This is an incomplete list of historic properties and districts at United States colleges and universities that are listed on the National Register of Historic Places (NRHP). This includes National Historic Landmarks (NHLs) and other National Register of Historic Places listings. It includes listings at current and former educational institutions.
The main list is organized by institution name. A second list of NHLs at colleges and universities is organized by state.
Of the colleges and universities listed here, the University of California, Berkeley, has the most NRHP listings, with 22, including one NHL. Tied for second are Harvard University with 17 NRHP listing including two historic districts and five NHLs, and the University of Florida which has 17, including one historic district with 14 contributing properties. The University of Wisconsin–Madison has the third most identified sites, with 16, of which four are NHLs.
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“The recognition of Russia on November 16, 1933, started forces which were to have considerable influence in the attempt to collectivize the United States.”
—Herbert Hoover (1874–1964)
“Prestige is the shadow of money and power. Where these are, there it is. Like the national market for soap or automobiles and the enlarged arena of federal power, the national cash-in area for prestige has grown, slowly being consolidated into a truly national system.”
—C. Wright Mills (1916–1962)
“Genius ... is the capacity to see ten things where the ordinary man sees one, and where the man of talent sees two or three, plus the ability to register that multiple perception in the material of his art.”
—Ezra Pound (1885–1972)
“Never is a historic deed already completed when it is done but always only when it is handed down to posterity. What we call “history” by no means represents the sum total of all significant deeds.... World history ... only comprises that tiny lighted sector which chanced to be placed in the spotlight by poetic or scholarly depictions.”
—Stefan Zweig (18811942)
“There are few places outside his own play where a child can contribute to the world in which he finds himself. His world: dominated by adults who tell him what to do and when to do it—benevolent tyrants who dispense gifts to their “good” subjects and punishment to their “bad” ones, who are amused at the “cleverness” of children and annoyed by their “stupidities.””
—Viola Spolin (b. 1911)
“If the factory people outside the colleges live under the discipline of narrow means, the people inside live under almost every other kind of discipline except that of narrow means—from the fruity austerities of learning, through the iron rations of English gentlemanhood, down to the modest disadvantages of occupying cold stone buildings without central heating and having to cross two or three quadrangles to take a bath.”
—Margaret Halsey (b. 1910)
“The rush to books and universities is like the rush to the public house. People want to drown their realization of the difficulties of living properly in this grotesque contemporary world, they want to forget their own deplorable inefficiency as artists in life.”
—Aldous Huxley (1894–1963)
“You are, I am sure, aware that genuine popular support in the United States is required to carry out any Government policy, foreign or domestic. The American people make up their own minds and no governmental action can change it.”
—Franklin D. Roosevelt (1882–1945)
“[N]o combination of dictator countries of Europe and Asia will halt us in the path we see ahead for ourselves and for democracy.... The people of the United States ... reject the doctrine of appeasement.”
—Franklin D. Roosevelt (1882–1945)