Students for Fair Admissions, Inc. v. President and Fellows of Harvard College et al

Filing 421

DECLARATION re 412 MOTION for Summary Judgment by Students for Fair Admissions, Inc.. (Attachments: # 1 Exhibit 1, # 2 Exhibit 2, # 3 Exhibit 3, # 4 Exhibit 4, # 5 Exhibit 5, # 6 Exhibit 6, # 7 Exhibit 7, # 8 Exhibit 8, # 9 Exhibit 9, # 10 Exhibit 10, # 11 Exhibit 11, # 12 Exhibit 12, # 13 Exhibit 13, # 14 Exhibit 14, # 15 Exhibit 15, # 16 Exhibit 16, # 17 Exhibit 17, # 18 Exhibit 18, # 19 Exhibit 19, # 20 Exhibit 20, # 21 Exhibit 21, # 22 Exhibit 22, # 23 Exhibit 23, # 24 Exhibit 24, # 25 Exhibit 25, # 26 Exhibit 26, # 27 Exhibit 27, # 28 Exhibit 28, # 29 Exhibit 29, # 30 Exhibit 30, # 31 Exhibit 31, # 32 Exhibit 32, # 33 Exhibit 33, # 34 Exhibit 34, # 35 Exhibit 35, # 36 Exhibit 36, # 37 Exhibit 37, # 38 Exhibit 38, # 39 Exhibit 39, # 40 Exhibit 40, # 41 Exhibit 41, # 42 Exhibit 42, # 43 Exhibit 43, # 44 Exhibit 44, # 45 Exhibit 45, # 46 Exhibit 46, # 47 Exhibit 47, # 48 Exhibit 48, # 49 Exhibit 49, # 50 Exhibit 50, # 51 Exhibit 51, # 52 Exhibit 52, # 53 Exhibit 53, # 54 Exhibit 54, # 55 Exhibit 55, # 56 Exhibit 56, # 57 Exhibit 57, # 58 Exhibit 58, # 59 Exhibit 59, # 60 Exhibit 60, # 61 Exhibit 61, # 62 Exhibit 62, # 63 Exhibit 63, # 64 Exhibit 64, # 65 Exhibit 65, # 66 Exhibit 66, # 67 Exhibit 67, # 68 Exhibit 68, # 69 Exhibit 69, # 70 Exhibit 70, # 71 Exhibit 71, # 72 Exhibit 72, # 73 Exhibit 73, # 74 Exhibit 74, # 75 Exhibit 75, # 76 Exhibit 76, # 77 Exhibit 77, # 78 Exhibit 78, # 79 Exhibit 79, # 80 Exhibit 80, # 81 Exhibit 81, # 82 Exhibit 82, # 83 Exhibit 83, # 84 Exhibit 84, # 85 Exhibit 85, # 86 Exhibit 86, # 87 Exhibit 87, # 88 Exhibit 88, # 89 Exhibit 89, # 90 Exhibit 90, # 91 Exhibit 91, # 92 Exhibit 92, # 93 Exhibit 93, # 94 Exhibit 94, # 95 Exhibit 95, # 96 Exhibit 96, # 97 Exhibit 97, # 98 Exhibit 98, # 99 Exhibit 99, # 100 Exhibit 100, # 101 Exhibit 101, # 102 Exhibit 102, # 103 Exhibit 103, # 104 Exhibit 104, # 105 Exhibit 105, # 106 Exhibit 106, # 107 Exhibit 107, # 108 Exhibit 108, # 109 Exhibit 109, # 110 Exhibit 110, # 111 Exhibit 111, # 112 Exhibit 112, # 113 Exhibit 113, # 114 Exhibit 114, # 115 Exhibit 115, # 116 Exhibit 116, # 117 Exhibit 117, # 118 Exhibit 118, # 119 Exhibit 119, # 120 Exhibit 120, # 121 Exhibit 121, # 122 Exhibit 122, # 123 Exhibit 123, # 124 Exhibit 124, # 125 Exhibit 125, # 126 Exhibit 126, # 127 Exhibit 127, # 128 Exhibit 128, # 129 Exhibit 129, # 130 Exhibit 130, # 131 Exhibit 131, # 132 Exhibit 132, # 133 Exhibit 133, # 134 Exhibit 134, # 135 Exhibit 135, # 136 Exhibit 136, # 137 Exhibit 137, # 138 Exhibit 138, # 139 Exhibit 139, # 140 Exhibit 140, # 141 Exhibit 141, # 142 Exhibit 142, # 143 Exhibit 143, # 144 Exhibit 144, # 145 Exhibit 145, # 146 Exhibit 146, # 147 Exhibit 147, # 148 Exhibit 148, # 149 Exhibit 149, # 150 Exhibit 150, # 151 Exhibit 151, # 152 Exhibit 152, # 153 Exhibit 153, # 154 Exhibit 154, # 155 Exhibit 155, # 156 Exhibit 156, # 157 Exhibit 157, # 158 Exhibit 158, # 159 Exhibit 159, # 160 Exhibit 160, # 161 Exhibit 161, # 162 Exhibit 162, # 163 Exhibit 163, # 164 Exhibit 164, # 165 Exhibit 165, # 166 Exhibit 166, # 167 Exhibit 167, # 168 Exhibit 168, # 169 Exhibit 169, # 170 Exhibit 170, # 171 Exhibit 171, # 172 Exhibit 172, # 173 Exhibit 173, # 174 Exhibit 174, # 175 Exhibit 175, # 176 Exhibit 176, # 177 Exhibit 177, # 178 Exhibit 178, # 179 Exhibit 179, # 180 Exhibit 180, # 181 Exhibit 181, # 182 Exhibit 182, # 183 Exhibit 183, # 184 Exhibit 184, # 185 Exhibit 185, # 186 Exhibit 186, # 187 Exhibit 187, # 188 Exhibit 188, # 189 Exhibit 189, # 190 Exhibit 190, # 191 Exhibit 191, # 192 Exhibit 192, # 193 Exhibit 193, # 194 Exhibit 194, # 195 Exhibit 195, # 196 Exhibit 196, # 197 Exhibit 197, # 198 Exhibit 198, # 199 Exhibit 199, # 200 Exhibit 200, # 201 Exhibit 201, # 202 Exhibit 202, # 203 Exhibit 203, # 204 Exhibit 204, # 205 Exhibit 205, # 206 Exhibit 206, # 207 Exhibit 207, # 208 Exhibit 208, # 209 Exhibit 209, # 210 Exhibit 210, # 211 Exhibit 211, # 212 Exhibit 212, # 213 Exhibit 213, # 214 Exhibit 214, # 215 Exhibit 215, # 216 Exhibit 216, # 217 Exhibit 217, # 218 Exhibit 218, # 219 Exhibit 219, # 220 Exhibit 220, # 221 Exhibit 221, # 222 Exhibit 222, # 223 Exhibit 223, # 224 Exhibit 224, # 225 Exhibit 225, # 226 Exhibit 226, # 227 Exhibit 227, # 228 Exhibit 228, # 229 Exhibit 229, # 230 Exhibit 230, # 231 Exhibit 231, # 232 Exhibit 232, # 233 Exhibit 233, # 234 Exhibit 234, # 235 Exhibit 235, # 236 Exhibit 236, # 237 Exhibit 237, # 238 Exhibit 238, # 239 Exhibit 239, # 240 Exhibit 240, # 241 Exhibit 241, # 242 Exhibit 242, # 243 Exhibit 243, # 244 Exhibit 244, # 245 Exhibit 245, # 246 Exhibit 246, # 247 Exhibit 247, # 248 Exhibit 248, # 249 Exhibit 249, # 250 Exhibit 250, # 251 Exhibit 251, # 252 Exhibit 252, # 253 Exhibit 253, # 254 Exhibit 254, # 255 Exhibit 255, # 256 Exhibit 256, # 257 Exhibit 257, # 258 Exhibit 258, # 259 Exhibit 259, # 260 Exhibit 260, # 261 Exhibit 261)(Consovoy, William) (Additional attachment(s) added on 6/18/2018: # 262 Unredacted version of Declaration, # 263 Exhibit 1 (filed under seal), # 264 Exhibit 2 (filed under seal), # 265 Exhibit 5 (filed under seal), # 266 Exhibit 6 (filed under seal), # 267 Exhibit 7 (filed under seal), # 268 Exhibit 8 (filed under seal), # 269 Exhibit 9 (filed under seal), # 270 Exhibit 10 (filed under seal)) (Montes, Mariliz). (Additional attachment(s) added on 6/18/2018: # 271 Exhibit 11 (filed under seal), # 272 Exhibit 12(filed under seal), # 273 Exhibit 13 (filed under seal), # 274 Exhibit 14 (filed under seal), # 275 Exhibit 16 (filed under seal), # 276 Exhibit 17(filed under seal), # 277 Exhibit 18(filed under seal), # 278 Exhibit 19 (filed under seal), # 279 Exhibit 20 (filed under seal), # 280 Exhibit 22 (filed under seal), # 281 Exhibit 23 (filed under seal), # 282 Exhibit 24 (filed under seal), # 283 Exhibit 25(filed under seal), # 284 Exhibit 26 (filed under seal), # 285 Exhibit 28 (filed under seal), # 286 Exhibit 29 (filed under seal), # 287 Exhibit 31 (filed under seal), # 288 Exhibit 32 (filed under seal), # 289 Exhibit 33 (filed under seal), # 290 Exhibit 35 (filed under seal), # 291 Exhibit 36 (filed under seal), # 292 Exhibit 37 (filed under seal), # 293 Exhibit 38(filed under seal), # 294 Exhibit 39 (filed under seal), # 295 Exhibit 40 (filed under seal), # 296 Exhibit 41, # 297 Exhibit 42 (filed under seal), # 298 Exhibit 43 (filed under seal), # 299 Exhibit 44(filed under seal), # 300 Exhibit 45 (filed under seal), # 301 Exhibit 46 (filed under seal), # 302 Exhibit 47 (filed under seal), # 303 Exhibit 48 (filed under seal), # 304 Exhibit 51 (filed under seal)) (Montes, Mariliz).

EXHIBIT 237

I

i
j
I
i

AT

BOARD

OF

A

MEETING

OVERSEERS

OF

debf.te

adopt

thereoo,

the

the

1., That,

cf

HARVARD

ll,

the

the

192

Special

F'resnme.n Cltos,

to accept

!b-id

COLLEGE
6.

Cornmittee

.

and uf't,;,r

re,_.ort,

un;J to

reoommendetions:
during

the

Size

E'.o!.rd voted

following

1928-29,

ot

the :~e ,ort
1

on the Limi tr.ti on af the

THE

January

IN CAMBRIDGE,

Mr. James presented

OF

the

next

of 1,000

limit

three ;y-ears, _:!.9~'5-27 to
freshmen .sh1Jll include
those
ne\"i·ly ~chd tted to
School.,. ;)Ut, not LhfJ'.'!'e-

dropped f'reahmea. 6-S well f.B
the College and En£;.inecrlnJ
~t
•
.
·1 r ne t;OV•;rrnn .. LOtr~·1s.
,.
·
•. ·
'
a 1 rr,
st ..Ve> ~:1..th. t -ti(i r;;_pp-rcv£. o .. t ·

2. That the appliastlon
0f th~ rule o~ncerning
n r: t sevfm th of th f'i r $C::oo1 be
,';;S
to schools
~,rd c::,rHitbtcs,
\:'::it

Ci:rneI!date.s fr.om the
disoreti ,.::nury, both
the

Commit1tee

s.. tt'h{,t

the

be £-;inended to

on oh:2.ractcr

~:n Ad!l"J.al:1oti.
rule-a

lay

in th€

Harvard educEtinn.

hofard t.

thtJt
be. wiee,

t,he. odmi~;ston.

t-n1.1 fitness,·

gre.,-.;;te::t usefulness

and furthtcr

for

g:re~_t,1;;;1"
smphr:sifl

s~ld

re;::,ort

'JU

nf 01.mdid~:.tea
sfdectlun
hfased

~nd t.he .;rcr:·,tse of the
tutu:rt, tis a re&U1t !Jt a

and reo'.1mmendat2 en~ fl-.//0',r

but. UL·.t they

oe

refer-res

tc, the

tr1 the

f,.~cu i ties

V¢rt.
.A true

copy cf

Attest:

rec.'Ord,

,,ra:~e/~
h:f.

nt

,,,--

b\c,/t;1J

Jy lc-t~:

Strictly Confidential until all Boards
and Faculties concerned have acted

JGt'-4-. / 17).(
11

~-v'::

~/

r"1~}
n
I

REPORT OF THE SPECIAL COMMITTEE APPOINTED
TO CONSIDER THE LIMITATION OF NUMBERS
To

THE

BOARD

OF OVERSEERS

OF HARVARD

CoLLEGE:-

The purpose of this report is to present facts bearing upon different aspects of the question of numbers in the College and to
offer certain conclusions for the consideration of the Overseers.
It will be recalled that a provisional limitation was sanctioned
by the Overseers, by the following action on February 25, 1924:
Voted -That the Board give it'l consent to the vote of the President and Fellows which defines a limit of size for the Freshman Class
"for the present," with the understanding that this limitation· is
temporary in its nature and will be reconsidered at the earliest possible time.

At the same time the Board created this Special Committee to
report. . . on numbers in relation to equipment, personnel, standards,
and the scope and function of the College.

Thus the vote establishing a limit of 1,000 "for the present"
was precautionary. During the few years following the War and
preceding the vote, numbers had been increasing with unparalleled
rapidity. They had already begun to cause difficulties. Therefore, although Freshman enrollments had not yet reached the
limit that was chosen, it was feared that they might soon pass
it and that the College would not be able to stand the strain.
Being conceived as precautionary the limitation was considered by
all to be expedient, and it was adopted without long discussion.
But it was understood that the subject would be canvassed more
fully.
I

Since the limit of 1,000 was established, two Freshman classes
have come to Cambridge. The limit set "for the present" has
about been reached.
The general rate of growth which has, but for the war-time,
prevailed for Harvard College during more than 50 years, and
which is shown in Tables 1 and 5, is so nearly constant that it

'
:2,

3

looks like a normal which' it would bk unrea'sonable ti6t t6 consider in making estimates or forecasts. The recent noticeable
augmentation of college enrollment throughout the country is
even greater and looks as if our own normal would be borne upward rather than depressed by the tendencies in the country at
large. (See Table 2.) The curves would lead one to expect that
the number of qualified applicants for admission to the College
may considerably exceed 1,000 in few years unless some limitation is enforced.
Hitherto Harvard has always taken care of as many qualified
students as the community wanted to send here. Now, however,
we are asking the question whether we are not subjecting ourselves
to a strain which will impair the quality of our work, whether we
can go on, and if not, then what rate of growth we can permit ourselves, or at what point we must assign a stopping place. -It is
obvious that we are considering a very important question of
policy.

the entry of a new class at the close of each lecture stops the question-and-conference episode which normally follows each lecture
and may last for from 15 minutes -to as much as an hour, if the
lecturer can remain in the room with the students who 'gather
about his desk to question him. The economical remedy might·
be to provide small conference rooms next to lecture rooms. At
present, however, there are almost none such, except in Sever
Hall, where a few are conveniently placed. These few are regularly
used for conferences. If there is no available place in or close to
the lecture room for a student to remain and confer with the professor after a class meeting, he must seek the professor later in
the Widener Library or at his house - which means, in most
cases, that he does not consult him. We believe that the afterlecture conference is a most important item in the curriculum, and
that it ought to be provided for. Moreover, the need of rooms for
tutorial conferences is a serious one which requires to be met.
The foregoing facts and figures suggest the following conclusions:
Space and physical equipment, if they were the only bar to the
admission of numbers, could perhaps be provided if money could
be found; but the last 20 years' experience indicates that it is
not easy to obtain money for laboratories and lecture rooms
promptly. Although it is true that in many ways, and on the
whole, Harvard's physical and financial equipment is better
adapted to the education of the present student body than its
equipment of 20 years ago was to the tasks of that day, we believe
that, before more students can ·be accommodated, more lecture
rooms, laboratories, and dormitories must be provided. The
housing situation in Cambridge requires the last, and we conceive
that more biological laboratories especially are essential. Additional_ lecture rooms, tutorial and conference rooms will also be
required.
_
It appears at first sight that a good deal of lecture space is perforce vacant in the afternoon. The reason is that experience has
seemed to show that the afternoon is best fitted for laboratory
work, which requires continuous meetings of two hours or more.
Only a few advanced courses meet in the evening: Whether a
reorganization of the tabular view would relieve the situation has
not been made evident. The question has been studied by the
Faculty, which - to date - has not thought reorganization wrse
or practicable; but further attention to the problem appears desirable to this Committee;

a

II

Equipment, physical and financial, has been pointed to as a
limiting factor. Data in Table 3 bear on this, and indicate the
situation 20 years ago as compared with that in 1924-25.
The situation with respect to lecture rooms is further elucidated
by the analysis of the state of things at the opening of the current
year, 1925-26, which will be found in Table 4.
To illustrate some of the limitations now imposed by conditions which are beyond the Faculty's control by reason of the
shortage of rooms for class meetings and the difficulty of lecturing
effe_ctivelyto very large classes, it will be sufficient to cite the
following instances of forced limitation:
English 41, History of English Literature; limited to 300.
Biology 1, Life and its Environment; limited to 300.
Geology 41, Introduction t_oGeology; limited to 300.
Meteorology 11, Elementary Meteorology; limited to 100.
Psychology 11,Introduction to Experimental Psychology; limited to
80.

All these are courses fundamental to their subjects; and naturally
they are desired by students concentrating in other fields. Practically all Freshmen have been excluded from Biology 1 this year.
From the educational point of view an uninterrupted use of
lecture rooms is not economical. Large lecture halls cannot empty
and refill immediately without curtailing the lecture periods; an:d

j

4

III
Teaching-personnel, standards, and function can hardly be discussed separately.
Educational methods and college policies are always changing.
In the last 20 years the emphasii, at Harvard has shifted from the
course as the unit of instruction to the individual as the unit, and
the technique for dealing with an unlimited number of studentunits has not yet been found.
The conception used to be that if a large and liberal menu of
opportunities in the way of courses was spread before the student,
the main thing had been done for him. The old policy respecting
physical training and exercise was typical of the then new theory
of the College; a gymnasium was provided, and also playing fields,
but after that about everything was left to the option of the student, who took as much advantage of these facilities as he liked,
or none at all. In his studies he had to get through a certain number of courses if he wanted to keep in standing and graduate, but
otherwise his education was nearly as much an affair of his own
adventure as was his physical development. Lectures being the
chief means of instruction, organization and methods were about
as compatible with large as with small numbers of students.
During the last two decades, however, the College has increas-'
ingly undertaken to guide and stimulate the undergraduate's
choices and ambitions, in the belief that all parts of the College
which touch the undergraduate's life, whether physical, moral, or
intellectual, should work in sympathetic accord. Obviously this
imposes a much heavier task upon instructors and deans; and,
the individual being the ultimate unit of education, success cannot help being more and more difficult as numbers grow.
The function of the College as thus conceived is exemplified ·by
numerous changes or reforms which have been devised and successfully put into effect; but about these so much has been said
elsewhere that it is needless to do more than enumerate them here.
The concentration requirement; the general examination; the
tutorial system, and along with it the diminished reliance upon lectures as the chief means of instruction; also the numerous measures intended to carry the Freshman through his transition from
school to college - among them the Freshman dormitories, and a
considerable development of services of information and guidance
connected with the Dean's office; compulsory physical exerciise;
increased provision for dormitory accommodation; and various

5

improved facilities of a more or less social order, such as the Harvard Union, the reading-rooms in the Library, and others. The
most striking evidence that these changes are combining toward
one good effect is the way in which the number of students who
graduate with distinction has been rising. In the period between
1915-16, the year when General Final Examinations were first
given, and 1919-20, the percentage of men who won distinction by
the examinations was 17.4; in 1924-25 the percentage had risen
to 21.4. To this we should add the men who gained distinction in
those departments in which no General Final Examination is given,
and those who won distinction in general studies. When this is
done we find that 29.8 per cent of those who graduated in last
year's class had secured distinction in their studies.
It hardly needs saying that the present conception of Harvard
as a residential college rather than just a University department
implies a belief that there must be a greater degree of intimacy between teacher and student and between student and environment
than there used to be. Crowds do not favor intimacy. Although
the figure at which, for Harvard's purposes, overcrowding begins
cannot be defined by any process of reasoning, we are persuaded
that the Faculty- by whose sense of the situation the Governing
Boards .must be largely guided in such matters - already feels
that there are now as many undergraduates as its present number
of teachers and rooms allows it to cope with adequately. Many,
indeed, feel that the limit of 1,000 is too high.
Is it feasible to remove one difficulty simply by enlarging the
teaching force and multiplying assistant deans? The following
comparisons between 20 years ago and today show how largely the
teaching force has already been augmented, and yet by how small
a margin it has gained on the students with whom it is trying to
deal more personally. There are several Divisions which may
still adopt the tutorial system - the Division of Mathematics will
do so in 1926-27 - and their budgets for salaries will then have
to be enlarged. In the departments of Natural Science there are,
as yet, neither General Final Examinations nor tutors. Moreover,
assistants in laboratories are normally paid less than tutors with
the rank of instructor. It is possible that laboratory instruction
might be distinctly improved by a more liberal policy. However,
laboratory assistants can hardly be expected to have acquired the
breadth of view which a tutor must possess, for assistants are .
selected for their ability to assist students in a very limited field.
Nevertheless a larger expenditure of money for assistants appears

7

6

pendent op. the present salarie.s. In the long run. it is the quality
of its Facultie.s which mainly determin~s the position of a university. If that is not attended. to, build~ngs, endowments, organiz.ation, and even traditions will prove to be of little avail.
. Therefore, .considerations of personnel, finance, and equipment
.all point to the necessity of maintaining a limitation of numbers
.in Harvard College for the present.

desirable, and the budgets of the scientific departments should be
enlarged accordingly. As a matter of fact, they are now being
increased for this very purpose as rapidly as the funds allow.
1904-05

Number of teachers of professorial rank
in the Faculty of Arts and Sciences . . .
Increase ....................
.
Number of teachers of non-professorial rank
in the Faculty of Arts and Sciences . . .
Increase ... · ...............
: ..
Number of students under the Faculty of
Arts and .Sciences (College and. Graduate School of Arts and Sciences) . . .
Increase ....................
.
Average number of students to each teacher
oi professorial rank in the Faculty of
'- . : . . .
Arts and Sciences ...........
Average number of students to all teachers
in the Faculty of Arts and Sciences . . .

1924-:-25

112 1

172
53.5+%

184 1

233
26.6%

2905

25.9 :1
9.8 :1

These are all what might be called internal considerations. It
will be well to look at the situation of the College from the outside,
· too.

IV

3804
30.9+%

0

22+:1
9.4:1

From these figures it is clear that no substantial gain has been
made in reducing the ratio of students to the whole number of
teachers in the Faculty of Arts and Sciences, although the proportion of teachers of higher rank has increased. The individual
student is, however, receiving more personal attention :than is
evident from the figures, because there has been no material increase in the number of courses offered, but a large increase in the
number of men who give much of their time as tutors, instructors,
and assistants to individuals or small groups.
It is obvious that, without any expansion in the number of
subjects taught, an increase in the number of teachers is greatly
to be desired. But before the teaching body is expanded to teach
larger numbers, it will be necessary · to finance larger budgets
for the departments which have not yet adopted the general
Final Examination and to increase salaries of professors and
instructors all along the line, if Harvard is to hold her eminent
position among the universities and colleges of America. Indeed, this will have to be done whether we expand or not. It is
said that Chicago is now establishing a number of $10,000-a-year
professorships. Harvard's maximum in the Faculty of Arts and
Sciences is still $8,000. Justice and fairness, as well as competition
and expediency, require a better salary scale. Conditions in Cambridge are becoming more and more difficult for men who are de.:.

The size of the College relative to the University and its other
departments has not been constant, and may alter materially
when the College stops growing. For many years the University
as a whole has been increasing faster than the College anyway,
though not so much faster as the creation of entirely new graduate
schools might have led one to expect. The Graduate School of·
Arts and Sciences, which is in many respects an advanced depart~
ment of the College, has been swelling in size more rapidly than
the College itself, and faster than the University as a whole (see
Table 11). The signs of the times indicate that this will probably
continue (see Tables 5, 6, 7, and Figs. 2, 3, 4, 5); and this is desirable, for the Graduate School is the source from which most of
the young teachers are drawn.
Table 8 shows which departments of the University are now
restricting their size, and also those which have no present purpose of limiting it.
Even if the College should contain a smaller proportion of the
total University enrollment than now, that in itself need not be deplored, for there is no necessarily right proportion. The influence of
the departments under the Faculty of Arts and Sciences - namely,
the Coliege and the Graduate School -will
always depend on
the eminence of the teachers and the quality of the students' work.
Since the College, through its graduates, does ·much to set the
scholastic standard in all the graduate departments of the University, its influence is likely to remain predominant.
It may be feared by some that the College will receive less from
the Treasury of the University as the students in the several
graduate schools increase 'innumber. But it must be remembered
that, barring the Endowment Fund raised by the graduates since
the War, tli.e free funds at the disposal of the Corporatio-n are small

"'

.. 1 The Faculty of Arts and Sciences included the Lawrence Scientific School
at this <lat~. .
.
.
. .
.

i,'i
~

),,c!

8

9

in proportion to those that are restricted; and the history of the
:financial management by the Corporation gives every reason to
believe that the College will not be overlooked in the future. It is
true that if the College stands still in size while the other departments become bigger and more expensive, it will be more and more
necessary to uncover new fountains of financial aid, and the graduates of the professional schools will have to assume more responsibility than in the past.
With reference to the Graduate School of Arts and Sciences, the
Committee believes that from the point of view of the College the
School can be a great deal bigger and still give more in the way of
stimulation to both Faculty and students than it takes away by
its drafts upon equipment and personnel; for this School is concerned not so much with what is particular and empirical as with
what is fundamental and general. Philosophy, the so-called moral
and social sciences; the fine arts and the humanities in their
deepest and broadest senses; physics, chemistry, and mathematics, which underlie all our modern scientific progress, are there
cultivated most eagerly and advanced most successfully. In
short, although most of the students in the School are preparing
for a particular profession, that of teaching, they are all engaged
in liberal studies. What goes on in the Graduate School fertilizes
the life of the whole institution - the College included - and
draws together all its scholars into a true university. If it is in
any way difficult for that School and the College to be closely
associated- and it must be admitted that there are difficultiesthe remedy is not to be sought in a jealous restriction of the School.
The extent to which the College prepared students for work in
the graduate schools and professional schools is indicated_ by
Table 12.

discussion, if not public anxiety. If all the endowed colleges in
thls part of the country decide to stand pat, or if most of them
stick close to the existing size standards,· to what institutions will
this community which wants more opportunities for higher education, and waxes continually, send its boys?
We have all heard lately from within our own circle that our
entrance requirements are "too high." If we are to turn away a
greater and greater number of potentially qualified applicants
who come from schools and communities which have hitherto supposed they could count on Harvard, we must be prepared to meet
more and more such complaints.
If and when complaints are thrust at us, it seems to this Committee that the answer will be twofold. First, it is not for us-but
for the country to meet a general shortage of facilities by means
of junior colleges and other diversifications in the field of higher
education, or otherwise. Second, Harvard participates actively,
not passively, in the general welfare of college education in the
United States.
We must not forget that Harvard College is still, as it always
has been, an explorer and pathfinder. It has lately again developed a new type of instruction, is thereby giving its undergraduates a distinctly better education than they have ever received
before, and in this it is being imitated by other colleges. This furnishes a very potent reason for limiting our studen_ts to a number
with which this system can be efficiently carried on until it has been
perfected, rather than allowing that number to increase to a point
that will interfere seriously with what we are trying to do.

v

It will be well, however, to ask the question, how the applicants
for admission to the Freshman Class are selected from a considerably larger number. The Committee is not prepared to make a
full report now concerning this difficult matter or to propose anything new. But as this report is primarily informative and intended to supply data for later discussion it will be appropriate
to rriake certain explanations and comments.
First, it is probably wise to rehearse certain changes in the
methods of admission which have recently been introduced, and
to summarize the results to date.
Some of these changes have raised the minimum of admission
in the past twenty years; more have simplified and lightened the

It was remarked at the beginning that Harvard College has,
until now, allowed itself to grow with the community. It is a
striking fact that there has recently been a great increase in the
proportion of the population seeking college education. Nothing
yet indicates that the desire for college education will soon decline again, or even stop spreading. Forty years ago a high-school
training was coveted by people of small means. Today the same
large class has generally adopted a college as its goal. Furthermore, in the northeastern states many other colleges have limited
numbers. Table 9 presents a situation which warrants serious

VI

10

11

burden for all but the very lazy or incompetent. The chief items
under the first are the requirements that (1) a candidate under
the old plan must pass i of the. examinations required; (2) that
he must pass -! of the total with satisfactory grades· (70 per cent
or higher); and (3) that he must write satisfactory English.
Among the simplifying changes, some of which actually make admission easier, must be named:
(1) The New Plan, establi~hed in 19U-12, whereby candidates
are admitted on a combination qf school record and four exami..;
nations. Each case is com,idered individually, and the personality
of the candidate may be given greater weight than under the.Old·
Plan.
(2) All candidates, whether by the Old or New Plan, are now admitted without admission conditions, provided they satisfy t];J.e
minimum requirements.
(3) Candidates who stand, at graduation, among the highest
seventh of the boys in the graduating class of a regularly organized
school, and who have the strong recommendation of the head
master, are admitted without examination, provided they have
satisfactory school records corresponding to the requirements of
the New Plan.
(4) The examinations of the College Entrance Examination
Board are now used exclusively for all candidates who present
themselves in June under the Old or New Plan.
The following shows the· admission.s by the different plans for
1924 and 1925:
·
1924

Under Old Plan..............................
Under New Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Under Honor Plan (1/7) . . . . . . . . . . . . . . . . . . . . . .
Total

..................................

1925

371
196
309

469
191
314

876

974 ·

It will be seen that nearly one third of the. Freshin~n Cla~s-is
now entering on the so-called Honor Plan. When this plan was
adopted, its primary purpose was to open ad.mission t9 briiliant
boys in schools that do not ordinarily prepare for Harv;:i,rd; but
the Admission Committee has .felt that th~ vote was ~andatory:
rather than permissive, and has believed th,at. it had no qiscretiori
in the administration of it .. Th~ Committee. which
lnaking.this
report thinks, however, that it may be better not .t9 mctend this
privilege of recommending boys under the honor systein to large
Eastern schools and similar institution_s that regularly prepare boys

is

I

l

, entrance examinations, and it believes that the application of
he rule should. be left to the discretion of the Committee on Ad-.
.
.
mssion. This will not diminish the value of the school record of
~e candidates or of the personal estimates of their fitness on the
,:
oart of the school masters. Table 14 shows how "Honor" Freshfuen have been distributed geographically.
.. Few graduates realize that admission to Harvard College today is based not only on the records made in entrance examina, tions, when they are taken, but also on the school records and
/ the judgment of school officials who have known the boys for some
.. time. . The value of the two latter is especially emphasized in the
:
'..application of the honor system.
" The vote which established a provisional limit went on to pre:·:scribe that ~

From. the remaining candidates 1 the Committee .on Admission
shall.fill up the quota, so far as it may be advantageously filled, by
· selecting those who, having satisfied the minimum requirements for
admission, in the judgment of the Committee have best proved .their
competence,

Thus far there has been no opportunity to try the process of selection here contemplated, for the quota set has not been exce_eded
or even reached, and therefore there has been no chance to test
the machinery for weeding out the excess of lo_wer-grade ~en by
inspection. When this clause goes into full operation it may affect
about one-third of the candidates for admission.
Although the Committee is not prepared to make suggestions
as to the methods of admission except on the single point mentioned above, it wishes to state (1) That it believes that it is neither feasible nor desirable to
raise the standards of the College so high that none but brilliant
scholars can enter and remain in regular standing. The standards
ought never to be too high for serious and ambitious students of
average intelligence.
(2) That it believes that standards, whether of ,admission or of
work in the College, have not in fact been raised beyond this point,
nor to such a point that there is any present prospect of their being
made too difficult for such men. This is stated with confidence,
in spite of certain complaints which have recently been heard.
(3) That, on the other hand, it sees no reason whatsoever for
thinking that it would be a reproach to Harvard if it became
1 Those whose admission records do not place them on an equality with
Ha.ryard undergraduates in the first four groups of the Rank List.

13

12

somewhat harder for a student to enter here than to enter elsewhere - always providing that standards are not above the level
just indicated.
VII
To conclude - it will have been made clear that the three chief
difficulties in the way of dealing with large numbers are: (1) the
lack of a sufficient number of teachers; (2) the lack of rooms to
hold classes; (3) the difficulty of lecturing effectively to very large
classes. The first two difficulties could probably be remedied in
a few years by an adequate expenditure of money. But for the
moment they are so insurmountable that this Committee is convinced that the restriction on numbers is truly necessary for the
present. The Committee will go further, however. The difficulties just spoken of and the importance of working out to their
logical conclusions the very promising experiments which the
College is making in new methods of instruction, lead the Committee to advise that,· in reckoning the Freshmen who are to be
included in the thousand, "dropped" Freshmen should be reckoned as well as others. This was recommended by the Faculty in
1923. Dropped Freshmen are students who are taking a large part
of their work in Freshman courses, and have always been registered as Freshmen,
The Committee presents the following recommendations which.
if adopted by the Board of Overseers, are to be referred to the
Faculty of Arts and Sciences for consideration and action:
(1) That, during the next three years, 1926-27 to 1928__:29,
the
limit of 1,000 Freshmen shall include dropped Frespmen as well
as those newly admitted to the College and Engineering School,
but not thereafter, save with the approval of the Governing Boards
on the recommendation of the Faculties concerned.
(2) That the application of the rule concerning candidates from
the first seventh of their school be discretionary with the Committee on Admission.
COMFORT A. ADAMS,
JAMES BYRNE,
CHESTER N. GREENOUGH,
HENRY JAMES, Chairman,
A. LAWREN CE LOWELL,
CLIFFORD H. MOORE,
WILLIAMS. THAYER,
Committee.

APJ;>ENDIX
~
I
I

/'

In the writer's mind there is one out~tandingreason for the limitation of numbers in Harvard College, and although this reason is
implied at one point in the main report (where reference is made
to the pioneer work of Harvard and to an improved type of in:struction), the importance of the real objectiveseems to the writer
to be of such dominant importance as to warrant a brief explanation, which has received the approval of the other members of the
Committee.
The enormous strides made in our knowledge of the material
universe during the past generation or two have introduced problems of cooperation between larger and larger groups, not only
within the nation but of world-wide extent, the solution of which
makes absolutely necessary a new kind of education - in fact,
something more nearly corresponding to the original meaning of
the word education.
Man is'largely guided by his habits of thought: traditions, cus-:toms, hatreds, desires, prejudices, etc.; for the most part he does
not know what it means to think for himself. He has the habit of
accepting facts.and arguments, however incomplete, superficial, or
misleading they may be. He allow~ pictures to be painted in his
mind' by the promoter o.r the propagandist without demanding
sound evidence of the so-called facts or making sure that the facts
presented are reasonably comprehensive for the purpose in hand.
Hence the enormous annual loss in crooked or unwise investments;
hence the large predominance of failures of corporations and other
business enterprises; hence .the frightful and wasteful confusion of
international relations.
The solution of these problems demands a kind of thinking or
analysis which is new to the vast majority of even our educated
class, a habit of mind which refuses to accept a biased presentation
· of facts; which withholds judgment until all the .returns are in,
and even then allows something for the probable incompleteness of
the returns; which refuses to entertain prejudices and hatreds;
which keeps its perspective free from anything but logic, justice,
and truth.
·
No course of reasoning can yield more than is covered by the
premises; it can only transform the facts or assumptions of the
premises into a more useful form. Therefore, to reach a sound
condusion involves sound premises and sound reasoning, whether

14
this be through the medium of words or of mathematics, which is
merely quantitative logic.
It is not claimed that these ideals are new or original, but, unfortunately, they are not applied to any appreciable extent in our
educational institutions. For the most part, our students listen,
accept, and try to remember; rarely do they know what it means
to demand sound evidence of the facts underlying their problem,
to understand thoroughly the principles involved, and then to think
carefully and surefootedly without the twist of bias or prejudice;
they are mostly occupied with the endeavor to meet certain tests
which are unfortunately too often tests of memory rather than of
mental power; they rarely know the joy of making a subject their
own, of thinking for themselves and of seeing the worth-while
results of their own work.
.
.
Such a habit of mind is absolutely essential to the solution of
the great problems confronting civilization today.
.
It is to the development of this habit in our students that Harvard College has set itself; but the task is a difficult one and takes
time for its development. Teachers with this ideal are rare and
must be developed; we cannot go out into the open market and
hire them. We need time to imbue the present staff with the spirit
of the movement and to develop the best technique and organization, without being so pressed for increase of staff and equipment
as to fail in our major purpose, which is quality rather than quantity.
As the difficulty of forming new habits. of mind increases with
the age of the students, the undergraduate departments are the
centre of attack, but even there the task is a difficult one, and demands a closer contact between student and instructor and much
more work on the part of the instructing staff.
'However, the objective is worthy of every possible effort and
sacrifice. A thousand graduates with this habit of mind are worth
more than ten thousand without it, no matter how well stocked
with useful information or conventional knowledge the minds of
the latter may be.
COMFORT

A. ADAMS.

t

15
TABLE 1.

CONSISTSOF THE FIGURES UPON WHICHFIGURE 1 IS BASED
(see page 28)

~

TABLE 2
UNITED STATESEXCLUSIVEoi;_:
OUTLYING
POSSESSIONS
POPULATION T;EIE
OF
1900. . . . . 75,994,575
1910 . . . . 91,972,266
1920 . . . . 105,710,620

1870 . .....
38,558,371
1880. . . . . . 50, 155,783
1890 ......
62,947,714

ENROLLMENT MEN ANDWOMEN IN COLLEGES,
OF
UNIVERSITIES,
AND
PROFESSIONAL
SCHOOLS THE UNITED STATES
IN
1876.........
1880. . . . . . . . .
1890. . . . . . . . .
1900. . . . . . . . .
1910 . ........
. .. 192Q . ........

60,798
84,991
109,664
176,435
338,018
521,754

TABLE 3.

From Rept. of Commissioner of Education

"

"

"

From World_Afrp.a,n_ac,
1924

NUMBERS,BUILDINGS,AND INCOME

Dormitories
Undergraduates
housed in dormitories
owned by the College . . . . . . . . . . . . . . . 623
Dormitories in process in 1924-25 or
planned and financed, n,)t including
Medical School and Business School
buildings, are expected to provide for an
additional. .........................
.
Libraries
Widener Library opened in 1914
Laboratories (additions)
Coolidge. (Chemistry) 1913
Gibbs (Chemistry) 1913
Cruft (Physics) 1914
Research laboratory in connection with
Farlow Botanical Library and Herbarium
Additions now financed and in process Fogg Art Museum $1,000,000
Chemical Lab.
$2,000,000
(NOTE: Biological laboratories are especially needed)

1924-25
Number Percentage

7075
3041

University enrollment, total ............
4136
College enrollment . . . . . . . . . . . . . . . . . . . . 2539 1

'

"

"

1904-05
Number Percentage

..

"
"

"

"

24.5 +

1570

358

51.6+

,,

16
TABLE

17

l

3 (continued)

Lecture Rooms or Class Rooms
Music Building, 1914
Income
1904--05
Income bearing funds for University . . . . . . $18,036,025
Total Expenditure for !<'acuity of Arts and
Sciences..............................
563,048
Expenditure for salaries in Faculty of Arts
and Sciences . . . . . . . . . . . . . . . . . . . . . . . . .
408,887
Expenditure for salaries per student under
Faculty of Arts and Sciences . . . . . . . . . . .
140.75

1924--25

4.

COMPARISON

OF ACTUAL

AND POSSIBLE

4.

Capacity

12-30
31-50
51-75
76-100
101-125
126-150
151-200
201-300
301-400
900

1,077,402
283.23

UsE

OF RooMs,t

1925-26

OF ACTUAL

AND POSSIBLE

UsE

OF ROOMS,

B. Percentage of Available Rooms Utilized
Available Rooms

1,486,194

COMPARISON

1925-26 (continued)

$66,024,462

• This includes the Lawrence Scientific School which in 1904--05 was under the Faculty of
Arts and Sciences.

TABLE

TABLE

No.

2
16
10
5
3
1
2
2
1
1

Total
1-hr.
periods
possible
per week

12
96
60.
30
18
6
12
12
6

6

Percentage of actual use of rooms available
8-9

9-10

10-11

11-12

0.0
0.0
6.7
0.0
0.0
50.0
0.0
0.0
0.0
0.0

33.3
83.4
96.7
96.7
100.0
100.0
91.6
100.0
100.0
100.0

58.3
90.6
98.3
96.7
83.4
100.0
100.0
100.0
83.4
50.0

41.7
92.8
91.6
96.7
94.4
83.4
75.0
100.0
100.0
100.0

12-1

1-2

2-3

8.3 0.0 16.7
69.8 10.4 30.2
75.0 23.3 43.4
66.6 20.0 40.0
66.6 0.0 55.6
100.0 0.0 83.4
66.6 16.7 33.3
83.4 0.0 41.7
0.0 0.0 0.0
100.0 0.0 33.3

3-4

4-5

16.7 25.0
14.6 3.3
13.3 13.3
30.0 5.5
16.7 0.0
0.0 0.0
0.0 0.0
41.7 0.0
.0.0 0.0
16.7 0.0

5-6

8.3
0.0
6.7
0.0 ·
0.0
0.0

o.o
0.0
0.0
0.0

A. Number of Hours during which Rooms are in Use
Available Rooms
Capacity

No.

Total
1-hr.
periods
possible
per week

--

12..:30
2
31-50
16
51.:..75 10
76-100
5
101-125
3
126-150
1
151-200
2
201-300
2
301-400
1
1
900

Number of periods in use from
8-9

12
96
60
30
18
6
12
12
6
6
--

258 2
Total .. 43
Per cent of 258

9-10

-- -0
0
4
0
0
3
0
0
0
0

-7
.02

--

10-11

--

4
80
58
29
18
6
1l
12
6
6

230
.89

11-12

--

7
87
59
29
15
6
12
12
5
3

-235
.91

--

12-1

--

1
67
45
20
12
6
8

5
89
55
29
17
5
9
12
6
6

233
.90

10

0
6

-175
.67

1-2

2-3

-- -0
10
14
6
0
0
2
0
0
0

--

2
29
26
12
10

5
4
5
0
2

3-4

-2
14
8
9
3
0
0
5
0
1

4-5
,_

3
2
2
4
1
0
0
0
0
0

5-6

--

-- -- -- --

1
0
4
0
0

o·

0
0
0
0

32 95 42 12
5
.12 .36 .16 .04 .01

1 This report covers the class rooms in the following buildings only:
Emerson (not including 23 and 27, Psych. Lab.); New Lecture Hall; Sever (not including 25 [Class. Arch. Mus.]'
or tower rooms); Harvard Hall.
Two hundred and three meetings were held outside a):,ove buildings 1925-26; 137 in 1923-24.
2 Multiplying
this by 5 4/7 to get a weekly total for the hours from 9 to 1 and 2 to 5 on 5
week-days and the hours from 9 to 1 on Saturdays gives 1438.
The totals of "periods in use" for these hours, when added together, gives 1022, which is.
71 % of 1438.

L

)

l

In the last 'two years there has been an increase of 400 students
under the Faculty of Arts ,and Sciences. In this period there has
been an increase of 72 in the number of class meetings per week.
This increase does not include additional meetings arranged by
departments in their own departmental buildings, for example, additional Chemistry courses in Boylston Hall, etc. Twenty-two of these
72 additional class meetings have gone ·into the four main classroom buildings at the crowded hours 9 to 1; 26 have gone into these
four buildings at other hours (that is, 7.45 to 8.45 A.M., or afternoons). The other 14 additional class meetings have been taken
care of by the use of class rooms in buildings assigned for departmental uses (for example, Semitic Museum, Geological Lecture
Room,etc.). All but two of these fourteen take place in the morning
in the 9 to 1 hours.
It does not appear likely that the increase in the next two years
will be smaller than in the last two. We are now using in the
morning hours, from 9 to 1, 84.6 per cent of the capacity of the four
main class-room buildings. Even if questions of health and safety
were not involved it is unlikely, because of the impossibility of
forecasting demands, that we could make 100 per cent utilization
of our capacity. It does not seem feasible to crowd in more courses
in the morning hours. Assuming that the Business Schoor moves
all of its class meetings across the river in the next few years, very
small relief will be given since there are only fourteen meetings
of Business School courses in our four main class-room buildings in
the 9 to 1 hours.

----

19

18
TABLE

TABLE

4 (continued)

C. Enrollment in Largest Courses, 1924-25 and 1925-26
NAME

1924-25

English A
" 28
41

223
269
193

2
German A ...............

5.

ATTENDANCE,

400
1925-26

893

OVER

TABLE

649
453
192
206

229
243 ·

1870-1925 -

580
543

287
233
280
264

347

649
417
405
407

HARV ARD COLLEGE

750
525
485

AND

1870-71
1871-72
. 1872-73
1873-74
1874-75
1875-76
1876-77
· 1877-78
1878-79
1879-80
1880-81
1881-82
1882-83
1883-84
1884-85
1885-86
1886-87
1887-88
1888-89
1889-90
1890-91
1891-92
1892-93
1893-94
1894-95
1895-96
1896-97
1897-98

Col.

608
620
635
706
716
776
821
813
819
813
828
823
928
972
1006
1068
1077
1138
1180
1271
1339
1456
. 1598
1656
1667
1771
1754
1819

Univ.

1316
1214
1039
1167
1199
1290
1370
1344
1350
1356
1365
1382
1450
1526
1594
1669
1688
1812
1899
2079
2271
2658
2969
3156
3290
3600
3674
3859

Year

1898-99
1899-1900
1900-01
1901-02
1902-03
1903-04
1904-05
1905-06
1906-07
1907-08
1908-09
1909-10
1910-11
1911-12
1912-13
1913-14
1914-15
1915-16
1916-17
19-17-18
1918-19
1919-20
1920-21
}921-22
1922-23
1923-24
1924-25

Col.

Univ.

1851
1902
1992
1983
2109
2073
2009
1899
2247
2277
2238
2265
2217
2262
2308
2359
2473
2519
2642
1720
2221
2602
2609
2745
2787
.2980
3041

3901
4091
4288
4142
4261
4328
4136
3945
4026
4012
3918
4046
4123
4203
4279
4366
4604
5226
5656
3684
3894
5273
5667
6073
6357
6733
7075

University ..........
64.99
College . . . . . . . . . . . . . 52.66

437.61
400.16

POPULATION

AND COLLEGE

:NORTHEASTERN

ENROLLMENT

IN THE

STATES

Population Northeastern States (New England, New York and New Jersey)
1870............
8,776,779
1880. . . . . . . . . . . . 10,224,516
1890 ... .........
12,143,531
1900 ............
14,744,580

18,203,462
20,942,036
22,495,5021

1910 ............
1920 . ...........
1925 .. ..........

Registration - Colleges and Universities
Yale

Columbia

Princeton

Brown

Amherst

1,316
1,365
2,271
4,288
4,123
5,667
7,075

755
1,037
1,645
2,542
3,282
3,820
5,143

776
1,532
1,671
3,176
5,117
9,117
13,230

364
488
850
1,277
1,450
1,967
2,412

220
247
352
1,026
935
1,367
2,032

261
339
352
400
502
..503.
615

Dartmouth

Williams

436
429
462
741
1,229
1,888
2,138

141
227
311
375
543
579
750

Harvard

UNIVER8ITY

Year

6.

1900-01
to 1924-25

tf%tl~5

Percent Increase:
University .....
College ........

240
281
190

.

French 2 ................
.
Mathematics A . . . . . . . . . . . .
Mathematics C . . . . . . . . . . . .
,
Physics C ................
Biology .1 . . . . . . . . . . . . . . . . .
History 1 ................
.
Government 1 ............
.
Economics A .............
.
Philosophy A ............
.
TABLE

400
1925-26 - ·

1924-25

815

UNDER

OF COURSE

5 (continued)

1870
1880
1890
1900
1910
1920
1925

.......
.......
.......
.......
.......
.......
.......

1870
1880
1890
1900
1910
1920
1925

.......
.......
.......
.......
.......
.......
.......

Bowdoin

Freshman Class-

121
157
185
252
338
403
500

Tufts

Cornell

Total

74
84
145
802
1,142
2,128
2,021

609
399
1,390
2,521
4,412
5,668
5,697

5,073
6,304
9,634
17,400
23,073
33,107
41,613

Harvard College
No. from Northeastern

Total Registration

1870
1880
1890
1900

189
243
366
537

1910
1920
1924
1

671
621
944

1870
1880
1890
1900

159
191
301
421

Estimated, World Almanac, 1924.

1910
1920
1924

States

538
494
735

20
TABLE

7.

ENROLLMENT

21

IN THE UNIVERSITY

UNIVERSITY,

AND PARTS

OF THE
TABLE

1900---25

College i .....................
1992
Grad. School of Arts and Sciences 341
All Depts. except College ......
2296
Whole University 2 •..••..•.••.
4288

--

1983 2109
312
316
2159 2152
4142 4261

-----2073 2009 1899
402
366
394
2255 2037 2046
4328 4136 3945

1906-07 1907-08 1908-09 1909-10 1910-11

--

College' ......................
2247
Grad. School of Arts and Sciences 387
All Depts. except College ......
1779
Whole University 2 •.••••••.••.•
4026

--

--

--

--

College' ......................
2308 2359
Grad. School of Arts and Sciences 463
497
All Depts. Pxcept College ......
1971 2007
Whole University 2 •••••••••••.
4279 4366

--

2473
532
2131
4604

--

-2519
598
2707
5226

2642
605
3014
5656

UNIVERSITY,

1924-25

The Graduate School of Arts and Sciences (total enrollment, 1924-25, 763). No
limit desired.
The Law School (total enrollment, 1924-25, 1201). Increased facilities for expanding numbers being planned without intention of limitation.
The School of Education (total enrollment, 1924-25, 272).
no limit proposed.

1911-12

--

2277 2238 2265 2217 2262
454
400
403
425
463
1735 1680 1781 1906 1941
4012 3918 4046 4123 4203

1912-13 1913-14 1914-15 1915-16 1916-17

ENROLLMENT-HARVARD

The College (total enrollment, 1924-25, 3041). A limit of 1,000 in each Freshman Class has been fixed.

1900-01 1901-02 1902-03 1903-04 1904-05 1905-06

--

8.

Coeducational;

The Graduate School of Business Administration (total enrollment, 1924-25,
614). First-year class entering September, 1924, limited to 335 -that
in February, 1925,to 150. This limitation will prevail until the new buildings are completed.
The Medical School (total enrollment, 1924-25, 506). Limited to 125 in each
of the first two years, 135 in each of the second two years - total 520.
Limit dictated by optimum use of existing laboratory space, clinical facilities and instructing staff. More students apply for admission than can
be accepted, and the selection is made chiefly on the basis of an examination of the candidate's previous work - preference being given to men
who have already prepared themselves in subjects which would more or
less specially fit them for medical studies.

1917-18

---

1720
296
1964
3684

1918-19 1919-20 1920-21 1921-22 1922-23 1923-24 1924-25

--

College 1 ................
Grad. School of Arts and
Sciences .............
All Depts. except College
Whole University 2 .••.••

2221

2602

--

2609

--

2745

--

--

--

School of Public Health (total enrollment, 1924-25, 30). No limitation.

2787 2980 3041

The Dental School (total enrollment, 1924-25, 204). No limitation.
Engineering School, (total enrollment, 1924-25, 258). No limitation.

531
532
582
648 670 763
359
1673 2671 3058 3328 3570 3753 4034
3894 5273 5667 6073 6357 6733 7075

Percent Increase:
College .....................................
Graduate School of Arts and Sciences ...........
All Departments except College ................
Whole University ............................

The Theological School (total enrollment, 1924-25, 74). No limitation.
School of Architecture and Landscape Architecture (total enrollment, 1924-25,
48 (Architecture) and 39 (Landscape Architecture)).

. 52.66
. 123.75
. 75.69
. 64.99

1 Lawrence Scientific School not included, but, beginning 1906-07, special students formerly
registered with Lawrence Scientific School now registered in Harvard College, on account of
a change in the administration of the S.B. degree.
2 University Extension and Summer School students not included.

L

l_

23

22
TABLE 9.

College
or

Leeway

University

Limitation

50

....

I Freshman Class limited to I

A. Attendance

....

Amherst .........
Bowdoin .........
Brown• ..........
Dartmouth .......
Tufts ............
Williams .........
Columbia ........
Harvard .•.......
Princeton ........
Yale .............
Cornell ..........

210

136

Columbia

Cornell

I

0

I No

I

....

0

I

I Total

I

....

0

rigid limitation. Try to
limit Freshman Class to
about 400 men (about 150
for Women's College)
registration for College
limited to about 2,000

I Trustee

Princeton

0

I Limited

provision that total I About
registration be limited to 1918
2,000.
The number admitted each year depends on
size of upper classes
to 600

I

....

I

I

50

About 225

1924

50

Limited to 850

1923

880

1

Sizeof FreshmanClass.

University

2,013
2,060
2,094
694
2,005
. 2,980
2,231
2,005

3,419
4,288
1,277
2,542
2,521

13,230
6,733
2,448
4,447
5,588

15,133
Womenincluded,

$1,600,000.00
660,416.86
1,297,227.56
2,500,000.00 1
48,926.00 (Income)
1,050,850.00
435,000.00 (Income)
12,614,448.19
2,455,400.00
4,942,166.04
?

i 1901

1

254

Yale

920

1900

Amherst ..
Bowdoin .. .
Brown ... .
Dartmouth.
Tufts .... .
Williams .. .
Columbia .
Harvard ..
frinceton .
Yale .... :..
Cornell

Slightly
over 600

Williams

College
561
503

B. Income-Bearing Funds

673

103

University

8,318

490 (as
candidates
for B.A.)

?

?

College
400
254
920
741
802
375
476
1,992
1,168
1,190

1

to 500 (applies only Beginning
to candidates for B.A. de- with fall
gree). College of Architec- of 1925
ture limited to about 45.
Other Schools not rigidly
limited

0

1

474

ILimited

Dartmouth

Tufts

I

422 Men

1923-24

1900-01

about 150. (500 for College)
Brown

GROWTHOF ENROLLMENTS
AND ENDOWMENTS ELEVEN
IN
UNIVERSITIESAND COLLEGES

Number
Admittedin fall
of 1924

When
Adopted

No formal limitation. Will
probably accept 230 in the
fall of 1925

Amherst

Bowdoin

TABLE 10.

LIMITATION NUMBERSIN ENDOWEDCOLLEGESOF
OF
NORTHEASTERN
STATES

I

•
1-

'

L

1924

1

$7,340,000.00
3,541,164.77
8,209,057.83
6,000,000.00
167,304.00 (Income)
4, 543,972. 00
1,975,000.00 (Income) 2
66,624,462.12
14,322,147.08
35,764,883.97 2 (Exclusive of
?
_Sterling Bequest)
2

1923

24

25
TABLE

10 (continued)

TABLE

...
. ..
118.84 1
...
...
. ..
286.95
121.65
57.19
91.69
74.94

...

49.59
91.01
68.48

COLLEGE

AS A FEEDER

TO THE

OTHER

Degrees conferred in Harvard College, June 1923
(From Rept. of President and Treasurer, 1923-24, p. 322)

Income-Bearing
Funds,
Whole University
1900-24

Attendance in
whole University
Incl. College
1900-24

40.25
93.03
...
178.00
161.09
85.06
321.21

Amherst ............
Bowdoin ...........
Brown University ....
Dartmouth .........
Tufts ..............
Williams ...........
Columbia ...........
Cornell .............
Harvard ............
Princeton· ...........
Yale ................

HARVARD

DEPARTMENTS

. C. Percentage Increase in
Attendance
in College
1900-24

12.

(1) A.B ................................................

400

A.B. OcC ............................................
56
A.B. for Honorable Service in the War . . . . . . . . . . . . . . . . .
9
S.B .................................................
108
S.B. OcC............................................
17
S.B. for Honorable Service in the War . . . . . . . . . . . . . . . . . .
2

358.75
436.20
532.81
140.002
241.53 2 (Income)
332.41
354.02 8 (Income)

592
Total ..........................................
(2) Total number continuing in post-graduate work in Harvard
University ........................................
185
Total number that did not go on to post-graduate .work in
Harvard University ................................
407
(3) Proportion continuing in post-graduate work in Harvard
University ........................................
31.25%

?

428.15
408.33
623.66 3

Placed in this column in deference to the name; but might fairly be in column 1.
' 1901-24.
• 1900-23.

1

TABLE

11.

ENROLLMENT

IN DEPARTMENTS

1916-17

TO

OF HARVARD

TABLE

13.

HARVARD

U~IVERSITY-ANALYSIS

Geographical Distribution

UNIVERSITY,

1925-26

1916 1917 1918 1919 1920 1921 1922 1923 1924 1925
-18
-19
-17
-20
-21 -22 -23 -24 -25 -261

-

The College 2 •.••••••••.
Grad. School of Arts and
Sciences ..............
Law School .............
School of Education .....
Grad. School of Bus. Administration ..........
Medical School .........
School of Public Health .
Dental School ..........
Engineering School .....
Mining School ..........
Bussey Institution ......
Theological School ......
School of Arch. and Landscape Arch ...........
Total

.............

OF ENROLLMENT,

1924-25

College

-- -- -- -- -- -- -- -2642 1720 2221 2602 260927452787298030413279

Graduate and
Professional
Schools

Per cent of
Total Population of
U.S. area,
19201

~

North Atlantic
New England
N. Y., N. J., Pa., Del.

605 296 359 531 532 582 648 670 763 732
856 296 436 879 944 999 1019109712011282
. . . ... . .. . . . 121 153 241 285 272 236
222 93 159 394
358 386 404 419
... . .. ... ...
240 211 154 189
5773 59!3 59 126
4
1 . . . ...
16
6
7 10
73 59 51 58
63

--

25

44

65

442
439
...
232
214
.. .
15
53
66

468
499
16
219
257
. ..

614
506
30
204
258
...
25
74

675
502
30
186
283
...
16
69

79 92

93 87

91

466
472
30
205
261
. ..
20
61

539
494
29
191
253
...
16 16
95 86

-- -- -- -- -- -- -- -5656 3684 3894 5273 566760736357673370757381

1 On October 1, 1925.
' Including Special Students.
• In combination with Massachusetts

I

t
l-.
I

No.

Per cent

1717 56.46
697 ....
--2414 79.38

South Atlantic
Va., W. Va., Ga., Fla., N. C.,
2.50
S. C., D. C.; Md.
76
Western
Colo., Calif., N. Mex., Ore.,
Mont., Wash., Ariz., Utah,
Nev., Idaho, Wyo.
87
2.86
North Central
S. D., N. D., Ill., Mich., Minn.,
Iowa, Mo., Wis., Ohio, Ind.;
Nebr., Kans.
357 11.74
South Central
Ala., Tenn., Tex., Okla., Ark.,
Ky., La., Miss.
1.81
55
1.71
U.S. Territories and Foreign
52
Total ........
3041 100.00

No.

Per cent

1518 37.63
773 . ...
-2291 56.79

...
. ..
28.3

240

5.95

13.0

304

7.54

8.4

740

18.34

32.2

198 4.91
261
6.47
4034 100.00

18.1
...
100.0

Institute of Technology.
1 In this column the Territories and Foreign Possessions do not enter into the 100 per cent;
so there is a slight discrepancy in comparing it with percentages in columns 1 and 2.

26
TABLE

14.

27

Dn 1TRIBUTION
1925
Under the Old, New, a7?dHonor Plan.s

TABLE

SHOWING

CANDIDATES

Honor

North Atlantic
Maine .................
New Hampshire ........
Vermont ..............
Massachusetts
.........
Connecticut ............
Rhode Island ..........
Total, New England States
New York .............
New Jersey ............
Pennsylvania ..........

South Atlantic
Florida .......
·.........
Virginia ................
Georgia ...............
· District of Columbia ....
·. West Virginia ..........
South Carolina .........

North Central
North Dakota ..........
South Dakota ..........
Illinois .................
Michigan ..............
Minnesota .............
Iowa ..................
Missouri ...............
Wisconsin .............
Ohio ..................
Indiana ...............
Nebraska ..............

ADMITTED

New Plan

Old Plan

Total·

1
2
1
77
0
3
84

2
3
1
307
8
3
324

3
538
19
9
588

38
12
13
243

55
8
9
156

62
13
17
416

155
33
39
815

0
2
3
3
1
1

1
1
1
0
0
0
3

0

1
3
4
5
2
1
16

10

2
2
0
1
1
0
6

0
1
0
1
1
13

1
0
14
3
2
0
2
3
15
3
1
44

0
1
4
1
1
1
0
2
8
0
- 0
18

TABLE

OF

14 (Continued)

IN

6
5
1
154
11
3
180

10

Western
California .............
Washington ............
New Mexico ............
Colorado ..............
Utah ..................
Idaho .................

G1coGR~HICAL

·o
0
2
1
0
3

South Central
Alabama .............
Tennessee ............
Texas ................
Oklahoma ............
Kentucky

0
0
8
3
3
2

1
1
26
7
6
3
12
6
29
3
- 1
95

INew Plan I Old Plan I
-----

-----

Total

_____

Honor
!Admissions
% of Total

1
5
2

30.6%

29.77%
I

I.

Foreign
Bermuda ..............
Canada ..............
Caba ................
Guatemala ............
Jamaica
.............
Norway ...............
Peru .................

24%

f"

0

4

3
4
15

168

430

870

22

32

£6

43.7%

190

462

966

32.5%

0
0

0
0

1
1

0

1
1
2

0
0
0
0
0
0
0
0

0
0
0
0
1
0
0
1

1
2
1
1

0
314

1
191

1
4

.
.
.
.

1
1
4

11
Total for North Atlantic
States plus Illinois and
Ohio (schools which
make a specialty of fit.ting for colleges like
Harvard being numerous in these states) . . I 272
Total for remainder of
Continental United
States . . . . . . . . . . . . .
42
Total, Continental United
I 314
States .............
Insular Territories
Hawaii ...............
Porto Rico ............

62.5%

0
0
0
0
0
0

0

9

16
3
1
2
2
1
25

1
6
0
0
33

Honor
Admissions
%of Total

10

4
1
0
1
0
0
6

10

Honor
-----

.
.

.
.
.
.
.
.
.

Total,
Insular
Territories and Foreign
Countries .........
.
Grand total ..........
.

1
1

2
0

73.3%

31.26%

2
1

2

1
1

1
1
1
1
1,

7

8

9
471

10
976

0

32.17%

In the fall of 1925-26 no candidates were admitted from the following
states: Delaware, Maryland, North Carolina, Louisiana, Mississippi, Arkansas, Kansas, Arizona, Wyoming, Oregon.
·

46.3%

29

28

2.

Fm.

POPULATION

CoMP.IBED

WITH

IN

THE

u. s.

EJSROLLMENT

(EXCLUSIVE
(MEN

OF OUTLYING

AND WOMEN)

COLLEGES,

FIG,

1.

COLLEGE

ATTENDANCE

-

1870-71

. ADDED

TO 1924-25

BELOW-'---

AND PROFES810NAL

REGISTRATION

OF HARVARD

PosSES~IONB)

IN UNIVERSITIES,

SCHOOLS

FRESHMAN

CLASS

IN HUNDREDS

I
I

I

·I

't
L

J:

E

z

j

i

;

l

"'
;;;

;

~

;

•

I

t
t
f
I
I

•
!
I
I

. I

~

I I I I I IOI I I l I I I
1870
1880

I I I I I
1690

I I I I I I I I I I I ! I I I I I I I
1910
1900
1920

I

1940

r -30

31

~

FIG.

4.

CERTAIN

COMPARISONS

OF THE

COLLEGE

FIG.

3.

THE

RATE

OF

GROWTH
THE

•
!

..

OF THE

COLLEGE

COMPARED

WITH

THAT

RATE

OF

GROWTH

OF POPULATIO~

AND

ENROLLMENT

"Population in Millions" is that of the New England States plus New York and New Jersey,
in Thousands" is the total for Harvard, Yale, Columbia, Princeton, Brown,
"Registration
Cornell, Amherst, Dartmouth, Williams, Bowdoin, Tufts.
" Registration in Hundreds" is (above) that of the H:1rvard Freshman! Class, (below) that of students from above named states in the Harvard Freshman Class.

OF

UNIVERSITY

I

[
,E WIIIU.~11111111111111111111111111Jlfllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll

5•

1
301

WJ

'1,000

600

400
000

4
3

2

11 I
/870 I 1·I I I I I I I 1 1 I I I I I I ' I I I I ' I I I I I I I I I I I I I I I I I I 111111111111111111
1880
1900
1890
1910
19~0

!

I
l

32

FIG. 5.

COMPARISON

OF RATES

OF GROWTH

CERTAIN

'
J:
£
:,

z

~
,,,,

OF HARVARD

DEPARTMENTS

UNIVERSITY

AND