https://en.wikipedia.org/wiki/History_of_Harvard_University
Meritocracy
James Bryant Conant (president, 1933–1953) pledged to reinvigorate creative scholarship at Harvard and reestablish its preeminence among research institutions. Viewing higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, Conant devised programs to identify, recruit, and support talented youth. In 1943, Conant decided that Harvard's undergraduate curriculum needed to be revised so as to place more emphasis on general education and called on the faculty make a definitive statement about what general education ought to be at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.[30]
In the decades immediately after 1945, Harvard reformed its admissions policies as it sought students from a more diverse applicant pool. Whereas Harvard undergraduates had almost exclusively been upper-class alumni of select New England "feeder schools" such as Exeter, Hotchkiss, Choate Rosemary Hall and Milton Academy, increasing numbers of international, minority and working-class students had by the late 1960s altered the ethnic and socio-economic makeup of the college.[31]
Not just undergraduates, but the faculty became more diverse, especially in its willingness to hire Jews, Catholics and foreign scholars. The History Department was among the first to hire Jews and how it contributed to the university trend toward professionalism from 1920 to 1950. Oscar Handlin became one of the most influential professors, training hundreds of graduate students and later serving as head of the University Library.[32]
During the 20th century, Harvard's international reputation grew as a burgeoning endowment and prominent professors expanded the university's scope. Explosive growth in the student population continued with the addition of new graduate schools and the expansion of the undergraduate program.
prometheus
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2024-06-30 15:31:38
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"content": "https://en.wikipedia.org/wiki/History_of_Harvard_University\n\nMeritocracy\n\nJames Bryant Conant (president, 1933–1953) pledged to reinvigorate creative scholarship at Harvard and reestablish its preeminence among research institutions. Viewing higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, Conant devised programs to identify, recruit, and support talented youth. In 1943, Conant decided that Harvard's undergraduate curriculum needed to be revised so as to place more emphasis on general education and called on the faculty make a definitive statement about what general education ought to be at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.[30]\n\nIn the decades immediately after 1945, Harvard reformed its admissions policies as it sought students from a more diverse applicant pool. Whereas Harvard undergraduates had almost exclusively been upper-class alumni of select New England \"feeder schools\" such as Exeter, Hotchkiss, Choate Rosemary Hall and Milton Academy, increasing numbers of international, minority and working-class students had by the late 1960s altered the ethnic and socio-economic makeup of the college.[31]\n\nNot just undergraduates, but the faculty became more diverse, especially in its willingness to hire Jews, Catholics and foreign scholars. The History Department was among the first to hire Jews and how it contributed to the university trend toward professionalism from 1920 to 1950. Oscar Handlin became one of the most influential professors, training hundreds of graduate students and later serving as head of the University Library.[32]\n\nDuring the 20th century, Harvard's international reputation grew as a burgeoning endowment and prominent professors expanded the university's scope. Explosive growth in the student population continued with the addition of new graduate schools and the expansion of the undergraduate program. ",
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