Abbott Lawrence Lowell - Harvard Reforms

Harvard Reforms

Lowell immediately embarked upon a series of reforms that were both academic and social in nature. Under his predecessor, Charles W. Eliot, Harvard had replaced the single standardized undergraduate course with a system that allowed students free choice of electives. That was a logical extension of the trend in U.S. education that had modeled the university on the German system and thus adopted the German principle of student freedom in choosing courses. So dominant was Harvard's role in American education that all large American colleges and universities had adopted the elective system by 1904. It appealed to all student types, those intellectually curious and energetic as well as the lazy without intellectual ambition.

Lowell now implemented a second, equally revolutionary restructuring of undergraduate education. As early as his service on an ad hoc faculty Committee on Improving Instruction in 1903, he had determined that the elective system was a failure. Large numbers of students, lacking intellectual ambition, chose their courses with little concern for learning, more intent on the ease with which they could fulfill the course requirements, resulting in a course of study that was "neither rigorous nor coherent." Lowell dismantled the elective system and in its place established concentration (what is commonly call a "major") and distribution requirements that would soon become the new American model. Paired with the concentration requirement was a tutorial system in which every student had the guidance of a tutor to see he was prepared for examination in his area of concentration.

On admissions, Lowell continued Eliot's attempts to broaden the backgrounds of the entering class. Eliot had abolished the requirement in Greek (1886) and Latin (1898) so that students from schools other than elite preparatory schools could gain entry. Lowell in 1909–10 added a new admission procedure that allowed students to qualify through a new examination process designed to admit "the good scholar from a good school that does not habitually prepare for Harvard." The numbers of students from public schools grew steadily, forming a majority by 1913.

Educational practices were only one side of the crisis Lowell saw at Harvard. He analyzed the social divisions of the Harvard students in similar terms. As the admissions process changed over the years, Lowell recognized that the student body was divided sharply socially and by class, far from the cohesive body he remembered from a few decades earlier. Student living arrangements embodied and intensified the problem. As long ago as 1902 Lowell had decried the "great danger of a snobbish separation of the students on lines of wealth," resulting in "the loss of that democratic feeling which ought to lie at the basis of university life." Harvard had not built new dormitories even as the size of its undergraduate enrollment grew, so private capital constructed living quarters designed to serve as dormitory-like accommodations for those who afford it. That produced two classes, the underprivileged living in Harvard Yard in out-of-date buildings and the upper crust living on the "Gold Coast" of Mt. Auburn Street, the "centre of social life."

Lowell’s long-term solution was a residential system that he only achieved with the opening of the residential houses in 1930. In the short term, Lowell raised funds and initiated construction projects that would permit the College to house all its freshmen together. The first Freshman Halls open in 1914. In 1920, Harvard purchased the private dormitories on Mt. Auburn Street "so that the student body may enjoy what was the privilege of the few."