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Charles W. Eliot's Views on Education, Physical Education, and Intercollegiate Athletics

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Charles W. Eliot's Views on Education, Physical Education, and Intercollegiate Athletics INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. 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Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Microfilms International 300 N. ZEEB ROAD. ANN ARBOR, Ml 48106 18 BEDFORD ROW. LONDON WC1R 4EJ, ENGLAND 8100189 L i p p i n g , A l a r CHARLES W. ELIOT’S VIEWS ON EDUCATION, PHYSICAL EDUCATION, AND INTERCOLLEGIATE ATHLETICS The Ohio State University PH.D. 1980 University Microfilms International300 N. Zeeb Road, Ann Arbor, MI 48106 Copyright 1980 by Lipping, Alar All Rights Reserved PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark . 1. Glossy photographs _________ 2. Colored illustrations ________ _ 3. Photographs with dark background _______ '4. Illustrations are poor copy _________ 5. °rint shows through as there is text on both sides of page _______ 6. Indistinct, broken or small print on several pages v ' ' 7. Tightly bound copy with print lost in spine ______ 8. Computer printout pages with indistinct print ______ 9. Page(s) ____ lacking when material received, and not available from school or author 10. Page(s) ______ seem to be missing in numbering only as text follows 11. Poor carbon copy _______ 12. Not original copy, several pages with blurred type ___ 13. Appendix pages are poor copy _______ 14. Original copy with light type _______ 15. Curling and wrinkled pages _______ 16. Other ______ UrY ' m s International 300 \ Z = = = RD.. ANN AR30P Ml >18106 ‘31 3) 761 -4700 CHARLES W. ELIOT'S VIEWS ON EDUCATION, PHYSICAL EDUCATION, AND INTERCOLLEGIATE ATHLETICS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Alar Lipping, B.A., M.S. ****** The Ohio State University 1980 Reading Committee: Approved by Bruce L. Bennett Seymour Kleinman Robert B. Sutton Adviser Department of Physical Education To my parents ACKNOWLEDGMENTS The continuation of physical education as an integral part of education is dependent on providing a meaningful relationship between education and physical education. My interest in the history of physical education has provided me with a broader understanding concerning the relationship between physical education and education. A debt of grati­ tude is owed my adviser, Dr. Bruce L. Bennett, for his guidance, encouragement, criticism, and patience in culti­ vating my interest in history and preparing this study. I am also indebted to Dr. Seymour Kleinman for his helpful comments. My sincerest appreciation goes also to Dr. Robert B. Sutton and Dr. Robert H. Bremner for their skillful appraisals and many helpful suggestions. Members of the archival and library staffs of Harvard University and the Library of Congress are herewith thanked for their courtesy and assistance. VITA July 23, 1952 Born - Starnberg, Germany June, 1975 ..... B.A., Queens College of the City University of New York August, 1976.... M.S., Queens College of the City University of New York 1976-1978 ...... Teaching Assistant, Department of Physical Education, The Ohio State University, Columbus, Ohio 1978-1979 ...... Teaching Assistant, Department of Educational Foundations and Research, The Ohio State University, Columbus, Ohio 197 9-..... ....... Instructor, Department of Health and Physical Education, Miami University, Oxford, Ohio FIELDS OF STUDY Major Field: Physical Education Studies in History of Physical Education and Sport. Professor Bruce L. Bennett Studies in Philosophy of Physical Education and Sport. Professor Seymour Kleinman Secondary Areas of Study: Education and History Studies in History of Education. Professor Robert B. Sutton Studies in American Social History. Professor Robert H. Bremner iv TABLE OF CONTENTS Page DEDICATION .................................. ii ACKNOWLEDGMENTS .............................. iii VITA ........................................ iv Chapter I. INTRODUCTION .......................... 1 II. FAMILY BACKGROUND AND EDUCATION .... 12 Boyhood .......................... 22 Undergraduate at Harvard .......... 32 Teacher of Mathematics and Science . 38 Travels to E u r o p e ................. 5 3 Professor of Chemistry at M.I.T. 62 Appointed as President of Harvard . 71 III. PRESIDENTIAL YEARS AND RETIREMENT . 73 Higher Education During the Post Civil War E r a ............. 74 Reforms at H a r v a r d ........... 79 Influence on American Education . 86 Relationship Between Democracy and Education ............. 119 Political and Social Thought .... 137 Family Life and R e t i r e m e n t ... 151 IV. PHYSICAL EDUCATION .................... 167 Physical Exercise and a Durable Life. 168 Physical Education as a Part of American Education .............. 176 Physical Education at Harvard.... 188 Views of Eliot and Sargent on Physical Education ........ 197 Issue Concerning Compulsory Physical Education .............. 206 The Contributions of Dr. George W. F i t z ................... 217 v V. INTERCOLLEGIATE ATHLETICS 222 Development of Athletics at Harvard ...................... 223 Eliot's Views on Athletics ........ 241 Development of the Harvard Athletic Committee ............ 256 Intercollegiate Football as a National Issue ................ 271 VI. CONCLUSION: ELIOT AS CRITIC ........ 297 APPENDIXES A. Members of the Committee of Ten . 310 B. Questions Discussed at the Committee of Ten Conferences................ 311 C. Harvard University Catalog Description of Physical Training for 1889-1890 . 313 D. Student Roster of the First Session of the Harvard University Summer School of Physical Training .... 316 E. Annual Registration at the Harvard Summer School of Physical Training . 319 F. Geographical Distribution of Students Who Had Attended the Harvard Summer School of Physical Training . 320 G. Articles and Rules Governing the College Union .................... 321 H. Results of Harvard-Yale-Oxford- Cambridge Quadrangular Meets .... 322 I. The Football Concessionary Rules Established by Harvard and Yale in October 1875 323 BIBLIOGRAPHY ................................ 325 vi CHAPTER I INTRODUCTION The development of physical education in the United States has had to overcome much opposition. Many educational leaders were not willing to accept physical education as a part of education. It is the intent of this study to analyze the manner in which a major leader in American education, President Charles W. Eliot of Harvard University, related physical education to education. On October 19, 1869, Charles W. Eliot was inaugurated as president of Harvard. According to a leading historian of American higher education, this event announced that a new era in American higher education was truly at hand.'*' The post Civil War era was a significant period in the development of American higher education. Prior to the Civil War, there were indications that American higher education was entering a period of transition. In 1861, through the leadership of Matthew Vassar and John Raymond, Vassar College was founded, and the founding of this institution of higher education es­ tablished the first institution of higher learning for women. "''Laurence R. Veysey, The Emergence of the American University (Chicago: The University of Chicago Press, 1965), p. 248. 1 2 Another significant event that occurred in 1861 was the estab­ lishment of graduate studies at Yale, and this established Yale as the first American institution of higher learning to offer a Ph.D. in the arts and sciences. One of the most important factors contributing to the growth of American higher education was adoption in 1862 of the Morrill Act. Under this legislation the federal government provided land for states to develop institutions with a popular and
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