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CHARLES WILLIAM ELIOT (1834– )

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Originally appearing in Volume V09, Page 275 of the 1911 Encyclopedia Britannica.
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CHARLES See also:WILLIAM See also:ELIOT (1834– )  , See also:American educationalist, the son of See also:Samuel Atkins See also:Eliot (1798–1862), See also:mayor of See also:Boston, representative in See also:Congress, and in 1842–1853 treasurer of Harvard, was See also:born, in Boston on the loth of See also:March 1834 . He graduated in 1853 at Harvard See also:College, where he was successively See also:tutor (1854-1858) and assistant See also:professor of See also:chemistry (1858–1863) . He studied chemistry and See also:foreign educational methods in See also:Europe in 1863-1865, was professor of See also:analytical chemistry in the newly established See also:Massachusetts See also:Institute of Technology (1865-1869), although absent fourteen months in Europe in 1867–1868; and in 1869 was elected See also:president of Harvard University, a choice remarkable at once for his youth and his being a layman and scientist . With Johns See also:Hopkins University, Harvard, in his See also:presidency, led in the See also:work of efficient See also:graduate See also:schools . Its elective See also:system, which has spread far, although not originated by President Eliot, was thoroughly established by him, and is only one of many See also:radical changes which he championed with See also:great success . The raising of entrance requirements, which led to a corresponding raising of the See also:standards of secondary schools, and the introduction of an 3 Understood in See also:Eccles. xlviii . 12 (Heb.) to mean that See also:Elisha was twice as great as See also:Elijah . See also:element of choice in these entrance requirements, which allowed a limited See also:election of studies to secondary pupils, became See also:national tendencies primarily through President Eliot's potent See also:influence . As chairman of a national See also:Committee of Ten (189o) on secondary school studies, he urged the See also:abandonment of brief disconnected " See also:information " courses, the correlation of subjects taught, the equal See also:rank in college requirements of subjects in which equal See also:time, consecutiveness and concentration were demanded, and a more thorough study of See also:English See also:composition; and to a large degree he secured national See also:sanction for these reforms and their working out by experts into a practicable and applicable system . He laboured to unify the entire educational system, minimize See also:prescription, See also:cast out monotony, and introduce freedom and See also:enthusiasm; and he emphasized the need of See also:special training for special work . He was first to suggest (1894) co-operation by colleges in holding See also:common entrance See also:examinations throughout the See also:country, and it was largely through his efforts that standards were so approximated that this became possible . He contended that secondary schools maintained by public funds should shape their courses for the benefit of students whose See also:education goes no further than such high schools, and not be See also:mere training schools for the See also:universities .

His success as See also:

administrator and See also:man of affairs and as an educational reformer made him one of the great figures of his time, in whose opinions on any topic the deepest See also:interest was See also:felt throughout the country . In See also:November 19(38 he resigned the presidency of Harvard, and retired from the position See also:early in 1909, when he was succeeded by Professor See also:Abbott See also:Lawrence . See also:Lowell . In See also:December 1908 he was elected president of the National See also:Civil Service Reform See also:League . His writings include The Happy See also:Life (1896); Five American Contributions to See also:Civilization, and Other Essays and Addresses (1897); Educational Reform, Essays and Addresses 1869–1897 (1898) ; More See also:Money for the Public Schools (1903); Four American Leaders (1906), chapters on See also:Franklin, See also:Washington, See also:Channing and See also:Emerson; University See also:Administration (1908); and with F . H . Storer, a Compendious See also:Manual of Qualitative Chemical See also:Analysis (Boston, 1869; many times reissued and revised) . His See also:annual reports as President of Harvard were notable contributions to the literature of education in See also:America, and he delivered numerous public addresses, many of which have been reprinted . See " President Eliot's Administration," by different hands, a See also:summary of his work at Harvard in 1869–1894, in The Harvard Graduates' See also:Magazine, vol . 2, pp . 449-504 (Boston, See also:Mass., 1894) ; and E . Kuhnemann, See also:Charles W .

Eliot, President of Harvard (Boston,19o9) . His son, CHARLES ELIOT (1859–1897), graduated at Harvard in 1882, studied landscape See also:

architecture at the Bussey Institution of Harvard and in Europe, successfully urged the See also:incorporation of the Massachusetts Trustees of Public Reservations (1891) and of the See also:Metropolitan See also:Park See also:Commission (1892) of Boston, became landscape architect to the Metropolitan Park Commission in 1892, and in 1893, with F . L . See also:Olmsted and J . C . Olmsted, formed the See also:firm of Olmsted, Olmsted & Eliot, which was employed by the Metropolitan Commission . His life was written by his See also:father, Charles Eliot, Landscape Architect (Boston, 1902) .

End of Article: CHARLES WILLIAM ELIOT (1834– )
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