Association Fisher Hockey Indiana Youth
Association Fisher Hockey Indiana Youth
Harvard University (incorporated as The President and Fellows of Harvard College ) is a private university located in Cambridge, Massachusetts and a member of the Ivy League. Established in 1636 by the colonial Massachusetts legislature, Harvard is the oldest institution of higher learning in the United States and currently comprises ten separate academic units. It was also the first corporation in the United States.
Initially called "New College" or "the college at New Towne", the institution was renamed Harvard College on March 13, 1639. It was named after John Harvard, a young clergyman from Southwark, Surrey, an alumnus of the University of Cambridge (after which Cambridge, Massachusetts is named), who bequeathed the College his library of four hundred books and £779 (which was half of his estate), assuring its continued operation. The earliest known official reference to Harvard as a "university" occurs in the new Massachusetts Constitution of 1780.
During his 40-year tenure as Harvard president (1869–1909), Charles William Eliot radically transformed Harvard into the pattern of the modern research university. Eliot's reforms included elective courses, small classes, and entrance examinations. The Harvard model influenced American education nationally, at both college and secondary levels.
Harvard has the second-largest financial endowment of any non-profit organization (behind the Bill & Melinda Gates Foundation), standing at $26 billion as of September 2009. Harvard is consistently ranked at the top as a leading academic institution in the world by numerous media and academic rankings.
History
See also: First university in the United StatesColonial
In 1893, Baedeker's guidebook called Harvard "the oldest, richest, and most famous of American seats of learning.". Harvard was founded in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony, making it the oldest institution of higher learning in the United States. The college was named in 1639 for its first benefactor, British-born John Harvard of Charlestown, a young minister who, upon his death in 1638, left his library and half his estate to the new institution. The charter creating the corporation of Harvard College was signed by Massachusetts Governor Thomas Dudley in 1650. In the early years, the College trained many Puritan ministers.
During its early years, the College offered a classic academic course based on the English university model but consistent with the prevailing Puritan philosophy of the first colonists in New England. The College was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Puritan churches throughout New England. An early brochure, published in 1643, justified the College's existence: "To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministery to the Churches…" Harvard's early motto was Veritas Christo et Ecclesiae "Truth for Christ and the Church." In a directive to its students, it laid out the purpose of all education: "Let every Student be plainly instructed, and earnestly pressed to consider well, the maine end of his life and studies is, to know God and Jesus Christ which is eternall life , Joh. 17. 3. and therefore to lay Christ in the bottome, as the only foundation of all sound knowledge and Learning.
On June 11, 1685, Increase Mather became the Acting President of Harvard College. On July 23, 1686 he was appointed the Rector, and on June 27, 1682 he became the President of Harvard, a position which he held until September 6, 1701. The 1708 election of John Leverett, the first president who was not also a clergyman, marked a turning of the College toward intellectual independence from Puritanism.
In the 17th century, Harvard established the Indian College to educate Native Americans, but it was not a success and disappeared by 1693.
19th century
Religion and philosophy
The takeover of Harvard by the Unitarians in 1805 resulted in the secularization of the American college. By 1850 Harvard was the "Unitarian Vatican." The "liberals" (Unitarians) allied themselves with high Federalists and began to create a set of private societies and institutions meant to shore up their cultural and political authority, a movement that prefigured the emergence of the Boston Brahmin class. On the other hand, the theological conservatives used print media to argue for the maintenance of open debate and democratic governance through a diverse public sphere, seeing the liberals' movement as an attempt to create a cultural oligarchy in opposition to Congregationalist tradition and republican political principles.
In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on his campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' 'participation in the Divine Nature' and the possibility of understanding 'intellectual existences.' Agassiz's perspective on science combined observation with intuition and the assumption that one can grasp the 'divine plan' in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to 'soar with Plato' probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norris, and, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the 'official philosophy' of the more empirical and more deistic Scottish school.
Charles W. Eliot, president 1869-1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.
Elitism
Between 1830 and 1870 Harvard became "privatized". While the Federalists controlled state government, Harvard had prospered, but the 1824 defeat of the federalist party in Massachusetts allowed the renascent Democratic-Republicans to block state funding of private universities. By 1870, the politicians and ministers that heretofore had made up the university's board of overseers had been replaced by Harvard alumni drawn from Boston's upper-class business and professional community and funded by private endowment.
During this period, Harvard experienced unparalleled growth that securely placed it financially in a league of its own among American colleges. Ronald Story notes that in 1850, Harvard's total assets were "five times that of Amherst and Williams combined, and three times that of Yale." Story also notes that "all the evidence… points to the four decades from 1815 to 1855 as the era when parents, in Henry Adams's words, began 'sending their children to Harvard College for the sake of its social advantages'". Under President Eliot's tenure, Harvard earned a reputation for being more liberal and democratic than either Princeton or Yale in regard to bigotry against Jews and other ethnic minorities. In 1870, one year into Eliot's term, Richard Theodore Greener became the first African-American to graduate from Harvard College. Seven years later, Louis Brandeis, the first Jewish justice on the Supreme Court, graduated from Harvard Law School.
Nevertheless, Harvard became the bastion of a distinctly Protestant elite — the so-called Boston Brahmin class — and continued to be so well into the 20th century.
20th century
Meritocracy
James Bryant Conant (president, 1933–1953) pledged to reinvigorate creative scholarship at Harvard and reestablish its preeminence among research institutions. Viewing higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, Conant devised programs to identify, recruit, and support talented youth. In 1943, Conant decided that Harvard's undergraduate curriculum needed to be revised so as to place more emphasis on general education. He called on the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report , published in 1945, w
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