Category: Johns Hopkins

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Columbia Economics’ Market Share in 1900

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:

 

1900_ColumbiaEconomics

*By graduate student is meant a student holding a first degree.
1 Attending 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.

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Top Eleven Economics PhD Programs in US, 1934

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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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”.

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Cornell. Laughlin’s Scheme to Expand Economics,1891

J. Laurence Laughlin was hired away from Cornell to build the Department of Political Economy at the University of Chicago that began operation in the academic year 1892-93. This proposal to expand Cornell’s own instructional and research work in political economy and finance is interesting as Laughlin’s vision of what it would take to go from second-rate to the leading department. It is also interesting for its table comparing Laughlin’s dream department with the state of affairs at six rival universities: Harvard, Yale, Columbia, Johns Hopkins, Michigan and Pennsylvania in 1890-91.

_______________

SCHEME FOR THE DEPARTMENT OF POLITICAL ECONOMY AND FINANCE IN CORNELL UNIVERSITY, PRESENTED TO THE BOARD OF TRUSTEES

I.

In view of the arrangement of courses for the coming year, (1891—2,) careful consideration should be given to the opportunities afforded by this department. The subjects heated are essential parts of the civic education of every member of society. Apart from their disciplinary value, their practical character would alone make it natural that the curricula of such schools as those of Agriculture, and of Mechanic Arts, should be enriched by including in them economic courses. This policy has already been announced by the statement in the University Register that Political Economy shall be hereafter made a part of the course of Civil Engineering. When regard is had to the prevailing ignorance of economics and its effect on national legislation, the wisdom of this policy is undoubted. The question might even be raised whether it were not advisable to require Political Economy of all students in the various courses, quite as much as History, or Chemistry. I cannot think, however, it is of advantage to the influence of a study to make its pursuit obligatory; but there cannot, I suppose, be any difference of opinion as to the wisdom of providing the proper amount of instruction, when the study of it is voluntary, and when the numbers of students are too great, (as is now the case,) to be properly cared for by the single professor

II.

In extending the reputation and prestige of Cornell University, no possible investment of its funds would, in my judgment, produce larger or earlier fruit than those spent in enlarging the work of this department. Such a policy would, at once, lend aid in educating the country where it most needs education, and bring here greater numbers of bright students who want economic training. The real University is to be found in the men it trains, and in the influence they exert on the community.

The deplorable ignorance and prejudice regarding questions of great practical importance, (such as banking and currency topics.) in the very regions from which we now draw our students, and must hereafter draw them in increasing numbers, makes the duty, as well as the opportunity, of our University, one of transcendent importance. Can it rise to the occasion? It is entirely within the truth to say that no such opportunity is open to us in any other branch of study. Furthermore, no other institution in our country is, at present, so well situated as Cornell University for doing a great and striking work in economics. If we accomplish this work, we can secure a strong hold on the people, and an enviable repute for enthusiastic, enterprising scholarship on subjects touching the immediate welfare of every individual citizen.

The mere fact of having had this exceptional opportunity for twenty years, and not having used it, (excepting one year,)—although there may be good reasons for it—has created a widespread belief elsewhere in our lack of interest and purpose in aiding economic study. To take only a second-rate position, therefore, or to do only moderately well, will not be enough to place us in a proper attitude before the public. Nor will it do to act so slowly that the growth of the department, however real, may be imperceptible to the outside world. In short, to produce the desired effect we should, if possible, draw the attention of the country to us by a striking and important movement; and it will be easy to make it striking and effective, because it is started in a subject which is occupying general attention. To indicate what form this movement should take is, in my opinion, the proper purpose of this communication. It has consequently seemed best to present a scheme of work for the department in as nearly complete a form as possible; a scheme, which shall be more thorough, more comprehensive, more scholarly than that presented by any other university. If adopted, it may then be said that greater advantages for economic study are offered at Cornell University than at any other American university. That a distinct opportunity exists for us, any member of an economic department in other institutions would be the first to admit. Our apathy in this matter has, in the past, excited some comment and surprise.

The discussion regarding the neglect by this University of liberal studies in favor of the professional and technical schools, might suggest the present as a favorable opportunity to disabuse the public of that mistaken idea, by adopting this scheme for enlarging the department of economics; for, while appealing to those who believe in an intensely practical education, economics in truth belongs, because of its disciplinary power, to the culture studies. Should the Fayerweather bequest be received, may it not be the means, by concentrating its use on one field, of making a striking movement which would command public attention?

III

I present herewith a list of courses which, if provided, would place this department ahead of any other in America. This is then followed by a comparison of the proposed scheme with the courses offered at Harvard, Yale, Columbia, Johns Hopkins, Pennsylvania, and Michigan. The courses run throughout the year, at the given number of hours per week :—

  1. Introductory course. Principles of Modern Economics. Elementary Banking. Descriptive economics: Money, coöperation, bimetallism, railway transportation, etc.
    3 hours a week. [At present, two sections, requiring of the instructor six hours a week.]
  1. Advanced course. History of Economic Theory. Examination of writers and systems. Critical Studies. Open only to those who have passed in course 1.
    3 hours a week.
  1. Investigation of Practical Economic Questions of the day: shipping, money, profit-sharing, social questions. Theses and Criticisms. Training for Seminary. Open only to those who have passed in course 1.
    2 hours a week.
  1. The Industrial and Economic History of Europe and the United States in the last 100 years. Lectures and selected reading. No previous economic study required.
    3 hours a week.
  1. Taxation. Public Finance. Banking. Comparative study of the Financial Methods of the United States, Great Britain, France, Germany, Italy, etc. Open only to those who have passed in course 1.
    3 hours a week.
  1. History of Financial Legislation in the United States since 1789. Lectures and reports. Open to all students.
    1 hour a week.
  1. History of Tariff Legislation in the United States since 1789; Tariff Legislation of France, Germany and Great Britain. Open to all students.
    2 hours a week.
  1. Railway Transportation and Legislation in the United States and Europe. Open to all students.
    2 hours a week.
  1. Statistics. Methods. Practical Training for Statistical Work. Presentation of Results. Open only to those who have passed in course 1.
    3 hours a week.
  1. Land Tenures. Land Systems of England, Ireland, France Belgium. Germany, and the United States. Open to all students. 1 hour a week.
  1. Socialistic Theories. Marx, Lasalle, Proudhon; and modern popular theories. Open only to those who have passed in course 1.
    1 hour a week.
  1. Seminary. Special Investigations. Open only to competent students.
    2 hours a week.

 

COMPARISON OF THE PROPOSED COURSES WITH THOSE NOW GIVEN AT VARIOUS UNIVERSITIES.

Courses. Proposed for Cornell. Now Given at
Cor-
nell.		 Har-
vard.		 Yale. Colum-
bia.		 Johns Hopkins. Penna. Michi-
gan.
1 3 3 3 7 ½ 1 5 4 ½ 2
2 3 }3 3 3 1 ½ 5 (?) 6 1
3 2 1 ½ 1 2 2 ½
4 3 3 2 1 2 1[*]
5 3 3 2 3 1 1 ½
6 1 1 ½ }2 2 2
7 2 1 1 ½ 1 1
8 2 1 ½ 1 1 ½
9 3 2 1 ½
10 1
11 1 1 2
12 2 2 2(?) 2 ½ 2 2 2 2
Total. 26 9 20 22 19 12 18 ½ 11 ½
Number of In-
structors.		 5 1 4 4 4 1 5 2

[* The actual entry in this cell appear to be:
LaughlinGraphic

This Table makes obvious, at a glance, how far Cornell is behind other universities in this department. When it is considered that man’s character is moulded by his material surroundings; that questions of livelihood and economic concern occupy his thoughts more hours in the day, possibly, than any other subject; that the great forming agencies of the world are religious and economic,—this shortcoming in our courses of instruction becomes painfully evident. Not only are we behind other institutions, but this department, with all its importance, is far behind almost every other of our departments, especially in comparison with the Historical group.

The present number of students in the department (about 160) is, moreover, too large to be properly cared for by one instructor. Nor should the present professor be expected to keep in view the larger questions of the scope and influence of the department, or the work of investigation, and yet continue the reading of routine, but necessary, exercises.

To give the courses in the proposed list above, in addition to the present professor, there would be needed at least one associate professor, at a probable salary of $2,000 (to whom it would be necessary, in order to obtain the right man, to offer some definite expectation of further promotion in the future); one assistant-professor, at the usual salary, and two capable instructors, paid probably $1,000 each. These estimates are, of course, provisional.

IV

Of equal, or even greater importance than the increased hours of instruction, for the purpose of touching the work of students at its most vital point, is the grant of a suitable Publication Fund. The professor in charge believes this to be essential to the success of the department; that this part of the scheme is of primary importance. It is proposed to publish investigations of students and instructors in a series of bound volumes, with a distinctive cover, marking them as productions of Cornell University, and entitled “Cornell University Studies in Economics.” For this purpose at least $1,000 per annum should be granted. It would be appropriate to name this the “Fayerweather Publication Fund,” and every volume issued would bear the name of this benefactor. With the material already in sight that sum would not be sufficient; but it would, so far as it goes, send the name of the University into every centre of scholarly work in this country and in Europe. Still better, it would do more than any other one thing to stimulate the work of our students, and to produce finished and accurate scholarship; while the practical bearing of these studies would bring the University to the notice of men in business and financial circles.

The subject has been carefully examined and studied in view of past experience in other institutions. The establishment of the Quarterly Journal of Economics by Harvard University was due to the creation of a Publication Fund, and it has won the respect and attracted the attention of scholars, as well as the public, the world over. Columbia College has wielded a large influence by the Political Science Quarterly, and stimulated its work in these lines: while, in addition, the publication of a series of monographs is now announced. The University of Pennsylvania has lately taken energetic steps to increase its publications, by which the work of the Wharton School has been suddenly brought to the attention of students everywhere. Not only a journal, The Annals of the American Academy of Political and Social Science, but a series of monographs, and translations of important German works, are published by this school. The Johns Hopkins University Studies in Historical and Political Science have been published for years, and, although not even in quality, have done more than anything else to attract attention to their facilities for investigation and study. Finally, the scheme of the new University of Chicago, following the trend of these successful movements, makes the “University Publication Work” one of the three general divisions of its work, and emphasizes the desire to publish papers, journals, and books by instructors, thereby hoping to furnish greater stimulus and incentive than now exist toward original investigation.

V

The fixing of a high standard of work by students; in the department; the encouragement of capable young men to carry on their studies beyond mere superficial work; a relief to poor, but able, men from subsidiary employments to earn a living while engaged in investigations; a means of drawing here from other institutions the brightest men who have distinguished themselves in economics; and, to provide for investigators, who will present their results to the public and enlarge the repute of the University for scholarly work both at home and abroad,—all these things can be effected only by the creation of fellowships and scholarships in this department. Five (5) fellowships, permitting the holders to reside either at the University, or abroad, with an annual income of $500 each; and four (4) scholarships, with an annual income of $250 each, are urgently needed.

VI

The library is deficient in important collections and series, which are absolutely essential to economic research; and which are possessed by other institutions. In other places these deficiencies are supplemented by access to neighboring libraries (e.g., at Columbia College, by the Lenox and Astor Libraries; at Harvard University, by the Boston Public Library and the Atheneum. Our absolute isolation requires that we should own these important collections outright. We have, for example, none of the British Government Publications (the “Blue-Books”), a complete set of which is very expensive; nor those of France, or Germany, whose statistical work is exceedingly valuable. Of the various European economic journals, by which we may keep abreast of current thinking, we have almost none. It is a hindrance: which would be regarded as intolerable in Physics, Chemistry, or Philology. In short, the department needs a special annual grant of $2,000 for at least five (5) years beyond the present and expected allowance of next year for this department) to bring it to a respectable basis, as compared with other departments. Detailed accounts of these wants can be given, if needed.

VII

SUMMARY.

The Board of Trustees is respectfully asked to grant an annual appropriation to this department of the following sums :—

Additional instruction,
One Associate Professor,

$ 2,000
One Assistant Professor,

   1,600
Two Instructors at $1000 each,

   2,000

$ 5,600
Five Fellowships at $500 each,

   2,500
Four Scholarships at $250 each,

   1,000
Publication fund,

   1,000
Books (for five years),

   2,000
Total,

$12,100

With this grant, it is quite certain we can produce results which are not now possible in any university in this country Our department of economics will then be the first in the United States.—one of which every friend of Cornell can speak with pride. Especially will it mark an epoch in the history of economic training in this country, and bring Cornell to the front in an important subject of universal, and yet practical, concern. The University is not rich enough to permit any other institution to seize the opportunity for which she herself has so evident an advantage, and for which she so evidently occupies a strategic position.

Very respectfully presented by

J. LAURENCE LAUGHLIN.

Professor of Political Economy and Finance.

March 2, 1891

_______________

 Source: Laughlin, James Laurence. Papers, [Box 1, Folder 17], Special Collections Research Center, University of Chicago Library.

Image Source: Clipped from printed speech given at the 78th meeting of The Sunset Club at the Grand Pacific Hotel, Chicago, December 6, 1894 found in Laughlin, James Laurence. Papers, [Box 1, Folder 17], Special Collections Research Center, University of Chicago Library.

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Economists Johns Hopkins

Johns Hopkins. Veblen on Mill, 1881

The Historical and Political Science Association of Johns Hopkins met monthly and abstracts of papers presented were published in the University Circulars. The 24 year old graduate student of Philosophy (major) and Economics (minor), Thorstein B. Veblen, presented work he did for a course taught by Richard T. Ely (Instructor in Political Economy).

___________________

PROCEEDINGS OF UNIVERSITY SOCIETIES.
Abstracts of the More Important Papers Read at Recent Meetings.

[…]

Historical and Political Science Association.
December [1881] meeting.

[…]

Mill’s Theory of the Taxation of Land, by T. B. VEBLEN.

With the advance of society the rent of land increases. This increase is independent of any effort of the landlord, being the product of the activity of the community. The State should therefore, by a peculiar tax, appropriate this “unearned increment” and not permit it to go to the owner of the land. To obviate all injustice to owners who have bought land with the expectation of being permitted to enjoy the future increase of its rent, the State is to offer to buy the land of the owners at its market price as an alternative to their keeping it and paying to the State the increase of rent. As a consequence of such an alternative, land having a speculative value would be sold to the State in order to avoid loss to the owners. The measure would act as a fine on the holding of land, to the amount of the speculative value, and lead to an almost universal nationalization of land; differing, however, from generally entertained schemes for the State’s getting possession of land, in that the expense of the change would be more equitably distributed on all classes of the community. No immediate redistribution of wealth would take place, but, neglecting all probable undesirable secondary effects of the change on the people, an advantage would accrue from an increased compactness of population, making possible a saving of labor.

___________________

Source: Johns Hopkins University. University Circulars. No.13, February, 1882, p. 176.

Image Source: “A young Thorstein Veblen as a Carleton grad” from the Veblen farmhouse restoration webpage. Incidentally, that farmhouse is now a bed-and-breakfast.

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Economists Johns Hopkins

Johns Hopkins. H.C. Adams Dissertation auf deutsch 1879

One takes the one-way translation of research work from foreign languages into English so much for granted that it is easy to forget that there was indeed a time when having your research published in German was the way to acquire international recognition. During his Wanderjahr in Europe, Adams used the opportunity to place his Johns Hopkins doctoral dissertation in a leading international journal auf deutsch.

Professor Adolph Wagner’s note above translates as follows:

“1) Editor’s note. This paper is the work of a young North American economist currently studying in Berlin. It was originally written in English and then translated. Even after multiple revisions there remain some anglicisms that will not [however] detract from the value of this contribution.  A. Wagner.”

______________________________

Henry Carter Adams’ alma mater proudly reported the placement of his Hopkins dissertation on the history of taxation in the U.S.  1789-1816.

Johns Hopkins University. University Circulars. No. 2, Jan., 1880, p. 19:

“The Thesis of Dr. Henry C. Adams, presented when he graduated as Doctor of Philosophy in the Johns Hopkins University, has been printed in successive numbers of the Zeitschrift für die gesammte Staatswissenschaft, Tübingen, 1879. Its title is Zur Geschichte der Besteuerung in den Vereinigten Staaten von Amerika in der Periode von 1789-1816.”

Dissertation: Part One.  Dissertation: Part Two.

______________________________

More about Henry Carter Adams’ education in included in another post.

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Courses Johns Hopkins Syllabus

Johns Hopkins. Courses. 1881-82

Ely’s course History of Political Economy, met twice weekly Tuesday and Friday 4 P.M. and had 26 students enrolled during the first half-year. According to the class roll (Johns Hopkins University Circulars, No. 12, December 1881, p. 157), Thorstein B. Veblen attended the class.

______________________________

COURSES IN HISTORY, INTERNATIONAL AND CONSTITUTIONAL LAW, AND POLITICAL ECONOMY, 1881-82.

[…]

SIMON NEWCOMB, LL.D., of Washington, will give a short course of lectures upon Political Economy, with special reference to the subject of Taxation.

HON. JOHN J. KNOX, of Washington, Comptroller of the Currency, will give three lectures upon Finance, with especial consideration of the National System of Banking, November 10–17.

RICHARD T. ELY, Ph.D. [Heidelberg, 1879], will give a course of twenty class lectures on the History of Political Economy, beginning Friday, October 14, at 4 P. M., and continuing on successive Tuesdays and Fridays at the same hour.

The lectures will be given in Room 1, 193 North Eutaw Street. It is designed in this course of lectures to describe the teachings of leading political economists from the time of the mercantilists up to the present. The origin of the various economic schools and their relations will be explained. The sources of economic knowledge and the methods of work will be pointed out, and topics for original investigation suggested. The writing of essays on assigned topics will be expected from the advanced students in the class.

ORDER OF TOPICS.

Introductory. Utility of the Historical Method. Discussion of the Questions: What is Political Economy? What has it accomplished?

Mercantilists. Commerce. Balance of Trade.

Physiocrats. Agriculture the Sole Source of Wealth.

Adam Smith. Recognition of Manufacturing Industry as also a Source of Wealth; hence the name Industrial System.

Adam Smith’s Followers: A. The Development of Pessimistic Tendencies, (a) Malthus, (b) Ricardo, (c) Mill; B. The Optimists, (a) Bastiat, (b) Carey.

The Opponents of Adam Smith. National Economy. Ad. Muller, Fr. List, Carey and others.

Communism.

Socialism. A. Social Democracy. B. Professorial Socialism

The Present Condition of Political Economy; (a) in France, (b) in Germany, (c) in England, (d) in America and elsewhere.

Review of the Field and Conclusion.

P. B. MARCOU, A. M., will conduct a special historical course, two hours weekly during the first half-year, in the Modern French Socialists. A knowledge of French is requisite for those pursuing this course.

______________________________

Source:  Johns Hopkins University. University Circulars. No.12, December, 1881, p. 162.

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Curriculum Economists Johns Hopkins

Johns Hopkins. Annual Report. 1881-82

Henry Carter Adams is now in Michigan with Richard T. Ely taking over for instruction in Political Economy at Johns Hopkins. Note the graduate student in Philosophy and Political Science from Minnesota, Thorstein B. Veblen.

____________________

HISTORY AND POLITICAL SCIENCE.
WORK OF THE PAST YEAR.
I881-82.

History and Political Science have been studied during the year by forty-one students of whom twenty-two followed advanced or graduate courses and nineteen pursued undergraduate courses.

The roll for the year has included:

H. B. ADAMS, Ph.D., Associate in History.
A. SCOTT, Ph. D., Associate in History.
R. T. ELY, Ph.D., Instructor in Political Economy.

J. BRYCE, D. C. L., Lecturer.
E. A. FREEMAN, D. C. L., Lecturer.
J. J. KNOX, A. M., Lecturer.
R. M. VENABLE, Lecturer.

J. F. Jameson, A. B., Fellow.
M. I. Swift, A. B., Fellow.

[Advanced/Graduate Students]

W. H. Adkins, A. B. O. A. Johnson, S. B.
E. W. Bemis, A. B. S. B. Linthicum, A. B.
H. J. Bowdoin, A. B. J. H. Lowe, A. B.
D. L. Brinton. D. M. Murray.
H. L. Ebeling, A. B. B. J. Ramage, A. B.
E. Goodman, A. B. A. Shaw, A. B.
E. R. L. Gould, A. B. H. E. Shepherd.
J. G. Hamner, A. B. B. Sollers.
E. Ingle, A. B. T. B. Veblen, A. B.
J. Johnson, A. B. L. W. Wilhelm, A. B.

[Undergraduate students]

T. A. Berry. J. Hinkley.
W. B. Canfield. R. F. Kimball.
G. G. Carey, Jr. J. D. Lord.
W. B. Crisp. J. MacClintock.
W. K. Cromwell. G. D. Penniman.
D. B. Dorsey. R. M. Reese.
H. Duffy. C. D. Stickney.
M. Fels. H. T. Tiffany.
B. B. Gordon. H. W. Williams.
M. Gregg.

I. Historical Seminary.

The advanced and graduate students have met weekly during the first half-year, and twice weekly during the second half year, under the guidance of Dr. Adams, as an Historical Seminary, for the discussion of original studies in American Institutional History.

The meetings of the Seminary were first held in the small lecture room of the Peabody Institute, and later in rooms specially provided by the university for Seminary use, and furnished with books, maps and other historical apparatus. The Statutes of England, Parliamentary Reports, Colonial Archives (in published form), the Statutory Law of the older States, and other collections have afforded opportunities for fresh investigations. Among the papers presented here or at the monthly meetings of the Historical and Political Science Association, have been the following: parallel between the economic beginnings of Maryland and Massachusetts; town and parish institutions in Maryland; free schools in Maryland and South Carolina; old English militia institutions; militia, patrol, and parish system of South Carolina; fairs, markets, and the Atlanta exposition; local government in Pennsylvania, Illinois, New York, and New Jersey; Montauk and the common lands of Easthampton, Long Island.

 

II. Public Lectures.

Courses of public lectures have been given during the year by:

James Bryce, D. C. L., Regius Professor of Civil Law in the University of Oxford, five lectures in November upon Recent Political Discussions in England.

The special subjects considered were: the crown and the house of lords; the church and the universities; the suffrage and distribution of seats; the land and the poor; foreign and colonial policy; the relation of law to history was also considered in a special lecture before the Historical and Political Science Association.

Edward A. Freeman, D. C. L., six lectures in November upon Southeastern Europe.

The special topics discussed were: the Roman Power in the East; the Saracens and the Slavs; the final division of the East and West; the Turks, Franks, and Venetians; the Ottomans, and the beginning of deliverance.

Hon. John J. Knox, Comptroller of the Currency, U. S. Treasury Department, three lectures in November upon the Banking Systems of the United States.

Austin Scott, Ph. D., ten lectures in January upon the Development of the Constitution of the United States.

The special topics discussed were: nationalism and local self-government; the federative principle; acceptance of the same; self-assertion of the national idea; reaction; transition period; power of the masses; economic questions; socialism; revolution.

Professor R. M. Venable, of the Law Department of the University of Maryland, twelve lectures, beginning in January, upon the Constitutional Law of the United States.

This course embraced such topics as commerce, taxation, war powers, civil and political rights; election of president; presidential powers; federal court; theory of the partition of powers; ultimate sovereignty; comparison of the English constitution with that of the United States.

Herbert B. Adams, Ph. D., five public lectures upon the Historical Development of Internationalism.

The subjects treated were: intertribal and intermunicipal relations of the Orient; intermunicipal life of the Greeks; Rome, the civitas mundi; international position of the mediaeval church; origin and tendencies of modern international law ; Lieber and Bluntschli.

R. T. Ely, Ph.D., four lectures in April upon Civil Service Reform, with special consideration of the Civil Service of Prussia.

 

III. Advanced Courses.

Courses, of twelve lectures each, upon the Sources of Early European History, and upon Italian History, were given by Dr. Adams.

These classes, composed of seven graduate students, met in a lecture room of the Peabody Institute, by special permission of the Provost, so that the works mentioned in the lectures might be at once consulted by the students.

Courses of lectures on Political Economy have been given by Dr. R. T. Ely.

Two courses have been given, one of twenty lectures in the first half- year, addressed to a class of both graduates and under-graduates, and one of twenty-five lectures, in the second half-year, to graduate students only.

Papers upon investigations undertaken by the graduate students in connection with these courses, have been read before the Historical and Political Science Association upon: Mill’s theory of the taxation of land; the alleged indebtedness of Adam Smith to the French economists; what England owes to protection, etc.

 

IV. Undergraduate Courses.

The less advanced course was also conducted by Dr. H. B. Adams, and consisted of class exercises, (lectures, examinations, oral reports, essays, etc.,) five hours weekly through the year.

The first half-year was devoted to Mediaeval History, and the second half-year to Diplomatic History, with the principles of International Law, as embodied in Bluntschli’s Voelkerrecht, of which the German text was expounded by teacher and class. Oral reports were made by students upon topics of contemporary international politics and the status of leading countries; exercises which accustomed the class to the use of maps, consular reports, government documents, texts of treaties, diplomatic correspondence, etc.

 

The Historical and Political Science Association has met monthly, as heretofore, for the presentation and discussion of papers, the titles of most of which have been given above.

_______________

PROGRAMME FOR THE YEAR BEGINNING
SEPTEMBER 19, 1882.

I. Graduate and Advanced Courses:

DR. H. B. ADAMS.

  1. Sources of English Constitutional History.
    This class will meet in the small lecture-room at the Peabody Institute, by permission of the Provost, for facility of reference to the library collections. A knowledge of Latin and German is requisite for admission to this course.—Once weekly, first half-year.
  2. American Institutional History.
    This will be an advanced course for the report and discussion of original studies, special facilities for which are afforded by the collections of the Maryland Historical Society, the Maryland Episcopal Library of the late Bishop Whittingham, and by a newly instituted working collection in the Seminary of Historical and Political Science.—Two hours weekly.
  3. Comparative Constitutional History, with special reference to the existing Constitutions of European States. Once weekly, second half-year.

DR. R. T. ELY.

  1. This course will deal at length with such practical topics as banking, paper money, monometalism, bi-metalism, and taxation.—Thrice weekly, first half-year.
  2. Theory and Practice of Administration, with special reference to Civil Service Problems and Municipal Reform. Thrice weekly, second half-year.
  3. History of French and German Socialism. Six lectures.

NOTE.—In addition to the regular work offered by the university instructors, various brief courses of class lectures upon special topics in Historical and Political Science may be given by lecturers, hereafter to be announced. A short course of public lectures on the Local Institutions of the United States will also be given by Dr. H. B. Adams at the Peabody Institute during the winter. Historical readings in Anglo-Saxon, German, and French, will be in progress through the year.

Graduates and advanced students are expected to have sufficient command of French and German to enable them to read historical and political works in those languages; persons deficient in this regard are advised to begin the study of those languages at once.

Graduates who so desire may take any portion of the following minor courses, but undergraduates will not be admitted to any of the advanced courses, except [History of French and German Socialism].

 

II. Minor Courses :

DR. H. B. ADAMS, with assistance from DR. J. F. JAMESON,

  1. Introductory Historical Course.
    At matriculation, all students pass an examination in the general history of England and the United States. After this, (without taking up a full minor course), they may continue their historical studies by attending the following exercises:
    Oriental History, Dr. Adams. Weekly, first half-year.
    Classical History, Dr. Jameson. Twice weekly, first half-year.
    Early European History, Dr. Jameson. Twice weekly, second half yea

This work may be counted, if desired, as part of the composite minor course (elsewhere described); and it will be required of all who follow the minor course in History as candidates for the Bachelor’s degree.
Undergraduate students in classics, unless excused by the classical instructors, are expected to follow the exercises in Classical History above mentioned.

  1. Minor Course in History.
    (a) The Italian Renaissance and the German Reformation.
    Five hours weekly, first half-year.
    (b) Modern Absolutism and Revolution.
    Five hours weekly, second half-year.

DR. R. T. ELY.

  1. Minor Course in Political Economy.
    (a) Principles of Political Economy.
    Five hours weekly, first half-year.
    It is desirable that students who propose to follow this course should previously read one of the following manuals: Cossa’s Guide to the Study of Political Economy; Rogers’ Manual of Political Economy; or Mrs. Fawcett’s Political Economy for Beginners.
    (b) Historical Systems of Political Economy.
    Five hours weekly, second half-year.

NOTE.—A Minor course in Historical and Political Science may be formed by combining a half-year’s work in History with a half-year in Political Economy, together with the production of three essays, which shall be subject to the criticism and approval of the instructor in English. A Major course in Historical and Political Science comprises a full year in History and a full year in Political Economy, together with the production of six acceptable essays, and successful examination upon such courses of outside reading as may be prescribed in individual cases.

 

III. Historical and Political Science Association.

This will be a monthly meeting of advanced students of Historical and Political Science. Lawyers, resident graduates, and others who are interested in liberal studies, may become members of this Association. Papers of more general interest than those discussed at length in the seminary or class-room are here read, together with abstracts of the more important results of original investigation. Reviews are given of monographs, journals, and other recent literature of Historical and Political Science. Brief reports of the proceedings of the Association are printed in the University Circulars.

 

IV. Publication of Studies in Historical and Political Science.

With the opening of the next academic year will begin the publication of a series of University Studies in American Institutional History, with special reference to the Local Government and Economics of individual States of the Atlantic seaboard and of the Northwest. The publication will be at convenient intervals, in the form of separate reprints of studies contributed by members of the Association to the proceedings of learned societies in various parts of the country, together with such papers as may be printed from time to time by the University.

[…]

 

_______________

Source:  Johns Hopkins University. University Circulars. No.16, July, 1882.

Image Source: Richard Ely in  Review of Reviews and World’s Work, Vol. 5 (1890), p. 163.

Categories
Cornell Economists Johns Hopkins Michigan Research Tip

Johns Hopkins. Education of Henry Carter Adams 1870’s

With John Cummings we saw the story of a professor who left Harvard to become a Unitarian minister. Here we see an American version of the reverse story of a young person who forsakes being/becoming a man of the cloth to ultimately become an economist (cf. Thomas Robert Malthus, Alfred Marshall…). Henry Carter Adams was awarded the first Ph.D. from Johns Hopkins University.

Excerpt from a memorial presented to the Senate of the University of Michigan by S. L. Bigelow, I. L. Sharfman and R. M. Wenley, published in 1922 in The Journal of Political Economy, Vol 30. pp. 201-205.

Research Tip: Henry Carter Adams Papers at the University of Michigan.

Portrait of Henry Carter Adams: Colorized by Economics in the Rear-view Mirror.

_____________________

“[…] Henry Carter Adams was born at Davenport, Iowa, December 31, 1851. He came of old New England stock; his forebears had made the great adventure over sea in 1623. His mother, Elizabeth Douglass, and his father, Ephraim Adams, were a likeminded pair, representative of the soundest traditions of New England character and nurture. Ephraim Adams, one of a small band of missionaries from Andover Theological Seminary who forsook everything for Christ’s sake, arrived on the open prairies of Iowa in 1842—the goal of three weeks’ hard journey from Albany, New York. Their mission it was to kindle and tend the torch, not merely of religion, but also of education, among the far-flung pioneers. Consequently, it is impossible to understand why Henry Adams was what he was, became what he became, unless one can evoke sympathetic appreciation of the temper which determined his upbringing. For example, it may well astonish us to learn that his nineteenth birthday was but a few months off ere he received his first formal instruction. The reasons thereof may astonish us even more. The child had been sickly always, physicians informing the parents that he could not survive the age of fourteen. The “open prairies” proved his physical salvation. Given a cayuse [pony] and a gun, the boy roamed free, passing from missionary home to missionary home, sometimes bearing parental messages to the scattered preachers. In this way he outgrew debility and, better still, acquired a love for nature, and an intimacy with our average citizenry, never lost. Meanwhile, the elder Adams taught him Greek, Latin, and Hebrew as occasion permitted. At length, in 1869, he entered Denmark Academy whence, after a single year, he was able to proceed to Iowa College, Grinnell, where he graduated in 1874. During these five years, the man whom we knew started to shape himself.

 

“In the home and the wider circle of friends, the impressionable days of childhood had been molded by Puritanism. God’s providence, the responsibility of man, the absolute distinction between right and wrong, with all resultant duties and prohibitions, set the perspective. Fortunately, the characteristic Yankee interest in education—in intelligence rather than learning-—contributed a vital element. An active mind enlarged the atmosphere of the soul. Despite its straight limitations as some reckon them, here was a real culture, giving men inner harmony with self secure from disturbance from the baser passions. As we are aware now, disturbance came otherwise. To quote Adams’ own words, he was “plagued by doctrines” from the time he went to the Academy. The spiritual impress of the New England home never left him; it had been etched upon his very being. But, thus early, Calvinistic dogma aroused misgiving, because its sheer profundity bred high doubt. As a matter of course, Ephraim Adams expected his son to follow the Christian ministry, and Henry himself foresaw no other calling meantime. Hence, when skepticism assailed him, he was destined to a terrible, heart-searching experience, the worse that domestic affection drew him one way, mental integrity another. His first years at Grinnell were bootless; the prescribed studies held no attraction and, likely enough, sickness had left a certain lethargy. But, when he came to history, philosophy, and social questions, he felt a new appeal. His Junior and Senior years, eager interest stimulating, profited him much. Still dubious, he taught for a year after graduation at Nashua, Iowa. Then, bowing to paternal prayer and maternal hope, he entered Andover Theological Seminary, not to prepare for the ministry, however, but “to try himself out”—to discover whether preaching were possible for him. In the spring of 1876, he had decided irrevocably that it was not. Adams’ “first” education—education by the natal group—ended here. It had guaranteed him the grace which is the issue of moral habit, had wedded him to the conviction that justice is truth in action. For, although he abandoned certain theological formulas, the footfall of spiritual things ever echoed through his character. The union of winsome gentleness with stern devotion to humanitarian ideals, so distinctive of Professor Adams, rooted in the persistent influence of the New England conscience.

 

“Turning to the “second” education, destined to enrol our colleague among economic leaders, it is necessary to recall once again conditions almost forgotten now. When, forty-five years ago, an academy- and college-bred lad, destined for the ministry, found it necessary to desist, he was indeed “all at sea.” For facilities, offered on every hand today by the graduate schools of the great universities, did not exist. The youth might drift— into journalism, teaching, or what not. But drifting was not on Adams’ program. He wrote to his parents who, tragically enough, could not understand him, “I must obtain another cultural training.” His mind had dwelt already upon social, political, and economic problems; therefore, the “second” education must be non-theological. Whither could he look? At this crisis his course was set by one of those small accidents which, strange to tell, play a decisive part in many lives. By mere chance, he came upon a catalogue of Johns Hopkins University, so late in the day, moreover, that his application for a fellowship, with an essay inclosed as evidence of fitness, arrived just within time-limits. Adams was chosen one of ten Fellows from a list of more than three hundred candidates, and to Baltimore he went in the fall of 1876. His letters attest that the new, ampler opportunities attracted him strongly. He availed himself of concerts, for music always moved him. Here he heard the classics for the first time. Hitherto he had known only sacred music. Sometimes he played in church and, as records show, he sang in our choral union while a young professor. We find, too, that he served as assistant in the Johns Hopkins library, not for the extravagant salary, as he remarks humorously, but on account of access to books—”I am reading myself full.” His summers were spent in his native state, working in the fields. In 1878 he received the doctorate, the first conferred by the young and unique university.

 

“The day after graduation President Gilman sent for him, and told him, “You must go to Europe.” The reply was typical —”I can’t, I haven’t a cent.” Gilman continued, “I shall see what can be done,” with the result that the benefactor to whom Adams dedicated his first book found the requisite funds. Brief stays at Oxford and Paris, lengthier at Berlin and Heidelberg, filled the next fourteen months. The journalistic bee still buzzing in his head, Adams had visited Godkin before leaving for Europe to discuss the constructive political journalism he had in mind. Godkin received him kindly, but, as Adams dryly remarks, had a long way to travel ere he could understand. In the summer of 1878, President Andrew D. White, of Cornell, traveling in Germany, summoned Adams to discuss a vacancy in this university. To Adams’ huge disappointment, as the interview developed, it became apparent that White, with a nonchalance some of us remember well, had mistaken H. C. Adams, the budding economist, for H. B. Adams, the budding historian. The vacancy was in history, not in political science or economics. Expectation vanished in thin air. But Adams was not done with. Returning to his pension, he sat up all night to draft the outline of a course of lectures which, as he bluntly put it, “Cornell needed.” Next day he sought President White again who, being half-persuaded by Adams’ verbal exposition, kept the document, saying he would communicate with Cornell, requesting that a place be made for the course if possible. Writing from Saratoga, in September, 1879, Adams tells his mother that all is off at Cornell, that he must abandon his career and buckle down to earning a livelihood. A lapse of ten days transformed the scene. The Cornell appointment had been arranged, and he went to Ithaca forthwith. So meager were the facilities then offered in the general field of the social sciences that Adams gave one semester, at Cornell and Johns Hopkins respectively, to these subjects in the year 1879-80. The same arrangement continued till 1886, Michigan being substituted for Johns Hopkins in 1881. As older men recall, Dr. Angell taught economics, in addition to international law, till the time of his transfer to Pekin as Minister to China. At this juncture, Adams joined us, forming a life-long association. He himself says that he “gave up three careers—preaching, journalism, and reform—to devote himself to teaching” where he believed his mission lay. […]”

______________________

 

Image source: Henry Carter Adams Page at the NNDB website.

Categories
Courses Curriculum Economists Johns Hopkins Regulations

Johns Hopkins Economics. Ph.D. Regulations, Courses 1880

Johns Hopkins University began instruction October 3, 1876. The class schedule for the entire university could be printed as a single page matrix of hours by days in 1879.

By the academic year 1880-81 Johns Hopkins University had awarded a single Ph.D. in political science, which is where political economy still was classified.

In this posting  we approach the beginning of the Big Bang of graduate education in economics in the U.S.

General Statements for 1880-81
Information for Graduate Students
Enumeration of Classes

 

________________________

[p. 54]

GENERAL STATEMENTS FOR 1880-81.

Instruction is provided for both Collegiate and University students….

Admission of Students.

Arrangements are made for the reception of the following classes of students:

I.
Graduates.

Young men who have already graduated in this or other institutions of acknowledged standing are received on the presentation of their diplomas, after satisfying the chief instructors in the departments of study which they propose to follow that they are qualified to pursue the courses here given. They may be enrolled as candidates for the degree of Doctor of Philosophy or not, at their option. Those whose years and attainments correspond with those of graduates may also be received as special students.

II.
Matriculates.

Students who wish a collegiate training are expected, unless excused for some special reason, to offer themselves for matriculation at the time of their admission. If they can pass satisfactorily in a considerable part of the required studies, but not in all, they may be admitted as candidates for matriculation, but their names will not be printed as enrolled students until the examination is completed. They will not be considered as candidates for more than one academic year.

Students who present themselves with higher attainments than are requisite for matriculation may, upon examination, receive credit for the same, be admitted to advanced classes, and so graduate in less time than would otherwise be requisite.

III.
Non-Matriculates.

  1. Students in subjects preliminary to a medical course…
  2. Young men of collegiate age…sufficiently advanced in character and attainments to be allowed the privilege, and that there is some good reason why they should not offer themselves for matriculation…
  3. Attendants upon lectures. –The University has extended certain privileges to teachers…, to medical students…, and to other persons…[they] are not enumerated as enrolled students.

Fees for Tuition, Etc.

The charges are as follows, payable in advance, unless, for specific reasons satisfactory to the Treasurer, he permits the payment to be deferred:

For Tuition, $80 per annum.

[…]

Board and lodging in private houses near the University, including care of room, fuel and light, may be obtained at five dollars, an upwards, per week. Some students pay even less.

[p. 55]

 

INFORMATION FOR GRADUATE STUDENTS.

Graduate Courses.

Advanced and graduate students are received with or without reference to their being candidates for a degree, and they are permitted to attend such lectures and exercises as they may individually select…

…The University professors are not absorbed in the details of college routine, but are free to give personal counsel and instruction to those who seek it; books and instruments adapted to investigation and advanced work have been liberally provided; the system of Fellowships secures the presence of twenty special students, imbued with the University spirit, most of them looking forward to academic careers; seminaries limited to a few advanced students, under the guidance of a director, have been organized in Greek, Mathematics, Physics, and History; societies devoted to Philology, to Mathematical, Physical, and Natural Science, and to History and Political Science, afford opportunities for the presentation of memoirs and original communications….

The instruction is carried on by such methods (varying of course with individual scholars, and with the different departments of work) as will encourage the student to become an independent and original investigator, while he is growing more and more familiar with the work now in progress elsewhere, and with the results which have been obtained by other scholars in the same field, and while he is adding to his general intellectual culture…

Degree of Doctor of Philosophy.

The Degree of Master of Arts and Doctor of Philosophy will be conferred in conformity with the following regulations:

Every candidate for the degree of A.M: and Ph.D. will be required:

  1. To have obtained the Baccalaureate degree of this University (or to present the diploma of some other college which the Faculty shall accept as equivalent), and to have subsequently devoted not less than two years to University study in the special department of learning which he may have chosen. The appointment to a Fellowship will be regarded by the faculty as equivalent to the attainment of a Bachelor’s Degree, so far as this is a necessary condition of obtaining a higher degree.
  2. To produce a thesis which shall be approved by the Faculty. This thesis must be the result of original investigation in the main subject for examination, and the subject of the thesis must be submitted for approval to the head of the department, or the chief examiner in it, not less than six months before the degree is conferred.
  3. To pass an examination in one main and one or more subsidiary subjects; the choice of which is to be referred by the candidate to the chief examiner, and through him to the Faculty for final approval. The method of examination will vary according to the subject, and will be written, oral, practical, or all three, as may be deemed best.
  4. To enroll himself as a candidate for the degree, at least one year in advance of the time when he proposes to apply for examination.

Degrees will be conferred by the Trustees on the recommendation of the Faculty, probably twice a year, in the middle of the winter and at the end of the academic term.

The Diploma will indicate the department of study to which the candidate has directed his attention.

Degrees Conferred.—The degree of Doctor of Philosophy has been conferred on the following named persons, who have passed the required examinations:

 

1878 [4 Ph.D. degrees awarded, one in economics  (no other in economics through 1880)]

Henry C. Adams, A.B., Iowa College, 1874; now Lecturer on Political Economy at Cornell University and at the Johns Hopkins University.

 

[…]

 

ENUMERATION OF CLASSES

Which have been instructed during the Academic Year 1879-80.

[pp. 61]

History and Political Science. (33 Students.)

Seminary of American History (15).

Once weekly, two months: Dr. [Austin] Scott.

Comparative Constitutional History (5).

Once weekly, four months: Dr. H. B. Adams.

History of the Renaissance and Reformation (17).

Daily, first half-year, also ten public lectures: Dr. H. B. Adams.

English Constitutional History, Stubbs’ Select Charters (15).

Once weekly, six months: Dr. H. B. Adams.

Political Economy (13).

Four times weekly, two months : Dr. H. B. Adams.

Money and Banking (12).

Four times weekly, two months: Dr. H. C. Adams.

National Debts.

Nine public lectures: Dr. H. C. Adams.

________________________

Source: Johns Hopkins University. University Circulars. No. 5, May, 1880, pp. 54-55, 61.

Categories
Chicago Columbia Cornell Courses Economists Harvard Johns Hopkins Michigan Pennsylvania Yale

Graduate Economics Courses. 23 US Universities. 1898-99

In this posting we have a compilation of virtually all the graduate courses in economics (and sociology) offered at the major graduate schools in the U.S. at the end of the 19th century. Source 

Barnard
Brown
BrynMawr
California
Chicago
Columbia
Cornell
Harvard
Hopkins
Stanford
Michigan
Minnesota
Missouri
NYU
Northwestern
Pennsylvania
Princeton
Radcliffe
Vanderbilt
Wellesley
WesternReserve
Wisconsin
Yale

____________________

EXPLANATORY

“ To state the numbers of Graduate Students who have taken courses in each department during 1897-8, thus giving an indication of the amount of graduate work actually going on. A Graduate Student often takes courses in two or more departments; such student counts once in each of those departments….

…The number of hours per week is put in small Roman, the number of weeks in Arabic numerals. A dash, followed by a mark of interrogation, calls attention to the absence of specific information. Unless months are given, a course usually extends from September or October to May or June (inclusive). The abbreviations for the names of the months are as follows: Ja., F., Mar., Ap., My., Jun., Jul., Au., S., O., N., D.

…[Enclosed] in brackets all courses not to be given in 1898-9. Bracketed courses usually may be expected in 1899-1900.

…[Marked] with the asterisk all courses “not designed primarily for Graduate Students.” It should be borne in mind that “Graduate work” in each institution is conditioned by local plans of administration, as well as by the previous preparation of Graduate Students. The marking of a course with an asterisk simply means that (under the conditions prevailing in his institution) the instructor does not offer the course with a primary purpose of meeting the needs of Graduate Students. But the inclusion of the course in these lists indicates that it is often useful to such students.” [p. liii]

 

 

 

  1. ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND ETHNOLOGY. 

(Including Finance and Statistics. See also 9 and 11.)

 

BARNARD.
16 Graduate Students, 1897-8.

[All Graduate Courses in Columbia under 10 open to Barnard Graduate Students.]

 

BROWN.
8 Graduate Students, 1897-8.

 

Henry B. Gardner, Assoc. Prof. of Pol. Econ.
A.B., Brown, ’84, and A.M., ’87; Ph.D., Johns Hopkins, ’90;
Instr. in Pol. Econ., Brown, ’88-’90.

Hist. of Economic Thought.* iii, 12, S.-D.
Economic Policy. iii, 12, S.-D.
Money and Banking.* iii, 11, Ja.-Mar.
Public Finance.* iii, 10, Ap.-Jun.
Practical Economic Questions.* iii, 12, S.-D.
Economic Theory (adv.) iii, 11, Ja.-Mar.

 

George G. Wilson, Prof. of Social and Pol. Science.
A.B., Brown, ’86, A.M., and Ph.D., ’89;
Assoc. Prof. of Social and Pol. Science, ’91-5.

Princ. of Sociol.* iii, 12, S.-D.
Social Conditions and Probs.* iii, 21, Ja.-Jun.
Current Social Theory and Practice. i, 33.
Sociology. Seminary. Fort.

 

James Q. Dealey, Asst. Prof. of Social and Pol. Science.
A.B. Brown, ’90, A.M., ’92, and Ph.D., ’95.

Devel. of Social Theory. iii, 12, S.-D.
Social Philos. iii, 11, Ja.-Mar.
[Segregation of Population. iii, 10, Ap.-Jun.]

 

Alpheus S. Packard, Prof. of Zool. and Geol.
Ph.D., Bowdoin;
Libr. and Custodian, Boston Soc. Nat. Hist., ’65; Lect., Mass. Agricult. Col. ’69-’77; Maine Agricult. Col., ’71; Bowdoin, ‘73-6.

Anthropology.* iii, 10, Ap.-Jun.

 

 

BRYN MAWR.

3 Graduate Students, 1897-8.
1 Fel. $525 in Hist. of Political Science.

 

Lindley M. Keasbey, Assoc. Prof. of Pol. Sci.
A.B., Harv., ’88; Ph.D., Columbia, ’90;
Asst. in Econ., Columbia, and Lect. on Pol. Sci., Barnard, ’92; R.P.D., Strassburg, ’92; Prof. of Hist., Econ., and Pol. Sci., State Univ. of Col., ’92-4.

Economic Institutions. i, 30.
Am. Primitive Society. i, 30.
Am. Commerce. i, 30.
Descriptive Sociology.* iii, 30.
Theoretical Sociology.* ii, 30.

 

 

CALIFORNIA.

1 Graduate Student, 1897-8.

 

Bernard Moses, Prof. of Hist. and Pol. Econ.
Ph.D., Heidelberg.

Economic Theory.* iv, 16, Ja.-My.
[Econ. Condition of Laborers in Eng. ii, 16, Au.-D.]

 

Carl C. Plehn, Assoc. Prof. of Hist. and Pol. Science.
A.B., Brown; Ph.D., Gottingen.

[Federal Expenditures, Revenues and Debts. ii, 32.]
Industrial and Commercial Hist. of U. S. ii, 32.
[Currency and Banking. ii, 32.]
Finance and Taxation.* iv. 16, Ja.-My.
Statistics. Hist., Theory, and Method, as applied to Econ. Investigation.* ii, 16, Au.-D
Local Govt. and Admin. —?

 

CHICAGO.

 40 Graduate Students, 1897-8; and 40 in Summer Quarter, ‘97, in Political Economy;55 Graduate Students, 1897-8; and 95 in Summer Quarter, ’97, in Sociology. Pol. Econ., Club and Social Science Club fortnightly. Dept. libs. of Pol. Econ., Sociol. and Anthropol. have leading magazines and 6,000 vols. In Anthropol. Dept. of Walker Museum, coll. of 3,000 pieces on Archaeol. of Mexico,valuable colls. on Cliff and Cave Dwellings, and Japan and Aleutian Islands; also complete anthropometrical apparatus. Access to the Fieid Columbian Museum. 6 Fels. in Pol. Econ. 4 in Sociol. 1 Fel. in Anthropol.

 

J. Laurence Laughlin, Head Prof. of Pol. Econ.
A.B., Harv., ’73; A.M., and Ph.D., ’76;
Instr. in Pol. Econ., same, ’83-8; Prof. Pol. Econ. and Finance, Cornell, ’90-2.

Money and Banking. iv, 12, Jul.-S.
Seminar. ii, 12, O.-D.
Money. iv, 12, Ja.-Mar.
Seminar. ii, 12, Ja.-Mar.
Unsettled Problems. iv, 12, Ap.-Jun.
Seminar. ii, 12, Ap.-Jun.

 

Bernard Moses, Prof. of History and Political Economy, Univ. of Cal.
Ph.B., Univ. of Mich., ’70; Ph.D., Heidelberg, ‘73;
Prof. of History and Engl. Lit., Albion Col. ’75; Prof. of Hist. Univ. Cal. ’75-6; Prof. Hist. and Pol. Econ. Univ. Cal. ’76.

Practical Economics.* iv, 12, Jul.-S., and O.-D.
Advanced Course on Theory. iv, 12, Jul.-S., and O.-D.

 

Adolph C. Miller, Prof. of Finance.
A.B., California, ‘87 A.M., Harv., ‘88;
Instr., in Pol. Econ., Harv., ’89-’00; Lect. on Pol. Econ., California, ’90-1, and Asst. Prof.-elect of Hist. and Pol. Sci., same, ’91; Assoc. Prof. Pol. Econ. and Finance, Cornell, ’91-2; Assoc. Prof. Pol. Econ., Chicago, ’92-3.

[Public Finance. iv, 12, O.-D.]
[Economic and Social Hist. iv, 24, Ja.-Jun.]
Public Finance.* iv, 12, Ja.-Mar.
Financial Hist.* U. S. iv, 12, Ap.-Jun.
[Pol. Econ (adv).* iv, 12, Ap.-Jun.]
[Taxation. iv, 12, Ja.-Mar.]
Seminar in Finance. ii, 12, Ja.-Mar.

 

William Hill, Asst. Prof. of Pol. Econ.
A.B., Kansas, ’90; A.B., Harv., ’91, and A.M., ’92;
Fellow, Harv., ‘91-3; Instr. Pol. Econ., same, ’93; Tutor Pol. Econ., Chicago, ’93-4; Instr., same, ’94-7.

Tariff Hist.* iv, 12, Ja.-Mar.
Railway Transportation.* iv, 12, O.-D.
Oral Debates.* ii, 24, O.-Mar. (With Messrs. Damon and Lovett.)
Comparative Railway Legislation.* iv, 12, Ja.-Mar.
Banking.* iv, 12, Ap.-Jun.
Money and Banking. iv, 12, O.-D.

 

Thorstein B. Veblen, Instr. in Pol. Econ.
A.B., Carleton, ‘80; Ph.D., Yale, ‘84;
Fellow in Economics and Finance, Cornell, ’91-2; Fellow, Chicago, ’92-3; Reader in Pol. Econ., same, ’93-4; Tutor, same, ’94-6.

Hist. of Pol. Econ.* iv, 12, O.-D.
Scope and Method of Pol. Econ.* iv, 12, Ja.-Mar.
Socialism. iv, 24, Ja.-Jun.
American Agriculture. iv, 12, Ap.-Jun.
Economic Factors of Civilization. iv, 12, Ap.-Jun.

 

Henry Rand Hatfield, Instr. in Pol. Econ.
A.B., Northwestern, ’92; Ph.D., Chicago, ’97;
Prof. of Pol. Econ. Washington Univ., ’95-7.

Railway Accounts, Exchanges, etc.* iv, 12, O.-D.
Processes of Leading Industries. iv, 12, Ja.-Mar.
Coöperation.* iv, 12, Ap.-Jun.

 

A.W. Small, Head Prof. of Sociol.
A.B., Colby, ’76, and A.M.’79; Ph.D., Johns Hopkins, ’89;
Prof. Hist. and Pol. Econ., Colby, ’81-8; Reader in Hist., Johns Hopkins, ’88-9; Pres., Colby, ’89-’92.

Social Teleology. iv, 12, Ja.-Mar.
Sociol. Methodology. viii, 6, Jul.-Au., and iv, 12, O.-D.
[Philos. of Soc. iv. 12, O.-D. State and Govt., Ja.-Mar. Socialism, Ap.-Jun. Social Functions U.S. Govt. iv, 6, Jul.-Au. Contemp. Soc, Jul.-Au.]
[Sem. Probs. in Social Teleology. ii, 36, O.-Jun.]
Social Dynamics. iv, 12, Ap.-Jun.
[Historical Sociology. iv, 12, Ja.- Mar.]
[Outlines of Constructive Social Philos. Philos. of Society. iv, 12, O.-D. The Social Problem. iv, 12, Ja.-Mar. Philos. of State and Govt. iv, 12, Ap.-S.]
[Seminar. Problems of Social Dynamics. ii, 36, O.-Jun.]
Seminar. Problems in Methodology and Classification. ii, 36, O.-Jun.
[Am. Experience with State Control of Social Action. iv, Ja.-Mar.]
Controlling Ideas of Modern Society. iv, 12. Ap.-Jun., and iv, 6, Jul.-Au.
[Some Pending Problems in Sociology. iv, 6, Jul.-Au.]
[The Sociological Method of Stating the Social Problem and of Arranging Evidence, Applied to a Selected Hist. Period. iv, 6, Jul.-Au.]
[Comparative Study of Social Forces in Am. and French Democracy. iv, 6, O.-D.]

 

C. R. Henderson, Assoc. Prof. of Sociol.
A.B., Old Univ. of Chicago, ’70, and A.M., ‘73; D.B. Baptist Union Theol. Sem., ’73; D.D., same, ’83;
Assist. Prof. Sociol., Chicago, ’92-4.

Methods of Social Amelioration. Sem. ii, 36, O.-Jun.
[The Domestic Inst. iv, 12, O.-D.]
Associations for Sociability and Culture. iv, 12, O.-D.
[Social Reform. iv, 12, Ja.-Mar.]
[Beneficent Forces of Cities. iv, 12, Ja.-Mar.]
Social Inst. of Organized Christianity. iv, 12, O.-D.
Social Treatment of Crime. iv, 6, Au.-S.
[Bibl. and Eccles. Social Theories. iv, 12, Ja.-Mar.]
[Field Work in Local Institutions of Charity and Correction. iv, 12, Ap.-Jun.]
The Family.* iv, 12, O.-D.
The Labor Movement.* iv, 12, Ja.-Mar.
Amelioration of Rural Life. iv, 6, Jul.-Au.
Modern Cities. iv, 12, Ja.-Mar.
Contemporary Charities. iv, 12, Ap.-Jun.
Philanthropy. iv, 12, Ap.-Jun.

 

Marion Talbot, Assoc. Prof. of Sanitary Science.
A.B., Boston Univ.’80, and A.M., ’82; B.S., Mass. Inst. of Technology, ’88;
Instr. Domestic Science, Wellesley, ’90-2.

General Hygiene.* iv, 12, Ap.-Jun.
Seminar. Sanitary Science.* iv, 36, O.-Jun.
House Sanitation.* iv, 12, O.-D.
Economy of Living. iv, 12, Ap.-Jun.
Sanitary Aspects of Water, Food, and Clothing. iv, 12, Ja.-Mar.

 

Charles Zueblin, Assoc. Prof. of Sociol.
Ph.B., Northwestern, ’87; D.B., Yale, ’89.

Social Philos. of Eng. People in the Victorian Era. iv, 12, Ap.-Jun. and Jul.-S.
Structure of Eng. Society.* iv, 12, Ap.-Jun. and Jul.-S.

 

G. E. Vincent, Asst. Prof. of Sociology.
A.B., Yale, ’85; Ph.D., Chicago, ’96;
Vice-Principal, Chautauqua System, ‘88-pr; Fellow in Sociology, Chicago, ’92-4.

Course in Statistics.
[Province of Sociol. iv, 12, O.-D.]
[Social Structure. iv, 12, Ja.-Mar.]
The Social Mind and Education. iv, 12, Ap.-Jun.
Contemporary Society in the U. S.* iv, 12, O.-D.
Am. City Life.* iv, 12, Ja.-Mar.
Introd. to Study of Society.* iv, 12, Ap.-Jun.
Introd. to Sociology,* iv, 12, O.-D.
The Theory of the Social Mind. iv, 12, Ja.-Mar.

 

W. I. Thomas, Asst. Prof. of Sociol.

A.B., Univ. of Tenn., ’84; A.M., ’85; Ph.D., Chicago, ’96;
Prof. of English, Oberlin, ’89—’93; Fellow in Sociol., Chicago, ’93-4; Instr. in Folk-psychology, Chicago, ’95-6.

Folk-psychol. iv, 12, O.-D., and Ap.-Jun.
[Primitive Social Control. iv, 12, O.-D. Seminar.]
[Art and Amusement in Folk-psychol. iv, 12, Ja.-Mar. Sex. Ap.-Jun.]
[Analogy and Suggestion in Folk-psychol. iv, 12, Ja.-Mar. The Child. Ap.-Jun.]
[Intro. to Study of Soc.* iv, 12, Jul.-S.]
Ethnological Æsthetic. iv, 12, Ap.-Jun.
The Primitive Social Mind. iv, 12, Ja.-Mar.
Sex in Folk-psychology. iv, 12, Ja.-Mar.
[Hungarian and South Slavonian Ethnology and Folk-psychol. iv, 12, O.-D.]
Primitive Social Control. iv, 12, O.-D.

 

Lester F. Ward, Professorial Lecturer in Sociol., Smithsonian Institution.
A.B., Columbia, ‘69; LL.B., same, ‘71; A.M., ’73; LL.D., ’97.

Dynamic Sociology. iv, 4, Au.-S.
Social Mechanics. vi, 4, Au.-S.

 

Henry W. Thurston, Instr. in Econ. and Civics, Hyde Park High School.
A.B., Dartmouth, ’86.

A Method of Applying Sociological Pedagogy to the Teaching of Economics in Secondary Schools. iv, 6, Jul.-Au.

 

Frederick Starr, Assoc. Prof. of Anthropology.
S.B., Lafayette, ‘82; S.M. and Ph.D., ’85;
Prof. Biological Sciences, Coe Col., ‘84-8; in charge Dept. Ethnology, Am. Mus. of Natural Hist., ‘89-’91.

Lab. Work in Anthropology. iv, 36, O.-Jun.
Physical Anthropol. Lab. iv, 36, O.-Jun.
[Physical Anthropol. iv, 12, O.-D.]
Mexico Archaeology, Ethnology. iv, 12, Jul.-S.
General Anthropol.* iv, 12, Ap.-Jun.
Ethnology American Race. iv, 12, Jul.-S.
Prehistoric Archaeology. American. iv, 12, O.-D.
[Field Work in Anthropol. Mexico. Jul.-S.]
Prehistoric Archaeol. European. iv, 12, O.-D.
General Ethnology.* v, 12, Jul.-S.
General Anthropology.* iv, 6, Jul.-Au.
Ethnology American Race. iv, 6, O.-N.
Mexico. Archaeology, Ethnology. iv, 6, Au.-S.
[Comparative Technology. iv, 36, O.-Jun.]

 

Merton Leland Miller, Lecturer in Anthropology.

A.B., Colby Univ., ’90; Ph.D., Chicago. ’97.
Instr. Eureka Acad., ’92; Grad. Stud. at Chicago, ’92-7; Asst. In Anthropol. Mus., ‘94-7;

The Peoples of Europe. iv, 6. O.-N.
Physical Anthropology. Laboratory Work. iv, 36, O.-Jun.

 

J. H. Breasted, Asst. Prof. of Egyptology and Semitic Langs.; Asst. Dir. of Haskell Museum.
A.B., Northwestern, ’88;A.M., Yale, ‘92; A.M. and Ph.D., Berlin, ’94;
non-res. Fellow, Chicago, ’92-4; Asst. in Egyptology.

Chicago-Egyptian Life and Antiquities. iv, 12, Ap.-Jun.

 

C. H. Hastings.
A.B., Bowdoin, ’91.

Bibliography of Sociology. iv, 6, Au.-S.

 

 

COLUMBIA.

63 Graduate Students, 1897-8.
[All graduate courses under 10 open to Barnard Graduate Students.]

 

Richmond Mayo-Smith, Prof. of Pol. Econ. and Social Science.
Ph.D. (hon.), Amherst.

Pol. Econ. (el).* iii, 14, F.-Jun. (With Mr. Day.)
Pract. Pol. Econ:
(a) Problems of Mod. Industry. iii, 16, O.-F.
(b) Problems of Exchange. iii, 14, F.-Jun.
(c) Problems of Distribution. iii, 14, F.-Jun
(d) Readings in Marshall’s “Prin. of Econ.” i, 30.
Statistics and Sociology. ii, 16, O.-F.
Statistics and Economics. ii, 14, F.- Jun.
Theory, Technique, and Hist. of Statis. Sci. ii, 14, F.-Jun.
Seminar. Statistics. i, 30.
Seminar. Pract. Econ. i, 30.

 

Edwin R. A. Seligman, Prof. of Pol. Econ. and Finance.
LL.B., Ph.D., Columbia, ’84.

Econ. Hist. of Europe and America. ii, 16, O.-F. (With Mr. Day.)
Sci. of Finance. ii, 30.
Fiscal and Indus. Hist. of U. S. ii, 16, O.-F.
Hist. of Economics. ii, 30.
Railroad Problems. ii, 14, F.-Jun.
[Hist. of Pol. Econ. ii, 30.]
Seminar. Pol. Econ. and Finance. i, 30.

 

John B. Clark, Prof. of Pol. Econ.
Ph.D., Amherst, ’75;
Prof. Hist. and Pol. Econ., Carleton, ’77-’82; Prof. of same, Smith, ’82-’93; Lect. Johns Hopkins, ‘92-5; Prof. Pol. Econ., Amherst, ’92-5.

Econ. Theory. Statics. ii, 16, O.-F.
Dynamics. ii, 14, F.-Jun.
Communistic and Socialistic Theories. ii, 16, O.-F.
Theories of Social Reform. ii, 14. F.-Jun.
Seminar. Pol. Econ. i, 30.

 

Franklin H. Giddings, Prof. of Sociology.
A.M., Union.

General Sociology. ii, 16, O.-F.
Progress and Democracy. ii, 14, F.-Jun.
Pauperism, Poor Laws, and Charities. ii, 16, O.-F.
Crime and Penology ii, 14, F.-Jun.
Seminar. Sociology. i, 30.

 

William Z. Ripley, Lect. on Anthropology.
B.S., Mass. Inst. of Tech , ’90; A.M., Columbia, ’92; Ph.D., Columbia, ’93;
Assoc. Prof. Pol. Econ. and Sociol., Mass. Inst. of Tech., 94-7; Lect., Hartford School of Sociology, ’95-6.

Physical Geog. Anthropol. and Ethnology. ii, 16, O.-F.

 

Livingston Farrand, Instr. in Physiolog. Psychol.
A.M., Princeton, ’91; M.D., Columbia, ’91.

General Anthropology. ii, 14, F.-Jun.
Anthropology. Primitive Culture. ii, 30.

 

Franz Boaz, Inst. in Anthropol.
Ph.D., Kiehl, ’81.

Phys. Anthropol. ii, 30.
Applica. of Statistical Methods to Biolog. Problems (adv). iii, 30.
North Am. Langs. Seminar. ii, 30.

 

George J. Bayles.
Ph.D., Columbia, ’95.

Civil Aspects of Ecclesiastical Organizations. i, 30.

 

 

CORNELL.
14 Graduate Students, 1897-8.

 

J. W. Jenks, Prof. of Pol. Econ. and Civil and Social Instit.
A.B., Michigan, ’78, and A.M., ’79; Ph.D., Halle, ’85;
Prof. Pol. Econ., Knox, and Indiana State Univ.; Prof. of Polit., Municipal, and Social Institutions, ’91-2.

Economic Legislation.* ii, 32.
Economics and Politics.*

 

Charles H. Hull, Asst. Prof. of Pol. Econ.
Ph.B.. Cornell, ’86; Ph.B., Halle, ’92;
Instr. in Pol. and Sociol. Institutions, Cornell. ’92-3.

Money, Credit, and Banking*. iii, 32.
Railroad Transportation.* iii, 9, Ap.- Jun.
Finance, Taxation, Admin.* Public Debts. ii, 32.
Recent Econ. Theory. Am., Eng., Continental.* ii, 32.
Earlier Econ. Theory (Prior to J. S. Mill).* ii, 32.
Economic and Commercial Geography. ii, 23, O.-Mar.
Seminary. ii. 32.

 

Chas. J. Bullock, Instr. in Economics.
A.B., Boston, ’89; Ph.D., Wisconsin, ’95.

Industrial Hist., Eng. and Am.* ii, 32.
Internat. Trade and Tariff Hist. U. S.* ii, 32.
Labor Question.* ii, 12, S.-D.
Hist. Trades Unions.* ii, ll, Ja.-Mar.
Socialism.* ii, 9, Ap.-Jun.

 

Walter F. Willcox, Prof. of Social Science and Statistics.
A.B., Amherst; Ph.D., Columbia;
Instr. in Philos., Cornell, ’91-2; Asst. Prof. Social Science and Pol. Econ., ’92-4.

Social Science (el).* ii, 32.
Social Statistics.* ii, 32.
[Theoretical Social Science (adv).* ii, 32.]
Practical Social Science (adv).* ii, 32.
[Anthropology.* ii, 32.]
Philos. and Pol. Econ.* ii, 32.
Seminary. ii, 32.

 

Wm. E. Baldwin, Pres. Long Island R. R.
A.B., Harvard, ’85.

Pract. Railroad Management. Lects. i-ii, Ja.-Mar.

 

Charlton T. Lewis, Counsel Mutual Life Ins. Co.

Principles of Insurance. Lects. i, 15,
—?

B. F. Fernow, Director of Col. of Forestry.
Grad. State Col. of Forestry, Münden, Prussia;
Chief of Dir. of Forestry, U. S. Dept. of Agric, ’86-’92, LL.D., Wisconsin.

Forestry: Econ and Pol. Aspects. ii, 21, Ja.-Jun.

 

 

HARVARD.
21 Graduate Students, 1897-8.
(Courses marked [R] are open to Radcliffe Graduate Students.)

Fel. in Pol. Econ., $450; in Soc. Sci., $500; in Archaeol. and Ethnol., $500 and $1,050, and Schol. of $200. Prize of $150 for Essay in Pol. Sci., two of $100 each for essays on social questions. Peabody Mus., Am. Archaeol., and Ethnol., with Lib., is intended for research.

 

Charles F. Dunbar, Prof. of Pol. Econ.
A.B., Harv., ’51; LL.D., same, ’91.

Financial Legislation of U. S.* ii, 15, F.-Jun.
[Financial Admin. and Pub. Debts. iii, 15, F.-Jun.]
Money and Banking. v, 15, O.-Ja.
Seminary. Economics. i, 30. (With Prof. Taussig and Asst. Prof. Cummings.)

 

Frank W. Taussig, Prof. of Pol. Econ.
A.B., Harv., ’79; Ph.D., ’83, and LL.B., ’86.

Econ. Theory in the 19th Cent.* iii, 30. (With Prof. MacVane.)
[Theory and Methods of Taxation. Special ref. to U. S. Local Taxation.* ii-iii, 15, O.-Ja.]
Scope and Method of Economic Theory and Investigation.* ii-iii, 30.

 

William J. Ashley, Prof. of Econ. Hist.
A.B., Oxford, ’81, and A.M., ’85; Fel., Lincoln Col., and Lect. on Hist., Lincoln and Corpus Christi Col., Oxford, ’85-8; Prof. Pol. Econ. and Const. Hist., Toronto, ’88-, ‘92.

[Mediaeval Economic Hist. of Europe.* ii-iii, 30.]
[Hist. and Lit. of Economics to close of 18th Cent.* ii-iii, 30.]

 

Edward Cummings, Asst. Prof. of Sociology.
A.B., Harv., ’83; A.M., same, ’85.

Princ. of Sociology. Devel. of Modern State.* ii-iii, 30.
Socialism and Communism.* ii-iii, 30.
Labor Question in Europe and U. S.* iii, 30. (With Dr. John Cummings.)

 

John Cummings, Instr. in Pol. Econ.
A.B., Harv., 91; Ph.D., Chicago, ’94.

Theory and Methods of Statistics*. iii, 30.

 

H. R. Meyer, Instr. in Pol. Econ.
A.B., Harv. ’92; A.M., ’94.

Public Works, Railways, etc., under Corporate and Pub. Management.* iii, 15, F.-Jun.

 

G. S. Callender, Instr. in Pol. Econ.
A.B., Oberlin Col., ’91; A.B., Harv., ’93; A.M., ’94; Ph.D., ’97.

Economic Hist. of the U. S.*
Industrial Revolution of the 18th and 19th Cents.* ii-iii, 15, F.-Jun.
Western Civilization in its Economic Aspects.* ii-iii, 15, F.-Jun.

 

Francis G. Peabody, Prof. of Christian Morals.
A.B., Harv., ’69; A.M. and S.T.B., ’72; S.T.D., Yale, ‘87.

[Ethics of Social Questions.* iii, 30. (With Dr. Rand.)]
[Sociolog. Sem. Christian Doct. of the Social Order. ii, 30.]

 

Frederick W. Putnam, Prof, of Archaeology and Ethnology, and Curator of Peabody Museum.
A.M. (hon,), Williams, ’68; S.D.(hon.), Univ. of Pa., ’94;
Curator Dept. Anthropol., Am. Mus., Central Park, N. Y.

Primitive Religion. iii, 30. (With Mr. Dixon.)

[R] Am. Archaeol. and Ethnol. Research.

 

F. Russell, Asst. in Anthropology.
S.B., Univ., of Iowa, ’92, and S.M., ’95; Asst., same, ’94-5.

Gen. Anthropology, Archaeology, Ethnology.* iii, 30. (With an Asst.)
[R] Somatology. iii, 15, F.-Jun.
[R] Somatology (adv). Research—?

 

 

JOHNS HOPKINS.
9 Graduate Students, 1897-8.

 

Sidney Sherwood, Assoc. Prof. of Pol. Econ.
Ph.D., Johns Hopkins, ’91.

Legal Aspects of Economics. ii, 15, O.-F.
Corporations and Economics. ii, 15, F.-My.
Econ. Conference. ii, 30.
Economic Theory. ii. 30.
Economics (adv).* ii, 15, O.-F.

 

Jacob H. Hollander, Assoc. in Economics.
Ph.D., Johns Hopkins, ’94.

Development of Economic Theories. ii, 15, O.-F.
Financial Hist. of U. S. ii, 15, F.-My.
Economics (adv)*. ii, 15, F.-My.
Current Congressional Happenings.* i, 30.

 

 

LELAND STANFORD, JR.
2 Graduate Students, 1897-8.

Hopkins Railway Library, about 10,000 vols.; Transportation, Railway History, Economics, and Law.

 

Amos G. Warner, Prof, of Applied Economics.
B.L., Nebraska, ’85; Ph.D., Johns Hopkins, ’88;
Prof,of Pol. Econ., Nebraska, ’87-’91.

[Corporate Industry.* iii, 15, S.-D.]
[Personal Economics.* ii, 15, S.-D.]
Seminary. (With Ross and Durand.) ii, 32.

 

Edward A. Ross, Prof. of Sociology.
A.B., Coe Col., ’86; Ph.D., Johns Hopkins, ’91;
Prof. of Econ. and Social Science, Indiana, ’91-2; Assoc. Prof. of Pol. Econ, and Finance, Cornell, ’92-3.

[Economic Theory (adv). ii, 15, S.- D.]
[Sociology.* iii, 32.]

 

Mary R. Smith, Asst. Prof. of Social Sci.
Ph.B., Cornell, ’80, and M.S., ’82; Ph.D., Stanford, ‘96;
Instr. in Hist. and Econ., Wellesley, ’86- ’90.

[Statistics and Sociology.* iii, 17, Ja.-My.]

 

Edward D. Durand, Asst. Prof. of Finance and Administration.
A.B., Oberlin, ’93; Ph.D., Cornell, ’96;
Legislative Librarian, N. Y. State Library, ’96-7; Student, Berlin, ’97.

Practical Economic Questions.* iii, 17, Ja.-My.

 

 

MICHIGAN.
10 Graduate Students, 1897-8.

 

Henry C. Adams, Prof, of Pol. Econ. and Finance.
A.B., Iowa Col., ’74; Ph.D., Johns Hopkins, ’78;
Lect., Johns Hopkins, and Cornell; Statistician to Interstate Commerce Commission: Special Expert Agent on Transportation, 11th Cens.; Director of Economics, School of Applied Ethics.

[Devel. and Significance of Eng. Pol. Econ. iii, 6, O.-N.]
Devel. and Significance of Hist. School of Econ. iii, 6, O.-N.
[Devel. and Significance of Austrian School of Econ. iii, 6, O.-N.]
Relations of the State to Industrial Action. iii, 6, F.-Mar.
[Labor Organizations and Corporations as Factors in Industrial Organization. iii, 6, F.-Mar.]
History of Industrial Society.* ii, 17, O.-F.
Transportation Problems. iii, 17, F.- Jun.
Sem. Economics. ii, 17, O.-F.

 

F. M. Taylor, Junior Prof. of Pol. Econ. and Finance.
A.B., Northwestern, ’76, and A.M., ‘79; Ph.D., Mich., ’88;
Prof. of Hist. and Politics, Albion, ’79-’92.

Hist. and Theory of Money and Banking.* ii, 17. O.-F.
Hist. of Pol. Econ. ii, 17, F.-Jun.
Principles of Finance.* ii, 17, F.-Jun.
Sem. Economics. ii, 17, F.-Jun.
Socialism.* ii, 17; F.-Jun.
[The Value of Money, Theory, and Statistics. iii, 6, O.-N.]
[The Standard of Value. iii, 6, N.-D.]
Paper Money. iii, 6, O.-N.
[Social Philos., with spec. ref. to Econ. Probs. iii, 6, F.-Mar.]
[Credit as a factor in Production. iii, 6, Mar.-Ap.]
The Agricult. Problem. iii, 6, Mar.-Ap.

 

C. H. Cooley, Instr. in Sociology.
A.B., Mich., ’87; Ph.D., same, ’94.

Principles of Sociology.* iii, 17, O.-F. Problems, F.-Jun.
Sociology (adv).* ii, 17, F.-Jun.
Histor. Devel. of Sociolog. Thought. iii, 6, Ja.-F.
Nature and Process of Social Change. iii, 6, My.-Jun.
[Aims and Methods in Study of Society. iii, 6, Ja.-F.]
Social Psychology. iii, 6, My.-Jun.
[Current Changes in Social Organization of U. S. iii, 6, My.-Jun.]
[Theory of Population. iii, 6, Ja.-F.]
Theory of Statistics.* i, 34.
Special Studies in Statistics.* ii, 17, F.-Jun.

 

 

MINNESOTA.
26 Graduate Students, 1897-8.

 

William W. Folwell, Prof. of Pol. Science.
A.B.,Hobart, ’57; A.M., ’60; LL.D., ’80;
Prof. Math., Hobart, ’59-’61; Prof. Math. and Engineering, Kenyon Col., ‘69; Pres., Univ. of Minn., ’69-’84.

Pol. Sci. Sem. i, 36.
Individual Research. ii, 36.

 

Frank L. McVey, Instr. in Economics.
A.B., Ohio Wesleyan, ‘93; Ph.D., Yale, ‘95;
Instr. in Hist. Teachers’ College, N. Y., ’96.

Comparative Econ. Doctrine. ii, 36.
Economics.* iv, 13, S.-N.
Modern Industrialism.* iv, 12, Mar.-Jun.

 

Samuel G. Smith, Lecturer on Sociology.
A.B., Cornell Col., ’72; A.M.. and Ph.D., Syracuse, ’84; D.D., Upper Iowa Univ., ’86.

Social Sci.* iii, 12, Mar.-Jun.
Indiv. Research. i, 36.

 

 

MISSOURI.
3 Graduate Students, 1897-8.

 

F. C. Hicks, Prof, of Hist. and of Pol. Econ.
A.B., Univ. of Mich., ’86; Ph.D., same, ’90.

Economic History.* iii, 36.
Problems in Economics.* iii, 36.
Modern Financial Systems.* ii, 36.
Seminar. ii, 36

 

 

NEW YORK.
21 Graduate Students, 1897-8.

 

Frank M. Colby, Prof. of Economics.
A.B., Columbia, ’88, and A.M., ’89.

Practical Economics. ii, 24.
Economic Theory. ii, 24.
Hist. of Indust. Devel. ii, 30.

 

I. F. Russell, Prof. of Sociology, and of Law in N. Y. U. Law School.

A.M., N. Y. U., ‘78; LL.M., Yale, ‘79; D.C.L., Yale, ‘80; LL.D., Dickinson, ‘93;
Prof. Econ., and Const. Law, N. Y. U., ’80-’93.

[Intro. to Sociology. ii, 30.]
Principles of Sociology. ii, 30.

 

 

NORTHWESTERN.
6 Graduate Students, 1897-8.

 

John H. Gray, Prof. of Political and Social Science.
A.B., Harv., ‘87; Ph.D., Halle, ‘92;
Instr. in Econ., Harv., ’87-9.

Administration. ii, 36.
[Finance.* ii, 36.]
Seminary.* ii, 36.

 

William Caldwell, Prof. of Moral and Social Philosophy.
A.M., Pass Degree, Edinburgh, ’84; A.M., and Honors of First Class, same, ’86;
Asst. Prof. of Philos., same, ’88-’90; Instr., Cornell, ’90-1; Instr., Chicago, ’92-4; Fellow, Edinburgh, ’86-’93, and Sc.D., ’93.

Seminary. Ethical Philos.* ii, 36.
Seminary. Sociology.* iii, 36.

 

 

PENNSYLVANIA.
12 Graduate Students, 1897-8.

Colwell Lib. of Pol. Econ., 7,000 vols. Carey Lib., valuable for economic history, including 3,000 Eng. pams. 1 Fel. $500 + tui; 1 Schol. in Hist. and Economics, $100 + tui.

 

Simon N. Patten, Prof. of Pol. Econ.
Ph.D., Halle.

Hist. of Pol. Econ. ii, 15, O.-F.
Recent Devel. of Pol. Econ. ii, 15, F.-My.
Relat. of Eng. Philos. to Econ. in 18th Cent. ii, 15, O.-F.
[Scope and Method of Pol. Econ. ii, 15, F.-My.]
[Pract. Applications of Econ. Theory. ii, 12, O.-F.]
Problems of Sociol. ii, 15, F.-My.
Special Topics. ii, 30.

 

Henry R. Seager, Asst. Prof. of Pol. Econ.
Ph.B., Mich., ‘90; Ph.D.. Univ. of Pa., ’94;
Instr. in Pol. Econ., same, ’94-6.

Econ. Conference. ii, 30.
Adv. Reading in Ger. and Fr. Economics. ii, 30.
Eng. Indust. Hist. and Devel. of Econ. Theory, 1750-1870. ii, 15, F.-My.

 

Emory R. Johnson, Asst. Prof. of Transportation and Commerce.
B.L., Univ. of Wis., ‘88; M.L., same, ’91; Fel. in Econ., Univ. of Pa., ’92-3; Ph.D., same, ‘93;
Lect. on Transporta., same, ’93-4; Instr., same, ’94-6; Instr. in Econ., Haverford, ’93-6.

Theory of Transportation. i, 30.
[Am. Railway Transportation. ii, 30. ]
Transportation Systems of the United Kingdom and Germany. i, 30.
Hist. of Commerce since 1500. 1, 30.

 

Roland P. Falkner, Assoc. Prof. of Statistics.
Ph.B., Univ. of Pa.. ’85; Ph.D., Halle, ‘88;
Instr. in Statistics, ’88-’91.

Intro. to Statistics. ii, 15, O.-F.
Statistics of Econ. Problems. ii, 15, F.-My.
Hist. and Theory of Statistics. ii, 15, O.-F.
Statistical Organization. ii, 15, F.-My.

 

Samuel McC. Lindsay, Asst. Prof. of Sociol.
Ph.B., Univ. of Pa., ’89; Ph.D., Halle, ’92.

Theory of Sociol. (2 yr. course). ii, 30.
Social-Debtor Classes. ii, 30.
Sociol. Field Work. ii, 30.
Seminary. ii, 30.

 

 

PRINCETON.
5 Graduate Students, 1887-8.
1 Fellowship, $500.

 

Winthrop M. Daniels, Prof. of Pol. Econ.
A.B., Princeton, ’88, and A.M., ’90;
Instr. Wesleyan, ’91-2.

Public Finance.* ii, 18, S.-Ja.
Hist. of Pol. Econ.* ii, 18, F.-My.

 

W. A. Wyckoff, Lect. on Sociology.
A.B., Princeton, ’88, and A.M., ’91.

Sociology.* ii, 18, F.-My.

 

 

RADCLIFFE.
4 Graduate Students, 1897-8.
[See Harvard Courses marked “[R]”.]

Seminary in Econ. (With Prof. Taussig and Asst. Prof. Cummings.)

 

W. J. Ashley.

[Med. Econ. Hist. of Europe.* iii,30.]

 

Dr. Cunningham, Trinity Col., Cam. Eng.

Industrial Revolution in Eng. in 18th and 19th Cents.* iii, 15, F.-Jun.

 

G. S. Callender.

Econ. Hist. of U. S.*

 

Edward Cummings.

Princ. of Sociol.* iii, 30.

 

Edward Cummings and John Cummings.

Soc. and Econ. Conditions of Workingmen.* iii, 30.

 

John Cummings.

Statistics, Theory, Methods, Practice.*

(Of last three courses, two only will be given in 1898-9.)

 

F. Russell.

Gen. Anthropol.* —?

 

 

VANDERBILT.
2 Graduate Students, 1897-8.

 

Frederick W. Moore, Adj. Prof. of Hist. and Econ.
A.B., Yale, ’86, and Ph.D., ’90

 

Chas. F. Emerick, Asst. in Economics.
A.B., Wittenberg, ’89; Ph.M., Mich., ’95; Ph.D., Columbia, ’97.

Theory of Pol. Econ. Growth of Corporate Industry. iii, 32.
A Study of Socialism.* iii, 16.

 

 

WELLESLEY.
o Graduate Students, 1897-8.

 

Katharine Coman, Prof. of Hist. and Pol. Econ.
Ph.B., Mich., ’80.

Indust. Hist. of U. S.* iii, 17, F.-Jun.
[Indust. Hist. of Eng.* iii, 17, S.-Ja.]
Statistical Study of Problems in the U.S. iii, 17, S.-Ja.

 

Emily Greene Balch, Instr. in Economics.
A.B., Bryn Mawr.

Socialism.* iii, 17, F.-Jun.
Evolution and Present Conditions of Wage Labor.* iii, 17, S.-Ja.
Social Economics.* iii, 17, S.-Ja.; also F.-Jun.

 

 

WESTERN RESERVE.
4 Graduate Students, 1897-8.

S. F. Weston, Assoc. Prof. of Pol. and Soc. Sci.
A.B., Antioch, ’79, and A.M., ’85; Asst. in Economics, Columbia, ’92-4.

Social Theories.* iii, 17, F.-Jun.
Pauperism and Charities.* iii, 17, F.-Jun.
Money and Banking.* iii, 17, F.-Jun.
U.S. Tariff and Revenue System. iii, 17, F.-Jun.
Economic History of England.* iii, 16, S.-Ja.
Economic History of United States.* iii, 16, S.-Ja.
The State.* iii, 16, S.-Ja.
Civil Government.* iii, 16, S.-Ja.
Social Problems.* iii, 17, F.-Jun.
Economic Theories. iii, 36.

 

 

WISCONSIN.
24 Graduate Students, 1897-8.

Location at State capital gives special facilities for studying the State’s activities and methods of administration. Field work in charitable and correctional institutions in Madison and Chicago. Opportunity for continuous practical work during summer months.

 

Richard T. Ely, Prof. of Pol. Econ. and Director of the Sch. of Econ., Pol. Science and Hist.
A.B., Columbia, ’76; Ph.D., Heidelberg, ‘79; LL.D., Hobart, ’92;
Chair of Pol. Econ., Johns Hopkins, ’81-’92.

Distribution of Wealth. iii, 72, S.-Jun. (This course is to run through ’98- ’99, and ’99-1900.)
Public Finance. iii, 18, S.-F.
Taxation and Am. Public Finance. iii, 18, F.-Jun.
[Social Ethics. ii, 18, S.-F.]
[Socialism. ii, 18, S.-F.
Economic Seminary. Recent Devel. of Econ. Theory. ii, 36. (With Prof. Scott and Dr. Jones.)

 

William A. Scott, Prof. of Econ. Hist. and Theory.
A.B., Rochester, ‘86; Ph.D., Johns Hopkins, ’92.
Prof. Hist. and Pol. Econ., Univ. So. Dak., ’87-’90; Instr. in Hist., Johns Hopkins, ’91-2;

[Theories of Value. ii, 18, S.-F.]
Theories of Rent, Wages, Profits, and Interest. ii, 36, S.-F.
[Theories of Production and Consumption. ii, 18, F.-Jun.]
Classical Economists. iii, 18, F.-Jun.

 

Edward D. Jones, Instr. in Econ. and Statistics.
B.S., Ohio Wesleyan Univ., ’92; Halle and Berlin, ’93-4; Ph.D., Univ. of Wisconsin, ’95.

Economic Geography. ii, 18, S.-F.
Statistics. iii, 18, F.-Jun.
Charity and Crime. iii, 18, S.-F.

 

Balthasar H. Meyer, Instr. in Sociol. and Transportation.
B.L., Univ. of Wis., ’94; Berlin, ’94-5; Fel. Univ. of Wis., ’95-7; Ph.D., Univ. of Wis., ’97.

Elements of Sociology.* iii, 18, S.-F.
Psychological Sociologists.* ii, 18, S.-F.
Modern Sociological Thought. iii, 18, F.-Jun.
Transportation. ii, 18, F.-Jun.

 

Frank C. Sharp, Asst. Prof. of Philos.
A.B., Amherst, ’87; Ph.D., Berlin, ’92.

Social Ethics. ii, 18, F.-Jun.
Readings in Ger. Social Philos. ii, 18, S.-F.

 

 

YALE.
43 Graduate Students, 1897-8.

Pol. Science Club meets fortnightly. Club Room with Library for Graduate Students.

 

W. G. Sumner, Prof. of Pol. and Soc. Sci.
A.B., Yale, ’63; LL.D., Tenn., ’84.

Anthropology. ii, 32.
Systematic Societology. ii, 32.
[Indust. Rev. Renaissance Period. ii,32.]
[Begin. of Indust. Organization. ii,32.]
Science of Society.* (German.) ii, 32.

 

H. W. Farnam, Prof. of Pol. Econ.
A.B., Yale, ’74; R.P.D., Strassburg, ’78.

[Pauperism. ii, O.-D.]
Modern Organiza. of Labor. ii, 20, Ja.-Jun.]
Princs. Pub. Finance. ii, 32.

 

A. T. Hadley, Prof. of Pol. Econ.
A.B., Yale, 76, and A.M., ’87.

Econ. Problems of Corporations. i, 32.
Relat. between Econ. and Ethics. ii, 32.
Railroad Transportation.* ii, 32.

 

A. T. Hadley and Irving Fisher.

Economics (gen. course).* iii, 32.

 

W. F. Blackman, Prof. of Christian Ethics.
A.B., Oberlin, ’77; D.B., Yale, ’80; Ph.D., Cornell, ’93.

Social Science. ii, 32.
Lit. of Social. ii, 12, O.-D.
Soc. Study of Family. i, 12, O.-D.
Soc. Teach. and Influence of Christianity. i, 32.

 

J. C. Schwab, Asst. Prof. of Pol. Science.
A.B., Yale, ’86, and A.M., ’88; Ph. D., Göttingen, ’89.

Finance. ii, 32.
U.S. Indust. Hist. ii, 32.
U.S. Financial Hist. i, 32.
Finances of Confed. States, 1861-65. i, 32.

 

Irving Fisher, Asst. Prof. of Pol. Econ.
A.B. Yale, ’88, and Ph.D., ’91.

Principles of Economics (adv). ii, 32.
Statistics. ii, 20, Ja.-Jun.
Vital Statistics and Life Insurance. ii, 12, O.-D.

____________________

Source:  Graduate Courses 1898-99: A Handbook for Graduate Students. (6th edition). (Chicago, University of Chicago Press, 1899), pp. 80-90.