A 35 year old Johns Hopkins University Ph.D., Frank Wilson Blackmar, was appointed professor of History and Sociology at the University of Kansas starting in the fall semester of 1889. He joined the history and civics professor James Hulme Canfield to establish a joint seminary of historical and political science in Lawrence, Kansas. The seminary was to serve as a social scientific laboratory following the model of historical seminaries established earlier in German universities and later transferred to North American universities such as Johns Hopkins during the last third of the 19th century. Blackmar’s Ph.D. subjects were History, Political Economy and Literature and he taught a broad range of courses in political economy, sociology, cultural and intellectual history, as well as social policy at Kansas. He wrote textbooks for both economics and sociology but he eventually left economics for what he must have perceived to be the virgin fields of sociology, a career path similar to that taken by Franklin H. Giddings at Columbia. In 1919 he served as president of the American Sociological Association.
Frank W. Blackmar served his university for forty years until being unceremoniously shown the door to retirement by his department in 1929. He was even forced to suffer the indignity of witnessing his own venerable sociology textbook dropped for a younger competitor.
Still Blackmar is of interest to us as one of the first generation wave of newly minted Ph.D.’s who were in search of their scientific fortune across the vast expanse of the United States at the end of the 19th century. He also serves as a reminder that the disciplinary wall between economics and sociology was then little more than a speed-bump compared to the well-fortified border today.
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Frank Wilson Blackmar
1854. Born November 3 in West Springfield, Pennsylvania.
1874. Graduated at the Northwestern State Normal School at Edinboro, Erie county, Pennsylvania.
1874-75. Taught at West Mill Creek school at Erie.
1875-78. Taught in California public schools.
1878. Enrolled at the University of the Pacific (San Jose, California).
1881. Ph.B. with honors from the University of the Pacific.
1881-82. Taught mathematics in the San Jose High School.
1882-86. Professor of mathematics in the University of the Pacific
1884. A.M. in mathematics and literature from the University of the Pacific.
1885. Married Mary S. Bowman, daughter of Rev. G.B. Bowman, of San Jose.
1886-89. Graduate student and fellow of Johns Hopkins University.
1887-88. Instructor in history.
1888-89. Fellow in history and politics.
1889. June 13. Awarded Ph.D. Thesis: “Spanish Colonization in the Southwest.” Subjects: History, Political Economy and English. Source: Johns Hopkins University, University Circulars, July 1889, p. 97.
1889-1929. University of Kansas.
1889-1899. Professor of history and sociology.
1889. Course in political economy. Thirteen students enrolled (University Kansan, September 27, 1889, p. 1)
1890. Course “Elements of Sociology” introduced.
1893. Course “Status of Woman” introduced.
1897. Course “Questions of Practical Sociology” introduced.
1897. Course “Remedial and Corrective Agencies” introduced.
1899-1912. Professor of sociology and economics.
1912-1926. Professor of sociology.
1899-1926. Head of the Department of Sociology.
1896-1922. Dean of the Graduate School
1929. Retirement forced at age 74 after 40 years of service to the University. His request to continue full-teaching and full-salary until June 1930 was denied.
1900-02. President of the Kansas Conference of Social Work.
1919. Ninth president of the American Sociological Society
1931. March 30. Died from influenza in Lawrence, Kansas.
Books, monographs, reports
The Study of History and Sociology. Topeka: Kansas Printing Office, 1890.
Spanish Colonization in the Southwest. Baltimore: Johns Hopkins Press, 1890.
The History of Federal and State Aid to Higher Education. U.S. Bureau of Education, Circular of Information No. 9, 1890. Contributions to American Educational History, edited by Herbert B. Adams. Washington, D.C.: Government Printing Office, 1890.
Spanish Institutions in the Southwest. Baltimore: The Johns Hopkins Press, 1891.
The Story of Human Progress, 1896.
Higher Education in Kansas. U.S. Bureau of Education, Circular of Information No. 2, 1890.
Economics. Topeka, Kansas: Crane & Company, 1900.
Spanish Colonial Policy. Publications of the American Economic Association. Vol. 1 (3), 1900, pp. 112-143.
The Study of History, Sociology, and Economics. Topeka, Kansas: Crane & Company, 1901.
The Life of Charles Robinson, the First Governor of Kansas. Topeka, Kansas: Crane & Company, 1902.
The Elements of Sociology. New York: The MacMillan Co., 1905. [In the Citizen’s Library series ed. by Richard T. Ely]
Kansas: a cyclopedia of state history, embracing events, institutions, industries, counties, cities, towns, prominent persons, etc. (2 vols.) edited by Frank W. Blackmar. Chicago: Standard Pub. Co. Volume I; Volume II.
Economics for High Schools and Academies. New York: The Macmillan Company, 1907.
Report on the Penitentiary to Governor Geo. H. Hodges. Topeka, Kansas: Kansas State Printing Office, 1914.
Outlines of Sociology, with J.G. Gillin. New York: The MacMillan Company, 1915. [Published in series: Social Science Textbooks, edited by Richard T. Ely. Note: Ely’s own contribution to the series bears the analogous title “Outlines of Economics”]
First edition (1915);
Revised edition (1923);
Third edition (1930).
History of the Kansas State Council of Defense. Topeka, Kansas: Kansas State Printing Plant, December 1920.
Lawrence Social Survey (joint with Ernest W. Burgess). Topeka, Kansas: Kansas State Printing Plant, 1917.
Justifiable Individualism. New York: Thomas Y. Crowell Company, 1922.
History of Human Society. New York: Charles Scribner’s Sons, 1926.
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Newspaper accounts regarding Blackmar’s appointment
PROF. BLACKMAR SELECTED.
A Good Man Elected to the New Chair of History and Sociology.
At the last meeting of the board of regents of the University, Prof. James H. Canfield recommended that instead of having an assistant as fixed by the legislature, a new chair be created to be known as History and Sociology. Prof. Canfield laid out the work to be pursued by each chair and two chairs were created by the regents as advised by him and he was allowed to have his choice and he took American History and Civics.
To-day the regents, after careful consideration of all the applicants, selected Prof. Frank W. Blackmar, who is taking an advanced course at Johns Hopkins University. Prof. Blackmar is a man of experience and is a graduate of the University of the Pacific at San Jose, Cal. For several years he has been professor of mathematics at that place. The following letter to the regents bears Mr. Blackmar good recommendations:
JOHNS HOPKINS UNIVERSITY,
Baltimore, Md.
“The best man I can suggest for your purpose is Mr. F. W. Blackmar, our senior fellow in History and Politics. He was for some years professor in a California college before coming here and has just received an offer of $1500 to go to Mills College in that state. He used to receive $2000, but deliberately threw up a good place in mathematics for the sake of studying history. He is a man of fine character and ability with lots of hard sense and good tact, withal a good speaker and writer. I have employed him upon the most important of all the government monographs, the Relation of Federal and State Aid to Higher Education, a work covering the financial history of education in thirty-eight states. His report has just been accepted in Washington and will do Blackmar great honor. In fact he can get almost anything he wants after that report is published. You will be lucky if you catch him early and you will have to give him all the law allows. I shall recommend Blackmar to the vacancy arising at Bryn Mawr, where Woodrow Wilson used to be, if I am asked to nominate. Blackmar is married, has had experience as a co-educator, and has served as an assistant here, as well as a popular lecturer to workingmen. I have just answered three applications for professors, but have given you the best man
Very truly,
H. B. Adams.
With Professors Blackmar and Canfield in the political history department of the University, that department is sure to become one of the most attractive in the University.
Prof. Blackmar is a protectionist, a Republican and a member of the M. E. [Methodist Episcopal] church.
The “Athens of Kansas” welcomes Prof. and Mrs. Blackmar to her midst and we trust that they will find Lawrence a pleasant place in which to live. The success of securing such an able man is due largely to Prof. Canfield and Regent Spangler and the University is to be congratulated upon the new accession to the already strong faculty.
Source: The Evening Tribune, Lawrence, Kansas. Wednesday, May 8, 1889, p. 3.
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The New Chairs.
The University has taken so many strides towards the front during the past four or five years, that each step has ceased to attract special notice. But a change has just been made which deserves mention, and which has already attracted wide-spread attention and favorable comment.
For several years Professor Canfield has urged a division of his chair, that broader work might be offered in History and in Citizenship. The Board has never been able to meet the necessary expenses of such enlargement, and the work has been carried or driven toward success under many embarrassments.
But now the Regents find the funds on hand for a new chair, and have determined to establish it in this department. Accordingly a special committee has been in consultation with Professor Canfield, and together they have elaborated courses that are peculiarly attractive.
At his own request Professor Canfield retains the work in American History and Civics, which will hereafter be the title of his chair. American History is the favorite option. “Constitutional and Political History of the United States,” elaborated and given daily instead of three times a week. This work absorbs “Colonial History,” “Finance and Diplomacy of the Revolution,” and the “Federalist.” In addition to this will be offered work in Constitutional Law, Public Finance and Banking, Local Law and Administration, and International Law and Diplomacy.
The second chair will be History and Sociology.
It is not possible to say now who the new Professors will be, nor what work will be offered. But the two chairs will work together—the work of one really preparing for that of the other, and together they will make a strong team.
This division of the old chair gives just twice the latitude in choice of options and elections, and the number of students eager to avail themselves of this opportunity is very large.
LATER.
Prof. Frank W. Blackmar, formerly a Professor in the University of the Pacific, and at present a fellow in Johns Hopkins, has been appointed to the chair of History and Sociology, which was recently created by the division of Prof. Canfield’s work Prof. Blackmar comes with the best of recommendations, and will be a strong addition to the faculty.
Source: University Times, Lawrence, Kansas. Friday, May 10, 1889, p. 2.
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Prof. F. W. Blackmar.
The rumor as to the appointment of Prof. F. W. Blackmar of Johns Hopkins University has been proven true. Through the kindness of Regent Spangler the Journal is enabled to print the following letter concerning Mr. Blackmar:
JOHNS HOPKINS UNIVERSITY,
BALTIMORE, Md., April 13, 1889.
To the Trustees of Kansas State University—Gentlemen:
Allow me strongly to recommend for your new chair of History and Sociology, Mr. F. W. Blackmar, our Senior Fellow in these subjects. He was for four years Professor of Mathematics in his alma mater, the University of the Pacific, where he proved such a good administrative officer that at one time he served as the deputy of the President. We have thought so highly of his ability as a teacher and as a manager of young men that last year we put him in charge of a large class in History in our undergraduate department. He taught the class to our entire satisfaction. This year as Fellow he has not been allowed to teach, but has given his entire attention to original investigation. Besides writing a scholarly thesis on “Spanish Colonization in the Southwest,” based upon Spanish and other original authorities, he has completed under my direction a most elaborate government report on “The Relation of Federal and State Aid to the Higher Education,” or a financial history of American Colleges and universities in so far as they have been supported or assisted by government appropriations. This report, I am confident, will give Mr. Blackmar a national reputation, for it will meet the needs of every State board of trustees and of all superintendents of education in these United States. In addition to this government and university work, Mr. Blackmar has lent a hand in various popular lecture courses which I have instituted here in Baltimore. I append the printed outlines of one or two of his lectures. He is a man who can go before the people, if necessary, and make himself understood on practical questions. He takes a strong interest in social science, or questions affecting the public health and welfare, such as Sanitation, Charities, the Relation of the State and City to the care of Paupers, the Insane, the Blind, the Deaf and Dumb, etc. If you should see fit to appoint Mr. Blackmar to Historical. Economic and Social Science, it would be wise to encourage him during the coming summer to visit the leading charitable institutions of New York and Massachusetts, and to acquire a practical knowledge of the best methods, from interviews with men like Mr. Brockway, of the Elmira Reformatory, and with Mr. F. S. Sanborn, long secretary of the State Board of Charities in Massachusetts, and at one time lecturer upon these subjects at Cornell University. There is a great field here for a well-trained University man. With knowledge of the best experience of the world he can promote the usefulness and economy of charitable institutions throughout an entire state or city. The Johns Hopkins University is pushing men into this new field. Two of our graduates in succession have served as Secretary of the Organized Charities of Baltimore. Another has similar position in Brooklyn. A fourth has just been made Secretary of the New York State Charities Aid Association, an office which brings him into active relation with all the charitable institutions of both city and state. I emphasize these facts because they show the practical bearings of Social Science when properly represented in a University.
Let me say, in conclusion, that Mr. Blackmar is a young man of excellent moral character, a Christian gentleman, married and in good health, although just now a little overworked while preparing for his degree as Doctor of Philosophy. He is perfectly safe in all economic and social questions and is naturally endowed with a good stock of common sense.
Very respectfully recommended,
H. B. Adams.
In charge of the Department of History and Politics.
Mr. Blackwar is 34 years of age and a native of Erie county, Pa. In 1874 he graduated at the Northwestern State Normal school at Edinboro, Erie county, Pa.; the following year he taught the West Mill Creek school at Erie, at the same time carrying on studies preparatory for college. In the autumn of 1875 he went to California and there engaged in teaching in the public schools for a term of three years; in 1878 entered the University of the Pacific, San Jose, California, and graduated from that institution in 1881 receiving the degree of Ph.B. The following year he engaged in teaching mathematics in the San Jose High School. In 1882 he was called to the chair of mathematics in the University of the Pacific which he filled acceptably for a term of four years. In 1884 he received the degree of A.M. on account of work done in mathematics and literature.
In the following year he was married to Miss Mary S. Bowman, daughter of Rev. G. B. Bowman, of San Jose.
In 1886 he entered Johns Hopkins University, when he was appointed instructor in 1887 and fellow in history and politics in 1888.
Source: Lawrence Daily Journal, Lawrence, Kansas. Friday, May 10, 1889, p. 3.
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Prof. Blackmar Elected.
Tuesday the board of regents after the consideration of all the applicants elected Prof. Frank W. Blackmar, who is now taking an advanced course at John Hopkins, to fill the associate chair in the history department. Prof. Blackmar is a graduate of the University of the Pacific, a republican, a prohibitionist, a Phi [Kappa] Psi. The following letter to the regents bears Prof. Blackmar good recommendations, and the Courier bids him welcome.
JOHNS HOPKINS UNIVERSITY,
Baltimore, Md.
“The best man I can suggest for your purpose is Mr. F. W. Blackmar, our senior fellow in History and Politics. He was for some years professor in a California college before coming here and has just received an offer of $1500 to go to Mills College in that state. He used to receive $2000, but deliberately threw up a good place in mathematics for the sake of studying history. He is a man of fine character and ability with lots of hard sense and good tact, withal a good speaker and writer. I have employed him upon the most important of all the government monographs, the Relation of Federal and State Aid to Higher Education, a work covering the financial history of education in thirty-eight states. His report has just been accepted in Washington and will do Blackmar great honor. In fact he can get almost anything he wants after that report is published. You will be lucky if you catch him early and you will have to give him all the law allows. I shall recommend Blackmar to the vacancy arising at Bryn Mawr, where Woodrow Wilson used to be, if I am asked to nominate. Blackmar is married, has had experience as a co-educator, and has served as an assistant here, as well as a popular lecturer to workingmen. I have just answered three applications for professors, but have given you the best man
Very truly,
H.B. Adams.
Source: The University Courier, Lawrence, Kansas. Friday, May 10, 1889, p. 2.
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FRANK W. BLACKMAR
An extended sketch of Prof. Blackmar was given in The Courier last Spring, but for the benefit of the new students we reproduce a part of it. Prof. Blackmar is a native of Pa., and graduated from the Northwestern Normal School in 1874. He then went to California and taught a few years in the Public Schools of that State. He then entered the University of the Pacific, and graduated with honors with the class of ’81. He taught in the San Jose High School, and was then called back to the University of the Pacific to fill the chair of mathematics. This position he held until 1886, when he resigned to pursue a post graduate course in Johns Hopkins. During the year 1887-8, he was an instructor in History at that institution, and at the time of his election to the chair of History and Sociology in the University last spring, was a Fellow in History and Politics at Johns Hopkins. He is a member of Phi [Kappa] Psi Fraternity, having joined that organization while a student at the University of the Pacific. He took his degree of Ph.D. last June, at Johns Hopkins, the subjects covered in his course being History, Political Economy and English.
Source: The University Courier, Lawrence, Kansas. Friday, August 16, 1889, p. 2.
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Department of History, Politics and Sociology—A Circular Issued Covering the Work in that Department.
The department of history in the State University has just issued a circular covering the work in that department. By the division of the chair of history and the election of an additional professor in that department the long wished for equalizing of the course was attained and under the name of American History and Civics and History and Sociology the University presents as strong and comprehensive course in that line of college work as any other college in the country. In order that our readers may know for themselves the extent of this course and also the division of the work between Prof. Canfield and Prof. Blackmer we print the circular entire.
HISTORY, POLITICS AND SOCIOLOGY.
The following statement covers the work of the last two years of the University course, and is made in answer to many inquiries received by the instructors in charge of these topics.*
Instruction in History, Polities, and Sociology is given by means of lectures, recitations, discussions, conference, and personal direction in study and research. Special pains are taken to facilitate the use of the University library by students taking these topics; authorities closely connected with the work in hand being withheld from general circulation, and rendered more available by carefully prepared card indexes.
AMERICAN HISTORY AND CIVICS. — JAMES H. CANFIELD.
American History. — Instruction is given daily for two years in American History. The course has been prepared with especial care, with the thought that a thorough knowledge of the origin and development of the Nation is one of the most essential conditions of good citizenship. Marked attention is given to social life and institutional and industrial development; to the financial experiments of the general government, and to diplomatic relations; to the failure of the confederation, the struggle for the constitution, and to the text of the constitution itself; and to the constitutional and political history of the Union from 1789 to the present. For this the library now offers special facilities, in a complete Congressional Record, from the first Continental Congress to the present (including the Secret Journals and Diplomatic Correspondence), a complete set of Niles’ Register, and in a large collection of other public documents.
Local Administration and Law. — Lectures three times each week during the first term,† covering the management of public affairs in districts, townships, counties, cities, and States. This course is intended to increase the sense of the importance of home government, as well as to give instruction in its practical details.
Public Finance and Banking. — Lectures twice each week during the first term, on National, State, and municipal financiering; and on theoretical and practical banking, with the details of bank management.
Constitutional Law. — Lectures three times each week during the second term, on the constitution of the United States; with brief sketches of the institution and events that preceded its adoption, and with special attention to the sources and methods of its interpretation.
International Law and Diplomacy. — Lectures twice each week during the second term on the rise and growth of international law, and on the history of American diplomacy.
In all this work constant effort is made to determine the historic facts (as opposed to mere theorizing), to secure a fair presentation of opposing views, to promote free discussion and inquiry, and to encourage as complete personal investigation of all authorities as the University library permits. This method is thought to furnish the best conditions for sound opinion and individual judgment, while controlling neither.
HISTORY AND SOCIOLOGY.
— FRANK W. BLACKMAR.
The aim in the following courses is to give a comprehensive knowledge of the great topics of history, and to investigate general social, political, and economic phenomena and theories — especially those of Europe.
Instruction will be given daily throughout the first term, as follows:
English History. — This course embraces a careful study of the English people and the growth of the English nation, including a general survey of race elements, and of social and political institutions.
The Intellectual Development of Europe. — A course of lectures tracing the history and philosophy of intellectual progress from early Greek society to modern times.
Particular attention is given to the influence of Greek philosophy, the Christian church, the relation of learning to liberal government, and of the rise of modern nationality.
Political Economy. — The fundamental and elementary principles will be discussed, and will be elaborated by descriptive and historical methods. A brief historical sketch of Political Economy may be given at the close of the course.
The second term’s work includes the following courses:
Institutional History. — Lectures three times each week, on Comparative Politics. The history of Germanic institutions will constitute the main body of the course.
The Rise of Democracy. — Lectures twice each week, on the rise of popular power and the growth of political liberty throughout Europe.
Elements of Sociology. — Lectures three times each week, on the evolution of social institutions from the primitive unit, the family; including a discussion of the laws and conditions which tend to organize society. The latter part of the course will be devoted to the elements of modern social science as preliminary to the consideration of the problems of the day.
Land and Land Tenures. — Twice each week. The course will begin with a discussion of the Roman land question and extend to the Feudal land systems of France and England, and thence to the consideration of modern land tenures of Great Britain and of the United States.
Practice Course in Economics. — A full term’s work applied in economics and in the elements of social science; consisting of conferences, discussions, practical ob-servation, and the preparation of a thesis of not less than twenty thousand words on some special topic selected by each student
All general correspondence should be addressed to the Chancellor of the University; special correspondence, to either of the instructors named in this circular.
*During the first two years of the University course, students have the subjects usually required in college courses — though with choice between four lines of work. (See University Catalogue.)
†The University year is divided into two terms, of equal length.
Source: Lawrence Daily Journal (Lawrence, Kansas), Sunday, July 14, 1889, p. 3.
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Seminary of Historical and Political Science.
Announcing the new Seminary
The Political Science Club has been succeeded by the Seminary of Historical and Political Science. This new society has been organized by Profs. J. H. Canfield and F. W. Blackmar. The membership of the society is limited to the department of History and Political Science, students having two or more studies in that department being active members and those having less than two studies being associate members.
This new association will embrace all of the best features of the Political Science Club, besides several new features. From his two years’ experience with the Political Science Club, Prof. Canfield is able to accept only those features that have proven to be practical. Under the new management the Seminary is expected to be even more interesting and valuable an adjunct to the department, in the future, than the Political Science Club has been in the past.
Source: University Kansan (Lawrence, Kansas), Friday, September 27, 1889, p. 2.
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First Annual Symposium of the Seminary of Historic and Political Science of K. S. U.
A short time ago invitations were sent out to the members of the Political Seminary, and last evening a goodly number of both active and corresponding members assembled for the first annual reception and banquet. The guests were received by Prof. J. H. Canfield, director, and Prof. Blackmar, vice-director of the Seminary; and at 8:45 the line of march was taken up for room 15, which served for a banquet hall as well as a lecture room.
Here an excellent repast was served by young lady students of the University, after which Director Canfield announced the Symposium proper. The director spoke at some length of the work accomplished in the past year, giving a list of the more important papers presented, and announced that for next year papers on subjects of interest were promised by Geo. R. Peck, of Topeka; Frank H. Betton, labor commissioner of Kansas; Judge Humphrey, of Junction City; Judge Emery, D. S. Alford, Rev. Ayers, Charlie Scott and Dr. Howland.
Prof. Canfield then introduced Vice-Director Blackmar, and asked him to compare the work done by the seminary here with the same class of work in eastern colleges. Prof. Blackmar gave a short account of the present mode of studying history and political economy, saying that it was of recent date. Comparisons with Yale, Johns Hopkins and the University of Michigan, show that the work here is as thorough as at any of those institutions. The study of the Science of History has risen into prominence, as has the study of the natural sciences, and furnishes as good mental training as do the languages or even mathematics.
At the close of Prof. Blackmar’s speech Prof. Canfield announced the real topic of the occasion, “The University in its Relation to the People,” and called on Gov. Robinson to tell of the early struggle for a university in Kansas. The governor then told in his own happy manner of the early endeavors to secure a university in Kansas, of the first faculty and how it was selected for policy’s sake, of the work that the regents had to do even in the first years of the University. His hope that the present director of the seminary would never leave the University was heartily applauded.
The time having arrived when three minute speeches were in order, Prof.
Canfield called on Mr. H. F. M. Bear to talk on the “Influence of the University in the Community.” Mr. Bear opened with a story, and when that was finished so were his three minutes.
“What a University Course in Worth to the Bar of the State” was responded to by Judge Humphrey; the judge said “That a thorough collegiate education is becoming more and more recognized as a necessity in the lawyer’s profession; that the most important function of a state school is to equip men for good, honest lawyers.”
“The University Man in Politics” was discussed by A. L. Burney, of the class of ’90, “The true duty of the University graduate in politics is to be a leader, following the teachings of the golden rule.”
Colonel O. E. Learnard, in responding to “the University man” in connection with the press, said: “It was not a good plan to mix a University training with newspaper work, but that men should graduate from the University into the newspaper profession.”
Prof. Canfield, introducing the next speaker, congratulated the University in having begun right in the matter of co-education.
Miss Hunnicut, a post-graduate student in Political Science, spoke on “Post-Graduate Work, the link between the University and practical life;” thought the course too short, should be two years instead of one — this was the only opportunity offered the student to do original work.
“University boys’ outing life” was assigned to C. E. Esterley. Mr. Esterley declared that the University boys were always successful after leaving school.
“What the University can and does do for women,” was discussed by Miss Reasoner — class of ’90. Miss Reasoner is a pleasing speaker and was listened to with close attention,
Prof. Blake in speaking on “the University and applied science,” said that everything in K.S.U. depended on the crops in Kansas, and as the crop prospect was good this year, so was the outlook for applied sciences hopeful in our University. The object in giving our young men instruction in the shops was not that they might be laborers, but directors of our great industrial enterprises in the West.”
This closed the program of a most successful meeting, and Prot. Canfield then declared the assembly adjourned for one year.
Those present were: Prof. J. H. Canfield, director; Prof. F. W. Blackmar, vice-director; Misses Lockwood, Dunn, Spencer, Reasoner and Hunnicutt; Judge Humphrey, Gov. Robinson, Dr. Howland, Rev. Mr. Ayres, B. W. Woodward, D. S. Alford, Col. O. E. Learnard, Prof. Blake, and Messrs. Chapman, Esterly, Liddeke, Slosson, Burney, Mushrush, Bear, Roberts, Morse, Hill, Wilmoth.
Source: Lawrence Daily Journal (Lawrence, Kansas), Thursday, June 5, 1890, p. 4.
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Blackmar on place of political economy
ECONOMIC POLITICS. — One branch of political economy falls directly within the scope of history, and this is what may be termed economic politics, or that part of political economy which has to do with the action of the state concerning economical development. This has been called “Historico-Political Economy,” as treated by the historian. It deals less with economic life as a philosophy, and more with the practical affairs of economic legislation. As such it might assume the German name of “National Economy,” only that it would include more than is here intended. It is a separate study from the science of Political Economy as now constituted. However, in the earlier conditions of the science, and to a certain extent now among some French and German writers, political policies are confused with the science of political economy.
Within the scope of economic politics should be grouped those social and economic movements which have been directly connected with the political changes that have taken place in states. Some of the so-called political institutions have their direct cause of existence, in social or economic movements. The so-called new school, or, what is more explanatory, the “historical school” of political economists, in contradistinction to the old or “deductive” school, base their operations upon historical conditions rather than upon a priori arguments. Consequently, the association of political economy with the study of history has become common. It is true, on the one hand, that science of political economy that struggles with a priori principles, ideal men, ideal nations, and ideal conditions, was released from many of its defects when a careful search into historical conditions was made. On the other hand, there is a politico-economic history of nations which may be incorporated with the study of history proper, and still allow Political Economy to retain its own province undisturbed. It is this phase of political history which should come under the head of economic politics. The study of Political Economy as an independent science will be treated of under that heading.
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Such was the condition of the study of history in the American college up to a recent period, that the dull, dry conning of the facts of universal history with the chief idea of knowing the facts of the world’s history only to forget them, was the recognized process. President Adams tells us that during the first two centuries of the existence of Harvard College, the study of history consisted in spending one hour at eight o’clock on Saturday mornings in the hearing of compositions and the reciting of history, both ancient and modern. In 1839 a special chair for the study of history was endowed for the college, yet it was not until 1870 that there was any real change in the method pursued of conning history. At that time two men were employed, where before one man did all of the work. From this time there was rapid improvement. The condition in Yale and in Columbia was not much better than that in Harvard; in Yale the entire services of one man were not required until after 1868, to teach history, and it was not until 1877 that another man was put into the field.
In 1857 President White, of Cornell, instituted the study of history in the University of Michigan, and used the historic method employed in Germany with some modifications. This method was adopted in Cornell in 1870, and in Johns Hopkins in 1876, at the commencement of its career. With these beginnings a rapid progress has been made towards the treatment of history from a scientific standpoint. From this time the best institutions of America abandoned the old, dull process of memorizing and forgetting the facts of history without making good use of those facts. But this progress is not equal to the progress made in the old-world institutions in the organization and arrangement of courses and the number of separate fields of study. The methods used are somewhat the same.
Modern methods of historical teaching have for their chief points the systematic work of the student under the intelligent direction of the instructor. The process involves an investigation of materials, a search after the truth, a study of particular phases of historical truth, a comparison and classification of material, and an analysis of results. History is to be studied because it is interesting, and to be followed for the truth it will yield. In all of this the facts of history must not be ignored, nor the careful reading of standard authorities neglected. But the instruction works upon the principle that a person engaged in an interesting pursuit of the truth of history will retain by real knowledge of the subject the facts which if learned by rote without understanding would soon leave him.
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The MODERN SEMINARY furnishes a means of bringing together those most interested and most advanced, for the special study of subjects in history or in political and in social economy. This method, now almost universal in the foremost institutions, is of German origin, and constitutes the germ of the modern method. The seminary had its origin with the class taught by Leopold von Ranke, and from that time has been greatly improved in Germany, and extensively adopted in America. The seminary represents the historical laboratory, and each meeting should be a clearing-house of the actual work done. The object of the seminary is to develop individual thought and investigation, and to test the same by criticism and discussion. Another beneficial result will be the development in a practical way of the best methods of study. We have laboratory work in physics, chemistry, and in most of the natural sciences; if history is to be taught as a science, it must not ignore this great means of investigation. Its work may not always be original, for the word original should be used with much care in its application to any study. It must be sufficiently individual and independent that the student may verify truth by his own investigation, and learn to exercise his own judgment concerning the materials before him. The undergraduate courses in chemistry or physics seldom go beyond this in their laboratory work. The seminary is an association of individuals coöperating in the pursuit of historical truth, using scientific methods in study, research, and presentation. It should represent the highest and best work of any department or group of departments working on kindred subjects.
But whatever methods are pursued, it must be kept in mind that there are scientific processes involved, and scientific results must be expected. The chief benefits to be derived from the study of history, or of the different branches of history and sociology, are similar to those of all other sciences.
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Professor R.T. Ely wrote an Introduction to Political Economy which was more or less sociological in its nature, and which assumed that Political Economy was a branch of Sociology. Subsequently a controversy arose as to the relative position of Economics and Sociology, which has been finally settled by Sociology taking and maintaining an independent position in the category of social sciences. While nearly everything relating to society has been called, at different times, Sociology, there is to-day a well-established body of knowledge, well-defined principles, and a distinct boundary of the science of Sociology.
A word must be said about the treatment of what is known as “social science” in a peculiar way, as if the only province of sociology was to care for broken-down and imperfect society; and that sociology has to deal only with social problems, and not with the rational development of human society. It must be acknowledged that the value of the study of charities and corrections cannot be overestimated, and that as representative of the position of a certain phase of social disorganization, the study of these is invaluable. These studies represent the outcrop pings of society, and just as a ledge in the mountains will show by its nature the condition of the original bed, so these parts of disorganized society will show the nature of the true structure. So, also, as it treats chiefly in its scientific methods of the reorganization of society, there is an opportunity offered for the application of the best results of the study of sociology.
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THE STUDY OF ECONOMICS.
INSTRUCTION in economics has been for many years a part of the regular course of nearly every college and university in the land, and has recently been making rapid advancement in the secondary schools. There has been rather more controversy respecting its scope than of the methods employed in study and instruction. Some have contended that as Economics is an abstract science its scope is narrow, comprising only the body of principles and laws that have been drawn from concrete experience. Others have broadened the subject to include much that rightfully belongs to sociology and political science. Others have adopted the historical method to such an extent as to exclude all scientific nature of the subject, reducing it to a mere relation of facts concerning the industrial affairs of the nation. As usual, extremists may be of service in quickening thought, but they seldom hit upon the correct solution of problems that concern a large number of people. While it is proper and unavoidable to hold to the abstract or deductive political economy, it is also necessary to carry on concrete investigations by the inductive method. Nor must industrial history be neglected, for this makes a strong background for the science and enables the student to approach the subject from a new point of view. If a student will observe the following analysis and obtain a thorough knowledge of the subjects enumerated therein, he will have a fair knowledge of the science of Economics from every essential point of view. This analysis represents the essentials of economics; more would be superfluous and less would be insufficient. True, there are many subjects more or less directly related to economics, such as economic statistics, economic ethics, and economic jurisprudence, but they do not make up the body of the subject as a science.
CLASSIFICATION OF ECONOMICS.
- Classification according to the nature and logic of the science:
- Pure or abstract Political Economy.
- Laws, principles, and theories.
- Applied economics.
- Verification of laws and principles in concrete economic life.
- Practical investigation into economic phenomena, general or special, and classification and deduction of the same.
- Consideration of ideal standards and the means of approximating them.
- History of economic thought.
- Industrial history.
- Methodology of the science.
- Classification according to agencies:
- Private or non-political economics.
- Public or political economics.
- Public control of industries.
- Taxation and finance so far as related to economics.
While this outline carefully followed would give a student a fair knowledge of economics, it is not possible for him to have such knowledge with a narrower scope. Every point of the science is carefully fortified with concrete examples of economic life, and the progress of the industries acquaints one with the causes of changes or the process of economic evolution.
METHODS OF STUDY.
The chief difficulty met by the instructor in economics is to separate the principles and laws of economics from theoretical discussion. Theory of economics may have an important place in the class-room, but it is simply discouraging to find in an ordinary economic library that theory occupies so great a place in nearly all books on the subject. If economics is a science, what are its principles, what are its laws, and what the great body of classified knowledge that makes up the real elements of the science? In beginning the subject, then, it is necessary for the instructor to define carefully the boundary of the science. The student wants to know somewhat definitely the scope and purpose of the subject. If there is a science of economics, he wants to know definitely what is comprised in the body of classified knowledge it represents, and what are the laws and principles involved in its scientific processes.
After determining the scope of the science his next difficulty is in the classification of its subject-matter. This in itself is a difficult question; nor is the difficulty confined to economics, for it abounds in all social sciences and extends to considerable extent in the physical sciences. He will find the logical and comprehensive classification of either economic principles or economic phenomena a most difficult process. If the instructor or student can find the above conditions met in a well-arranged text-book the trouble is half over, for the principles of economic science are not difficult. Such a text-book should contain all of the essentials of the science, and should eliminate all controversial points and theories not yet well founded. For the discussion of theories, the elaboration of special topics, and the consideration of the views of economists, the student, like the instructor, must go to the library. For beginning classes this library should consist of a few carefully chosen books, each with a specific purpose. The library method in economics is largely the composition method, or possibly the compilation method. The student gets a re-statement of the principle of the text or lecture, either from a different point of view or in a more extended discourse. Great care should be taken to prevent a rambling course of reading, which is frequently carried on to the confusion of the student.
After the elements have been fairly well mastered the future work of the student should be on one or more of the great topics in economics, such as Money and Monetary Theories; Banking; Taxation and Finance; Industrial History; History and Theory of Economics: or the student may work on special themes, following them to the utmost limit, such as Capital, Wages, Interest, Labor Organization, Prices, etc.
In all this study the instructor and student must not forget to go to the concrete for verification, for illustration, and, so far as possible, for investigation. He must not forget that economic life and economic society are all about him, and the processes of economic practice, change and growth are to be observed at any time he will take the pains to inquire into their operations.
So long as the operations on the farm, the management of the household, the conduct of the factory, the operation of a bank, and the management of a railroad are ever present, the student from the beginning to the end of his course may find by actual study of the concrete the operation of the laws and processes of economics. Some difficulty will be met in teaching beginners to discriminate between the production of wealth in our economic sense and the technology of wealth-getting. In all concrete investigation this is to be carefully considered. For it is the general processes of production and their effects upon the market and upon society as a whole that interest the economist. Economics will not teach a boy how to carry on agriculture, or manufacturing; it will not teach him how to grow wealthy, except that as he studies finance, taxation, money, banking, production and distribution of wealth, he will have developed a tendency of thought, and an intelligence which would make him a better business man, a better financier, if he puts his knowledge to the proper use. The subjects treated in a general way will prepare a man theoretically if not technically for a business life. And without doubt, universities will eventually develop schools of commerce, trade, banking, business, and public service, which will give a professional and technical education in the great lines of industrial life.
The student must keep his eyes turned constantly upon the economic life around him if he would keep his knowledge from becoming visionary and non-vital. By a careful study of the actual operations of society in regard to questions of wealth and well-being, he will develop a practical knowledge of affairs that will be of service to himself personally and to the public at large. He will also find it convenient and profitable to consider the defects of economic life as compared with an ideal standard of justice, and set up a program of action. It is true that here he enters the field of economic ethics. If he then searches for a remedy for existing evils he enters economic politics. Yet economics as a science cannot be said to have worked out its purpose until it has become utilitarian in its attempt to better social conditions. It will not have done its duty until it inquires what ought to be. It should determine how the economic system of the world might bring a larger measure of justice to men, and plan such measures to be acted upon by the public to bring about a better condition of affairs. Every science must in the ultimate be of practical service to humanity if it has a reason to exist, and economics is especially adapted to render great service to humanity if properly studied and wisely taught.
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SELECTED REFERENCES.
[History]
ADAMS, C. K. — On Methods of Teaching History.
ADAMS, C. K. — Recent Historical Work in Colleges and Universities of America.
ADAMS, H. B. — Special Methods of Historical Study.
ADAMS, H. B. — New Methods of Study in History.
ALLEN, W. F. — Grades and Topics in Historical Study.
BLACKMAR, F. W. — The Story of Human Progress.
BERNHEIM, ERNST. — Lehrbuch der Historischen Methode.
BURGESS, J. W. — The Methods of Historical Study in Columbia College.
CALDWELL, H. W. — American History Studies.
DIESTERWEG, G. — Instruction in History.
DROYSEN, JOH., GUS. — Grundriss der Historik.
DROYSEN, JOH., GUS. — Principles of History. (Tr. by ANDREWS.)
EMERTON, E. — The Historical Seminary in American Teaching.
FLINT, ROBERT. — The Philosophy of History.
FLING, CHARLES MORROW. — Studies in European History.
FREEMAN, E. A. — Methods of Historical Study.
GETSCHELL, MERLE S. — The Study of Mediæval History by the Library Method.
HALL, G. STANLEY. — Methods of Teaching and Studying History.
HART, ALBERT BUSHNELL. American History told by Contemporaries.
LORENZ, OTTOKER. — Geschichtswissenschaft.
MACE, WILLIAM H. — Method in History.
MAURENBRECHER, WILHELM. — Geschichte und Politik.
[Sociology]
BLUNTSCHLI, J. K. — The Modern State.
CROOKER, J. H. — Problems in American Society.
DE GREEF, GUILLAUME. — Introduction a la Sociologie.
FAIRBANKS, ARTHUR. — Introduction to the Study of Society.
GIDDINGS, F. H. — Principles of Sociology; Sociology and Political Economy.
COMTE, AUGUST. — The Positive Philosophy.
KELLY, EDMOND. — Government, or Human Evolution.
LOTZE, HERMANN. — Microcosmus.
SEELYE, JULIUS H. — Citizenship.
SMALL, ALBION W. — Introduction to the Study of Society.
SMALL, ALBION W. — Methodology in Sociology.
SMITH, R. M. — Statistics and Sociology.
SPENCER, HERBERT. — Principles of Sociology.
SPENCER, HERBERT. — The Study of Sociology.
WARNER, AMOS G. — American Charities.
WARD, LESTER F. — Dynamic Sociology.
WARD, LESTER F. — Outlines of Sociology.
WILSON, WOODROW. — The State.
WRIGHT, CARROLL D. — Statistics in Colleges.
WRIGHT, CARROLL D. — Practical Sociology.
[Economics]
BLACKMAR, F. W. — Economics.
COSSA, LUIGI. — Introduction to the Study of Political Economy.
ELY, R. T. — Outlines of Economics.
ELY, R. T. — The Past and Present of Political Economy.
GIDDINGS, F. H. — The Sociological Character of Political Economy.
INGRAM, J. K. — The History of Political Economy.
SMITH, R. M. — Statistics and Economics.
Source: Frank W. Blackmar, The Study of History, Sociology, and Economics, pp. 7-8, 30-31, 56-58, 66-67, 83-89. Published in the series Twentieth Century Classics, No. 17 (January 1901). Topeka, Kansas: Crane & Company.
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New Staff, New Names
Rebranding
The New Professors.
The resignation of Prof. James H. Canfield, regretted by all, has led to the reorganization of the work in history and political and social science. The two departments formerly known as those of American History and Civics, and History and Sociology respectively, have been combined into the one department of History and Sociology. This department is in charge of Prof. Frank Wilson Blackmar, Ph.D. To assist in the instruction in this department, the Board has elected F. H. Hodder, Ph.D., to be Associate Professor, and E.D. Adams Ph.D., to be Assistant Professor. Dr. Hodder is taken from the faculty of Cornell University. He has for the last year been pursuing historical studies in the University of Freiburg, Germany. He comes to the University of Kansas with a fine reputation for scholarship and teaching ability. Dr. Adams is a young man, a graduate of the University of Michigan and a brother of Prof. Henry C. Adam’s. Michigan University’s professor of Political Economy and Finance. Dr. Adams comes to the University with many good words from the strong men of eastern institutions.
Source: The Lawrence Gazette (Lawrence, Kansas). Thursday, August 6, 1891, p. 2.
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New name: Department of History and Sociology (1891)
Since the publication of the last number of Seminary Notes, several important changes have taken place. First, Mr. E.D. Adams was elected Assistant in History and Sociology. Soon after this Professor Canfield resigned his professorship to go to Nebraska. Immediately after accepting his resignation, the Regents consolidated the two historical departments, under the title of History and Sociology, and elected Mr. F. H. Hodder Associate Professor. It necessarily follows that the editorial staff of Seminary Notes has two new men in the place of Professor Canfield. The present editors will carry out the original plan of the publication with such improvements as may be made from time to time.
We are glad to learn of the prosperity of the former director of the Seminary, Chancellor James A. Canfield. The number of students enrolled in the University of Nebraska is thirty per cent, greater than last year. A new Law course has been established in the university. Upon the whole the new Chancellor of Nebraska is doing just what his friends predicted — making a great success of his new work. The University of Nebraska is to be congratulated that it was able to secure such an efficient man as Chancellor Canfield.
[…]
The senior professor [Frank W. Blackmar] in the department of History and Sociology is highly gratified that the Regents of the University have again displayed their wisdom in electing two able men to positions in the department. They are young men of scholarly habits and marked ability. Professor Hodder, Associate in American History and Civics, was born at Aurora, Ill., November 6, 1860. He graduated at Michigan University in 1883, having studied history under Prof. C.K. Adams, and political economy under Prof. H.C. Adams. He was principal of the High School at Aurora. Afterwards he went to Cornell University, where he was instructor and later Assistant Professor in Political Economy from 1885 to 1890. During the last year he has been studying at the universities of Göttingen and Freiburg, under Von Hoist, Conrad and others. He is an able instructor.
Mr. E.D. Adams, Assistant in History and Sociology, was born at Decorah, Iowa, in 1865. He was a student in Iowa College, 1883 to 1885; student in the University of Michigan 1885 to 1887, taking the degree of A.B. in 1887, was principal of the High School at McGregor, Iowa, 1887 to 1888, and student of the University of Michigan for the degree of Doctor of Philosophy, 1888 to 1890. In 1890 he took the degree of Ph.D. Since 1890 he has been connected with the census work on street railways, and since December has held the position of special agent in charge of street railways. He is doing good work in Kansas University.
Source: Seminary Notes published by the Seminary of Historical and Political Science, Vol. I, No. 2 (October 1891), pp. 39-40.
Image Source: Kansas yearbook,The Jayhawker 1901, p. 18. Colorized by Economics in the Rear-view Mirror.
Cf. portrait of Herbert Baxter Adams posted earlier. His master’s look?
