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to Saybrook, and then Wethersfield. In 1718, the college moved to New Haven, Connecticut.
First diploma awarded by Yale College, granted to Nathaniel Chauncey, 1702 Meanwhile, a rift was forming at Harvard between its sixth president Increase Mather and the rest of the Harvard clergy, whom Mather viewed as increasingly liberal, ecclesiastically lax, and overly broad in Church polity. The feud caused the Mathers to champion the success of the Collegiate School in the hope that it would maintain the Puritan religious orthodoxy in a way that Harvard had not.
In 1718, at the behest of either Rector Samuel Andrew or the colony's Governor Gurdon Saltonstall, Cotton Mather contacted a successful businessman in Wales named Elihu Yale 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 India 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. Yale also donated 417 books and a portrait of King George I. Cotton Mather suggested that the school change its name to Yale College in gratitude to its benefactor, and to increase the chances that he would give the college another large donation or bequest. Elihu Yale was away in India when the news of the school's name change reached his home in Wrexham, Wales, a trip from which he never returned. While he did ultimately leave his fortunes to the "Collegiate School within His Majesties Colony of Connecticot", the institution was never able to successfully lay claim to it.

2.2 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, 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. At the same time, 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.
At the same time 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 Perhaps the most well-remembered teacher was William Graham Sumner, professor from 1872 to 1909. He 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, 1879–81. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic mater