耶鲁捐赠基金2008年（耶鲁投资办公室年度报告）

Right: Saybrook Court, in Saybrook College, one of the twelve residential colleges.

Introduction Yale’s Endowment generated solid relative results in fiscal year 2008, as investment returns of 4.5 percent produced investment gains of $1.0 billion.

Over the past ten years, the Endowment grew from $6.6 billion to $22.9 billion. With annual net investment returns of 16.3 percent, the Endowment’s performance exceeded its benchmark and outpaced institutional fund indices. The Yale Endowment’s twenty-year record of 15.9 percent per annum produced a 2008 Endowment value of more than ten times that of 1988. Yale’s superb long-term record resulted from disciplined and diversified asset allocation policies, superior active manage-ment results, and strong capital market returns. Spending from Endowment grew during the last decade from $218 million to $850 million, an annual growth rate of approximately 15 percent. On a relative basis, Endowment contributions expanded from 18 percent of total revenues in fiscal 1998 to 37 percent in fiscal 2008. Next year, spending will amount to $1.16 billion, or 44 percent of project-ed revenues. Yale’s spending and investment policies have provided hand-some levels of cash flow to the operating budget for current scholars while preserving Endowment purchasing power for future generations.

Endowment Growth Outpaces Inflation 1950–2008 $26 $24 $22 $20 $18 $16 $14 Billions $12 $10 $8 $6 $4 $2 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 1950 Endowment Inflated Post-1950 Endowment Gifts Inflated Endowment Market Value As a matter of long-standing practice, Yale releases information on the performance of Calendar-Year 2008 its Endowment only following the close of the University’s June 30 fiscal year. Because Update on Endowment the current economic crisis altered the financial landscape in dramatic fashion, Yale decided to release interim performance information to provide context for evaluating the Performance University’s investment, spending, and borrowing activities. On December 16, President Levin delivered a message to Yale’s faculty and sta≠ that stated: “Our best estimate of the Endowment’s value today is $17 billion, a decline of 25 percent since June 30, 2008.” President Levin’s estimate incorporated returns on marketable securities through October 31 and projections of writedowns on illiquid assets. Based on marketable security returns through December 31 and illiquid asset projections, the estimated investment decline remains at 25 percent.

Even though the significant decline in Yale’s Endowment disappoints, it should not surprise. If a portfolio produces gains of 41 percent (as it did in the year ended June 30, 2000) and 28 percent (as it did in the year ended June 30, 2007), the possibility of su≠ering the symmetry of double-digit losses should be anticipated. That said, the fact that Yale last su≠ered an investment loss two decades ago (0.2 percent in the year ended June 30, 1988) makes the current decline in value all the more unwelcome. Consider Yale’s estimated decline of 25 percent in the context of returns for stocks and bonds. For the six months ending December 31, 2008, the broad U.S. equity market declined nearly 30 percent, developed foreign equity markets fell more than 36 percent, and emerging equity markets dropped more than 47 percent. Risky bonds provided no safe haven as the high-yield market declined 25 percent. Only U.S. Treasury bonds protected investor capital, returning just over 11 percent as investors sought the risk-free security of government obligations.

Based on investment results in the current crisis, some skeptics questioned the University’s fundamental approach to portfolio management, which rests on the principles of equity orientation and diversification. These principles continue to support thoughtful and carefully considered management of Yale’s Endowment.

Equity orientation makes sense for investors with long time horizons. In the midst of financial crises, some argue for higher allocations to risk-free assets, no doubt wishing after-the-fact for the now unattainable before-the-fact protection. Yet those who argue for greater protection against financial trauma ignore the opportunity costs of maintain-ing a substantial allocation to fixed-income assets. Recall that in the ten years ending June 30, 2008, the Yale Endowment returned 16.3 percent per year in contrast to 3.6 per-cent annually for U.S. stocks and 5.7 percent annually for U.S. bonds. Diversification, called a free lunch by Nobel laureate Harry Markowitz, allows construction of portfolios with superior risk and return characteristics. In the midst of a capital market dislocation, investors hoping for the protection provided by a diversified portfolio of assets frequently express disappointment at the crisis-induced tendency of risky assets to move together. The correlations between risky asset classes move toward one during periods when investors dump holdings of risky assets of all types to fund purchases of risk-free U.S. Treasury bonds. In a binary world where only risk and safety matter, otherwise dissimilar risky assets behave similarly. In the Crash of 1987 and ltcm crisis in 1998, flights to quality led to temporary market disruptions that caused diver-sification to lose its power. After the panics subsided, diversification once again mattered, as fundamental drivers of return determined results, not the overriding concern with safety. The crisis of 2008 di≠ers from the crises of 1987 and 1998 in breadth, depth, and intensity. Yet, after the current crisis passes, prudent investors will reap the benefits of a well-diversified portfolio.

While the decline in Endowment value in the current financial crisis caused some observers to question the tenets of Yale’s investment strategy, when evaluated with a time horizon appropriate for a long-term investor, the University’s equity-oriented, welldiversified portfolio continues to provide the best foundation for future investment suc-cess. After the financial trauma recedes, Yale will once again benefit from the prospect of superior returns generated with prudent levels of risk.

The Yale Endowment Totaling $22.9 billion on June 30, 2008, the Yale Endowment contains thousands of funds with a variety of designated purposes and restrictions.

Approximately four-fifths of funds constitute true endowment, gifts restricted by donors to provide long-term funding for designated pur-poses. The remaining one-fifth represent quasi-endowment, monies that the Yale Corporation chooses to invest and treat as endowment. Donors frequently specify a particular purpose for gifts, creating endowments to fund professorships, teaching, and lectureships (23 per-cent), scholarships, fellowships, and prizes (18 percent), maintenance (4 percent), books (3 percent) and miscellaneous specific purposes (26 percent). Twenty-six percent of funds are unrestricted. Twenty-five per-cent of the Endowment benefits the overall University, with remaining funds focused on specific units, including the Faculty of Arts and Sciences (38 percent), the professional schools (23 percent), the library (8 per-cent), and other entities (6 percent). Although distinct in purpose or restriction, Endowment funds are commingled in an investment pool and tracked with unit accounting much like a large mutual fund. Endowment gifts of cash, securities, or property are valued and exchanged for units that represent a claim on a portion of the whole investment portfolio.

In fiscal 2008, the Endowment provided $850 million, or 37 per-cent, of the University’s $2,280.2 million operating income. Other major sources of revenues were grants and contracts of $561 million (25 per-cent), medical services of $373 million (16 percent), net tuition, room, and board of $246 million (11 percent), other income and transfers of $105 million (5 percent), gifts of $92 million (4 percent), and other investment income of $54 million (2 percent).

Endowment Fund Allocation Operating Budget Revenue Fiscal Year 2008 Fiscal Year 2008 Grants & Contracts Miscellaneous Professorships Specific Purposes Tuition, Room, Board Scholarships Medical Services Endowment Unrestricted Maintenance Gifts Books Other Investment Income Other Income Investment Policy Yale’s portfolio is structured using a combination of academic theory and informed market judgment. The theoretical framework relies on mean- variance analysis, an approach developed by Nobel laureates James Tobin and Harry Markowitz, both of whom conducted work on this important portfolio management tool at Yale’s Cowles Foundation. Using statistical techniques to combine expected returns, variances, and covariances of investment assets, Yale employs mean-variance analysis to estimate expected risk and return profiles of various asset allocation alternatives and to test sensitivity of results to changes in input assumptions. Because investment management involves as much art as science, qualitative considerations play an extremely important role in portfolio decisions. The definition of an asset class is quite subjective, requiring precise distinctions where none exist. Returns and correlations are di∞-cult to forecast. Historical data provide a guide, but must be modified to recognize structural changes and compensate for anomalous periods. Quantitative measures have di∞culty incorporating factors such as mar-ket liquidity or the influence of significant, low-probability events. In spite of the operational challenges, the rigor required in conducting mean-variance analysis brings an important perspective to the asset allocation process.

The combination of quantitative analysis and market judgment employed by Yale produces the following portfolio: June 2008 June 2008 Asset Class Actual Target Absolute Return 25.1% 21.0% Domestic Equity 10.1 10.0 Fixed Income 4.0 4.0 Foreign Equity 15.2 15.0 Private Equity 20.2 21.0 Real Assets 29.3 29.0 Cash -3.9 0.0 The target mix of assets produces an expected real (after inflation) long-term growth rate of 6.4 percent with a risk (standard deviation of returns) of 12.7 percent. Because actual holdings di≠er from target levels, the actual allocation produces a portfolio expected to grow at 6.5 percent with a risk of 12.8 percent. The University’s measure of inflation is based on a basket of goods and services specific to higher education that tends to exceed the Consumer Price Index by approximately one percentage point.

At its June 2008 meeting, Yale’s Investment Committee adopted a number of changes in the University’s policy portfolio allocations. The Committee approved an increase in the private equity target from 19 per-cent to 21 percent to accommodate organic growth in private equity expo-sure as a percentage of the Endowment. For similar reasons, the University increased the real assets allocation from 28 percent to 29 percent. The increases in the illiquid asset classes were funded by a 2 percentage point decrease in the absolute return target allocation to 21 percent, and a 1 percentage point decrease in the domestic equity target allocation to 10 percent.

The need to provide resources for current operations as well as preserve purchasing power of assets dictates investing for high returns, causing the Endowment to be biased toward equity. In addition, the University’s vulnerability to inflation further directs the Endowment away from fixed income and toward equity instruments. Hence, 96 percent of the Endowment is targeted for investment in assets expected to produce equity-like returns, through holdings of domestic and international securities, real assets, and private equity. Over the past two decades, Yale reduced dramatically the Endowment’s dependence on domestic marketable securities by reallocat-ing assets to nontraditional asset classes. In 1988, nearly 75 percent of the Endowment was committed to U.S. stocks, bonds, and cash. Today, tar-get allocations call for 14 percent in domestic marketable securities, while the diversifying assets of foreign equity, private equity, absolute return strategies, and real assets dominate the Endowment, representing 86 per-cent of the target portfolio. The heavy allocation to nontraditional asset classes stems from their return potential and diversifying power. Today’s actual and target portfolios have significantly higher expected returns and lower volatility than the 1988 portfolio. Alternative assets, by their very nature, tend to be less e∞ciently priced than traditional marketable securities, providing an opportunity to exploit market ine∞ciencies through active management. The Endowment’s long time horizon is well suited to exploiting illiquid, less e∞cient markets such as venture capital, leveraged buyouts, oil and gas, timber, and real estate.

Yale’s Residential Colleges—A Timeline 1920 1952 Yale College and She∞eld Scientific School The creation of Sophomore Seminars, student body enrollment climbs to 3,000, which later evolve into Residential College a growth of 50% since 1900, straining cam- Seminars with small classes of ten students pus facilities and the quality of student life. each, allows “the residential colleges to play An increasing number of students live o≠ a functional role in the educational system campus. as well as in the social life of the under-graduates” (from President A. Whitney Griswold’s 1955-56 Report of the For the first time, Yale sets a limit on the President). number of freshmen admitted each year, attempting to hold the total at 850. 1953 Yale institutes a lottery system for assign-ing students to the colleges to ensure diver-President James Rowland Angell proposes sity and guarantee that each more closely that the Yale Corporation consider estab-resembles a cross-section of the entire lishing a Residential College Plan “some-student body. Before this date, students what resembling the English colleges” of ranked colleges in order of preference and Oxford and Cambridge. often had to be content with their second 1928 or third choice. The Tyng Cup.

Yale Corporation fellow Samuel H. Fisher secures the agreement of Edward S. 1975 Yale lays cornerstones for the eleventh and Harkness, b.a. 1897, to finance the building Plans to build two new colleges to accom-twelfth residential colleges, Morse and Ezra of residential colleges at Yale with a com- modate enrollment increases are cancelled Stiles, on land acquired through gifts from mitment of about $12 million. when the city of New Haven opposes the John Hay Whitney, b.a. 1926.

1930 expansion.

Construction begins on the first colleges: 1998 The colleges install Deans to provide acaCalhoun, Davenport, Jonathan Edwards, Yale completes the construction of a new demic counseling and to oversee student Pierson, and Trumbull. residence facility (“swing space”) to pro-life. 1931 vide temporary quarters for one residential 1969 college per year during a round of renova-President Angell appoints the first Masters. The first women (a group of 500) enter tions of all the colleges, starting with 1933 Yale College. Rejecting a suggestion to con- Berkeley College in 1998. The Classes of 1934, 1935, and 1936 vert Trumbull College for exclusive female enter the first seven residential colleges: occupancy, all of Yale’s colleges become Branford and Saybrook (both adapted co-educational. from Memorial Quadrangle), Jonathan Edwards (on the site of two existing dormitories), Pierson and Davenport (newly built), Trumbull (new building displacing an old gym), and Calhoun (replacing sev-eral Divinity School buildings). Intramural competition for the Tyng Cup begins, pitting residential colleges against one another.

The eighth college, Berkeley, replacing the old Berkeley Oval, opens for residents.

The ninth college, Timothy Dwight, begins operations.

The tenth college, Silliman, admits its first students.

Calhoun College Master’s house.

Asset Class Yale’s six asset classes are defined by di≠erences in their expected response Characteristics to economic conditions, such as price inflation or changes in interest rates, and are weighted in the Endowment portfolio by considering risk-adjusted returns and correlations. The University combines the asset classes in such a way as to provide the highest expected return for a given level of risk.

Absolute Return In July 1990, Yale became the first institutional investor to pursue absolute return strategies as a distinct asset class, beginning with a target allocation of 15 percent. Designed to provide significant diversification to the Endowment, absolute return investments seek to generate high long-term real returns by exploiting market ine∞ciencies. Approximately half of the portfolio is dedicated to event-driven strategies, which rely on a very specific corporate event, such as a merger, spin-o≠, or bankruptcy restructuring to achieve a target price. The other half of the portfolio con-tains value-driven strategies, which involve hedged positions in assets or securities that diverge from underlying economic value. Today, the absolute return portfolio is targeted to be 21 percent of the Endowment, below the average educational institution’s allocation of 21.7 percent to such strategies. Absolute return strategies are expected to generate real returns of 6.0 percent with risk levels of 10.0 percent for event-driven strategies and 15.0 percent for value-driven strategies.

Unlike traditional marketable securities, absolute return invest-ments have historically provided returns largely independent of overall market moves. Over the past ten years, the portfolio exceeded expectations, returning 12.0 percent per year with low correlation to domestic stock and bond markets.

An important attribute of Yale’s investment strategy concerns the alignment of interests between investors and investment managers. To that end, absolute return accounts are structured with performance-relat-ed incentive fees, hurdle rates, and clawback provisions. In addition, managers invest significant sums alongside Yale, enabling the University to avoid many of the pitfalls of the principal-agent relationship.

Domestic Equity Financial theory predicts that equity holdings will generate returns superior to those of less risky assets such as bonds and cash. The predominant asset class in most U.S. institutional portfolios, domestic equity repre-sents a large, liquid, and heavily researched market. While the average educational institution invests 21.7 percent of assets in domestic equities, Yale’s target allocation to this asset class is only 10.0 percent. The domes-tic equity portfolio has an expected real return of 6.0 percent with a stan-dard deviation of 20.0 percent. The Wilshire 5000 Index serves as the portfolio benchmark.

Despite recognizing that the U.S. equity market is highly e∞cient, Yale elects to pursue active management strategies, aspiring to outper-form the market index by a few percentage points annually. Because superior stock selection provides the most consistent and reliable opportunity for generating excess returns, the University favors managers with exceptional bottom-up fundamental research capabilities. Managers searching for out-of-favor securities often find stocks that are cheap in relation to current fundamental measures such as book value, earnings, or cash flow. Recognizing the di∞culty of outperforming the market on a consistent basis, Yale searches for managers with high integrity, sound investment philosophies, strong track records, superior organizations, and sustainable competitive advantages.

Fixed Income Fixed income assets generate stable flows of income, providing greater certainty of nominal cash flow than any other Endowment asset class. The bond portfolio exhibits a low covariance with other asset classes and serves as a hedge against financial accidents or periods of unanticipated deflation. While educational institutions maintain a substantial allocation to fixed income instruments and cash, averaging 14.0 percent, Yale’s target allocation to fixed income constitutes only 4.0 percent of the Endowment. Bonds have an expected real return of 2.0 percent with risk of 10.0 percent. The Lehman Brothers 1-5 Year U.S. Treasury Index serves as the portfolio benchmark.

Yale is not particularly attracted to fixed income assets, as they have the lowest historical and expected returns of the six asset classes comprising the Endowment. In addition, the government bond market is arguably the most e∞ciently priced asset class, o≠ering few opportunities to add significant value through active management. Based on skepticism of active fixed income strategies and belief in the e∞cacy of a highly structured approach to bond portfolio management, the Investments O∞ce chooses to manage Endowment bonds internally. In spite of an aversion to market timing strategies, credit risk, and call options, Yale manages to add value consistently in its management of the bond portfolio.

NBC Nightly News anchor Brian Williams speaks at a Morse College Master’s Tea.

Endowed Funding for Residential Colleges During Yale’s tercentennial celebration, The plan called for each residential col-President Richard C. Levin remarked: “The lege to occupy a plot roughly the size of a residential college system is a major reason city block, with interconnected buildings why students choose to come to Yale and a enclosing a courtyard. Each college would major reason why Yale College students appoint a Master to supervise and guide report greater satisfaction with their educa- student activities. In order to create tightly tion than students at most peer institu- knit communities, each college was to tions. Our residential system o≠ers its stu- house only a few hundred students who dents both the intimacy of a small college lived in close proximity to faculty and environment and the vast resources of a enjoyed access to their own library, dining major research university.” President Levin hall, common room, and other activity echoed the sentiments of generations of spaces.

Yale alumni when he described the residen- In 1928, Harkness made a contribution tial college system as “one of the glories of $12 million (the equivalent of over $200 of Yale.” million today) for the purpose of imple-In the years following World War i, menting the residential college system. increasing undergraduate enrollment led Harkness’s contribution allowed the to crowded living conditions in the University to construct Yale’s first six resi-University’s dormitories, forcing large dential colleges and adapt existing build-numbers of students to live o≠ campus. ings to create another four. In time, stu-Concerned that the dispersion of the stu- dents came to identify themselves not just dent body would weaken bonds within the as Elis, but as Berkeleyites, Saybrugians, or Yale community, the University sought a Sillimanders. Hendon Chubb significantly enhanced the cultural life of the residential colleges by endowing the plan that would promote cohesion among Ever since the inauguration of the first Chubb Fellows program in 1936. Similar programs the undergraduate classes. With the seven colleges in 1933, donor gifts of have followed suit, providing a steady flow of encouragement of longtime Yale benefactor endowed funds supported and enhanced prominent guests from the worlds of politics, busi-Edward S. Harkness, b.a. 1897, Yale residential college life. Impressed by the ness, and the arts who address students and engage o∞cials formulated a plan for ten residen- success of the residential college program, in discussion programs. tial colleges that drew its inspiration from Harkness followed his initial gift with an the college systems of Oxford and additional contribution of roughly $5 mil- Galbraith, Robert Redford, and Yevgeny Cambridge. lion to create an endowment to be “added Yevtushenko. to the University’s General Funds, the A vital dimension in the development of income of which is to be used over a rea- Yale’s residential college system came sonable period of time for Head Master’s through the generosity of one of the salaries and the Student Aid Fund.” University’s most enthusiastic supporters, The residential college system—which Paul Mellon, b.a. 1929. In 1952, Mellon grew to ten colleges by 1940 and twelve by responded to concerns expressed by some 1963—came to define the undergraduate faculty members that the residential col-Yale experience. In addition to providing a leges were overly focused on social life at close community that structures social life the expense of educational pursuits. An at Yale College, residential colleges provide endowment established through Mellon’s forums for learning. In 1936, the generous Old Dominion Foundation provided fund-contribution of Hendon Chubb, ph.b. ing for small seminar courses to be o≠ered 1895, created the Hendon Chubb Fund, in each college. Today, the residential col-which brought distinguished professionals lege seminar program, which o≠ers two in public life, science, and the arts to speak courses per term in each residential college, at the residential colleges. While Chubb’s allows students to explore topics outside of gift focused originally on Timothy Dwight Yale College’s core curriculum. Class topics College, a portion benefits all the colleges. are decided by a committee of students and These funds bring distinguished visitors to graduate a∞liates within each residential Yale to lecture and interact with students college. The current academic listings during informal sessions known as include college seminars such as Great Master’s Teas, which are hosted in college Trials of the Century, the Music of India, Masters’ living rooms. Remarkable speak- Bioethics and the Law, Forensic Science, ers have graced the couches of Yale College and Writing Half-Hour Television Masters over the years, including Harry Comedy.

The implementation of a residential college plan Truman, Gerald Ford, Jimmy Carter, benefited from the vision and generosity of Edward Ronald Reagan, Edward Heath, B.F. S. Harkness, whose gifts in 1928 supported the Skinner, Maya Angelou, Arthur Koestler, building of several colleges along with endowed Margaret Marshall, John Kenneth programs.

Paul Mellon’s support increased in sub-sequent years, with gifts in 1958 that allowed the construction of two new col-leges, Ezra Stiles and Morse. At the same time, Mellon financed the appointment of residential college Deans in all twelve of the colleges. Deans reside in each college and have day-to-day responsibilities for the social and academic development of stu-dents. Mellon’s funding also supports the Scholars of the House program, which allows one student in each college to receive individual instruction in creative endeavors or advanced scholarship.

Endowments fund an abundance of academic programs and extracurricular activi-ties in Yale’s residential colleges. On the non-academic side, the college intramural sports program inspired a number of endowment gifts. Examples include the William and Martha Ford Fund, estab-lished in 1981 to support residential college intramurals, and the Paul Haviland Memorial Fund, established in 1935 to sup-port intramural golf. Paul Mellon, who has supported a wide range of facilities and activities at his alma mater, had a major impact on the colleges. His support enabled Yale to build Ezra Stiles and Morse Colleges in the 1960s, in Long after they leave Yale, alumni con-addition to creating deanships and special teaching funds for the colleges. tinue to identify strongly with their college. One sign of this bond is the tradition of philanthropy by alumni on behalf of their residential colleges. Donors have given generously to establish additional Master’s Tea and guest lecturer programs, visiting writer programs, book collections, arts activities, social functions, debates, con-tests, and prizes. Even students conducting research over the summer are supported in each college by donors such as the friends and family of John Bolt Morse, who in 1992 established a travel fellowship for one student per year at Jonathan Edwards College to study the fine arts.

Yale’s great success with the residential college system piqued the interest of other American institutions. In recent years, universities seeking to improve the quality of undergraduate student life have looked to Yale as a model. In 1979, Princeton University’s Committee on Undergraduate Residential Life recommended the creation of five residential colleges for freshmen and sophomores. Princeton expanded that net-work in 2002, adding four-year residential colleges for a portion of the student body. Printing presses, along with pottery shops, exercise rooms, music rehearsal spaces, and a “buttery” or snackbar, are among the many resources provided in the residential colleges. The press at Jonathan Edwards College (above), shown following the renovation of 2007-2008, was founded in 1936.

Foreign Equity Investments in overseas markets expose the Endowment to the global economy, providing substantial diversification along with opportunities to earn above-market returns through active management. Emerging markets, with their rapidly growing economies, are particularly intrigu-ing, causing Yale to target 5.0 percent of its portfolio to such opportuni-ties, just short of the 6.0 percent allocated to foreign developed equities. Yale dedicates 4.0 percent of the portfolio to opportunistic foreign positions, with the expectation that holdings will be concentrated in markets that o≠er the most compelling long-term opportunities, particularly China and India. Yale’s foreign equity target allocation of 15.0 percent stands below the average endowment’s allocation of 20.3 percent. Expected real returns for emerging equities are 8.0 percent with a risk level of 25.0 percent, while developed equities are expected to return 6.0 percent with risk of 20.0 percent. The portfolio is measured against a composite benchmark of (a) developed markets, measured by the Morgan Stanley Capital International (msci) Europe, Australasia, and Far East Index; (b) emerging markets, measured by the msci Emerging Markets Index; and (c) opportunistic investments, measured by the Higher Education Price Index plus 8 percent.

Yale’s investment approach to foreign equities emphasizes active management designed to uncover attractive opportunities and exploit market ine∞ciencies. As in the domestic equity portfolio, Yale favors managers with strong bottom-up fundamental research capabilities. Capital allocation to individual managers takes into consideration the country allocation of the foreign equity portfolio, the degree of confidence Yale possesses in a manager, and the appropriate asset size for a particular strategy. In addition, Yale attempts to exploit compelling undervaluations in countries, sectors, and styles by allocating additional capital and, perhaps, by hiring new managers to take advantage of the opportunities.

The Dining Hall in Berkeley College.

Private Equity Private equity o≠ers extremely attractive long-term risk-adjusted return characteristics, stemming from the University’s strong stable of value-added managers that exploit market ine∞ciencies. Yale’s private equity investments include participations in venture capital and leveraged buy-out partnerships. The University’s target allocation to private equity of 21.0 percent far exceeds the 8.6 percent actual allocation of the average educational institution. In aggregate, the private equity portfolio is expected to generate real returns of 11.2 percent with risk of 27.7 percent. Yale’s private equity program, one of the first of its kind, is regarded as among the best in the institutional investment community, and the University is frequently cited as a role model by other investors. Since inception, private equity investments have generated a 30.9 percent annualized return to the University. The success of Yale’s program led to a 1995 Harvard Business School case study—“Yale University Investments O∞ce”—by Professors Josh Lerner and Jay Light. The popular case study was updated in 1997, 2000, 2003, and again in 2006.

Yale’s private equity assets concentrate on partnerships with firms that emphasize a value-added approach to investing. Such firms work closely with portfolio companies to create fundamentally more valuable entities, relying only secondarily on financial engineering to generate returns. Investments are made with an eye toward long-term relation-ships—generally, a commitment is expected to be the first of several— and toward the close alignment of the interests of general and limited partners. Yale avoids funds sponsored by financial institutions because of the conflicts of interest and sta≠ instability inherent in such situations.

Walkway between Morse and Ezra Stiles Colleges.

Real Assets Real estate, oil and gas, and timberland share common characteristics: sensitivity to inflationary forces, high and visible current cash flow, and opportunity to exploit ine∞ciencies. Real asset investments provide attractive return prospects, excellent portfolio diversification, and a hedge against unanticipated inflation. Yale’s 29.0 percent long-term policy allo-cation significantly exceeds the average endowment’s commitment of 13.7 percent. Expected real returns are 6.0 percent with risk of 13.6 percent. The real assets portfolio plays a meaningful role in the Endowment as a powerful diversifying tool and a generator of strong returns. Real assets often provide relative stability to the Endowment during periods of public market turmoil. Pricing ine∞ciencies in the asset class and opportunities to add value allow superior managers to generate excess returns over a market cycle. Since inception in 1978 the portfolio has returned 17.6 percent per annum.

The illiquid nature of real assets combined with the expensive and time-consuming process of completing transactions creates a high hurdle for casual investors. Real assets provide talented investment groups with the opportunity to generate strong returns through savvy acquisitions and managerial expertise. A critical component of Yale’s investment strategy is to create strong, long-term partnerships between the Investments O∞ce and its investment managers. In the last decade, Yale played a criti-cal role in the development and growth of more than a dozen organizations involved in the management of real assets.

Asset Allocations Yale Educational University Institution Mean Absolute Return 25.1% 21.7% Domestic Equity 10.1 21.7 Fixed Income 4.0 12.1 Foreign Equity 15.2 20.3 Private Equity 20.2 8.6 Real Assets 29.3 13.7 Cash -3.9 1.9 Data as of June 30, 2008 Spending Policy The spending rule is at the heart of fiscal discipline for an endowed institution. Spending policies define an institution’s compromise between the conflicting goals of providing substantial support for current operations and preserving purchasing power of Endowment assets. The spending rule must be clearly defined and consistently applied for the concept of budget balance to have meaning.

The Endowment spending policy, which allocates Endowment earnings to operations, balances the competing objectives of providing a stable flow of income to the operating budget and protecting the real value of the Endowment over time. The spending policy manages the trade-o≠ between these two objectives by using a long-term spending rate target combined with a smoothing rule, which adjusts spending in any given year gradually in response to changes in Endowment market value.

The target spending rate approved by the Yale Corporation currently stands at 5.25 percent. According to the smoothing rule, Endowment spending in a given year sums to 80 percent of the previous year’s spending and 20 percent of the targeted long-term spending rate applied to the market value two years prior. The spending amount deter-mined by the formula is adjusted for inflation and constrained so that the calculated rate is at least 4.5 percent, and not more than 6.0 percent of the Endowment’s inflation-adjusted market value one year prior. The smoothing rule and the diversified nature of the Endowment mitigate the impact of short-term market volatility on the flow of funds to support Yale’s operations.

Despite the conservative nature of Yale’s spending policy, distributions to the operating budget rose from $218 million in fiscal 1998 to $850 million in fiscal 2008. The University projects spending of $1.16 billion from the Endowment in fiscal 2008, representing 44 percent of revenues.

Leading the Colleges A senior faculty member known as a The First Master Master heads each residential college. The Jonathan Edwards College received the first Master, whose primary responsibility is to Mastership in 1931, when Professor Robert ensure the well-being of the college’s stu-Dudley French, b.a. 1910, ph.d. 1920, dents, lives on the college’s premises, often began his twenty-three-year stewardship, takes meals with students, and oversees one of the longest tenures of any Master. the intellectual and social life of the resi-After graduating, French began teaching dential community. In the seventy-five-English at his alma mater in 1915. Time year history of the colleges, a number of magazine reported: “In 1920 he took over a remarkable individuals have served as Chaucer course, brushed up its fustiness, Masters, strongly enriching the quality of livened it, taught it well, increasing the undergraduate life. enrollment from 30 to 300 in nine years.”

His books on Chaucer and Shakespeare are still used by students today. French’s contributions to pedagogy included coaching students in the arcane sounds of Yale’s Polly Stone Buck became a beloved figure, and a famous “Long Cheer.” As recalled by alum- host at weekly teas for students, during the tenure nus Frank Gibson, b.a. 1949, in the Yale of her husband, Professor Norman S. Buck, as Alumni Magazine: Master of Branford College from 1942 to 1959.

“Placing both fists together high by his Since 1997, spouses of Masters receive the title of right shoulder, he swung them down Associate Master. across his belly and up to his left shoulder, Yale’s first Master was honored by the emitting a long ‘Ooooooooo’ which rose in creation of a Commencement prize, the pitch with the swing of his arms and was Robert Dudley French Award, which is followed by an explosive ‘OP!’ as he given each year to a Jonathan Edwards stuslammed both fists down in a chopping dent who has demonstrated intellectual motion. Up came the professorial fists leadership during his or her time at Yale. again to left shoulder height. Looping back down, and back up to their starting point, The Associate Mastership they pulled another long ‘Ooooooooo’ from the ample belly. Down slammed the fists. Norman S. Buck, b.a. 1913, ph.d. 1922, ‘OP!’ came the exclamation point, as if he was a professor of economics at Yale and a Yale’s first Master of a residential college was had punched himself in his solar plexus. University provost, but he was best known Professor Robert Dudley French (seated at right), The professor’s arms flew up as if he were to students as the popular Master of who taught English at Yale for many decades and a great bird about to take flight, then Branford College, where he served from headed Jonathan Edwards College from 1931 to 1942 to 1959. Equally beloved among stu-1953. crashed to his sides. ‘PARABALOU!’ ” dents was his wife, Polly Buck. Alumnus Richard Hiers, b.a. 1954, b.d. 1957, said of Mrs. Buck: “I know of no one more devot-ed to Yale.” Polly Buck later penned a memoir about her Branford years. Describing afternoon teas, Mrs Buck wrote: “The boys could get plenty of cocktails in their own rooms and those of their peers, for there were numerous small stu-dent parties on Sunday afternoons where more powerful drinks than tea flowed freely. But for those among the three hundred or so in our charge, for ‘whosoever wants to come’ there was a welcome in the Master’s house with food, hot tea, and good talk, and a homelike atmosphere they wouldn’t get elsewhere, sometimes not even in their own homes. I didn’t fool myself into thinking that food didn’t play a large part in bringing the boys, but a leap-ing fire on a winter Sunday afternoon, and lively conversation with the Master and with each other, was the real drawing card.”

The tireless e≠orts of Polly Buck and other Masters’ spouses led the University formally to acknowledge the importance of this role by awarding spouses the title of Professor Vincent J. Scully with students following a lecture in the 1960s. A popular teacher of the History of Art and Architecture, he was Master of Morse College from 1969 to 1975. Associate Master in 1997.

Haven in 1932. In the Yale Alumni his thoughtful, constructive criticism and Writer in Residence Magazine, August Heckscher, a fellow his generosity in making time for individ-Author and journalist John Hersey, b.a. member of the class of 1936, recalls: ual discussion and mentoring. The late 1936, presided over Pierson College from “Among those who gathered as fresh- 1960s were turbulent years for the country 1965 to 1970 as the first non-academic men at Yale in the autumn of 1932, John and its universities. In Hersey’s Letter to the Master at Yale. Born in Tianjin, China to Hersey quickly became a marked character. Alumni, he drew upon his experiences dur-missionary parents, Hersey arrived in New He arrived with the aura of the Far East, ing May Day weekend 1970, when over where he had spent the first ten years of his 15,000 demonstrators gathered on Yale life: a tall thin youth, meditative, firm of campus to protest the murder trial of Black purpose; an aesthete but also an athlete. Panther leader Bobby Seale. No doubt his He became one of a firmly cemented small position as a college Master informed his circle of friends, but his influence spread, insights on how the American university until he was a member of almost every and its students were a≠ected by the group in the class where judgment and Vietnam War and the incendiary race rela-good advice were sought. When our class tions of the time. had the e≠rontery to declare itself ‘Yale's Shortly before his death, Hersey was greatest,’ it must have been in part because honored by the University with the estab-of our being conscious of his presence— lishment of the annual John Hersey and his promise.” Lecture. Two-time Pulitzer Prize and A model example of the diverse passions National Book Award winner David that drive Yale undergraduates, Hersey McCullough, b.a. 1955, the first author to played varsity football, wrote music criti- present a lecture in the series, praised cism for the Yale Daily News, and was elect- Hersey for having “portrayed our time with ed class secretary. After graduation, he a breadth and artistry matched by very few. remained active in University a≠airs even He has given us the century in a great shelf as he worked as a war correspondent cover- of brilliant work and we are all his benefi-ing Italy, Russia, China, and Japan for Time ciaries.” and Life magazines. His World War ii experience inspired The Wall, the Pulitzer Focus on Architecture Author and journalist John Hersey became the first Prize-winning A Bell for Adano, and It is fitting that the Mastership of Morse, Yale residential college Master from outside the Hiroshima. one of Yale’s two modernist residential col-tenured faculty ranks. He held the Mastership of Aside from his Master’s duties, Hersey Pierson College from 1965 to 1970 while o≠ering leges, was once filled by art historian taught courses on writing. Students recall courses on writing. Vincent J. Scully, b.a. 1940, ph.d. 1949.

During more than sixty years on the facul- Davis’s groundbreaking publications ty, Professor Scully has o≠ered popular included studies of Richard Wright and courses that opened students’ eyes to the Walt Whitman, along with Black Is the history of art and architecture and to the Color of the Cosmos (an anthology of his innovative buildings that distinguish the articles) and The Slave’s Narrative. His aca-Yale campus. demic work points out the importance of Scully currently holds the position of slave narratives not just to historians and Sterling Professor Emeritus of the History literary critics, but “to anthropologists and of Art and continues to lecture in Yale folklorists, historians of art and musicolo-College as well as at the University of gists, sociologists and political scientists, Miami. As the second Master of Morse linguists and psychologists, philosophers College, serving from 1969 to 1975, the and legal historians, and economists and eloquent professor increased awareness of theologians.” the unique architectural charms of Morse In 2005, with support from the and Stiles, two buildings that clashed with President’s O∞ce, current Calhoun Master the neo-Gothic aesthetic that dominates Jonathan Holloway established the Charles Yale’s campus. T. Davis Lecture Series. Presenters have His twenty books include Shingle Style included composer Anthony Davis (the son and the Stick Style, Density by Design: New Charles Twitchell Davis was the first African of Charles T. Davis) and acclaimed jazz Directions in Residential Development, and American Master at Yale. A professor of English, pianist Jason Moran. Yale in New Haven: Architecture and American Studies, and African American Studies, Urbanism (a co-authored work), as well as Davis served as Master of Calhoun College from 1973 to 1980. numerous studies of the works of Louis Kahn, Philip Johnson, and other modern in education from Northwestern University architects. and Chicago Teachers’ College. An expert Donors created two di≠erent professor-in elementary education, Lustman-Findling ships to honor Professor Scully (at Yale taught at the Yale Child Study Center and College and at the School of Architecture) later directed its nursery. In 1970, along and a number of prizes bear his name. with a group of Yale undergraduates, He has been honored for his writing and Lustman-Findling founded the Calvin Hill teaching by the College Art Association, the Day Care Center. In 1971, after the sudden Society of Architectural Historians, the death of her husband, psychiatry professor National Building Museum, and the Urban and Davenport Master Dr. Seymour Land Institute.

Lustman, the University asked LustmanFindling to assume the college’s Mastership. A First at Davenport As the first woman Master, Lustman-Katharine “Kitty” Lustman-Findling came Findling guided and mentored Yale to New Haven in 1955 after earning degrees College’s first class of women students, who matriculated in 1969. Lustman- A renaissance man with interests that ranged from Findling served until 1973, after which she detective fiction to the history of the British continued to be heavily involved in the Empire, History professor Robin Winks served as University by contributing to pediatric Master of Berkeley College from 1977 to 1990. research and supporting community education e≠orts. In 1983 the Calvin Hill Day History, Espionage, and Detective Fiction Care Center’s kindergarten was named in Lustman-Findling’s honor. When Yale hosted a symposium honoring Master Robin Winks a few years after his Breaking New Ground death, it took four di≠erent panel discus-sions to do justice to his rich career and Charles Twitchell Davis, a professor of broad-ranging interests. Aside from his English, American Studies, and African multi-volume history of the British American Studies, profoundly influenced Empire, expertise on the U.S. National the development of African American stud-Park system, studies of Canada and New ies at Yale and elsewhere. He headed Yale’s Zealand, mastery of African American and African American Studies program and Maori history, and works on espionage and became the first African American to detective fiction, Winks found time to receive tenure on the Yale faculty as well serve as a popular Master of Berkeley The first woman in Yale’s history to serve as a as the first to act as a residential college College from 1977 to 1990.

Master, Katharine “Kitty” Lustman-Findling Master, leading Calhoun College from became Acting Master of Davenport College in Winks’s interests led him to visit every 1973 to 1980.

1971 after her husband, Dr. Seymour Lustman, national park in the United States— died while heading the college.

estimated at 367—and to serve on the the conventional boundaries between aca-National Parks Advisory Board. He spent a demic work and extracurricular life. year in New Zealand, where he completed As the Master of Timothy Dwight, a master’s thesis on the Maori people. One Thompson heads the prestigious Chubb of his final works, Cloak and Gown: Fellowship, an endowed lectureship that Scholars in the Secret War, 1939-1961, has brought world leaders, writers, and profiled the many Yale graduates active in artists to speak with TD students. Former the oss and cia. Chubb Fellows have included Presidents Winks held the titles of Randolph W. Harry S. Truman, Ronald Reagan, and Townsend Jr. Professor of History and George H.W. Bush, b.a. 1948; Israeli prime John B. Madden Master of Berkeley ministers Shimon Peres and Moshe Dayan; College. Students, colleagues, and friends Nobel laureate Toni Morrison; author immortalized the professor with a gift Norman Mailer; New York Times corre-that endowed the Robin Winks Travel spondent R.W. Apple; actor Robert Fellowship for a History major specializing Redford and director Curtis Hanson. in International Studies. “I take a holistic view of what I do—my teaching and my mastering are all one,” he The Record Holder has stated. One example of this integration is the Master’s house over which he pre-No Master, past or present, comes close sides, which displays numerous works of to matching the length of Robert F. art from Africa and South America. “I use Thompson’s tenure. Known as “Master T” Mary Miller, the Master of Saybrook College since my house as a teaching aid,” says Master T. to his students, Master Thompson recently 1999, and Sterling Professor of the History of Art, “I teach o≠ the walls.” began his fourth decade on the job. left her position in December 2008 to serve as the Appointed to head Timothy Dwight fifteenth Dean of Yale College.

The New Dean College in 1978, Master T has witnessed the coming and going of thousands of Yale In the October 10, 2008 announcement of University for twenty-eight years as a fac-undergraduates. As a teacher of art history Mary Miller’s (ph.d. 1981) appointment as ulty member and nine years as the Master courses, including From West Africa to the the fifteenth Dean of Yale College, Yale of Saybrook College (1999-2008), Miller Black Americas: The Black Atlantic Visual President Richard Levin said, “She is a became the first woman to serve in the Tradition, and New York Mambo: magnificent scholar, a devoted teacher, College’s highest o∞ce. Microcosm of Black Creativity, he erases and a terrific Master.” After serving the A world-renowned scholar of Mayan art, Miller played a central role in numerous documentaries about the peoples of Mexico and Central America. One of her books, The Blood of Kings: Ritual and Dynasty in Maya Art (with Linda Schele), won the Alfred H. Barr, Jr. Award from the College Art Association of America. In 1994, Miller was elected to the American Academy of Arts and Sciences. In recognition of her scholarship, Miller was appoint-ed the Vincent Scully Professor of the History of Art in 1998 and was named the Sterling Professor in the History of Art, the highest honor bestowed on Yale faculty, in May 2008.

Mary Miller is an accomplished teacher and mentor. She was featured prominently in the “Great Teachers at Yale” series creat-ed by the Association of Yale Alumni. Miller remained in her post as Saybrook’s Master until December 2008, when she o∞cially became the new Dean of Yale College. In her new role, Dean Miller plans to stay intimately involved in student life, saying, “I admire the talent and diversity of student life, and that is why I was interested in taking this position.” The record for the longest tenure as a residential college Master is held by Robert F. Thompson, Professor of the History of Art and African American Studies, who was appointed Master of Timothy Dwight College in 1978 and continues in the position today.

Investment Performance Yale has produced excellent investment returns. Over the ten-year period ending June 30, 2008, the Endowment earned an annualized 16.3 percent return, net of fees, placing it in the top one percent of large institutional investors. Endowment outperformance stems from sound asset allocation policy and superior active management.

Yale’s long-term superior performance relative to its peers and benchmarks has created substantial wealth for the University. Over the ten years ending June 30, 2008, Yale added $10.5 billion relative to its composite benchmark and $13.6 billion relative to the average return of a broad universe of college and university endowments.

Performance by Yale’s long-term asset class performance continues to be outstanding. In the past ten years every asset class posted superior returns, significantly Asset Class outperforming benchmark levels.

Over the past decade, the absolute return portfolio produced an annualized 12.0 percent, exceeding the passive benchmark of the One-Year Constant Maturity Treasury plus 6 percent by 1.5 percent per year and besting its active benchmark of hedge fund manager returns by 1.9 percent per year. For the ten-year period, absolute return results exhibited essentially no correlation to traditional marketable securities. For the ten years ending June 30, 2008, the domestic equity port-folio returned an annualized 11.1 percent, outperforming the Wilshire 5000 by 7.5 percent per year and the Russell Median Manager return by 6.6 percent per year. Yale’s active managers have added value to bench-mark returns primarily through stock selection. Yale’s internally managed fixed income portfolio earned an annualized 6.2 percent over the past decade, exceeding the Lehman Brothers Treasury Index by 0.4 percent per year and the Russell Median Manager return by 0.7 percent per year. By making astute security selection deci-sions and accepting illiquidity, the Endowment benefited from excess returns without incurring material credit or option risk.

Yale’s Performance Exceeds Peer Results 1998 to 2008, 1998 = $1,000 $5000 $4000 $3000 $2000 $1000 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Endowment Mean of Broad Universe of Colleges and Universities Inflation The foreign equity portfolio generated an annual return of 17.3 percent over the ten-year period, outperforming its composite benchmark by 6.0 percent per year and the Russell Median Manager return by 5.4 percent per year. The portfolio’s excess return is due to e≠ective security selection and country allocation by active managers.

Results from Yale’s non-marketable assets demonstrate the value of superior active management. Private equity earned 35.9 percent annu-ally over the last ten years, outperforming the passive benchmark of University inflation plus 10 percent by 21.7 percent per year and the return of a pool of private equity managers compiled by Cambridge Associates by 18.0 percent per year. Since inception in 1973, the private equity program has earned an astounding 30.9 percent per annum.

Real assets generated a 19.4 percent annualized return over the ten-year period, outperforming the passive benchmark of University inflation plus 6.0 percent by 9.3 percent per year and an active bench-mark of real assets manager returns by 7.0 percent per year. Yale’s outperformance is due to successful exploitation of market ine∞ciencies and timely pursuit of contrarian investment strategies.

Yale Asset Class Results Trounce Benchmarks 1998 – 2008 40% 35% 30% 25% 20% 15% 10% 5% Absolute Return Domestic Equity Fixed Income Foreign Equity Private Equity Real Assets Yale Return Active Benchmark Passive Benchmark Active Benchmarks Passive Benchmarks Absolute Return: CSFB/Tremont Composite Absolute Return: 1-year Constant Maturity Treasury + 6% Domestic Equity: Frank Russell Median Manager, U.S. Equity Domestic Equity: Wilshire 5000 Fixed Income: Frank Russell Median Manager, Fixed Income Fixed Income: Lehman Brothers 1-5 Year U.S. Treasury Index Foreign Equity: Frank Russell Median Manager Composite, Foreign Equity: Blend of msci eafe Index, msci emf Index, Foreign Equity University Inflation + 8% Private Equity: Cambridge Associates Composite Private Equity: University Inflation + 10% Real Assets: NCREIF and Cambridge Associates Composite Real Assets: University Inflation + 6% Management and Since 1975, the Yale Corporation Investment Committee has been responsible for oversight of the Endowment, incorporating senior-level invest-Oversight ment experience into portfolio policy formulation. The Investment Committee consists of at least three Fellows of the Corporation and other persons who have particular investment expertise. The Committee meets quarterly, at which time members review asset allocation policies, Endow-ment performance, and strategies proposed by Investments O∞ce sta≠. The Committee approves guidelines for investment of the Endowment portfolio, specifying investment objectives, spending policy, and approaches for the investment of each asset category.

Investment Committee Douglas A. Warner, iii ’68 Henry F. McCance ’64 Chairman Chairman Former Chairman Greylock Management J.P. Morgan Chase & Co.

William I. Miller ’78 G. Leonard Baker ’64 Chairman Managing Director Irwin Financial Corporation Sutter Hill Ventures Ranji Nagaswami ’86 mba Joshua Bekenstein ’80 Senior Managing Director and Managing Director Chief Investment O∞cer Bain Capital AllianceBernstein Investments Je≠rey Bewkes ’74 Honorable Barrington Parker Chairman and ceo ’65, ’69 ll.b.

Time Warner Inc. Judge United States Court of Appeals Shauna King for the Second Circuit Vice President Finance & Administration Yale University Dinakar Singh ’90 ceo and Founding Partner James Leitner ’75 tpg-Axon Capital President Falcon Investment Management Fareed Zakaria ’86 Editor Richard C. Levin ’74 Ph.D. Newsweek International President Yale University Residential College Eponyms While many devoted Yalies can recite the Rector Pierson’s predicament prevented the names of the twelve colleges without College from moving to Saybrook until his pause, few can recall the stories of the ten death in 1707. Nine years later, an Act of men and two towns whose names grace the the Connecticut Colony moved the College colleges. Some of the men were involved in to New Haven. Saybrook College obtained Yale’s founding, while others dedicated its name from this temporary home of Yale. their careers to transforming and expand- While Pierson was instrumental in the ing the University. Several went beyond educational foundation of the early College, Yale’s gates to become prominent figures in one of the most important financial contri-government, science, and religion. Indeed, butions came from George Berkeley in 1731. as a group, they truly embody the motto “For God, for Country, and for Yale.”

Laying the Foundations Several eponyms were prominent in the early history of New Haven and Yale.

John Davenport founded the New Haven Colony in 1638. In England he was a A statue in Old Campus honors Abraham Pierson, prominent Puritan minister and became who became the first rector of Yale in 1701 and is the New Haven Colony’s first clergyman. the eponym for Pierson College. Davenport had an acute understanding of Pierson spent his time as rector leading his the need for a learned ministry to ensure congregation and running Yale from his proper interpretations of the Bible and home in Killingworth. To leverage his two believed a local college was necessary. Before Yale came to New Haven, it was located for positions—and perhaps to save time— a few years in Saybrook, Connecticut, a fact com-While no school began during his lifetime, Pierson had his students memorize his ser- memorated by this stone located in the town of his support of education is memorialized in mons verbatim each week, arguably one Saybrook and by the naming of Saybrook College. Davenport College. of the first homework assignments given at Yale. Berkeley was an acclaimed philosopher Yale’s uncertain place of origin is reflect- in the early eighteenth century and the ed in the names of two of its residential founder of “Immaterialism.” His religious colleges. The story of Yale’s founding conviction and belief in the purity of the involves a meeting in November of 1701 of new world led him to attempt to start a ten ministers in the house of Reverend college in the Bermudas. He spent several Samuel Russel in Branford, Connecticut. years preaching in Providence, Rhode At this meeting, each of the ministers laid Island, hoping for funds from Parliament books—forty in all—upon a table and pro- to start his college. Unsuccessful, Berkeley claimed: “I give these books for the found- decided in 1731 to donate his 96-acre farm ing of a college in this colony.” While the and more than 800 books to the fledgling validity of this story is debated, it serves as Yale College and return to England. the symbolic founding of the College and is immortalized in Yale’s Branford College.

In that same meeting, the clergymen decided that the College would be in the town of Saybrook, Connecticut. However, John Davenport, a Puritan minister from England, founded the New Haven Colony in 1638 and became its first clergyman. Davenport College is named in his honor.

Abraham Pierson was a one-time stu-dent of Davenport. Pierson went on to Harvard, where he graduated in a class of five, and wound up as minister of Killing-worth (now Clinton), Connecticut. In November of 1701 the founders of Yale selected Pierson to be the first rector. Bishop George Berkeley (1685-1735) of Ireland was Pierson’s congregation at Killingworth a benefactor of the recently founded Yale College refused to buy back the house they had The Russel house, in Branford, Connecticut, is during his stay in the colonies. Yale honors the believed to be the site of the founding of Yale association through the Berkeley Fellowship, given him, however, leaving Pierson unable College. In honor of the first location of the school, created from the proceeds of land he left to Yale, to leave and the new College in limbo. one of the residential colleges is called Branford and the naming of one of the first of the residential College. colleges.

Though seemingly modest now, this dona- Dwight’s dream of Yale as a more expantion represented an enormous gift to the sive university and helped found the then very small school. School of Engineering in 1852 before retir-ing in 1853 at the age of seventy-four. He Towards a University taught at Yale for fifty-four years.

Timothy Dwight’s and Benjamin The early Yale was almost exclusively a Silliman’s e≠orts to create a university were place of religious study. However, by the achieved under the presidency of Timothy mid-eighteenth century, the urge to Dwight’s grandson in 1887. The younger broaden the horizons of the University Timothy Dwight in many ways served as was already felt. Several residential college the bridge between the nineteenth-century names commemorate individuals’ e≠orts to Yale College and the twentieth-century Yale lead the College through trying times and University. A graduate of the Yale class of transform it into a university.

1848, Dwight was inaugurated as President Ezra Stiles graduated in Yale’s class of in 1886 and was the last minister President.

1746 and returned to tutor from 1749 to His presidency was marked by dramatic 1755. He went on to serve as a minister in expansion and diversification of learning. various congregations around the North-Under his tenure, enrollment increased 150 east before serving as President of Yale. Timothy Dwight, b.a. 1769, as Yale’s President from 1795 to 1817, introduced the study of chem-percent, faculty more than doubled, and Stiles began his presidency in 1778 and istry and founded the medical school in 1810. His Old Campus was added to the physical stewarded the College through the grandson of the same name, President from 1886 plant. Equally important, Dwight was able to 1899, helped make Yale a true university. to bring the disparate schools of Yale together into a coordinated university, end-by writing, “That place is spacious and a ing the animosity and division between the very considerable town; it has the largest disciplines. To pay for all this, Dwight university in America, and might with pro-astutely managed the Endowment, took no priety be styled the parent and nurse of salary, and contributed much of his per-rebellion.” Stiles reconvened the College in sonal fortune to the University. He October. The rest of Stiles’s presidency was resigned in June 1899, having transformed spent expanding the curriculum and intro-the old Collegiate School into a modern ducing a rigorous examination system. university.

The first Timothy Dwight followed Stiles as Yale’s President in 1795. The elder Timothy Dwight (grandfather of the second Timothy Dwight) was an extremely precocious child. He read the Bible at the age of four and began college-level studies at the age of nine, graduating first in his Yale class in 1769. As President, Timothy Dwight founded the medical school in 1810 Ezra Stiles College is named for an important and expanded o≠erings in science. He was President of the University; during his tenure from the first President to envision Yale as a 1778 to 1795, he reformed the curriculum and raised multifaceted University. academic standards. He graduated from Yale in 1746. Timothy Dwight’s e≠orts to expand the sciences included the establishment in 1798 precarious years of the Revolution. The of a new professorship in chemistry. After war made it impossible to procure food for four years of searching, Dwight settled the students in winter, forcing Stiles to dis- upon Benjamin Silliman, a Yale graduate of miss the students for several months in the 1796 who worked as a tutor and studied as winter of 1778-1779. Then, with the stu- a law student. Silliman had little back-dents back, the British attacked New ground in science and had never studied Haven by sea on July 5, 1779. Stiles evacu- chemistry, yet Dwight saw potential. Benjamin Silliman, who inspired the naming of ated the books and manuscripts of the Silliman spent the next two years in Silliman College in 1940, taught at Yale from 1804 College while his son led a large group of Philadelphia studying chemistry and to 1853 and became an influential force in American students and professors in mobilizing the returned to Yale to begin teaching in 1804. science education. city’s defenses. While the Elis and New Over the following decades, Silliman Haven residents fought bravely, the city became America’s greatest proponent of was taken. However, an advancing science. In addition to teaching at Yale, he American army quickly forced the British gave public lectures around the country to retreat. The commander of the invading and established the American Journal of British force expressed his disappointment Science and Arts. Silliman shared Timothy Beyond Yale’s Gates ment. Although his views on slavery have long been discredited, his positive contri-Four of the twelve colleges are named for butions to national government were many men whose greatest contributions were and significant. made outside of Yale’s gates. Jonathan Samuel Morse studied under Silliman Edwards entered Yale at the age of twelve, and graduated in 1810. He is best known graduating as valedictorian in 1720. He for his contributions to the telegraph. then tutored at Yale from 1724 to 1726 Morse invented both the technology for before becoming a preacher. The late 1720s single-wire telegraphy and the technology saw much religious drift in New England. for message transmission over long dis-A lack of farmland meant young men had tances. He would go on to co-develop to wait longer to marry and gain independ-Morse Code with Alfred Vail. Less well ence, leading to restlessness among youth. known is his devotion to painting during Edwards reacted by developing a hard-hit-his early life. Unfortunately, his later years ting preaching style with vivid images of were marked by a long and tiring patent sin and damnation, which were o≠set by fight over the invention of the telegraph. the potential for salvation by faith alone. Ultimately, the Supreme Court ruled in his Despite his reputation for sermons such as favor, though Morse never received full “Sinners in the Hands of an Angry God,” A governor of Connecticut from 1769 to 1784, recompense for his invention. Edwards became a voice for moderation Jonathan Trumbull received an honorary doctorate and compromise between the “New of laws (ll.d.) in 1779. Trumbull College is named Lights” and “Old Lights” during the to honor the man who led Connecticut from colony Great Awakening. to statehood during the Revolution.

John Calhoun graduated from Yale in 1804. Born and raised in South Carolina, Calhoun exemplified the geographical diversity that had recently developed at Yale. After the war Yale’s reputation had spread to the South and attracted a substantial number of southern students. Calhoun went on to hold a number of elected o∞ces including the Vice Presidency under both John Quincy Adams and Andrew Jackson. However, Calhoun is best known for his staunch defense of state’s rights in the face of the anti-slavery move- Samuel F. B. Morse, a Yale graduate noted for developing the telegraph as well as for his portraits and other paintings, inspired the naming of Morse College at Yale in 1963.

Jonathan Edwards served as a tutor at Yale from 1724 to 1726 before becoming a clergyman who won fame for his writings and sermons during the Great Awakening. His name was given to one of the first residential colleges.

Jonathan Trumbull was the governor of Connecticut from 1769 to 1784. When the Revolutionary War broke out, he was the only colonial governor to side with the colonists. As a result, he was both Connecticut’s last colonial governor and its first state governor. Under his leadership, Connecticut was the largest contributor of munitions and supplies to the continental army, earning it the nickname “The Pro- Calhoun College was named for John C. Calhoun vision State.” of South Carolina, who served as a U.S. Senator, in various cabinet positions, and as Vice President of the United States under Presidents John Quincy Adams and Andrew Jackson.

The Investments O∞ce manages the Endowment and other University financial assets, and defines and implements the University’s borrowing strategies. Headed by the Chief Investment O∞cer, the O∞ce currently consists of twenty-two professionals.

Investments O∞ce David F. Swensen ’80 Ph.D. Suzanne K. Wirtz Chief Investment O∞cer Associate Director Dean J. Takahashi ’80, ’83 MPPM Celeste P. Benson Senior Director Senior Portfolio Manager Peter H. Ammon ’05 mba, ’05 ma Carrie A. Abildgaard Director Senior Associate Alexander C. Banker Lisa M. Howie ’00, ’08 mba Director Senior Associate Alan S. Forman R. Alexander Hetherington ’06 Director Senior Financial Analyst Anne Martin Xiaoning Wu ’04 Director Senior Financial Analyst Timothy R. Sullivan ’86 Matthew S. T. Mendelsohn ’07 Director Financial Analyst Stephanie S. Chan ’97 Jonathan Rhinesmith ’08 Associate General Counsel Financial Analyst Deborah S. Chung John V. Ricotta ’08 Associate General Counsel Financial Analyst Kenneth R. Miller ’71 Michael R. Schmidt ’08 Associate General Counsel Financial Analyst Michael E. Finnerty Cain P. Solto≠ ’08 Associate Director Financial Analyst Berkeley College Courtyard.

The Berkeley College Endowed Mastership Corporation Committee on Investment, which oversees the University’s endowment operations. Today, his picture hangs in the Investments O∞ce with a quotation found in his datebook.

I returned, and saw under the sun, that the race is not to the swift, nor the battle to the strong, neither yet bread to the wise, nor yet riches to men of understanding, nor yet favour to men of skill; but time and chance happeneth to them all. —Ecclesiastes, Chapter 9, Verse 11 Former Yale University President Benno C. Schmidt, Jr. called Madden one of his closest advisers and said that he “helped put Yale’s financial house in order after the di∞cult decade of the 1970s.” The Madden fund was created by gifts from Robert V.

Roosa, a group of the honoree’s fellow alumni, and colleagues from Brown Brothers Harriman & Co.

John B. Madden, in whose honor the first endowed Mastership of a residential college (Berkeley) was created in 1988.

John Madden distinguished himself during his Yale career by becoming Presi-In 1988, a directed gift created the Univer- residing in the colleges.” The donors con- dent of Phi Beta Kappa and receiving the sity’s only endowed Mastership when sidered this Mastership the ideal way to Hart Lyman Prize for excellence of charac-friends of the late John Madden (b.a. honor John Madden, a former resident of ter and achievement. After graduating from 1941), who was a successor trustee of the Berkeley, a generous donor, and a dedi- Yale, he served as a captain in the U.S. Yale Corporation from 1975 to 1987, hon- cated alumnus. Army during World War ii and saw action ored his memory by establishing the John Madden served as partner at the New in both Europe and the Pacific. Funds left B. Madden Mastership of Berkeley College. York banking firm of Brown Brothers to Yale in his will endowed the John As the Dean of Yale College said at the Harriman & Co. from 1955 until his death Beckwith Madden ’41 Scholarship Fund, gift’s announcement, “This endowment in 1987, holding the position of managing which provides financial aid to a Yale reflects not only the dedication and loyalty partner from 1968 to 1983. While sitting undergraduate each year, with preference of the donors, but also the richness of life on the Yale Corporation through the terms to students from Brooklyn, New York, and variety of experience that the donors of three Yale University Presidents, he where Madden and his family had their and their successors have had as students chaired various committees including the home.

Other Support for Berkeley Berkeley not only benefits from a specifi- sponsor public readings, and other creative cally endowed Mastership, but the college and performing arts.” Endowments pro-enjoys a range of endowed support for var- vide monies for Master’s teas, which over ious activities. “Endowments have fueled the years allowed students to interact with practically every aspect of residential col- distinguished guests such as Meryl Streep, lege life,” says Berkeley Master Marvin M. Julia Child, and Stephen King.

Chun, who administers twenty endow-ments that are earmarked specifically to his college. “Thanks to the Walker Memorial Fund, we have the best-equipped wood-Right: Popular professor Marvin M. Chun, Depart-shop on campus. Endowed funds support ment of Psychology, became the John B. Madden the Berkeley College Orchestra, student Master of Berkeley College in 2007. The position trips to Broadway, a new poetry project to was endowed in 1988.

Sources Financial and Investment Information Gates, Henry Louis. “Charles Twitchell Mooney, Richard E. “The Eponymous Davis: The Seminal Scholar of the African- Dozen: Naming Yale’s 12 Residential Educational institution asset allocations and American Literary Tradition.” The Journal of Colleges.” Sterling Memorial Library, returns from Cambridge Associates.

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October 10, 2008. Inc., Boston Yale O∞ce of Development. Database: Back cover and inside back cover: Records of Yale endowments. Stevenson, James. “Keeping Things Cool— Michael Marsland, O∞ce of Public A≠airs The Talk of the Town” [Interview with Residential college shields courtesy of Leading the Colleges Robert F. Thompson]. The New Yorker, Yale University November 9, 1968, p. 52.

Bergin, Thomas G. Yale’s Residential Colleges: Inside back cover (top left & bottom left): The First Fifty Years. Yale University, 1983. Residential College Eponyms Tom Strong Brennan, Elizabeth A., and Clarage, American National Biography Online. Back cover (top left): Steve Dunwell Elizabeth C. “John Hersey.” In Who’s Who “George Berkeley, ” “Jonathan Edwards.” Photography, Inc., Boston of Pulitzer Prize Winners. Westport, Conn.: Last revised 2000.

Greenwood Publishing Group, 1999. Pages 1, 7, 9, 12, 13, 19 (top), 26, 27 Clap, Thomas. The annals or history of Michael Marsland, O∞ce of Public A≠airs Buck, Polly S. The Master’s Wife. Chapel Hill, Yale-College, in New-Haven, in the colony of N.C.: Algonquin Books, 1989. p. 101. Connecticut, from the first founding thereof, in Pages 10-11, 16 (bottom), 17-18, the year 1700, to the year 1766. New Haven, 19 (bottom), 23-25 Conni≠, Richard. “The Patriarch: Vincent 1766. Sterling Memorial Library Manuscripts Scully.” Yale Alumni Magazine, March/April and Archives 2008. Conn. State Library (Online). “Governor Jonathan Trumbull.” Last revised Page 11 (bottom) Edmonds, Duncan. “Robin Winks: An August 4, 2008. Peter Aaron/Esto, Courtesy Newman Appreciation.” American Review of Canadian Architects ©2009 Studies, March 22, 2004. Kelley, Brooks Mather. Yale: A History.

Yale University Press, 1974. Page 16 (top) Fellman, Bruce. “Af-Am at 30” [Interview Austin Cooper, Yale Daily News with Robert F. Thompson and others]. Kingsley, William L. (ed.). Yale College, a Courtesy of Judith Moore Yale Alumni Magazine, summer 1999. sketch of its history, with notices of its several departments, instructors, and benefactors, Page 18 (bottom) together with some account of student life and Courtesy of the Calvin Hill Day Care Center amusements. New York: Holt, 1879.

Design Strong Cohen/D. Pucillo Morse College Pierson College Saybrook College Silliman College Ezra Stiles College Trumbull College Morse Pierson Saybrook Silliman Ezra Stiles Trumbull Berkeley College Branford College Calhoun College Davenport College Timothy Dwight College Jonathan Edwards College Berkeley Branford Calhoun Davenport Timothy Dwight Jonathan Edwards