Eliot, Charles

Froimowitz, Mark, Kuo-Ming Wu, William Paredes, Charles R. Ashby Jr., Xinhe Uu, Marino Lepore, and Eliot L. Gardner. 1998. "Slow-Onset, Long-Lasting Prodrugs as Potential Medications for Cocaine Addiction Binding, Reuptake, and Locomotor Assays." Society for Neuroscience Abstracts 24 2169. 

Gardner, Eliot L., Xinhe Liu, William Paredes, Marino Lepore, Charles R. Ashby Jr., Kuo-Ming Wu, and Mark Froimowitz. 1997. "Effects of a Slow-Onset, Long-Acting Dopamine Reuptake Blocker on Electrical Brain Stimulation Reward (BSR)." Society for Neuroscience Abstracts 23 1110. 

Thomson had tried to convince Davy of the value of the theory. But Davy was adamant m his opposition, and caricatured Dalton s theory so skilfully that many were astonished how any man of sense or science would be taken up with such a tissue of absurdities Charles William Eliot, President of Harvard University, who began his career in the field of education as a teacher of chemistry, cautioned his students as late as 1868 that the existence of atoms is itself an hypothesis and not a probable one. All dogmatic assertion upon it is to be regarded with distrust." Berthollet, too, was so sceptical of the atomic theory that as late as 1890 he still wrote the formula for water as if it were hydrogen peroxide—to him atoms were but fabrications of the mind. Wilhelm Ostwald, who did not hesitate to champion the unorthodox theories of many young chemical dreamers, wanted as late as 1910 to do away completely with the atomic theory. 

In Charles W. Eliot (ed.) The Harvard Classics English Poetry in Three Volumes Volume III Locksley Hall, L. 141... 

A Manual of Inorganic Chemistry, written by Francis H. Storer and Charles W. Eliot in the 1860s, was the first textbook of its kind to be published in English (Davis, 1929). The textbook was a standard reference for several decades, and in the preface the authors stated their underlying philosophy that the study of a science of observation ought to develop and discipline the observing faculties and that such a study fails of its true end if it becomes a mere exercise of the memory (as quoted in Davis, p. 876). This philosophy has been the cornerstone of the teaching of chemistry in the American and European university and secondary schools up to the present time. 

Charles Eliot went on to become the president of Harvard University, and in 1892 he chaired a commission on educational reform which has had a lasting impact, for better or worse, on American education. This commission, known today as the Committee of Ten, was appointed by the National Education Association and was charged with codifying university entrance requirements so that secondary curricula in turn could be made more uniform (which in turn implies simplification). Two of the recommendations in the Committee s final report bear on the importance of laboratory work. First, the Committee recommended that approximately one-fifth of a student s total time in secondary school would be devoted to the study of science, which included biologically related studies under the rubric of natural history. Second, the Committee recommended that fully one-half of the science course work be laboratory work because of their belief that efforts made by the students in the laboratory were the best means of instruction. 

In the curricular wars of the 19th century, much breath was expended and much ink was spilt about the required content of a liberal education, and particularly about the place of Greek and Latin within it. In the final decades of the century, both Ezra Cornell, after whom Cornell University was named, and Charles William Eliot, the legendary President of Harvard, introduced the elective system to their universities in order to defuse these fierce arguments about content. That system, which quickly... 

Giedion, S. (1974) Space, Time and Architecture The Growth of a New Tradition (Charles Eliot Norton Lectures). Massachusetts Harvard University Press. 

The early visibility and importance of the chemical discipline were reflected in the promotion of chemists to university leadership at the turn of the century. Examples include Thomas M. Drown (President, Lehigh, 1895-1904) James Mason Crafts (President, MIT, 1897-1900) Francis P. Venable (President, North Carolina, 1900-1914) Ira Remsen (President, Johns Hopkins, 1901-1913) and Edgar Fahs Smith (Provost, Pennsylvania, 1911— 1920). The new currents in administration and their intellectual rationale were also studied closely by the period s outstanding president, the chemist Charles W. Eliot of Harvard. The subsequent decay in the visibility of chemistry is reflected in the decline of such appointments. Despite the enormous increase in the number of colleges and universities, the record decade for the appointment of chemists to permanent presidencies was 1910-1919 (Figure 6.1-4). 

Drown s call to Lehigh is discussed in III, Bowen, 1924, 99-103. Crafts brief tenure as MIT s president is treated in III, Prescott, 1954, 151-166. Venable presided at North Carolina during a crucial transition see III, Battle, 1912, Vol. II, 590-763 III, Wagstaff, 1950, 77-104 and III, L. R. Wilson, 1957, 43-175. Remsen s administration at Johns Hopkins is covered in III, French, 1946, 142-152 and III, Getman, 1940, 77-86. Smith s term as provost at Pennsylvania is discussed in III, Cheyney, 1940, 360-388. (During Smith s tenure, his position was equivalent to that of university presidents elsewhere.) Charles Eliot s stellar career as president of Harvard is examined in III, Hawkins, 1972. 

Charles W. Eliot, who taught chemistry at both Harvard and MIT between 1858 and 1869, was president of Harvard University from 1869 until 1909. James Bryant Conant, an organic chemist, presided over Harvard from 1933 to 1953. 

Hawkins, 1972. Hugh Hawkins. Between Harvard and America The Educational Leadership of Charles W. Eliot. New York Oxford University Press. 

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