Question: How many books were in the 1714 shipment to Yale?

Answer: 500

In 1718, at the behest of either Rector Samuel Andrew or the colony's Governor Gurdon Saltonstall, Cotton Mather contacted a successful businessman named Elihu Yale, who lived in Wales but had been born in Boston and whose father, David, had been one of the original settlers in New Haven, to ask him for financial help in constructing a new building for the college. Through the persuasion of Jeremiah Dummer, Yale, who had made a fortune through trade while living in Madras as a representative of the East India Company, donated nine bales of goods, which were sold for more than £560, a substantial sum at the time. Cotton Mather suggested that the school change its name to Yale College. Meanwhile, a Harvard graduate working in England convinced some 180 prominent intellectuals that they should donate books to Yale. <hl> The 1714 shipment of 500 books represented the best of modern English literature, science, philosophy and theology. <hl> It had a profound effect on intellectuals at Yale. Undergraduate Jonathan Edwards discovered John Locke's works and developed his original theology known as the "new divinity." In 1722 the Rector and six of his friends, who had a study group to discuss the new ideas, announced that they had given up Calvinism, become Arminians, and joined the Church of England. They were ordained in England and returned to the colonies as missionaries for the Anglican faith. Thomas Clapp became president in 1745, and struggled to return the college to Calvinist orthodoxy; but he did not close the library. Other students found Deist books in the library.

In 1718, at the behest of either Rector Samuel Andrew or the colony's Governor Gurdon Saltonstall, Cotton Mather contacted a successful businessman named Elihu Yale, who lived in Wales but had been born in Boston and whose father, David, had been one of the original settlers in New Haven, to ask him for financial help in constructing a new building for the college. Through the persuasion of Jeremiah Dummer, Yale, who had made a fortune through trade while living in Madras as a representative of the East India Company, donated nine bales of goods, which were sold for more than £560, a substantial sum at the time. Cotton Mather suggested that the school change its name to Yale College. Meanwhile, a Harvard graduate working in England convinced some 180 prominent intellectuals that they should donate books to Yale. The 1714 shipment of <hl> 500 <hl> books represented the best of modern English literature, science, philosophy and theology. It had a profound effect on intellectuals at Yale. Undergraduate Jonathan Edwards discovered John Locke's works and developed his original theology known as the "new divinity." In 1722 the Rector and six of his friends, who had a study group to discuss the new ideas, announced that they had given up Calvinism, become Arminians, and joined the Church of England. They were ordained in England and returned to the colonies as missionaries for the Anglican faith. Thomas Clapp became president in 1745, and struggled to return the college to Calvinist orthodoxy; but he did not close the library. Other students found Deist books in the library.

question: How many books were in the 1714 shipment to Yale?, context: In 1718, at the behest of either Rector Samuel Andrew or the colony's Governor Gurdon Saltonstall, Cotton Mather contacted a successful businessman named Elihu Yale, who lived in Wales but had been born in Boston and whose father, David, had been one of the original settlers in New Haven, to ask him for financial help in constructing a new building for the college. Through the persuasion of Jeremiah Dummer, Yale, who had made a fortune through trade while living in Madras as a representative of the East India Company, donated nine bales of goods, which were sold for more than £560, a substantial sum at the time. Cotton Mather suggested that the school change its name to Yale College. Meanwhile, a Harvard graduate working in England convinced some 180 prominent intellectuals that they should donate books to Yale. The 1714 shipment of 500 books represented the best of modern English literature, science, philosophy and theology. It had a profound effect on intellectuals at Yale. Undergraduate Jonathan Edwards discovered John Locke's works and developed his original theology known as the "new divinity." In 1722 the Rector and six of his friends, who had a study group to discuss the new ideas, announced that they had given up Calvinism, become Arminians, and joined the Church of England. They were ordained in England and returned to the colonies as missionaries for the Anglican faith. Thomas Clapp became president in 1745, and struggled to return the college to Calvinist orthodoxy; but he did not close the library. Other students found Deist books in the library.


Question: When was Ezra Stiles president of Yale?

Answer: 1778 to 1795

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. <hl> The Reverend Ezra Stiles, president of the College from 1778 to 1795 , brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. <hl> Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from <hl> 1778 to 1795 <hl>, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

The Reverend Ezra Stiles, president of the College from <hl> 1778 to 1795 <hl> , brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal.

question: When was Ezra Stiles president of Yale?, context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.


Question: What course did Ezra Stiles require freshmen to take?

Answer: Hebrew

<hl> Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. <hl> The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

Serious American students of theology and divinity, particularly in New England, regarded <hl> Hebrew <hl> as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

question: What course did Ezra Stiles require freshmen to take?, context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.


Question: When did the British threaten to take over the college?

Answer: July 1779

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. <hl> Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. <hl> However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in <hl> July 1779 <hl> when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

question: When did the British threaten to take over the college?, context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.


Question: Who saved Yale from the British raid?

Answer: Edmund Fanning

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. <hl> However, Yale graduate Edmund Fanning , Secretary to the British General in command of the occupation, interceded and the College was saved. <hl> Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate <hl> Edmund Fanning <hl>, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.

However, Yale graduate <hl> Edmund Fanning <hl> , Secretary to the British General in command of the occupation, interceded and the College was saved.

question: Who saved Yale from the British raid?, context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.


Question: What degree was Edmund Fanning given for his services?

Answer: an honorary degree LL.D

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. <hl> Fanning later was granted an honorary degree LL.D ., at 1803, for his efforts. <hl>

Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted <hl> an honorary degree LL.D <hl>., at 1803, for his efforts.

Fanning later was granted <hl> an honorary degree LL.D <hl> ., at 1803, for his efforts.

question: What degree was Edmund Fanning given for his services?, context: Serious American students of theology and divinity, particularly in New England, regarded Hebrew as a classical language, along with Greek and Latin, and essential for study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the College from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. Stiles' greatest challenge occurred in July 1779 when hostile British forces occupied New Haven and threatened to raze the College. However, Yale graduate Edmund Fanning, Secretary to the British General in command of the occupation, interceded and the College was saved. Fanning later was granted an honorary degree LL.D., at 1803, for his efforts.


Question: When did William Graham Sumner teach?

Answer: 1872 to 1909

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

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

William Graham Sumner, professor from <hl> 1872 to 1909 <hl> , taught in the emerging disciplines of economics and sociology to overflowing classrooms.

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


Question: What did William Graham Sumner teach?

Answer: economics and sociology

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

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

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


Question: Why was The Yale Report established?

Answer: the classics would not be abandoned

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

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

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

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


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

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

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

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

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


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

Answer: Victorian culture

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

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

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

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


Question: What was Nathan Hale famous for?

Answer: Revolutionary War soldier

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

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

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


Question: What profession did Frederic Remington hold?

Answer: artist

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

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

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


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

Answer: Frank Stover

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

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

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


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

Answer: winning the big game

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

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

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


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

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

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

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

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

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


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

Answer: 1909

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

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

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

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


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

Answer: 1892

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

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

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

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


Question: How were debates shown to the college students?

Answer: front pages of college newspapers

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

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

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


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

Answer: the equivalent of athletic letters for their jackets

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

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

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

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


Question: Why do debates not have a distinct winner?

Answer: scoring is subjective

that scoring is subjective .

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

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

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


Question: Who attempted to enact measures of football reform?

Answer: the presidents of Harvard, Yale, and Princeton

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

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

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


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

Answer: Intercollegiate Athletic Association

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

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

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

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


Question: Who was president of Yale during the rebellion?

Answer: Arthur Hadley

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

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

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


Question: Who represented Harvard during the rule changing debates?

Answer: A. Lawrence Lowell

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

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

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


Question: Who represented Princeton during the rule changing discussions?

Answer: Woodrow Wilson

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

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

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


Question: When was the Yale School of Medicine established?

Answer: 1810

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

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

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

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


Question: When was Yale Divinity School established?

Answer: 1822

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

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

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

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


Question: When was Yale Law School created?

Answer: 1843

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

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

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

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