Category: Columbia

Columbia. 1931-50 graduate economics alumni survey 1950

Post author By Irwin Collier
Post date 2015-10-14

Robert M. Haig was a public finance economist at Columbia University, the successor to Edwin R. A. Seligman as McVickar Professor of Political Economy. In Haig’s papers is the following memo from James Angell (the “Executive Officer”, i.e. chairperson, of the department of economics within Columbia’s faculty of political science) reporting the results of a 1950 survey of former graduate students in the department. Just under 1,200 questionnaires were sent out. The response rate was about one-third. Duration data for different stages of graduate study, occupations/salaries in 1950 by final completed stage of graduate study were tabulated.

A gender breakdown for occupation/salaries is also provided. It is interesting to note that the 1950 gender gap between men and women for people with economics Ph.D.’s from Columbia (1931-50) who were teaching was 7.2%.

In current prices, the average 1950 salaries of the economics Ph.D.’s from Columbia (1931-50) were: $59,000 (teaching); $88,500 (government); $94,000 (other economics related work); $108,000 (all non-economic-research related work).

Note: The urban CPI has increased by a factor of 9.9 since then: (CPI July 1950 24.1, July 2015 238.7).

_____________________________

June 20, 1951

To: The Members of the Department of Economics
From: James W. Angell
Subject: Occupations and Salaries of Our Former Graduate Students

Last summer, in order to improve our records on former graduate students in the Department, brief questionnaires were sent out to the 1,182 students who had received the M.A. degree, or passed the Ph.D. oral examination, or received the Ph.D. degree, in the twenty years 1931-1950. We were primarily concerned to obtain their present addresses and occupations, but we also asked for the dates when the several academic standings had been achieved, and for the latest (1950) salary.

We received only 377 replies, or 32 per cent of the number of questionnaires sent out. Of the total sent, 84 questionnaires, or 7 per cent, were returned because the Post Office could not locate the addresses.

It is probably that the replies received do not constitute a representative sample, especially with respect to salaries: in the main, the less successful students are presumably those who are less likely to reply to such inquiries. But a partial check of the names of those who did not reply shows that this was not always so. A number of the group who did not reply are known to be holding good positions.

An analysis of the replies has been made by our colleague, Frank W. Schiff chiefly with respect to (1) the time intervals between the dates of achievement of the several academic standings, (2) present (1950) occupation, and (3) present (1950) salary. Not all those who replied answered all the questions, and the several group totals are hence not always consistent. The various results are summarized in the following tables.

Number of Replies, Grouped by Half-Decade When Highest Academic Standing Achieved by Student Was Attained: 1931-1950

		Highest Standing Attained
Years	Total Replies	M.A.	Passed Orals	Ph.D.
1931-35	39	18	4	17
1936-40	60	26	11	23
1941-45	68	26	12	30
1946-50	210	126	48	36
1931-1950	377	196	75	106

Table 2 shows the arithmetic average of the number of years which were required to move from one level of academic standing to another. Because the number of observations is small, extreme values have considerable influence. It was felt that eliminating a few extreme values would hence give a more representative result; but the unadjusted totals are also shown, for comparison. The retarding effect of the war is conspicuous in most cases. Table 3 shows the distribution for each stage, over the period as a whole, of the numbers of years required; and the median values to the nearest whole year (these values in some cases differ markedly from the arithmetic averages shown in Table 2).

Average (Arithmetic) Number of Years Elapsed Between Dates of Attainment of Levels of Academic Standing: 1931-1950 (Extreme Values Omitted)

Years	A.B. to M.A.	A.B. to Orals	A.B. to Ph.D.	M.A. to Orals	M.A. to Ph.D.	Orals to Ph.D.
1931-35	2.8	6.2	9.4	3.7	6.3	2.5
1936-40	2.4	5.2	10.8	3.1	7.6	3.1
1941-45	2.3	4.7	9.8	2.9	7.1	3.7
1946-50	3.6	6.6	11.7	2.2	9.3	5.6
1931-1950^a	3.0	5.8	10.6	2.8	7.8	4.1
Number of observations before adjustment	324	155	98	145	87	78
Number omitted	20	6	3	9	2	3
1931-50: unadjusted averages^a	3.8	6.4	11.2	3.5	8.4	4.5
^aArithmentc averages for the whole period, not of the averages for the sub-periods.

Distribution, by Numbers of Years, of Periods Elapsed Between Dates of Attainment of Levels of Academic Standing, 1931-1950

Number of Years Elapsed	A.B. to M.A.	A.B. to Orals	A.B. to Ph.D.	M.A. to Orals	M.A. to Ph.D.	Orals to Ph.D.
1-2	179	31	0	78	3	28
3-4	56	32	2	31	12	18
5-6	36	28	11	12	19	15
7-8	19	26	19	13	18	8
9-10	11	13	15	2	16	3
11-12	5	11	21	5	8	4
13-14	6	7	13	3	3	1
15-16	7	2	7	0	5	0
17-19	2	2	4	0	0	1
20-29	2	2	4	1	2	0
30-40	1	1	2	0	1	0
Totals	324	155	98	145	87	78
Medians	2	6	11	2	8	4

It is interesting to note that although the sum of the medians of the numbers of years elapsed between A.B. and M.A., plus M.A. to Orals, plus Orals to Ph.D. is only eight, the median for that relatively small number of students (less than one-third of the whole sample: Table 1.) who actually covered the whole course to the Ph.D. itself is 11 years. This is presumably due in largest part to the fact that relatively few students had the financial means to go straight through from A.B. to Ph.D. without interruption. Most of them had to take time out to earn more money.

Table 4, taken from a study by Professor Stigler, compares data for Harvard and Columbia.¹ The Harvard students may or may not be brighter; but the substantially greater financial assistance given to students at Harvard must also help to account for the conspicuous differences in most years and fields.

Average Number of Years Elapsed Between A.B. and Ph.D. at Columbia and Harvard, 1900-1940

	1900	1910	1930	1940
Natural Sciences
Columbia	7.6	8.0	9.4	9.2
Harvard	6.8	8.3	6.2	6.1
Social Sciences
Columbia	4.3	9.8	10.3	12.9
Harvard	4.8	4.5	10.5	8.7
Human-ities
Columbia	4.7	9.3	13.9	14.3
Harvard	[6.3]	[9.2]	[7.9]	[8.8]
All Fields
Columbia	6.3	9.2	10.8	11.7
Harvard	6.2	8.4	8.0	7.8

¹George J. Stigler, Employment and Compensation in Education (National Bureau of Economic Research, 1950), p. 37.

[Note to Table 4: I have added the figures for the row Humanities/Harvard from Stigler (1950). In the original memo this row was for some reason left blank.]

Table 5 shows the percentage distribution of students, by the highest academic standing achieved and by half-decades, according to their 1950 occupations. The category “Other Economic Work” includes those engaged in economic research and economic advisory work with business firms, banks and foundations, and those who are self-employed in such work. It excludes those who are in business management or operation. The absolute numbers in each group were given in Table 1, above.

Occupations in 1950, Grouped by Half-Decades When Highest Academic Standing Was Attained: 1931-1950 (In Per Cents)

Occupation, and Highest Academic Standing Attained		Entire Period 1931- 50	1931- 35	1936-40	1941- 45	1946-50
M.A.
	Teaching	29.1	27.8	23.1	23.1	31.7
	Govern-ment	24.5	11.1	46.2	34.6	19.8
	Other economic work	25.5	33.3	11.5	34.6	25.4
	All other	20.9	27.8	19.2	7.7	23.1
		100.0	100.0	100.0	100.0	100.0
Passed Orals
	Teaching	53.3	0	36.4	50.0	62.5
	Govern-ment	21.3	50.0	27.2	50.0	10.4
	Other economic work	22.7	50.0	36.4	0	22.9
	All other	2.7	0	0	0	4.2
		100.0	100.0	100.0	100.0	100.0
Ph.D.
	Teaching	59.4	58.8	47.8	63.3	63.9
	Govern-ment	17.9	11.8	26.2	16.7	16.7
	Other economic work	17.0	17.6	21.7	20.0	11.1
	All other	5.7	11.8	4.3	0	8.3
		100.0	100.0	100.0	100.0	100.0
Totals
	Teaching	42.4	38.5	35.0	45.6	44.3
	Govern-ment	22.0	15.4	35.0	29.4	17.1
	Other economic work	22.6	28.2	20.0	22.1	22.4
	All other	13.0	17.9	10.0	2.9	16.2
		100.0	100.0	100.0	100.0	100.0

Finally, Table 6 shows the average sizes and distribution of salaries, by occupation and by highest academic standing attained, on the same general basis as Table 5. But not all the replies received contained data on salaries, so that this sample is 12 per cent smaller than that used for Table 5 (331 replies instead of 377). The omissions are fairly uniform by major groups, however, and to avoid complicating the Table, the absolute numbers of relies in each group are not given. The few groups in which high average salaries were reported each contain, regrettably, only 1 to 4 cases; even the $10,300 group (Ph.D.’s, Other Economic Work, 1936-40) has only 5 members. It should also be emphasized that the data cover salaries only, not total earnings. Royalties, lecture fees and the like are not included. Thirty-one, or 9.4 per cent of the total, reported salaries of $10,000 or more.

All figures are arithmetic averages for the relevant groups. Thus the first column shows the averages for the entire period, 1931-1950, not the averages of the sub-period averages. Since the lowest-paid group (1946-50) is also much the largest (Table 1), the averages for the period 1931-50 as a whole are in one sense heavily biased downward. For example, for the period as a whole the average salary as computed by averaging the sub-period figures is $6,579, not $5,714.

Average Salaries in 1950, Grouped by occupations and by Half-Decades When Highest Academic Standing Was Attained: 1931-1950

Highest Academic Standing Attained		Entire Period 1931-50	1931- 35	1936- 40	1941- 45	1946- 50
M.A.: aver-ages		$4,772	$6,709	$6,830	$5,534	$3,988
	Teaching	3,891	5,294	5,525	3,980	3,503
	Govern-ment	5,436	8,113	6,867	5,881	4,110
	Other economic work	5,123	7,890	11,150	5,371	4,240
	All other	4,660	4,625	4,900	12,000	3,935

Passed Orals: aver-ages		5,862	11,375	7,055	6,738	4,709
	Teaching	4,066	—	5,438	4,737	3,783
	Govern-ment	6,993	7,250	6,450	8,340	5,760
	Other economic work	7,887	15,500	8,975	—	5,711
	All other	16,000	—	—	—	16,000

Ph.D.: aver-ages		7,175	8,593	7,719	6,691	6,622
	Teaching	5,964	7,700	6,009	6,077	5,017
	Govern-ment	8,936	8,350	8,900	9,360	8,808
	Other economic work	9,494	17,250	10,300	6,480	11,167
	All other	10,900	—	—	—	10,900

Totals: aver-ages		5,714	8,089	7,240	6,306	4,679
	Teaching	4,806	7,023	5,786	5,531	3,979
	Govern-ment	6,523	7,904	7,358	7,628	5,331
	Other economic work	6,592	10,495	9,973	5,833	5,031
	All other	5,963	6,166	4,900	12,000	5,747

Table 6 makes no differentiation between men and women. Of the 377 replies received, 73 (19 per cent) were from women. Of these women, 49 were regularly employed in 1950 and reported their salaries. Of the remaining 24, most were apparently married (though information on marital status was not requested), and either not working for a salary or only working part-time.

Table 7 therefore shows the break-down for average salaries as between the 282 reporting men and the 49 reporting women who were regularly employed in 1950. There is no category for “unemployed;” no respondent, with one possible exception, reported difficulty in finding employment.

It is striking that although the average salaries for women usually run well below those for men in comparable brackets, the difference for teachers in the various categories is relatively small.¹ The table also does not indicate the wide dispersions for the several groups of women. In 1950 2 women Ph.D.’s were earning $10,000 or more.

¹No significance should be attached to the fact that the average salary for all women in teaching slightly exceeds the salary shown for men. These figures are not comparable because a much higher percentage of women teachers who reported were in the Ph.D. category than of men teachers.

For the group as a whole, 28 men and 3 women were earning $10,000 or more in 1950.

Average Salaries in 1950 (Table 6), Grouped by Sex: for Entire Period, 1931-1950

		Men		Women		All Graduates
		Num-ber	Aver-age Salar-ies	Num-ber	Aver-age Salar-ies	Num-ber	Aver-age Salar-ies
M.A.: aver-ages		134	$4,843	30	$4,455	164	$4,772
	Teaching	43	3,923	7	3,695	50	3,891
	Govern-ment	34	5,758	12	4,524	46	5,436
	Other economic work	37	5,129	8	5,125	45	5,123
	All other	20	4,734	3	4,173	23	4,660

Passed Orals: aver-ages		62	5,939	6	5,066	68	5,862
	Teaching	37	4,066	—	—	37	4,066
	Govern-ment	10	7,480	4	5,775	14	6,993
	Other economic work	13	8,538	2	3,650	15	7,887
	All other	2	16,000	—	—	2	16,000

Ph.D.: aver-ages		86	7,368	13	5,892	99	7,175
	Teaching	53	6,033	10	5,600	63	5,964
	Govern-ment	18	8,936	—	—	18	8,936
	Other economic work	13	10,100	3	6,666	16	9,494
	All other	2	10,900	—	—	2	10,900

Totals: aver-ages		282	5,854	49	4,912	331	5,714
	Teaching	133	4,803	17	4,816	150	4,805
	Govern-ment	62	6,959	16	4,837	78	6,523
	Other economic work	63	6,858	13	6,300	76	6,592
	All other	24	6,186	3	4,173	27	5,963

Source: Robert M. Haig Papers, Columbia University Archives. Box 107, Folder: “Haig Correspondence A, 1949-1952”.

Image Source:Unveiling Alma Mater by Roberto Ferrari (July 15, 2014).

Tags Angell, Haig, Seligman

Chicago Columbia Cornell Harvard Michigan Pennsylvania Research Tip Salaries

Professors’ and Instructors’ Salaries, ca. 1907

Post author By Irwin Collier
Post date 2015-09-21

Some 103 colleges and universities in the United States and Canada provided useable answers to a survey of higher educational institutions having annual instructional salary budgets of over $45,000 (note assistant professors at the time cost about $2,000 per year) conducted by the Carnegie Foundation for the Advancement of Teaching. Results were published in 1908 (the Preface is dated April 1908), so we can reasonably presume the information reported is either from budgetary data for the academic year 1907-08 or for the academic year 1906-07. The 101 page Bulletin even went on to present data for professorial incomes in Germany!

As the entire Carnegie Foundation Bulletin can be downloaded, this posting is more of a research tip/teaser. I present below an excerpt for the top ten universities (out of 103), ranked by their annual appropriations for the salaries of instructional staff.

Plucking two sentences in lieu of an executive summary, I offer the following quotes from the Bulletin:

“Good, plodding men, who attend diligently to their profession [law, medicine and engineering are meant here] but who are without unusual ability, often obtain in middle life an income considerably higher tthan a man of the greatest genius can receive in an American professor’s chair.” [p. 25]

“A German who possesses such ability that he may expect in due time to become a full professor and who prepares himself for university teaching must expect to study until the age of thirty with no financial return, to study and teach as a docent till nearly thirty-six with an annual remuneration of less than $200, and to teach from thirty-six to forty-one with an annual remuneration of from $600 to $2,000, by which time he may become a full professor and will continue to receive his salary until his death [my emphasis]…If he succeeds… he may hope for a much larger reward and be assured of security in old age.” [p. vii]

____________________________

Average Salaries for Ranks, Age at Start of Rank, Student-Instructor Ratios

	Columbia	Harvard	Chicago	Michigan	Yale
Total annual income (thousands of dollars)	1.675	1.828	1.304	1.078	1.089
Annual Appropriation for Salaries of Instructing Staff (thousands of dollars)	1.145	.842	.699	.536	.525
Average Salary of Professor	$4,289	4,413	$3,600	$2,763	$3,500
Average Age at Entrance to Grade of Professor	37.5	39	…	…	35
Average Salary of Associate Professor	…	$3,600	$2,800	$2,009	…
Average Age at Entrance to Grade of Associate Professor	…	…	…	…	…
Average Salary of Assistant Professor	$2,201	$2,719	$2,200	$1,624	$2,000
Average Age at Entrance to Grade of Assistant Professor	32	33	…	…	29
Average Salary of Instructor	$1,800	$1,048	$1,450	$1,114	$1,400
Average Age at Entrance to Grade of Instructor	29	28	…	…	24
Average Salary of Assistant	$500	$347	$666	…	…
Average Age at Entrance to Grade of Assistant	24	26	…	…	23
Total Number of Students in University	4,087	4,012	5,070	4,282	3,306
Total Instructing Staff in University	559	573	291	285	365
Ratio	7.3	7	17.4	15	9
Total Number of Students in Undergraduate Colleges and Non-professional Graduate Schools	2,545	2,836	3,902	2,899	2,620
Total Instructing Staff in Undergraduate Colleges and Non-professional Graduate Schools	253	322	211	198	236
Ratio	10	8.8	18.4	14.6	11.1

Average Salaries for Ranks, Age at Start of Rank, Student-Instructor Ratios

	Cornell	Illinois	Wisconsin	Pennsyl-vania	UC Berkeley
Total annual income (thousands of dollars)	1.083	1.200	.999	.589	.844
Annual Appropriation for Salaries of Instructing Staff (thousands of dollars)	.511	.492	.490	.433	.408
Average Salary of Professor	$3,135	$2,851	$2,772	$3,500	$3,300
Average Age at Entrance to Grade of Professor	…	…	32.8	…	…
Average Salary of Associate Professor	…	$2,168	$2,081	…	$2,200
Average Age at Entrance to Grade of Associate Professor	…	…	29.6	…	…
Average Salary of Assistant Professor	$1,715	$1,851	$1,636	$1,850	$1,620
Average Age at Entrance to Grade of Assistant Professor	…	…	28.6	…	…
Average Salary of Instructor	$924	$1,091	$1,065	$1,000	$1,100
Average Age at Entrance to Grade of Instructor	…	…	27.5	…	…
Average Salary of Assistant	…	$660	$542	$650	$850
Average Age at Entrance to Grade of Assistant	…	…	24.5	…	…
Total Number of Students in University	3,635	3,605	3,116	3,700	2,987
Total Instructing Staff in University	507	414	297	375	350
Ratio	7.1	8.7	10.4	9.8	8.5
Total Number of Students in Undergraduate Colleges and Non-professional Graduate Schools	2,917	2,281	2,558	2,618	2,451
Total Instructing Staff in Undergraduate Colleges and Non-professional Graduate Schools	283	190	231	166	218
Ratio	10.3	12	11	15.7	11.2

[From the table notes:]

“The grade of associate professor is only given when there is also the distinct grade of assistant professor in the same institution; otherwise the associate professor is classed throughout this discussion as an assistant professor.

Professors who are heads of departments received on an average $5,800 at the University of Chicago.

Figures for Cornell do not include the medical school.

Source: Table II in The Financial Status of the Professor in America and in Germany. The Carnegie Foundation for the Advancement of Teaching, Bulletin Number Two. New York City, 1908, pp. 10-11.

Image Source: Website of the Carnegie Foundation.

P.S. A list of all Carnegie Foundation Publications.

Columbia Curriculum

Burgess on Political Sciences at Columbia College. 1882

Post author By Irwin Collier
Post date 2015-09-20

A brief statement that well describes the System of instruction and research in the political sciences at Columbia by the founder of its School of Political Science at the dawn of formal graduate education in economics (as well as history and public law) in the United States. College through the Junior Year was regarded as equivalent to the Gymnasium training, i.e. pre-University, in the German system. The Senior year of undergraduate education marked the transition to University study. Cf. the informational brochure for the academic year 1882-83.

_____________________

THE STUDY OF THE POLITICAL SCIENCES IN COLUMBIA COLLEGE.

[1882]
John W. Burgess

During the last half decade an awakening of interest in the study of the political sciences has manifested itself throughout the public at large, such as no previous generation since the beginning of our national existence has experienced. The conviction is now already deep and general that, unless a sounder political wisdom and a better political practice be attained, the republican system may become but a form, and republican institutions but a deception. It is then hardly a question any more as to whether we need a higher political education. The common consciousness of the nation is already beyond that point, and is now occupied with the invention of the means and methods of its realization. Of course, chief among these means should stand our institutions of superior learning — our colleges and universities. The nation has a right to expect of and demand from these that the youth whom they undertake to train and develop shall be furnished at least with the elements of the political sciences with their literature and with the methods of a sound political logic. Many of them have long endeavored to accomplish something of this, with varying success, while some of them have recently put forth more than ordinary efforts to meet and fulfill in a higher degree this great public duty. In response to a most kindly and appreciative request from the editor of the “International,” we have undertaken to describe briefly the system of investigation and instruction in this sphere which New York’s oldest institution of learning — Columbia College — has established and is now essaying to perfect.

This system consists of four distinct and well-defined parts, viz.: The Undergraduate Department of History and Political Science, The School of Political Science, The Academy of the Political Sciences, and The Library of the Political Sciences.

I. The Undergraduate Department.

The key-note of our whole system is its historical groundwork and its historical method. It is in and through history that the State has taken its origin and passed through the different phases of its development down to its present form and relations. Therefore it is in and through a sound and comprehensive study of history alone that the foundations can be laid for a true and valuable public law and political science. Theory and speculation in politics must be regulated by historic fact — must be generalized most largely from historic fact; otherwise, they are always in danger of degenerating into the “will-o’-the-wisps” of individual fancy. We begin, therefore, with the study of history, and devote the two years assigned to the department in the undergraduate course to laying the historical groundwork. Here we employ the gymnastic method and seek the accomplishment of the gymnastic purpose, viz., the daily drill by recitation, question and answer from text-books of German, French and English history and of elementary political economy, with the purpose of fixing and classifying in the memory of the student the elements of political geography, the chronology and outward frame of historic events, the biographies of historic characters, and definitions of political and economic terms. The completion of the junior year in the undergraduate curriculum marks the close of gymnastic study and preparation. The senior year in all our colleges of the first rank has become a real university year, both in the character and method of the instruction there given and employed. We therefore draw the line in our system between the Gymnasium and the University at the termination of the junior year, making the senior year of the College in these studies to correspond with the first year in the School of Political Science, and admitting to this School as candidates for its degrees all persons who have completed successfully the work of the first three years in any collegiate institution of the first rank in the United States, or an equivalent course in any foreign college, lyceum or gymnasium, or who can pass successfully examination upon all the studies of the undergraduate curriculum of this institution to the end of the junior year.

II. The School of Political Science.

This is the collective name which we give to the graduate or university courses in history, philosophy, economy, public law, jurisprudence, diplomacy and sociology. The time prescribed for the accomplishment of the work here assigned is three years, and the courses are so distributed over this period as to occupy the first year with the history of the development of the political institutions of continental Europe, the special constitutional history of England and of the United States, the history of the philosophic theories of the State, and the history of economic systems and theories; the second with the comparative constitutional law of the principal States of Europe and the United States and of the Commonwealths of the United States, and with the Roman law and the comparative jurisprudence of the modern codes derived therefrom; and the third with the comparative administrative law of the principal States of Europe and the United States and of the Commonwealths of the United States, the history of diplomacy, public international law, private international law, and economic, statistical and social science.

It will thus be seen that we begin again with the historical groundwork in the School of Political Science; but this time it is the history of institutions, the origin and development of the State through its several phases of political organization down to the modern constitutional form; that we then advance through history to the existing actual and legal relations of the State, and that we seek finally through comprehensive comparison to generalize the ultimate principles of our political philosophy, aiming thus to escape the dangers of a barren empiricism on the one side, and of a baseless speculation on the other. With the change from the Gymnasium to the University, the method of instruction changes as well as the subjects. The text-book, with its assigned lessons and daily drill upon the same, is discarded, as both cramping to the student and narrowing to the professor. We must get here nearer to sources and original material. We must go back of the treatises to the earliest documents, and learn to form from these our opinions, and to make from these our own hand-books. The professor must no longer act merely the part of the drill-master upon a given text, but of the investigator gathering and classifying original evidence upon his subjects, and generalizing therefrom his view and system; and the student must no longer be the mere gymnast, carrying his library under his arm, but he must begin to learn and apply the processes of original study, and to compare authorities upon the points treated or suggested. In a word, the university professor must instruct for the most part by lecture, imparting the results of his own labor and experience, and developing his own view and system, and the university student must verify the statements and fill up the outline by constant and comprehensive reading in a great library which shall contain the principal sources of information upon all the subjects of the different courses of study to which his attention is directed. Individuality of view, independence of judgment, and comprehensive, all-sided knowledge are the ends here sought both for instructor and instructed. Lastly, the degree conferred upon the successful completion of the work assigned in this School is the university degree of Doctor of Philosophy. The examinations leading to the attainment of the same are two-fold. The first, at the close of the first year, does not differ in character from the usual college examination for the degree of Bachelor of Arts. If successfully passed, the candidate is made a Bachelor of Philosophy. The second, at the close of the third year, is, on the other hand, a matter of far more serious import. It consists of three parts: First, a direct oral examination of each candidate upon any or all the courses pursued in the presence of the entire Faculty and by each member of the same; second, two collateral examinations, one upon the Latin language and the other upon either the German or French languages, as the candidate may elect; and, third, the examination of an original dissertation prepared by the candidate upon a subject either assigned to him by the Faculty of the School or selected by himself under their approval at least six months before the date of the examination. The candidate must furnish each member of the Faculty with a copy of his dissertation at least one month before the date of the examination, and, at the time fixed, must appear before the assembled Faculty of the School and defend his facts, his reasoning and his conclusions against the criticisms of each member of the same. If he be fairly successful through all of these ordeals, the degree of Doctor of Philosophy will be conferred upon him. If he attain a high grade of excellence in all, the degree of Doctor of Philosophy cum laude, and, if the highest be reached, then the degree of Doctor of Philosophy magna cum laude, the highest university distinction, will be accorded him.

III. The Academy of the Political Sciences.

This is a voluntary association composed of the President of the University, the Faculties of Law and Political Science, graduates of the School of Political Science and graduates of the School of Law, who have taken at least two years of the instruction in the School of Political Science or an equivalent course in some foreign university. It recruits itself annually from these same sources. Its purpose is the cultivation and development, in finest and most minute detail, of the different branches and topics of the political sciences. This organization is the central point of our whole system. Upon it depends for the most part the perpetuation and increasing usefulness of our work. Not being a transient body of students, who reach only a certain given point before they vanish from our control, but a permanent body of continually growing scholars, this association forms the productive, ever-advancing element in our system. Whatever we may be able to add to the existing stock of political knowledge will proceed from it. Each of its members assumes the obligation to produce at least one original work each year, and read the same before the association at its regular meetings, which production then becomes the property of the Academy, and may be published by it for the benefit of the public, provided a majority of the members deem it worthy of the same. From its labors the Library of the Political Sciences will receive its scientific classification by subjects, a journal of political science will be edited, and, above all, it will be the source of a true educational service, from which the Faculty of the Historical and Political Sciences may be recruited, thus providing for the continuity of our work in an ever-increasing degree of excellence, enabling us to perpetuate our own methods and traditions, to expand without limit our courses, and to diversify indefinitely our instruction without endangering its organic unity — in a word, to found a School of Political Thought in the truest and highest sense. This is the significance of the Academy — this is its office in our system.

IV. The Library of the Political Sciences.

A great library, scientifically classified and adequately served, is an indispensable part of a university. As well expect the architect merely with rule and pencil to rear a great structure as to demand of the scholar the production of literary monuments without this magazine of material. Neither will a collection merely of hand-books, textbooks, treatises and current literature suffice. These are necessary, indeed, as demonstrating how and how far authors have worked up original matter into logical form; the collection which stops there, however, may be a popular library indeed, or even a college library, but it is no university library. The prime purpose of the university library is, on the other hand, the assemblage and classification of original material in all branches of knowledge — such, for instance, in the domain of the political sciences, as the texts of constitutions, the statute books and ordinances of governments, the debates of legislative assemblies, the decisions of judicial bodies upon questions of public law, the papers of diplomatic intercourse, the texts of treaties, the reports of governmental commissions, statistical bureaus, chambers of commerce, boards of industry and agriculture and of the public health, the journals of international congresses, political conventions and academies and associations of political science, contemporary chronicles of historic facts, files of official gazettes, leading newspapers and magazines, etc., etc. It was this consideration which moved the trustees of this institution some four years since to authorize a special effort and a special appropriation of funds for the advancement of our Library of the Political Sciences. By their authority and with their aid exhaustive lists of original material in all the different branches of the political sciences were gathered from the leading publicists of the United States, England, France, Germany, Austria and Italy. A large portion of these works have already been placed within our Library, and we are steadily adding to the collection. It is with this material that we teach our students in the School of Political Science to acquaint themselves, and it is upon this material that the members of the Academy expend their labors, reducing it to scientific order and classification, and making it the basis of original work in the production of papers, monographs and treatises.

This, then, is the system of study in the political sciences at Columbia College which six years of reflection and experience have thus far matured; and, in giving this brief sketch of its main features to publication, those who have been most nearly concerned in its conception and development gladly avail themselves of the opportunity to make their most grateful acknowledgment for the support which they have felt from the sympathy of a generous and appreciative public.

Source: The International Review, Vol. XII, April 1882, pp. 346-351

Image Source: From the Columbia University, Department of History webpage: A Short History of the Department of History.

Tags Burgess

Columbia Courses Syllabus

Columbia. Money and Banking Reading List. Angell, 1933

Post author By Irwin Collier
Post date 2015-08-31

This reading list for J. W. Angell’s courses on Money and Banking at Columbia University from 1933 was found in Milton Friedman’s papers at the Hoover Institution.

_____________________

READING LIST IN MONEY AND BANKING (Economics 127-128)
Revised: 1933

# Required reading.

## Required reading, to be prepared for class-room discussion. It will be found advisable, in the required reading, to follow the order of titles as here given.

1. FINANCIAL ORGANIZATION OF THE UNITED STATES

# [✓] Mitchell, W. C., Business Cycles: The Problem and Its Setting: vol. I (1927), chap. 2, esp. pp. 116-154.

# [✓] Noyes, A. D., Forty Years of American Finance: 1865-1907 (1909).

# [✓] ————–, The War Period of American Finance: 1908-1925 (1926).

[one of (Goldenweiser, Kemmerer, Willis)]

#Goldenweiser, E. A., The Federal Reserve System in Operation (1925).

# Kemmerer, E. W., The A.B.C. of the Federal Reserve System (9 ed., 1932).

#Willis, H. P., The Federal Reserve System (1923).

__________

#Beckhart, B. H., The Discount Policy of the Federal Reserve System (1929), chaps. 1, 3, 4.

# Burgess, W. R., The Reserve Banks and the Money Market (1927).

#Reed, H. L., The Development of Federal Reserve Policy (1922).

#————-, Federal Reserve Policy, 1921-1930 (1930).

#Hardy, C. O., Credit Policy of the Federal Reserve System (1932).

# [✓] National Industrial Conference Board, The Banking Situation in the U. S. (1932).

# [✓] Magee, J. D. et al., The National Recovery Program (1933).

__________

Dewey, D. R., Financial History of the United Sttes (1930).

Dowrie, G. W., American Monetary and Banking Policies (1930).

Kilborne, R. D., Principles of Money and Banking (2 ed., 1929).

Moulton, H. G., Financial Organization of Society (3 ed., 1930).

Rodkey, R. G., The Banking Process (1929).

White, H., Money and Banking (5 ed., 1914).

__________

Anderson, B. M., The “Free Gold” of the Federal Reserve System (Chase Economic Bulletin, Sept 29, 1930).

Chamber of Commerce of the U. S., The Federal Reserve System (2 parts: 1929).

Dunbar, C. F., The Theory and History of Banking (5 ed., 1929); see section on the Federal Reserve.

Federal Reserve Bank of New York, Monthly Review (also see other cities).

Federal Reserve Bulletin.

Federal Reserve System: Committee on Bank Reserves, Member Bank Reserves (1931).

Harris, S. E., Twenty Years of Federal Reserve Policy (2 vols., 1932); has an excellent bibliography.

Spahr, W. The Federal Reserve System and the Control of Credit (1931).

Strong, B., Interpretations of Federal Reserve Policy (ed. W. R. Burgess, 1930).

Tippetts, C. S., State Banks and the Federal Reserve System (1929).

United States: House: Committee on Currency and Banking, Hearings on the Stabilization of the Price Level for Commodities in General (the Strong Bill) (69: 2 Congress, H. R. 7895, 2 vols., 1926; 70: 1 Congress, H. R. 11806, 1928).

————-: Senate: Committee on Banking and Currency, Hearings on the Operation of the National and Federal Reserve Banking Systems (71:3 Congress, S. Res. 71; in 7 parts, 1931).

Warburg, P. M., The Federal Reserve System (2 vols, 1930).

Willis, H. P., and Steiner, W. H., Federal Reserve Banking Practise (1926).

__________

American Acceptance Council, Facts and Figures Relating to the American Money Market (1931). Also see other publications of the Council.

Beckhart, B. H., ed., The New York Money Market (4 vols., 1931-32).

Bell, J. W., Recent Changes in the Character of Bank Liabilities and the Problem of Bank Reserves (Am. Econ. Rev., March, 1931, Suppl.)

Cartinhour, G. T., Branch, Group and Chain Banking (1931).

Curris, L., The Decline of the Commercial Loan (Quar. Jour. Econ., Aug., 1931).

Eliot, Clara, The Farmer’s Campaign for Credit (1927).

Furniss, E. W., Foreign Exchange (1922); section on New York money market.

Hoover, C. B., Brokers’ Loans and Bank Deposits (Jour. Pol. Econ., 1932).

Lawrence, J. S., Banking Consolidations in the U. S. (1930).

National Bureau of Economic Research, various volumes and current reports.

National Industrial Conference Board, Economic Reconstruction Legislation of 1933 (1933).

Owens, R. N., and Hardy, C. O., Interest Rates and Stock Speculation (1925); 2 ed., 1930).

Persons, C., Credit Expansion, 1920 to 1929, and Its Lessons (Quar. Jour. Econ., Nov., 1930).

Riefler, W. W., Money Rates and Money Markets in the U. S. (1930).

Rogers, J. H., America Weighs Her Gold (1931).

United States: House: Committee on Currency and Banking, Hearings on Branch, Chain and Group Banking (71:2 Congress, H. Res. 141; in 15 parts, 1931).

Young, Allyn A., An Analysis of Bank Statistics of the United States (Rev. Econ. Stat., 1928; reprinted separately).

__________

President’s Conference on Unemployment: Committee on Recent Economic Changes, Recent Economic Changes in the U. S. (2 vols., 1929).

2. FINANCIAL ORGANIZATION OF LEADING FOREIGN COUNTRIES
(Also see Part 5)

#Beckhart, B. H., The Discount Policy of the Federal Reserve System (1929), chaps. 1, 2.

__________

(Read at last two in this group)

#Andréadès, A., The Bank of England, (2 ed., 1924).

#Bagehot, W., Lombard Street (14 ed., 1915).

#Beckhart, B. H., The Banking System of Canada (1929).

#Brown, W. A., England and the New Gold Standard (1929).

#Conant, C. A., History of Modern Bnaks of Issue (6 ed., 1927).

#Dulles, E. L., The French Franc, 1914-1928 (1929).

#Flink, S., The German Reichsbank (1931).

#Riesser, J., The German Great Banks (Natl. Monetary Commission Reports; 1910).

#Rogers, J. H., The Procdss of Inflation in France, 1914-1927 (1929).

#Whale, P. B., Joint Stock Banking in Germany (1930).

#Willis, H. P., and Beckhart, B. H., eds., Foreign Banking Systems (1929).

__________

Arndt, E. H. D., Banking and Currency Developments in South Africa (1928).

Cassel, G., Money and Foreign Exchange After 1914 (1922).

———, Post-War Monetary Stabilization (1928).

Dulles, E. L., The Bank for International Settlements at Work (1932).

Edie, L. D., and Weaver, D., Velocity of Bank Deposits in England (Jour. Pol. Econ., Aug., 1930).

Federal Reserve Bulletin (articles and statistics on foreign monetary and banking conditions).

Furniss, E. S., Foeign Exchange (1922); section on the London money market.

Goschen, Viscount G. J., Foreign Exchange (1861; reprinted); sections on the London money market.

Gregory, T. E., The Return to Gold (1925).

Harris, S. E., Monetary Policies of the British Empire (1931).

Hawtrey, R. C., Monetary Reconstruction (1923).

Katzenellenbaum, S. S., Russian Currency and Banking, 1914-1924 (1925).

Kemmerer, E. W., Modern Currency Reforms (1916).

Kemmerer, E. W., and Vissering, G., Report on the Resumption of Gold Payments by the Union of South Africa (1925).

Keynes, J. M., Indian Currency and Finance (1913).

Lavington, F., The English Capital Market (1921).

Mason, D. M., Monetary Policy, 1914-1925 (1927).

Parker, W., The Paris Bourse and French Finance (1919).

Peake, E. G., An Academic Study of Some Money Market and Other Statistics, 1884-1914 (1923).

Spalding, W. F., Eastern Exchange, Currency and Finance (4 ed., 1924).

________________, The London Money Market (1922).

United Kingdom: Committee on Finance and Industry, Report (Cd. 3897; 1931) (The Macmillan Report).

Withers, H., The Meaning of Money (3 ed., 1924).

Young, J. P., Central American Currencies (1925).

3. THE GENERAL THEORY OF MONEY, BANKING AND PRICES

##Layton, Sir W. T., Introduction to the Study of Prices (1920).

#Mitchell, W. C., Business Cycles: The Problem and its Setting: vol. I (1927), chap. 2, esp. pp. 116-154.

##Fisher, Irving, The Purchasing Power of Money (1911).

##Keynes, J. M., Monetary Reform (1924), pp. 1-95.

##Angell, J. W., Theory of International Prices (1926), pp. 116-135, 178-186, 274-280, 308-312, 324-331.

##Gregory, T. E., The Gold Standard and its Future (1932), chaps. 1, 2.

#Steiner, W. H., Some Aspects of Banking Theory (1920).

__________

##Hawtrey, R. G., Currency and Credit (3 ed., 1927).

##Foster, W. T., and Catchings, W., Profits (1925).

##Mitchell, W. C., Business Cycles: The Problem and its Setting: vol. I (1927), Chap. 1.

##Keynes, J. M., Treaties on Money (2 vols., 1930).

##Robertson, D. H., Banking Policy and the Price Level (1926).

##Hayek, F., Prices and Production (1931).

#Hansen, A. H., and Tout, H., Annual Survey of Business Cycle Theory (Econometrica, April, 1933).

##Angell, J. W. Money, Prices and Production: Some Fundamental Concepts (Quar. Jour. Econ., November, 1933).

__________

#Phillips, C. A., Bank Credit (1921), chaps. 1-6.

__________

Anderson, B. M., The Value of Money (1917).

Auspitz, R., and Lieben, R., Recherches sur la théorie des prix (trans. Into French, 2 vols., 1914).

Cannan, E. A., Money (6 ed., 1929).

Dunbar, C. F., Theory and History of Banking (5ed., 1929).

Dunkman, W. E., Qualitative Credit Control (1933).

Edie, L. T., Money, Production and Prices (1929).

Fisher, Irving, Mathematical Investigations in the Theory of Value and Prices (1895; reprinted 1925).

Foster, W. T., and Catchings, W., Money (1929).

Greidanus, T., The Value of Money (1932).

Hahn, L. A., Geld und Kredit (3 ed., 1929).

Hawtrey, R. G., The Art of Central Banking (1932).

Kemmerer, E. W., Money and Credit Instruments in Relation to Prices (2 ed., 1909).

Knapp, G. F., The State Theory of Money (1905; translated 1924).

Laughlin, J. L., Principles of Money (1903).

————, Money, Credit and Prices (1931).

Leaf, W., Banking (1927).

Marshall, Alfred, Money, Credit and Commerce (1923).

———————, Official Papers (1926); esp. No. 2.

Mill, J. S., Principles of Political Economy (1848; ed. W. J. Ashley, 1920), Bk. III, chaps. 7-14, 19, 21, 22, 24.

Mises, L. von, Theorie des Geldes und der Umlaufsmittel (2 ed., 1924).

Monroe, A. E., Monetary Theory before Adam Smith (1923).

Pollak Foundation, Prize Essays (1927) (criticisms of Foster and Catchings’ Profits).

Robertson, D. H., Money (1922).

Taussig, F. W., Principles of Economics (3 ed., 1923), Bk. III.

__________

Aftalion, A., L’Or et sa distribution mondiale (1932).

Angell, J. W. Monetary Prerequisites for Employment Stabilization (chapter in The Stabilization of Employment, edited by C. F. Roos, 1933).

Angell, J. W., and Ficek, K., The Expansion of Bank Credit (Jour. Pol. Econ., Feb. and April, 1933).

Bell, J. W., Recent Changes in the Character of Bank Liabilities and the Problem of Bank Reserves (Am. Econ. Rev., March, 1932. Supplement).

Blackett, Sir Basil P., Planned Money (1933).

Bradford, F. A., Some Aspects of the Stable Money Question (Quar. Jour. Econ., Aug., 1931).

Copeland, M. A., Money, Trade and Prices—A Test of Causal Primacy (Quar. Jour. Econ., Aug., 1929).

Currie, L., The Decline of the Commercial Loan (Quar. Jour. Econ., Aug., 1931).

Davenport, H. J., Velocities, Turnovers and Prices (Am. Econ. Rev., March, 1931).

Edie, L. T., Gold, Production and Prices (1928).

Einzig, P., International Gold Movements (1930).

Gardner, W. R., Central Gold Reserves, 1925-1931 (Am. Econ. Rev., March, 1932).

Hawtrey, R. G., The Gold Standard in Theory and Practise (1927).

—————–, Monetary Reconstruction (1923).

Hoover, C. B., Brokers’ Loans and Bank Deposits (Jour. Pol. Econ. 1932).

Kisch, C. H., and Elkins, W. A., Central Banks (1928).

Lawrence, J. S., Borrowed Reserves and Bank Expansion (Quar. Jour. Econ., Aug., 1928).

—————–, The Stabilization of Prices (1928).

League of Nations, The Course and Phases of the World Economic Depression (1931).

—————–, World Economic Survey (annual since 1932).

League of Nations: Gold Delegation, Reports, Documents, etc. (1930ff.)

Lounsbury, R. H., Velocity Concepts and Prices (Quar. Jour. Econ., 1931).

Mlynarski, F., Gold and Central Banks (1929).

Neiswanger, W. A., The Expansion of Bank Credit (Am. Econ. Rev., June, 1933).

Pigou, A. C., and Robertson, D. H., Economic Essays and Addresses (1931).

Rogers, J. H., The Effect of Stock Speculation on the New York Money Market (Quar. Jour. Econ. , May, 1926).

Royal Institute of International Affairs, The International Gold Problem (1931).

Shaw, W. A., The Theory and Principles of Central Banking (1930).

Snyder, C., New Measures of the Relations of Credit and Trade (Proceedings, Academy of Political Science, Jan., 1931).

Sprague, O. M. W., and Burgess, W. R., Money and Credit and Their Effect on Business (chapter in Recent Economic Changes in the U. S., vol. 2, 1931).

Stamp, Sir Josiah, Papers on Gold and the Price Level (1931).

Williams, J. H., The Crisis of the Gold Standard (Foreign Affairs, Jan. 1932).

—————–, The Monetary Doctrines of J. M. Keynes (Quar. Jour. Econ., Aug., 1931).

Willis, H. P., Central Banking (Encyclopedia of the Socieal Sciences: vol. 3, 1930).

4. BUSINESS CYCLES (in addition to titles given in Part 3)

Adams, A., Economics of Business Cycles (1925).

Aftalion, A., Les crises périodiques de surproduction (1913).

Clark, J. M., The Economics of Overhead Costs (1923).

Hansen, A. H., Business-Cycle Theory (1927).

Hawtrey, R. G., Good and Bad Trade (1913).

Hayek, F., Monetary Theory and the Trade Cycle (1933; a collection of earlier essays).

Hexter, M. B., Social Consequences of Business Cycles (1925).

Kuznets, S., Cyclical Fluctuations (1926).

————–, Equilibrium Economics and Business Cycle Theory (Quar. Jour. Econ., May, 1930).

————–, Monetary Business Cycle Theory in Germany (Jour. Pol. Econ., April, 1930=.

————–, Secular Movements in Production and Prices (1930).

Lavington, F., The English Capital Market (1921).

—————-, The Trade Cycle (1922).

Mills, F. C., The Behavior of Prices (1927).

————-, Economic Tendencies (1932).

Mitchell, W. C., Business Cycles (1913).

—————–, Business Cycles (Encyclopedia of the Social Sciences, vol. 3, 1930).

—————–, Business Cycles: The Problem and Its Setting (vol. I, 1927).

Persons, W.M., Indices of General Business Conditions (Rev. Econ. Stat., 1919; reprinted separately).

Pigou, A. C., Industrial Fluctuations (2^nd ed., 1929).

Robertson, D. H., A Study of Industrial Fluctuations (1915).

Snyder, C., Business Cycles and Business Measurements (1927).

Souter, R. W., Equilibrium Economics and Business Cycle Theory (Quar. Jour. Econ., Nov., 1930).

Thorp, W. L., and Mitchell, W. C., Business Annals (1926).

Wagemann, E., Economic Rhythms (translated 1929).

5. UNSTABLE AND DEPRECIATED CURRENCIES: SILVER
(ALSO SEE PART 2).

#Angell, J. W., Theory of International Prices (1926), chaps. 7, 17.

#Keynes, J. M., Monetary Reform (1924), chaps. 2, 3.

#Taussig, F. W., International Trade (1927), chaps. 26-30.

#Angell, J. W., Exchange Depreciation. Foreign Trade and National Welfare (Proceedings, Academy of Political Science, June, 1933).

__________

Angell, J. W., Monetary Theory and Monetary Policy (Quar. Jour. Econ., 1925).

Bordes, J., The Austrian Crown (1924).

Brown, W. A., England and the New Gold Standard (1929).

Cassel, G., Money and Foreign Exchange after 1914 (1922).

———–, Post-War Monetary Stabilization (1928).

Dulles, E.L., The French Franc, 1914-1928 (1929).

Fetter, F. W., Monetary Inflation in Chile (1931).

Graham, F. D., Exchange, Prices and Production in Hyper-Inflation: Germany, 1920-1923 (1930).

Hawtrey, R. G., Monetary Reconstruction (1923).

Hecksher, E. P. Swedish Monetary History, 1914-1925 (article in the Carnegie Endowment’s Economic and Social History of the World War, volume on Sweden, Norway, etc., 1930).

Keynes, J. M., Treatise on Money (2 vols. 1930);see index for relevant sections.

Nogaro, B., Modern Monetary Systems (translated 1927).

Rist, C., La déflation en pratique (1924).

Rogers, J. H., The Process of Inflation in France, 1914-1927 (1929).

United States: Senate: Commission of Gold and Silver Inquiry, Foreign Currency and Exchange Investigation (by J. P. Young; 2 vols., 1925).

—————————–, Tariff Commission, Depreciated Exchange and International Trade (2 ed., 1922).

Young, J. P., Central American Currencies (1925).

__________

#Elliston, H. B., The Silver Problem (Foreign Affairs, April, 1931).

Gregory, T. E., The Silver Situation (Manchester University, 1932).

Leong, Y. S., Silver (1933).

Source: Hoover Institution Archives. Papers of Milton Friedman. Box 5, Folder 12 “Student years”.

Tags Angell

Columbia Regulations

Columbia. Ph.D. Memo On Oral Examinations. 1932-33

Post author By Irwin Collier
Post date 2015-08-29

The Committee on Instruction of the Columbia University Faculty of Political Science (consisting of the four departments of public law, history, economics and sociology) circulated the following memorandum regarding the oral subject examinations for the Ph.D. degree. One is struck at both the apparent informality and variation of practice in the matter at the time the memorandum was written (most likely sometime during the academic year 1932-33). Of 74 examinations in economics, 52 were passed unconditionally during the three years 1929-30 through 1931-32.

__________________________________________

From the Committee on Instruction to the Members of the Faculty of Political Science
Memorandum on the Procedure of Doctor’s Examinations

At a recent meeting the Committee on Instruction discussed certain questions which seem pertinent in respect of the procedure in and standards of oral subject examinations for the Doctor of Philosophy degree. The Committee has decided to submit to the members of the Faculty certain of these considerations in the hope that the several Departments will discuss in departmental meetings any matters which seem important.

The procedure of oral subject examinations apparently rests in large part on custom. When a candidate is proposed for examination by a Department notices are sent to all the members of the proposing Department who are members of the Faculty of Political Science and a notice goes also to each of the other three Departments. The proposing Department can be represented at the examination by a committee of its members; it may add to the committee Professors who are not on the Faculty of Political Science; and the three non-proposing Departments are expected to designate representatives. In some cases this representative is a junior officer under the Faculty.

These inquiries concerning the conventions of examinations are not intended to suggest that there should be any attempt to draw up detailed rules and regulations. It is not thought that any existing evils—if there are such—can be eliminated by a codification of practices and agreement that the code should be followed. With the procedure based on custom, however, it does seem to the Committee on Instruction worth while for the customs to be recanvassed by informal discussions. This would seem to be the more desirable because of the increase in the number of doctoral candidates and the increased number of professors who serve on examining committees. A few years ago every member of a Department attended every departmental examination. Now there is increasing turnover among examiners. Hence, as has been said, it is more important that pertinent questions be rediscussed In submitting these questions the Committee on Instruction does no more than suggest that they are worthy of consideration. The Committee now expresses no opinion of how the questions should be answered:

1) Should oral examinations be made formal? Manifestly the occasion is an important one for the candidate. Should members of the examining committee smoke during the examination? Should the candidate smoke? Should member of the examining committee bring books, papers or proofs with them and carry on their work save when they themselves are asking questions? Should the presiding officer at the examination attempt to check conversations à deux or à trois between members of the examining committee when they are not asking questions?

2) Is it desirable to have any general understanding concerning the time allotted for the major subject and for the minor subject (a) when both subjects are within the same department, and (b) when the minor subject is in a different Department? Presumably in the case of (a) the matter can be settled within the Department. In the case of (b) the allocation seems to vary greatly, from twenty-five minutes to an hour.

3) Is it desirable to have the time of the examination devoted to questioning by four or five professors or is it desirable to have the questioning by eight or even more professors? If the questioning must be conducted by the larger number is it desirable to allow at least one of them a full half or three quarters of an hour?

4) Should all the professors who have asked questions be present at the conclusion of the examination and participate in the discussion of the candidate’s fate? Is it desirable for a questioner, after finishing his questions, to leave the examination room telling the Chairman his opinion of the candidate on his subject?

5) How should the decision of the examining committee be reached? By majority vote?

6) Should encouragement be given the practice of questions by representatives of other departments? What weight should be attached to the opinions of these representatives? Should efforts be made to give candidates less extemporaneous examinations?

8) Is there any reason for a change in the form of the Dean’s blanks so that on the record of the examination there will appear a list of the professors present and the special subjects on which they examined?

9) In the discussions of whether a student is to be passed or failed references to previous students who have passed or failed rest on the recollections of professors who have been on both examining committees. Is it desirable that notations be made on the blanks giving some indication of the nature of the performance of candidates and would it be possible for the Dean’s office to cumulate these notations and to send over with each new blank a summary of recent performances in that department?

10) Should consideration be given to the question of whether, in the absence of an examining committee of a certain size (including representatives from other departments) the examination should be postponed?

Record of Oral Subjects Examinations for the PhD Degree
Faculty of Political Science

		Passed	Failed	Conditioned
	1929-30
Public Law		6	10	4
History		13	12	6
Economics		21	2	4
Sociology		7	1	1
	1930-31
Public Law		13	6	3
History		20	6
Economics		17	3	5
Sociology		11	2
	1931-32
Public Law		12	9	2
History		16	10
Economics		14	5	3
Sociology		7	7

Source: Columbia University Libraries. Manuscript Collections. Columbia University Department of Economics Collection. Carl Shoup Materials. Box 10. Folder “Columbia University—General”.

Chicago Columbia Cornell Harvard Wisconsin

Chicago Economics’ Subjective Self-Ranking in 1913

Post author By Irwin Collier
Post date 2015-08-27

The Dean of the University of Chicago’s College of Commerce and Administration, L. C. Marshall, submitted a proposal October 30, 1913 to President Harry Pratt Judson of the University of Chicago that outlined immediate steps for a transition from temporary arrangements for the College of Commerce and Administration to a permanent policy to go into effect 1914-15. Part of Marshall’s proposal addressed the issue of “the preparation of a student constituency” which besides outreach to entering freshmen and advanced undergraduates included the item “attracting graduate students”. The appendix transcribed for this posting presents a subjective ranking of the factors involved in drawing economics graduate students to the University of Chicago.

The overall ranking was determined by adding the ranks for seven factors with two of those factors given a double-weight.

According to L. C. Marshall, the scholarly reputation of Chicago in economics in 1913 put it in fifth place behind Columbia, Harvard, Cornell and Wisconsin.

_____________________________

Appendix I

AN ESTIMATE OF THE RANKING OF SIX INSTITUTIONS IN ABILITY TO DRAW GRADUATE STUDENTS IN ECONOMICS

Notes:

This is an attempt to estimate how the institutions are regarded by prospective graduate students and not an attempt to estimate real merit.
The estimate is based on the ranking according to the seven main items which are likely to draw students: I. Geographical location; II. Reputation for discipline given; III. General reputation of social science departments; IV. Scholarly reputation of economics department; V. Reputation for placing men; VI. Opportunities for self-support; and VII. Influence of Teachers out.
Two items are weighted, viz; VI. Opportunities for self-support, and VII. Influence of teachers out.

I.	II.
Geographical Location	Reputation for Discipline given
1 Chicago 2 Columbia 3 Harvard 4 Wisconsin 5 Cornell 6 Illinois	1 Harvard 2 Chicago 3 Columbia 4 Wisconsin 5 Cornell 6 Illinois

III.	IV.
General Reputation of Social Science Departments	Scholarly Reputation of Economics Department
1 Columbia 2 Harvard 3 Wisconsin 4 Chicago 5 Cornell 6 Illinois	1 Columbia 2 Harvard 3 Cornell 4 Wisconsin 5 Chicago 6 Illinois

V.	VI.
Reputation for Placing Men	Opportunities for Self-support (weighted by 2)
1 Columbia 2 Harvard 3 Wisconsin 4 Chicago 5 Cornell 6 Illinois	1 Harvard 2 Wisconsin 3 Columbia 4 Illinois 5 Chicago 6 Cornell

VII.	VIII.
Influence of Teachers out (weighted by 2)	Final Ranking and Points
1 Harvard 2 Columbia 3 Wisconsin 4 Cornell 5 Chicago 6 Illinois	1 Harvard 14 2 Columbia 18 3 Wisconsin 28 4 Chicago 36 5 Cornell 43 6 Illinois 50

Comments:

No. I is eminently satisfactory

No. II will see Chicago at the head of the list when III, IV, and VII have been remedied

No. III and IV require (a) on the administrative side, carrying through the plans of the College of Commerce and Administration; (b) the earning of scholarly reputation by the members of the department

No. V will care for itself. Chicago will be at the top of this list in five years if we remedy III, IV, VI, and VII.

No. VI is a very serious matter, and requires consideration too detailed to be attempted here

No. VII will not be overcome for ten years.

Source: University of Chicago Archives. Department of Economics Records, Box 14, Folder 13

Image Source: Picture of Dean Leon C. Marshall from University of Chicago Photographic Archive, apf1-04113, Special Collections Research Center, University of Chicago Library.

Tags MarshallLC

Columbia Courses Curriculum

Columbia. Economics Curriculum 1898-99

Post author By Irwin Collier
Post date 2015-08-21

In the December 1898 issue of the Columbia University Quarterly an overview of the curriculum for economics and social science (i.e. sociology with a bit of anthropology without political science that was split between the subjects of history and public law) offered by the Faculty of Political Science was sketched by Professor Richmond Mayo-Smith. I have appended the Economics and Sociology course offerings for 1898-99 (which can be compared to an earlier posting for 1905-07). In the early years of graduate education there was considerable overlap between undergraduate and graduate course offerings so that an understanding of the graduate training in economics at least in these early years requires us to keep an eye on undergraduate curriculum as well.

_______________________________________

Department of Economics and Social Science.—The courses in this department have been so systematized as to meet the needs of both undergraduate and graduate students, while offering to other members of the University and of allied institutions the opportunity to broaden their studies by some knowledge of social theory and social problems.

The undergraduate begins with the Economic History of England and America (Economics 1), which gives him that understanding of the evolution of economic institutions, such as the systems of land tenure, the factory system, the institutions of commerce and trade, which is necessary for any approach to economic discussion. That is followed by the Elements of Political Economy (Economics A), where the fundamental principles of the science are laid down and illustrated by contemporary events. These courses are usually taken during the Junior year, but may be taken a year earlier by students desiring to specialize in this direction. The lettered course is required of every student, and is in the nature of logical discipline for clear reasoning and a preparation for good citizenship. The College is held thereby to have discharged its duty to itself, in fulfilling the minimum required for the degree of A.B., and to the community, in inculcating sound principles in its graduates.

For the majority of undergraduates these courses are but the preliminary sketch, the details of which are to be filled out by the more intensive study of Senior year. For this abundant opportunity is offered in the course on modern industrial problems, money, and labor (Economics 3), in the treatment of finance and taxation (Economics 4) and in the critical consideration of theories of socialism (Economics 11) and projects of social reform (Economics 12). At the same time the elements of sociology (Sociology 15) furnish a broader foundation for generalization in regard to the fundamental principles of social life, and afford the student on the eve of graduation an opportunity to coordinate his knowledge of history, economics, philosophy, and ethics into a theory of society.

These courses of Senior year constitute the fundamental university courses, and are frequented by graduates of other colleges and by many students from the law school, the theological seminaries, and Teachers College, who find them valuable as auxiliary to their main lines of study. For the specialist and special student these courses in their turn are preliminary. They form the introduction to the university courses proper.

Here the specialist finds opportunity for development in economic theory (Economics 8, [Economics] 9, and [Economics] 10) and for further practical work (Economics 5 and [Economics] 7), for sociological theory (Sociology 20, [Sociology] 21, and 25 [sic, perhaps “Sociology 24” intended, no record found here or in earlier/later years for a course “Sociology 25”], for the treatment of problems of crime and pauperism (Sociology 22 and [Sociology] 23), and for the theory and practice of statistics as an instrument of investigation in all the social sciences (Sociology 17, [Sociology] 18, and [Sociology] 19). Crowning the whole are the seminars in political economy and sociology, and the statistical laboratory, where the student is trained for original work.

Columbia University has attempted thus to formulate in the Department of Economics and Social Science a programme that shall be systematic, in the sense of orderly development and logical sequence (the course covers four or five years), and at the same time flexible, for the purpose of meeting the just demands of a great variety of students—the undergraduate, the specialist, and the special student.

R. M.-S. [Richmond Mayo-Smith]

Source: Columbia University Quarterly, Vol. 1, December, 1898, pp. 76-77.

________________________________________

COURSES OF STUDY AND RESEARCH
Group III — Economics and Social Science

It is presumed that students before entering the school have studied the general principles of political economy as laid down in the ordinary manuals, and possess some knowledge of the facts of economic history. Students who are not thus prepared are recommended to take the following courses in Columbia College: [The lettered course is required of all candidates for A.B. in Columbia College.]

Economics 1 — Economic History of England and America. — This course studies primarily the economic history of England, as affording the clearest picture of the evolution of economic life from primitive society to the complicated mechanism of modern industrial life. Incidentally a comparison is made with the contemporary movements in other European countries. Beginning with the seventeenth century, attention is directed to facts of American economic development, and the last part of the course is devoted exclusively to the study of the economic and social conditions underlying the history of the United States.-Three hours a week, first half-year: Prof. [Edwin R. A.] Seligman and Mr. [Arthur M.] Day.

Economics A — Outlines of Economics. — Bullock’s introduction to the study of economics, and lectures on the evolution of the modern economic organization, the principle of economic freedom and the institution of private property.— Three hours a week, second half-year: Prof. [Richmond] Mayo-Smith and Mr. [Arthur M.] Day.

The university courses fall under two subjects: A. Political Economy and Finance. B. Sociology and Statistics.

Courses 3, 4, 11, 12, 15 and 16 are open to Seniors in Columbia College, and count towards the degree of A. B. If taken for the higher degrees, such additional work must be done in connection with them as may be prescribed by the instructor.

Subject A — Political Economy and Finance

Economics 3 — Practical Political Economy. — This course is divided into four sections as follows:

(a) Problems of Modern Industry . — This part of the course is devoted to a special study of the modern industrial organization and of the application of economic principles to social life. The principal topics are: The scope, method and function of political economy; the physical environment; law of population; economic freedom and private property; theory and problems of consumption; theory and problems of production, land-tenure, labor and machinery, the growth of capital; forms of productive enterprise, the concentration of industry; monopolies and trusts; governmental enterprise; effects of modern methods of production on producer and consumer. Three hours a week, first half-year: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

(b) The Problems of Exchange. — (Money and Trade.) This course is devoted to a study of the mechanism of exchange with special reference to modern currency and commercial questions. The principal topics are: Value and prices, speculation, law of monopoly prices, commercial crises; money, bimetallism, the silver question in the United States; credit, banking, paper money; international exchange; transportation and commerce. Three hours a week, second half-year (1899-1900) [For students desiring to take (a), (b) and (c) in one year a short résumé of the omitted course (b) or (c) will be given.]: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

(c) The Problems of Distribution. — (Labor and Capital.) This course is devoted largely to the labor question. The principal topics are: The theory of distribution, history and present condition of the laboring class, wages, trades unions and strikes, arbitration and conciliation, co-operation and profit-sharing; factory laws, employer’s liability; interest, profit and rent; social distribution; distributive justice. Three hours a week, second half-year (1898—’99), alternates with above. [For students desiring to take (a), (b) and (c) in one year a short résumé of the omitted course (b) or (c) will be given.]: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

(d) Readings in Marshall’s Principles of Economics. — This course constitutes a fourth hour in connection with the lectures under (a), (b) and (c). It is open to candidates for A.B. by special permission, but the hour cannot be counted towards that degree. It, or its equivalent, is required of all candidates for the degrees of A.M. and Ph.D., taking Economics III. as a major or minor. One hour a week: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

Economics 4 — Science of Finance. — This course is historical as well as comparative and critical. After giving a general introduction and tracing the history of the science, it treats of the various rules of public expenditures and the methods of meeting the same among different civilized nations. It describes the different kinds of public revenue, including the public domain and public property, public works and industrial undertakings, special assessments, fees and taxes It is in great part a course on the history, theories and methods of taxation in all civilized countries. It considers also public debt, methods of borrowing, redemption, refunding, repudiation, etc. Finally, it describes the fiscal organization of the state by which the revenue is collected and expended, and discusses the budget, national, state and local. Although the course is comparative, the point of view is American. Students are furnished with the current public documents of the United States Treasury, and the chief financial reports of the leading commonwealths, and are expected to understand all the facts in regard to public debt, revenue and expenditure therein contained. — Two hours a week: Prof. [Edwin R. A.] Seligman. [Open to Seniors in Columbia College]

Economics 5 — Fiscal and Industrial History of the United States. — This course endeavors to present a survey of national legislation on currency, finance and taxation, including the tariff together with its relations to the state of industry and commerce. Attention is called to the fiscal and industrial conditions of the colonies; to the financial methods of the revolution and the confederation; to the genesis of the protective idea; to the fiscal policies of the Federalists and of the Republicans; to the financial management of the war of 1812; to the industrial effects of the restriction war period; to the crises of 1819, 1825 and 1837; to the tariffs of 1816, 1824 and 1828; to the distribution of the surplus and the Bank war; to the compromise tariff and its effect on industry; to the currency problems before 1863; to the era of “free trade,” and the tariffs of 1846 and 1857; to the fiscal problems of the Civil War; to the methods of resumption, conversion and payment of the debt; to the disappearance of the war taxes; to the continuance of the war tariffs; to the money question and the acts of 1878 and 1890; to the loans of 1894-1896; to the tariffs of 1890, 1894 and 1897. The course closes with a discussion of the current problems of currency and coinage, and with a general consideration of the arguments for and against protection as illustrated by the practical operation of the various tariffs. Two hours a week, first half year (1899-1900): Prof. [Edwin R. A.] Seligman.

Economics 7 — Railroad Problems; Economic, Social and Legal. — These lectures treat of railroads in the fourfold aspect of their relation to the investors, the employees, the public and the state respectively. A history of railways and railway policy in America and Europe forms the preliminary part of the course. The chief problems of railway management, so far as they are of economic importance, come up for discussion.

Among the subjects treated are: Financial methods, railway construction, speculation, profits, failures, accounts and reports, expenses, tariffs, principles of rates, classification and discrimination, competition and pooling, accidents, and employers’ liability. Especial attention is paid to the methods of regulation and legislation in the United States as compared with European methods, and the course closes with a general discussion of state versus private management. — Two hours a week, second half-year (1899-1900): Prof. [Edwin R. A.] Seligman.

Economics 8 — History of Economics. — In this course the various systems of political economy are discussed in their historical development. The chief exponents of the different schools are taken up in their order, and especial attention is directed to the wider aspects of the connection between the theories and the organization of the existing industrial society. The chief writers discussed are:

I Antiquity: The oriental codes; Plato, Aristotle, Xenophon, Cato, Seneca, Cicero, the Agrarians, the Jurists.

II Middle Ages: The Church Fathers, Aquinas, the Glossators, the writers on money, trade, and usury.

III Mercantilists: Hales, Mun, Petty, Barbon, North, Locke; Bodin, Vauban, Boisguillebert, Forbonnais; Serra, Galiani; Justi, Sonnenfels.

IV Physiocrats: Quesnay, Gournay, Turgot, Mirabeau, etc.

V Adam Smith and precursors: Tucker, Hume, Cantillon, Steuart.

VI English school: Malthus, Ricardo, Senior, McCulloch, Chalmers, Jones, Mill.

VII The continent: Say, Sismondi, Cournot, Bastiat; Herrmann, List, and Thunen.

VIII German historical school: Roscher, Knies, Hildebrand.

IX Recent development: England: Rogers, Jevons, Cairnes, Bagehot, Leslie, Toynbee, Marshall; Germany: Wagner, Schmoller, Held, Brentano, Cohn, Schaffle; Austria: Menger, Sax, Böhm-Bawerk, Wieser; France: Leroy-Beaulieu, De Laveleye, Gide, Walras; Italy: Cossa, Loria, Pantaleoni; America: Carey, George, Walker, Clark, Patten, Adams.

—Two hours a week: Prof. [Edwin R. A.] Seligman.

Economics 9 — Economic Theory I. — This course discusses the static laws of distribution. If the processes of industry were not changing, wages and industry would tend to adjust themselves according to certain standards. A study of the mechanism of production would then show that one part of the product is specifically attributable to labor, and that another part is imputable to capital. It is the object of the course to show that the tendency of free competition, under such conditions, is to give to labor, in the form of wages, the amount that it specifically creates, and also to give to capital, in the form of interest, what it specifically produces. The theory undertakes to prove that the earnings of labor and of capital are governed by a principle of final productivity, and that this principle must be studied on a social scale, rather than in any one department of production. — Two hours a week, first half-year: Prof. [John Bates] Clark.

Economics 10 — Economic Theory II. — This course discusses the dynamic laws of distribution. The processes of industry are actually progressing. Mechanical invention, emigration, and other influences, cause capital and labor to be applied in new ways and with enlarging results. These influences do not repress the action of the static forces of distribution, but they bring a new set of forces into action. They create, first, employers’ profits, and, later, additions to wages and interest. It is the object of the course to show how industrial progress affects the several shares in distribution under a system of competition, and also to determine whether the consolidations of labor and capital, which are a distinctive feature cf modern industry, have the effect of repressing competition. — Two hours a week, second half-year: Prof. [John Bates] Clark.

Economics 11 — Communistic and Socialistic Theories. — This course studies the theories of St. Simon, Fourier, Proudhon, Rodbertus, Marx, Lassalle, and others. It aims to utilize recent discoveries in economic science in making a critical test of these theories themselves and of certain counter-arguments. It examines the socialistic ideals of distribution, and the effects that, by reason of natural laws, would follow an attempt to realize them through the action of the State. — Two hours a week, first half-year: Prof. [John Bates] Clark. [Open to Seniors in Columbia College]

Economics 12 — Theories of Social Reform. — This course treats of certain plans for the partial reconstruction of industrial society that have been advocated in the United States, and endeavors to determine what reforms are in harmony with economic principles. It treats of the proposed single tax, of the measures advocated by the Farmers’ Alliance and of those proposed by labor organizations. It studies the general relation of the state to industry. — Two hours a week, second half-year: Prof. [John Bates] Clark. [Open to Seniors in Columbia College]

Economics 14 — Seminar in Political Economy and Finance. — For advanced students. — Two hours, bi-weekly: Professors [Edwin R. A.] Seligman and [John Bates] Clark.

Subject B— Sociology and Statistics

Sociology 15 — Principles of Sociology. — This is a textbook course. — Two hours a week: Professor [Franklin H.] Giddings. [Open to Seniors in Columbia College]

Sociology 16 — Applied Anthropology. — This course is composed of two distinct parts. In the first half-year under Dr. Farrand of the Faculty of Philosophy, primitive institutions, language, mythology and religions are considered primarily from the psychological point of view. This is important for sociological work. Anthropometry and the history of the science of anthropology are also treated. The second half-year work given by Dr. [William Z.] Ripley is primarily concerned with the anthropology and ethnology of the civilized peoples of Europe. This is intended to subserve two ends. It is an ethnological preparation for the historical courses, especially those concerning the classic peoples of antiquity; and it also provides a groundwork for the statistical and demographic study of the populations of Europe. In this sense it is distinctly sociological in its interests. — Two hours a week. [Open to Seniors in Columbia College]

Sociology 17 — Statistics and Sociology. — This course is given every year, and is intended to train students in the use of statistics as an instrument of investigation in social science. The topics covered are: Relation of statistics to sociology, criteria of statistics, population, population and land, sex, age and conjugal condition, births, marriages, deaths, sickness and mortality, race and nationality, migration, social position, infirmities, suicide, vice, crime, nature of statistical regularities. — Two hours a week, first half-year: Prof. [Richmond] Mayo-Smith.

Sociology 18 — Statistics and Economics. — This course covers those statistics of most use in political economy, but which have also a direct bearing on the problems of sociology. These include the statistics of land, production of food, condition of labor, wages, money, credit, prices, commerce, manufactures, trade, imports and exports, national wealth, public debt, and relative incomes. Two hours a week, second half-year, given in 1898-99 and each alternate year: Prof. [Richmond] Mayo-Smith.

Sociology 19 — Theory, Technique, and History of Statistical Science. — This course studies the theory of statistics, law of probabilities, averages, mean error, rules for collecting, tabulating and presenting statistics, graphical methods, the question of the freedom of the will, the value of the results obtained by the statistical method, the possibility of discovering social laws. Some account will also be given of the history and literature of statistics, and the organization of statistical bureaus. — Two hours a week, second half-year, given in 1899-1900, and each alternate year: Prof. [Richmond] Mayo-Smith.

Sociology 20 — General Sociology . — A foundation for special work is laid in this fundamental course. It includes two parts, namely: (1) the analysis and classification of social facts, with special attention to the systems of Aristotle, Comte, Spencer, Schäffle, De Greef, Gumplowicz, Ward, Tarde and other theoretical writers; (2) an examination of sociological laws, in which the more important social phenomena of modern times and the principles of theoretical sociology are together brought under critical review in a study of social feeling, public opinion, and organized action. In this second part an attempt is made to analyze the causes of emotional epidemics, panics, outbreaks of mob violence, and revolutions; to explain by general principles the growth of public opinion on great questions; and to prove from history and from current events that public action is governed by definite laws of social choice. — Two hours a week, first half-year: Prof. [Franklin H.] Giddings.

Sociology 21 — Progress and Democracy. — The phenomena of social progress are the general subject of this course, which includes two parts, namely: (1) a study of the historical evolution of society, with special attention to social origins; to the development of the family, of the clan and of the tribe; and to the beginnings of civilization; (2) the social as distinguished from the political organization of modern democracies. This part of the course may otherwise be described as a study of the modern “state behind the constitution.” The forms of voluntary organization are observed, and the question is raised, To what extent are the non-political associations of men in modern democracies themselves democratic? Do business corporations labor unions, churches, and associations for culture and pleasure, tend to become more or less democratic? The democratic social ideals of equality and fraternity are examined, and an attempt is made to show their relations to social order and to liberty. Modern philanthropic movements, including the work of university and other social settlements, and many social phases of municipal reform are touched upon in this course. —Two hours a week, second half-year: Prof. [Franklin H.] Giddings.

Sociology 22 — Pauperism, Poor Laws and Charities. — This course begins with a study of the English poor law, its history, practical working, and consequences. On this foundation is built a study of pauperism in general, but especially as it may now be observed in great cities. The laws of the different commonwealths in regard to paupers, out-relief, alms-houses, and dependent children, are compared. Finally the special modern methods of public and private philanthropy are considered, with particular attention to charity organization, the restriction of out-door alms, and the reclamation of children.— Two hours a week, first half-year: Prof. [Franklin H.] Giddings.

Sociology 23 — Crime and Penology — The topics taken up in this course are the nature and definitions of crime, the increase of crime and its modern forms, criminal anthropology, the social causes of crime, surroundings, parental neglect, education, the question of responsibility, historical methods of punishment, the history of efforts to reform prison methods, modern methods, the solitary system, the Elmira system, classification of criminals, classes of prisons, reformatories, and jails. — Two hours a week, second half year: Prof. [Franklin H.] Giddings.

Sociology 24 — The Civil Aspects of Ecclesiastical Organizations. — The purpose of this course is to define the present relations of the institutional church to the other institutions of American society; the state, the government, marriage, family, education and public wealth. An analysis is made of the guarantees of religious liberty contained in the federal and commonwealth constitutions, of the civil status of churches in terms of constitutional and statute law, of the methods of incorporation, of the functions of trustees, of legislative and judicial control, of denominational polity according to its type, of the functional activity of churches in their departments of legislation, administration, adjudication, discipline and mission, of the influence of churches on ethical standards, of the distribution of nationalities among the denominations, of the territorial distribution of denominational strength, of the relation of polity to density of population and of the current movements in and between various organizations tending toward changes of function and structure. One hour a week: Dr. [George James] Bayles.

Sociology 29 — Laboratory Work in Statistics. — The object of the laboratory is to train the student in methods of statistical analysis and computation. Each student will pursue a course of laboratory practice dealing with the general statistics of population, the relation of classes, the distribution of wealth, and the statistics of crime, vice and misfortune. He will be taught how to judge current statistics and to detect statistical fallacies; in short, to become an expert in judging of the value of sociological evidence. Each year some practical piece of work on an extensive scale is undertaken by the class. — In connection with courses 17, 18 and 19: Prof. [Richmond] Mayo-Smith.

Sociology 30 — Seminar in Sociology and Statistics. — Discussions and papers, theses and dissertations presented in the seminar may be upon any of the following topics:

I
POPULATION

1 The growth of population in the United States, inducing studies of birth rates and death rates.
2 Immigration into the United States.
3 The migration of population within the United States.

II
RACES AND NATIONALITIES

4 The social traits, habits and organization of any race (e. g. negro or Indian) in the United States.
5 The social traits, habits and organization of any nationality (e. g. Irish or German or Italian) in the United States.

Ill
THE FAMILY

6 Historical or statistical studies of marriage, of divorce, or of the parental care and education of children in the United States.
7 Studies of legislation affecting the family in the United States.

IV
COMMUNITIES

8 Descriptive or historical studies of peculiar, exceptional or otherwise noteworthy communities or sections.

V
THE SOCIAL LIFE AND ORGANIZATION OF THE SELF-SUPPORTING POOR

9 Dwellings and surroundings.
10 Expenditure and domestic economy.
11 Marriages, domestic festivals, funerals, family life and morals.
12 Education.
13 Religious ideas, habits, meetings, festivals and institutions.
14 Amusements, celebrations, social festivals and clubs.
15 Trade unions.
16 Political and legal ideas, affiliations and activities.

VI
PAUPERISM AND CHARITY

17 Historical studies of the origin, growth and forms of pauperism.
18 Statistical studies of the extent and causes of pauperism.
19 Historical and comparative studies of poor laws and public relief.
20 Historical and comparative studies of the methods of private charity.

VII
CRIME AND PUNISHMENT

21 Historical studies of the origin, increase and forms of crime.
22 Statistical studies of the extent and causes of crime.
23 Critical studies of criminal anthropology or criminal sociology.
24 Historical and comparative studies of punishment and reformation.

Two hours bi-weekly: Profs. [Franklin H.] Giddings and [Richmond] Mayo-Smith.

Source: Columbia University, School of Political Science, Announcement, 1898-99, pp. 29-40.

Tags ClarkJB, Giddings, Mayo-Smith, Ripley, Seligman

Chicago Columbia Cornell Curriculum Harvard Johns Hopkins Pennsylvania Princeton Wisconsin Yale

Columbia Economics’ Market Share in 1900

Post author By Irwin Collier
Post date 2015-08-21

The School of Political Science at Columbia University was divided into three groups of subjects: History and Political Philosophy, Public Law and Comparative Jurisprudence, and Economics and Social Science.

Economics and Social Science comprised the two subject groups: Political Economy and Finance; Sociology and Statistics.

Seligman figured that of the approximately 135 graduate students specializing in economics in 1899-1900 in the seven eastern departments (Columbia, Cornell, Harvard, Johns Hopkins, Pennsylvania, Princeton, and Yale), about 75 were at Columbia.

___________________

SCHOOL OF POLITICAL SCIENCE

Department of Economics.—Since the recent reorganization of the work in economics, there has been a marked increase in the number, as well as in the quality of the students. Numbers, indeed, constitute no adequate test of the real work done by the various departments within a university; for the subject which attracts the fewest students may possess the highest scientific value and may be presided over by the ablest professors. But, when an institution is compared with others of about the same grade and size, the relative number of students in any one department affords a fair indication of the importance to be assigned to it. Hence, the following table is of much interest:

*By graduate student is meant a student holding a first degree.
¹Attending for three terms.
² Including Economics and Public Law.
³ Including Economics, Politics and History.

The number of graduate students in economics and social science at Columbia is much greater than the number in any other American institution. If we compare Columbia with six Eastern universities,—Johns Hopkins, Harvard, Yale, Cornell, Pennsylvania and Princeton,—we find that Columbia has almost as many such students as all six, that is, 75 as against 89. And if it were possible to separate the students working primarily in economics at Johns Hopkins, Yale, and Cornell (where the figures include other students in political science as well), it is practically certain that Columbia would be found to possess more graduate students working primarily in economics and social science than the other six institutions together. Assuming that half of the students returned in Johns Hopkins, Yale and Cornell are working primarily in economics,—a very liberal assumption, —we should have a total of 60 in the six Eastern universities, as against 75 in Columbia. This is a remarkable showing.

In order that it may not be supposed that the basis of classification varies, it may be added that each of the students at Columbia is enrolled primarily under the Faculty of Political Science and is a candidate for the master’s or doctor’s degree, with the major subject in economics and social science. Every such student is required to attend a seminar. In addition to the seminar, 35 of the 75 students are taking 3 or more courses in economics or social science and 20 are taking 2 such courses. The remainder, who are taking one course in addition to the seminar, are chiefly students who have taken most of their lecture work in previous years.

The following figures, as to enrollment in economics and social science, will prove instructive:

Graduate students, primarily enrolled in political science, taking graduate courses (whether as a major or minor)	95
Graduate students (male) in the whole university taking graduate courses	123
Non-graduates (male), primarily registered in political science, doing chief work in economics	22
Students, graduates and non-graduates (male, but exclusive of seniors and other college students) in the whole university, taking graduate courses	149
Enrollment of students, as above (not deducting duplicates), in graduate courses in economics and social science	559
Enrollment of under-graduates in Columbia College	179
Enrollment of students of all kinds (male) pursuing these studies	738
Enrollment of Barnard students	140
Total enrollment in the University	878

The relative importance of the university work may also be seen by this comparison with Harvard:

	Harvard	Columbia
Total students primarily registered in non-professional (graduate) schools	341	331
Total graduates in non-professional (graduate) schools	323	292
Total graduates in political science	52 or 16%	114 or 39%
Total graduates primarily in economics and social science	8 or 2½%	17 or 26%

This showing is doubtless due in part to the system on which the work in economics and social science at Columbia is organized. The department has four full professors, one instructor and two lecturers. The work has been so apportioned that each professor devotes himself primarily to his own specialty—Professor Mayo-Smith to statistics and practical economics, Professor Clark to economic theory, Professor Giddings to social science, and Professor Seligman to economic history and finance. Another explanation of the large numbers is the facility afforded to students to combine with their studies in economics the courses in history, public law and general political science.

Among the recent graduates in economics of the School of Political Science, no less than 25 are now giving instruction in economics at other institutions, including Yale, Cornell, Amherst, Bryn Mawr, Smith, Syracuse, the Universities of Illinois, Indiana, and Colorado, and the Massachusetts Institute of Technology. A number of graduates have become editors of important daily or weekly papers, in New York, Buffalo, Omaha and other cities, and a large number occupy administrative positions in the service of the national and state governments. Among the latter may be mentioned one of the chief statistician in the census office, a number of expert agents and chief clerks in the departments of the treasury and of agriculture in Washington; and the deputy commissioner of labor statistics and the sociology librarian in the State Library at Albany.

E. R. A. S. [Edwin R. A. Seligman]

___________________

Source: Columbia University Quarterly, Vol. 2, June, 1900, pp. 284-287.

Tags ClarkJB, Giddings, Mayo-Smith, Seligman

Chicago Columbia Cornell Harvard Johns Hopkins Michigan Pennsylvania

Top Eleven Economics PhD Programs in US, 1934

Post author By Irwin Collier
Post date 2015-08-18

A listing of 22 U.S. graduate programs in economics judged by majority vote of a jury of 54 individuals (identified by name) to be adequately staffed and equipped for work leading to the doctorate in Economics. Eleven of those programs were designated to be “distinguished”.

________________________________

Excerpt from:

American Council on Education.
Report of Committee on Graduate Instruction.
Washington, D. C., April 1934.

…In preparing a list of graduate schools the following procedure was followed:

A list of 50 fields of knowledge in which it seemed possible to study the graduate work was prepared. The study as concluded covered only 35 fields.
A list of the 50 fields was sent to the Dean of the graduate school of every institution known to be offering work for the doctorate. The Dean was requested to check the fields in which graduate work for the doctorate was offered, to indicate the number of doctorates conferred in the last 5 years, and to submit a list of the graduate faculty in each field. The responses of the deans varied in accuracy and comprehensiveness.
From the reports of the deans, supplemented by study of catalogs, lists of institutions offering graduate work for the doctorate in each field, were prepared, complete so far as our information went.
The secretary of the national learned society in each field was requested to provide a list of 100 well-known scholars distributed, as far as possible, among the various special branches of the field.
To each of these scholars was sent a list of all the institutions offering work for the doctorate in the field with their respective graduate staffs in the field. Each scholar was requested to check those institutions which in his judgment had an adequate staff and equipment to prepare candidates for the doctorate; and to star the departments of the highest rank, roughly the highest 20 per cent.
The returns from these scholars were summarized, and those institutions accorded a star by the majority voting were placed in the starred group; those checked by a majority, but failing of a majority of stars, were placed in the group of those adequately staffed and equipped….

…Many votes on departments came in too late for inclusion in tabulations.

[…]

ECONOMICS
100 ballots sent out.
61 returns; majority, 31 votes.
535 doctorates were conferred in the period 1928-1932: 53 institutions offered work for doctorate.

Composite ratings were made from reports of the following persons: James W. Angell, George E. Barnett, J. W. Bell, A. B. Berglund, Roy G. Blakey, E. L. Bogart, O. F. Bouche, F. A. Bradford, T. N. Carver, J. M. Clark, Clive Day, F. S. Deibler, Paul Douglas, F. A. Fetter, Irving Fisher, F. B. Garver, Carter Goodrich, C. E. Griffin, M. B. Hammond, Alvin Hansen, C. D. Hardy, B. H. Hibbard, H. E. Hoagland, Grover G. Huebner, John Ise, Jens Jensen, Eliot Jones, Edwin Kemmerer, James E. LeRossingnol, H. L. Lutz, David McCabe, H. A. Millis, Broadus Mitchell, Wesley C. Mitchell, H. G. Moulton, C. T. Murchison, E. G. Nourse, E. M. Patterson, Carl Plohn, C. O. Ruggles, W. A. Scott, Horace Secrist, S. H. Slichter, T. R. Snavely, W. E. Spahr, R. A. Stevenson, G. W. Stocking, Frank P. Stockton, H. C. Taylor, Jesse Tullock, Francis Tyson, Jacob Viner, G. S. Watkins, A. B. Wolfe.

The jury named above has by a majority vote approved the following institutions as adequately staffed and equipped for work leading to the doctorate in Economics, starring which it considers most distinguished:

	Brown University	*	University of Chicago
*	Columbia University		University of Illinois
*	Cornell University		University of Iowa
*	Harvard University—Radcliffe College	*	University of Michigan
	Johns Hopkins University	*	University of Minnesota
	New York University		University of Missouri
	Northwestern University	*	University of Pennsylvania
	Ohio State University		University of Texas
*	Princeton University		University of Virginia
	Stanford University	*	University of Wisconsin
*	University of California	*	Yale University

[…]

Source: Columbia University Rare Book & Manuscript Library. William Vickrey Papers, Box 35, Folder “510.7/1934/Am3”.

Tags Angell, Carver, ClarkJM, Douglas, FetterFA, FisherIrving, Hansen, Millis, Mitchell, Moulton, Slichter, Viner

Columbia Courses Syllabus

Columbia. Public Finance Syllabus. Seligman circa 1923

Post author By Irwin Collier
Post date 2015-08-17

A printed copy of the syllabus and list of readings for the one-year, two course sequence for public finance of Edwin R. A. Seligman can be found in the papers of Robert Murray Haig who succeeded Seligman in teaching this public finance course at Columbia in 1931-32. The latest date in the list of readings is 1923, so I date the syllabus to the 1923-24 academic year. I have merged the reading list with the syllabus so that the reading assignments are paired with the class session(s).

_____________________________

Economics 101–Public Finance. 3 points Winter Session. Professor Seligman.
M. and W. at 1:10. 515 Kent.

General introduction and history of public finance. Different kinds of public revenues, including public domain and public property, public works or industrial undertakings, fees, and special assessments. General theories and principles of taxation, incidence of taxation, and newer social theories of taxation.

Economics 102–Public Finance. 3 points –Spring Session. Professor Seligman.
M. and W. at 1:10. 515 Kent.

Application of general principles to consideration of actual systems of taxation. Practical American problems of federal, state, and local taxation. Classes of public expenditure and fiscal principles which govern them. Public debt, methods of borrowing, redemption, etc. Fiscal organisation of state. Budgets, national, state, and local.

Students who have not completed Economics 101 are admitted to Economics 102 only by special permission.

Source: Columbia University. Bulletin of Information, 23rd Series, No. 35 (June 2, 1923). History, Economics and Public Law: Courses Offered by the Faculty of Political Science. Announcement 1923-1924, p. 20.

_____________________________

Columbia University
In the City of New York
ECONOMICS 101-102

OUTLINE OF LECTURES
ON
PUBLIC FINANCE

By Edwin R. A. Seligman

ECONOMICS 101

Part I
Introduction

Finance and the Science of Finance. Public Finance and Fiscal Science.
Relation to Economics. Content and Method.

Shirras, ch. i; Lutz, ch. i; Bastable, introduction, ch. i; Dalton, ch. i.

Growth of Public Finance.

Bullock, ch. iii; Lutz, ch. ii.

History and literature of Fiscal Science

Bullock, ch. i; Bastable, ch. ii; Shirras, ch. ii.

The general theory of Public Finance.

Adams, introduction; Dalton, chs. ii, iii; Peck, ch. ii.

Part II
Public Revenues

Historical development of public revenues.
The ancient world: Greece, Rome.
The middle ages: feudal income.
The absolute monarchy: England, the Continent.
The modern state.

Seligman I, ch. i.

Classification of public revenues.

Seligman I, ch. xiv; Adams, part II, preliminary chapter; Shirras, ch. xiii; Lutz, ch. ix; Bastable, book II, ch. i; Plehn, part II, ch. i; Dalton, ch. iv.

Book I
Quasi-public Revenues

I. Prices.

Bastable, book II, ch. ii.

Public domain.

Lutz, ch. x; Bullock, ch. v; Davies, ch. iii.

The public domain of the United States.

Adams, part II, book I, ch. i; Hibbard, chs. iv-vi, x, xv.

Public property; funds and investments.

Bastable, book II, ch. v; Dalton, ch. xiv.

Public industry: business enterprise.

Shirras, ch. xxx; Bastable, book II, ch. iii.

Fiscal monopolies.

Adams, part II, book i, ch. ii; Madsden, ch. ii.

Social monopolies: commercial undertakings.

Lutz, ch. xi; Davies, chs. vii, x, xiii.

Coinage, credit and insurance.
Post office, telegraph and telephone.
Markets, docks and harbors.

Bullock, ch. vi; Smith, chs. i-iii, viii;
Barker, ch. xvi.

Roads, canals and railways.

Dixon, chs. ix-xiv; Barker, chs. x-xii.

Municipal monopolies; water, light and power.

Lutz, ch. xii; Watkins, passim; Barker, chs. i-ix, xiii-xv.

Public prisons and workshops.

Bastable, book II, ch. iv.

II. Fees: history, classification, description, criticism.

Bullock, ch. vii; Urdahl, part I, chs. i, ix, x; part II, chs. vi and viii; Lutz, ch. xiii.

III. Special assessments: history, theory, purposes, methods, extent, criticism.

Rosewater, chs. i, ii and v.

Book II
Taxation—General

Definitions and terminology.

Lutz, ch. xiv; Bastable, book III, ch. i.

Classification of taxes.

Adams, part II, book II, ch. i; Dalton, ch. v.

Historical development of taxation.

Plehn, part II, ch. iv.

Ancient taxation.

Seligman I, pp. 34-37.

Mediaeval taxation.

Kennedy, chs. ii-iv; Seligman I, pp. 38-56.

Modern taxation.

Plehn, ch. v.

Local taxation.

Cannan, chs. i-iv.

Essentials of taxation.

Lutz, ch. xv; Bastable, book III, ch. ii.

Reason of taxation.

Weston, ch. iii

Function of taxation.

Stamp, ch. vi; Bullock, ch. ix.

Nature of taxation.

Seligman I, ch. x; Jones, ch. i.

Limits of taxation.

Adams, ch. i.

Source of taxation.

Bullock, ch. viii.

Incidence of taxation.

Seligman II, introduction; Bastable, book III, ch. v; Plehn, part II, ch. x.

Theories of incidence.

Seligman II, part I; Dalton, ch. vii; Hobson, ch. iii;
Brown, chs. iii, v; Shirras, ch. xviii; Lutz, ch. xvii.

General principles.

Conference I, pp. 424-433; Seligman II, part II, ch. i.

Application to separate taxes.

Seligman II, part II, chs. ii-viii; Seligman III, ch. ii [iii?]; Brown, chs. vii-x; Shirras, ch. xix.

Influence and effects of taxation.

Seligman III, ch. iii; Stamp I, ch. v; Stamp II, ch. iv; Bullock, ch. viii; Dalton, chs. x-xii.

Canons and principles of taxation.

Bastable, book iii, ch. vi; Jones, ch. iii; Stamp I, ch. i.

Secondary canons.

Jones, ch. iv; Stamp I, ch. iv.

Primary canons.

Plehn, part II, ch. iii; Bullock, ch. ix.

I. Uniformity and equality of taxation.

Bastable, book III, ch. iii; Weston, chs. v-vi; Robinson, ch. ii.

Basis of taxation.

Hobson, part I, chs. i, ii; Dalton I, part II, ch. ix.

Norm of taxation.

Seligman IV, introduction; Robinson, ch. iv.

Graduation of taxation.

Seligman III, introduction; Adams, part II,
book ii, ch. ii; Stamp I, ch. ii.

History of progressive taxation.
Facts of progressive taxation.

Seligman III, part i.

Theory of progressive taxation.

Seligman III, part ii, chs. i-iv; Weston, ch. vii.

Differentiation of taxation.

Seligman IV, pp. 22-25; Weston, ch. vii; Stamp I, pp. 83-91.

II. Universality of taxation.
Exemptions.

Seligman IV, pp. 25-29; Conference, xii, p. 477.

Double taxation.
By the same jurisdiction.

Seligman I, ch. iv.

By competing jurisdictions.

Conference, ii, p. 547; iv, p. 261; ix, p. 358.

The tax system. Single versus plural taxation.

Bastable, book III, ch. iv.

The single tax.

Seligman I, ch. iii; Hunter, ch. xvi.

Tax administrations. Tax commissions.

Seligman I, chs. xiii, xix-xxi; Lutz, passim.

Book III
Taxation—Special

Part I.—Direct Taxes: Taxes on Wealth.

Impersonal taxes.

Bastable, book IV, ch. i.

I. Tax on real estate.

Bullock, ch. xiv.

Land tax. Taxation of forests and mines.

Conference, v, p. 345, iv, p. 313; vi, p. 371; vii, 387; viii, 338; xiii, p. 405; xiv, p. 36; xv, p. 127; Young, chs. i, v-vi and ix; King, chs. i-iv.

Unearned increment and land-value taxes.

Sheftel, chs. i, vii-x; Seligman I, ch. xvii; New York Report, pp. 100-120; Bullock, ch. xix.

House tax.

Haig I, pp. 262-280; New York Report, pp. 7-60, 85-99.

II. Tax on personal property.

Conference, xi, pp. 118, 218.

Tax on tangibles.

Hunter, ch. xi.

Tax on intangibles.

Conference, viii, p. 207; Wells, chs. xviii-xix; Hunter, ch. xii.

III. Business tax.

Bastable, book iv, ch. ii; Conference, i, p. 442; xl, p. 185.

License tax.

Bullock, ch. xvi; Conference, ii, p. 273; Hunger, ch. x.

Corporation tax.

Seligman I, chs. vi-viii; Conference, v, p. 139; vii, p. 372; Bullock, ch. xvii.

Excess-profits and other business taxes.

Haig II, summaries.

Personal taxes.
Poll tax.

Bastable, book iv, ch. iii; Bullock, ch. 4.

Expenditure tax. Luxury tax.

Seligman I, ch. ii; Conference, iv, p. 299.

General property tax.

Pethick-Lawrence, passim; Soward, ch. xi; Allen, ch. viii; Pigou, part IV, ch. xi; Dalton II.

The capital levy. Capital increment tax.

Seligman IV, part ii; Conference, vi, p. 321; ix, p. 279; x, pp. 126, 279; Haig III, pp. 1-20; Bullock, ch. xii; Comstock, chs. i, xi.

Income tax.

Seligman I, ch. v; Bullock, ch. xviii; Hunter, ch. xiv.

Mixed taxes. Inheritance tax.

Conference, iv, p. 279; Soward, chs. viii, xiii.

Part II.—Indirect Taxes: Taxes on Exchange and Consumption.

General considerations.

Bastable, book IV, ch. vi; Robinson, ch. iii; Pigou, part IV, ch. v.

Taxes on commodities.

Bullock, ch. xxi; Plehn, part II, ch. vi; Smith, chs. viii, ix.

Customs duties.

Bastable, book IV, ch. vii; Plehn, part II, ch. vii.

Stamp taxes.

Bullock, ch. xxi.

Taxes on transactions.

Smith, ch. vi.

Sales tax. Luxury tax.

Industrial Conference Board, ch. iv; Seligman VI, passim.

Taxes on transportation and communication.

Bastable, book IV, ch. viii.

Part III.—Local Taxation.

English system.

Grice, chs. ii, iii; Cannan, ch. vi; Webb, chs. i-iii; Robinson, ch. vii.

Continental systems.

Grice, chs. viii, xi, xv-xviii.

American system.
Relation of local, state and federal finance.

Seligman I, chs. xii, xxi.

Local option and separation.

Seligman I, ch. xi; Conference, v, p. 271; ix, p. 42.

Selection of local revenues.
General conclusion.

Bullock, ch. xiii; Adams I, part II, ch. vi; Seligman I, [no chs. listed]

_____________________________

ECONOMICS 102

Part III
Public Expenditures

General considerations.

Lutz, ch. iii; Shirras, ch. iii; Bastable, book i, ch. i; Bullock, chs. ii, iii; Adams, part i, book i.

History.

Lutz, ch. v; Dalton, ch. xvi.

Principles

Lutz, ch. vii; Shirras, ch. iv.

Classification.

Lutz, ch. iv; Shirras, ch. v.

A. General governmental expenditures.

Bastable, book i, ch. vi.

B. Protective expenditures.

Shirras, ch. vi; Bastable, book i, ch. ii.

C. Judicial and reformatory expenditures.

Bastable, book i, ch. iii.

D. Educational and charitable expenditures.

Shirras, ch. viii; Bastable, book i, ch. v.

E. Health and recreation expenditures.

Shirras, ch. vii; Bastable, book i, ch. iv.

F. Commerce and industry expenditures.

Shirras, ch. ix.

G. Public debt expenditures.

See Part IV.

Conclusion

Lutz, ch. viii; Shirras, ch. xii; Bastable, book i, ch. viii; Dalton, chs. xviii-xx; Rosa, passim.

Part IV
Public Credit

General considerations

Bastable, book v, ch. ii; Dalton, part iii, ch. xxi; Lutz, ch. xxiv; Shirras, ch. xxxiii.

History of public credit.
War chests and reserves.

Bastable, book i, ch. iii, iv; Shirras, ch. xxxv-xxxvi.

Theories of public credit.

Bullock, ch. xxii; Bastable, book v, ch. v.

Influence of public indebtedness.

Bullock, ch. xxiii; Adams, book iii, ch. i; Dalton, ch. xxii; Pigou, part iv, ch. viii.

Debts versus Peace and war finance.

Seligman, ch. xxiii; Adams II, part ii, ch. i; Allen, ch. vi; Robinson, ch. viii; Hunter, ch. xix; Pigou, part iv, chs. viii and ix.

Classification of public debts.
A. Compulsory, patriotic and voluntary loans.
B. Funded and floating debts.
C. Bonds and annuities.
D. Temporary and perpetual debts.
E. Premium and discount bonds.

Bastable, book V, ch. vi; Adams II, part ii, ch. ii; Hollander, passim; Hunter, ch. xvi; Lutz, ch. xxvi.

Contraction of public debts. Methods of emission.

Adams II, part ii, ch. iii.

Conversion of public debts. Refunding.

Bastable, book v, ch. vii; Lutz, ch. xxvii.

Redemption and payment of public debts.

Adams II, part ii, ch. iv; Bullock, chs. xxiv-xxv; Dalton, ch. xxiii; Shirras, ch. xxxviii.

Government paper money.

Seligman V, passim.

Local indebtedness.
State debts.
Municipal debts.

Bastable, book v, ch. vii; Bullock, ch. xxvi.

Part V
The Budget

History of the budget.

Stourm, introduction; Bastable, book vi, ch. i.

Comparison of European and American budgets.

Adams I, book ii, ch. i; Ford, chs. ii, iv, viii.

Preparation, form and composition of the budget.

Stourm, part i; Higgs, ch. i; Adams, book ii, ch. ii; Bastable, book vi, ch. ii; Buck, chs. vi-viii; Shirras, ch. xxxviii.

Presentation, discussion and vote of the budget.

Stourm, part ii; Higgs, ch. iii, iv; Adams, book ii, ch. iii; Bastable, book vi, ch. iii; Shirras, ch. xxxvix.

Execution of the budget.

Stourm, part iii; Higgs, ch. v,vi; Adams, book ii, ch. iv; Buck, chs. xi-xii; Lutz, ch. xxx; Shirras, ch. xl.

Control of the budget.
Administrative control.
Judicial control.
Legislative control.

Stourm, part iv; Adams, book ii, chs. iv, v.

Conclusion.

Higgs II, passim.

_____________________________

REFERENCES

Allen, J. E.—The War Debt. 1919.

Adams I, Adams, H. C.—The Science of Finance. 1898.

Adams II, Adams, H. C.—Public Debts. 1887.

Bastable, C. F.—Public Finance. 3d ed., 1903.

Buck, A. E.—Budget Making. 1921.

Bullock, C.—Selected Readings in Public Finance 2d ed., 1920.

Cannan, E.—History of Local Rates in England. 2d ed., 1912.

Comstock, A.—State Taxation of Personal Incomes. Columbia Studies, no. 223. 1921.

Conference—Proceedings of the Conference of the National Tax Association, vols. i-xv, 1907-1923.

Daniels, W. M.—The Elements of Public Finance. 1889.

Dalton I, Dalton, H.—Principles of Public Finance. 1923.

Dalton II, Dalton, H.—The Capital Levy Explained. 1923.

Ford, H. J.—The Cost of our National Government. 1910.

Grice, J. W.—National and Local Finance. 1910.

Haig I, Haig, R. M.—The Exemption of Improvements from Taxation. 1915.

Haig II, Haig, R. M.—The Taxation of Excess Profits in Great Britain. 1920.

Haig III, Haig, R. M.—The Federal Income Tax. Columbia Lectures, ed. by Haig, 1921.

Higgs, H.—The Financial System of the United Kingdom. 1914.

Hobson, J. A. Taxation in the New State. 1919.

Hollander, J. H.—War Borrowing. 1919.

Hunter, M. H.—Outlines of Public Finance. 1921.

Industrial Conference Board—Report of the Tax Committee of the National Industrial Conference Board, no. 18. 1920.

Jones, R.—The Nature and First Principles of Taxation. 1914.

Kennedy—English Taxation, 1640-1799. 1913.

King, W. I.—The Valuation of Urban Realty for Taxation. 1914. (University of Wisconsin Series.)

Lutz, H. L.—State Tax Commissions. 1918.

New York Report—Final Report of the committee on Taxation of the City of New York, 1916.

Pethick-Lawrence, F. W.—A Levy on Capital. 1918.

Pigou, A. C.—Economics of Warfare. 1920.

Plehn, C. C.—Introduction to Public Fiance. 4^th ed., 1920.

Robinson, M. E.—Public Finance. 1922.

Rosa, E.-B.—Expenditures and Revenues of the Federal Government. In Annals of the American Academy of Political and Social Science. Vol. XCV. May, 1921.

Seligman I—Essays in Taxation. 9^th ed., 1921.

Seligman II—The Shifting and Incidence of Taxation. 4^th ed., 1921.

Seligman III—Progressive Taxation. 2d ed., 1908.

Seligman IV—The Income Tax. 2d ed., 1914.

Seligman V—Currency Inflation and Public Debts. 1921.

Secrist, H.—An Economic Analysis of the Constitutional Restrictions upon Public Indebtedness in the U. S. (University of Wisconsin Series.)

Sheftel, Y.—The Taxation of Land Values. 1916.

Smith, H. F.—The United States Federal Internal Tax History. 1914.

Soward, A. W., and Willan, W. E.—The Taxation of Capital. 1919.

Stamp I, Stamp, Sir Josiah—The Fundamental Principles of Taxation. 1921.

Stamp II, Stamp, Sir Josiah—Wealth and Taxable Capacity. 1922.

Stourm, R.—The Budget, American Translation, 1917.

Webb, S.—Grants in Aid., New ed., 1920.

Wells, D. A.—The Theory and Practice of Taxation. 1900.

Weston, S. F.—Principles of Justice in Taxation. Columbia Studies, vol. xviii, 1903.

Young, L. E.—Mine Taxation in the United States. University of Illinois Studies, 1916.

Seligman—Studies in Public Finance [last item typed addition]

Source: Columbia University Libraries, Manuscript Collections. Robert M. Haig Papers. Box 15 Lecture Notes (3). Folder “Bibliography”.

Image Source: National Civic Federation Review (1905), p. 229.

Tags Seligman

Average Salaries for Ranks, Age at Start of Rank, Student-Instructor Ratios

Average Salaries for Ranks, Age at Start of Rank, Student-Instructor Ratios

THE STUDY OF THE POLITICAL SCIENCES IN COLUMBIA COLLEGE.

[1882] John W. Burgess

I. The Undergraduate Department.

II. The School of Political Science.

III. The Academy of the Political Sciences.

IV. The Library of the Political Sciences.

From the Committee on Instruction to the Members of the Faculty of Political Science Memorandum on the Procedure of Doctor’s Examinations

Record of Oral Subjects Examinations for the PhD Degree Faculty of Political Science

American Council on Education. Report of Committee on Graduate Instruction. Washington, D. C., April 1934.

ECONOMICS 101

Part I Introduction

Part II Public Revenues

Book I Quasi-public Revenues

Book II Taxation—General

Book III Taxation—Special

Part I.—Direct Taxes: Taxes on Wealth.

Part II.—Indirect Taxes: Taxes on Exchange and Consumption.

Part III.—Local Taxation.

ECONOMICS 102

Part III Public Expenditures

Part IV Public Credit

Part V The Budget

REFERENCES

[1882]
John W. Burgess

From the Committee on Instruction to the Members of the Faculty of Political Science
Memorandum on the Procedure of Doctor’s Examinations

Record of Oral Subjects Examinations for the PhD Degree
Faculty of Political Science

American Council on Education.
Report of Committee on Graduate Instruction.
Washington, D. C., April 1934.

Part I
Introduction

Part II
Public Revenues

Book I
Quasi-public Revenues

Book II
Taxation—General

Book III
Taxation—Special

Part III
Public Expenditures

Part IV
Public Credit

Part V
The Budget