(Harvard B S)Charles William Eliot

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Charles William Eliot

Charles William Eliot

21stPresident of Harvard University

Term 18691909

Predecessor Thomas Hill

Successor A. Lawrence Lowell

BornMarch 20, 1834Boston,Massachusetts

DiedAugust 22, 1926 (aged 92)Northeast Harbor,Maine

Alma mater Harvard College

Profession Professor,university president

Religion Unitarian

Signature

Charles William Eliot(March 20, 1834August 22, 1926) was anAmericanacademic who wasselected asHarvard'spresident in 1869. He transformed the provincial college into the preeminentAmerican research university. Eliot served until 1909, having the longest term as president in theuniversity's history.

Background

Charles Eliot was ascionof the wealthy Eliot family ofBoston,and was the grandson of banker SamuelEliot. His mother Mary Lyman Eliot had ancestral roots in earlyMassachusetts Bay Colonyas adescendant ofEdmund Rice.[1]Eliot graduated fromBoston Latin Schoolin 1849 and fromHarvardUniversityin 1853.

Although he had high expectations and obvious scientific talents, the first fifteen years of Eliot's careerwere less than auspicious. He was appointed Tutor in Mathematics at Harvard in the fall of 1854, andstudied chemistry with Josiah P. Cooke.[2]In 1858, he was promoted to Assistant Professor of
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Mathematics and Chemistry. He taught competently, wrote some technical pieces on chemical impuritiesin industrial metals, and busied himself with schemes for the reform of Harvard's Lawrence ScientificSchool.

But his real goal, appointment to the Rumford Professorship of Chemistry, eluded him. This was aparticularly bitter blow because of a change in his family's economic circumstancesthe financial failure

of his father,Samuel Atkins Eliot,in thePanic of 1857.Eliot had to face in the fact that "he had nothing tolook to but his teacher's salary and a legacy left to him by his grandfather Lyman." After a bitter struggleover the Rumford chair, Eliot left Harvard in 1863. His friends assumed that he would "be obliged to cutchemistry and go into business in order to earn a livelihood for his family." But instead, he used hisgrandfather's legacy and a small borrowed sum to spend the next two years studying the educationalsystems of the Old World in Europe.

Studies of European education

Eliot's approach to investigating European education was unusual. He did not confine his attention toeducational institutions, but explored the role of education in every aspect of national life. In France, forexample, he questioned "doctors, landladies, servants, and tradespeople over matters that might haveappeared to be far removed from his educational inquiries." When Eliot visitedschools,he took an

interest in every aspect of institutional operation, fromcurriculumand methods of instruction throughphysical arrangements and custodial services. But his particular concern was with the relation betweeneducation and economic growth:

I have given special attention to the schools here provided for the education of young men for those artsand trades which require some knowledge of scientific principles and their applications, the schools whichturn out master workmen, superintendents, and designers for the numerous French industries whichdemand taste, skill, and special technical instruction. Such schools we need at home. I can't but think thata thorough knowledge of what France has found useful for the development of her resources, maysomeday enable me to be of use to my country. At this moment, it is humiliating to read the figures whichexhibit the increasing importations of all sorts of manufactured goods into America. Especially will it bethe interest of Massachusetts to foster by every mean in her power the manufactures which are her mainstrength.[citation needed]

Eliot understood the interdependence of education and enterprise. In a letter to his cousin Arthur T.Lyman, he discussed the value to the German chemical industry of discoveries made in universitylaboratories. He also recognized that, while European universities depended on government for support,American institutions would have to draw on the resources of the wealthy. He wrote to his cousin:

Every one of the famous universities of Europe was founded by Princes or privileged classes - everyPolytechnicSchool, which I have visited in France or Germany, has been supported in the main byGovernment. Now this is not our way of managing these matters of education, and we have not yet foundany equivalent, but republican, method of producing the like results. In our generation I hardly expect tosee the institutions founded which have produced such results in Europe, and after they are establishedthey do not begin to tell upon the national industries for ten or twenty years. The Puritans thought theymust have trained ministers for the Church and they supported Harvard College - when the American

people are convinced that they require more competent chemists, engineers, artists, architects, than theynow have, they will somehow establish the institutions to train them. In the meantime, freedom and theAmerican spirit of enterprise will do much for us, as in the past ....

While Eliot was in Europe, he was again presented with the opportunity to enter the world of activebusiness. The Merrimack Company, one of the largest textile mills in the United States, tendered him aninvitation to become its superintendent. In spite of the urgings of his friends and the attractiveness of whatfor the time was the enormous salary of $5000 (plus a good house, rent free), Eliot, after givingconsiderable thought to the offer, turned it down. One of his biographers speculated that he surely
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realized by this time that he had a strong taste for organizing and administration. This post would havegiven it scope. He must have felt, even if dimly, that if science interested him, it was not because he wasfirst and last a lover of her laws and generalizations, nor only because the clarity and precision of sciencewas congenial, but because science answered the questions of practical men and conferred knowledgeand power upon those who would perform the labors of their generation.

During nearly two years in Europe he had found himself as much fascinated by what he could learnconcerning the methods by which science could be made to help industry as by what he discovered aboutthe organization of institutions of learning. He was thinking much about what his own young countryneeded, and his hopes for the United States took account of industry and commerce as well as the fieldof academic endeavor. To be the chief executive officer of a particular business offered only a limitedrange of influence; but to stand at the intersection of the realm of production and the realm of knowledgeoffered considerably more.

Crisis in American colleges

In the 1800s, Americanhigher educationwas in trouble. The colleges, controlled by clergymen, continuedto embraceclassical curriculathat had little relevance to an industrializing nation. Few offered courses inthe sciences, modern languages, history, or political economy - and only a handful had graduate or

professional schools.

As businessmen became increasingly reluctant to send their sons to schools whose curricula offerednothing useful - or to donate money for their support, some educational leaders began exploring ways ofmaking higher education more attractive. Some backed the establishment of specialized schools ofscience and technology, like Harvard's Lawrence Scientific School,Yale'sSheffield Scientific School,andthe newly charteredMassachusetts Institute of Technology,about to offer its first classes in 1865. Othersproposed abandoning the classical curriculum, in favor of more vocational offerings.

Harvard was in the middle of this crisis. After three undistinguished short-term clerical presidencies in aten-year period, the college was slowly fading out. Boston's business leaders, many of them Harvardalumni, were pressing for change - though with no clear idea of the kinds of changes they wanted.

On his return to the United States in 1865, Eliot accepted an appointment as Professor of AnalyticalChemistry at the newly founded Massachusetts Institute of Technology. In that year, an importantrevolution occurred in the government of Harvard University. The board of overseers had hithertoconsisted of the governor, lieutenant-governor, president of the state senate, speaker of the house,secretary of the board of education, and president and treasurer of the university, together with thirtyother persons, and these other persons were elected by joint ballot of the two houses of the statelegislature.

An opinion had long been gaining ground that it would be better for the community and the interests oflearning, as well as for the university, if the power to elect the overseers were transferred from thelegislature to the graduates of the college. This change was made in 1865, and at the same time thegovernor and other state officers ceased to form part of the board. The effect of this change was greatlyto strengthen the interest of the alumni in the management of the university, and thus to prepare the wayfor extensive and thorough reforms. Shortly afterward Dr.Thomas Hillresigned the presidency, and aftera considerableinterregnumEliot succeeded to that office in 1869.[2]

Harvard presidency

Early in 1869, Eliot had presented his ideas about reforming American higher education in a compellingtwo-part article, "The New Education," inThe Atlantic Monthly,the nation's leading journal of opinion. "Weare fighting a wilderness, physical and moral," Eliot declared in setting forth his vision of the American
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faith in the prophecy of a natural bent, and in the value of a discipline concentrated upon a single object,amounts to a national danger."[5]

Under Eliot's leadership, Harvard adopted an "elective system" which vastly expanded the range ofcourses offered and permitted undergraduates unrestricted choice in selecting their courses of study -with a view to enabling them to discover their "natural bents" and pursue them into specialized studies. A

monumental expansion of Harvard's graduate and professional school and departments facilitatedspecialization, while at the same time making the university a center for advanced scientific andtechnological research. Accompanying this was a shift in pedagogy from recitations and lectures towardsclasses that put students' achievements to the test and, through a revised grading system, rigorouslyassessed individual performance.

Opposition to football and other sports

During his tenure, Eliot opposedfootballand tried unsuccessfully to abolish the game at Harvard. In1905, The New York Timesreported that he called it "a fight whose strategy and ethics are those of war",that violation of rules cannot be prevented, that "the weaker man is considered the legitimate prey of thestronger" and that "no sport is wholesome in which ungenerous or mean acts which easily escapedetection contribute to victory."[6]

He also made public objections tobaseball,basketball,andhockey.He was quoted as saying thatrowingand tennis were the only clean sports.[7]

Eliot once said, "Well, this year I'm told the team did well because one pitcher had a fine curve ball. Iunderstand that a curve ball is thrown with a deliberate attempt to deceive. Surely this is not an ability weshould want to foster at Harvard."[8]

Attempted acquisition of MIT

During his lengthy tenure as Harvard's leader, Eliot initiated repeated attempts to acquire his formeremployer, the fledglingMassachusetts Institute of Technology,and these efforts continued even after he

stepped down from the presidency.

[9][10]

The much younger college had considerable financial problemsduring its first five decades, and had been repeatedly rescued from insolvency by various benefactors,includingGeorge Eastman,the founder of Eastman Kodak Company. The faculty, students, and alumni ofMIT often vehemently opposed merger of their school under the Harvard umbrella.[11]In 1916, MITsucceeded in moving across theCharles Riverfrom crowded Back Bay, Boston to larger facilities on thesouthern riverfront of Cambridge, but still faced the prospect of merger with Harvard,[12]which was tobegin "when the Institute will occupy its splendid new buildings in Cambridge".[13]However in 1917, theMassachusetts Supreme Judicial Courtrendered a decision that effectively cancelled plans for amerger,[10]and MIT eventually attained independent financial stability.

Personal life

On October 27, 1858, Eliot married Ellen Derby Peabody (18361869) in Boston. They had four sons,

one of whom, Charles Eliot (November 1, 1859 - March 25, 1897) became an importantlandscapearchitect,responsible for Boston's public park system. Another son,Samuel Atkins Eliot II(August 24,1862- October 15, 1950) became aUnitarianminister who was the first and longest-serving president oftheAmerican Unitarian Association(19001927). The Nobel Prize-winning poet T.S. Eliot was a cousinand attended Harvard from 1906 through 1909, graduating in three instead of the normal four years,which were the last three years of Charles' presidency.[14]
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