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| History | |
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A Front View of Yale-College and the College Chapel, Daniel Bowen, 1786
The President and Fellows of Yale College, also known as the Yale Corporation, is the governing board of the University.
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| Origins | |
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Yale traces its beginnings to "An Act for Liberty to Erect a Collegiate School", passed by the General Court of the Colony of Connecticut on October 9, 1701 in an effort to create an institution to train ministers and lay leadership for Connecticut. Soon thereafter, a group of ten Congregationalist ministers: Samuel Andrew, Thomas Buckingham, Israel Chauncy, Samuel Mather, James Noyes, James Pierpont, Abraham Pierson, Noadiah Russell, Joseph Webb and Timothy Woodbridge, all of whom were alumni of Harvard, met in the study of Reverend Samuel Russell in Branford, Connecticut, to pool their books to form the school's first library.[14] The group, led by James Pierpont, is now known as "The Founders".
Originally called the Collegiate School, the institution opened in the home of its first rector, Abraham Pierson,[15] in Killingworth (now Clinton). The school moved to Saybrook, and then Wethersfield. In 1718, the college moved to New Haven, Connecticut.
First diploma awarded by Yale College, granted to Nathaniel Chauncey, 1702
Meanwhile, a rift was forming at Harvard between its sixth president Increase Mather and the rest of the Harvard clergy, whom Mather viewed as increasingly liberal, ecclesiastically lax, and overly broad in Church polity. The feud caused the Mathers to champion the success of the Collegiate School in the hope that it would maintain the Puritan religious orthodoxy in a way that Harvard had not.[16]
In 1718, at the behest of either Rector Samuel Andrew or the colony's Governor Gurdon Saltonstall, Cotton Mather contacted a successful businessman in Wales named Elihu Yale to ask him for financial help in constructing a new building for the college. Through the persuasion of Jeremiah Dummer, Yale, who had made a fortune through trade while living in India as a representative of the East India Company, donated nine bales of goods, which were sold for more than £560, a substantial sum at the time. Yale also donated 417 books and a portrait of King George I. Cotton Mather suggested that the school change its name to Yale College in gratitude to its benefactor, and to increase the chances that he would give the college another large donation or bequest. Elihu Yale was away in India when the news of the school's name change reached his home in Wrexham, Wales, a trip from which he never returned. While he did ultimately leave his fortunes to the "Collegiate School within His Majesties Colony of Connecticot", the institution was never able to successfully lay claim to it.
Old Brick Row in 1807
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| Curriculum | |
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Yale was swept up by the great intellectual movements of the period—the Great Awakening and the Enlightenment—thanks to the religious and scientific interests of presidents Thomas Clap and Ezra Stiles. They were both instrumental in developing the scientific curriculum at Yale, while dealing with wars, student tumults, graffiti, "irrelevance" of curricula, desperate need for endowment, and fights with the Connecticut legislature.[17]
Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew words "Urim" and "Thummim" on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. Fortunately, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803,[18] for his efforts.
Woolsey Hall in c. 1905
The Directed Studies program was founded for 125 first-year students as an interdisciplinary course encompassing great works of Western thought.
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| Students | |
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As the only college in Connecticut, Yale educated the sons of the elite.[19] Offenses for which students were punished included cardplaying, tavern-going, destruction of college property, and acts of disobedience to college authorities. During the period, Harvard was distinctive for the stability and maturity of its tutor corps, while Yale had youth and zeal on its side.[20]
The emphasis on classics gave rise to a number of private student societies, open only by invitation, which arose primarily as forums for discussions of modern scholarship, literature and politics. The first such organizations were debating societies: Crotonia in 1738, Linonia in 1753, and Brothers in Unity in 1768.[21]
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| 19th century | |
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Men leaning on the old Yale Fence facing Chapel Street, circa 1874
The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. At the same time, all institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical.[22] At the same time a group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without.[23] Perhaps the most well-remembered teacher was William Graham Sumner, professor from 1872 to 1909. He taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education, 1879-81. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might intellectually, morally, and religiously harm students.[24]
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| Sports and debate | |
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The Revolutionary War hero Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who regretted he had but one life to lose for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.[25]
Along with Harvard and Princeton, Yale students rejected elite British concepts about 'amateurism' in sports and constructed athletic programs that were uniquely American, such as football.[26] The Harvard–Yale football rivalry began in 1875.
Yale's four-oared crew team, posing with 1876 Centennial Regatta trophy, won at Philadelphia
Between 1892, when Harvard and Yale met in the first intercollegiate debate, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.[27]
In 1909-10, football faced a crisis resulting from the failure of the previous reforms of 1905-06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.[28]
[edit] Tags:Princeton,Big Three,Nathan Hale,Frederic Remington,Harvard–yale Football Rivalry,Crew,Regatta, | |
| Expansion | |
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Connecticut Hall, oldest building on the Yale campus, built between 1750 and 1753
Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847),[29] and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1901), Yale School of Public Health (1915), Yale School of Nursing (1923), Yale School of Drama (1955), Yale Physician Associate Program (1973), and Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.
Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque [30] argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.
Aerial view from the south, 1906
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| Behavioral sciences | |
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Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.[31]
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| Biology | |
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Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.[32]
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| Medicine | |
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Milton Winternitz led Yale Medical School as its dean from 1920 to 1935. An innovative, even maverick, leader, he not only kept the school from going under but also turned it into a first-class research institution. Dedicated to the new scientific medicine established in Germany, he was equally fervent about "social medicine" and the study of humans in their culture and environment. He established the "Yale System" of teaching, with few lectures and fewer exams, and strengthened the full-time faculty system; he also created the graduate-level Yale School of Nursing and the Psychiatry Department, built numerous new buildings, and accomplished much more. Progress toward his plans for an Institute of Human Relations, envisioned as a refuge where social scientists would collaborate with biological scientists in a holistic study of humankind, unfortunately lasted for only a few years before the opposition of resentful anti-Semitic colleagues drove him to resign.[33]
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| Faculty | |
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Before World War II, most elite university faculties counted among their numbers few, if any, Jews, blacks, women, or other minorities; Yale was no exception. By 1980, this condition had been altered dramatically, as numerous members of those groups held faculty positions.[34]
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| History and American Studies | |
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The American studies program reflected the worldwide anti-Communist ideological struggle. Norman Holmes Pearson, who worked for the Office of Strategic Studies in London during World War II, returned to Yale and headed the new American studies program, in which scholarship quickly became an instrument of promoting liberty. Popular among undergraduates, the program sought to instruct them in the fundamentals of American civilization and thereby instill a sense of nationalism and national purpose.[35] Also during the 1940s and 1950s, Wyoming millionaire William R. Coe made large contributions to the American studies programs at Yale University and at the University of Wyoming. Coe was concerned to celebrate the 'values' of the Western United States in order to meet the "threat of communism."[36]
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| Women | |
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Women studied at Yale University as early as 1876, in graduate-level programs at the Yale Graduate School of Arts and Sciences.
In 1966, Yale began discussions with its sister school Vassar College about merging to foster coeducation at the undergraduate level. Vassar, then all-female, declined the invitation. Both schools introduced coeducation independently in 1969.[37] Amy Solomon was the first woman to register as a Yale undergraduate;[38] she was also the first woman at Yale to join an undergraduate society, St. Anthony Hall.
A decade into co-education, rampant student assault and harassment by faculty became the impetus for the trailblazing lawsuit Alexander v. Yale. While unsuccessful in the courts, the legal reasoning behind the case changed the landscape of sex discrimination law and resulted in the establishment of Yale's Grievance Board and the Yale Women's Center.[39] In March 2011 a Title IX suit was filed against Yale.[40]
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| Class | |
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Yale, like other Ivy League schools, instituted policies in the early 20th century designed artificially to increase the proportion of white Protestants of notable families in the student body (see numerus clausus), and was one of the last of the Ivies to eliminate such preferences, beginning with the class of 1970.[41]
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| Town-gown relations | |
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Yale has a complicated relationship with its home city; for example, thousands of students volunteer every year in a myriad of community organizations, but city officials, who decry Yale's exemption from local property taxes, have long pressed the university to do more to help. Under President Levin, Yale has financially supported many of New Haven's efforts to reinvigorate the city. Evidence suggests that the town and gown relationships are mutually beneficial. Still, the economic power of the university increased dramatically with its financial success amid a decline in the local economy.[42]
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| Yale in the 21st century | |
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In 2007, Yale President Rick Levin characterized Yale's institutional priorities: "First, among the nation's finest research universities, Yale is distinctively committed to excellence in undergraduate education. Second, in our graduate and professional schools, as well as in Yale College, we are committed to the education of leaders."[43]
The Boston Globe wrote that "if there's one school that can lay claim to educating the nation's top national leaders over the past three decades, it's Yale."[44] Yale alumni were represented on the Democratic or Republican ticket in every U.S. Presidential election between 1972 and 2004. Yale-educated Presidents since the end of the Vietnam War include Gerald Ford, George H.W. Bush, Bill Clinton, and George W. Bush, and major-party nominees during this period include John Kerry (2004), Joseph Lieberman (Vice President, 2000), and Sargent Shriver (Vice President, 1972). Other Yale alumni who made serious bids for the Presidency during this period include Hillary Rodham Clinton (2008), Howard Dean (2004), Gary Hart (1984 and 1988), Paul Tsongas (1992), Pat Robertson (1988) and Jerry Brown (1976, 1980, 1992).
Several explanations have been offered for Yale’s representation in national elections since the end of the Vietnam War. Various sources note the spirit of campus activism that has existed at Yale since the 1960s, and the intellectual influence of Reverend William Sloane Coffin on many of the future candidates.[45] Yale President Richard Levin attributes the run to Yale’s focus on creating "a laboratory for future leaders," an institutional priority that began during the tenure of Yale Presidents Alfred Whitney Griswold and Kingman Brewster.[45] Richard H. Brodhead, former dean of Yale College and now president of Duke University, stated: "We do give very significant attention to orientation to the community in our admissions, and there is a very strong tradition of volunteerism at Yale."[44] Yale historian Gaddis Smith notes "an ethos of organized activity" at Yale during the 20th century that led John Kerry to lead the Yale Political Union's Liberal Party, George Pataki the Conservative Party, and Joseph Lieberman to manage the Yale Daily News.[46] Camille Paglia points to a history of net Tags: | |
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