Question: What did William Graham Sumner teach?

Answer: economics and sociology

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. <hl> William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. <hl> He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of <hl> economics and sociology <hl> to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.


Question: Why was The Yale Report established?

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

Answer: the classics would not be abandoned

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. <hl> The Yale report meant the classics would not be abandoned . <hl> All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant <hl> the classics would not be abandoned <hl>. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

The Yale report meant <hl> the classics would not be abandoned <hl> .


Question: What were the group of Yale professors and ministers attempting to achieve?

Answer: developing a whole man possessed of religious values sufficiently strong to resist temptations

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. <hl> They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. <hl> William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on <hl> developing a whole man possessed of religious values sufficiently strong to resist temptations <hl> from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.


Question: What changes were the professors and ministers responding to?

Answer: Victorian culture

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. <hl> A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture . <hl> They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the <hl> Victorian culture <hl>. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the <hl> Victorian culture <hl> .


Question: What was Nathan Hale famous for?

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.

Answer: Revolutionary War soldier

<hl> The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. <hl> Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.

The <hl> Revolutionary War soldier <hl> Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.


Question: What profession did Frederic Remington hold?

Answer: artist

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. <hl> Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. <hl> The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an <hl> artist <hl> whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.


Question: What was the name of the protagonist of "Stover at Yale"?

Answer: Frank Stover

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. <hl> The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. <hl> Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor <hl> Frank Stover <hl> in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.


Question: What turned into the goal of the student body?

Answer: winning the big game

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. <hl> Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself. <hl>

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose heroes gloried in combat and tests of strength in the Wild West. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since <hl> winning the big game <hl> became the goal of the student body, and the alumni, as well as the team itself.


Question: What were the subjects of Frederic Remington's paintings?

Answer: heroes gloried in combat and tests of strength in the Wild West

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist <hl> whose heroes gloried in combat and tests of strength in the Wild West . <hl> The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.

The Revolutionary War soldier Nathan Hale (Yale 1773) was the prototype of the Yale ideal in the early 19th century: a manly yet aristocratic scholar, equally well-versed in knowledge and sports, and a patriot who "regretted" that he "had but one life to lose" for his country. Western painter Frederic Remington (Yale 1900) was an artist whose <hl> heroes gloried in combat and tests of strength in the Wild West <hl>. The fictional, turn-of-the-20th-century Yale man Frank Merriwell embodied the heroic ideal without racial prejudice, and his fictional successor Frank Stover in the novel Stover at Yale (1911) questioned the business mentality that had become prevalent at the school. Increasingly the students turned to athletic stars as their heroes, especially since winning the big game became the goal of the student body, and the alumni, as well as the team itself.

whose <hl> heroes gloried in combat and tests of strength in the Wild West <hl> .


Question: In what year was the first debate between Harvard, Yale, and Princeton?

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Answer: 1909

<hl> Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909 , the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. <hl> Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and <hl> 1909 <hl>, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and <hl> 1909 <hl> , the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates.


Question: When was the first debate between Harvard and Yale?

Answer: 1892

<hl> Between 1892 , when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. <hl> Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between <hl> 1892 <hl>, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between <hl> 1892 <hl> , when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates.


Question: How were debates shown to the college students?

Answer: front pages of college newspapers

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. <hl> Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. <hl> There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on <hl> front pages of college newspapers <hl> and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.


Question: What did members of the debate team get for their service?

Answer: the equivalent of athletic letters for their jackets

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. <hl> Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets . <hl> There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received <hl> the equivalent of athletic letters for their jackets <hl>. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that scoring is subjective. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received <hl> the equivalent of athletic letters for their jackets <hl> .


Question: Why do debates not have a distinct winner?

Answer: scoring is subjective

that scoring is subjective .

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and <hl> that scoring is subjective . <hl> In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.

Between 1892, when Harvard and Yale met in one of the first intercollegiate debates, and 1909, the year of the first Triangular Debate of Harvard, Yale, and Princeton, the rhetoric, symbolism, and metaphors used in athletics were used to frame these early debates. Debates were covered on front pages of college newspapers and emphasized in yearbooks, and team members even received the equivalent of athletic letters for their jackets. There even were rallies sending off the debating teams to matches. Yet, the debates never attained the broad appeal that athletics enjoyed. One reason may be that debates do not have a clear winner, as is the case in sports, and that <hl> scoring is subjective <hl>. In addition, with late 19th-century concerns about the impact of modern life on the human body, athletics offered hope that neither the individual nor the society was coming apart.


Question: Who attempted to enact measures of football reform?

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.

Answer: the presidents of Harvard, Yale, and Princeton

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. <hl> There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. <hl> President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, <hl> the presidents of Harvard, Yale, and Princeton <hl> developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.


Question: What did the rebellion to the new football measures start?

Answer: Intercollegiate Athletic Association

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. <hl> Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association . <hl> The big three had tried to operate independently of the majority, but changes did reduce injuries.

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the <hl> Intercollegiate Athletic Association <hl>. The big three had tried to operate independently of the majority, but changes did reduce injuries.

Their attempts, however, were reduced by rebellion against the rules committee and formation of the <hl> Intercollegiate Athletic Association <hl> .


Question: Who was president of Yale during the rebellion?

Answer: Arthur Hadley

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. <hl> President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. <hl> Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President <hl> Arthur Hadley <hl> of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.


Question: Who represented Harvard during the rule changing debates?

Answer: A. Lawrence Lowell

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. <hl> President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. <hl> Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, <hl> A. Lawrence Lowell <hl> of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.


Question: Who represented Princeton during the rule changing discussions?

Answer: Woodrow Wilson

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. <hl> President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and Woodrow Wilson of Princeton worked to develop moderate changes to reduce injuries. <hl> Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.

In 1909–10, football faced a crisis resulting from the failure of the previous reforms of 1905–06 to solve the problem of serious injuries. There was a mood of alarm and mistrust, and, while the crisis was developing, the presidents of Harvard, Yale, and Princeton developed a project to reform the sport and forestall possible radical changes forced by government upon the sport. President Arthur Hadley of Yale, A. Lawrence Lowell of Harvard, and <hl> Woodrow Wilson <hl> of Princeton worked to develop moderate changes to reduce injuries. Their attempts, however, were reduced by rebellion against the rules committee and formation of the Intercollegiate Athletic Association. The big three had tried to operate independently of the majority, but changes did reduce injuries.


Question: When was the Yale School of Medicine established?

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Answer: 1810

<hl> Yale expanded gradually, establishing the Yale School of Medicine ( 1810 ), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). <hl> In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (<hl> 1810 <hl>), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine ( <hl> 1810 <hl> ), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869).


Question: When was Yale Divinity School established?

Answer: 1822

<hl> Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School ( 1822 ), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). <hl> In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (<hl> 1822 <hl>), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School ( <hl> 1822 <hl> ), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869).


Question: When was Yale Law School created?

Answer: 1843

<hl> Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School ( 1843 ), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). <hl> In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (<hl> 1843 <hl>), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School ( <hl> 1843 <hl> ), Yale Graduate School of Arts and Sciences (1847), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869).


Question: When was Yale Graduate Schools and Arts and Sciences established?

Answer: (1847

<hl> Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (1847 ), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). <hl> In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences <hl> (1847 <hl>), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences <hl> (1847 <hl> ), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869).


Question: When was the Sheffield Scientific School created?

Answer: 1847

<hl> Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences ( 1847 ), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). <hl> In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences (<hl> 1847 <hl>), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869). In 1887, as the college continued to grow under the presidency of Timothy Dwight V, Yale College was renamed Yale University. The university would later add the Yale School of Music (1894), the Yale School of Forestry & Environmental Studies (founded by Gifford Pinchot in 1900), the Yale School of Public Health (1915), the Yale School of Nursing (1923), the Yale School of Drama (1955), the Yale Physician Associate Program (1973), and the Yale School of Management (1976). It would also reorganize its relationship with the Sheffield Scientific School.

Yale expanded gradually, establishing the Yale School of Medicine (1810), Yale Divinity School (1822), Yale Law School (1843), Yale Graduate School of Arts and Sciences ( <hl> 1847 <hl> ), the Sheffield Scientific School (1847), and the Yale School of Fine Arts (1869).


Question: When was Noah Porter president of Yale?

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Answer: 1871 to 1886

Expansion caused controversy about Yale's new roles. <hl> Noah Porter, moral philosopher, was president from 1871 to 1886 . <hl> During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from <hl> 1871 to 1886 <hl>. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Noah Porter, moral philosopher, was president from <hl> 1871 to 1886 <hl> .


Question: What idea did Noah Porter strike down?

Answer: new research university

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. <hl> During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university , claiming that an eager embrace of its ideals would corrupt undergraduate education. <hl> Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the <hl> new research university <hl>, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

During an age of tremendous expansion in higher education, Porter resisted the rise of the <hl> new research university <hl> , claiming that an eager embrace of its ideals would corrupt undergraduate education.


Question: What did many historians think of Noah Porter?

Answer: simple-minded reactionary, uncritically committed to tradition

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. <hl> Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition , but a principled and selective conservative. <hl> He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a <hl> simple-minded reactionary, uncritically committed to tradition <hl>, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Levesque argues Porter was not a <hl> simple-minded reactionary, uncritically committed to tradition <hl> , but a principled and selective conservative.


Question: What was Porter's reason for striking down the research university?

Answer: an eager embrace of its ideals would corrupt undergraduate education

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. <hl> During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education . <hl> Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

Expansion caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that <hl> an eager embrace of its ideals would corrupt undergraduate education <hl>. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that <hl> an eager embrace of its ideals would corrupt undergraduate education <hl> .


Question: What caused disagreement about Yale's new position?

Answer: Expansion

<hl> Expansion caused controversy about Yale's new roles. <hl> Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.

<hl> Expansion <hl> caused controversy about Yale's new roles. Noah Porter, moral philosopher, was president from 1871 to 1886. During an age of tremendous expansion in higher education, Porter resisted the rise of the new research university, claiming that an eager embrace of its ideals would corrupt undergraduate education. Many of Porter's contemporaries criticized his administration, and historians since have disparaged his leadership. Levesque argues Porter was not a simple-minded reactionary, uncritically committed to tradition, but a principled and selective conservative. He did not endorse everything old or reject everything new; rather, he sought to apply long-established ethical and pedagogical principles to a rapidly changing culture. He may have misunderstood some of the challenges of his time, but he correctly anticipated the enduring tensions that have accompanied the emergence and growth of the modern university.


Question: How much did philanthropic foundations donate between 1925 and 1940?

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

Answer: about $7 million

<hl> Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. <hl> The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed <hl> about $7 million <hl> to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.


Question: What was the $7 million used for?

Answer: behavioral science research

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. <hl> The money went toward behavioral science research , which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. <hl> The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward <hl> behavioral science research <hl>, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

The money went toward <hl> behavioral science research <hl> , which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort.


Question: What animals sexual behavior did Yerkes study?

Answer: chimpanzee

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. <hl> For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. <hl> Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed <hl> chimpanzee <hl> sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.


Question: Who were the behavioral scientists in charge of the research?

Answer: President James R. Angell and psychobiologist Robert M. Yerkes

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. <hl> The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes , tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. <hl> For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "improve mankind" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by <hl> President James R. Angell and psychobiologist Robert M. Yerkes <hl>, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

The behavioral scientists at Yale, led by <hl> President James R. Angell and psychobiologist Robert M. Yerkes <hl> , tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior.


Question: What was the goal of the behavioral research?

Answer: improve mankind

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. <hl> The money went toward behavioral science research, which was supported by foundation officers who aimed to " improve mankind " under an informal, loosely defined human engineering effort. <hl> The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

Between 1925 and 1940, philanthropic foundations, especially ones connected with the Rockefellers, contributed about $7 million to support the Yale Institute of Human Relations and the affiliated Yerkes Laboratories of Primate Biology. The money went toward behavioral science research, which was supported by foundation officers who aimed to "<hl> improve mankind <hl>" under an informal, loosely defined human engineering effort. The behavioral scientists at Yale, led by President James R. Angell and psychobiologist Robert M. Yerkes, tapped into foundation largesse by crafting research programs aimed to investigate, then suggest, ways to control, sexual and social behavior. For example, Yerkes analyzed chimpanzee sexual behavior in hopes of illuminating the evolutionary underpinnings of human development and providing information that could ameliorate dysfunction. Ultimately, the behavioral-science results disappointed foundation officers, who shifted their human-engineering funds toward biological sciences.

The money went toward behavioral science research, which was supported by foundation officers who aimed to " <hl> improve mankind <hl> " under an informal, loosely defined human engineering effort.


Question: Which group of researchers provided a standard research school environment?

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.

Answer: Harrison's group

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. <hl> Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. <hl> Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. <hl> Harrison's group <hl> is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.


Question: Which groups of researchers provided unorthodox structure for a research group?

Answer: Pickford's and Hutchinson's

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. <hl> Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. <hl> Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; <hl> Pickford's and Hutchinson's <hl> were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.


Question: What was Pickford's group lacking to make it more like other research schools?

Answer: departmental or institutional position or power

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. <hl> Pickford's group was successful in spite of her lack of departmental or institutional position or power . <hl> Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of <hl> departmental or institutional position or power <hl>. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.

Pickford's group was successful in spite of her lack of <hl> departmental or institutional position or power <hl> .


Question: What information did Hutchinson's model provide?

Answer: new models for research groups are needed

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. <hl> Hutchinson's example shows that new models for research groups are needed , especially for those that include extensive field research. <hl>

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that <hl> new models for research groups are needed <hl>, especially for those that include extensive field research.

Hutchinson's example shows that <hl> new models for research groups are needed <hl> , especially for those that include extensive field research.


Question: What did Hutchinson's group research?

Answer: diverse areas of ecology

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. <hl> Hutchinson and his graduate and postgraduate students were extremely productive, but in diverse areas of ecology rather than one focused area of research or the use of one set of research tools. <hl> Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.

Slack (2003) compares three groups that conducted biological research at Yale during overlapping periods between 1910 and 1970. Yale proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology, and ecology, respectively, over a long period of time. Harrison's group is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and postgraduate students were extremely productive, but in <hl> diverse areas of ecology <hl> rather than one focused area of research or the use of one set of research tools. Hutchinson's example shows that new models for research groups are needed, especially for those that include extensive field research.


Question: Who was dean of Yale Medical School from 1920 to 1935?

Milton Winternitz led the Yale Medical School as its dean from 1920 to 1935. Dedicated to the new scientific medicine established in Germany, he was equally fervent about "social medicine" and the study of humans in their culture and environment. He established the "Yale System" of teaching, with few lectures and fewer exams, and strengthened the full-time faculty system; he also created the graduate-level Yale School of Nursing and the Psychiatry Department, and built numerous new buildings. Progress toward his plans for an Institute of Human Relations, envisioned as a refuge where social scientists would collaborate with biological scientists in a holistic study of humankind, unfortunately lasted for only a few years before the opposition of resentful anti-Semitic colleagues drove him to resign.

Answer: Milton Winternitz

<hl> Milton Winternitz led the Yale Medical School as its dean from 1920 to 1935. <hl> Dedicated to the new scientific medicine established in Germany, he was equally fervent about "social medicine" and the study of humans in their culture and environment. He established the "Yale System" of teaching, with few lectures and fewer exams, and strengthened the full-time faculty system; he also created the graduate-level Yale School of Nursing and the Psychiatry Department, and built numerous new buildings. Progress toward his plans for an Institute of Human Relations, envisioned as a refuge where social scientists would collaborate with biological scientists in a holistic study of humankind, unfortunately lasted for only a few years before the opposition of resentful anti-Semitic colleagues drove him to resign.

<hl> Milton Winternitz <hl> led the Yale Medical School as its dean from 1920 to 1935. Dedicated to the new scientific medicine established in Germany, he was equally fervent about "social medicine" and the study of humans in their culture and environment. He established the "Yale System" of teaching, with few lectures and fewer exams, and strengthened the full-time faculty system; he also created the graduate-level Yale School of Nursing and the Psychiatry Department, and built numerous new buildings. Progress toward his plans for an Institute of Human Relations, envisioned as a refuge where social scientists would collaborate with biological scientists in a holistic study of humankind, unfortunately lasted for only a few years before the opposition of resentful anti-Semitic colleagues drove him to resign.


Question: What was the driving force behind Milton Winternitz's research?

Answer: social medicine

Milton Winternitz led the Yale Medical School as its dean from 1920 to 1935. <hl> Dedicated to the new scientific medicine established in Germany, he was equally fervent about " social medicine " and the study of humans in their culture and environment. <hl> He established the "Yale System" of teaching, with few lectures and fewer exams, and strengthened the full-time faculty system; he also created the graduate-level Yale School of Nursing and the Psychiatry Department, and built numerous new buildings. Progress toward his plans for an Institute of Human Relations, envisioned as a refuge where social scientists would collaborate with biological scientists in a holistic study of humankind, unfortunately lasted for only a few years before the opposition of resentful anti-Semitic colleagues drove him to resign.

Milton Winternitz led the Yale Medical School as its dean from 1920 to 1935. Dedicated to the new scientific medicine established in Germany, he was equally fervent about "<hl> social medicine <hl>" and the study of humans in their culture and environment. He established the "Yale System" of teaching, with few lectures and fewer exams, and strengthened the full-time faculty system; he also created the graduate-level Yale School of Nursing and the Psychiatry Department, and built numerous new buildings. Progress toward his plans for an Institute of Human Relations, envisioned as a refuge where social scientists would collaborate with biological scientists in a holistic study of humankind, unfortunately lasted for only a few years before the opposition of resentful anti-Semitic colleagues drove him to resign.

Dedicated to the new scientific medicine established in Germany, he was equally fervent about " <hl> social medicine <hl> " and the study of humans in their culture and environment.