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Economic History Gender Harvard Radcliffe

Radcliffe. Economics courses offered by Harvard professors with descriptions, 1893-94

 

Information about economics courses offered for women by Harvard professors before Radcliffe College officially came into existence (1879-1893) were included in an earlier post. Today’s post provides course descriptions for the four course offerings in economics in Radcliffe’s first year of existence. Besides the obvious interest for the intersection of gender and history of economics, the course descriptions turn out to be more detailed in these Radcliffe Presidential Reports at this time than what I can find in the corresponding Harvard catalogues.

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Radcliffe College, 1893-94
Economics

(Primarily for Undergraduates.)

PROFESSOR [EDWARD] CUMMINGS. — Outlines of Economics. — Mill’s Principles of Political Economy. — Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. This course gave a general introduction to Economic study, and a general view of Economics sufficient for those who had not further time to give to the subject. It was designed also to give intellectual discipline by the careful discussion of principles and reasoning.

The instruction was given by question and discussion. J. S. Mill’s Principles of Political Economy formed the basis of the work. At intervals lectures were given which served to illustrate and supplement the class-room instruction. In connection with the lectures, a course of reading was prescribed. The work of students was tested from time to time by examinations and other written work. — 16 students.

 

PROFESSOR [WILLIAM JAMES] ASHLEY. — The Elements of Economic History from the Middle Ages to Modern Times. The object of this course was to give a general view of the economic development of society from the Middle Ages to the present time. It dealt, among others, with the following topics: the manorial system and serfdom; the merchant gilds and mediaeval trade; the craft gilds and mediaeval industry; the commercial supremacy of the Italian and Hanseatic merchants; the merchant adventurers and the great trading companies; the agrarian changes of the sixteenth century; domestic industry; the struggle of England with Holland and France for commercial supremacy; the beginning of modern finance; the progress of farming; the great inventions and the factory system; modern business methods; and recent financial history.

During the earlier part of the course attention was devoted chiefly to England, but that country was treated as illustrating the broader features of the economic evolution of the whole of western Europe. Arrived at the 17th century, it was shown how English conditions were modified by transference to America; and from that point an attempt was made to trace the parallel movement of English and American affairs and their mutual influence. — 8 students.

 

(For Graduates and Undergraduates.)

PROFESSOR [EDWARD] CUMMINGS. — The Principles of Sociology. — Development of Modern State, and of its Social Functions. An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day. The course began with a theoretical consideration of the relation of the individual to society and to the state, — with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other writers.

The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions, — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideas already considered.

The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthrophy, education, labor organization, and the like.

Each student selected for special investigation some question closely related to the theoretical or practical aspects of the course; and a certain amount of systematic reading was expected. — 4 students.

 

(Primarily for Graduates.)

PROFESSOR [WILLIAM JAMES] ASHLEY. — Seminary in Economic History. Two students were engaged in investigations under the guidance of the Professor. Of these, one was occupied in the study of the English Poor Law and its administration, and especially of the various attempts in the sixteenth, seventeenth and eighteenth centuries to deal with the “unemployed.” The other was studying the original materials for English manorial and agrarian history in the Middle Ages; and has prepared what is believed to be a fairly exhaustive list of such materials as are already in print, classified and arranged both chronologically and topographically. This list has been published by Messrs. Ginn & Co., under the authority of Radcliffe College, as Radcliffe College Monograph. No. 6. [Frances Gardiner Davenport, A. B., A Classified List of Printed Original Materials for English Manorial And Agrarian history during the Middle Ages, prepared under the direction of W. J. Ashley, M. A., Professor of Economic History in Harvard University.]

 

Source: Radcliffe College. Reports of the President, Regent, and Treasurer 1894, pp. 49-51.

Image Source: From the cover of the 1893 Radcliffe Yearbook.

 

 

Categories
Courses Gender Harvard Radcliffe

Harvard. Pre-Radcliffe economics instruction for women, 1879-1893

 

Before there was a Radcliffe College, there was  “A Society for the Private Collegiate Instruction of Women by Professors and other Instructors of Harvard College”. Below are excerpts mostly relating to political economy and economics courses from the fourteen reports that preceeded the official establishment of Radcliffe College in 1893/94. I have highlighted the economics references but definitely recommend reading the other text as well. For several years early on enrollments in economics were actually zero. By 1892 seventeen women were enrolled in the introductory economics course. The course descriptions get more detailed in the last half-dozen or so reports.

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REPORT OF THE WORK OF THE FIRST YEAR.
[1879-80]

The Managers of the plan for the Private Collegiate Instruction for Women by Professors and other Instructors of Harvard College take pleasure in making the following Report to the supporters of the undertaking. Funds amounting to more than sixteen thousand dollars were subscribed, by a small number of persons payable at various times within four years from the beginning of the work, according to the needs of the Managers. The Report of the Treasurer, given below, shows the sums paid in, and the mode of their expenditure during the year. The movement was first brought to public notice by a circular issued February 22, 1879. The requisites for admission to the courses of instruction were published in a second circular, issued April 19, and the first examination was held at Cambridge, September 24-27, after which the classes began to receive instruction immediately. Twenty-seven ladies began the year, one of whom soon after left to study abroad, and another withdrew on account of the difficulty of coming to Cambridge regularly while living in another town. The remaining twenty-five continued through the year. At the examination four ladies were examined on a preparatory course the same as that required for admission to college, one on a course akin to that of the Women’s Examination and the remainder in one or more branches. Three began a regular course, the studies taken being the same as those of a first year’s course in college. Another began a four years’ course of advanced studies. The others were special students, of whom thirteen took one study, four took two, and four took four.

Of the different departments of study,

Greek was taken by 6;
Latin by 9;
Sanskrit by 1;
English by 5;
German by 5;
French by 6;
Philosophy by 4;
Political Economy by 6;
History by 4;
Music by 1;
Mathematics by 7;
Physics by 3;
Botany by 5.

 

In Greek, three read Lysias, Plato, and Homer with Mr. L. B. R. Briggs.

One studied Greek Composition and Written Translation with Mr. White.

Two read the Agamemnon and Eumenides of Aeschylus, and Thucydides with Mr Goodwin.

In Latin, five read Livy and the Odes of Horace with Mr. Hale.

Three studied Latin Composition and Translation at Sight with Mr. Gould.

Two read Pliny’s Letters and Tacitus with Mr. Lane.

In Sanskrit, one studied with Mr. Greenough.

In English, four studied Composition with Mr. Hill.

In German, four took the elementary course with Mr. Bartlett.

One studied German Composition and Oral Exercises, and German Literature from Luther to Lessing, with Mr. Sheldon.

Two studied Goethe and German Literature of the XIX. Century with Mr. Bartlett.

In French, three took Mr. Bôcher’s course in La Fontaine, Racine, Taine, and Alfred de Musset.

Two studied the Literature of the XIX. Century with Mr. Jacquinot.

In Philosophy, three studied Metaphysics and Logic with Mr. Palmer.

In Political Economy, six studied with Mr. [James Laurence] Laughlin.

In History, one studied the period of the Revival of Learning and the Reformation with Mr. Emerton.

Two studied the period of the French Revolution with Mr. Bendelari.

In Music, one studied Harmony and Counterpoint with Mr. Paine.

In Mathematics, two studied Solid Geometry, Plane Trigonometry, and Advanced Algebra with Mr. G. R. Briggs.

Three studied Analytical Geometry with Mr. Byerly.

Two studied the Differential and Integral Calculus with Mr. J. M. Peirce.

One received instruction from Mr. Benjamin Peirce in Quaternions.

In Physics, three studied Descriptive Physics, — Mechanics, Light, and Heat with Mr. Willson.

In Natural History, three received Laboratory Instruction in the Microscopic Anatomy, Physiology, and Development of Plants with Mr. Goodale.

Regular examinations were held in the middle and at the end of the year, which were passed by the students with credit.

Recitation rooms were rented in two private houses on Appian Way, and there was also provided a separate apartment for the convenience of students who need a place where they can spend the intervals between recitations. Here some of the instructors have left books of reference from time to time. The students have been encouraged to make free use of this room. Blackboards, tables, etc., have been provided for there citation rooms

During the year the Secretary has kept a list of the names of those private families in which students could find board and lodging. On this list only such names were recorded as were approved by the Managers.

There has been no difficulty in finding comfortable and suitable homes for those students who were not provided for by their friends.

 

There are now forty-two ladies in the following classes:—

In Greek, 4 classes, and 18 students.
In Latin, 4 classes, and 15 students.
In English, 2 classes, and 10 students.
In German, 3 classes, and 10 students.
In French, 1 class, and 2 students.
In Italian, 1 class, and 2 students.
In Philosophy, 2 classes, and 8 students.
In Pol. Econ’y, 1 class, and 1 student.
In History, 3 classes, and 8 students.
In Mathematics, 4 classes, and 10 students.
In Physics, 1 class, and 4 students.
In Botany, 1 class, and 2 students.
In Astronomy, 2 classes, and 3 students.

The twenty-nine classes are taught by seven Professors, four Assistant Professors and twelve Instructors.

Ten ladies are pursuing the regular course of four years. Of the remainder, twenty-one take one course, seven take two curses, and four take four courses.

ARTHUR GILMAN,
Secretary.

Cambridge, Nov. 10, 1880

 

Source: Private Collegiate Instruction for Women in Cambridge, Mass. Courses of Study for 1880-81, with Requisitions for Admission and Report of the First Year. Cambridge, Mass.: William H. Wheeler, 1880. Pages 12-15.

________________________

Courses of Study for the Year 1880-1881

Two hours of instruction a week will be given in all courses not otherwise designated.

VIII. POLITICAL ECONOMY.

  1. Principles of Political Economy. Financial Legislation of the United States. Mr. Laughlin

  2. Advanced Course. Cairnes’ Leading Principles of Political Economy. Blanqui’s History of Political Economy. Mr. Laughlin

 

Source: Private Collegiate Instruction for Women in Cambridge, Mass. Courses of Study for 1880-81, with Requisitions for Admission and Report of the First Year. Cambridge, Mass.: William H. Wheeler, 1880. Pages 3, 5.

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WORK OF THE SECOND YEAR
[1880-81]

During the second year of the operation of the plan for the Private Collegiate Instruction of Women by Professors and other Instructors of Harvard College, forty-seven ladies were connected with the classes.

Numbers in the Classes.

The following table exhibits the numbers in the different classes: —

In Greek, 4 classes, and 21 students.
In Latin, 4 classes, and 17 students.
In English, 2 classes, and 9 students.
In German, 3 classes, and 11 students.
In French, 1 class, and 2 students.
In Italian, 1 class, and 2 students.
In Philosophy, 2 classes, and 9 students.
In Pol. Econ’y, 1 class, and 1 student.
In History, 3 classes, and 12 students.
In Mathematics, 4 classes, and 11 students.
In Physics, 1 class, and 5 students.
In Botany, 1 class, and 2 students.
In Astronomy, 2 classes, and 4 students.

 

The twenty-nine classes were taught by eight Professors, three Assistant-Professors and twelve Instructors of Harvard College, and the instruction given is a repetition of that of the College in the different departments.

 

Work in the Class Room.

There were four classes in Greek. Three ladies read in Aeschylus, Pindar and Aristotle with Mr. Goodwin.

Three studied Greek Composition and Written Translation at Sight with Mr. White.

Four read from Plato (Phaedo), Sophocles (Ajax) and Euripides (Medea) with Mr. Wheeler.

Ten read Plato’s Apology and Crito, and Homer’s Odyssey with Mr. Briggs.

The Latin classes were the following: – Mr. Lane had three in Pliny’s Letters, Horace, Plautus and Cicero.

Mr. J.H. Wheeler had three in Composition and Translation at Sight.

Mr. Greenough had three in Cicero’s Epistles, Terence and the Epistles of Horace.

Mr. Gould had nine in the Odes and Epodes of Horace, Cicero de Amicitia and Composition.

In English, Mr. Hill had four in Composition and five in Literature.

In German, Mr. Bartlett had three in Parzival and other mediaeval poems, and five in Elementary German.

Mr. Sheldon had three in the Romantic School, Lyric Poetry and the practice of writing German.

In French Mr. Jacquinot had two in the study of French Prose.

In Italian, two took the elementary course under Mr. Bendelari.

In Philosophy, Mr. Palmer had six in Metaphysics and Logic and three in the study of Locke, Berkeley and Hume.

In Political Economy, Mr. [James Laurence] Laughlin gave the advance course to one student who had begun the study the previous year.

In History, Mr. Emerton had three in the European History of the Middle Ages.

Mr. MacVane had one in the Mediaeval and Modern History of France and England, who had begun the previous year.

Mr. Young had eight in an Introduction to the Study of History. This was a course of lectures begun by Mr. Emerton, but resigned to Mr. Young on account of an unexpected pressure of other work.

In Mathematics, Mr. Peirce had one student in Quaternions.

Mr. Byerly had two in the Differential Calculus.

Mr. H.N. Wheeler had two in Analytic Geometry.

Mr. Briggs had six in Solid Geometry, Plan Trigonometry and Algebra.

In Physics, Mr. Willson had five in Descriptive Physics, — Mechanics, Light and Heat.

In Botany, Mr. Goodale had four in Laboratory Instruction in the Microscopic Anatomy, Physiology and Development of Plants.

In Astronomy, Mr. Waldo had two students in Descriptive and Practical Astronomy.

 

Readings and Lectures.

The Calendar of the University has been regularly posted upon our bulletin-board, and the students thus notified of the Lectures by the Professors, and the Readings from classical authors, to which they were privileged to go. A number of them have been present at the readings by Professor Child from Chaucer, at the lectures of Professor Lanman on the Veda, and at the Greek readings of Professors Goodwin, White, and Palmer, and of Mr. Dyer and Mr. Briggs. The performance of the Oedipus Tyrannus in Sanders Theatre was an extraordinary opportunity for becoming acquainted with a phase of Greek literature and life which was of as great advantage to the young ladies as to the students of the University.

 

Courses Offered but not Called For.

A comparison of the studies actually pursued by the young ladies and the electives offered in the circular at the beginning of the year shows that thirty-one courses of instruction, offered by twenty-three instructors, were not called for by actual students. Though some of the present students will take some of these courses at other stages of their progress, the comparison seems to indicate on the part of women seeking the higher education a tendency towards the traditional classical curriculum and not towards science, and that the preparatory schools offer advantages for obtaining a knowledge of French and Italian sufficient for most women. All the courses in Greek were taken.

The following list shows the courses not called for:—

LATIN. Latin Poetical Literature, Lectures on the Latin Poets. MR. SMITH. – Cicero, Lucretius and Seneca. MR. GOULD.

SANSKRIT and Comparative Philology. MR GREENOUGH.

ENGLISH. Milton. Lectures on English Literature. MR. PERRY. – Elocution. MR. TICKNOR.

GERMAN. Niebelungenlied or Gudrun. Selections from Goethe or Schiller. MR. LUTZ. — German Literature (Goethe, Schiller and Jean Paul). DR. HEDGE.

FRENCH. Elementary Course. French Prose. MR. JACQUINOT. – Romance Philology. MR. SHELDON and MR. BENDELARI.

ITALIAN. Elementary Course. MR. BENDELARI. — Dante. MR. NORTON.

SPANISH. Course by MR. BENDELARI.

PHILOSOPHY. Psychology. DR. JAMES. – German Philosophy (Critical Study of Kant, Hegel or Schopenhauer). DR. EVERETT. – Ethics. DR. PEABODY. – Advanced Logic. DR. PEABODY.

POLITICAL ECONOMY. Principles. Financial Legislation of the United States. MR. [James Laurence] LAUGHLIN.

HISTORY. The French Revolution. MR. BENDELARI. – The First Ten Christian Centuries or Catholic Civilization of the Middle Ages. Mr. ALLEN.

MUSIC. Harmony and Counterpoint. History of Music. The Instrumental Music of Haydn, Mozart, Beethoven and their successors. (Three distinct courses.) MR. PAINE.

MATHEMATICS. Cosmical Physics. Prof. BENJAMIN PEIRCE.

PHYSICS. Experimental Physics. (Mayer’s Treatise on Light and Sound.) MR. TROWBRIDGE.

MINERALOGY. Crystallography. Mineralogy. MR. MELVILLE.

NATURAL HISTORY. Physical Geography, Structural Geology and Meteorology. MR. DAVIS. – Elementary Botany. Under direction of MR. GOODALE. – Zoology. Lectures by MR. MARK. – Laboratory Work in the Anatomy and Histology of Animals. MR. MARK

[…]

The Future.

The Managers do not make prognostications regarding the future. Their simple purpose from the beginning has been to try the experiment of offering to women advantages that had previously been given to men only. They have in no way endeavored to attract students, but have merely proposed to supply the demands made upon them by duplicating the courses of instruction given in the College. Their success has been beyond their expectations. They have proved that there exists in the community a class of women capable of taking this grade of instruction, and requiring it. The co-operation of the Instructors of the College has been so cheerfully rendered and their work so carefully done that nothing is left to be desired in that direction.

The students have conducted themselves in a manner so exemplary and in all respects satisfactory, notwithstanding the almost entire freedom to which they have been left, that they have rendered the work of both Managers and Instructors pleasant, and have prepared the public to support the movement with heartiness.

The preparatory schools find that there is an increase in the number of young women taking the classical course, and they will soon become more effectual feeders to our classes. The prospect seems to be that the number of students entering for the course of four years will regularly increase, but a rapid augmentation of numbers can hardly be expected.

The Managers raised funds at the beginning of their work, sufficient, in their opinion, to carry it forward four years. Two of those have passed and the funds have not been drawn upon to so great an extent as was anticipated. It may be that the work can be continued for six years, but at the end of that time the Managers will consider that their work has been accomplished.

If, at that time, it appears that it is desirable to make the work permanent, the responsibility will be laid upon the public. Large funds will be required, and the Managers doubt not that they will be contributed.

The endowment at Cambridge of an Institution for Women of the high grade that the Managers have in view would be an honor to women, and women will be found ready to make it sure.

ARTHUR GILMAN.
Secretary

Cambridge, Mass.
December 10, 1881.

 

Source: Private Collegiate Instruction for Women by Professors and Other Instructors of Harvard College. Second Year Reports of the Treasurer and Secretary. Cambridge, Mass.: William H. Wheeler, 1881. Pages 3-6, 10.

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THE SOCIETY FOR THE COLLEGIATE INSTRUCTION OF WOMEN.
THIRD YEAR.
[1881-82]

The year that has just closed marks an era in the history of the instruction of women by the Professors and other Instructors of Harvard College, for during it the. Managers have obtained a Charter under the seal of the State of Massachusetts, and a legal name, “The Society for the Collegiate Instruction of Women.”

The Charter states the objects of the organization to be to promote the education of women with the assistance of the Instructors in, Harvard University, “and for this purpose it empowers the Society to “employ teachers, furnish instruction, give aid to deserving students, procure and hold books, suitable apparatus ,and lands and buildings for the accommodation of officers, teachers and students,” to “perform all acts appropriate to the main purpose of the Association.” and to transfer “the whole or any part of its funds or property to the President and Fellows of Harvard College,” whenever the same can be so done as to advance the purpose for which the Society is chartered, in a manner satisfactory to the Association.

The Charter is ample for the present needs of the Society, and places it in a position to receive funds and to hold and administer them legally for the purposes of the collegiate instruction of women. It makes it practicable for the Society to raise a proper endowment to establish the work upon a permanent basis, and it seems that the moment has arrived when the contribution of an adequate fund will found an institution that will give women advantages in Cambridge equal to those enjoyed from time immemorial by their more favored brothers. The students are here in considerable numbers, and they are properly prepared for the instruction that is offered for them. Others are now passing through preparatory courses with the intention of coming here, and there is a prospect that the classes will be kept up year by year by a succession of earnest women who will go out to raise the average of intelligence throughout various portions of the land.

It may be said with some confidence that a fund of one-tenth the size of that represented by the property and endowments of Harvard University, contributed to this Society now, will give women greater privileges than are within their reach in America, and will make them permanent.

The Society not Creating, but Satisfying a Demand.

It is not the purpose of the Society to stimulate a demand for the education that it offers. Its directors have never held the doctrine that it is the duty of every young woman to pass through a regular course of study such as is represented by the four years’ course of the candidates for the Bachelor’s degree in College. It is their wish simply to offer to women advantages for this highest instruction, and to admit to the privileges of the Society any who may actually need them.

The teachers of America are to a large degree women, and it is desirable that all women who select this profession should be as well prepared to perform its duties as the men are who are engaged in similar work. But it is not teachers only who wish the highest cultivation of the mental powers. Many women study with us for the sake of the general addition to their knowledge. It is not demanded that every man who takes a collegiate course shall become a teacher, and more must not be expected of women.

Numbers of Students in the Different Classes.

 

Department No. of Classes. No. of Students.
Greek 4 23
Latin 4 16
English 4 25
German 4 14
French 2 4
Italian 1 1
Fine Arts 1 1
History 2 11
Mathematics 4 12
Physics 1 3
Botany 1 5

 

[…]

Courses Offered but not Taken

Latin. One course offered was not called for.
Sanskrit. Two courses.
English. One course.
French. Two courses.
Italian. One course.
Spanish. One course.
Philosophy. One course.
Political Economy. Two courses.
History. Three courses.
Fine Arts. One course.
Music. Three courses.
Astronomy. Two courses.
Mineralogy. Two courses.
Physical Geography. One course.
Meteorology. One course.
Botany. One course.
Zoology. Two courses. (One of Lectures and one of Laboratory Work.)

It appears that twenty-eight courses were given during the year, and twenty-seven that were offered were not given. This shows that the courses offered are for the present beyond the immediate demand for any one year, but, as the demand varies from year to year, with the progress of the different classes and the differing tastes and needs, of the students, the list of electives cannot be curtailed to advantage.

It will be seen that the managers have endeavored to use a liberal discretion in the application of the privilege reserved to them, of withholding any course not applied for by three properly prepared candidates. They have waived the rule in the case of any student whose stage of progress made any special course a necessity for her during the year. It must at times happen that the highest courses will be applied for by small numbers, and in such cases the rule must be occasionally waived, or the most advanced students discouraged.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Third Year Reports of the Treasurer and Secretary. Cambridge, Mass.: William H. Wheeler, 1882. Pages   3-5 ,7-8.

________________________

 

From Fifth Year [1883-84] Annual Report

Department No. of Classes. No. of Students
1882-83. 1883-84. 1882-83. 1883-84.
Sanskrit 0 1 0 1
Greek 5 6 23 43
Latin 4 4 22 27
English 3 4 15 38
German 3 3 14 18
French 1 1 4 5
Philosophy 1 2 5 11
Music 0 1 0 3
History 3 2 9 12
Mathematics 2 2 11 10
Physics 1 1 8 5
Astronomy 2 0 4 0
Botany 2 1 5 9
Totals 27 28 120 182

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Fifth Year Reports of the Treasurer and Secretary, 1884. p. 9.

________________________

From Sixth Year [1884-85] Annual Report

 

Department No. of Classes.
1884-85.		 No. of Students.
1884-85.
Greek 4 25
Latin 5 31
English 4 59
German 3 16
French 2 12
Philosophy 3 16
Political Economy 1 9
History 4 20
Mathematics 3 16
Physics 1 6
Zoology 1 4
Totals 31 214

[…]

Political Economy.

Nine heard lectures from Professor [James Laurence] Laughlin on Banking and on Finance, and studied under him Mill’s Principles of Political Economy.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Sixth Year Reports of the Treasurer and Secretary, 1885, p. 9, 11

 

_______________________

From Seventh Year [1885-86] Annual Report
November 16, 1886

[…]

Political Economy.

Professor [James Laurence] Laughlin. Mill’s Principles of Political Economy. Lectures on Banking and the Financial Legislation of the United States.—6 [students].

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Seventh Year Reports of the Treasurer and Secretary, 1886, p. 12

________________________

 

From Eighth Year [1886-87] Annual Report
October 25, 1887

[…]

Political Economy.

Professor [James Laurence] Laughlin. Mill’s Principles of Political Economy. Dunbar’s Chapters on Banking. Lectures.—7 [students].

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Eighth Year Reports of the Treasurer and Secretary, 1887, p. 11.

________________________

From Ninth Year [1887-88] Annual Report
November 5, 1888

[…]

Political Economy.

Professor [James Laurence] Laughlin and Mr. Coggeshall. — Mill’s Principles of Political Economy. Dunbar’s Chapters on Banking. Lectures on Money, Finance, Labor and Capital, Coöperation, Socialism and Taxation.—5 [students].

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Ninth Year Reports of the Treasurer and Secretary, 1888, p. 18.

________________________

From Tenth Year [1888-89] Annual Report
October 29, 1889

[…]

Political Economy.

Professor [Frank William] Taussig and Mr. [Francis Cleaveland] Huntington. 1st half year. “Principles of Political Economy.” J. S. Mill (Laughlin’s Edition) Books I, II, III, and IV. Lectures on Co-operation (Mr. Taussig). 2nd half year, “Some Leading Principles of Political Economy.” J. E. Cairnes. The whole book except Chapters 4 and 5 of Part I. “History of Bimetallism in the United States.” J. L. Laughlin.—7 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Tenth Year Reports of the Treasurer and Secretary, 1889, p. 16.

________________________

From Eleventh Year [1889-90] Annual Report
October 28, 1890

[…]

Political Economy.

Mr. [Edward Campbell] Mason. First half year. Principles of Political Economy. J. S. Mill. Books I, II (omitting Chapters V-X), III (Chapters I-XVI). Second half-year. The working Principles of Political Economy, by S. M. Macvane. Chapters XXV XXVI. Principles of Political Economy. J. S. Mill. Books III (Chapters XVII, XVIII), V (Chapters I-VII). Some Leading Principles of Political Economy, by J. E. Cairnes. The whole book except Chapter 5, Part I.—5 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Eleventh Year Reports of the Treasurer and Secretary, 1890, p. 25.

________________________

From Twelfth Year [1890-91] Annual Report
October 27, 1891

[…]

Political Economy.

Mr. [Edward Campbell] Mason and Mr. [William Morse] Cole — Mill’s Principles of Political Economy: Book I; Book II, Chap. XI et seq; Book III, to chap. XXIV; Book IV, to chap. VII. Cairnes’s Some Leading Principles of Political Economy. Lectures: Socialism; Banking; Recent Financial History in U. S. During the first half year attention was given to the main principles of Political Economy. In the second half-year the object was to illustrate the application of principles dealt with in the first half-year, and to give general information on certain economic questions of practical importance. The work was mainly descriptive and historical and was carried on partly by lectures and partly by the discussion of the books mentioned above.—8 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Twelfth Year Reports of the Treasurer and Secretary, 1891, p. 23.

________________________

From Thirteenth Year [1891-92] Annual Report
October 25, 1892

[…]

Political Economy.

(Primarily for Undergraduates.)

Professor [Frank William] Taussig and Mr. [William Morse] Cole. — Mill’s Principles of Political Economy: Production; Wages, Profits, Rent; Value; Money and Credit; International Trade; Progress of Society; Taxation. Cairnes’s Some Leading Principles of Political Economy. Lectures; Social Questions, Banking, Recent Financial History in the United States. During three-quarters of the year attention was given to the main principles of Political Economy. During the remainder of the year the work consisted of the application of principles and the description of some leading economic features of society. — 17 students.

 

(For Graduates and Undergraduates.)

Mr. [Edward] Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions.

An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day.

The course began with a hypothetical consideration of the relation of the individual to society and to the State-with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other publicists.

The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideals already considered.

The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthropy, education, labor organization, and the like.

Each student selected for special investigation some question closely related to the theoretical or practical aspects of the course; and a certain amount of systematic reading was expected. — 6 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Thirteenth Year Reports of the Treasurer and Secretary, 1892, pp. 25-26.

________________________

From Fourteenth Year [1892-93] Annual Report
October 31, 1893

[…]

History

(Primarily for Graduates.)

Professors [William J.] Ashley and [Abert Bushnell] Hart.— Seminary in Economic and American History. The purpose of this research course was to train students in the use of sources, in the collection of material, and in reaching independent results on important questions. Each student had frequent conferences with one or other of the instructors; the general exercises were lectures on methods by the instructors, and papers prepared by the students as reports of their work. The subjects studied were Manumission in America; the early phases of the Anti-slavery movement; the Freedman’s Bureau; Serfdom in England; the Black Death; and the Peasant’s Revolt of 1381. The students had the use of the Harvard College Library and of the various Boston libraries. — 6 students (1 graduate).

[…]

Economic [sic].

(Primarily for Undergraduates.)

Professor [William J.] Ashley and Mr. [William Morse] Cole. — The first half-year was devoted to a consideration of the main conceptions of Political Economy, and the work took the form of recitations based upon Mill’s Principles.
The class read the chapters on the functions of labor, capital and land and the laws governing their increase; on the distribution of produce among laborers, capitalists and landholders; on the exchange value, both domestic and international, of commodities; on the functions of money and the laws governing its value; on the influence of progress upon the production and distribution of wealth. The class-room work consisted of general informal discussion suggested by the chapters read, with the intent that the students should acquire facility in independent thinking upon economic subjects.
The second half-year was chiefly occupied by lectures on Socialism, Methods of Industrial Remuneration, Taxation, Protection, Banking and Currency. Students were required to read certain portions of Rae, Contemporary Socialism, Schloss, Methods of Industrial Remuneration, Dunbar, Banking, Taussig, Silver Situation, and other works. — 8 students.

 

Professor [William J.] Ashley. — The Economic History of Europe and America, down to the Eighteenth Century. This course of lectures and exercises dealt with the following topics, among others; the scope and purpose of economic history; the agricultural and industrial organization of the Roman Empire, — the villae and collegia; the tribal system of the Celts, Teutons, and Slavs; the problem of the origin of the manor; the manor in its complete form, and its subsequent transformation; the rise of commerce and industry, and the history of merchant gilds and craft gilds in relation thereto; the organization of international trade in the Middle Ages; the agricultural changes of the Sixteenth Century in England and elsewhere; the great trading companies; the woollen trade of England, and the domestic system of industry; the transition from English to American agrarian conditions. — 8 students.

 

(For Graduates and Undergraduates.)

Mr. [Edward] Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions. An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day.
The course began with a hypothetical consideration of the relation of the individual to society and to the State — with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other publicists.
The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideals already considered.
The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthropy, education, labor organization, and the like.
Each student selected for special investigation some question closely related to the theoretical or practical aspect of the course; and a certain amount of systematic reading was expected. — 3 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Fourteenth Year Reports of the Treasurer and Secretary, 1893, pp. 34-38.

Image Source: Fay House,   Radcliffe College Archives W359459_1.

 

Categories
Economists Gender M.I.T. Northwestern

M.I.T. Complaint about ill-treatment of woman in job interview, 1982

 

With the current discussion of economist men acting badly with respect to their women colleagues and students in mind, I have transcribed the following letter by the long-time head of the M.I.T. economics department to complain about the positively unprofessional treatment of a woman graduate student interviewed by the Northwestern economics department. E. Cary Brown’s letter is a fine example of what senior male colleagues can do to support their women students. Perhaps someone knows how the letter was received at Northwestern.

Brown’s MIT obituary has been appended to this posting.

____________________

Chair to Chair Complaint
E. Cary Brown to Dale Mortensen

MASSACHUSETTS INSTITUTE OF TECHNOLOGY
Department of Economics
Cambridge, Massachusetts 02139

January 9, 1982

Professor Dale T. Mortensen
Department of Economics
Northwestern University
2750 Ridge Avenue
Evanston, IL 60201

Dear Professor Mortensen:

It is no pleasure to report to you that one of our graduate students was extremely upset by the interview given her by the Northwestern delegation at the recent American Economic Association meetings, and so are we.

She reports that there were six people in the room, three of whom were lying on the bed for the whole time of the interview; she was introduced to no one; she was sat down in a low chair with the sun shining in her face; she was questioned in a desultory way with what seemed to her to be an elaborate lack of interest in anything she had to say. Naturally she suspects that she was part of a pro forma affirmative action charade, and the evidence makes it difficult to deny.

We are all aware that job interviews are an extraordinarily tense time for graduate students, even when conducted with courtesy and consideration. My colleagues join me in hoping that the reported experience was a major deviation from Northwestern policy.

Sincerely yours,

[signed]

E. Cary Brown
Head

Source: Massachusetts Institute of Technology Archives. Department of Economics. Records, 1947—, Box 3, Folder “N”.

____________________

E. Cary Brown, fiscal policy expert, dies at 91

June 27, 2007

E. Cary Brown, a leading expert on fiscal policy and the economics of taxation and a member of the MIT economics faculty for more than 60 years, passed away on June 8. He was 91.

As a professor of economics at MIT, Brown taught a wide range of graduate and undergraduate courses on tax policy design, statistical methods for economics and the economics of fiscal policy.

Brown was born on April 14, 1916, in Bakersfield, Calif. He received the B.A. degree from the University of California at Berkeley in 1937 and pursued graduate work in economics at Berkeley and Harvard. His graduate studies were interrupted by World War II. Brown served as an economist at the War Production Board in 1940-41 and as an economist at the Division of Tax Research at the U.S. Treasury Department between 1942 and 1947. He received his Ph.D. in economics from Harvard in 1948.

Brown joined the MIT faculty in 1947 and was promoted to full professor in 1958. He was a Guggenheim Fellow, a Ford Foundation Faculty Fellow and a Fellow of the American Academy of Arts and Sciences. He served as department head for Economics for 18 years, presiding over a period of departmental expansion and a time when MIT achieved recognition as one of the world’s leading economics departments. He retired from the MIT faculty in 1986 and served as an emeritus professor until his death.

Brown was widely acclaimed for his seminal research on the design of depreciation allowances, the income tax provisions that permit corporations and other investors who purchase long-lived assets to claim tax deductions as these assets decay. In a classic 1948 study, “Business Income Taxation and Investment Incentives,” Brown outlined a fundamental set of relationships between the investment credit a firm receives when it makes an investment, the present discounted value of subsequent depreciation allowances and the effective tax burden on new investments. His insights have remained a touchstone for virtually all subsequent research on this issue and still feature in the public policy debate on the choice between income and consumption taxation.

Brown was also an expert on broader issues of fiscal policy. His 1956 paper on “Fiscal Policy in the Thirties: A Reappraisal” was one of the first applications of the full-employment budget deficit concept. In contrast to the then-prevailing wisdom, the study suggested that fiscal policy had not been particularly expansionary through much of this period, thereby calling into question the extent to which fiscal policy could have contributed to the U.S. economy’s recovery from the depths of the Great Depression.

Brown was a leader in the post-World War II research effort to understand the economic effects of different tax instruments and to design an equitable and efficient tax system. Policy-makers often sought his advice on questions of tax policy, and he was a frequent consultant to the U.S. Treasury Department. In the early 1960s, he was actively involved in the Kennedy Administration’s consideration of proposals for accelerated depreciation for capital goods, and he was one of the architects of the 1962 investment tax credit.

Brown was an avid tennis player throughout his life. After his retirement from MIT, he played on the Super Seniors Tennis circuit, competing throughout the United States and winning several competitions in various age groups. He remained an active tennis player until he was 88.

A long-time resident of Concord, Brown is survived by three sisters, Phyllys Ohanian of Newton, Mass., Molly Canan of Philomath, Ore., and Constance Morse of Plymouth, Mich.; and one brother, Lewis Brown of New York City. He is also survived by his daughters, Rebecca Brown Corwin of Roslindale, Mass., and Gretchen Brown Rossman of Amherst, Mass.; two granddaughters, three great-grandchildren and two stepchildren.

His first wife, Tomlin E. (Edwards) Coggan, died in 1994; they were divorced. His second wife, Margaret Durham, resides in Evergreen, Colo.; they were divorced.

Source:  MIT News, June 27, 2007.

Image Source:  E. Cary Brown portrait from the MIT Museum Website.

Categories
Barnard Berkeley Economists Gender Harvard Radcliffe

Harvard. Nine Radcliffe graduate students petition to attend “Economics Seminary”, 1926

 

Harvard’s Economic Seminary was a men-only affair going into the mid-1920’s. Before the beginning of the second semester of the 1925-26 academic year, a group of nine Radcliffe graduate students respectfully petitioned Allyn Young, the chairman of the Harvard Economics Department, to allow them “the privilege of regular attendance at the seminary”. Four of those women went on to earn Ph.D.’s in economics or economic history, three of them had substantial academic careers (Harvard, Berkeley and Pomona). At least one of the others had a full career as a government economist. 

Besides transcribing this priceless artifact for the chronicle of women in economics, I have conducted a preliminary sweep of internet sources, including genealogical resources available at ancestry.com to construct partial timelines for this gang of nine. I have even come up with pictures of all nine of them!

__________________________________

 

The Petition

January 21, 1926

 

To
Professor Allyn A. Young
Chairman of the Economics Department
Harvard University
Cambridge, Mass

The undersigned Radcliffe graduate students who are doing work in Economics at Harvard, would like permission to attend the weekly seminary in Economics. On two occasions they have been invited to be present at special meetings. They found the lectures stimulating and informative and are inclined to feel that the customary exclusion of Radcliffe students from these meetings puts them at some disadvantage. They must forego the opportunity of hearing both the informal lectures of experts in the various fields of Economics, and the results of the research of their fellow students. They also miss an invaluable chance for discussion less formal than that of the classroom.

Therefore, they petition the Economics Department for the privilege of regular attendance at the seminary.

[Signed]

Elizabeth L. Waterman
Mary C. Coit
Emily H. Huntington
Margaret R. Gay
Eunice S. Coyle
Miriam Keeler
M. Gertrude Brown
R. Guppy
A. Gilchrist

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (1902-1950). Box 25; Folder: “Economics Seminary 1925-33”.

__________________________________

 

Elizabeth Lane Waterman
(1903-1973)

1903. Born September 24 in Boston to Arthur J. Waterman from England and Amy H. Lane of Boston.

1924. A.B. (honors in economics and sociology, Phi Beta Kappa) from Barnard College.

1925. A.M. from Radcliffe College.

1926-28. Received an Augustus Anson Whitney and Benjamin White Whitney Fellowship to study at the London School of Economics.

1928-29. Instructor at Wellesey College.

1929. Ph.D., Radcliffe College. Thesis title: Standard of Living of Eighteenth Century English Labor, 1700-1790.

1930. Married Glennon Gilboy (Professor of Engineering at MIT 1925-1937) April 19.

1929-30. Executive secretary of the Harvard Committee on Research in the Social Sciences.

1934. Wages in Eighteenth Century England. Cambridge MA: Harvard University Press.

1930-41. Executive Secretary of the Harvard Committee on Research in the Social Sciences.

1940. Applicants for Work Relief: A Study of Massachusetts Families under the FERA and WPA. Cambridge MA: Harvard University Press.

In World War II she served as economist for the Office of Strategic Services in Washington.

After the war she returned to Harvard as associate director of the Harvard economic research project, graduate school consultant and economics lecturer.

1953. Divorced in November.

1960-64. Consultant to the U.S. Bureau of Labor Statistics.

1961. Secretary-General of the International Conference on Input-Output Techniques in Geneva.

1968. Publishes A Primer on the Economics of Consumption (New York: Random House).

1973. Died October 10 in Waltham, Massachusetts.

Sources: A Biographical Dictionary of Women Economists, ed. by Robert W. Dimand, Mary Ann Dimand and Evelyn L. Forget. Also, see her obituary published in The Boston Globe, October 12, 1973. Thanks to Hendrika Vande Kemp for correcting  an error and for pointing to omissions in the original post.

Image Source: Barnard College, Mortarboard 1925, p. 62.

__________________________________

Mary Chandler Coit
(1895-1984)

1895. Born May 7 in Winchester, Massachusetts to Robert Coit and Eliza Atwood.

1917. Received A.B. with Distinction in Economics from Radcliffe College.

1920. Living with parents in Winchester, Massachusetts working as a secretary at a college.

1925. Received A.M. from Radcliffe College.

1930. Married Oscar Hatch Hawley March 11 in Ames, Iowa. In the 1930 census his occupation is listed as college music instructor (in the 1930 Iowa State College yearbook he is the conductor of the Iowa State Band) and hers as college instructor.

1939. Oscar Hatch Hawley died June 29 in Bolton Massachusetts.

1940. Census lists her as a widow farmer living in Worcester, Massachusetts with two sons, 8 and 6 years of age.

1984. Died 17 July in Lawrence, Massachusetts.

 

Sources: From genealogical data found at ancestry.com. The Iowa State College yearbook, Bomb, 1930.

Image Source: Radcliffe Yearbook, 1917, p. 34.

__________________________________

 

Emily Harriet Huntington
(1895-1982)

1895. Born October 22 in Sacramento, California to Dr. Thomas W. Huntington and Harriet Olive Pearson.

1917. A.B. awarded from University of California.

Worked on a cost of living study at the U. S. Bureau of Labor Statistics.

Attended graduate department of Bryn Mawr College.

Attended London School of Economics.

1924. A.M. awarded by Radcliffe College.

1926-7. Instructor in Economics at Simmons College in Boston.

1928. Ph.D. from Radcliffe College. Thesis Cyclical Fluctuations in the Cotton Manufacturing Industry.

1928. Returns to the University of California at the rank of instructor at the faculty of economics.

1930. Appointment to assistant professor

1937. Promotion to associate professor

1944. Promotion to professor.

1961. Retirement.

1982. Died April 20 in Berkeley, California.

 

Source: University of California, Bancroft Library/Berkeley. Regional Oral History Office. Emily H. Huntington: A Career in Consumer Economics and Social Insurance. Interview conducted by Alice Greene King. 1971. From genealogical data found at ancestry.com.

Image Source: 1921 passport photo.

__________________________________

Margaret Fitz Randolph Gay
(1901-1989)

1901. Born December 17 in Toledo Ohio to Edwin Francis Gay and Louise Fitz Randolph

1922. A. B. awarded by Radcliffe College. Phi Beta Kappa with distinction in history.

1923. A. M. Radcliffe College.

1928-29. $1,200 Augustus Anson Whitney and Benjamin White Whitney Fellowship to study abroad.

1931-36. Tutor in history and economics at Radcliffe.

1936-41. Assistant professor of history at Scripps College, Claremont, CA

1939. Married Godfrey Davies, member of the research staff of the Huntington Library and editor of its Quarterly.

1942-45. Analyst for Douglas Aircraft Co.

1948-1967. Instructor through professor ranks at Pomona College in Claremont.

1952. Ph. D. in History. Presumably thesis published as The Enforcement of English Apprenticeship: A Study in Applied Mercantilism, 1563-1642 (Harvard Economic Studies 97, Harvard University Press, 1956).

1967. Retirement.

1989. Died August 3 in Santa Barbara, CA.

 

Sources: Radcliffe College Annual Reports. John H. Gleason’s In Memorium: Margaret Gay Davies (1901-89).   From genealogical data found at ancestry.com.

Image Source: John Simon Guggenheim Memorial Foundation. Margaret G. Davies awarded fellowship 1961

__________________________________

Eunice Shipton Coyle
(1895-1982)

1895. Born October 3 in Boston to James Michael and Agnes M. Eisner.

1918. A.B. Radcliffe College.

1926. A.M. Radcliffe College.

1936. Census Bureau

1940. According to the Census her occupation listed as research worker at the Department of the Treasury.

1982. Died December 29 in Emmitsburg, Maryland.

Source: From genealogical data found at ancestry.com.

Image Source: Radcliffe Yearbook 1918, p. 35 .

__________________________________

 

Miriam Keeler
(1897-1998)

1897.Born September 30, 1897 in Malden Massachusetts to Charles H. Keeler and Susan R. Fisher.

1920. A. B. Magna cum laude from Mount Holyoke. Phi Beta Kappa.

1926. A.M. in economics from Radcliffe College.

1927. Married Samuel E. Cornelius. (died in 1965).

1929-1936. National Child Labor Committee of New York.

1938. Move to Washington area. Worked at Labor Department, editor of the monthly magazine The Child. issued by the Children’s Bureau.

1957. Wrote pamphlet “What Social Security means to Women”

1960. Retirement.

1998. Died November 12 in Sandy Spring, Maryland.

Source: Obituary “Miriam Keeler, Economist” in Washington Post, Dec. 3, 1993, B10. From genealogical data found at ancestry.com.

Image Source: Mt. Holyoke Yearbook, Llamarada, 1920, p. 194.

__________________________________

Gertrude Brown
(1903-1989)

1903. Born Mary Gertrude Brown on February 26 in Carre, Vermont to Joseph E. Brown and Dora Ellen Reagan.

1924. A. B. Mount Holyoke College. (Mary E. Wooley Fellowship)

1926. A. M. in economics. Radcliffe College.

1926. Assistant in the Department of Economics and Statistics, M.I.T.

1927. Married Elmer J. Working (Harvard economics Ph.D.) June 11 in Somerville, Massachusetts.

1928. Residence in St. Paul, Minnesota. Husband employed as associate professor in the College of Agriculture.

1932. Ph.D. in Economic History at Radcliffe College. “The History of Silk Culture in the North American Colonies.”

1930. Residence in Washington, D.C. Husband employed as a government economist.

1935. Residence in Washington, D.C.

1940. Living in Urbana, Illinois. Husband professor at the University of Illinois.

1989. Died January 9 in Denver Colorado.

Source: From genealogical data found at ancestry.com.

Image Source: Mt. Holyoke Yearbook, Llamarada, 1924, p. 68.

__________________________________

Ruth Guppy
(1899-1991)

1899. Born June 11 in Marblehead, MA to George Guppy (architect, born in New York City) and Florence R. Gray (born in Chelsea, MA).

1926. A.M., Radcliffe College.

1930. According to Census, Ruth Guppy was single, living in Brooklyn and working as an economic researcher for a bank.

1930. Married Lawrence G. Ropes in 1930.

1940. Residence in Beverly, Massachusetts. Husband’s occupation listed as hydraulic engineer.

1991. Died Jan 7. Last residence Short Hills, New Jersey.

Source: From genealogical data found at ancestry.com.

*  *  *  *  *  *  *

Lynne Ranieri, a former neighbor of Ruth Guppy Ropes, came across this page in Economics in the Rear-view Mirror during the course of her research on her former neighbor. Ms. Ranieri graciously provided me the image of Ruth Guppy, age ca. 15 years and wrote me via Facebook:

At the end of her life my neighbor, Ruth Guppy Ropes lived with her brother here in NJ and when he moved to MA to be with his son (by which time Ruth had died), I attended his estate sale and bought some artifacts of their lives, including photos of Ruth. I saw your blog post had photos of some of the Radcliffe petitioners, but none of Ruth. In the event you would like to add her to your archives, I have attached here one of my favorite photos of her at her desk. The photo is dated 1914 and as Ruth was born in 1899, I would assume this was when she was in high school. If it is too small to see, I can email you a larger version. I have also attached here a photo of an obviously-older Ruth [see below]. FYI, it seems she married Mr. Ropes in 1930 and I have not yet found any evidence of her having returned to her work in economics…
I am happy to see Ruth get a bit more recognition for her accomplishments. She was much older than I am and I didn’t have much time to get to know her well, but in the little time I spent with her it was clear she was a bright, gentle woman.

__________________________________

 

Anna True Gilchrist
(1882-??)

1882. Born January 17 in Arlington, Massachusetts to George E. Gilchrist (born in Canada) and Annie J. Warren.

1900. Pupil at Northfield Seminary in Northfield, Massachusetts.

1901-02. Lived in Europe.

1910. Residence in Melrose, Massachusetts with parents.

1906. A. B. Boston University. Member Delta Delta Delta and Phi Beta Kappa.

1920. Listed in the Simmons College yearbook Microcosm as a graduate student.

1922. Passport renewal application for travel to England, Egypt, Palestine, Greece, France, Italy and Switzerland with scheduled departure on the Lapland (President Wilson) on January 18, 1923. Her occupation is listed as social worker, residing in Melrose.

1926. A.M., Radcliffe College.

1940. Residence at 110 Sewall Ave. in Brookline, MA.

Source: From genealogical data found at ancestry.com.

 

Categories
Economists Exam Questions Gender Johns Hopkins

Johns Hopkins University. Economics Ph.D. Examination Questions for Gertrude Schroeder, 1947

 

From time to time in rummaging through folders in archival boxes, I come across a random artifact that is linked to a old professor of mine, a professional colleague or even a classmate  from graduate school. The Department of Political Economy at Johns Hopkins University wrote Ph.D. examination questions targeted to the individual candidate, as we see in the nine hours worth of examinations taken over two days by then 27 year old Gertrude Guyton Schroeder at the end of September 1947.

Gertrude Elsa Guyton was born in New Mexico February 20, 1920, married twice (first husband: William Schroeder, second husband Rush Varley Greenslade). According to her Washington Post obituary (below), she worked as an economist for the CIA from 1954 to 1969. From 1969 to 1993 she was a professor of economics at the University of Virginia. She died March 30, 2007, leaving an endowment of nearly $10 million to the University of Virginia for international studies (see below).

These 1947 examination questions are interesting as artifacts associated with one of the relatively small number of woman of her generation who pursued Ph.D. studies in economics. My professional connection to Gertrude Schroeder (as I knew her) was as the lead author of a comparative study of US and Soviet consumption à la International Comparison Project (Kravis, Heston and Summers):

Schroeder, Gertrude E. and Edwards, Imogene. 1981: Consumption in the USSR: An international comparison. Joint Economic Committee, US Congress. US Government Printing Office: Washington, DC., 1981.

The purchasing-power-parities published there along with the Soviet personal consumption statistics were an essential ingredient for the calculations in my paper for the Abram Bergson memorial issue, The ‘Welfare Standard’ and Soviet Consumers, Comparative Economic Studies, Vol. 47, issue 2, June 2005, pp. 333-345. I spoke to her only once or twice about her data, and she was indeed delighted that these data proved of use for empirical analysis nearly a quarter of century later.

I was unable to find a picture of Gertrude Schroeder Greenslade for this posting so I figured the quote from Brecht’s Threepenny Opera was appropriate for this former CIA analyst:(with apologies to Bertolt Brecht) “While some stand in the darkness and others stand in light, you see the latter clearly, the former hide in night.” 

________________________

AER Membership Listing, 1970

SCHROEDER, GERTRUDE E., academic, government; b. Albuquerque, N.M., 1920; B.A., Colo. State Coll., 1940; M.A., Johns Hopkins, 1948, Ph.D., 1953. DOC. DIS. The Growth of Major Basic Steel Companies, 1900-1950, 1952. FIELDS 2b, 9, 7d. PUB. The Growth of Major Basic Steel Companies, 1900-1950, 1954; “Industrial Labor Productivity,” JEC, Dimensions of Soviet Economic Power, 1962; “”Soviet Economic Reforms: A Study in Contradictions,” Soviet Studies, July 1968. RES. Soviet Wage Statistics and Real Wages. Economist, various U.S. Govt. Agencies, 1943-48; sr. economist, Dept. of Labor and Dept. of Health, Edn. and Welfare since 1950 [sic, cf. obituary below]; part-time tchg., U. Md. and American U., 1966-68. ADDRESS 3051 Porter St. NW., Washington DC 20008.

Source: Biographical Listings of Members, The American Economic Review, Vol. 59, No. 6 (Jan., 1970) p. 389.

________________________

AER Membership Listing, 1974

SCHROEDER, GERTRUDE E., academic; b. Albuquerque, N.M., 1920; Educ. B.S., Colo. State Coll., 1936 [sic]; M.A., Johns Hopkins, 1948, Ph.D., 1953. Doc. Dis. The Growth of Major Basic Steel Companies, 1900-1950, 1952. Fields 050, 110, 800. Pub. “Consumer Problems in the Soviet Union”, Problems of Communism, 1973; “Recent Developments in Planning and Incentives in the Soviet Union”, Soviet Econ. Prospects for the seventies, 1973; “The Reform of the Indsl. Supply System in the USSR”, Soviet Studies, 1972. Res. A study of the Soviet fin. system. Prev. Pos. Sr. Econs., various U.S. Govt. Agencies, 1943-69; Cur. Pos. Prof. of Econs., U. of Va. since 1969. Address Univ. of Va., Dept. of Econs., Charlottesville, VA 22901.

Source: Directory of Members, The American Economic Review, Vol. 64, No. 5 (Oct., 1974) p. 359.

________________________

Obituary. Washington Post

Gertrude Greenslade, Economist

Gertrude Schroeder Greenslade, 87, an economist at the CIA and the University of Virginia, died of renal failure March 30 at Powhatan Nursing Home in Fairfax County. She lived in McLean.

Mrs. Greenslade was an employee of the Central Intelligence Agency from 1954 until 1969 and worked as a consultant to the CIA from 1993 until her death. She was a member of the faculty at the University of Virginia from 1969 until 1993, when she retired.

She was born in Albuquerque and graduated from Colorado State University. She received two degrees in economics from Johns Hopkins University, a master’s in 1948 and a doctorate in 1953.

Her specialty was the study of Soviet and Eastern European economies. Mrs. Greenslade was fluent in Russian and was a former president of both the Southern Conference on Slavic Studies and the Association for Comparative Economics.

Her first husband, William Schroeder, died in 1966. Her second husband, Rush V. Greenslade, died in 1978….

Source: Washington Post, April 12, 2007.

________________________

Gift to the University of Virginia

Professor emeritus Gertrude Schroeder Greenslade designated the University as the beneficiary of a revocable trust and two individual retirement accounts. Her gift of more than $7 million will support interdisciplinary international studies in the College and Graduate School of Arts & Sciences.

Source: The Cornerstone Society Report, 2007-2008.

 

Professor donates to international studies
University international studies centers benefit from $9.8 million endowment

By Virginia Terwilliger

The Center for South Asian Studies and the East Asia Center, along with several other international studies programs, recently received more than $386,000 to strengthen and elevate their programs for the 2009-10 school year, thanks to late Economics Prof. Gertrude Greenslade.

Prior to her death in March 2007, Greenslade arranged to leave $9.8 million in an endowment to the University’s international studies programs. Now, those funds are beginning to be distributed to various University beneficiaries, College Dean Meredith Woo said, adding that the terms of the endowment mandate that only 5 percent may be distributed immediately.

The money also will contribute to exchange programs between the University and the University of Rome, […end of webpage]

Source: The Cavalier Daily, October 12, 2009.

________________________

COMPREHENSIVE EXAMINATION
POLITICAL ECONOMY
[Johns Hopkins University]

Gertrude Guyton Schroeder

Monday morning, Sept. 29 [1947]
Three hours

Answer 3

  1. Prepare an essay on the theory and measurement of productivity.
  2. Compare the development and behavior of American and European unionism.
  3. Analyze the theoretical and empirical relation between economic growth and fluctuation.
  4. Write a review of a book in economics that has appeared since World War II.

 

Monday afternoon, Sept. 29 [1947]
Three hours

Answer 3

  1. Develop the history of banking and of theory about banking; and indicate their relevance to present-day problems and policies.
  2. Explain the theory of interest; what it is, how it gets determined, and what is its significance for economic statics and dynamics. Do not neglect a review of its actual behavior.
  3. Compose a short article on the corporation—its history, legal status, its quantitative position, and its impact on the economy.
  4. What are the major tools of monetary and fiscal policy? Evaluate them.

 

Tuesday morning, Sept. 30 [1947]
Three hours

Answer 3

  1. Set forth the doctrine of comparative advantage using arithmetic models and explaining both the assumptions on which the doctrine rests and the limitations on the conclusion that may be drawn from it.
  2. Write for an hour on monopoly.
  3. Compare on all major points the theories of Alfred Marshall and J. M. Keynes. Show what both these synthesizers owe to earlier thinkers. What ideas of theirs, if any, have been rejected?
  4. In what sense may it be argued that the competitive allocation of resources is an optimum allocation?

 

Source: Johns Hopkins University, Ferdinand Hamburger, Jr. Archives. Department of Political Economy Series 5/6. Box 6/1, Folder “Comprehensive Exams for Ph.D. in Political Economy, 1947-65”.

 

 

Categories
Chicago Courses Economists Gender Home Economics

Chicago. Remedial Economics Course for Entering Graduate Students, Hazel Kyrk. 1926

 

Today’s artifact documents a working link between the educational programs of the Chicago Department of Political Economy and the Department of Home Economics and Household Administration in the person of Hazel Kyrk, a pioneer in the fields of consumer and family economics. From the brief memo written by the chair of the department of political economy, L. C. Marshall, we see that Kyrk was tasked with teaching a course that would be open to seniors in the College and to entering graduate students for either home economics or economics “who have not had work in this field”. By “advanced” one presumes an accelerated introductory course perhaps covering the material of a couple of freshman level courses. Still it is interesting to see that a graduate student in 1926, completely innocent of all formal economic training, could start the graduate program of economics with (or after) only a quarter of remedial education.

I have added to this post the course listings for the year before the creation of the new course Economics 202 (The Economic Order, Advanced Course) and the following year.

For more about Hazel Kyrk: Andrea H. Beller and D. Elizabeth Kiss. “On the Contribution of Hazel Kyrk to Family Economics” (June 2008). 

A chronology of her career is included on my page of Chicago economics Ph.D.’s 1894-1926. 

_______________________________________

 

Carbon Copy of Memo from L.C. Marshall

May 22, [19]26

[To:] J. M. Clark, P. H. Douglas, J. A. Field, Hazel Kyrk, L. W. Mints, H. A. Millis, W. H. Spencer, C. W. Wright, Jacob Viner

[From:] L. C. Marshall

I have arranged with Miss Blunt to have Home Economics 141 dropped and to substitute for this course Economics 202, The Economic Order, Advanced Course, prerequisite 18 majors, given by Miss Hazel Kyrk.

As will be apparent from this statement Miss Kyrk’s work will serve as a one major survey of the economic order for senior college and graduate students who have had no previous work in economics. There is a considerable constituency of such persons who need this work as a preliminary to their work in Home Economics. Then, too, as time goes on we shall probably be under the necessity of offering this course once each quarter for our own senior college and first year graduate students who have not had work in this field. This latter matter, however, is one for later adjustment.

LCM:MLN

Source: University of Chicago Archives. Department of Economics. Records. Box 22, Folder 7.

_______________________________________

 

General and (Some) Intermediate Course Listings

1925-26

UNDERGRADUATE COURSES

A. General Survey Course

101*. Industrial Society.—Mj. Summer, Autumn, Winter, and Spring, Professor Marshall and Others.

[*Limited-credit course: After a student has credit for 18 majors but less than 27, this course will be credited at one-half major; after he has credit for 27 majors, it will not be credited at all.]

See also Home Economics 141. The Household in Modern Industrial Society.

 

B. Intermediate Courses

201. Principles of Economics.—Mj. Spring, —

[…]

Source: University of Chicago. Annual Register covering the Academic Year Ending June 30, 1925, with Announcements for the Year 1925-1926. P. 146.

1926-27

UNDERGRADUATE COURSES

A. General Survey Course

101. Industrial Society.—Mj. Summer, 8:00, Dr. Montgomery.

102*, 103, 104. The Economic Order I, II, III.—Mj. Autumn, Winter, and Spring, Professor Marshall and Others.

[*Limited-credit course: After a student has credit for 18 majors but less than 27, this course will be credited at one-half major; after he has credit for 27 majors, it will not be credited at all.]

 

B. Intermediate Courses

201. Principles of Economics.—Mj. Winter, 10:00, Mr. Palyi; Spring, —

202. Economic Order, Advanced Course.—Mj. Autumn, 1:30, Associate Professor Kyrk and Assistant Professor Mints.

[…]

 

Source: University of Chicago. Annual Register covering the Academic Year Ending June 30, 1926, with Announcements for the Year 1926-1927. P. 138.

 

 

1927-28

UNDERGRADUATE COURSES

A. General Survey Course

102*, 103, 104. The Economic Order I, II, III.—Mj. Summer, Autumn, Winter, and Spring, 8:00, 11:00 and 1:30, Professor Marshall and Others.

[*Limited-credit course: After a student has credit for 18 majors but less than 27, this course will be credited at one-half major; after he has credit for 27 majors, it will not be credited at all.]

See also Home Economics 141. The Household in Modern Industrial Society.

 

B. Intermediate Courses

201. Intermediate Economic Theory.—Mj. Autumn, Winter, Spring, 8:00, Professor Douglas, Associate Professor Sorrell, and Assistant Professor Cox

202. Economic Order.—Mj. Autumn, Winter, and Spring, 9:00, Associate Professor Kyrk and Assistant Professor Mints.

[…]

Source: University of Chicago. Annual Register covering the Academic Year Ending June 30, 1927, with Announcements for the Year 1927-1928. P. 162.

_______________________________________

 

Image Source: Photo of Hazel Kyrk from her 1918 U. S. Passport Application. National Archives. Roll 0504, 20 April 1918.

 

 

 

Categories
Bryn Mawr Columbia Gender

Bryn Mawr. Catholic economics instructor threatened with termination, 1921

_______________________________________

When I came across the correspondence in this post, what caught my eye was that a Columbia doctoral student in economics had written to her adviser asking for advice in the face of a seemingly certain termination of her instructorship at Bryn Mawr simply on the grounds of her being Catholic. I thought it good to post a reminder just how broad the category of “the Other” was not even a century ago. 

What is also interesting is the fact that her advisor, E.R.A. Seligman farmed out the draft of her dissertation to a former student of his for a referee report that became the basis of his decision for a revise-and-resubmit of the thesis.

The Bryn Mawr economics instructor/Columbia graduate student, Marjorie Lorne Franklin, was born August 30, 1892 in Albany, New York. She received her B.A. from Barnard College in 1913 and her M.A. from Columbia University in 1914. According to the Bryn Mawr Calendar 1921 (p. 4): Marjorie Franklin was Graduate Scholar, Bryn Mawr College, 1913-14 and Fellow in Economics, 1914-15; Columbia University, 1915-16; Library Assistant, American Telephone and Telegraph Co., 1916-17; and before coming to Bryn Mawr she served as an instructor at Vassar College in 1917-18. However according to the Vassar College yearbook, The Vassarion 1918 (p.30), Franklin was working 1915-16 as Tariff Assistant in Foreign Tariffs Division of U.S. Bureau of Foreign and Domestic Commerce.  From the 1925 Barnard College Register of Alumnae we learn that she married Dr. Walter Freeman in 1924 and was working as a special expert at the U.S. Tariff Commission.  According to the 1940 U.S. census she reported that she was employed as an economist with the Tariff Commission and she was the mother of five sons and one daughter. She died in San Mateo, California on April 22, 1970. I have found no record that Marjorie Franklin Freeman was ever awarded a Ph.D. in economics.

A biographical detail that is irrelevant for understanding the history of economics but much too fascinating to leave unmentioned is that Marjorie Franklin’s husband Walter Freeman (II) was  a neurologist famous for having introduced the Freeman-Watts prefrontal lobotomy procedure— (His papers are archived at George Washington University; there is even a PBS documentary about him “The Lobotomist”). 

 

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Franklin to Seligman: Bryn Mawr terminating her because she is a Catholic

BRYN MAWR COLLEGE
Department of Economics and Politics
Bryn Mawr, Pennsylvania

Low Buildings,
February 27, 1921

Professor E.R.A. Seligman
Columbia University
New York City

Dear Professor Seligman:

Religious prejudice has entered into my life for the first time in a way that shocks and stuns me. After three years of successful teaching here, President Thomas has decided that the fact that I am a Catholic makes me persona non grata. She states that my work has been successful and admits that I have not allowed my religious ideas to influence my teaching, but claims that from the point of view of the outside world, it is bad for the college to have a Catholic hold my position, considering the political activities of the Catholic Church. The situation is complicated by the fact that Dr. Fenwick, Professor of Political Science in the department is also a Catholic, and President Thomas has decided that one of us must go. I have no intention of protesting the matter, for I realize that it is futile to argue against religious prejudice.

It is doubtless unnecessary to say to you that my ideas on the subject of religion have always been to me something quite apart from my work, and represent, chiefly, my ethical and moral standards, not at all, my political and economic ideas which have been the result of modern scientific training at Barnard and Columbia. Dr. Giddings, who knows my Father, also a graduate of Union College, would testify that I had been brought up in a broad, tolerant atmosphere.

The whole question of religious prejudice seems utterly medieval to me, but since it is evidently effective in the sphere of teaching, it makes me want to turn to the field of business and finance. So I want to talk over with you in the near future the possibility of openings in the banking field.

During the past two months, work on my thesis has been at a standstill due to the fact that my Father has been rather suddenly incapacitated by some spinal trouble which has made him quite helpless. He was operated on two weeks ago by Dr. Elsberg, the famous spinal surgeon, at the Neurological Hospital on East 67th Street, and his fate is still in doubt. As a result I cannot go to him for advice, and so am running the risk of boring you by setting forth conditions in such detail. However, it may be better for you to have a clear statement of the facts in my case before I go up to New York to see you. I should be glad to make an appointment to call any time within the next few weeks.

Very sincerely yours,
[signed] Marjorie L. Franklin

_______________________________________

Franklin to Seligman: Vassar reverses itself, making her an offer

BRYN MAWR COLLEGE
Department of Economics and Politics
Bryn Mawr, Pennsylvania

Low Buildings,
March 10, 1921

Prof. Edwin R.A. Seligman
Columbia University
New York City

My dear Professor Seligman:

Due to the efforts of Mrs. Smith, my department chief, and other members of the Bryn Mawr Faculty on the Appointment Committee, President Thomas has capitulated completely and has offered e a contract on the most favorable terms, ignoring the late unpleasentness completely.

If I were to consider my own feelings in the matter, I would reject all overtures, but since Mrs. Smith and others went so valiantly to the front for me, stating that they would resign if I were forced to leave, there is now a strong feeling of noblesse oblige on my part toward them.

However, I should like very much to talk things over with you, in general, and particularly to submit to you a substantial draft of my thesis. In view of this, I would rather postpone my interview set for March 16th and make arrangements with Mrs. Stewart to see you later, just before or just after the Easter vacation.

Appreciating your kindness in this situation,

Sincerely yours,
[signed] Marjorie L. Franklin

_______________________________________

Newcomer’s report to Seligman on Franklin’s thesis draft

435 West 119 St.,
New York,
June 20, 1922.

My dear Dr. Seligman:

I have gone over Miss Franklin’s dissertation again rather carefully. It seems to me it has been improved, but frankly it still leaves me with no very clear picture of Philadelphia’s financial condition. It gives a fairly good idea of political conditions, and something of the financial consequences of these conditions; but at no time is there given a definite summarized statement of the actual sources of revenue and the relative importance of each. A statement, e.g., of the actual percentage of revenues obtained from the tax on real estate over a period of years would be illuminating. Most of the data which would be required for such comparisons are available in the tables now included in the appendix, but these data would have to be rearranged and summarized. In their present form they are not of much assistance.

The same indefiniteness appears in the discussion of assessments. The account of correct assessment methods and the shortcomings of those employed in Philadelphia is full and clear; but as to the degree of underassessment and the seriousness of the inequalities one is left in doubt.

Another criticism that I would make is that in some places Miss Franklin introduces material which scarcely seems pertinent because she fails to apply it definitely to the situation in Philadelphia. A case in point is the long discussion of the taxation of land values at the end of chapter four.

Further I find the relative weight granted the various parts of the subject not altogether satisfactory. For instance, special assessments are too important a factor in municipal financing to be introduced first in the conclusions. Also, with full recognition of the bearing of all of the matters discussed on the system of taxation, I still feel that taxation itself has not received its full share of attention.

Finally, I do not find the conclusions convincing. I am afraid that this is rather severe criticism. Let me hasten to add that I think the strictly historical survey of the subject is very good, and I like Miss Franklin’s treatment of the political and administrative problems. I suspect that many of the difficulties which I find are inherent in the subject itself.

I am leaving the manuscript, together with a copy of this letter in Mrs. Stewart’s office.

With best wishes for a pleasant summer, I remain

Sincerely yours,
[signed]
Mabel Newcomer

Note: Mabel Newcomer (B.A. Stanford, 1913; M.A. Stanford, 1914; Ph.D. Columbia, 1917) taught at Vassar 1917-1957.

_______________________________________

Seligman’s decision not to accept Franklin’s thesis draft

Lake Placid, N.Y.,
June 24th, 1922.

Miss Mabel Newcomer,
New York.

Dear Miss Newcomer:-

Many thanks for your kind and explicit letter. I have written to Miss Franklin, embodying most of your points I my letter and have asked her to try again.

I may bother you again when she presents her next, and let us hope, her final draft.

With kind regards,

Faithfully yours,
[E.R.A. Seligman, unsigned in copy]

Source: Columbia University Archives. Edwin Robert Anderson Papers. Box 36, Folder “Box 99, Seligman, Columbia 1918-1924 (A-Z)”.

Image Source: Marjorie Lorne Franklin’s senior year picture in The Mortarboard 1913, p. 195.

Categories
Gender Germany

Berlin. Mansplaining economics, 1895

While surfing through some early volumes (1890-1895) of The Annals of the American Academy of Political and Social Science, I stumbled across the following announcement for a Berlin set of a dozen public courses to be held by distinguished scholars (of course the courses would have been offered in German, but it is handy here to have everything translated).

What simply caught my eye is highlighted below in boldface.

My question to anyone who sees this: what do you think was meant by putting the quotation marks around others, including educated women beyond of course indicating that this was an exact translation from the announcement? Was it a serious “Look, they let women attend!” or perhaps an ironic statement “Note, there must be no women lawyers, clergy, teachers, public officials, or journalists!” or worse still “What, women can attend?”

Please add your opinions below to the comments section.

 ______________________________________

Notes

[…]

THE GERMAN VEREIN FÜR SOZIALPOLITIK decided on the 17th of March of this year to organize a vacation course of lectures in Political and Social Science, to be held in the buildings of the University of Berlin from the 30th of September to the 12th of October. The people for whom these lectures are primarily intended are lawyers, clergymen, teachers, public officials of all classes, journalists, and “others, including educated women.” Twelve courses of six lectures each have been arranged. The price of an inclusive ticket has been fixed at 25 marks; the price for any one week for all lectures given in that week at 15 marks, and for the single course of six lectures at 3 marks.

Professor Conrad, of the University of Halle, will give one course on “Population, Colonies and Emigration ;”
Professor v. Miaskowski, of Leipsic, on “The Establishment, Preservation and Extension of the German Peasant Class;”
Professor v. Philippovich, of Vienna, on “Recent Commercial Policy;”
Professor Brentano, of Munich, on “The Wages Question;”
Professor Knapp, of Strassburg, on “Money ;”
Professor Neumann, of Tübingen, on “Finance;”
Professor Sering, of Berlin, on “Agriculture;”
Professor Bücher, of Leipsic, on “Modern Industry;”
Professor Wagner, of Berlin, on “Private Property;”
Professor Elster, of Breslau, on “Social Problems of the Modern State;”
Dr. Oldenberg, of Berlin, on “History and Theory of the Social Democracy;”
Professor Schmoller, of Berlin, on “Social Classes and Social Struggles.”

 

Source: The Annals of the American Academy of Political and Social Science. Vol. 6 (July, 1895), pp. 163-164.

 

Image Source: Playbill for The New Woman (1894) by Sydney Grundy. From the Sally Fox Collection. Radcliffe Institute for Advanced Study, Harvard University.

Categories
Gender Harvard

Harvard and Wellesley. Race and Gender. Dubois and Balch.

Continue reading “Harvard and Wellesley. Race and Gender. Dubois and Balch.”