information:highlighting, quality:correction
19th century

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, math and science. Unlike higher education in Europe, there was no national curriculum for US colleges and universities. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized a significant portion of students and prospective students demanded a classical background. The report meant the classics would not be abandoned. During this period, institutions experimented with changes in the curriculum, often resulting in a dual-track curriculum. In the decentralized environment of US higher education, balancing change with tradition was a common challenge. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought by Victorian culture. They concentrated on developing a person possessed of religious values strong enough to sufficiently resist temptations from within, yet flexible enough to adjust to the ' isms ' (professionalism, materialism, individualism, and consumerism) tempting them from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. Sumner bested President Noah Porter, who disliked the social sciences 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.

Until 1887, the legal name of the university was "The President and Fellows of Yale College, in New Haven." In 1887, under an act passed by the Connecticut General Assembly, Yale was renamed "Yale University".