Latin, and essential for the study of the Old Testament in the original words. The Reverend Ezra Stiles, president of the college from 1778 to 1795, brought with him his interest in the Hebrew language as a vehicle for studying ancient Biblical texts in their original language (as was common in other schools), requiring all freshmen to study Hebrew (in contrast to Harvard, where only upperclassmen were required to study the language) and is responsible for the Hebrew phrase אורים ותמים (Urim and Thummim) on the Yale seal. A 1746 graduate of Yale, Stiles came to the college with experience in education, having played an integral role in the founding of Brown University, in addition to having been a minister. Stiles' greatest challenge occurred in July 1779 when British forces occupied New Haven and threatened to raze the college. However, Yale graduate Edmund Fanning, secretary to the British general in command of the occupation, intervened and the college was saved. In 1803, Fanning was granted an honorary degree LL.D. for his efforts. Students As the only college in Connecticut from 1701 to 1823, Yale educated the sons of the elite. Punishable offenses for students included cardplaying, tavern-going, destruction of college property, and acts of disobedience to college authorities. During this period, Harvard was distinctive for the stability and maturity of its tutor corps, while Yale had youth and zeal on its side. The emphasis on classics gave rise to a number of private student societies, open only by invitation, which arose primarily as forums for discussions of modern scholarship, literature and politics. The first such organizations were debating societies: Crotonia in 1738, Linonia in 1753 and Brothers in Unity in 1768. Linonia and Brothers in Unity continue to exist today with commemorations to them can be found with names given to campus structures, like Brothers in Unity Courtyard in Branford College. 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