Question: How many US presidents are alumni of the school?

Answer: eight U.S. presidents

Harvard is a large, highly residential research university. The nominal cost of attendance is high, but the University's large endowment allows it to offer generous financial aid packages. It operates several arts, cultural, and scientific museums, alongside the Harvard Library, which is the world's largest academic and private library system, comprising 79 individual libraries with over 18 million volumes. <hl> Harvard's alumni include eight U.S. presidents , several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars. <hl> To date, some 150 Nobel laureates, 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff.

Harvard is a large, highly residential research university. The nominal cost of attendance is high, but the University's large endowment allows it to offer generous financial aid packages. It operates several arts, cultural, and scientific museums, alongside the Harvard Library, which is the world's largest academic and private library system, comprising 79 individual libraries with over 18 million volumes. Harvard's alumni include <hl> eight U.S. presidents <hl>, several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars. To date, some 150 Nobel laureates, 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff.

Harvard's alumni include <hl> eight U.S. presidents <hl> , several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars.

question: How many US presidents are alumni of the school?, context: Harvard is a large, highly residential research university. The nominal cost of attendance is high, but the University's large endowment allows it to offer generous financial aid packages. It operates several arts, cultural, and scientific museums, alongside the Harvard Library, which is the world's largest academic and private library system, comprising 79 individual libraries with over 18 million volumes. Harvard's alumni include eight U.S. presidents, several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars. To date, some 150 Nobel laureates, 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff.


Question: How many Nobel Laureates are among the school alumni?

Answer: 150 Nobel laureates

Harvard is a large, highly residential research university. The nominal cost of attendance is high, but the University's large endowment allows it to offer generous financial aid packages. It operates several arts, cultural, and scientific museums, alongside the Harvard Library, which is the world's largest academic and private library system, comprising 79 individual libraries with over 18 million volumes. Harvard's alumni include eight U.S. presidents, several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars. <hl> To date, some 150 Nobel laureates , 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff. <hl>

Harvard is a large, highly residential research university. The nominal cost of attendance is high, but the University's large endowment allows it to offer generous financial aid packages. It operates several arts, cultural, and scientific museums, alongside the Harvard Library, which is the world's largest academic and private library system, comprising 79 individual libraries with over 18 million volumes. Harvard's alumni include eight U.S. presidents, several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars. To date, some <hl> 150 Nobel laureates <hl>, 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff.

To date, some <hl> 150 Nobel laureates <hl> , 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff.

question: How many Nobel Laureates are among the school alumni?, context: Harvard is a large, highly residential research university. The nominal cost of attendance is high, but the University's large endowment allows it to offer generous financial aid packages. It operates several arts, cultural, and scientific museums, alongside the Harvard Library, which is the world's largest academic and private library system, comprising 79 individual libraries with over 18 million volumes. Harvard's alumni include eight U.S. presidents, several foreign heads of state, 62 living billionaires, 335 Rhodes Scholars, and 242 Marshall Scholars. To date, some 150 Nobel laureates, 18 Fields Medalists and 13 Turing Award winners have been affiliated as students, faculty, or staff.


Question: What is the major US city that the is the university located?

Answer: Boston metropolitan area

<hl> The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area : its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. <hl> Harvard's $37.6 billion financial endowment is the largest of any academic institution.

The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the <hl> Boston metropolitan area <hl>: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.

The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the <hl> Boston metropolitan area <hl> : its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area.

question: What is the major US city that the is the university located?, context: The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.


Question: What is the size of the school's endowment?

Answer: $37.6 billion

The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. <hl> Harvard's $37.6 billion financial endowment is the largest of any academic institution. <hl>

The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's <hl> $37.6 billion <hl> financial endowment is the largest of any academic institution.

question: What is the size of the school's endowment?, context: The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.


Question: What river is located in the vicinity of the school?

Answer: Charles River

<hl> The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. <hl> Harvard's $37.6 billion financial endowment is the largest of any academic institution.

The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the <hl> Charles River <hl> in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.

question: What river is located in the vicinity of the school?, context: The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.


Question: How many academic units make up the school?

Answer: eleven separate academic units

<hl> The University is organized into eleven separate academic units —ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. <hl> Harvard's $37.6 billion financial endowment is the largest of any academic institution.

The University is organized into <hl> eleven separate academic units <hl>—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.

The University is organized into <hl> eleven separate academic units <hl> —ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area.

question: How many academic units make up the school?, context: The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.


Question: What is the name of the area that the main campus is centered in Cambridge?

Answer: Harvard Yard

<hl> The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. <hl> Harvard's $37.6 billion financial endowment is the largest of any academic institution.

The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on <hl> Harvard Yard <hl> in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.

question: What is the name of the area that the main campus is centered in Cambridge?, context: The University is organized into eleven separate academic units—ten faculties and the Radcliffe Institute for Advanced Study—with campuses throughout the Boston metropolitan area: its 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, approximately 3 miles (5 km) northwest of Boston; the business school and athletics facilities, including Harvard Stadium, are located across the Charles River in the Allston neighborhood of Boston and the medical, dental, and public health schools are in the Longwood Medical Area. Harvard's $37.6 billion financial endowment is the largest of any academic institution.


Question: In what year was the school formed?

Answer: 1636

<hl> Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. <hl> It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

Harvard was formed in <hl> 1636 <hl> by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

question: In what year was the school formed?, context: Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.


Question: What organization arranged to founding of school?

Answer: Massachusetts Bay Colony

<hl> Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony . <hl> It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

Harvard was formed in 1636 by vote of the Great and General Court of the <hl> Massachusetts Bay Colony <hl>. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

Harvard was formed in 1636 by vote of the Great and General Court of the <hl> Massachusetts Bay Colony <hl> .

question: What organization arranged to founding of school?, context: Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.


Question: What year was North America's first printing press started?

Answer: 1638

Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". <hl> In 1638 , the college became home for North America's first known printing press, carried by the ship John of London. <hl> In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In <hl> 1638 <hl>, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

In <hl> 1638 <hl> , the college became home for North America's first known printing press, carried by the ship John of London.

question: What year was North America's first printing press started?, context: Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.


Question: In what year was the school renamed as Harvard College?

Answer: 1639

Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. <hl> In 1639 , the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. <hl> He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In <hl> 1639 <hl>, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.

In <hl> 1639 <hl> , the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge.

question: In what year was the school renamed as Harvard College?, context: Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.


Question: In what year was the charter granted for Harvard Corporation?

Answer: 1650

Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. <hl> The charter creating the Harvard Corporation was granted in 1650 . <hl>

Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in <hl> 1650 <hl>.

The charter creating the Harvard Corporation was granted in <hl> 1650 <hl> .

question: In what year was the charter granted for Harvard Corporation?, context: Harvard was formed in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony. It was initially called "New College" or "the college at New Towne". In 1638, the college became home for North America's first known printing press, carried by the ship John of London. In 1639, the college was renamed Harvard College after deceased clergyman John Harvard, who was an alumnus of the University of Cambridge. He had left the school £779 and his library of some 400 books. The charter creating the Harvard Corporation was granted in 1650.


Question: Ministers of what faith were trained by the university in early years?

Answer: Puritan ministers

<hl> In the early years the College trained many Puritan ministers .[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) <hl> It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.

In the early years the College trained many <hl> Puritan ministers <hl>.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.

In the early years the College trained many <hl> Puritan ministers <hl> .[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".)

question: Ministers of what faith were trained by the university in early years?, context: In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.


Question: After what higher learning model was the school designed?

Answer: English university model

In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) <hl> It offered a classic curriculum on the English university model —many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. <hl> It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.

In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the <hl> English university model <hl>—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.

It offered a classic curriculum on the <hl> English university model <hl> —many leaders in the colony had attended the University of Cambridge—but conformed Puritanism.

question: After what higher learning model was the school designed?, context: In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.


Question: Was the school officially associated with any denomination?

Answer: It was never affiliated with any particular denomination

In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. <hl> It was never affiliated with any particular denomination , but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches. <hl>

In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. <hl> It was never affiliated with any particular denomination <hl>, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.

<hl> It was never affiliated with any particular denomination <hl> , but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.

question: Was the school officially associated with any denomination?, context: In the early years the College trained many Puritan ministers.[citation needed] (A 1643 publication said the school's purpose was "to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust".) It offered a classic curriculum on the English university model—many leaders in the colony had attended the University of Cambridge—but conformed Puritanism. It was never affiliated with any particular denomination, but many of its earliest graduates went on to become clergymen in Congregational and Unitarian churches.


Question: In what year did Harvard President Joseph Willard die?

Answer: 1804

<hl> Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804 , a struggle broke out over their replacements. <hl> Henry Ware was elected to the chair in 1805, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24

Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in <hl> 1804 <hl>, a struggle broke out over their replacements. Henry Ware was elected to the chair in 1805, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24

Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in <hl> 1804 <hl> , a struggle broke out over their replacements.

question: In what year did Harvard President Joseph Willard die?, context: Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. Henry Ware was elected to the chair in 1805, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24


Question: What liberal succeeded Joseph Willard as president?

Answer: Samuel Webber

Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. <hl> Henry Ware was elected to the chair in 1805, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24 <hl>

Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. Henry Ware was elected to the chair in 1805, and the liberal <hl> Samuel Webber <hl> was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24

question: What liberal succeeded Joseph Willard as president?, context: Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. Henry Ware was elected to the chair in 1805, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24


Question: In what year was Henry Ware elected to chair?

Answer: 1805

Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. <hl> Henry Ware was elected to the chair in 1805 , and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24 <hl>

Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. Henry Ware was elected to the chair in <hl> 1805 <hl>, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24

Henry Ware was elected to the chair in <hl> 1805 <hl> , and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24

question: In what year was Henry Ware elected to chair?, context: Throughout the 18th century, Enlightenment ideas of the power of reason and free will became widespread among Congregationalist ministers, putting those ministers and their congregations in tension with more traditionalist, Calvinist parties.:1–4 When the Hollis Professor of Divinity David Tappan died in 1803 and the president of Harvard Joseph Willard died a year later, in 1804, a struggle broke out over their replacements. Henry Ware was elected to the chair in 1805, and the liberal Samuel Webber was appointed to the presidency of Harvard two years later, which signaled the changing of the tide from the dominance of traditional ideas at Harvard to the dominance of liberal, Arminian ideas (defined by traditionalists as Unitarian ideas).:4–5:24


Question: in 1846 who's natural history lectures were acclaimed in New York and Harvard?

Answer: Louis Agassiz

<hl> In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. <hl> Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.

In 1846, the natural history lectures of <hl> Louis Agassiz <hl> were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.

question: in 1846 who's natural history lectures were acclaimed in New York and Harvard?, context: In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.


Question: Agassiz's approach to science combined observation and what?

Answer: intuition

In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". <hl> Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. <hl> When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.

In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with <hl> intuition <hl> and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.

question: Agassiz's approach to science combined observation and what?, context: In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.


Question: Common Sense Realism of what Scottish philosophers did Agassiz incorporate in his dual view of knowedge?

Answer: Thomas Reid and Dugald Stewart

In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. <hl> This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart , whose works were part of the Harvard curriculum at the time. <hl> The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.

In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers <hl> Thomas Reid and Dugald Stewart <hl>, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.

This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers <hl> Thomas Reid and Dugald Stewart <hl> , whose works were part of the Harvard curriculum at the time.

question: Common Sense Realism of what Scottish philosophers did Agassiz incorporate in his dual view of knowedge?, context: In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' "participation in the Divine Nature" and the possibility of understanding "intellectual existences". Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the "divine plan" in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to "soar with Plato" probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the "official philosophy" of the more empirical and more deistic Scottish school.


Question: What president eliminated the Christian position in the curriculum?

Answer: Charles W. Eliot

<hl> Charles W. Eliot , president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. <hl> While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.

<hl> Charles W. Eliot <hl>, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.

<hl> Charles W. Eliot <hl> , president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction.

question: What president eliminated the Christian position in the curriculum?, context: Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.


Question: What conviction motivated Eliot to move towards secularization?

Answer: Transcendentalist Unitarian

Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. <hl> While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. <hl> Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.

Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by <hl> Transcendentalist Unitarian <hl> convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.

question: What conviction motivated Eliot to move towards secularization?, context: Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.


Question: From whom were the movement that Eliot followed derived?

Answer: William Ellery Channing and Ralph Waldo Emerson

Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. <hl> Derived from William Ellery Channing and Ralph Waldo Emerson , these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person. <hl>

Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from <hl> William Ellery Channing and Ralph Waldo Emerson <hl>, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.

Derived from <hl> William Ellery Channing and Ralph Waldo Emerson <hl> , these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.

question: From whom were the movement that Eliot followed derived?, context: Charles W. Eliot, president 1869–1909, eliminated the favored position of Christianity from the curriculum while opening it to student self-direction. While Eliot was the most crucial figure in the secularization of American higher education, he was motivated not by a desire to secularize education, but by Transcendentalist Unitarian convictions. Derived from William Ellery Channing and Ralph Waldo Emerson, these convictions were focused on the dignity and worth of human nature, the right and ability of each person to perceive truth, and the indwelling God in each person.


Question: Who lead the school back to leading research institution in 2oth century?

Answer: James Bryant Conant

<hl> James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. <hl> He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.

<hl> James Bryant Conant <hl> (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.

question: Who lead the school back to leading research institution in 2oth century?, context: James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.


Question: How was the school able to bring aboard the best talented students?

Answer: identify, recruit

James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. <hl> He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit , and support talented youth. <hl> In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.

James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to <hl> identify, recruit <hl>, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.

He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to <hl> identify, recruit <hl> , and support talented youth.

question: How was the school able to bring aboard the best talented students?, context: James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.


Question: In what year of 20th century, did Harvard release an important document about education in America?

Answer: 1945

James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. <hl> The resulting Report, published in 1945 , was one of the most influential manifestos in the history of American education in the 20th century. <hl>

James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in <hl> 1945 <hl>, was one of the most influential manifestos in the history of American education in the 20th century.

The resulting Report, published in <hl> 1945 <hl> , was one of the most influential manifestos in the history of American education in the 20th century.

question: In what year of 20th century, did Harvard release an important document about education in America?, context: James Bryant Conant (president, 1933–1953) reinvigorated creative scholarship to guarantee its preeminence among research institutions. He saw higher education as a vehicle of opportunity for the talented rather than an entitlement for the wealthy, so Conant devised programs to identify, recruit, and support talented youth. In 1943, he asked the faculty make a definitive statement about what general education ought to be, at the secondary as well as the college level. The resulting Report, published in 1945, was one of the most influential manifestos in the history of American education in the 20th century.


Question: What was the ratio of men to women at Harvard/Radcliffe?

Answer: about four men attending Harvard College for every woman studying at Radcliffe

Women remained segregated at Radcliffe, though more and more took Harvard classes. <hl> Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe . <hl> Following the merger of Harvard and Radcliffe admissions in 1977, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.

Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with <hl> about four men attending Harvard College for every woman studying at Radcliffe <hl>. Following the merger of Harvard and Radcliffe admissions in 1977, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.

Nonetheless, Harvard's undergraduate population remained predominantly male, with <hl> about four men attending Harvard College for every woman studying at Radcliffe <hl> .

question: What was the ratio of men to women at Harvard/Radcliffe?, context: Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. Following the merger of Harvard and Radcliffe admissions in 1977, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.


Question: In what year did Harvard and Radcliffe admissions merge?

Answer: 1977

Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. <hl> Following the merger of Harvard and Radcliffe admissions in 1977 , the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. <hl> Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.

Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. Following the merger of Harvard and Radcliffe admissions in <hl> 1977 <hl>, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.

Following the merger of Harvard and Radcliffe admissions in <hl> 1977 <hl> , the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States.

question: In what year did Harvard and Radcliffe admissions merge?, context: Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. Following the merger of Harvard and Radcliffe admissions in 1977, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.


Question: What was the trend of female student population from 1970s and deyond?

Answer: the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States

Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. <hl> Following the merger of Harvard and Radcliffe admissions in 1977, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States . <hl> Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.

Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. Following the merger of Harvard and Radcliffe admissions in 1977, <hl> the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States <hl>. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.

Following the merger of Harvard and Radcliffe admissions in 1977, <hl> the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States <hl> .

question: What was the trend of female student population from 1970s and deyond?, context: Women remained segregated at Radcliffe, though more and more took Harvard classes. Nonetheless, Harvard's undergraduate population remained predominantly male, with about four men attending Harvard College for every woman studying at Radcliffe. Following the merger of Harvard and Radcliffe admissions in 1977, the proportion of female undergraduates steadily increased, mirroring a trend throughout higher education in the United States. Harvard's graduate schools, which had accepted females and other groups in greater numbers even before the college, also became more diverse in the post-World War II period.


Question: How far from state house in downtown Boston is Harvard Yard?

Answer: 3 miles

<hl> Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. <hl> Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about <hl> 3 miles <hl> (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

question: How far from state house in downtown Boston is Harvard Yard?, context: Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.


Question: How many residential dorms house upper class, sophomore, Jr, and Sr students?

Answer: twelve residential Houses

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. <hl> Sophomore, junior, and senior undergraduates live in twelve residential Houses , nine of which are south of Harvard Yard along or near the Charles River. <hl> The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in <hl> twelve residential Houses <hl>, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

Sophomore, junior, and senior undergraduates live in <hl> twelve residential Houses <hl> , nine of which are south of Harvard Yard along or near the Charles River.

question: How many residential dorms house upper class, sophomore, Jr, and Sr students?, context: Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.


Question: Along what geographic feature are nine residential houses located?

Answer: Charles River

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. <hl> Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River . <hl> The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the <hl> Charles River <hl>. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the <hl> Charles River <hl> .

question: Along what geographic feature are nine residential houses located?, context: Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.


Question: How far from the Yard is the Quad located?

Answer: half a mile northwest of the Yard

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. <hl> The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. <hl> Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood <hl> half a mile northwest of the Yard <hl> at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.

question: How far from the Yard is the Quad located?, context: Harvard's 209-acre (85 ha) main campus is centered on Harvard Yard in Cambridge, about 3 miles (5 km) west-northwest of the State House in downtown Boston, and extends into the surrounding Harvard Square neighborhood. Harvard Yard itself contains the central administrative offices and main libraries of the university, academic buildings including Sever Hall and University Hall, Memorial Church, and the majority of the freshman dormitories. Sophomore, junior, and senior undergraduates live in twelve residential Houses, nine of which are south of Harvard Yard along or near the Charles River. The other three are located in a residential neighborhood half a mile northwest of the Yard at the Quadrangle (commonly referred to as the Quad), which formerly housed Radcliffe College students until Radcliffe merged its residential system with Harvard. Each residential house contains rooms for undergraduates, House masters, and resident tutors, as well as a dining hall and library. The facilities were made possible by a gift from Yale University alumnus Edward Harkness.


Question: Where is Harvard stadium located?

Answer: Allston

<hl> The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston . <hl> The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.

The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in <hl> Allston <hl>. The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.

The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in <hl> Allston <hl> .

question: Where is Harvard stadium located?, context: The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.


Question: What is the name of the bridge that joins parts of the campus of the Charles River?

Answer: The John W. Weeks Bridge

The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. <hl> The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. <hl> The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.

The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. <hl> The John W. Weeks Bridge <hl> is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.

question: What is the name of the bridge that joins parts of the campus of the Charles River?, context: The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.


Question: Where are the Harvard medical, Dental and school of Public Health located?

Answer: Longwood Medical and Academic Area

The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. <hl> The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus. <hl>

The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the <hl> Longwood Medical and Academic Area <hl> approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.

question: Where are the Harvard medical, Dental and school of Public Health located?, context: The Harvard Business School and many of the university's athletics facilities, including Harvard Stadium, are located on a 358-acre (145 ha) campus opposite the Cambridge campus in Allston. The John W. Weeks Bridge is a pedestrian bridge over the Charles River connecting both campuses. The Harvard Medical School, Harvard School of Dental Medicine, and the Harvard School of Public Health are located on a 21-acre (8.5 ha) campus in the Longwood Medical and Academic Area approximately 3.3 miles (5.3 km) southwest of downtown Boston and 3.3 miles (5.3 km) south of the Cambridge campus.


Question: How much more land does the school own in Allston than Cambridge?

Answer: approximately fifty percent

Harvard has purchased tracts of land in Allston, a walk across the Charles River from Cambridge, with the intent of major expansion southward. <hl> The university now owns approximately fifty percent more land in Allston than in Cambridge. <hl> Proposals to connect the Cambridge campus with the new Allston campus include new and enlarged bridges, a shuttle service and/or a tram. Plans also call for sinking part of Storrow Drive (at Harvard's expense) for replacement with park land and pedestrian access to the Charles River, as well as the construction of bike paths, and buildings throughout the Allston campus. The institution asserts that such expansion will benefit not only the school, but surrounding community, pointing to such features as the enhanced transit infrastructure, possible shuttles open to the public, and park space which will also be publicly accessible.

Harvard has purchased tracts of land in Allston, a walk across the Charles River from Cambridge, with the intent of major expansion southward. The university now owns <hl> approximately fifty percent <hl> more land in Allston than in Cambridge. Proposals to connect the Cambridge campus with the new Allston campus include new and enlarged bridges, a shuttle service and/or a tram. Plans also call for sinking part of Storrow Drive (at Harvard's expense) for replacement with park land and pedestrian access to the Charles River, as well as the construction of bike paths, and buildings throughout the Allston campus. The institution asserts that such expansion will benefit not only the school, but surrounding community, pointing to such features as the enhanced transit infrastructure, possible shuttles open to the public, and park space which will also be publicly accessible.

question: How much more land does the school own in Allston than Cambridge?, context: Harvard has purchased tracts of land in Allston, a walk across the Charles River from Cambridge, with the intent of major expansion southward. The university now owns approximately fifty percent more land in Allston than in Cambridge. Proposals to connect the Cambridge campus with the new Allston campus include new and enlarged bridges, a shuttle service and/or a tram. Plans also call for sinking part of Storrow Drive (at Harvard's expense) for replacement with park land and pedestrian access to the Charles River, as well as the construction of bike paths, and buildings throughout the Allston campus. The institution asserts that such expansion will benefit not only the school, but surrounding community, pointing to such features as the enhanced transit infrastructure, possible shuttles open to the public, and park space which will also be publicly accessible.


Question: What are some proposals to connect campuses?

Answer: new and enlarged bridges, a shuttle service and/or a tram.

Harvard has purchased tracts of land in Allston, a walk across the Charles River from Cambridge, with the intent of major expansion southward. The university now owns approximately fifty percent more land in Allston than in Cambridge. <hl> Proposals to connect the Cambridge campus with the new Allston campus include new and enlarged bridges, a shuttle service and/or a tram. Plans also call for sinking part of Storrow Drive (at Harvard's expense) for replacement with park land and pedestrian access to the Charles River, as well as the construction of bike paths, and buildings throughout the Allston campus. <hl> The institution asserts that such expansion will benefit not only the school, but surrounding community, pointing to such features as the enhanced transit infrastructure, possible shuttles open to the public, and park space which will also be publicly accessible.

Harvard has purchased tracts of land in Allston, a walk across the Charles River from Cambridge, with the intent of major expansion southward. The university now owns approximately fifty percent more land in Allston than in Cambridge. Proposals to connect the Cambridge campus with the new Allston campus include <hl> new and enlarged bridges, a shuttle service and/or a tram. <hl> Plans also call for sinking part of Storrow Drive (at Harvard's expense) for replacement with park land and pedestrian access to the Charles River, as well as the construction of bike paths, and buildings throughout the Allston campus. The institution asserts that such expansion will benefit not only the school, but surrounding community, pointing to such features as the enhanced transit infrastructure, possible shuttles open to the public, and park space which will also be publicly accessible.

question: What are some proposals to connect campuses?, context: Harvard has purchased tracts of land in Allston, a walk across the Charles River from Cambridge, with the intent of major expansion southward. The university now owns approximately fifty percent more land in Allston than in Cambridge. Proposals to connect the Cambridge campus with the new Allston campus include new and enlarged bridges, a shuttle service and/or a tram. Plans also call for sinking part of Storrow Drive (at Harvard's expense) for replacement with park land and pedestrian access to the Charles River, as well as the construction of bike paths, and buildings throughout the Allston campus. The institution asserts that such expansion will benefit not only the school, but surrounding community, pointing to such features as the enhanced transit infrastructure, possible shuttles open to the public, and park space which will also be publicly accessible.