Morrill Act of 1862, which established land-grant colleges, further democratized education and increased the number of graduates. Commencement ceremonies became more elaborate, reflecting the growing importance of higher education in American society. Cap and gown, symbols of academic achievement, became standard attire for graduates during this period, borrowing from medieval European university traditions.
Early 20th Century: Standardization and Tradition
The early 20th century was a period of standardization for graduation ceremonies in the U.S. Higher education institutions began to develop their unique traditions and customs, but certain elements became universally recognized. The academic procession, featuring faculty and graduates in academic regalia, became a hallmark of commencements. The regalia, including caps, gowns, and hoods, were standardized to signify different levels of academic achievement and fields of study.
The ceremony itself typically included an invocation or benediction, a keynote address, the conferral of degrees, and the presentation of diplomas. These elements provided a structure that emphasized the solemnity and significance of the occasion.
Mid to Late 20th Century: Inclusivity and Modernization
The mid-20th century brought significant social and cultural changes that impacted graduation ceremonies. The civil rights movement, women's rights movement, and other social justice movements led to increased inclusivity and diversity in higher education. Commencements began to reflect these changes, celebrating the achievements of a more diverse student body.
During this period, graduation ceremonies also became more personalized. Colleges and universities began to incorporate unique traditions and symbols that reflected their institutional identity and history. Some schools adopted special rituals, such as singing the alma mater, lighting candles, or presenting symbolic gifts.
Technological advancements also played a role in modernizing commencements. The advent of radio, television, and later, the internet, allowed graduation ceremonies to be broadcast to a wider audience. Families and friends who could not attend in person could now share in the celebration, further enhancing the communal aspect of the event.
21st Century: Innovation and Adaptation
The 21st century has seen further innovation and adaptation in graduation ceremonies. The rise of digital technology has transformed how commencements are conducted and experienced. Virtual graduations, live-streamed ceremonies, and interactive online platforms have become common, especially in response to the COVID-19 pandemic.
The pandemic forced many institutions to rethink traditional commencement ceremonies. Virtual graduations became a necessity, allowing graduates to celebrate their achievements safely. While these ceremonies lacked the physical presence and pageantry of traditional commencements, they offered new opportunities for creativity and inclusivity. Schools incorporated virtual speeches, digital diplomas, and interactive elements to engage graduates and their families.
Despite these changes, the core elements of graduation ceremonies remain intact. The academic procession, the conferral of degrees, and the celebration of achievement continue to be central to the experience. These traditions provide a sense of continuity and connection to the past, even as commencements evolve to meet the needs of a changing world.
The Symbolism of Graduation Ceremonies
Graduation ceremonies are rich in symbolism, reflecting the values and aspirations of the academic community. The cap and gown, for example, symbolize the scholarly achievements of the graduates. The cap, also known as a mortarboard, is typically worn square on the head, with a tassel that is moved from one side to the other during the ceremony to signify the transition from candidate to graduate.
The gown, with its long, flowing sleeves, represents the academic discipline and the pursuit of knowledge. Different colors and styles of gowns and hoods indicate the level of degree earned and the field of study. These symbols serve to visually distinguish graduates and celebrate their academic accomplishments.
The commencement address is another important element of graduation ceremonies. Delivered by a distinguished guest, often a notable alumnus or public figure, the address provides inspiration and guidance to the graduates. It serves as a moment of reflection and encouragement, marking the transition from student to professional.
The Future of Graduation Ceremonies
As we look to the future, it is clear that graduation ceremonies will continue to evolve. The integration of technology, the emphasis on inclusivity, and the need for flexibility will shape the way commencements are conducted. Virtual and hybrid ceremonies are likely to become more common, offering new ways to celebrate academic achievement.
However, the fundamental purpose of graduation ceremonies will remain the same: to honor the hard work and dedication of graduates, to celebrate their achievements, and to mark the beginning of a new chapter in their lives. The enduring traditions of commencements provide a sense of continuity and connection to the past, while also adapting to the needs and values of the present.
Conclusion
The history of graduation ceremonies in the U.S. is a testament to the country's evolving educational landscape and cultural values. From the modest beginnings of colonial commencements to the elaborate and diverse celebrations of today, graduations have always been a significant rite of passage. They reflect the achievements of individuals and the collective progress of society. As graduation ceremonies continue to evolve, they will remain a powerful symbol of academic accomplishment and the pursuit of knowledge.
Sources:
- Thelin, J. R. (2011). A History of American Higher Education. Johns Hopkins University Press.
- Rudolph, F. (1990). The American College and University: A History. University of Georgia Press.
- Lucas, C. J. (2006). American Higher Education: A History. Palgrave Macmillan.
- Geiger, R. L. (2015). The History of American Higher Education: Learning and Culture from the Founding to World War II. Princeton University Press.
- Wechsler, H. S., Goodchild, L. F., & Eisenmann, L. (2007). The History of Higher Education. Pearson.