ELIOT, CHARLES WILLIAM 1834-1926

Educator, college president

Educational Leader

Charles W. Eliot was born into an established Boston family on 20 March 1834 and taught chemistry both at Harvard and at the Massachusetts Institute of Technology before being appointed president of Harvard in 1869. When his forty-year tenure as president of Harvard University ended in 1909, he left behind a strong educational legacy that had an enduring impact in the United States. In higher education the innovations he introduced at Harvard influenced institutions of higher education around the country and led to the emergence of the distinctly American university. He also shaped the development of the nation's secondary and elementary schools through his frequent writings and speeches on the subject, his involvement in educational associations, and his membership on various educational reform panels. In 1903, when Eliot was at the height of his influence, the National Education Association (NEA) selected him to be its national president. In an era with little government regulation or control, voluntary organizations like the NEA kept schools and colleges in close contact on policies, programs, and standards and provided forums for discussing educational reforms.

Reforms at Harvard

During President Eliot's administration, Harvard made the transition from a small liberal arts college to a modern university. In 1869, his first year as president, Harvard had roughly one thousand students and sixty professors; forty years later, in 1909, the university was the second largest in the country, with approximately fifty-five hundred students and six hundred faculty. Eliot took great pride in the school's growth, particularly because it was achieved along with Eliot's push to raise entrance requirements at Harvard. In 1897 he wrote, "I find that I am not content unless Harvard grows each year, in spite of the size which it has attained." His principal innovation at Harvard, however, was his introduction of the "elective system," by which he broke with the usual college practice of mandating a set curriculum for all students to follow and allowed Harvard students a greater role in determining their education. Harvard started implementing the elective system with vigor during Eliot's first year as president, and for all practical purposes, requirements for seniors were abolished by 1872. By 1895 the school's only requirements were freshman English and a freshman modern language course. Convinced of the virtues of the elective system, Eliot eventually saw electives as a student "right" and even as the very embodiment of American values. In 1907 he wrote that "The elective system is, in the first place, an outcome of the Protestant Reformation. In the next place, it is an outcome of the spirit of liberty."

Graduate Education

Eliot's second major innovation at Harvard was to bring coherence and purpose to the university's graduate and professional schools. His role in this regard is complex. Although Eliot himself never fully embraced the concept of graduate education, the graduate school at Harvard became the largest and most respected in the United States during his administration. Moreover, from the first year of his presidency Eliot worked to enhance graduate education at Harvard, even while doubting its ultimate utility. Because of the growth of Harvard's graduate school and similar schools at Johns Hopkins, Clark, and Chicago, graduate programs increasingly became a central part of the American university experience. In 1900 graduate studies had become so entrenched in the nation's higher education system that, when the American Association of Universities was founded, the presence of a graduate school became the defining requirement for admission.

Influence on Secondary Schools

Before 1900 Eliot's main influence on secondary education was exerted when he chaired the controversial Committee of Ten on Secondary School Studies. This committee's report in 1894 was frequently misinterpreted as the last-ditch effort of conservative educators to impose the traditional, classical curriculum on high-school students. In fact, however, the committee made a more subtle recommendation about secondary-school standards. Observing that "the secondary schools of the United States, taken as a whole, do not exist for the purpose of preparing boys and girls for colleges," the committee recommended that secondary schools not distinguish between students ending their academic careers at the high-school level and those going on to college. In the committee's view, a sound education good enough for those entering college was also the best education for those ending their studies in high school. At the same time, and seemingly, at first glance, in contradiction, the report urged secondary schools to establish an elective system of courses for their students. In 1894 Eliot, long a proponent of the elective system in the university, pushed mildly for the same system at lower educational levels. A decade later, however, Eliot was a much stronger advocate of electives. After first thinking elective courses should be offered to students at age eighteen, Eliot eventually favored lowering the age to four-teen, then thirteen. In time, he believed electives should begin in kindergarten.

Mental Discipline

How could Eliot urge that elective courses be established in secondary schools, yet, at the same time, advocate a common set of secondary school standards? For Eliot, these two recommendations were not inconsistent because he believed in the theory of "mental discipline," which held that, just like the muscles of the body, the mind had to be exercised to acquire strength. Unlike the majority of mental disciplinarians, however, Eliot did not have a list of preferred subjects for such "exercise." Electives, therefore, he judged appropriate. During the years 1900-1909 supporters of implementing the elective system in secondary schools were always a minority in America; nevertheless, they were a vocal minority and viewed Eliot as their champion.

Linking Higher and Lower Education Levels

Eliot believed advocating school reforms and serving on educational committees were only the first steps to improving the American educational system. Fundamental change, he thought, required creating links between the nation's universities and its public schools. To this end, in his early years at Harvard he encouraged members of the faculty to teach seminars and summer sessions for the benefit of schoolteachers. In the 1890s he went a step further by hiring for Harvard an instructor of pedagogy, Paul Hanus. In 1903 Hanus asked Eliot to create a School of Education that would train professional educators just as the law and medical schools trained professionals for their fields. Eliot, however, was not prepared to adopt this plan, instructing Hanus to "neither talk nor think" about such a school. In fact, the Harvard Graduate School of Education was not created until 1920, at which time Eliot, by then retired as president, gave the school his blessing as a "pioneering" venture. Meanwhile, during Eliot's presidency at Harvard he fostered other connections between the university and the public schools.

School Reform

Eliot strongly encouraged Harvard alumni groups to involve themselves in public-school reform; alumni groups responded to this challenge: for example, the Buffalo Harvard Club successfully lobbied Buffalo, New York, for a more "flexible" curriculum in the city's high schools. At a meeting of the Associated Harvard Clubs in 1908, ten clubs reported their interest in public education issues; to encourage continuing interest, Eliot gave each club a checklist for reforming city school systems. Even Eliot's interest in the women's division of Harvard, the Harvard Annex, later Radcliffe College, was strengthened by his conviction that this school played an influential role in public-school reform. Since many of its graduates chose teaching as their career, Eliot reasoned that these women, having obtained the same excellent education as Harvard men, were helping to up-grade the teaching profession.

Final Years

Eliot's retirement from Harvard in 1909 did not diminish his interest in the issues of American education. Retaining great energy even in his later years, Eliot in 1908 joined the General Education Board, then remained a member of that influential board for nearly a decade. He also served for many years as a member of the Boston Museum of Fine Arts and between 1908 and 1925 was chairman of the museum's Special Advisory Committee on Education. In this position, according to the museum, he "was a leader in bringing about a right and proper system of instruction and training for students of Art." In addition, Eliot served in two associations dealing with preventive medicine, becoming the vice president of one, the National Committee for Mental Hygiene, and the founding president of the other, the American Social Hygiene Committee. The latter was a pioneering organization committed to sex education and the treatment and elimination of venereal diseases. Charles W. Eliot died on 22 August 1926 at his summer home in Maine. He was ninety-two years old.

Sources:

Hugh Hawkins, Between Harvard and America: The Educational Leadership of Charles W. Eliot (New York: Oxford University Press, 1972);

Henry James, Charles W. Eliot: President of Harvard University, 1869—1909 (Boston: Houghton Mifflin, 1930);

Edward A. Krug, The Shaping of the American High School (New York: Harper & Row, 1964);

Ralph Barton Perry, "Charles William Eliot," in Dictionary of American Biography, edited by Allen Johnson and Dumas Malone (New York: Scribners, 1931).

Charles William Eliot (1834-1926)

President of harvard university

Source

Early Interest in Science. A graduate of the Boston Latin School, Eliot entered Harvard University at age fifteen. Unique experiences in Josiah Cooke’s laboratory interested Eliot in laboratory techniques in teaching chemistry. He tutored in mathematics at Harvard in 1854 and four years later became the first assistant professor of mathematics and chemistry. Eliot distinguished himself as a teacher by using the laboratory method in his classroom and giving Harvard’s first written examinations instead of the traditional oral tests. Denied tenure at Harvard, he taught chemistry at the Massachusetts Institute of Technology, studied education in Europe, and published two widely read articles on “The New Education” in The Atlantic Monthly in 1869. Partially because of the public regard he earned from these writings, he was selected that year as the twenty-second president of Harvard University, a position he would hold until 1909.

Tenure at Harvard. During his forty-year tenure at Harvard, he raised entrance requirements, organized Harvard’s specialty schools under the collegiate system, and turned the institution into a major university. His reforms strengthened the schools of law and medicine, and the theological program was broadened from training for the Unitarian ministry to one that served many denominations. Eliot opposed coeducation but agreed in the late 1870s to a “Harvard Annex,” a system of professors who offered instruction to selected women who were not allowed to earn degrees. In 1894 Harvard chartered Radcliffe College as a degree-granting institution. This model of the coordinate women’s college offering an “equivalent” degree was widely adopted: Barnard College of Columbia University and Sophie Newcomb College of Tulane University are two notable affiliate schools.

The Elective System. Eliot’s primary influence on education was his establishment of the elective system at Harvard, a reform followed throughout American higher education. Defining what liberal arts education should be became a problematic issue for educators in the last thirty years of the nineteenth century. Eliot’s curricular reforms were radical: in the year 1884-1885 the freshmen of Harvard College took seven out of sixteen classes as required courses, but for the remainder of their college career, with the exception of a few exercises in English composition, they took elective courses. Under Eliot’s leadership Harvard provided a groundbreaking curricular model for twentieth-century education by allowing students to choose from a widening range of subjects that became part of a greatly enlarged liberal arts study.

Other Influences. Eliot’s forty annual reports as Harvard president were landmark documents in the history of American higher education. The fifty-volume “five-foot bookshelf “of Harvard Classics and Junior Classics that he edited gave much of the American public an opportunity for self-education. As the chairman of the National Education Association’s Committee of Ten, he wrote the committee report in 1892 that set the curricular pattern for the American high school. As a result of that report, the study of foreign languages and mathematics was introduced in the seventh grade, a curricular change that led to the subsequent development of the junior high school. Eliot was awarded the first gold medal of the American Academy of Arts and Sciences in 1915 and the Roosevelt Medal for distinguished service in 1924.

Source

Edward Howe Cotton, The Life of Charles W. Eliot (Boston: Small, Maynard, 1926).

Charles William Eliot

The American educator Charles William Eliot (1834-1926) was president of Harvard from 1869 to 1909 and transformed the college into a modern university.

Born in Boston on March 20, 1834, of a distinguished New England family, Charles W. Eliot graduated from Harvard in 1853. He taught mathematics and chemistry there (1854-1863). He toured Europe (1863-1865), studying chemistry and advanced methods of instruction, and returned to become a professor at the Massachusetts Institute of Technology. In 1869, having attracted favorable attention by several articles on educational reform, he was chosen president of Harvard.

Eliot's 40-year tenure permitted him to press slowly but consistently for change. The effect of his innovations was revolutionary and thoroughly altered Harvard. He drew ideas from his European experience, and he later paid tribute to the stimulating effect of the innovations undertaken at Johns Hopkins University under Daniel Coit Gilman.

Eliot developed an organized 3-year program in the law school, using the case system of instruction based on studying actual court decisions rather than abstract principles. In the medical school he introduced laboratory work and written examinations in all subjects, and he gradually made available clinical instruction in Boston hospitals. In 1872 the university began to grant doctoral degrees, and the Graduate School of Arts and Sciences was formally organized in 1890, taught by the same faculty that served the undergraduate college.

Eliot's best-known reform was the elective system. Undergraduates could choose from a wide variety of courses in each field rather than follow a prescribed curriculum. By offering many advanced courses to undergraduates, Eliot was able to employ in the college outstanding scholars who divided their time between undergraduate and graduate schools. Harvard became a leading center for graduate study and research and by the 1890s had earned an international reputation for academic excellence.

Always interested in secondary education, Eliot was active in the National Education Association (NEA), becoming president in 1903. He strongly influenced the 1892 report of the NEA "Committee of Ten" that led to the standardization of college preparation and admissions, and he helped found the College Entrance Examination Board in 1906. In 1910 he edited The Harvard Classics, a "five-foot shelf" of outstanding books through which those unable to attend college might acquire a liberal education. He retired in 1909 and died at Northeast Harbor, Maine, on Aug. 22, 1926.

Further Reading

Henry James, Charles W. Eliot: President of Harvard University, 1869-1909 (2 vols., 1930), is the best and most complete biography. Samuel Eliot Morison's two books, The Development of Harvard University since the Inauguration of President Eliot, 1869-1929 (1930) and Three Centuries of Harvard: 1636-1936 (1936), are invaluable on Eliot's work at Harvard. Eliot's view of his profession may be found in his Educational Reform: Essays and Addresses (1898) and University Administration (1908). Charles W. Eliot: The Man and His Beliefs, edited by William Allan Nielsen (2 vols., 1926), is a collection of Eliot's best essays and addresses on a variety of topics. □

Charles William Eliot 1834-1926, American educator and president of Harvard, b. Boston, grad. Harvard, 1853. In 1854 he was appointed tutor in mathematics at Harvard and in 1858 became assistant professor of mathematics and chemistry. In 1863, Eliot went abroad for two years' study, returning to become professor of chemistry at the new Massachusetts Institute of Technology. Two articles on "The New Education: Its Organization," published in the Atlantic Monthly, were in part responsible for Eliot's election in 1869 to the presidency of Harvard. The corporation's choice of a layman and a scientist, coupled with the fact of Eliot's youth, aroused some opposition.

Under Eliot's 40-year administration, Harvard developed from a small college with attached professional schools into a great modern university. Several notable reforms were introduced in the college: the elective system was extended, the curriculum was enriched through the addition of new courses, written examinations were required, the faculty was enlarged, and strict student discipline was relaxed in favor of flexible regulations. Increased entrance requirements prevailed both in the college and in the professional schools, which Eliot reformed and revitalized. The courses of study were radically revised, and the standards for professional degrees were raised with the able cooperation of such men as Christopher C. Langdell, dean of the law school. New schools were established, including the Bussey Institution (agriculture), schools of applied science, the graduate school of arts and sciences, and the school of business administration. Eliot also supported Elizabeth Cary Agassiz in her project to establish a women's college and then fostered the development of Radcliffe College, which was affiliated with Harvard. He was greatly interested in secondary education, and as chairman of the Committee of Ten, appointed in 1892 by the National Education Association, he was influential in securing a greater degree of uniformity in high school curriculums and college entrance requirements.

After Eliot's resignation in 1909 he turned to public affairs. He had been a strong advocate of civil service reform for many years and was a member of the General Education Board and a trustee of the Carnegie Foundation for the Advancement of Teaching. Among his published works are The Durable Satisfactions of Life (1910, repr. 1969), which presents his religious and ethical views, and The Conflict between Individualism and Collectivism in a Democracy (1910, repr. 1967). His most important papers written before 1914 are reprinted in two volumes, edited by W. A. Neilson, under the title Charles W. Eliot, the Man and His Beliefs (1926), and those since 1914 in A Late Harvest (1924), edited by M. A. De Wolfe Howe. In 1901 he wrote a biography of his son Charles Eliot, 1859-97, a landscape architect, who established a reputation through his work in planning the park system of Greater Boston.

Bibliography: See biography by H. James (1930); S. E. Morison, The Development of Harvard University, 1869-1929 (1930); H. Hawkins, Between Harvard and America: The Educational Leadership of Charles W. Eliot (1972).

Eliot, Charles William (1834–1926), president of Harvard University (1869–1909).Charles William Eliot sprang from Boston Brahmin and Unitarian family roots. Graduating from Harvard in 1853, he taught chemistry there from 1854 to 1863, and then at the Massachusetts Institute of Technology from 1865 until elected Harvard's president four years later. His inaugural promise to innovate, while controversial, soon launched Harvard on the trajectory that would make it the nation's leading private university. Eliot's reforms aimed at turning the undergraduate college into a vital core surrounded by a growing cluster of professional graduate schools whose quality was ensured by his insistence on the A.B. degree as a credential for admission. For undergraduates he introduced his once notorious elective system, which gradually eliminated required courses in mathematics, science, and classical languages until only English and a modern language requirement remained. This freed students to pursue personal academic interests and led, in turn, to a proliferation of advanced courses taught by professors in their special zones of expertise. To lure gifted scholars to the faculty, Eliot promoted research sabbaticals and ample salaries, but insisted that faculty in the arts and sciences teach undergraduates as well as graduate students. The scrapping of required chapel to secularize college life and widening women's access to Harvard, through the “Annex” that became Radcliffe College in 1894, were other changes under Eliot. His overarching goal was the preparation of the liberally educated expert, to guide contemporary American society and its government toward a more progressive future.
See also Education: Collegiate Education; Education: Rise of the University; Professionalization; Secularization; Unitarianism and Universalism.

Bibliography

Hugh Hawkins , Between Harvard and America: The Educational Leadership of Charles W. Eliot, 1972.

Geoffrey Blodgett

Eliot, Charles W[illiam] (1834–1926), president of Harvard (1869–1909), made the university the leading American institution of higher learning through his improvement of the graduate and professional schools, the distinguished scholars he attracted, the raising of undergraduate standards, and such reforms as the “elective system.” After his resignation, he interested himself in civil service reform, peace organizations, and public affairs. He edited The Harvard Classics (1910), a 50‐volume selection from world literature, popularly known as “Dr. Eliot's Five‐Foot Shelf of Books,” for self‐education of persons without college training. His books include The Religion of the Future (1909) and The Durable Satisfactions of Life (1910).

Eliot, Charles William (1834–1926) US educator, president of Harvard University (1869–1909). Under Eliot's administration, Harvard was transformed into a leading modern university through the introduction of new schools and courses. After his resignation, he became a trustee of the Carnegie Foundation for the Advancement of Teaching. Eliot's works include The Conflict between Individualism and Collectivism in a Democracy (1910).