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

Filing 577

Request for Judicial Notice by Students for Fair Admissions, Inc.. (Attachments: # 1 Exhibit DX-13, # 2 Exhibit DX-40, # 3 Exhibit P500)(Mortara, Adam)

AT A

MEETING OF THE

BOARD OF OVERSEERS OF HARVARD COLLEGE
TRIAL EXHIBIT

P500

exhibitsticker.com

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IN CAMBRIDGE,

January ll,

192 6.

SFFA v. Harvard

Mr. Jemes presented the

ot

:~eyort

the Special Cornmi ttee ,

on the Limi tf.tion af the Size cf the F'resnme.n Cltos 1 and uf'tc,r
debf.te thereoo / the L'.O!<rd voted

to accept

!b-i d

re,_.ort, un;J to

adopt the following reoommendetions:

1.- That, during the next three ;y-ears, _:!.9~'5-27 to
1928:...29, the limit of 1 1 000 !'reshmen .sh1Jll include
dropped f'reahmen 6-S well fJ.B those ne·l"i·ly ~drr~i tted to
the College and En£;,inecrlnJ School, ;mt not. t'hfo're• th' '
-1 f
,.
.
•. '
'
a 1~t rr, Euc.. Ve> ~:1.. t -ti(~ r~pp-rcv£< o .. t .ne t;OV';trnn._ LO~r~1.s.

2. That the appliastlon 0f

th~

rule

o~ncerning

Ci:rneI!dates fr.om the n r: t sevtcn'lth of th f'i r $C::oo1 be
discreti _..::nury, both -'£<s to schools ~,riJ c::x1~!iz.btcs, ""it
the Cammi t1 tee ~:n A d!l"J. cw1 oti.

s..

tt'h<.,t the rul&a for t.he. odmi~;ston nf 01.mdid~:.tea
be £-;inended to lay g:re~_t,1;;;r smphf:Sifl 'JU sf!lectlun hfased
on ohr;1ractcr

tin11

fitness,,

~nd

t.he .;rcr:-.1se of the

gre.,..;,te::t usefulness in th€ tutur(i tis a re&U1t t;f a

Harvard educEtinn.

and furthtcr tht~t s~l d re;::,ort and reo'.1mmendat1 en~ a;~,*~ e'. r

hofard t.

be. wiee, but. UL·.t they be refer.res tD the

t".'1

the

r ..~cu i ties

nt

v<;irt.

A true copy cf rec.'Or«:i,

Atte•t1

,,ra:~e7 ,;;7
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r

Strictly Confidential until all Boards
and Faculties concerned have acted

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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 its 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,

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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 wfse
or practicable; but further attention to the problem appears desirable to this Committee;

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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_ctively to 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_o Geology; 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 mediately without curtailing the lecture periods; an:d

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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 emphasiis 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

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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 . . . 112 1
Increase .................... .
Number of teachers of non-professorial rank
in the Faculty of Arts and Sciences . . . 184 1
Increase ... · ............... ~ ..
Number of students under the Faculty of
Arts and .Sciences (College and. Graduate School of Arts and Sciences) . . . 2905
Increase .................... .
Average number of students to each teacher
oi professorial rank in the Faculty of
Arts and Sciences ........... '- . : . . . 25.9 :1
Average number of students to all teachers
in the Faculty of Arts and Sciences . . .
9.8 :1

1924-:-25

172
53.5+3
233
26.63

3804
30.9+3

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.:.
.. 1 The Faculty of Arts and Sciences included the Lawrence Scientific School
at this <lat~. .
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. .
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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.
. Th(:lrefore, .considerations of personnel, finance, and equipment
.all point to the necessity of maintaining a limitation of numbers
.in Harvard College for the present.
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
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 'in number. But it must be remembered
that, barring the Endowment Fund raised by the graduates since
the War, the free funds at the disposal of the Corporatio-n are small

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 students 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

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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 ~ust pass i of the total with satisfactory grades. (70 per cent
or higher); and (3) that he must write satisfactory English.
AJ:no.ng the simplifying changes, some of which actually make adm1ss10n easier, must be p.amed:
. (1) The New Plan, established in 19U-12, whereby candidates
are admitted on a combination qf school record and four exami..;
nations. E~ch case is considered 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 the; satisfy the
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
ma~ter, 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· admissions by the different plans foi:
1924 and 1925:
·
· · :
1924

1925

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

371
196
309

469
191
314

Total · . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

876

974 ·

It will be seen that nearly one third of the Freshin~n Class is'
now entering on the so-called Honor Plan. When this plan "w:as
adopted, its primary purpose was to open ad.mission to briilia~t
boys in schools that do not ordinarily prepare for Har~;ud; but
the Admission Committee, has .felt that the vote, was ~andatory·
rather than permissive, and has believed th,at it had no discretion
in the administration of it.. Th~ Committee. which makmg this
report thinks, however, that it may be better not. .to extend this
privilege of recommending boys under the honor systein to large
Eastern schools and similar in.stitution_s that regularly prepare boys

is

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.. entrance examinations, and it believes that the application of
: e rule should be left to the discretion of the Committee on Ad'· · sio~. This will not diminish the value of the school record of
· e candidates or of the personal estimates of their fitness on the
; art of the school masters. Table 14 shows how "Honor" Fresh~ .en 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 exceeded
or even reached, and therefore there has been no chance to. test
the machinery for weeding out the excess of lower-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.

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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
In the writer's mind there is one out~tanding reason 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 objective seems 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
conclusion 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.

CONSISTS OF THE FIGURES UPON WHICH FIGURE 1 IS BASED
(see page 28)
TABLE 2

POPULATION OF T)lE UNITED STATES EXCLUSIVE oi;_: OUTLYING POSSESSIONS
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 OF MEN AND WOMEN IN COLLEGES, UNIVERSITIES, AND
PROFESSIONAL SCHOOLS IN THE UNITED STATES
1876.........
1880. . . . . . . . .
1890. . . . . . . . .
1900. . . . . . . . .
1910 . ........
. .. 192Q . ........

60,798 From Rept. of Commissioner of Education
84,991
"
"
"
109,664
"
"
"
176,435
"
"
338,018
"
521,754 From World_,t\lrp.a,n_ac, 1924

TABLE 3.

NUMBERS, BUILDINGS, AND INCOME
1904-05
Number Percentage

7075
3041

University enrollment, total ............ 4136
College enrollment . . . . . . . . . . . . . . . . . . . . 2539 1
Dormitories
Undergraduates housed in dormitories
owned by the College . . . . . . . . . . . . . . . 623
Dormitories in process in 1924-25 or
planned and financed, W)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

24.5 +

1570

358

51.6+

---------------~--------=--~------

16
TABLE

17

3 (continued)

TABLE

4.

B. Percentage of Available Rooms Utilized

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

Available Rooms

$66,024,462
Capacity

1,486,194

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

1,077,402
283.23

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

TABLE

4.

COMPARISON OF ACTUAL AND POSSIBLE UsE OF ROOMS,

1925-26 (continued)

Lecture Rooms or Class Rooms
Music Building, 1914

COMPARISON OF ACTUAL AND POSSIBLE UsE OF RooMs,t

1925-26

No.

2
16
10
5
3
1
2
2
1
1

Total
1-br.
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

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

10-11 11-12 12-1

1-2

2-3

3-4

0.0 16.7
10.4 30.2
23.3 43.4
20.0 40.0
0.0 55.6
0.0 83.4
16.7 33.3
0.0 41.7
0.0 0.0
0.0 33.3

16.7
14.6
13.3
30.0
16.7
0.0
0.0
41.7

4-5

5-6

-- - - - - - -- - - - -- - - - - - 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

8.3
69.8
75.0
66.6
66.6
100.0
66.6
83.4
0.0
100.0

25.0
3.3
13.3
5.5
0.0
0.0
0.0
0.0
_o.o 0.0
16.7 0.0

8.3

o.o

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

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

No.

2
16
10
5
3
1
2
2
1
1

Total
1-br.
periods
possible
per week

Number of periods in use from
8-9

9-10

10-11 11-12

12-1

1-2

2-3

3-4

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

0
0
4
0
0
3
0
0
0
0

4
80
58
29
18
6
1l
12
6
6

7
87
59
29
15
6
12
12
5
3

5
89
55
29
17
5
9
12
6
6

1
67
45
20
12
6
8

230
.89

235
.91

233
.90

175
.67

10

0
6

0
10
14
6
0
0
2
0
0
0

2
29
26
12
10

5
4
5
0
2

2
14
8
9
3
0
0
5
0
1

4-5

5-6

-3
2
2
4
1
0
0
0
0
0

1
0
4
0
0

o0
0
0
0

- - - - - - - - - - - - - - - - --- ----

258 2
Total . . 43
Per cent of 258

7
.02

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.J
or tower rooms); Harvard Hall.
Two hundred and three meetings were held outside above buildings 1925-26; 137 in 1923-24.
2 Multiplying this by 5 4/7 to get a weekly total
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.
713 of 1438.
.

for

]

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 5 (continued)

TABLE 4 (continued)

c.

UNDER 400
1925-26 -·
1924-25

NAME OF COURSE

................
28 ................ 223
41 ................ 269
2 ................ 193
German A ................
French 2 . . . . . . . . . . . . . . . . .
Mathematics A ............. 192
Mathematics C ............ 206
Physics C ................ , 229
Biology .1 ................. 243.
History 1 .................
Government 1 .............
Economics A ..............
Philosophy A .............

815

English A

"

-- ---

·--

Year

893

TABLE 6.

649
453

580
543

287
233
280
264

347

649
417
405
407

750
525
485

Col.

Univ.

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

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
1917-18
1918-19
1919-20
1920-21
}921-22
1922-23
1923-24
1924-25

POPULATION AND COLLEGE ENROLLMENT IN THE
:NORTHEASTERN 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

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

1910 ............ 18,203,462
1920 . ........... 20,942,036
1925 .. .......... 22,495,502 1

Registration - Colleges and Universities
Harvard

ATTENDANCE, 1870-1925 - HARVARD COLLEGE AND
UNIVER8ITY

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

University ..... 437.61
College ........ 400.16

240
281
190

-··

TABLE 5.

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

OVER 400
1925-26
1924-25

1900--01
to 1924-25

tJ%~Z~5

Percent Increase:

Enrollment in Largest Courses, 1924-25 and 1925-26

Yale

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

1870
1880
1890
1900
1910
1920
1925

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

1870
1880
1890
1900
1910
1920
1925

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

Columbia

Princeton

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

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

Dartmouth Williams Bowdoin

141
227
311
375
543
579
750

121
157
185
252
338
403
500

Tufts

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

Brown

Amherst

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

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

261
339
352
400
502
..503.
615
Total

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

Freshman Class- Harvard College
No. from Northeastern States

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

538
494
735

20
TABLE

7.

21

ENROLLMENT IN THE UNIVERSITY AND PARTS OF THE
UNIVERSITY,

TABLE

1900--25

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

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

- - - - - - - - - - - - --1983 2109 2073 2009 1899
312
402
316
366
394
2159 2152 2255 2037 2046
4142 4261 4328 4136 3945

1906-07 1907-08 1908-09 1909-10 1910-11 1911-12

--- - - - - - - --- ---

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

2277
400
1735
4012

2238
403
1680
3918

2265
425
1781
4046

2217
463
1906
4123

2262
454
1941
4203

1912-13 1913-14 1914-15 1915-16 1916-17 1917-18

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

- - - --- --- --- --2359 2473 2519 2642 1720
497
532
598
605
296
2007 2131 2707 3014 1964
4366 4604 5226 5656 3684

8.

ENROLLMENT-HARVARD UNIVERSITY,

1924-25

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

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.

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

- - - - - - - - - - - - - - - --- --2221 2602 2609 2745 2787 2980 3041

College 1 . . . . . . . . . . . . . . . .
Grad. School of Arts and
Sciences ............. 359
All Depts. except College 1673
Whole University 2 . • • . • • 3894

531
2671
5273

532
3058
5667

582
3328
6073

648
3570
6357

670
3753
6733

763
4034
7075

Percent Increase:
College ..................................... . 52.66
Graduate School of Arts and Sciences ........... . 123.75
All Departments except College ................ . 75.69
Whole University ............................ . 64.99
t 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 mcluded.

School of Public Health (total enrollment, 1924-25, 30). No limitation.
The Dental School (total enrollment, 1924-25, 204). No limitation.
Engineering School. (total enrollment, 1924-25, 258). No limitation.
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)).

23

22
TABLE

9.

TABLE

LIMITATION OF NUMBERS IN ENDOWED COLLEGES OF

10.

GROWTH OF ENROLLMENTS AND ENDOWMENTS IN ELEVEN
UNIVERSITIES AND COLLEGES

NORTHEASTERN STATES

I

When
Adopted

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

. ...

210

50

Freshman Class limited to
about 150. (500 for College)

....

136

Brown

0

No rigid limitation. Try to
limit Freshman Class to
about 400 men (about 150
for Women's College)

....

422 Men i

Columbia

0

Total registration for College
limited to about 2,000

....

A. Attendance

Number
Admitted in fall
of 1924

474

College or
University

Amherst

Bowdoin

Cornell

Leeway

..

0

Limitation

Limited 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

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

Princeton

0

Limited to 600

..

Williams

50

Yale

50

Amherst ......... 400
Bowdoin ......... 254
Brown• •.• ........ 920
Dartmouth ....... 741
Tufts ............ 802
Williams . . . . . . . . . 375
Columbia ........ 476
Harvard ......... 1,992
Princeton . . . . . . . . 1,168
Yale ............. 1,190
Cornell ..........

....

1924

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

1923

880

Size of Freshman Class.

15,133
Women included,

$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

254

Limited to 850

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

B. Income-Bearing Funds

Slightly
over 600

About 225

1923-24
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

1900

673

103

1

920

8,318

490 (as
candidates
for B.A.)

?

?

College

561
503

1

Dartmouth

Tufts

1900-01
College
University

1

l

[.

'

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
TABLE

25
TABLE

10 (continued)

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

Attendance in
whole University
Incl. College
1900-24

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

1

2

3

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

Income-Bearing
Funds,
Whole University
1900-24

358.75
436.20
532.81
140.00 2
241.53 2 (Income)
332.41
354.02 8 (Income)

40.25
93.03
...
178.00
161.09
85.06
321.21
...

49.59
91.01
68.48

(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
Total ........... , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(2) Total number continuing in post-graduate work in Harvard
University ........................................
Total number that did not go on to post-graduate ,work in
Harvard University ................................
(3) Proportion continuing in post-graduate work in Harvard
University ........................................

?

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.

TABLE

11.

HARVARD COLLEGE AS A FEEDER TO THE OTHER
DEPARTMENTS

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

12.

TABLE

13.

TO

185
407
31.25%

HARVARD U~IVERSITY-ANALYSIS OF ENROLLMENT,

1924-25
Geographical Distribution

ENROLLMENT IN DEPARTMENTS OF HARVARD UNIVERSITY,

1916-17

592

1925-26

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

College

- - - - -- - - - -- - - -- 2642 1720 2221 2602 2609 2745 2787 2980 3041 3279

Graduate and
Professional
Schools

Per cent of
Total Population of
U.S. area,
1920'

~

The College 2 • . • • • • • • • • .
Grad. School of Arts and
Sciences .............. 605
Law School ............. 856
School of Education .....
...
Grad. School of Bus. Administration .......... 222
Medical School ......... 358
School of Public Health
...
Dental School .......... 240
Engineering School ..... 5773
Mining School ..........
4
Bussey Institution ......
16
Theological School ......
73
School of Arch. and Landscape Arch. ..........
63

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

296 359 531 532 582 648 670 763 732
296 436 879 944 999 1019 1097 1201 1282
... . . . . .. 121 153 241 285 272 236
93
386
. ..
211
59!3
1
6
59

159
404
...
154
59

394
419
...
189
126
... . . .
7 10
51 58

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

466
472
30
205
261
. ..
20
61

468
499
16
219
257
. ..

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

614
506
30
204
258
...
25
74

675
502
30
186
283
. ..
16
69

25 44 65 66 79 92 93 87 91
- - - - - - -- - - ----,_ -Total ............. 5656 3684 3894 5273 5667 6073 6357 6733 7075 7381

--

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

I

t
l-.

I

No.

Per cent

No.

1717
697
-2414

56.46
....
-79.38

1518
773
-2291

37.63
. ...
-56.79

...
...
28.3

240

5.95

13.0

304

7.54

8.4

740

18.34

32.2

South Atlantic
Va., W. Va., Ga., Fla., N. C.,
S. C., D. C.; Md.
2.50
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

Per cent

4.91
198
261
6.47
4034 100.00

18.1

. ..
100.0

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

TABLE SHOWING Gli:OGR~HICAL DiflTRIBUTION OF

TABLE

1925
Under the Old, New, a'f?d Honor Plans
CANDIDATES ADMITTED IN

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

Old Plan

Honor

Total·

6
5
1
154
11
3
180

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

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

New Plan

-

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

·o
0
2
1
0
3

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

9

16
3
1
2
2
1
25

0
0
8
3
3
2

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

1
6
0
0
33

Honor
Admissions
%of Total

10

4
1
0
1
0
0
6

10

14 (Continued)

30.6%

29.77%
I

I.

62.5%

24%

New Plan

Old Plan

Total

Honor
Admissions
3 of Tot~

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) . .
Total for remainder of
Continental United
States . . . . . . . . . . . . .
Total, Continental United
States . . . . . . . . . . . . .

Insular Territories
Hawaii ............... .
Porto Rico ............ .
Foreign
Bermuda .............. .
Canada .............. .
Caba ................ .
Guatemala ............ .
Jamaica ............. .
Norway ............... .
Peru ................. .
Total, Insular Territories and Foreign
Countries ......... .
Grand total .......... .

1
4
1
1
4
11

0
0
0
0
0
0

0

1

1
1

5
2

2
0
4

3
4
15

272

168

430

870

42

22

32

£6

43.7%

314

190

462

966

32.5%

0
0

0
0
0

1
1
2

1
1

0

.
.
.
.

2

0
0
0
0
0
0
0
0

0
0
0
0
1
0
0
1

1
2
1
1
0
1
1

1
2
1
1
1
1
1,

7

8

0
314

1
191

9
471

10
976

73.3%

31.26%

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

Fm.

2.

POPULATION IN THE

U. S.

(EXCLUSIVE OF OUTLYING PosSES~IONB)

COMPARED WITH E1rnOLLMENT (MEN AND WOMEN) IN UNIVERSITIES,
COLLEGES, AND PROFES810NAL SCHOOLS
FIG.

1.

COLLEGE ATTENDANCE -

1870-71

TO

'ADDED BELOW"'"-- REGISTRATION OF HARVARD FRESHMAN CLASS IN HUNDREDS

1924-25

•

I

t
t
f

I
I

30

31

FIG. 4.

CERTAIN CoMPARISONS OF THE RATE OF GROWTH OF

PoPULATI~~

AND

COLLEGE ENROLLMENT

FIG. 3.

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

THE RATE OF GROWTH OF THE COLLEGE COMPARED WITH THAT OF
THE UNIVERSITY

Z/lOO

•

.
~

.E

WJ

.
L

e
~

z

soo

•OO

200

JOO

!

~

;;

;

·~

;;

*

~

~

·"'

:i:
;;

•;;

~

i

2

1a~7~0...L..i...L..i....L..l.~18~8~0..L...L.LL.LLLILSL9LOLLL...LJL...LJJl~90~0...LJ....LJ..LL~l~9~10~~LLLLJILJ9LJ~LJO...Ll...Ll..U...LJ

32

FIG. 5.

COMPARISON OF RATES OF GROWTH OF HARVARD UNIVERSl1'Y
CERTAIN DEPARTMENTS

AND