Charles William Eliot (March 20, 1834 – August 22, 1926) was an American academic who was president of Harvard University from 1869 to 1909, the longest term of any Harvard president. A member of the prominent Eliot family of Boston, he transformed Harvard from a respected provincial college into America's preeminent research university. Theodore Roosevelt called him "the only man in the world I envy."
Early life and education
Charles Eliot was a scion of the wealthy Eliot family of Boston. He was the son of politician Samuel Atkins Eliot and his wife Mary (née Lyman), and was the grandchild of banker Samuel Eliot and merchant Theodore Lyman of the Lyman Estate. He was one of five siblings and the only boy. Eliot graduated from Boston Latin School in 1849 and from Harvard University in 1853. He was later made an honorary member of the Hasty Pudding.
Although he had high expectations and obvious scientific talents, the first fifteen years of Eliot's career were less than auspicious. He was appointed Tutor in Mathematics at Harvard in the fall of 1854, and studied chemistry with Josiah P. Cooke. In 1858, he was promoted to Assistant Professor of Mathematics and Chemistry. He taught competently, wrote some technical pieces on chemical impurities in industrial metals, and busied himself with schemes for the reform of Harvard's Lawrence Scientific School.
But his real goal, appointment to the Rumford Professorship of Chemistry, eluded him. This was a particularly bitter blow because of a change in his family's economic circumstances—the financial failure of his father, Samuel Atkins Eliot, in the Panic of 1857. Eliot had to face the fact that "he had nothing to look to but his teacher's salary and a legacy left to him by his grandfather Lyman." After a bitter struggle over the Rumford chair, Eliot left Harvard in 1863. His friends assumed that he would "be obliged to cut chemistry and go into business in order to earn a livelihood for his family." But instead, he used his grandfather's large legacy and a small borrowed sum to spend the next two years studying the educational systems of the Old World in Europe.
Studies of European education
Eliot's approach to investigating European education was unusual. He did not confine his attention to educational institutions, but explored the role of education in every aspect of national life. When Eliot visited schools, he took an interest in every aspect of institutional operation, from curriculum and methods of instruction through physical arrangements and custodial services. But his particular concern was with the relation between education and economic growth:
Eliot understood the interdependence of education and enterprise. In a letter to his cousin Arthur T. Lyman, he discussed the value to the German chemical industry of discoveries made in university laboratories. He also recognized that, while European universities depended on government for support, American institutions would have to draw on the resources of the wealthy. He wrote to his cousin:
While Eliot was in Europe, he was again presented with the opportunity to enter the world of active business. The Merrimack Mills, one of the largest textile mills in the United States, tendered him an invitation to become its superintendent. In spite of the urgings of his friends and the attractiveness of what for the time was the enormous salary of $5000 (plus a good house, rent free), Eliot, after giving considerable thought to the offer, turned it down. One of his biographers speculated that he surely realized by this time that he had a strong taste for organizing and administration. This post would have given it scope. He must have felt, even if dimly, that if science interested him, it was not because he was first and last a lover of her laws and generalizations, not only because the clarity and precision of science was congenial, but because science answered the questions of practical men and conferred knowledge and power upon those who would perform the labors of their generation.
During nearly two years in Europe he had found himself as much fascinated by what he could learn concerning the methods by which science could be made to help industry as by what he discovered about the organization of institutions of learning. He was thinking much about what his own young country needed, and his hopes for the United States took account of industry and commerce as well as the field of academic endeavor. To be the chief executive officer of a particular business offered only a limited range of influence; but to stand at the intersection of the realm of production and the realm of knowledge offered considerably more.