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History of Economics Policy Popular Economics

New York City. Centennial Celebration for Adam Smith’s Wealth of Nations. 1876

 

For the 1776th artifact to be posted in Economics in the Rear-view Mirror, I decided to search for something related to Adam Smith. I figured the Centennial, Sesquicentennial and Bicentennial of the publication of Wealth of Nations would be good places to start, so I turned to the newspapers.com archive to begin my search. The very first item I came upon was the Centennial Celebration that took place in New York City on December 12, 1876. After reading the New York Times account of the affair, I thought that more might be found in Glory M. Liu’s book Adam Smith’s America: How a Scottish Philosopher Became an Icon of American Capitalism (2022) and sure enough she uses that event as her anecdotal springboard into Chapter 3, “The Apostle of Free Trade”. 

Cringe Moment: John Bigelow found himself as an understudied understudy for no-show Williams College professor Arthur Latham Perry. The role demanded that he comment on the toast to the French liberal economists, predecessors to Adam Smith. Bigelow proceeded to riff on Jean-Baptiste Colbert, poster-child of French mercantilism. I am guessing that few if any of the guests noticed the faux pas.

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The Evening Post
(New York City, December 13, 1876), p. 1.

ADAM SMITH.

Centennial Celebration of the Publication
of “The Wealth of Nations”—

Speeches by William Cullen Bryant, Parke Godwin, David A. Wells, Professor Sumner, Mr. Atkinson and Others

The dinner given at Delmonico’s last evening, to commemorate the Centennial Anniversary of the publication of Adam Smith’s “Wealth of Nations” was attended by about a hundred gentlemen, including many widely known as advocates of free trade. Among the persons present were Parke Godwin, Abraham L. Earle, Arthur G. Sedgwick, Professor W. G. Sumner, Horace White, Cyrus W. Field, William Cullen Bryant, David A. Wells, Edward Atkinson, of Boston, Professor Frank A. Walker [(sic) Gen. Francis Amasa Walker], President Anderson, of Rochester University; Isaac Sherman, Anson Phelps Stokes, William E. Dodge, Jr.; George Walker, Ex Surgeon-General [N.S.] Hammond, J. Crosby Brown, Secretary of State [John E.] Bigelow, Professor Atwater, of Princeton; Mr. Sidney Biddle, Mr. Balch and Mr. Brinton Coxe, of Pennsylvania; M. Henri Cernuschi, of Paris; Professor [Vincent] Botta, Robert B. Minturn, E. L. Godkin, Charles H. Marshall, F. B. Sanborn of Boston, O. C. Marsh, Howard Potter, Fred. Mason of Chicago, and Joseph S. Moore. [Also listed as having attended according to the New York Times (December 13, 1876, p 5): Charles Moran, Dr. M. K. Leverson of Colorado and Henry Arnott Brown]

                  After prayer by the Rev. Dr. Atwater the chair was taken by Parke Godwin, before whom lay an original edition of the “Wealth of Nations.” During the dinner, which was long and elaborate, music was furnished by an orchestra placed in the gallery.

SPEECH OF PARKE GODWIN.

The cloth having been removed, Mr. Godwin spoke as follows:

                  “Gentlemen, it is my duty to speak the prologue to your future performances, and I know no better way than to follow the epilogue in ‘Henry IV.,’ which says: ‘First my fears, then my courtesy and last my speech.’ I am here less because of my ambition, but because of the headlong obstinacy of my friends of the committee.” He then spoke of the large assemblage present in these times of great political excitement and said: “It is not often that men meet to do honor to a book. But we come together to commemorate not a work drawn out of the mysterious wells of the imagination, but a work treating of our every day affairs which has taken its place among the masterpieces of genius. It is just a hundred years since the work on ‘The Wealth of Nations,’ the work of an humble Scotch professor, first appeared. I take it that the only conception of the wealth of nations was that of the resources of a prince who could keep armies and fleets, subsidized allies, and pension a few very poor poets. But that labor was the real wealth, the real source of national power, they hardly conceived. Yet this work, which taught these truths, penetrated the minds of men, and now at this remote day and in this far land we are met to celebrate it as one of the greatest features of our Centennial. What was the secret of the success of this book? It can hardly be said that the author of this work was the originator of any great and important truth. Many of his conclusions had been anticipated in Italy and in England. But the earlier writers had only discovered the germs of the truth. They had not seen it to its efflorescence. The merit of Smith was that he saw the truth in its intrinsic force, he grasped it in its bearings and relations, and he developed it with such completeness and simplicity that he made it plain to the common apprehension, that he made it the property of men in the common walks of life, and not alone of the student in his closet or the speculator in his school. What a grand truth it was that such men as Smith have bequeathed to us! Kant was accustomed to say that true things filled him with awe; first, the view of the starry heavens, and second, the sense of duty in the soul of man. He might have added a third, that of the mysterious means by which the struggles of the soul in the social man is brought to an harmonious end. But what is society at large? Is there not for its stupendous ramifications of interest, for the vast enterprises which span the globe, a power which holds them in its large love and boundless thought? Aye, there is such a power; it is the power of Providence, the power of freedom, freedom of labor, freedom of interchange, which, demanding nothing of governments save the maintenance of justice and peace, is like the principle of attraction which reduces the far-flaming orbs of space into musical chimes, and will reduce our various conflicting arms into perfect order. The signal service of Adam Smith and his coadjutors was to demonstrate that the gospel was right and that human traditions were wrong. By an exposition of the productive efficacy of the co-operation of industrial groups — by a demonstration that all exchanges of products are not a one-sided spoliation, but a two sided benefit, they showed that human interests were reciprocally helpful and not mutually destructive. Attraction, not repulsion, was shown to be the true law of economic relations. When it was once seen that human interests are convergent and not divergent, the practices of individuals and of nations were made to conform to that view. Giant monopolies began to open their shut doors, and an era of emancipated industry and emancipated commerce broke over the world. Political economy, like other sciences, is still immature and imperfect: it has many deficiencies to fill out, many obscurities to clear, many problems to solve. But we who are here tonight know this — that the great beams of the edifice have been raised; that many downtrodden have found solace within the portals of this, the goodliest temple, I think, ever made — a temple in which the worship is the worship of free human uses, full of the profoundest human affections.”

                  The names of invited guest who were prevented from attending, and had sent letters of regret were then read. Among these were Governor Tilden, Lieutenant-Governor Dorsheimer, President Woolsey, President McCosh, Senator Bayard, William R. Morrison, L. Q. C. Lamar, Professor A. L. [Arthur Latham] Perry; the English Minister, Sir Edward Thornton; the Belgian Minister, M. Maurice Delfosse; Charles Francis Adams, Professor H. W. Longfellow, Ralph Waldo Emerson, W. Lloyd Garrison, R. H. Dana, Jr., H. W. Olcott and others [Also listed as having sent letters of regret according to the New York Times (December 13, 1876, p 5): President Elliott, President Champin, Charles Elliott Norton, Professor Dunbar, Estis Howe, James Brown].

SPEECH OF JOHN BIGELOW.

The first regular toast was read as follows:

“The Early French Economists” – Lights that preceded and announced the dawn. They were the first to discover and to proclaim that natural laws are a better basis for legislation than arbitrary authority.

In the absence of Professor [Arthur Latham] Perry [Williams College], who was expected to respond, Mr. John Bigelow spoke as follows:

                  “I am very sorry that Professor Perry was not able to attend. He was prevented from coming by his modesty, and he has asked me to come here to-night and represent him. I shall do so as well as I may. It is a source of regret to me that I am here in a representative capacity, and shall be unable to do full justice to the early French economists as either Professor Perry or the imaginary Mr. Bigelow you have described would have done. I will only say that they were a very noble set of people. That is all I shall say. I am sure your imaginary Mr. Bigelow could not have described them in fewer words. All the politico-economical teachers have been indebted, more than to any one else, to the man who first classified the industries of France, and by whose work the science of political economy became possible — I refer to Colbert. The work of Colbert in estimating and tabulating the work of every man in France had never been done before. Yet this was essential to the success of politico-economical science. I do not know but Bacon may have anticipated me in this remark, but if he has, so much the worse for Lord Bacon. It is a matter of regret that the Bureau of Statistics in this country has been less useful because of the inexcusable obstinacy of a gentleman present here to-night (Mr. David A. Wells) in resigning its charge. I wish to call attention to one fact in noticing upon this table the original edition of the work of Adam Smith. I don’t know why this work, the natural twin of republican institutions, has never been published complete in this country. My friend on my right says it has been. I can only ask, then, why I have never happened to meet a single copy of an American edition in this country. (A voice — that of Mr. Coxe, of Philadelphia — “An edition was edition was printed in Philadelphia in 1789.”) Then I will modify my remark and ask why we have not had an edition in the current century.” (A voice, “Give it up”) Mr. Bigelow went on to speak of the importance of a proper study of Adam Smith’s method, and said that the great drawback in this country is the waste of power in all the paths of work and business and investigation. He advocated as a great centennial work the publication of a new and complete edition of Adam Smith’s works.

SPEECH OF DAVID A. WELLS.

The second toast was:

“The Wealth of Nations”, — An imperishable monument of human genius, which laid the foundation of a science destined to revolutionize the legislation and practice of nations. At the end of a hundred years it is as instructive in its teachings and as beautiful in style as when it first attracted the attention of the world. Its author, Adam Smith, will be held in honor by his fellow men forever.

David A. Wells made the following response:

                  “Considering the condition of Europe from the time when it first attained a high degree of civilization, there is no question of more interest than that of the relations of nations and men. The prejudices and antagonisms, due to the belief that advantage to one community was necessarily a loss to another, naturally interfered with progress and advancement, and led to the belief, as expressed by Hobbes, that war is the natural condition of man. The restrictions that, until recently, hedged round all trades in Europe, and reduced men to practical slavery, were the outgrowths of this false idea. The right to practice a trade or profession was looked upon as an heirloom, transferred from one to another member of a family.” The results of this system in France and in the country were sketched, and Mr. Wells continued: “In this country, it even happened in 1865, under our absurd revenue law, that it became a question whether a man who mended a carriage had not really manufactured it and made himself liable to a payment of the duties on new carriages. War was often undertaken by European nations as a means of successfully monopolizing trades. It was for this cause that nearly all the battles of the eighteenth century were fought. Our own Revolution is directly traceable to the imposition of duties upon the colonies due to the economic ideas of the times. If Great Britain forbade the colonists to export wool, it made its own subjects liable to capital punishment for exporting wool. John Hancock was the prince of smugglers and was set down for trial at the time of our Revolution. Alexander Hamilton was cognizant of contraband trade by the firm which he formed during his minority. Men like these resisted the government, because they felt that every blow that they struck was a blow for liberty. Mr. Wells then sketched the work of Turgot in France in connection with economic matters. Voltaire and other of Turgot’s contemporaries, he said, supported Turgot in his schemes of economic reforms and foresaw the revolution and the reign of terror which followed after Turgot’s downfall. But afterward there came a compensation in the appearance of Smith’s great work. He then quoted the high praise awarded it by Buckle, Mackintosh and others and said: “The work then done was the greatest ever attempted since the days of Christ and his apostles. Under the light of the teachings of Adam Smith, the golden rule of ‘Do unto others as you would that they should do unto you’ was embodied in the practical affairs of life. People are benefited and never injured by the prosperity of their neighbors; this was the great truth expounded by Adam Smith. There is no class of men that submit quicker to the spirit of the times than the mercantile class, and the spirit of the times always is the aggregation of knowledge. From this point of view and in the light of the work done by Adam Smith, though the world has not recognized the source from which it came, it will be seen that the great Scotchman has fully merited the eulogiums passed upon him. He has done more than all the sleeping[?] statesmen[?] combined have ever attempted[?] to do.” [Three words unclearly printed marked with [?]]

SPEECH OF WILLIAM CULLEN BRYANT.

The third toast was:

“The Illustrious Teachers of Political Economy” — Say, Ricardo, Malthus, Senior, the Mills, Bastiat, Cairnes, Rossi, Chevalier and Walker, who form a galaxy of bright and shining stars whose places in the heavens will grow brighter with the lapse of time.

In reply William Cullen Bryant spoke as follows:

                  “Mr. President and Gentlemen: Allow me to congratulate you on the occasion which has brought you together. I am glad to see such men assembled for such a purpose — that of commemorating the publication of the great work which first clearly demonstrated to mankind the benefits of a free exchange of commodities between the nations of the world, and the mischiefs of that tyranny which seeks to check this free exchange by the strong arm of the law. The doctrine of free trade, placed on the impregnable basis of fact and reasoning, was twin born with this republic of ours, and I can only wish the republic a like perpetuity with the doctrines.

                  “It is now four years since a concurrence of circumstances, to which I will do no more than allude, had the effect of causing a movement in favor of free trade, which was then in considerable activity and apparently not without effect on the public mind to stagnate and almost to sleep. And what years, my friends, were these: Years of languishing enterprise, years of despairing industry, years of strikes, years of contention between the employers and the employed, years which showed the spectacle of laborers by hundreds looking in vain for occupation, and hunger-pinched families shivering in their unwarmed garrets. All this while the protective system, as it is called, has been in full force. Everything is protected — that is to say, everything imported into the country is taxed as it never was taxed before. If the protective system be the ground of commercial prosperity the country should now be prosperous beyond all its previous experience; our mills, now silent, should be in their fullest activity; our laborers should be in constant employment; not a willing arm should be idle, not a spindle should cease to hum.

                  “Is It not time for a reaction? Are we to go on in this manner indefinitely? We have tried the protective system as fully as is possible; we have tasted its fruits, and they are bitter. Let us now have a season of free exchange I have no doubt, for my own part, that a liberal system of revenue laws, especially combined with a return to specie payments, would make an instantaneous and most fortunate change in the condition of the country. Hundreds of commodities, the raw material of as many forms of industry, would be released from the taxation which now puts them beyond the reach of as many classes of artisans, and new life would be at once communicated to the arts both useful and ornamental. The old handicraft of shipbuilding, which made our barks the wonder of the world for speed and economy of management, would be revived. The very day that such a change in our present unhappy policy received the sanction of the Executive would see the gloom of the times dispelled as suddenly as a bright morning follows a storm, and there is no power able under these circumstances to hold back our people from plunging into enterprises which they now shrink from in despair.

                  “Yes, my friends, the time for a reaction has arrived, and we are determined that it shall have a fair field. Free trade has slept while its enemies have been performing their unhappy experiments upon the public welfare, and now we look to see it rise invigorated by its long slumber. Let me say here that I am in favor of protection, but protection of a kind very different from that which for many years past has dealt so cruelly with the interests of the country. I am for protecting the consumers — the class whose numbers are counted by millions — I am for protecting this class in its natural and proper right to exchange what it produces in whatever market it can exchange them to most advantage. I am for rescuing it from the hands into which it has fallen, and which plunder it with as little remorse as the rovers of the Barbary States in the early part of this century pillaged the merchant ships that entered into their seas.

                  “Depend upon it, my friends, this is a righteous contest on our part, and a blessing will rest upon it. I have been long a soldier in this war, and have never grown weary of it. I may I not see the day of triumph, but many of you will. The torch which I have borne for more than fifty years I shall pass to abler, doubtless, though not more faithful hands, assured that it will yet shed it rays on a glorious victory.”

SPEECH OF EDWARD ATKINSON.

The following was the fourth toast:

“Commercial freedom, or the unfettered intercourse of nations” — A glorious principle that has taken its place by the side of the freedom of the press, the freedom of speech and the freedom of assemblage, and which, like them, has demonstrated its claims to our regard by the blessings which have everywhere accompanied and followed its practical applications.

Edward Atkinson replied to this and said the charter of the Pennsylvania Railroad forbade it to build locomotives, although it allowed it to repair them, for fear of interfering with the interests of the factories. This prohibition is, however, got over by the company considering the brass label on the locomotives to be the locomotives themselves. He then said:

                  “The nation was now struggling against evils within which once it struggled against from without. The two great questions of the hour were evils of bad money and bad taxation. This nation might soon hope for freedom from the first, and ere long from the second. The advocates of protection now admitted that free trade was something to be desired, but claimed It was impracticable and artificial. Freetraders believed it natural. Differences now between the two parties were only regarding time and method. The question now arose, could the freetraders unite with protectionists in some compromise that would not demand a sacrifice of principle. He thought they could. The protectionists no longer based their legislation and claims upon the principles of protection, but upon principles of general utility. No one now demanded on principle more than a moderate taxation for the expenses of government, and he thought that very soon the statesmen might take the place of economists. The nation was stronger than its leaders, and order would soon come out of chaos. The admirable advantages of England should be considered; and if the advocates of free trade would only act with moderation and caution, they could soon obtain their end, practically at least.”

                  Remarks were also made by Brinton Coxe, of Philadelphia, who spoke of the progress which the principles of Adam Smith were making in Philadelphia and Pennsylvania, that Middle Age castle of Protection.

SPEECH OF PROFESSOR SUMNER.

The next toast was:

“International freedom” — The liberty of trade and intercourse which, within the domain of the United States, prevails over so many thousand square leagues of territory, which has been so fruitful a source of prosperity, union peace and rapid development needs but to be applied to our foreign relations to establish our rightful position among the nations in wealth, in power, in influence and in the happiness of the people.

                  Professor W. G. Summer responded, saying that old dogmas were disappearing, utopian hopes are vanishing and positive methods are replacing them. Political economy is capable of positive and beneficial resalts. Among us economic problems are practical questions, and we are forced to turn our attention from science to the practical benefits of its old and familiar consequences to our country. This ought to be the work of politicians and statesmen, that the largest amount of human happiness may be directly produced therefrom.

*  *  *  *  *  *  *  *  *  *  *

The last toast given was:

“The Science of Political Economy” — It demonstrates morals. It proves that diligence, economy, prudence, truth and justice are not only among the canons of the moral law, but are also the means of a sound and stable public prosperity.

This was ably responded to by Professor Anderson. [see following item]

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Democrat and Chronicle (Rochester, NY: December 15, 1876), p. 4.

Dr. [Martin Brewer] Anderson
on Free Trade

Our report of the free-trade dinner at Demonico’s last evening requires to be supplemented by an outline of the interesting and effective remarks of President Anderson, of Rochester (N.Y.) university. He considered free trade in its moral aspects, and said that he regarded free exchange as one of the fundamental principles underlying human society, the same as the freedom of opinion and of labor. Free trade is as worthy and important an object of human endeavor as the doctrines of the declaration of independence. No bargain is either good or safe which does not confer a benefit upon both the seller and buyer, and the moral element in trade must be taken into account to secure permanent prosperity. He eulogized the abstract thinkers of the world and eloquently set forth the benefits conferred upon mankind by Adam Smith in the field of trade, Jeremy Bentham in the field of criminal law, and also cited other examples. He spoke of his own labors as a teacher of political economy, and said that during the last fifteen years he had permitted no young man to leave the institution of which he had charge who did not possess a clear notion of the fundamental doctrines of free trade. He then made the practical suggestion that an efficient free-trade club ought to be organized in this city for the purpose of free discussion. He said that economic truth propagates itself under proper conditions, and he would have the free-trade work of the colleges supplemented by systematic organization, so that young men may be preserved in economic faith and so that the influence of free-traders of all classes may be made effective.

Image Source: Adam Smith, 1723-1790. Political economist by James Tassie (1787). National Galleries of Scotland, Scottish National Portrait Gallery.

Categories
Dartmouth Pedagogy Popular Economics

Dartmouth A.M. John Gilbert Thompson. Long-lag for interest rate effect, 1929

The reasons for this post are the fact that “John G. Thompson” is not a unique identifier for economic authorship and my desire to distinguish John G. Thompson from John G. Thompson without using subscripts. Today we meet Mr. John Gilbert Thompson (1862-1940), an educational administrator turned business economist/forecaster. He spent over thirty years in the field of education, achieving some distinction as the first principal of the State Normal School in Fitchburg, Massachusetts. In the dozen or so years before his retirement in ca. 1932 he worked at the Simonds Saw and Steel Company in Fitchburg, where he was employed, according to press accounts, as “assistant to the treasurer”, “efficiency director”, “economist”, and finally “assistant to the president”.

Particularly worthy of note for Economics in the Rear-view Mirror is Thompson’s contribution to the panel “Appraisal of Economic Forecasts” chaired by Wesley C. Mitchell at the December 1929 meeting of the American Statistical Association ( see below ). His principal empirical finding was contained in a single chart ( included below ) showing the long lag between a change in the commercial paper rate and an inverse movement in the level of economic activity, as proxied by the Federal Reserve’s index of industrial production. It might come as something of a surprise to readers here that a former teaching-college principal turned economic forecaster [anyone out there ever heard of his financial newsletter Looking Ahead?] was seeing long-lags some thirty years before Milton Friedman was to make “long and variable lags” fashionable.

Of lesser interest is discovering a Simonds Saw and Steel Company’s essay competition in economics for high school and normal school students that later evolved into a prize competition for established academic and business economists. Here we encountered the name of Dr. John L. Tildsley, once a teacher of economics in the New York City High School of Commerce and then District Superintendent for High Schools in New York City. Like Thompson, Tildsley was a strong advocate for the inclusion of economics in the high school curriculum. Economics in the Rear-view Mirror is mildly proud to offer content regarding these two leaders in American education.

Note: The other John G. Thompson’s full name was John Giffin Thompson.  He was a University of Wisconsin Ph.D. (1907), career-long economic researcher, and the subject of an earlier post as well.

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Life, Career and Publications
of John Gilbert Thompson

1862. Born June 23 in New Bedford, MA.

1886. Dartmouth A.M., Phi Beta Kappa

1886. December 27. Married Helen Susan Titus (1863-1938) in Hancock N.H. She was a direct descendant of Peregrin White of the Mayflower. They had seven sons (from The Boston Globe, Nov. 6, 1940, p. 19), five were still alive at the time of his death in 1940.

1886-1893. Principal of schools in Winchester, N.H., Sandwich [Mass], Southboro [Mass]; Superintendent of schools in Northboro [Mass] and Leominster [Mass]. Fitchburg Sentinel, Nov. 1, 1940, p.9.

1894. Together with Thomas E. Thompson (a younger brother), Master of John R. Rollins School, Lawrence, Mass. Fables and Rhymes for Beginners. The First Two Hundred Words. Boston: Ginn & Company.

1895-1920. Principal of State Normal School (Fitchburg, Massachusetts)

1895. Together with Thomas E. Thompson, Superintendent of Schools, Leominster, Mass. Fairy Tale and Fable, Second Year: An Introduction to Literature and Art. New York: The Morse Company. (Revised Seventh edition, 1902)

1899. Together with Thomas E. Thompson, Superintendent of Schools, Leominster, Mass. For Childhood Days, First Year. New York: The Morse Company. (3rd ed. 1901)

1902. Together with Thomas E. Thompson, Superintendent of Schools, Leominster, Mass. New Century Readers: Nature, Myth and Story. Third Year. New York: Silver, Burdett and Company. (Second edition)

1916. Word from Word Readers: Book One. Boston: Silver, Burdett and Company.

1916. Word from Word Readers: Book Three. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Manual for Teachers. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Book One. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Book Two. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Book Four. Boston: Silver, Burdett and Company.

1918. Together with Inez Bigwood, The Thompson Readers: Word Building for Recitation and Seat Work. Boston: Silver, Burdett and Company.

1918. Together with Inez Bigwood, Lest We Forget: World War Stories. Boston: Silver, Burdett and Company.

1919. Together with Inez Bigwood, Winning a Cause: World War Stories. Boston: Silver, Burdett and Company.

1920. A Quarter of a Century of Years and Poems. Edition limited to one thousand copies, numbered and signed by the author. Includes photograph of John G. Thompson.

Library of Congress copy Number 12 was dedicated “To His Excellency Calvin Coolidge”.

1919-1932. “Assistant to the treasurer”, “efficiency director”, “economist”, “assistant to the president” at Simonds Saw and Steel Company.

1928. Together with Gifford K. Simonds, The American Way to Prosperity, 1928.

After retirement continued to publish the financial paper/newsletter Looking Ahead with Alvan T. Simonds.

1940. October 31. Died in Westborough, MA. Buried in Hancock, N.H.

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Adam Smith Essay for High School and Normal School Students
Sponsored by
Simonds Saw Mfg. Company, 1920

                  Very few high schools give any instructions to help pupils understand economic laws that affect their daily living, and very few normal schools in the United States give those who are to become teachers any instruction that will enable them to judge intelligently in regard to their own status, their own wages, or to talk over with their pupils the conditions of industry and business which are affecting their welfare and their lives. Even the junior high school pupil would be interested to know how prosperity and adversity move in waves and how one is brought about by prudence, thrift and industry and the other by carelessness, shiftlessness and extravagance. Any boy or girl twelve years or over can be made to see that everyone in the world is paying for the destruction caused by the World War and that “no one liveth to himself alone.” Much of the unrest among the working classes and of the misunderstanding between labor and capital is due to ignorance. It is a gross neglect, almost a criminal one, that those directing our public schools have failed to see the danger and to do something about remedying the lack. It is a sad comment when one can say that the children of working parents are given a careful study of the Punic Wars and never hear anything about economics in their high school course. It is even worse that those who are to become teachers are graduated as ready to teach without ever having studied the subject, either in high school or normal school.

                  Mr. Alvan T. Simonds, President of the Simonds Saw Manufacturing Company of Fitchburg; Mass., Chicago, Ill., Montreal, Que., Lockport, N. Y., a life-long student of economics and interested in bringing about a better understanding on the part of the laborer, the capitalist, and the public, realized this deficiency in our public school and normal school education. To discover to what an extent the subject of economics was studied, he offered in September, 1920, two prizes of $1,000 and $500 for the best two essays on an economic subject. The contest was open to pupils in high schools and normal schools in the United States and Canada and the prizes were made large enough to make the competition worth while to anyone who was fitted to enter it. The subject chosen was “Present Economic Conditions and the Teachings of Adam Smith in the Wealth of Nations.” It was selected because it gave contestants a definite book to study and the opportunity to connect the study of that book with the life of which they were a part. It was not indefinite and distant from them, but definite and concerned today.

                  The contest was advertised in the Saturday Evening Post, in the Journal of Education, and the School Review and in many other publications. Personal letters were sent to state superintendents and principals of normal schools.

                  The results are what might have been expected by one who knew the status of economic teaching in the United States. It is left almost entirely for the college and even there it is elective. This is not true, however, in New York City, due to the foresight and the efforts of Dr. John L. Tildsley, formerly teacher of economics in the New York City High School of Commerce, and now District Superintendent for High Schools in New York City. The study of economics is required of all pupils in the senior year of the New York City high schools. Over 125 pupils entered the contest in the city of New York, but only twenty-five finished their essays and submitted them to the judges.

                  In Fitchburg, Massachusetts, at the State Normal School each member of the graduating class as a requirement for graduation has to submit a thesis and the supervision of the theses is divided among the different instructors. Those who worked under the direction of Miss Inez Bigwood were allowed to submit their essays both for the Simonds contest and as a graduating thesis. Beside one essay submitted by a convict in California, twenty-seven were received from normal pupils and sixty-five from high school pupils. Almost every section in the United States was represented, as well as Canada with essays from Vancouver and Montreal. There were few essays from the South, although Texas, Tennessee and South Carolina were represented. The Pacific Coast was represented by California, Oregon and Washington, while there were one or two from nearly every state in the Middle West.

                  The first prize of $1,000 was awarded to David Koch, High School of Commerce, New York City. The second prize of $500 was awarded to Aloysius Thiemann, Reedsburg High School, Reedsburg, Wis.

                  It is interesting to notice that both prizes were won by high school pupils, one from the largest city in the United States and one from a small town in Wisconsin.

                  The judges were Wallace B. Donham, Dean of the Harvard School of Business Administration, Cambridge, Mass., and John G. Thompson, Principal of the State Normal School (On leave), Fitchburg, Mass.

                  It is hoped that this contest and the lessons taught by it will awaken school officials to the necessity of requiring the study of economics in high schools and normal schools and of teachers who are to teach in junior high schools and grades above.

                  In order that those who are already saying that economics is a subject too difficult for high school pupils and certainly beyond the mental ability of junior high school pupils, let me add that the first prize of $1,000 was won by a boy only seventeen years of age, who began to be interested in economics when he was in the last year of the elementary school and read books upon the subject outside his regular school work. His essay was of such understanding and power that the judges, who worked independently, both questioned whether it could possibly be the work of a high school pupil. Investigation by Dr. Tildsley established beyond doubt that it was the boy’s own work and just about what his teacher of economics in the High School of Commerce declared could be expected from him.

David Koch, who won the first prize of $1,000, is seventeen years of age. His father came from Russia to the United States in 1897. He is a button-hole maker by trade. Dr. John L. Tildsley, district superintendent of high schools in New York City, reports that David Koch began to study economics in the last year of the elementary school and has been interested in it ever since, that is for about four years. He was a student at the New York High School of Commerce and studied economics there. His economic teacher reports “He was head and shoulders above the other pupils in the economics class and knew more economics than some of the teachers.” Mr. Tildsley writes further as follows:—

“You will be interested to know that when Koch entered the high school he had the reputation of being quite radical but as the result of his school work and especially his study of economics he has lost most of his radicalism. I believe that a great stimulus has been given to the teaching of economics in this country through the offer of these prizes.”

Aloysius Thiemann, winner of the second prize, is sixteen years of age and graduates from the Reedsburg, Wisconsin, High School this year. Mr. A. B. Olson, superintendent of the Reedsburg public schools, writes as follows: —

“Aloysius Thiemann was promoted to high school from the seventh grade, he having proven through educational tests that it would be unnecessary, for him to do the eighth grade work. His work in high school has been uniformly strong. Last year Aloysius Thiemann won the State of Wisconsin Civil Service Essay Contest and the school was presented the State Loving Cup to be kept for one year. In regard To future plans, I find that Aloysius Thiemann plans to attend Notre Dame University and will probably take up the course in Journalism.”

 

John G. Thompson,
Assistant to the President,
Simonds Manufacturing Company

Source: Thompson, John G. “EDUCATIONAL FORUM.” The Journal of Education, vol. 93, no. 24 (2334), 16 June 1921, pp. 672–73.
JSTOR, http://www.jstor.org/stable/42830956

_________________________

Award of 8th Simonds Prize (1930)

Walter Earl Spahr, a professor of New York university, was awarded the first prize of $1000 in the eighth annual Alvan T. Simonds annual economic contest last year. The subject was “The Federal Reserve System and the Control of Credit.”

Dr. Spahr is professor of economics and chairman of the department of economics, school of commerce, accounts and finance, New York university. Dr. Spahr received his A.B. from Tarlham college, Ind., in 1914; A.M. from the University of Wisconsin in 1917, and Ph.D. from Columbia university in 1925. He taught economics at Datmouth college and Columbia university before going to New York university in 1923.

He has published several notable magazine articles as well as the article in the New Encyclopedia Brittanica on “The Stockbroker in the United States.” He is joint author with R. J. Swenson of “Methods and Staus of Scientific Research with Particular Application to the Social Sciences.” His home address is 8 Michigan road, Bellerose, Long Island, N.Y.

The second prize of $500 was awarded to Ivan W. Elder, managing editor of the North Pacific Banker, Portland, Ore. He is a graduate of Reed College, Ore.

Honorable mention was awarde to Helen Elizabeth Ham, 333 E. 43d street, New York city.

The judges were Dr. Davis R. Dewey, professor of economics, Massachusetts Institute of Technology, and John G. Thompson, assistant to the president, Simonds Saw & Steel Co.

The largest number of essays came from the United States, yet excellent ones were received from Hawaii, Japan, India, South Africa, England and Scotland, thus circling the world.

SourceThe Fitchburg Sentinel (August 26, 1930), p. 9.

_________________________

Long lag between changes in the interest rate and (inverse) changes in economic activity

Ninety-First Annual Meeting of the American Statistical Association Held at Hotel Washington, Washington, D. C. December 27-30, 1929.

Friday, December 27, 1929
2:30 P. M.

Appraisal of Economic Forecasts

Chairman:
Wesley C. Mitchell, Columbia University

Papers:

Garfield V. Cox, University of Chicago
Seymour L. Andrew and Harold M. Flinn, American Telephone and Telegraph Company

Discussion:

Donald Tucker, Massachusetts Institute of Technology
Arthur W. Marget, University of Minnesota
J. G. Thompson, Simonds Saw and Steel Company

*  *  *   *  *  *  *  *  *  *  *  *  *  *  *

John G. Thompson, Discussion
[emphasis added]

“Since 1919 I have been working with Alvan T. Simonds, President of the Simonds Saw and Steel Company, trying to convince business executives and others interested that major movements in money rates, reversed, forecast major swings in business…we have used the volume of manufacture, as reported by the Harvard Economic Society, or the volume of industrial production, as reported by the Federal Reserve Board. We have found that major movements in these are forecast by major swings of money rates, reversed. The particular series of money rates selected, however, must be as free as possible from the influences of speculation. Therefore we have selected commercial paper rates, New York. The accompanying chart shows that each major swing in commercial paper rates, reversed, is followed some months later by a major swing in industrial production. The major swings are represented as straight lines connecting the peaks and the valleys of the three-year cycle, which has been repeated now four times since the War. Minor swings, including seasonal swings, have been neglected, but in each case the extreme high point has been connected with the next extreme low point, or the extreme low point with the next extreme high point…The light dotted line beginning in the spring of 1929 and running down to the middle of 1930 is the estimated course of industrial production, as made in December, 1928. The chart represents the movements as falling in three-year cycles and shows each cycle separated from the others….

In attempting to convince those interested that (as this chart shows) money rates, reversed, do forecast major swings in business, the chief difficulty seems to be the long lag between the corresponding movements. The general belief seems to have been, and to be, that when money rates ease off, business immediately or almost at once turns upward. As a matter of fact and as the chart shows, this upward turn does not begin until several months later.

Source: “Ninety-First Annual Meeting of the American Statistical Association Held at Hotel Washington, Washington, D. C. Friday, December 27, to Monday, December 30, 1929.” Journal of the American Statistical Association, vol. 25, no. 169, 1930, pp. 48-49. JSTOR, http://www.jstor.org/stable/2277188

Image Source: Fitchburg State University website. Home/About/History of Fitchburg State/Hall of Presidents/John G. Thompson (1895-1920).

Categories
Libertarianism Philosophy Popular Economics Wing Nuts

Freedom School. Summer Prospectus. Robert LeFevre, 1962

We step outside the bounds of conventional economics education in this post to enter the intensive boot-camp for libertarians established in 1957 by Robert LeFevre in Colorado Springs. Economics in the Rear-view Mirror’s latest artefact is the 1962 Prospectus for the Freedom School transcribed below.

Like many prophets of new religions, Lefevre brought definite charismatic talent along with a checkered past to his job as entrepreneurial educator. 

In the libertarian encyclopedia article about LeFevre, an observer-participant of the movement (Brian Doherty, the leading historian of Libertarianism in the United States) wrote:

“LeFevre worked as an actor, radio broadcaster, door-to-door salesman, real estate speculator and manager, TV newsman, and assistant to a pair of charismatic American cult leaders in a religious movement known as the Mighty “I AM.”

A definitely non-libertarian journalist expands on “assistant to a pair of charismatic American cult leaders” as follows:

In 1940, LeFevre published his first book, I AM: America’s Destiny, claiming that he had once driven his car for twenty minutes with his eyes shut while his soul cavorted with Saint Germain somewhere over California’s Lake Shasta. “Now, as I watched, and listened, Saint Germain talked to me. He was real! The world I lived in was unreal. He was the true reality.”
LeFevre quickly discovered how popular he became by claiming this power. Women made themselves available; crowds would gather in apartments to hear his “dictations” from the spirit of Saint Germain. One married woman he lusted after invited LeFevre to live with her and her husband in their San Francisco penthouse, causing her husband to drink himself almost to death.
It’s hard to tell if LeFevre genuinely anguished over his con job; in his memoirs, his language suggests that more than anything, he feared being found out:
“…What if I suddenly announced to all these good people that the whole thing was a sham? I was tempted to do it.”
“Was I guilty of fraud? Had I (subliminally) perhaps been engaged in some monstrous pretense?”
LeFevre’s stint as cult leader was short-lived. In late 1940, the FBI indicted him and 23 other top “I AM” figures with felony mail fraud. LeFevre immediately turned states’ witness, and charges against him were dropped, while Edna Ballard [note: she was the Tammy Faye Bakker of the I AM cult] and her son were sentenced to prison.

Source: Mark Ames, “Meet Charles Koch’s Brain.”

In a future post we will examine Charles Koch’s personal link to LeFevre’s Freedom School as well as some of the economist friends of the Freedom School.

________________________________

1962 Prospectus
The Freedom School

A Call to Introspection
and Thoughtful Appraisal

Today a whole series of concepts alien to the American ideal of 1776 has become acceptable to a great number of American people.

American business finds its back to the wall, confronted by outrageously high taxes, by regulations which impair its ability to operate and, additionally, by union organizers who not only force wages to rise in a manner disassociated with production but who are now usurping the functions of management in the field of hiring and firing. Without deep and thoughtful study of the economic and moral principles underlying a free market, today’s executive is ill-equipped to withstand union and government interventions.

American workers, caught in a vise between mounting taxes and soaring prices, and conditioned by various public media of education and communications, find themselves individually confronted with what appear to be only two possible alternatives: submit to unionism, or face unemployment and economic strangulation.

American students seeking to acquire an education are confronted with compulsion, illogic and ineptitude. Those who express a love and devotion to the ideas and ideals of the American founders are scorned, and admonished to forget “old-fashioned notions” about the Declaration of Independence and the Bill of Rights. They are advised that capitalism is outmoded, that private ownership of the means of production and distribution is out-dated and improper, and that a brave new world awaits them if they will conform to governmental intrusion in their lives, submit to authority at every level and try always to keep in mind that Society has become responsible for everything and everybody.

In a climate sired by big government, enormous taxes, legal intrusions, union violence, the threat of war, inflation and educational paucity. the individual must equip himself with the proper means of combatting false ideas and of standing firm in a sea of confusion. Only YOU can decide where you will stand in the ideological warfare of freedom vs. slavery.

This is a call to all Americans who are in rebellion against the foregoing evils and who wish to discover practical ways and means of meeting the challenge to their businesses and industries. to their families, their jobs and their property, and to their own intellectual integrity.

Robert LeFevre

The Freedom School

In poetic harmony with the setting of tall Douglas firs, the buildings comprising the Freedom School reflect in craftsmanship and rough-hewn simplicity the philosophy of individualism. The American tradition is articulated by the log facades on the buildings.

In such an harmonious setting away from jangle and tension, without the pressures caused by appointments, and undistracted by ordinary routine affairs, rigorous study can be pursued. Reflection and intellectual exploration in the field of human action can best be achieved in a tranquil atmosphere.

The student is encouraged to enter classroom discussions to probe human action philosophically, historically, economically, politically, ethically and morally.

He will sweep back through history examining the bright stars of freedom illuminating the course of human progress. The student will awaken to what governments can and cannot do; to the full impact of the merit of private ownership of property and its relationship to liberty.

The student will discover that there is no conflict between the highest moral beliefs and sound economic understanding.

The student is encouraged to seek self-improvement and his own excellence is pointed out as more important than the needs of societal groups.

He will find that all of these ideas, and more, are encompassed in a modern, intelligent philosophy of individualism, which rests its case on the natural, functional, rights of man.

Classwork convenes daily at 1:00 p.m. and continues until 5:00 p.m. when the student has a free hour before dinner, after which he returns to evening class. Evening class starts at 7:00 p.m, and concludes at 9:00 p.m. The student will discover that the pure mountain air, the brisk atmosphere, the rigorous use of his mental faculties encourage an early retiring.

Breakfast is served at 7:30 a.m. after which the student is free to go horseback riding, hiking, or to relax on one of the verandas and enjoy the vista of nature spread before him. There is available a fine libertarian library in which the student may sit in comfortable chairs and enter into lively discussion with his classmates. Superior reference material is close at hand. Each student’s quarters is equipped with a comfortable and well lighted study table. Books may be removed from the library for the student’s personal use.

Weather permitting, luncheon is held out-of-doors. The famous Sunday morning barbecue breakfast is held outdoors in a wooded glen.

Meals are served informally in the western tradition of hearty food. Most students have proclaimed the cuisine to be among the finest. Mrs. Loy LeFevre, who manages the school’s kitchen, has been urged by students to publish a cookbook comprised of the many savory recipes served at the Freedom School

Many days of sunshine each year provide excellent lighting for camera fans. Some of the pictures which appear in the Freedom School publications were taken by students.

At the Freedom School you will sleep better, eat better, think better, and feel better as you examine each facet of individualism.

            One of the most telling statements pointing out a problem present in our country was volunteered by a Freedom School student: “I graduated from an American high school, I’m attending an American university, and I must ask the question: Why is it that I must travel 1100 miles to learn the facts that I have found at the Freedom School?”

Other graduates of the School described their experiences thusly:

*          *          *

“Before going to the Freedom School I considered myself a staunch supporter of liberty, but after experiencing the exchange of ideas that transpires there I discovered untenable taints of socialism remaining in me. These I have now discarded.”

Engineer, Northwest

*          *          *

“Your teachings opened up hitherto neglected directions in my thinking. I had been unknowingly utilizing methods of combating the activities of those who would destroy freedom which methods in themselves aided rather than opposed these activities.”

Former state legislator,
Southeast

*          *          *

“In our class without exception it was agreed that none of us had ever taken a course so thorough and dynamic, so enlightening as this one. We received inspiration and knowledge in the two weeks that would normally not be found in a quarter century. The professor from Milwaukee stated that it was more than a semester of college work so far as study goes.”

Businesswoman, Southwest

*          *          *

“It has provided me with the strongest philosophical underpinning that I have ever experienced. Since returning. I have had much more confidence in my politico-economic discussions and arguments.”

Graduate student, East

*          *          *

“The greatest intellectual challenge I ever encountered.”

Business executive — attorney,
Midwest

Comprehensive Course

This is an intensive, hard-hitting course of general instruction which is useful to any American of mature outlook who wishes to explore and discuss some of the basic questions of our time. The banalities of socialism are exposed. Our heritage of individual liberty and the philosophy of freedom and free enterprise are openly discussed. This course is particularly useful for instructors, ministers, editors, commentators, columnists — concerned with the dissemination of ideas. It is also well adapted for the businessman or for serious-minded students generally.

The Comprehensive Course is open to men and women, regardless of present academic rating, who are willing to work and apply themselves in a pursuit of philosophic and economic truths.

The 1961 Annual available upon request (limited supply).

Explorations in Human Action
(for Executives)

This is a special and definitive course of instruction reserved for executives only.

Executives may bring their wives if they choose; however, wives are excluded from class discussion, tho they may sit in as observers.

The instruction in this two-week period will place special emphasis upon economic problems to be found in today’s business and industrial operations.

Write for illustrated booklet. Do it today. Space is limited and only a few carefully selected executives are chosen each year.

This course is more intensive than the Comprehensive Course and is particularly adapted to the executive who is somewhat familiar with management and labor relations problems.

Explorations in Human Action brochure available upon request.

Workshop

One session is scheduled during 1962 for the accommodation of graduates, instructors in the libertarian philosophy, economists, philosophers, and others, so that they can meet in the atmosphere of the school for the purpose of discussion, sharing ideas in depth and the presentation of papers on a selected topic.

This four-day session will feature a number of the nation’s outstanding leaders in libertarian thought. They will be on hand to confer with students or guests, and to lecture on various phases of the understanding of liberty and economics. Their names will be announced later.

The topic will be: “Are Labor Unions Necessary?”

Graduates wishing to enroll in the Workshop are urged to prepare a formal paper on any phase of the labor union topic and may take any position they wish. A prize in the sum of $100 will be awarded for the best paper, plus a refund of tuition.

Graduates wishing to enroll without making a formal presentation may do so, altho they will not be eligible for the competition. Only graduates of the Comprehensive Course may compete.

Scholarships

Scholarships are available for the Comprehensive Course under three plans.

  1. Full scholarships are available on the basis of a competitive examination. These examinations will be mailed from the Freedom School upon request beginning January 15. All competitive examinations will be judged the week of April 1, 1962, and awards announced thereafter. Winners will receive full tuition for any Comprehensive Course they select, tuition covering all room and board, books, instruction, recreation, and so on.
  2. Full scholarships may also be obtained AFTER April 15, 1962, by application to the Board of Directors of the Freedom School. These scholarships will be awarded on the basis of sincerity and personal worth of application when financial need is demonstrated. In a limited number of cases, outright awards will be made. In other cases, a student loan fund can be utilized with the student agreeing to return funds borrowed without interest.
  3. Partial scholarships may sometimes be obtained by any student who is willing to pay a part of his tuition himself.

Full-tuition scholarships will be presented to 1962 winners of the Freedom School competitive examinations from

The Arthur M. Hyde Foundation
The Rose Wilder Lane Scholarship Fund
The Campaign for the 48 States
The Spruille Braden Scholarship Fund
The Freedom School Alumni Scholarship Fund
and from other interested groups and individuals.

Local committees, such as the Sacramento (Calif.) Freedom School Scholarship Committee, will select candidates and present full-tuition scholarships to their winners.

NOTE: The school does not provide scholarships for either the Workshop or the Explorations in Human Action courses.

1962 Schedule

All courses of instruction at the Freedom School take two weeks. A minimum of six hours per day is spent in classroom work. Customarily, mornings are devoted to study, recreation and free time. Classroom sessions occur in the afternoon and evening.

Here is the schedule of all classes for the 1962 season:

May 20 – June 2 incl. Explorations in Human Action
(for Executives)
June 3 – 16 incl. Comprehensive
June 17 – 30 incl. Comprehensive
July 1 – 14 incl. Comprehensive
July 15 – 28 incl. Comprehensive
July 31 – August 3 incl. Workshop*
August 5 – 18 incl. Comprehensive
August 19 – Sept. 1 incl. Comprehensive
Sept. 2 – 15 incl. Comprehensive
Sept. 16 – 29 incl. Comprehensive
Sept. 30 – Oct. 13 incl. Explorations in Human Action
(for Executives)
(Graduates and top-flight teachers and students only)

Pre-season or post-season courses can be arranged for special groups who wish to obtain exclusive use of the school for a stated period with instruction tailored to any particular business or industrial problem. Write for information.

Instructors
Associate instructors who have served at Freedom School:

R. W. Holmes
Design engineer, Boeing Aircraft, Seattle, Washington

Frank Chodorov
Editor, author, New York City, N.Y.

Elgie C. Marcks
Professor of economics, University of Wisconsin at Milwaukee

V. Orval Watts, Ph.D.
Economist, author, Altadena, California

Oscar W. Cooley
Professor of economics, Ohio Northern University, Ada, Ohio

Ruth Alexander, Ph.D.
Nationally syndicated columnist, New Canaan, New York

James L. Doenges, M.D.
Surgeon; past president, Association of American Physicians & Surgeons, Anderson, Indiana

Ruth S. Maynard, Ph.D.
Professor of economics, Lake Erie Women’s College, Painesville, Ohio

Leonard E. Read
Founder-president, Foundation for Economic Education, Irvington-on-Hudson, New York

Rose Wilder Lane
Author, journalist, Danbury, Connecticut

F. A. Harper, Ph.D.
Economist, author, Burlingame, California

Salvatore Saladino, Ph.D.
Professor of history, Queens College, Flushing, New York

Wm. J. Grede
President and chairman of the board, J. I. Case Co., Racine, Wis.; past president, National Association of Manufacturers; chairman of the board, Grede Foundries

Wm. A. Paton, Ph.D.
Economist, professor of accounting, School of Business Administration, University of Michigan, Ann Arbor

Chas. E. Stenicka, III
Labor relations consultant, Midwest Employers Council, Lincoln, Nebraska

Transportation

Make your travel arrangements to come to Colorado Springs. It is serviced by leading airlines, bus and train companies. The school management will not guarantee to pick up students at any other destination.

You will be expected to be waiting at the Antlers Hotel in downtown Colorado Springs by 5 p.m. on the Sunday before your course begins. The school station wagon will pick you up from the lobby. You’ll be returned to the lobby of the Antlers Hotel on the Saturday following the conclusion of the course.

On your drive to the school (about 27 miles) you’ll glimpse the colorful rugged Colorado countryside, with Pikes Peak towering off to your left.

After registering, a delicious dinner with your fellow students will introduce you to life at the school, with your first night’s sleep in the pine-scented foothills of the Rocky Mountains.

Meals

All meals are served buffet style. With the exception of the Sunday morning picnic, breakfast and dinner are eaten in the school dining room. Weather permitting, luncheon is eaten out-of-door at the tables adjacent to the kitchen.

Top-right: Following one week of intensive study, weather permitting, a barbecue breakfast is held Sunday at 8:30 a.m. in a wooded glen.
Lower-left: In the foreground is Thunderbird residence cabin, which is duplicated by Falcon cabin (not shown). The building in the upper right portion of the photograph is the dining room. Adjacent to the dining room is the school’s library.

Clothes

There will be no formal functions requiring “dressing up.” On nights when “open house” is held, ordinary street wear is appropriate. Otherwise, comfortable western clothes are preferable. Students who like horseback riding are encouraged to bring at least one pair of jeans. Sturdy shoes which give support to ankles are necessary if you are interested in either riding or hiking.

Resort wear is in keeping for recreational activities. For class, sport shirts and cotton dresses are suitable, with slacks and sweaters for cooler evenings. Clothes should be warm and serviceable. The elevation of the school is at 7,000 feet in the foothills of the Rockies. Days are warm but evenings are always cool.

Accommodations

The Freedom School is placed in a remote setting of woodland beauty. Accommodations are delightful and fully modern. Buildings are finished in natural logs to provide an atmosphere of early American simplicity. Most rooms accommodate from two to four students. There are ample porches, desks and chairs for study or relaxation.

Recreation

The school owns a small string of fine saddle horses which the students may ride during the morning hours. On the property are many fine hiking trails. There is a badminton court, a volleyball court and an archery range. All equipment is furnished by the school.

Library

In the school library is a fine collection of books on libertarian philosophy.

Included is a wide selection of titles on political science, history. biography, economics, philosophy and kindred subjects.

Philosophy

The Freedom School provides an intellectual avenue toward economic truths. From the primary and basic definitions of truth and freedom, the student moves rapidly through the philosophy of socialism, communism, and interventionism to individualism.

The course of instruction is intensive and demanding. It isn’t a “snap” affair. Ideas presented are far-reaching and challenging. To complete the course successfully, it is not necessary to agree with points of view offered. But individual effort is necessary even though conformity is neither required nor sought.

Accreditation

The school is not interested in issuing credits or diplomas.

Certificates of proficiency are presented to those who successfully complete any of the school’s courses. No certificates are awarded during Workshop attendance.

How Do I Enroll?

Make use of the appropriate enclosed enrollment form.

Await confirmation of your enrollment. We will be as prompt as possible.

Enrollment agreements are made for the FULL TWO-WEEK SESSIONS. No reduction or refund is made where a student withdraws during the session or is absent for part of the session, unless upon certification of a physician.

The school reserves the right to ask the withdrawal of a student whose health, in the judgment of the school’s medical advisor, is such as to endanger the student himself or the other students; or of a student who, in the judgment of the school administration, is not in sympathy with the standards, objectives and ideals of the school. A student who is asked to withdraw by the school will receive a pro-rata reduction in charges.

Who Can Attend?

The school is particularly designed for the enrollment of businessmen, executives, branch managers, department heads and others who carry the burden of free enterprise. Special courses limited to executives have been provided. However, executives may also enroll in any of the other courses offered.

The school is also eager to attract young men and women who are at least 16 years of age and who have a mature outlook.

Any American is eligible, man or woman, who is concerned with the conflicting philosophies apparent in our society and who wishes to study the economic truths respecting these philosophies. Prior scholastic achievement is not necessary.

The directors will make every effort to place applicants in courses with enrollees of similar backgrounds and interests. The right to approve or reject applications for enrollment is unconditionally reserved by the Board of Directors.

Tuition

Explorations in Human Action
(for Executives)
$350.00
Wives who wish to accompany husbands $175.00
Comprehensive Courses $275.00
(Scholarships are available for some of the Comprehensive sessions)
Workshop $ 60.00
NOTE: No scholarships are available for any sessions at Freedom School
except the Comprehensive sessions.

What Tuition Covers

Whether the student elects to pay his own tuition or obtains a full or partial scholarship, all tuitions listed are full-expense tuitions. There are NO extras required.

Tuition includes transportation to the school from Colorado Springs, Colorado, and return to Colorado Springs. It includes all meals and lodging while at the school. It includes all required books and study materials. Certain books will be presented to the student for his permanent use. It includes all costs of instruction and recreation, including horseback riding.

Students wishing to provide notebooks for themselves, to buy extra books, tape recordings of meetings, or photographs of the scenery, do so at their own expense,

How is School Supported?

To begin with, the school is NOT supported by tax money or by government handouts.

Its primary income comes from tuitions paid by students.

In addition, it receives grants, contributions and benefactions from individual Americans.

It has several scholarship funds which assist in providing tuition for students.

It receives assistance from certain business and professional groups, and has been remembered in several last wills and testaments.

All contributions to the Freedom School are exempt from the federal income tax.

Publications

This Bread is Mine” … $4.95
Robert LeFevre (American Liberty Press)

Rise and Fall of Society” … $3.95
Frank Chodorov (Devin-Adair Co.)

Why Wages Rise” (paperback ) … $1.50
F. A. Harper (Foundation for Economic Education)

Mainspring” (paperback) … $1.50
Henry Grady Weaver (Foundation for Economic Education).

Liberty – A Path to its Recovery” (paperback) … $1.50
F. A. Harper (Foundation for Economic Education).

The Nature of Man and his Government” (paperback) … $1.00
Robert Lefevre (Caxton Printers, Ltd.).

The Law” (paperback) … $1.00
Frederic Bastiat (Foundation for Economic Education)

“Should We Strengthen the United Nations?” (paperback) … $0.75
V. Orval Watts (Pine Tree publication).

“Jobs For All — Who Want To Work” (pamphlet) … $0.35
F. A. Harper (Pine Tree publication) [The Writings of F. A. Harper. Volume 2: Shorter Essays, pp. 184-206]

“Flight to Russia” (pamphlet) … $0.25
Frank Chodorov (Pine Tree publication)

Liberty Defined” (pamphlet) … $0.25
F. A. Harper (Pine Tree publication).

Anarchy” (pamphlet) … $0.15
Robert Lefevre (Pine Tree publication)

Quantity purchases are available for discount in some cases. Write for information.

Pine Tree

The Pine Tree is the Freedom School’s tabloid newspaper published every two weeks, with the exception of the period from December 15 through January 15. Subscription rates are $10.00 per year, two years for $17.50, single copies free on request.

It acts as a forum answering questions sent in by its subscribers. Regular columnists include: George Boardman, Ph.D., Chloride, Arizona; Roger Lea McBride, Esq., New York, N.Y.

Robert LeFevre, editor of the Colorado Springs Gazette Telegraph. Libertarians and economists of note will contribute guest columns.

Board of Directors

Ruth Dazey
William J. Froh
Lois Lefevre
Robert Lefevre
Marjorie Llewellin
Edith Shank
Robert B. Rapp

Board of Trustees

Robert W. Baird, Jr.
Milwaukee, Wisconsin

James L. Doenges, M. D.
Anderson, Indiana

Wm. J. Grede
Racine, Wisconsin

Harry H. Hoiles
Colorado Springs, Colorado

R. W. Holmes
Bellevue, Washington

Ned W. Kimball
Waterville, Washington

Board of Graduate Fellows

Mrs. Mabelle Acorn
Colville, Washington
Mr. Ira T. Langlois, Sr.
Madison, Wisconsin
Mr. C. W. Anderson
Milwaukee, Wisconsin
Mr. J. Dohn Lewis
Colorado Springs, Colorado
Mr. Harold Angier
San Francisco, California
Prof. Elgie C. Marcks
Milwaukee, Wisconsin
Dr. Lyman W. Applegate
Colorado Springs, Colorado
Mr. John H. Marsh
New York, New York
Mrs. Hermona C. Beardslee
Woodstock, Illinois
Rev. Warren L. Norton
Greeley, Colorado
Mr. Robert E. Borchardt
Rockford, Illinois
Mr. Rodney H. Peck
Seattle, Washington
Mr. George A. Brightwell, Jr.
Houston, Texas
Mr. Fred C. Petersen
Mexico City. Mexico
Mr. Thomas C. Buckley
Los Angeles, California
Mr. Sartell Prentice, Jr.
Pasadena, California
Mr. John J. Callahan, Jr.
Reading, Massachusetts
Mr. Bryson Reinhardt
Cloverdale, Oregon
Mr. William J. Colson
Palm Springs, California
Mr. George Resch
Burlingame, California
Prof. Oscar W. Cooley
Ada, Ohio
Mr. O. R. Riddle
Eagle Pass, Texas
Mr. Jim Dean
Houston, Texas
Mr. Pat O. Riley
Lima, Ohio
Mr. W. Dewey DeFlon
Colorado Springs, Colorado
Mr. Richard D. Schwerman
Hales Corners, Wisconsin
Mr. Dan Foley
Fairmont, West Virginia
Mr. Roland R. Selin
Salt Lake City, Utah
Mr. R. N. Gatewood
Samnorwood, Texas
Mr. Elwood P. Smith
Chicago, Illinois
Mr. Robert M. Gaylord, Jr.
Rockford, Illinois
Mr. R. J. Smith
Menlo Park, California
Mr. Frederick C. Gosewisch
Elm Grove, Wisconsin
Mr. Charles E. Stenicka III
Lincoln, Nebraska
Mr. G. F. Grant
Colorado Springs, Colorado
Mr. R. J. Sumners
Muskegon, Michigan
Mr. J. W. Greene
Spartanburg, South Carolina
Mr. Leonard A. Talbot
Santa Rosa, California
Mr. Gene Hausske
Palmer Lake, Colorado
Mr. John E. Tate
Omaha, Nebraska
Mrs. Evis S. Mays
Pueblo, Colorado
Mr. Herman A. Tessmann
Milwaukee, Wisconsin
Mr. James D. Heiple
Pekin, Illinois
Mr. Walter B. Thompson
Fort Worth, Texas
Mr. Roland H. Hennarichs
Milwaukee, Wisconsin
Mr. Ross Thoresen
Salt Lake City, Utah
Mr. Frederick M. Hoagland
Chicago, Ilinois
Mrs. Louise Young
Pasadena, Texas
Mr. James Kolb
Edmond, Oklahoma

These graduates are among those who serve as a point of reference for the school. Their own experience enables them to vouch for the work being done at Freedom School.

Source: Images and text from the 1962 Prospectus of the Freedom School found in the Hoover Institution Archives. Papers of V. Orval Watts, Box 4.

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New York City Schools. Essay on Economics and the High School Teacher of Economics. Tildsley, 1919

Every so often I make an effort to track down students whose names have been recorded in course lists. I do this in part to hone my genealogical skills but primarily to obtain a broader sense of the population obtaining advanced training in economics beyond the exclusive society of those who ultimately clear all the hurdles in order to be awarded the Ph.D. degree. This post began with a simple list of the participants in Professor Edwin R.A. Seligman’s seminar in political economy and finance at Columbia University in 1901-02 published in the annual presidential report for that year (p. 154).

 John L. Tildsley’s seminar topic was “Economic Aspects of Colonial Expansion.” I began to dig into finding out more about this Tildsley fellow, who was completely unknown to me other than for the distinction of having attended a graduate course in economics at Columbia but never having received an economics Ph.D. from the university.

It turns out that this B.A. and M.A. graduate from Princeton had indeed already been awarded a doctorate in economics from the Friedrichs Universität Halle-Wittenberg (Germany), renamed the Martin-Luther-Universität Halle-Wittenberg in 1933, before he took any coursework at Columbia. A link to his German language doctoral dissertation on the Chartist movement is provided below.

I also found out that John Lee Tildsley went on to a distinguished if controversial career [e.g., he had no qualms about firing teachers for expressing radical opinions in the classroom] in the top tier of educational administration for the public high-schools in New York City. No less a critical writer than Upton Sinclair aimed his words at Tildsley.

For the purposes of Economics in the Rear-View Mirror John L. Tildsley is of particular interest as someone who had done much to introduce economics into the curriculum of New York City public schools.

Following data on his life culled from Who’s Who in America and New York Times articles on the occasions of his retirement and death, I have included his March 1919 essay dedicated to economics and the economics teacher in New York City high schools. 

_________________________

Life and Career
of John Lee Tildsley

from Who’s Who in America, 1934

John Lee Tildsley, educator

Born in Pittsburgh, Pennsylvania, Mar. 13, 1867;
Son of John and Elizabeth (Withington) Tidsley;
Married Bertha Alice Watters, of New York City, June 24, 1896;
Children—Jane, John Lee, Margaret, Kathleen (deceased).

B.A., Princeton, 1893 [Classmate of A. Piatt Andrew], M.A. 1894;
Boudinot fellow in history, Princeton, 1893-94;
Teacher Greek and history, Lawrenceville (New Jersey) School, 1894-96;
Studied Universities of Halle and Berlin, 1896-98, Ph.D., Halle, 1898;
Teacher of history, Morris High School, New York City, 1898-1902;
Studied economics, Columbia, 1902;
Head of dept. of economics, High School of Commerce, 1902-08;
Principal of DeWitt Clinton High School, 1908-14;
Principal of High School of Commerce, 1914-16;
Associate Superintendent, Oct. 1916-July 1920;
District Superintendent, July 1920, City of New York.

Member: Headmasters’ Assn., Phi Beta Kappa.
Democrat.
Episcopalian.

Formulated and introduced into public schools of New York City, courses in economics and civics for secondary grades. Speaker and writer on teaching and problems of school administration.

Club: Nipnichsen.
Home: [2741 Edgehill Ave.] Spuyten Duyvil, [Bronx] New York.

Source: Who’s Who in America 1934, p. 2356.

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Tildsley’s 1898 doctoral dissertation on the Chartist movement (in German)

Tildsley, John L. Die Entstehung und die ökonomischen Grundsätze der Chartistenbewegung, Inaugural-Dissertation zur Erlangung der philosophischen Doktorwürde der hohen philosophischen Fakultät der vereinigten Friedrichs-Universität Halle-Wittenberg. Halle a.S. 1898.

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New York Times, September 2, 1937

Dr. John L. Tildsley, Associate Superintendent of Schools, retired on Sept. 1, 1937.

One of Dr. Tildsley’s pet ideas has been the formation of special schools for bright pupils. As a result of his efforts two such schools are to be established in this city, the first to be opened next February in Brooklyn.
‘This new school will develop independent habits of work on the part of the superior student,’ he has explained. ‘Special emphasis will be placed upon the development of social-mindedness.’

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New York Times, November 22, 1948

Dr. John L. Tildsley died November 21, 1948 in St. Luke’s Hospital, New York, N.Y.

In 1920, having fallen out of the graces of Mayor John F. Hylan because of a political speech, he was denied a second term as associate superintendent.
At the urging of many admirers, he was assigned to the position of assistant superintendent which he held until the Fusion Board of Education restored him to his former rank in the spring of 1937.
When Dr. Tildsley was demoted he refused to be silenced, constantly championing controversial causes. He attacked the ‘frontier thinkers’ of Teachers College, and charged that under the existing high school set up much waste resulted to the city and to the pupil.
He urged the development of ‘nonconformist’ pupils, and angered patriotic organizations by suggesting that patriotic songs and holidays have little value in the schools.
Born in Pittsburgh of British parents, Dr. Tildsley received his early education in schools in Lockport, N.Y., and at the Mount Hermon School. Instead of becoming a minister, as he originally had planned, he decided to study at Princeton University, where Woodrow Wilson was one of his instructors for three years.

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Tildsley became a target of Upton Sinclair’s critical pen for his campaign to regulate teachers’ opinions expressed in school

Upton Sinclair, The Goslings: A Study of the American Schools (1924). See Chapters XV (Honest Graft) and XVI (A Letter to Woodrow Wilson), XVII (An Arrangement of Little Bits).

Cf. Teachers’ Defense Fund. The Trial of the Three Suspended Teachers of the De Witt Clinton High School (1917).

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HISS TILDSLEY FOR PRAISE OF GERMANS
School Superintendent Aroused Criticism by Talk in Ascension Parish House.
LIKES TEUTON DISCIPLINE
When He Said Their Military Success Was a Credit to Them the Trouble Began.

The New York Times, December 10, 1917.

Dr. John L. Tildsley, Associate Superintendent of Schools in charge of high schools, whose investigation of the opinions of the teachers at the De Witt Clinton High School resulted in the suspension and trial of three of them and in the transfer of six others, was hissed last night in the parish house of the Church of the Ascension, Fifth Avenue and Eleventh Street, when he said that the success of the Germans in military affairs was a credit to them rather than a discredit, and that their “good qualities” ought not to be ignored even if “they happen to be our enemies.”

Dr. Tildsley was also denounced as a “Prussian by instinct and education,” because of his laudation of family life in Germany and because he asserted that it was desirable to have in this country more obedience instinctively to authority as exemplified by the obedience of the German child to its father. The denouncer was Adolph Benet, a lawyer, who said that Dr. Tildsley’s sojourn in Germany, where he studied at the University of Halle, caused him to misunderstand Germany.

“There is one thing that is bad in Germany,” declared Mr Benet. “That thing is unqualified and instinctive respect for authority. And Dr. Tildsley, after living in Germany and observing the country, would come here and try to introduce here the worst part of the whole German system. I say Dr. Tildsley is a Prussian by instinct and a Prussian by education. Why did he not say these things two months ago when many were denouncing a Judge who is now Mayor-elect?”

The stormy part of the evening took place in the parish house, where the audience repaired to ask questions after Dr. Tildsley delivered an address in the church on “Regulation of Opinion in the Schools.” The hissing of the speaker occurred during his explanation of his ideas on obedience. He explained the system of instinctive obedience to authority which marks all Germans, and then said: “German family life is magnificent, and we ought to emulate it.” Here the hissing began. A minute later it began again and grew in volume for about minute, when it stopped.

In reply to another question relating to his charges against teachers, Dr. Tildslev. said that teachers have too much protection in the schools, and that not a single high school teacher in nineteen years has been brought up on charges. In this connection he declared that when a teacher is brought up on charges the Board of Education is handicapped in the handling of the case because must accept such a lawyer as it gets from the Corporation Counsel while the teacher may get the cleverest lawyer that money can buy. This was taken by the high school teacher in the audience to mean that Dr. Tildsley was dissatisfied with handling of the trial against the three teachers by the Corporation Counsel.

In his formal address Dr. Tildsley said that the teachers who were tried and those who were transferred were not accused of disloyalty. Later. in the parish house. he said he believed they were all internationalists and doubted whether a teacher who had the spirit of internationalism had the spirit necessary to teach high school students.

He said the teachers he investigated held that unrestricted expression of opinion was the best means of developing good citizenship. With this point of view he said, he and others differed. He quoted one teacher as being a believer in Bertrand Russell and he read from one of Russell’s works a passage which said in substance that it did not matter what the teacher said but what he felt and that it was what he felt that reached the consciousness of the pupils. It was Dr. Tildsley’s belief that the opinions which the teachers hold are accepted by the pupils, even if they if they were unexpressed. Dr. Tildsley read the letter of Hyman Herman, the sixteen-year-old pupil whose composition was the basis for a charge against Samuel Schmalhauser one of the suspended teachers. In this letter President Wilson was denounced as a “murderer.” Dr. Tildsley said the teacher was in in no way responsible for the letter.

While the speaker said that the teachers loyal he investigated were not disloyal and declared their convictions were honest, he also said that though the nation had gone to war they were unable to subscribe to the decision of the majority. He divided the radical group among the teachers into three classes, those who believe in absolute and unrestrained expression by the students, those who are opposed to the war and do not believe in it, and a third class, born in Germany, , who cannot be blamed for feeling as they do about Germany. The last mentioned he declared, must not allow any of their feelings to escape into their teaching. He gave a clean bill oi health as to loyalty to all the teachers in the De Witt Clinton High School.

“A teacher is not an ordinary citizen who has the right to express his opinions freely,” continued Dr. Tildsley. “Every teacher always teaches himself, and if he has not the right ideas toward the Government he has no right to accept payment from the taxpayers. We make no claim that any of these teachers were consciously disloyal, but if because of this belief in unrestricted utterance they spread disloyalty they are not persons to be intrusted with the teaching of citizenship to students.”

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From the New York Times, November 5, 1918:

…the dismissal of Thomas Mufson, A. Henry Schneer, and Samuel D. Schmalhausen in the De Witt Clinton High School was upheld by Acting New York Commissioner of Education E. Thomas Finegan.

_________________________

ECONOMICS AND THE TEACHER OF ECONOMICS IN THE NEW YORK CITY HIGH SCHOOLS

John L. Tildsley,
Associate Superintendent in Charge of High Schools.
[March 1919]

Every student graduated in June, 1920 and thereafter from the general course of the high schools of New York City, must have had a course in economics of not less than five periods a week for one-half year. This requirement, recently adopted by the Board of Superintendents, is one of the changes which may be charged directly to the clearer vision of our educational needs which the war has brought us. Many of us have long believed that economics is an essential element in the curriculum of the public high school, whose fundamental aim is to train the young to play their part in an environment whose ruling forces are preeminently industrial and commercial. But it has required the revelation of the dangers inherent in our untrained citizenship to cause us to force a place for the upwelcome intruder among the college preparatory subjects whose vested rights are based on immemorial possession of the field of secondary education.

One of the chief aims of the Board of Superintendents in establishing this new requirement is, without doubt, to give high school students a specialized training which shall bring to them some understanding of the forces economic and political which so largely determine their happiness and general well being, to the end that these students shall discharge more intelligently their duties as citizens in a democracy, and shall develop their productive capacity to the increase of their own well being and to the resulting advancement of the common good. A further reason for introducing economics is the belief that the boys and girls who have had this training will be better able to analyze the various remedies proposed for the evils of our social organization and to detect the iallacies which are so often put forth as measures of reform. These students should find in such training an antidote to the movements which have as their aim the over throw of institutions which the experience of our race has evolved through the centuries.

Because of this realization that economics deals not only with the conduct of business enterprises but also with political institutions and with movements for social amelioration, it is apt to enroll among its teachers the enthusiastic social reformer whose sympathies are all-embracing, who readily becomes a propagandist for his or her pet project of reform, and who finds it impossible to resist the temptation to enroll converts among the trusting students of his or her classes. It is because of this conception of the nature of economics teaching in our educational program that the new subject has been some what despised by the teachers of the sterner disciplinary subjects.

With full sympathy with the vocational aim of economics, I would offer as its chief claim for a place in our high school curriculum, that it is essentially a disciplinary subject, that it can be taught and should be taught so as to yield a training of the highest order, somewhat different in its processes, but no less searching in its demands upon the students, than mathematics or physical science.

It is a subject, therefore, to be taught by the man with the keenly analytical mind, by the man who can detect the untruth and train pupils to detect the untruth in the major premise, by the man who from tested premises can proceed to a valid conclusion. Economics is essentially applied logic rather than a confused program of social reform, as too many of its advocates have led the layman to believe.

Economics in the past has been for the most part a college and university subject. Consequently the well-trained student of economics has found his work in the college, in government service, on newspaper or magazine, and, in ever-increasing numbers, in bank ing and finance. Practically none has sought to find a career for himself in secondary work.

With full knowledge of this fact, we have added economics to the high school curriculum in the hope that ultimately the demand will create a supply of teachers thoroughly trained in economic theory before they begin their teaching. Meanwhile, we confidently expect that men thoroughly trained in other subjects which require a high degree of analysis and synthesis, will come to the rescue as they see the need. Applying the knowledge of scientific method which they possess to the new subject matter, these teachers may speedily acquire that mastery of principles which is necessary for the effective teaching of economics.

In my own experience, as I sought for economics teachers in the High School of Commerce, I found them among the teachers of mathematics and of biology. Certain of these teachers, who had an interest in business and public affairs and who were masters of scientific methods, became in the course of a single term expert teachers of economics. They even preferred the new subject to the old, because of the greater interest manifested by the students in this subject which never fails to enlist the enthusiastic interest of students when properly taught.

I trust, therefore, that some of our teachers who enjoy close, accurate thinking will take up some economic text, such as Taussig, Seligman, Seager, Carver, or Marshall, and, having read this, will follow it up with other texts on the specific fields of economics to which they find themselves attracted. Very soon, I believe, such teachers, in view of the urgent need for teachers of economics, will realize the very great service they can render our schools by utilizing their knowledge of boys and girls, their mastery of method, their awakened interest in economics and social phenomena, in training these boys and girls in this most vital subject.

As a text book for classroom use, I recommend a systematic book, such as Bullock’s Introduction to [the Study of] Economics, which lays the emphasis on principles rather than on descriptions of industrial processes or on the operation of social agencies. There are several books which are more interestingly written, but in the hands of most teachers they will lead to a descriptive treatment of industry and social institutions, to discussions for which the students are not qualified because of their ignorance of and want of drill in economic principles.

Our students need to be trained in economic theory before they attempt to discuss measures of social reform. They need to grasp the meaning of utility, value, price, before they take up the study of industrial processes. It is because of hazy conception of these primary elements that we fall so readily into error. The key to economic thinking lies in a clear understanding of the terms margin and marginal. The boy who has digested the concept “marginal utility” is already on the way to becoming a student of economics. Until he has arrived at an understanding of the nature of value, he is hardly ready to discuss socialism, wage theories, the single tax or other like themes.

The temptation for the untrained or inexperienced teacher is to begin with the study of actual business, partly as a means of interesting the student by causing him to feel that he is dealing with practical life, partly because he conceives business as a laboratory and desires as a scientist to employ the inductive method. The study of the factory or store takes the place of the study of the crayfish. The analogy does not hold. Induction in economics is the method of discovery, it is not the method of teaching, especially of secondary teaching. The method is deductive. The teacher must assume that certain great principles have been shown to be valid. He should drill on these principles and their application till the pupil has mastered them.

Let no one believe that this means a dull grind. Even such a subject as marginal utility can be made interesting to every student. It is altogether a matter of method. The concept must be presented from a dozen different angles. There must be no lecturing, no mere hearing of recitations. The pupil must not be assigned a few pages or paragraphs in the book and then left to work out his salvation. The real teaching must be done in the recitation period, with the teacher at the blackboard with a piece of chalk in his hand, ready to answer all questions and with a dozen illustrations at his command with which to drive home the principle, illustrations with which the pupils are thoroughly familiar because taken from the daily occurrences about them. For example, to explain the principle that the value of any commodity is determined by its marginal utility and that its marginal utility is the lowest use to which any commodity must be put in order to exhaust its supply, take the teacher’s desk as the illustration. Elicit from the pupils the different uses to which that desk may be put, and write the list as it is given on the blackboard. Some boy will remark that the desk could be used for firewood and will ask why the value of the desk is not determined by its utility as firewood; then comes the query, will not the supply of desks be exhausted before it is necessary to use them as firewood? As a result of this give and take process, the boys, in one recitation, may grasp this principle which is the very keystone of our modern economics.

John Bates Clark, our foremost theorist, once said to me that there is no principle in economics so difficult that it cannot be understood by a ten year old child if it is properly taught. But how often it is not properly taught! Teaching economics is like kneading bread. The teacher must turn over these principles again and again until they are kneaded into the boy so thoroughly that they have become a part of his mind stuff. When he has once had kneaded into him the concepts of the margin, marginal utility, the marginal producer, the marginal land, the marginal unit of capital, the marginal laborer, he can move fearlessly forward to the conquest of the most involved propositions of actual business. In business, in government, in all the multitudinous activities of life, we come to grief because our concepts are not clearly defined. Because of deficient analysis, we accept wrong premises and because of muddy reasoning, we allow factors to enter into the conclusion which were not in the premises. If economics be taught with the same degree of analysis of conditions, with the same accuracy in checking the reasoning as in geometry, the teacher will find himself surprised by the ability of the students to solve a most difficult problem in the incidence of taxation or one in the operations of foreign exchange. As a means of testing whether the student has gained a clear concept, problem questions should be assigned at the close of every discussion, to be answered at home in writing by the pupil, and written tests should be given at least once a week. Purely oral work makes possible much confusion of thought on the part of the pupil without the knowledge of the teacher. The slovenly thinking which may thus become a habit will produce a wrongly-trained citizen more dangerous than one who has had no training in economics at all. The problems which this training fits the student to solve are precisely the kind of problems that every businessman is called upon to face every day of his life. For example, the man who keeps the country store at Marlborough or Milton on the Hudson will soon need to decide how large a stock of goods he will order for the fall trade. This may seem to be a simple problem and yet he needs all his experience to enable him to analyze the problem of demand for his goods. This involves the effect of the mild weather on the vines and peach trees, the possibility of his customers again securing boys and girls from New York to pick the crops, the matter of freight rates on fruit, the buying capacity of the people of New York which, in turn, involves a knowledge of conditions in many industries. After he has considered all of these elements, he has come to a conclusion as to demand for his goods, but he has not yet touched the question whether the cost of his goods is to be higher or lower before September next. Do we wonder that failures are so common when we realize that few of our people, even our college graduates, are trained in accurate observation, keen analysis, rigid reasoning? The development of these powers in his pupils should be the fundamental aim of every teacher of economics this coming year. If this aim should be realized for every high school pupil in this country, we should not need to fear for the future of our city, our state, our nation. Inefficient government is due chiefly to the failure of our people to realize the connection between incompetent or dishonest officials and the well-being of the individual. Dangerous movements like the I. W. W. and Bolshevism are due to slovenly thinking, poor analysis of conditions by both the members of these organizations and those responsible for the conditions which breed these dangerous movements. Marxian socialism is based on premises which will not bear analysis, namely, the Marxian theory of value, which is not evolved from experience, the resulting expropriation theory, which depends upon this false theory of value, and the inevitable class struggle and the ultimate triumph of the proletariat, an unwarranted conclusion from invalid premises.

I have indicated that the primary aim of the Board of Superintendents in making economics a required subject was vocational in character. Through the medium of this subject it seeks to train good citizens. I trust I have made clear that this vocational aim can be best realized by making all aims subsidiary to the disciplinary aim; that we should, therefore, make the recitation periods in this subject exercises in exact analysis and rigid reasoning. If our schools can produce a generation of students with trained intelligence, students who can see straight, and think straight on economic data, we need not fear the attacks on our cherished institutions of the newcomers from lands where they have not been permitted to be trained and where the nursing of grievances has so stimulated the emotional nature as to render the dispassionate analysis of industrial movements and civil activities almost an impossibility.

Effective teaching in economics brings to the teacher an immediate reward, for the efficient teacher of economics must keep in touch not only with the changes in economic theory but with the movements in industry and finance, with problems of labor, problems of administration, local and national, with the vast field of legislation, and these not only in America, but in Asia, Australia, South America and Europe as well. Every newspaper, every periodical yields him material for his classroom. Almost every man he meets may be made to contribute to his work. The boundaries of his subject are ever widening. There is, moreover, no need of the stultifying repetition of subject matter, for there is no end to the material for the elucidation of economic principles. Nor is the teacher of economics in the high school compelled to create in his pupils an interest in the subject. for every New York boy is an economist in embryo. Questions of cost, price, wages, profits, labor, capital, are already the subjects of daily discussion.

The complaint so often heard that the teacher is academic, that he is removed from the world of practical affairs, and has little touch with the man in the street, cannot be made of the teachers of economics, who is vitally interested in his teaching. The more he studies his subject, the more he becomes a citizen of the world with an ever-deepening interest in all kinds of men and in all that pertains to man, the broader becomes his sympathies, the wider his vision.

The New York high schools offer great opportunities for men and women who, whether trained students of economics or not, are students of life. Here they may serve the state as effectively as the soldier in the field. Here they may train the young for lasting usefulness to themselves and to the city, while at the same time they are broadening their interests, expanding their vision and growing in intellectual vigor under, the compulsion of keeping pace with the demands of a subject which reflects as a mirror the changing needs and desires of men. The teaching of economics in high schools demands our strongest teachers. There is no place for the man who has finished his growth, who cannot change to meet changed conditions; nor is there place for the man who loves change just because it is change. The teacher of economics in the New York City high schools should be a co-worker with all those who seek to preserve and to develop those institutions, economic and civic, which have stood the test and gained the approval of the wise among us through the years. He should be a man who is fundamentally an optimist, constructive in his outlook on life, not destructive. If his motto be, “All’s wrong with the world,” there should be no place for him as a teacher of economics in a high school in New York City or in any other American city.

Economics is closely allied with the study of civics or government. In every school where there is not a full program in economics, the teacher of economics should also teach the civics. With the great increase in our civics work, there should be established in each school a department of economics and civics. For each of these subjects a license is being issued and separate examinations are being held. For the new department first assistants may be appointed and will be appointed.

May we not, therefore, confidently expect that some of our strongest teachers shall prepare themselves for this most interesting and vital work which will be given in every high school beginning September next?

Source: Bulletin of the High Points in the Work of the High Schools of New York City, Vol. I, No 3 (March 1919), pp. 3-7.

Image Source: Photo of Dr. John L. Tildsley in “Modern Girls Not All Wild; Here is Proof” [Construction of a new building to house Girls’ Commercial High on Classon Avenue, near Union Street] Sunday News,Brooklyn Section, p. B-15.

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“Political Economy and the Civil War” by Laughlin that provoked an Economist-Bashing editorial, 1885

Before becoming the founding father of the department of political economy at the University of Chicago, the 35 year old Harvard assistant professor J. Laurence Laughlin (Harvard Ph.D. 1876) published an essay, transcribed below, arguing that liberal college education needed to be expanded beyond Greek, Latin, mathematics, and philosophy to include courses dealing with economic theory and its policy applications. He provides us a table of the limited course offerings in political economy at five major colleges/universities at the time. I stumbled upon an unsigned editorial written in response to Laughlin that I have also transcribed and which is placed at the end of this post. The editorial provides us with historical evidence that ill-tempered economics-bashing is hardly a creation of the Twitternet Age. No siree Bob! The editor was not amused by Laughlin’s presumption, calling him and his college professor colleagues who taught political economy to boys…”vealy milksops”. I dare any or all visitors to sneak that expression into a footnote.

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POLITICAL ECONOMY AND THE CIVIL WAR.
By J. Laurence Laughlin.

Atlantic Monthly, v. 55 (April, 1885) no. 330, pp. 444-450.

In some parts of our country there is a current maxim among the old-fashioned gardeners to the effect that “a wind-shaken tree will bear much fruit.” There is some subtle force in it. In fact, it is an expression which may be regarded as finding its parallel in individual and social life. As individuals, we know that there is no real growth of character except by a conquest over opposing difficulties; the doing right when it is against our inclinations and prejudices. And in a social organism we seem to see a moral law of conservation of energy by which a sacrifice is the parent of some gain,— a thing which evidently underlies the movements attending many great convulsions in political life. We saw armies go out of our sight during the civil war, only to come back thinned, injured by disease, with half their number left dead on the field. Death meant bitter, indescribable sorrow in all our homes. The experiences of the war were felt to be pitiless, inexplicable, and hard. And yet, perhaps, a subtle suggestion may have come into our minds that it was not simply by dying, or in living, that the best law of our being was enforced; that there was, in truth, some Power behind it all; that some purpose was being worked out through each one of us, just as each leaf on the tree, for example, is necessary to the completed organism of the whole tree, and ceases to be when it is separated from the stem. Now, perhaps, even at this short distance from the struggle, we can begin to see some of the effects of that social and political upheaval, the greatest since the foundation of our government. It is worth while to examine whether the wind shaken tree has borne much fruit.

The process by which citizens from the secluded districts and remote towns were sent through new cities to opposite parts of the Union, exchanging ideas with men of different habits of thought, was a marked feature of the war period, and leavened the mental life of the American people in a way hither to little suspected. It was something like sending a country boy to college, only the effect was multiplied a million times. The rural population came into a knowledge of our cities, while the urban classes were carried out into new climates and into unvisited parts of our vast domain. New sights, new methods of cultivation, different habits of living, stimulated the dull and fired the active and enterprising men in the ranks. The life of the farm and the village was widened to an interest in the nation. About the same time, moreover, came a vast increase in easy means of communication by railways and a greater extension of the use of the newspaper and telegraph, by which provincial towns were brought into direct connection with the outside world. Even oddities of customs and dress began to disappear, in the process of comparison with the more attractive ways of the dwellers in the great cities and towns. In this fashion, the thinking horizon was extended. Dull intellects learned the presence of complicated problems, and brighter minds found new spurs to ambition in the questions of larger interest. On all sides men felt themselves coming daily into contact with new difficulties, under a dim consciousness of their bigness, but with a strong belief that the knowledge how to deal with them was inadequate. In short, the tremendous crisis through which we passed, apart from its effect on the preservation of the Union, has been subtly at work in moral and intellectual directions. The working of these new forces on a quick and susceptible race can easily be imagined. They have, in fact, under somewhat similar conditions, had a distinct influence on a more phlegmatic people than ours. Old students at Göttingen, who have returned to the university since the late wars in which Germany has been engaged, have been amazed to find the old-fashioned spot — where the customs, habits, and naive simplicity of one hundred years ago had prevailed until quite recently — now wholly changed. The commercial spirit has seized the formerly simple-minded peasants, and the quiet town now hears the heavy march of cosmopolitanism in its streets.

Like Germany, the United States had new problems to solve. While the conflict closed the long slavery struggle, it brought with it intricate questions, but of a character very different from those which had gone before. Without warning, and consequently without the ability to get due preparation or acquire proper training, our public men were confronted, as the war progressed, with matters of vital importance in international and constitutional law, in taxation, and in every form of administration and finance. The demand for men who had given themselves more particularly to the province of governmental science was an imperative one; but it was, generally speaking, met in a way which showed that there existed in the community a class from whom these necessary men could be recruited. That class was the legal profession of the country. The questions of reconstruction, the relation of the general government to the States, the civil rights of the negro, our relations with foreign powers during the blockade of Southern ports, were not abandoned to men who had never habituated themselves to discussions such as were involved in their settlement. There were differences of opinion, of course; but inasmuch as these differences of opinion were produced by different political theories, this proved that attention had been given to such subjects to the extent that a crystallized system of thought, formulated in dogmas, had been created by the various parties.

But, as has been suggested, new considerations arose. The magnitude of the military operations involved an enormous expenditure of money by the state, and made a demand upon our statesmen for financial skill of an almost unparalleled kind. To meet these extended questions of taxation, finance, and currency, what body of men could be called upon? To this, answer must be made that the war overtook us without a supply — or even a few — of trained economists and financiers. The economic part in the equipment of a public official had been wholly neglected. In fact, political economy and finance had never been seriously studied in the schools; but, if studied, they were classed in the old-fashioned required curriculum with Butler’s Analogy and the Evidences of Christianity. Although Adam Smith wrote his Wealth of Nations in 1776, political economy was an unknown science to the American people before 1860. It is an interesting study to examine the manner in which our people went under the burdens and tasks of our great civil conflict. There was the quick adaptability of Americans to start with; there was plenty of patriotism and good will, and no lack of those high qualities of self-sacrifice and heroism which are still fragrant to us; but lawyers, such as Chase and Fessenden, were practically our only financiers. Early in the war they were required to consider a scheme — for the right settlement of which a vast experience is necessary — of raising loans, and adjusting a plan of taxation corresponding to the extraordinary war expenses. Without considering alternatives, in a few years they created a debt as great as that incurred by old despotisms of Europe in centuries; without foresight, they drifted into a ruinous issue of irredeemable paper money; without intending it as the object of a definite policy, but through a desire simply to gain a war revenue, they established an extended system of “protection to home industries” by levying duties on imports, which has brought into existence business interests largely dependent on the continuance of these temporary war measures. When it is realized that principles of taxation are to-day probably less understood than any other branch of economics, it is not surprising to find that in 1864 Congress was occupied only five days in passing the most gigantic taxation measure of the war. The National Bank Act, which has given us the best system of banking ever enjoyed by the country, was, however, in reality passed as an act to facilitate the sale of our bonds and aid our tottering credit. We blundered egregiously, but we were capable of learning by experience. Yet it was from these very blunders, from this revelation of inexperience made evident by the demands of a great emergency period, that the community received an impetus toward the study of economic questions which was certain to result in good fruit.

In fact, it is now clear that a new interest in economics and finance has already arisen. The civil war was, so to speak, the creation of economic study in the United States. The war did for this country — in a different way, of course — even more than the corn-law agitation did for England. It actually gave birth to new motives for study. There never was a time in our history when there was so evident a desire to get light on the economic problems of the day as now. There is a new stir among the ranks of the young men at college; and the printing-press sends forth an increasing stream of new books upon subjects which are constantly discussed in the daily newspapers. There is unquestionably a new-born, slowly growing attention by the younger men of our land to the necessity (as well as the duty) of fitting themselves properly for the responsibilities of citizenship. If the war has given us this, — the absence of which used to be so often lamented a few years ago, — then may some of our sacrifices not have been in vain. The wind-shaking has resulted in abundant fruit.

In the present awakening in educational discussion, one phase of which has been called the “Greek Question,” it is worth while to notice the influence of the war period on the college curriculum. In most of our schools and universities, on the breaking out of the war (and even to the present day), the pecuniary resources and endowments had been tied down, under the force of old traditions, to supply instruction in the customary Greek, Latin, mathematics, and philosophy, which were then considered the only essentials of a liberal education. But when the rude shock of the war awakened us to our ignorance, and we looked around for the schools where the new studies could best be followed, it was discovered that the college curriculum made practically no provision for such instruction. In the old days when sailing vessels alone entered Boston harbor, only one channel was practicable, and all the fortifications were placed in a way to command it: but when steam took the place of sails, another channel was adopted, but it is now wholly undefended. The old ship channel must be defended, but so must the new one. So, in the collegiate studies, the old subjects are necessary, of course, but they are not the only necessary ones. The new demands, due to the progress of the age, must also be met. In fact, the response of the schools to these new demands is at once the evidence and result of the quickening and stimulating forces so briefly sketched in these pages. A comparison of the amount of instruction in political economy given by the principal institutions of the land in the years 1860, 1870, and 1884 will furnish us new proof that the wind-shaken tree is yielding full fruit.

Nothing could show more distinctly than the accompanying table how young any real systematic study of political economy is in this country, and it accounts for the lack of any number of trained economists among us. But the younger generation are happily recruiting their ranks, now that these better opportunities are open to them.

At no time, however, have public affairs demanded unpartisan study in economics more than to-day. In past centuries governments were supposed to labor, in an unsettled state of society, for the protection of life and property. Now that the general progress of civilization and Christianity has made life and liberty more secure, legislation in later years has concerned itself rather with property than life. In the Middle Ages trade was considered plebeian; to fight or to oppress was regarded as more noble. Now the chief solicitude of the modern state is the increase of wealth: the castles have become mills; retainers, productive laborers; and arms, the hammers and tools of the artisan.

1860.

1870.

1884.

Yale College. One third of Senior year One third of Senior Year 1.  Elementary Course. — Fawcett. — Discussions on currency, banking, and taxation. 3 hours a week for 13 weeks.
2.  Elementary Course. — Mill. — Currency, banking, and taxation. 2 hours a week for a year.
3.  Advanced Course. — Discussion of economic problems and fallacies, with selections from leading treatises. 2 hours a week for 20 weeks.
4.  Graduate Course. — Finance and the Art of Politics, as illustrated in the History of the United States. 2 hours a week for 2 years.
5.  Graduate Course (in alternate years.) — In 1883-4, Sociology. In 1884-5, Industrial History, History of Political Economy, Finance and Theory of Rights. 1 hour a week for each year.
6.  History, business methods, and social problems, of Railroads. 2 hours a week for a year.
[A course about equal to Courses 1 and 2 is given in the Sheffield Scientific School.]

Cornell University.

[Institution not founded]

One third of Junior Year

1. Elementary Course. — Lectures and Recitations. 2 hours a week 2/3 of a year.
2. Lectures on Political Economy.5 hours a week for 1/3 of a year.
3. Lectures on Finance.

University of Michigan.

Not in the Course of Study.

One Term of Senior Year.

1. Elementary Course. — Lectures. 3 hours a week ½ of a year.
2.  Advanced Course. — Competition, Free Trade and Protection, Commercial Depressions, Transportation, etc. 3 hours a week ½ of a year.
3.  Principles and Methods of Finance. — Banking, National Debts, etc. 2 hours a week ½ of a year.
4.  History of Industrial Society [not given in 1883-4]. 2 hours a week ½ of a year.
5.  Financial Seminary.— History of American Finance. 2 hours a week ½ of a year. [Not given 1883-4.]

Columbia College.

Elective in one part of Senior Year.

One Term of Senior Year.

1.  Principles of Political Economy.— Elementary Course. Rogers’ Manual. 2 hours a week ½ of a year.
2. History of Politico-Economic Institutions. 2 hours a week ½ of a year.
3.  Finance and Taxation. 2 hours a week ½ of a year.
4.  Statistical Science, Methods and Results. 2 hours a week ½ a year.
5.  Communistic and Socialistic Theories. 2 hours a week ½ a year.
6.   [Topics like railways, banks etc., are placed under Administrative Law.]

Harvard University.

One half of Senior Year.

1. Rogers’ Manual One half of Junior Year 1. Elementary Course.— Mill’s Political Economy. Lectures on Banking and the Financial Legislation of the United States. 3 hours a week for a year.
2. Elective Course for Seniors: Adam Smith, Mill, Bowen. 3 hours a week for a year. 2. Advanced Course.— History of Political Economy. Cairnes, Carey, George, and recent literature. 3 hours a week for a year.
3. Investigation of Practical Questions of the Day.— Banking, Money, Bimetallism, American Shipping, Note Issues, etc. 3 hours a week for a year.
4. Economic History since the Seven Years’ War.— 3 hours a week for a year.
5. Land Tenures in England, Ireland, France, and Germany.— 1 hour a week for a year.
6. History of Tariff Legislation in the United States.— 1 hour a week for a year.
7. Comparison of the Financial Systems of France, England, Germany, and the United States.— 1 hour a week for a year. [Omitted 1884-5.]
8. History of Financial Legislation in the United States. 1 hour a week for a year.

Consider the character of the questions at this time pressing upon Congress for immediate attention. If we omit the administrative and political legislation on the civil service, the succession to the presidency, and a national bankruptcy law, the remaining questions before Congress to-day are almost entirely economic. (1.) There is, in the first place, the false silver dollar, masquerading in sheep’s clothing, and waiting to catch the unwary business world napping, when it will suddenly assume its true depreciated character, and devour fifteen or eighteen per cent of all creditor’s dues estimated at present prices. What is Congress doing here? Just what it did in the last months of 1861, when it let the country drift on to the shoals of depreciated paper. Monometallists and bimetallists, business men and bankers, are assaulting the dangerous silver legislation, and yet Congress is a very Gibraltar in which the silver owners are intrenched. (2.) Next, there is the banking question. Nothing can be more delicate and sensitive than the machinery of credit and banking in a great commercial country such as this; and yet men, to satisfy the prejudices of constituents, handle this mechanism with about the same air of cheerful indifference as that of a child who drags a rag doll round by the heels. The present national bank notes give a stability to trade in separate parts of the Union, by means of a currency equally good in Maine and Texas, never reached in the days of the vicious and changing state banks; and yet the present system is gradually vanishing before our very eyes, as calls are made for government bonds. (3.) Again, Congress is struggling with the most difficult of all problems, – national taxation. It means a reëxamination of our whole scheme of taxation, the retention of internal taxes on distilled spirits and tobacco, the management of our surplus revenue, the whole sub-treasury system; while the situation inevitably requires a readjustment of our customs duties. Duties needed in order to procure a large revenue in time of war are no longer necessary when the war is ended, and the national debt is reduced one half. (4.) There are the barbarous and mediaeval navigation laws, to which we cling with a curious indifference to the influence of all progress and liberal ideas. The problem of our shipping and merchant marine needs the touchstone of some wider training than is furnished by selfish individual interests. (5.) Our public lands and the settlement of our vast Western domain are important matters of land tenures, and yet they are abandoned to accident, while the possibilities of good disappear under the cloud of accomplished facts, where nothing can be done. It will not be long before all the public lands will be gone, and yet no notice is taken of existing evils. (6.) Then, again, one has but to mention the word “railway,” and there arises to the mind a congeries of difficult questions dealing with Western “grangers,” the ability of the state to regulate freight and passenger charges, and in fact the whole vexed discussion of state interference. Here is a field by itself, to which a man may well give his whole life-work. (7.) It would be wearisome to more than mention the topics of Postal Telegraph, Chinese Labor, Strikes, Trades Unions, and Communism, which attract our instant attention. (8.) Then again the unfortunate legal-tender decision of Judge Gray has brought back to us all the troublesome and intricate discussions on the currency which we once thought had been forever settled. As matters now stand, power is given to Congress, if it chooses, to repeat all the errors of Continental currency policy, and we are put back a century in our paper money teaching. (9.) To pass from merely internal matters, so long as we were the only civilized people on the western continent, our relations with our neighbors gave us little thought. The growth of commerce, the expansion of populous areas north and south of us, the discovery of mineral wealth outside our own limits, which invites our capital, has forced on us the consideration of reciprocity with Canada and Mexico. We have refused reciprocity to Canada; but to-day we are considering the desirability of granting closer commercial relations with Mexico, while Cuba and Porto Rico have asked the same advantages by a new treaty.

Such, in brief, are some of the subjects which must be made matter of instruction in our schools and universities. It will be observed how overwhelming a proportion of public measures at present are economic, and what a heavy responsibility lies upon our institutions of learning, if they are to meet the new demands in a fitting manner. But there is a still stronger reason for strengthening our educational forces on the economic side. This is to be found in what may be called the “economic portents.” To the present time we have been properly called a “young country,” which to the economist means an abundance of unoccupied land, a scanty population, large returns to capital, and high wages. A full knowledge of our resources has not practically been reached as yet, and will not be, probably, for a considerable time to come. These resources and the lusty health of our young country have made it possible heretofore for legislators to blunder with impunity. Constantly receiving large returns, labor and capital would not naturally be over-critical and hostile to each other. The young-country theory has also led to the encouragement of unlimited immigration, with which to settle our prairies and build up our towns. These new-comers do not, in fact, all go upon the land; but, arriving on our seaboard, instead of being drawn off entirely, they remain in the cities, like dirty pools of water in the streets. Indeed, the importation of uneducated, un-American, un-republican workmen from foreign lands is a problem in itself, and makes a strong demand upon all who can possibly do so to educate these masses, both economically and politically. Lawless communism, it is said advisedly, feeds on bad workmen. A saving mechanic is never a communist. To-day these men mean little to us; but when, by an increasing population and a denser settlement of the country, land becomes more scarce and valuable, profits on capital lower, and wages less, then even honest men, finding themselves pinched by a barrier of their own creation, brought into operation by natural laws, unless economically trained, will not know what is happening, and may in entire ignorance fly in the face of the law, and do in the United States somewhat of the things they are now doing in Europe. The day is more or less distant when this may happen, but it is coming nearer in proportion as the methods of men accustomed to conditions in old and crowded countries are brought here by a never ending stream of immigration.

The war has plunged us into the consideration of gigantic questions of an economic character, and the growth of our country in numbers and wealth is making a true understanding of them more necessary than ever to the prosperity of the nation, and a rising tide of interest in such studies is unmistakably evident. But these new and increasing demands are met by meagre and inadequate means in the great schools. It is a surprising fact that in some of the most important institutions there is no separate provision for such studies, and not even one settled instructor. Above all, we must educate in an intelligent manner, by stimulating investigation into home problems, and by encouraging the preparations of monographs on some out of the multitude of our economic questions. The best of the men in the university cannot now find a career in economic teaching, because few positions exist in this country as an object for honorable and ambitious students. Men find a profession in teaching Greek and Latin, but not Political Economy. When the community wakes up to a realization of this gap in the instruction of the land, and the importance of filling it, we may hope to see a more correct relation between means and needs than now exists.

________________________________

COLLEGE PROFESSORS AS ECONOMISTS.

Mr. J. Laurence Laughlin, in the Atlantic Monthly for April, appends his name to one of those egotistical screeds which serve to make those who teach political economy to boys contemptible in the sight of those who have occasion to practice legislative economies as practical statesman. Its fundamental assumption is that for want of the wisdom with such boys as Laughlin and Sumner possess nearly all that Hamilton, Gallatin, Chase, and Fessenden have done in America and quite all that Colbert, Napoleon, Pitt, Turgot, and Bismarck have done in Europe in an economic and financial way has been sad botchwork. Why do magazines like the Atlantic Monthly publish such ridiculous rant?

Instead of Chase and Fessenden having been in need of going to school to such vealy milksops as J. Laurence Laughlin, this college tutor shows on every page that he writes how greatly he needs the practical information which he could have got by attending for two or three years on the sessions of the Ways and Means Committee at Washington. Indeed, it is not legislators that need to be educated in economics by college professors, but college professors who need some means of picking up a few grains of sense by being brought into contact with actual legislation.

It is a singular fact that no man who has ever accepted a chair in a college as a teacher of political economy to boys has ever yet rendered any demonstrable service either to the cause of economic science or of legislation. Laughlin has the impertinence to say that, though Adam Smith wrote his “Wealth of Nations” in 1776, political economy was an unknown science to the American people before 1860. Does Mr. Laughlin mean to assert that Franklin, the intimate personal friend of Adam Smith and suggestor of some of his views, or that Hamilton, Madison, Jefferson, Clay, or Webster, Chase, Fessenden, Garfield, or “Pig Iron” Kelly are any less familiar with Adam Smith’s crudities, blunders, wisdom, and garrulous mud than Laughlin himself is? Adam Smith fell so far below Alexander Hamilton, and in many respects below Madison and Chase, in economic insight that while every commentator on Smith points out errors of fact and of theory, stupidities of ignorance and obliquities of vision on every page of the old scotch dullard and mugwump, we challenge Laughlin to point out with equal ease the ignorances and blunders in Hamilton’s economic papers or financial reports.

Adam Smith had the merit, however, of only styling his work as an “Inquiry.” It is the men who come after him who arrogate for his utterly unscientific, undefined meandering, inconsequential and self-contradictory fog-banks the quality of a science. Still Smith is helpful matter to a sensible legislator, because the latter can generally see on the face of Smith’s statements wherein the good Scotch plodder was wool-gathering, and could rectify Smith’s errors out of his own more modern and ample reading. The notion however, that Cairnes, Mill, Jevons, McLeod, Say, Lavelaye, or any other boy teachers have ever been helpful in matters of practical legislation is not warranted by facts. Ricardo was listened to with great respect by practical legislators, but he was a practical businessman like Franklin, the Careys, and Greeley, who had never undertaken the egotism of a pedagogue. The only economists America has yet produced are those who have either never or hardly ever sat in a professor’s chair. There seems to be something in the air of a school room which, if the professor remains in it until it conquers him, unfits him absolutely to mingle as a man among men in the affairs of men. It causes a cranky adoption of the most impracticable and erratic notions on the most inadequate basis of observation and fact, and at the same time inflates with a lofty and unapproachable egotism which precludes its possessor from meeting the views of an opponent with anything but epithets, however superior his opponent may be to himself in learning, experience, or sagacity. A precipitancy that has no nerves left for investigation and patience at criticism marks his every act and word. Laughlin shows this demoralizing precipitancy, so fatal to level-headed usefulness, by speaking of the silver coin, whose equal dignity with gold coin in all legal respects is irrevocably fixed in the letter of the Constitution of the United States, “as the false silver dollar,” thereby implying, of course that from 1853 to 1870, when silver happened to be worth more than gold, we must have been under a “false gold dollar.”

Laughlin also calls those navigation laws which have never existed either among barbarous or medieval nations, but which began in England under Cromwell, “barbarous and medieval.” He might as well call steam or the art of printing “barbarous and medieval.” Sensible man weary of these impudent epithets flung at them by young and graceless upstarts who have still their spurs to win in everything that distinguishes useful men from snobs.

SourceThe Inter Ocean (Chicago, Illinois) April 15, 1885, p. 4.

Image Source: Portrait (1885-88) of James Lawrence Laughlin. Harvard Art Museums/Fogg Museum, Transfer from the Carpenter Center for the Visual Arts.

Categories
Economists FU-Berlin M.I.T. Popular Economics Syllabus

Paul Krugman, academic scribbles and glimpses of yore and not so yore.

 

Adam Tooze’s review of Paul Krugman’s Arguing with Zombies: Economics, Politics and the Fight for a Better Future (London Review of Books, Vol. 43, No. 8, 22 April 2021) has received much deserved social media acclaim.

Since you are here now looking at economics in my rear-view mirror, I thought it as good a time as any to assemble a few links from this blog and Freie Universität Berlin that go back a decade and more. Krugman’s adoring fans and fiercest critics are welcome.

__________________

Dr. h.c. FU-Berlin
(December 4, 1998)

Materials from the ceremony awarding Paul Krugman an honorary doctorate at Freie Universität Berlin are linked at this antique webpage archived by the Wayback Machine.

In case you missed the event…

Laudatio by Irwin Collier

Archived text: Original webpage (includes graphics) 

Audio recording

Paul Krugman’s award lecture: The Return of Demand Side Economics

Archived text: Original webpage

Audio recording

__________________

 “The Failure of Crisis Management”
(October 20, 2010)

Paul Krugman’s Ernst Fraenkel lecture for the John F. Kennedy Institute of North American Studies at Freie Universität Berlin.

Video recording

Image Source: https://www.fu-berlin.de/campusleben/campus/2010/101022_krugman/

__________________

Transcribed Artifacts from
Economics in the Rear-view Mirror:

M.I.T. Economics Department. Graduate Student Skit: “The Wizard of E52-383C” in which Paul Krugman played the role of Paul Samuelson and was co-author (1976).

M.I.T. Economics Department. Slides, Problems Sets, Exams for Principles of Macroeconomics taught by Paul Krugman (1998).

 

Categories
Popular Economics Suggested Reading Syllabus

Chautauqua Literary and Scientific Circle. Economics Readings, Topics for 1889-1890

The Chautauqua Institution established a four-year cycle of reading assignments that provided a popular college liberal arts education. Beginning in 1885 an introduction to economics was introduced into the program with an economics textbook listed every fourth year among the half-dozen or so books to be read by participants in the circle.

This post begins with a brief history of the Chautauqua Literary and Scientific Circle (a.k.a. the C.L.S.C.) followed by a list of the economics texts assigned during the first sixty-six years of the C.L.S.C. The economics content from the outline for 1889-90 published in the C.L.S.C. journal, The Chautauqua, is the core artifact of this post. As an added bonus, 140 questions and answers provided for study of Richard T. Ely’s textbook, An Introduction to Political Economy, have been included as well.

On October 24, 1889 the C.L.S.C. held an Adam Smith Memorial Day. Q&A’s for discussion were included in The Chautauqua.

___________________________

Chautauqua Literary and Scientific Circle.

Excerpt from “A Brief History of the CLSC”

…Bishop [John Heyl] Vincent [cofounder with Lewis Miller of the Chautauqua Institution] conceived the idea of the Chautauqua Literary and Scientific Circle (CLSC), and founded it in 1878, four years after the founding of the Chautauqua Institution.

At its inception, the CLSC was basically a four year course of required reading. The original aims of the CLSC were twofold:

To promote habits of reading and study in nature, art, science, and in secular and sacred literature

and

To encourage individual study, to open the college world to persons unable to attend higher institution of learning.

On August 10, 1878, Dr. Vincent announced the organization of the CLSC to an enthusiastic Chautauqua audience.

Over 8,400 people enrolled the first year. Of those original enrollees, 1,718 successfully completed the reading course, the required examinations and received their diplomas on the first CLSC Recognition Day in 1882.

The idea spreads and reading circles form.

As the summer session closed in 1878, Chautauquans returned to their homes and involved themselves there in the CLSC reading program. Many introduced the CLSC idea to their friends and neighbors and, in turn, additional groups were established for the purpose of studying and discussing the CLSC course of instruction. The concept of local “CLSC Reading Circles” spread and, by the turn of the century, over 10,000 “circles” had been formed.

Clearly, the rapid and widespread growth of the CLSC filled a deeply felt need for a structured program of reading and learning. As such, its importance both to the Chautauqua movement and to the spread of education was significant to the history of our country. Arthur E. Bestor, Jr., president of the Institution 1915-1944, wrote in his Chautauqua Publications: “Through the home reading courses of the Chautauqua Literary and Scientific Circle, it (Chautauqua) reached into innumerable towns, especially in the Midwest, and made education a powerful force in American life.”

The CLSC becomes a role model.

With the success of its program of planned reading, book selections
and local circles, the CLSC became the prototype for book clubs, study groups and university extension courses. According to the World Book Encyclopedia, the CLSC was “an example to American universities when they developed their extension programs, and influenced adult education leaders in such countries as England, Japan and South Africa.”

Dr. Vincent’s ideal yields nationwide results.

From 1878 through the 1920s the CLSC maintained a preeminent position in the field of adult education and augmented the general support for learning. This, in turn, prompted the spread of libraries in small communities, the extension of adult education, the growth of book clubs, the availability of book review services, the increasing opportunities for enrollment in institutions of higher learning, and the involvement of people in community life and social organizations generally.

More nationwide reading opportunities result in a period of decline.

The accumulated effects of the Depression, the spread of libraries
in small communities, the extension of adult education, the growth
of book clubs, the availability of book review services, the increasing opportunities for enrollment in institutions of higher learning and
the involvement of people in community life and social organizations steadily detracted from the influence of the CLSC….

Economics from the CLSC Book List:
1878-1944

1885-1886

George McKendree Steele. Outline Study of Political Economy. New York: Chautauqua Press, 1885.

1889-1890

Richard T. Ely. An Introduction to Political Economy. New York: Chautauqua Press, 1889.

1893-1894

Richard T. Ely. Outlines of Economics. Meadville, Penn.: Flood and Vincent, 1893.

1895-1896

Carroll D. Wright. The Industrial Evolution of the United States. Meadville, Penn.: Flood and Vincent, 1895.

1899-1900

Richard T. Ely. The Strength and Weakness of Socialism. New York: Chautauqua Press, 1899.

1903-1904

Richard T. Ely. Studies in the Evolution of Industrial Society. New York: Macmillan, 1903.

1907-1908

John R. Commons. Races and Immigrants in America. New York: Macmillan, 1907.

1910-1911

Edward P. Cheyney. An Introduction to the Industrial and Social History of England. New York: Macmillan, 1907.

1915-1916

Albert Bushell Hart, ed. Social and Economic Forces in American HistoryChautauqua, New York: Chautauqua Press, 1913.

1943-1944

John W. McConnell. The Basic Teachings of Great Economists. New York: Blakiston, 1943.

Source:  Chautauqua Literary & Scientific Circle. Book List 1878-2017.

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The Chautauqua Literary and Scientific Circle.
Books for 1889-90.

An Introduction to Political Economy. Ely $1.00

Bible in the Nineteenth Century. Townsend $0.40

How to Judge of a Picture. Van Dyke $0.60

Outline History of Rome. Vincent and Joy $0.70

Physics. Steele $1.00

Preparatory and College Latin Course in English. 1 vol . Wilkinson $1.30

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C. L. S. C. OUTLINE AND PROGRAMS.
FOR OCTOBER [1889]

First week (ending October 8).

“Political Economy.” Chapters I.-VII. inclusive.

Suggestive Programs for Local Circle Work:

The Lesson. (The uneven division of the work in Political Economy as laid out in the Outline is made that the work might be taken up by topics; first, the growth of industrial society; second, the characteristics of industrial society; third, the definition of political economy; fourth, the division, methods, and utilityof political economy.)

Second week (ending October 15).

“Political Economy.” Chapters VIII. and IX.

In the Chautauquan: Helen Campbell, Child Labor and Some of its Results (pp. 21-24)

The Lesson. (As marked out in the Outline)

Debate—Resolved: That the Government should abolish all restrictions on the rate of interest. (See Ely’s “Political Economy,” p. 79.)

Third week (ending October 23)

“Political Economy.” Chapters X. and XI.

**  **  **  **  **  **  **  **

Adam Smith Day.—October 24.

“The wise form right judgment of the present from what is past.”—Sophocles.

  1. Paper—Life and Character of Adam Smith.
  2. Questions on Adam Smith in The Question Table.
  3. A Symposium of Letters—The best method of national taxation. Each member is to write and read a letter addressed to the president of the circle, giving his views on this subject. He is to commend or censure the American system—that of protection—and show that it is either in harmony with, or in opposition to, the four maxims regarding taxation laid down by Adam Smith:

    1. The Subjects of every state ought to contribute toward the support of the government, as nearly as possible, in proportion to their respective abilities: that is, in proportion to the revue which they respectively enjoy under the protection of the state.
    2. The tax which each individual is bound to pay ought to be certain and not arbitrary. The time of payment, the manner of payment, the quantity to be paid, ought all to be clear and plain to the contributor and to every other person.
    3. Every tax ought to be levied at the time and in the manner in which it is most likely to be convenient for the contributor to pay it.
    4. Every tax ought to be so contrived as both to take out and keep out of the pockets of the people as little as possible over and above what it brings into the public treasury of the state.

SPECIAL MEMORIAL, DAY.—ADAM SMITH.

  1. Of what nationality was Adam Smith?
    A. Scotch
  2. What happened him when he was three years old?
    A. He was carried off by Gypsies.
  3. His introduction as an author was made by an article in the Edinburgh Review on what famous book?
    A. Dr. Johnson’s Dictionary.
  4. Under what sobriquet is Smith spoken of in the “Noctes Ambrosiae”?
    A. Father Adam.
  5. Upon what work does his fame mainly rest?
    A. His book “The Wealth of Nations.”
  6. What probably induced this “Kirkcaldy recluse” to accept the office of traveling tutor to the young Duke of Buccleuch?
    A. The opportunity it would afford him for collecting facts for this book.
  7. What great event was transpiring in America at the time the “Wealth of Nations” was published?
    A. The opening of the Revolutionary War.
  8. If according to the historian Green, “books are measured by their effect on the fortunes of mankind,” what rank must be assigned to the “Wealth of Nations”?
    A. It must be classed among the greatest of books.
  9. Who said that it was “perhaps the only book which produced an immediate, general, and irrevocable change in some of the most important parts of the legislation of all civilized nations”?
    A. Sir James Mackintosh.
  10. What does Smith consider the only source of wealth?
    A. Labor
  11. What method of compulsory education did he propose?
    A. That every one wishing to enter upon a trade be required to pass a test examination.
  12. From what three classes or orders of civilized society did he contend came all the revenues which supply every other class?
    A. Landlords, laborers, and capitalists.
  13. From what great historian did the “Wealth of Nations” receive its first emphatic welcome?
    A. David Hume.
  14. What prime minister of England took the principles it taught as the ground-work of his Policy?
    A. William Pitt.
  15. What great event not long after its publication set England against the doctrines of political innovation taught in the book?
    A. The French Revolution.
  16. What change of opinion did Pitt undergo regarding Smith’s free trade notions?
    A. At first warmly participating in them, he became one of their leading opponents.
  17. What habit of Smith’s, indulged even in society, caused much amusement?
    A. The absent mindedness which led him to talk to himself.
  18. What acts showed his beneficent nature?
    A. Much of his ample fortune was spent in secret charities.
  19. What did he call himself in reference to his weakness, the collection of a fine library?
    A. A “beau in his books.”
  20. Throughout his life who was his closest friend?
    A. His mother.

Questions: pp. 97-98. Answers: p. 229.

**  **  **  **  **  **  **  **

Fourth week (ending October 31).

“Political Economy.” Chapters IX.—XV. inclusive.

Source: The Chautauquan. Vol X. No. 1 (October, 1889), pp. 87-88.

**  **  **  **  **  **  **  **

Questions and Answers.
On Ely’s “Political Economy.”

  1. Q. Of what science does political economy form a branch?
    A. Sociology, or social science.
  2. Q. What is sociology?
    A. The science which deals with society.
  3. Q. Into how many departments has social science been divided?
    A. Eight: language, art, science and education, family life, social life (in the narrower sense), religious life, political life, and economic life.
  4. Q. What is meant by economic life?
    A. That part of man’s life which is concerned with “getting a living.”
  5. Q. What forms a fundamental fact of economic life?
    A. The dependence of man upon his fellows.
  6. Q. In what respect does the economic life of a nation differ from that of an individual?
    A. The basis of national economy is political independence.
  7. Q. What is a state?
    A. The union of a stationary people, occupying a defined territory, under a supreme power and a definite constitution.
  8. Q. What are the two great factors in a national economy?
    A. Territory and man.
  9. Q. Cite one example showing the tendency of a national economy to change?
    A. Landed property was once largely common property; in civilized nations it came into the possession of individuals; now a reverse process is seen in the fact that forests are becoming public property.
  10. Q. Viewed from the standpoint of production, into what five stages is the economic progress of humanity divided?
    A. The hunting and fishing stage; the pastoral; the agricultural; the commercial; and the industrial.
  11. Q. Viewed from the standpoint of transfer of goods, how many economic stages are there?
    A. Three: truck economy; money economy; and credit economy.
  12. Q. What people are a type of the hunting and fishing stage?
    A. The American Indians.
  13. Q. Where are vivid pictures of people living in the pastoral stage found?
    A. In the earliest chapters of the Bible.
  14. Q. To what manner of life did the pastoral stage give rise?
    A. To the nomadic.
  15. Q. What was probably the earliest form of settled agricultural life?
    A. Village communities.
  16. Q. What remain to-day as witnesses of the former common ownership of land?
    A. The Boston “Common”’ and the “commons” of other New England towns.
  17. Q. What radical changes mark the commercial stage?
    A. Important cities arose along the sea-coast and on rivers; mines were worked; and the use of money became more general.
  18. Q. What made possible the far-reaching changes marking the industrial stage?
    A. The application of steam to industry and the improvement in the means of communication and transport.
  19. Q. With what periods was the truck, or barter, economy coincident?
    A. The hunting and fishing, the pastoral, and part of the agricultural periods.
  20. Q. What one fact is sufficient to show the change from money economy to that of credit?
    A. The fact that banks now form an essential part of the entire national economy.
  21. Q. What are some of the main causes for the existence of the present economic problems?
    A. The industrial revolution; the new importance of capital; the possibility of improvement; and the higher ethical standards.
  22. Q. What are some of the remarkable features of the recent development of the industrial revolution?
    A. Increased domestic and international commerce; corporations and trusts; problem of the working day; resistance to improvements; and sudden riches.
  23. Q. What great change in production occurred during the industrial revolution?
    A. Two of its chief factors, capital and labor, were separated.
  24. Q. What has been the result of this division?
    A. Capital has acquired a new power which has created modern socialism.
  25. Q. What is the wide-spread belief of reformers regarding the solution of this problem?
    A. That labor and capital must be again united, but they differ as to the methods.
  26. Q. In what are three characteristic features of modern economic life to be found?
    A. In the relations which it bears to freedom, to ethics, and to the state.
  27. Q. Under what condition has economic freedom ever been absolute?
    A. Under primitive anarchy.
  28. Q. In what way may real freedom be increased by restriction laws?
    A. Such laws may remove restrictions to liberty arising outside of law.
  29. Q. In what five ways does economic freedom manifest itself?
    A. Freedom of labor, of landed property, of capital with respect to loans, in the establishment of enterprises, and of the market.
  30. Q. What restrictions have been placed up on freedom of movement?
    A. Tramp laws, the anti-Chinese legislation, and a law forbidding contracts with foreign laborers to come to the United States to work.
  31. Q. In what respect is freedom of the market restricted in the United States?
    A. Heavy taxes are laid on foreign trade.
  32. Q. What is mentioned as the leading advantage resulting from a general freedom of the market?
    A. Competition would develop new forces, and reveal new resources of economy, excellence, and variety of products.
  33. Q. What disadvantages is it claimed would follow such a freedom?
    A. The moral standard of economic life would be lowered; and there would result longer hours of labor and cheaper prices.
  34. Q. What does ethics demand for the truly civilized life of each individual?
    A. That so far as possible each should be supplied with economic goods to satisfy his reasonable wants and afford the completest development of his faculties.
  35. Q. What is the basis of the economic life of modern nations?
    A. Individual responsibility.
  36. Q. What part, then, does the state enact in this life?
    A. It enters where the individual’s powers are insufficient.
  37. Q. Give the derivation and meaning of the term political economy.
    A. It comes from three Greek words and means the housekeeping of the state.
  38. Q. Give a definition of political economy in its most general terms?
    A. It is the science which treats of man as a member of economic society.
  39. Q. What is the true business of the political economist?
    A. To describe the best means for the promotion of the welfare of the people as a whole.
  40. Q. What aims does political economy distinctly include within its province?
    A. Ethical aims; it does not merely tell us how things are, but also how they ought to be, and shows that in many cases the general honesty which exists now as a mere matter of course was once a future ideal.
  41. Q. Into what three parts is political economy commonly divided?
    A. Into general eco nomics, special economics, and finance.
  42. Q. By what three methods is all knowledge acquired?
    A. The inductive, the deductive, and the statistical.
  43. Q. What term has been selected by the author as the most fitting to describe the laws governing political economy?
    A. Social laws.
  44. Q. What assertion is often made against political economy by business men?
    A. That it is not practical.
  45. Q. In return what assertion may be made against the opinions of business men?
    A. Their range of facts is too narrow, and each man is apt to be absorbed in his own affairs
  46. Q. What is brought forward as an illustration of this point?
    A. That the attempt to improve politics by putting practical business men in office has often resulted disastrously.
  47. Q. What elements have united in forming the science of political economy?
    A. Business, philosophy, jurisprudence, politics, and philanthropy.
  48. Q. Give examples showing how different systems of religion have affected the character of nations?
    A. The fatalism of the Turks led to indolence; the Jewish religion stimulated its followers to activity and accumulation; Christianity dignifies honest labor.
  49. Q. What service does political economy perform for law?
    A. It explains the reasons for a great part of the laws, their nature, and the principles which should govern them.
  50. Q. For what is a body of international law now needed as never before?
    A. To regulate international economic relations.

Source: The Chautauquan. Vol X. No. 1 (October, 1889), pp. 94-95.

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C. L. S. C. OUTLINE AND PROGRAMS.
FOR NOVEMBER. [1889]

First week (ending November 8).

“Political Economy.” Part II. Chapters I. and II.

Second week (ending November 15).

“Political Economy.” Part II. Chapters III. and IV.

“Questions and Answers on Political Economy,” in The Chautauquan.

Third week (ending November 22)

“Political Economy.” Part III. Chapters I. and II.

Debate—Resolved: That by granting private ownership in land the state permits a monopoly of one of the bounties of nature. (See text-book on “Political Economy,” pp. 77-78, 161, and 296-297.)

Fourth week (ending November 30).

“Political Economy.” Part III. Chapters III. and IV.

Debate—Question: Is the coinage of silver as authorized by the “Bland Bill” a source of financial danger to the United States?

Source: The Chautauquan. Vol X. No. 2 (November, 1889), pp. 217-218.

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Questions & Answers
ELY’S “POLITICAL ECONOMY.”

  1. Q. What is the only operation man can perform upon matter?
    A. He can simply move it.
  2. Q. What can he produce by this action?
    A. Quantities of utility.
  3. Q What is the economic term applied to the creation of utilities?
    A. Production.
  4. Q. What is the term applied to the results of labor?
    A. Wealth.
  5. Q. If the quantity of cotton cloth should double between two censuses, and the price fall one half, would the wealth of the country be increased?
    A. It would be doubled.
  6. Q. What sets the limit to all production?
    A. The power of consumption.
  7. Q. What supply motives of economic activity to man?
    A. His wants.
  8. Q. Into how many classes may those things which man wants be divided?
    A. Into necessaries, comforts, conveniences, and luxuries.
  9. Q. What are luxuries?
    A. Whatever contribute chiefly to enjoyment, rather than to a better training of man’s powers.
  10. Q. What are the three factors of production?
    A. Nature, labor, and capital.
  11. Q. Considered in an economic sense, what is meant by nature?
    A. Simply land.
  12. Q. What is capital?
    A. Every laid-by product which may be used for further production.
  13. Q. What tendency marks the development of industrial civilization?
    A. It becomes constantly more complex.
  14. Q. What forms at present a characteristic feature in the organization of the productive factors?
    A. The division of labor.
  15. Q. To what part of political economy is the name exchange applied?
    A. To that dealing with transfers of goods.
  16. Q. What is value?
    A. The measure of utility.
  17. Q. What is price?
    A. Value expressed in money.
  18. Q. Upon what does price depend?
    A. Immediately, upon supply and demand; secondarily, upon cost of production.
  19. Q. What is money?
    A. A universal standard of value and a medium of exchange.
  20. Q. Under the different conceptions concerning it, what single form of money will pass as money in every sense of the word?
    A. Gold money.
  21. Q. When is paper money said to be redeemable?
    A. When government pays coin for it on demand.
  22. Q. How much paper money can be issued by a nation with safety?
    A. An amount equal to one-third of the government revenues payable in this kind of money.
  23. Q. What effects follow the arbitrary de crease or increase of the amount of money?
    A. In the former case burdens are added to every debtor; in the latter, creditors are robbed.
  24. Q. What is the established ratio between gold and silver in the United States?
    A. One to sixteen.
  25. Q. What is meant by the term demonetization of silver?
    A. The withdrawing it from current use as full legal tender.
  26. Q. What is meant by bi-metalism?
    A. The use of both silver and gold at a fixed ratio of value as legalized currency.
  27. Q. On what condition only could the introduction of bi-metalism be regarded with favor by economists?
    A. That it become an international measure.
  28. Q. What restriction does the Bland Bill lay upon the coinage of silver in the United States?
    A. Not less than $2,000,000 or more than $4,000,000 worth of silver must be coined every month by the mints.
  29. Q. What is John Stuart Mill’s definition of credit?
    A. Permission to use the capital of another person.
  30. Q. What instrument of credit is known as a check?
    A. An order on a banker by a person having money on deposit to pay to the bearer a certain specified sum of money.
  31. Q. What is a draft?
    A. A check given by one banker against another.
  32. Q. What are bankers?
    A. Middle men between borrowers and lenders.
  33. Q. What banks are allowed to issue notes which circulate as money?
    A. National banks.
  34. Q. What is a clearing-house?
    A. An institution designed to save for the banks of a city, time, labor, and circulating notes.
  35. Q. What is protection as used in political economy?
    A. A regulation which lays a tax on all imported commodities when similar commodities can be produced at home.
  36. Q. What are the two leading arguments of protectionists?
    A. The diversified-natural industry argument and the protection-to-infant industry argument.
  37. Q. What are the leading arguments of free traders?
    A. That protection is not needed to accomplish either of the above mentioned ends; that it is not a benefit to the laboring man; and that it fosters monopolies.
  38. Q. What reform is needed at the present time more than a tariff reform?
    A. That of municipal government.
  39. Q. What have been far greater forces in adding to the wealth of modern nations than the tariff policy?
    A. Inventions and discoveries, especially the application of steam to industry.
  40. Q. If it be true that American labor would be better off without it, why should the protective system not be removed suddenly?
    A. It is an historical growth which has taken deep root, and sudden removal would be dangerous.

Source: The Chautauquan. Vol X. No. 2 (November, 1889), pp. 225-226.

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C. L. S. C. OUTLINE AND PROGRAMS.
FOR DECEMBER. [1889]

First week (ending December 8).

“Political Economy.” Part IV. Chapters I-V. inclusive.

Book Review—“Looking backward.” By Edward Bellamy.

Debate—Resolved: That the formation of trusts and combinations are a development in the right direction. (See Ely’s “Political Economy,” p. 241.)

Second week (ending December 16).

“Political Economy.” Finish Part IV. Part V.

Third week (ending December 23)

“Political Economy.” Part VI.

Questions and Answers  on “Political Economy,” in The Chautauquan.
Debate—Resolved: That I have a right to know how much I shall do for the state, which is impossible under the present tariff system.

Fourth week (ending December 31).

“Political Economy.” Part VII.

Roll-Call—A written question on any point in political economy.
Table Talk—Discussion of the above named questions. (If preferred, the questions may be taken from the list in the back part of the text-book, or the whole time may be devoted to any one of these questions.)

Source: The Chautauquan. Vol X. No. 3 (December, 1889), p. 344.

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Questions & Answers
ON ELY’S “POLITICAL ECONOMY.”

  1. Q. What is private property?
    A. The exclusive right of a person over economic goods.
  2. Q. In the case of what land in the United States was it felt that the individual elements in property encroached upon the social elements?
    A. That surrounding Niagara Falls.
  3. Q. Into what four parts are the products of industry usually divided?
    A. Rent, interest, profits, and wages.
  4. Q. What is rent?
    A. The annual return of land in itself.
  5. Q. What determines the amount of rent?
    A. The surplus yielded above returns on labor and capital.
  6. Q. What is interest?
    A. The sum paid for capital lent to others.
  7. Q. What determines the rate of interest?
    A. The opportunities for, and the fruitfulness of, investments.
  8. Q. What are profits?
    A. Whatever is left after paying rent, interest, and wages.
  9. Q. Under what circumstances do profits tend to equality?
    A. When the flow of capital is free—that is out of the power of monopolists.
  10. Q. What is the difference between capital and capitalization?
    A. Capital is the amount actually invested in property; capitalization is the amount at which property is valued.
  11. Q. What familiar form is often assumed by capitalization?
    A. “Stock-watering.”
  12. Q. What determines the wages of labor?
    A. The “standard of life” fixed for the laborer; called also the iron law of wages.
  13. Q. What methods have been found better adapted to keep the industrial peace than the ordinary wages system?
    A. The sliding scale of wages, and arbitration and conciliation.
  14. Q. What one factor of production is embraced in modern labor organizations?
    A. The laborers.
  15. Q. What are mentioned as some of the advantages secured by labor organizations for their members?
    A. Diminished intemperance; educational opportunities; and social culture.
  16. Q. What is meant by profit sharing?
    A. Securing to laborers a share of the profits in addition to their wages.
  17. Q. Where voluntary co-operation is carried out successfully, what good effects on character has it produced?
    A. It has made men diligent, frugal, intelligent, and considerate of the rights of others.
  18. Q. By what name is a coercive co-operation for productive enterprises known?
    A. Socialism.
  19. Q. What good service has socialism rendered?
    A. It has called general attention to social problems and to the need of social reform.
  20. Q. Of what American laws is it claimed that they create artificial monopolies?
    A. The tariff laws.
  21. Q. What other privileges are classed under artificial monopolies?
    A. Copyrights and patents.
  22. Q. What are natural monopolies?
    A. Those businesses which become monopolies on account of their own inherent properties.
  23. Q. What plan is advocated for the prevention of private monopolies?
    A. The limitation of charters for natural monopolies.
  24. Q. What is one of the most serious social evils of the present?
    A. Child labor.
  25. Q. What should be the constant aim of public authority and private effort, regarding social troubles?
    A. To anticipate and prevent their existence.
  26. Q. What is the meaning of consumption as used in political economy?
    A. The destruction of a utility.
  27. Q. When does consumption become wasteful?
    A. When nothing is left to show for it.
  28. Q. When is there most danger of a glut in the market?
    A. When least is produced, or in crises of industrial life.
  29. Q. What is public finance?
    A. That part of political economy which deals with public revenues.
  30. Q. At what are the annual revenues of the various governments of the United States—federal, state, and local—estimated?
    A. At about $800,000,000.
  31. Q. What would be the result if these governments received a surplus of money each year and kept it from circulation?
    A. A panic.
  32. Q. In the United States how alone can the money flowing into the treasury from the revenues get out again?
    A. In payment of claims on the United States.
  33. Q. What makes the importance of finance plainly apparent?
    A. A knowledge of the magnitude of the revenues and expenditures of governments in modern times.
  34. Q. Of what in general are these increased expenditures of government a sign?
    A. Of national health.
  35. Q. What are the three permanent sources of revenue?
    A. Productive domains, industries, and taxes.
  36. Q. How is it shown that by means of taxation popular rights have been secured?
    A. Monarchs were obliged to ask money of the people; the people granted them on condition of receiving their demands.
  37. Q. Do large expenditures of public money for the public ever prove ruinous to a nation?
    A. Not if the money to be collected is justly distributed among the people.
  38. Q. What are customs duties?
    A. Taxes on imported articles.
  39. Q. What are excise taxes?
    A. Taxes on articles produced in the United States.
  40. Q. What is one of the greatest evils against the present system of taxation?
    A. It is not properly proportioned, and falls more heavily on the poor than on the rich.
  41. Q. What seems the most promising remedy against the evils of taxation?
    A. An income tax.
  42. Q. When did political economy as a distinct science come into being?
    A. A little more than a hundred years ago.
  43. Q. Why did it not arise earlier as a separate science?
    A. Chiefly because finance and labor—its two most fruitful sources of inquiry—have only in modern times become questions of importance to governments.
  44. Q. What side of economics was taught and practiced in the Orient?
    A. The ethical side.
  45. Q. How did Aristotle regard industrial life?
    A. He strictly subordinated it to the higher callings of society.
  46. Q. What does the economic life of the Romans plainly show?
    A. The disastrous consequences of slave labor and of landed property.
  47. Q. In what particular does Christianity teach the opposite of all former instruction in economy?
    A. It asserts the honorableness of toil.
  48. Q. To what standpoint have modern economists arrived?
    A. That law, morality, and utility must harmonize.
  49. Q. What is the laissez faire theory of political economy?
    A. The non-interference of government in matters of trade.
  50. Q. In what two countries is the greatest activity in economics to be found at the present time?
    A. Germany and the United States.

Source: The Chautauquan. Vol X. No. 3 (December, 1889), p. 352-353.

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C. L. S. C. OUTLINE AND PROGRAMS.
FOR JANUARY. [1890]

First week (ending January 8).

Second week (ending January 15).

Third week (ending January 23).

In the Chautauquan: The Railroads and the State [by Franklin H. Giddings, pp. 413-417]

Debate—Resolved: The state ownership of railroads is the best remedy for the evils connected with the present system.

Source: The Chautauquan. Vol X. No. 4 (January, 1890), p. 472-473.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR FEBRUARY.

Second week (ending February 15).

In the Chautauquan: “Economic Internationalism.” [Richard T. Ely, pp. 538-542.]

Source: The Chautauquan. Vol X. No. 5 (February, 1890), p. 602.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR MARCH.

Third week (ending March 22)

In the Chautauquan: “The Nationalization of Industry in Europe” [by Franklyn H. Giddings, pp. 668-672]

Source: The Chautauquan. Vol X. No. 6 (March, 1890), pp. 729-730.

[Other economic writings in this issue]

Charles J. Little. Karl Marx. 1818-1883, pp. 693-698

George Gunton. Trusts and How to Deal with Them, Part I,  [Feb. 1890] pp. 573-575

___________.  Trusts, and How to Deal with Them. Part II. pp. 699-703.

 

Categories
Johns Hopkins Popular Economics Syllabus

Chautauqua University Extension. Three Lectures on Labor Movement. Ely, 1889

While preparing a later post on the economics component of the 1889-90 C. L. S. C. (Chautauqua Literary and Scientific Circle), I came across a reference to a syllabus for a series of lectures given by Richard T. Ely in Chautauqua, New York. I tracked down the three reports of the syllabus (transcribed for this post below) in the Chautauqua Assembly Herald which can be consulted on-line from what appear to be scans of microfilm images.

For a brief history of the Chautauqua Education Movement in the United States.

________________________

Chautauqua University Extension.
Lectures on the Labor Movement in the Hall of Philosophy
by Dr. Richard T. Ely.

I.
The Nature of the Labor Problem, August 7, 1889.
SYLLABUS OF TOPICS

  1. Introductory Remarks
    1. University Extension lectures are primarily for instruction and not for entertainment. They are to give popular presentations of serious subjects. Those who do not care for this sort of lectures are advised to remain away rather than annoy the lecturer and disturb the rest of the audience by coming and going.
    2. The character of the present course, which is an adaptation of class-room work.
    3. The examination at the close of the course.
  2. Comments on the Annotated Bibliography.
  3. The Existence of Social Classes.
    1. What is meant by classes? Stormonth gives this definition: “A number of persons in society supposed to have the same position with regard to means, rank, etc.” Webster’s definition is as follows: A group of individuals ranked together as possessing common characteristics.” Modern classes are industrial, especially in republics, but industrial pursuits are everywhere acquiring increasing importance in class-formation.
    2. Ancient and modern classes compared. The influence of occupation in early times seen in the castes of India. “Sir Henry Maine.”
    3. Law and industry as a basis of classes compared. Economic forces often more powerful than legal forces. Illustrated by the contrast between nominal and actual freedom. “The Tribe of Ishmael.”
    4. It is a mistake to shut our eyes to the fact of the existence of classes in the United States, and to the further fact that with us class lines are becoming more inflexible and difficult to cross. America is becoming more like European countries.
    5. The good and evil effects of the existence of classes. The ideal is the harmonious and helpful co-existence of classes. “For…the body is one, and hath many members, and all the members of that body being many are one body…But God hat tempered the body together, having given more abundant honor so that part which lacked, that there should be no schism in the body; but that the members should have the same care one for another. And whether one member suffer, all the members suffer with it; if one member be honored, all the members rejoice with it.”—St. Paul, First Epistle to the Corinthians. This bring us naturally to
  4. The solidarity of social classes.
    Modern society cannot prosper unless all parts participate in this prosperity, but wealth may increase while society decays. The oneness of society and the oneness of social life, illustrated by Professor Burrough’s Chautauqua sermon of Sunday, July 7, of this year.
    “While there is a single guilty person in the universe, each innocent one must feel his innocence tortured by that guilt”—Hawthorne in the Marble Faun.
  5. The labor problem, a problem of such real living importance that it may be called the problem of problems, but it must never be regarded as a class-problem.
    The error of the more radical forms of socialism in treating the labor problem as merely a class-problem, thereby promoting class-hatred and delaying social reform.
    The emancipation of the laboring classes can never be accomplished by the laboring classes alone.
  6. The true meaning of this phrase of Gladstone. The individual and social standpoint contrasted. The social standpoint illuminated by the labor problem.
    “A sense of wrong is a mighty strong eyewash. It will clear out a lot of sophisms which blind men’s eyes.”—Dr. Heber Newton—Also true of love. Illustrations taken from American and English experience, of social benefits from the agitation of the labor problem.

Source: Chautauqua Assembly Herald. Vol. XIV, No. 13 (August 7, 1889), p. 3.

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II.
The Causes of Existence of the Modern Labor Problem
August 8, 1889.
SYLLABUS OF TOPICS

  1. Introductory Remarks
    The multiplicity of causes render their comprehension difficult.
  2. The organic character of all forms of social life, and the youthful features of the present politico-economic organism in civilized nations.
    The hopefulness of this view.
  3. Movement the law of life.
    The newness of our present economic life. Illustrations.
    1. Transportation one hundred years ago.
      Adam Smith, in 1776, assumes that beef and grain are too bulky to be transported with profit from Ireland to England. These are his words:
      “Even the breeding countries of Great Britain never are likely to be much affected by the free importation of Irish cattle. *** Even the free importation of Irish corn could very little affect the interests of the farmers of Great Britain. Corn is a much more bulky commodity than butchers’ meat. *** The small quantity of foreign corn imported, even in times of greatest scarcity, may satisfy our farmers that they have nothing to fear from the freest importation.” With this, contrast American competition in the supply of wheat and beef in 1889, in its effects on European agriculture.
    2. Banks One Hundred Years Ago.
      Banks have increased in number, and their functions have changed within fifty years.
      “in [illegible] the fourth bank was established, the Bank of Maryland, in the city of Baltimore, if I am not mistaken; and that bank was open one year before a single depositor came to its counters. Bagehot, the English authority, says that as late as 1880 all the discussions of bankers were upon the circulation and not at all upon the deposits of their banks. *** I looked at the bank statements of the banks of New York the other day, and the figures were these: The circulation of all banks was $5,000,000; the deposits of the banks in the same week were over $400,000,000.
      Seth Low in a speech before Boston Merchants’ Association, January 8, 1889.
    3. Corporations one hundred years ago compared with corporations and trusts to-day.
      One hundred years ago Adam Smith expressed the belief that corporations could not succeed on account of their inability to hold their own in competition with individuals and private firms. Now, the conviction is expressed that the individual as such is disappearing in industrial life, and Mr. Seth Low holds that this must be offset by increasing the importance of the individual in political life.
    4. Free Trade in Land a modern fact.
      Former system of land tenure in Europe and America.
    5. The Relative freedom of Trade and Commerce likewise Recent.
    6. The Free Choice of Occupations a new right.
    7. The freedom of migration a nineteenth century right.
      Illustrations of the former condition of the law taken from Adam Smith’s “Wealth of Nations.”
    8. The right of free combinations of labor and capital likewise a modern fact.
    9. The universal, personal freedom of the manual laboring classes, in all civilized lands, is a fact not a generation old.
      The opinion of Aristotle on slavery quoted.
    10. Capital, as we understand it, a force peculiar to modern times.
      “Such war cries as we find, Lassalle raising against capital would not have been understood among the ancients and the oppressed classes of the middle ages.”—Kaufman.
      Confirmation of this view found in Aristotle. The word “capital” not found in the index of Jowett’s Aristotle’s “Politics.”
    11. Railroads, telegraphs, telephones and other applications of steam and electricity very recent facts.
    12. The division of labor as now understood a recent fact.
    13. Our present manufacturing class a recent creation.
      The use of the word “manufacturer” in 1776.
    14. Some common materials are new discoveries.
      Cotton, anthracite coal, and protection.
  1. A new industrial world requires a new industrial organization and a new industrial science, but both the organization and the science are incomplete.
    As a consequence of the foregoing, progress produces long-continued social distress.
  2. Some of the results of the above described changes on the laboring classes.
    The changes a condition without which the labor problem would be an impossibility.

    1. Deterioration in the condition of the masses may be relative or absolute.
      The condition of the masses must be examined in both respects.
    2. Diminished security of [illegible word, “asistence”?]
      Illustrations taken from North and South.
    3. Irregularity of employment and income, and attended evils.
    4. Increased reparation of classes.
    5. Changed and deteriorated environment of the majority of wage-earners.
      “Beyond a doubt, sickness is the greatest foe of the poor. It absorbs their savings, creates poverty and pain, and fills our public and private institutions. It is the tenement house system that creates or fosters most of the prevalent disease, degradation, misery and pain. It invites pestilence and destroys morals.”— F. Wingate. [Charles F. Wingate]
      Father Huntington’s testimony quoted.
    6. Industrial and moral evils attendant on frequent migrations of wage-earners.
    7. Machinery both a blessing and a curse.
    8. Increased wants and their effect on the industrial situation.
      Character of these increased wants, some good, some bad.
      Table showing comparative percentage expenditure of working men’s families in Illinois and Massachusetts.
Items. ILLINOIS. MASS.
Subsistence 41.38 49.28
Clothing 21.00 15.95
Rent 17.42 19.74
Fuel 5.63 4.30
Sundries 14.57 10.73
[Totals] [100.00] [100.00]

Source: Chautauqua Assembly Herald. Vol. XIV, No. 14 (August 8, 1889), p. 3.

Cf. Table on p. 282 of Ely’s An Introduction to Political Economy (1889) .

________________________

III.
Industrial Evils and Their Remedies,
August 9, 1889.
SYLLABUS OF TOPICS

  1. Child Labor.
    “The number of males over sixteen engaged in manufacturing in 1880 was 2,019,035, an increase in ten years of 24.97 per cent. The number of females over fifteen was 531,639, an increase in the same time of 64.2 per cent. and of children 181,921, an increase of 58.79 per cent. ** The employment of women in all gainful occupations is increasing fifty per cent. faster than the population, or than the employment of men, and the same is true to still greater degree of the employment of children, save in the very few states which have stringent factory laws and make any genuine effort to enforce them.”— W. Bemis in the article “Workingmen in the United States,” in the American edition of the Encylopaedia Britannica. A workingman’s paper quoted on child labor in the coal mining regions. The testimony of President Crowell.
  2. The increasing number of women wage-
  3. The dwellings of the laboring classes in cities.
  4. Sunday work an evil of increasing magnitude.
    The opinion of workingmen on the “abolition of Sunday.” Is there any law of New Jersey in defense of Sunday? If so, why is it not enforced against the railroad corporations? When laboring men violate any law of the money power it is anarchy, and the law breakers are imprisoned or hanged. But when the money power violates all laws, both human and divine there is neither penalty nor remedy.
    “Look at the Central Railroad of new Jersey running coal trains every Sunday, compelling its employes to work upon that day. ** God knows it is hard enough to work for a mere pittance six days in the week, but it is intolerable to be compelled to work on Sunday for nothing as we do—to desecrate the Sabbath and to be deprived even of the boon of preaching. If this is not anarchy, what is it? And how much longer shall the Golden Calf rule in New Jersey?—Correspondence of John Swinton’s Paper.” Comment on the statement, “work on Sunday for nothing.”
    The agitation for a free Sunday on the part of the bakers in New York and Philadelphia. Remarks of the former secretary of the Journeyman Bakers’ National Union in a letter to the lecturer.
    The agitation of the Sunday question by other workingmen in New York; also in Chicago. Editorial in the “Knights of Labor” on Sunday slavery.
    The American Sabbath Union and the testimony of its secretaro, Rev. Wilbur F. Crafts.
    The true spirit of Sunday observance and the Sunday reform socially considered.
  5. Over-work and night-work:
  6. Excessive mortality of the wage-earning classes, especially of their children.
    This evil economically and socially considered. The principal causes of death are social. “Some 16,000 children under five die every year in New York—just twice the normal mortality for a large city. ** If viewed rightly, this would be called simply massacre.”— F. Wingate.
    Mortality among the white and colored people of the South:
WHITE. COLORED.
Memphis, 1888 19 37
Average for nine years 19 37
Chattanooga, 1888 16 33
Knoxville, 1888 13 29
Average for 8 years 14 31
Clarksville, av. for 2 years 13 28
Columbia, av. for 2 years 13 16

These cities are in Tennessee. Statistics for Columbus, Savannah and Atlanta, Georgia, for Richmond, Mobile and Charleston, are similar in significance.
Dr. G. W. Hubbard, of Meharry Medical School, gives four causes of the large mortality of colored people, viz., poverty, ignorance of the laws of health, superstition and lack of proper medical attendance.
“At present the average age at death among the nobility, gentry and professional classes in England and Wales was 55 years; but among the artisan classes of Lambeth it only amounted to 29; and while the infantile death rate among the well-to-do classes was such that only eight children died in the first year of life out of 100 born, as many as 30 per cent. succumbed among the children of the poor in some districts of our large cities. The only real cause of this enormous difference in the position of the rich and the poor with respect to their chances of existence lay in the fact that at the bottom of society wages were so low that food and other requisites of health were obtained with too great difficulty.”
Dr. C. H. Drysdale, in report of Industrial Remuneration Conference, 1885. Investigations of Joseph Korosi, director of municipal statistics of Buda Pesth. Comments on other data.

  1. Intemperance as an Industrial Evil
    Intemperance must be regarded both as with cause and effect.
    Music as a remedy for intemperance. Experiments in London where oratorios like “St. Paul,” the “Messiah,” “Elijah,” and Spohr’s “Last Judgment” have been appreciated by “crowds of the lowest classes, some shoeless and bonnetless, and all having the savor of the great unwashed; who sat in church for two hours ‘quietly and reverently.’” See Barnett’s “Practicable Socialism” p. 56. Testimony: “If I could hear music like that every night I should not need the drink.” A New York experiment.
    Positive measures required for the cure of intemperance and not merely negative. Working-men’s halls. The efforts of working-men in Baltimore. Modified Prohibition considered.
  2. Other Evils.
    “Pluck-me Stores.” Excessive immigration, monopolies, accidents, a wide-spread spirit of lawlessness, pauperism.

Source: Chautauqua Assembly Herald. Vol. XIV, No. 15 (August 9, 1889), pp. 6-7.

Image Source: The University of Wisconsin yearbook, The Badger 1894.

 

Categories
Courses Popular Economics Suggested Reading Syllabus

Philadelphia. Money and Banking syllabus for six lectures. Thompson, 1894

 

In an earlier post at Economics in the Rear-view Mirror we met the economist Robert Ellis Thompson who was dismissed from the Wharton School for his support of protectionist policies. He started his career as an educational administrator as president of Central High School in Philadelphia in 1894. In that same year he published the following brief syllabus for six lectures that were offered for an extension course in money and banking.

_______________________

[SERIES D.]

University Extension Lectures
UNDER THE AUSPICES OF
THE AMERICAN SOCIETY
FOR THE
EXTENSION OF UNIVERSITY TEACHING.

SYLLABUS
COURSE OF SIX LECTURES
MONEY and BANKING

BY
PROF. ROBERT ELLIS THOMPSON, S.T.D.,
President of Central High School.

No. 3. Price, 10 Cents.

Copyright 1894, by
The American Society for the Extension of University Teaching.

 

The Weekly Papers. — Every student has the privilege of writing and sending to the lecturer each week, while the course is in progress, a paper containing answers to two or more questions from the lists given at the end of the syllabus. The paper should have at the head of the first sheet the name of the writer and the name of the centre.

The Class. — At the close of each lecture a class will be held. All are urged to attend it and to take an active part. The subjects discussed will ordinarily be those treated in the lecture of the same evening. Where possible a conference will be held at a different hour for the benefit of the students who write weekly papers. Where this is not feasible, a part or the whole of the regular class hour will be given to a discussion of the papers, and under such conditions the subjects discussed will be those treated in the lecture of the previous week. Students are invited to add to their papers any questions, or to suggest any topics relevant to the subject, which may seem to them to require more detailed explanation. All persons attending the lecture are invited to attend the class, whether they have sent in weekly papers or not.

The Examination. — Those students whose papers and attendance upon the class exercises have satisfied the lecturer of the thoroughness of their work will be admitted to the examination at the close of the course. Each person who passes the examination successfully will receive from the Society a certificate in testimony thereof.

Reading. — Students who are writing weekly papers will find it advisable to spend the larger part of the spare time available each week in reading on the subjects treated in the preceding lecture, thus preparing themselves for the conference, or class, and for the writing of the papers. Those who are not writing the papers will probably find it more advantageous to read consecutively one or more of the texts recommended, without particular reference to the order in which the subjects are discussed in the lectures. Students with considerable time at their disposal may be able to combine both methods of study.

Students’ Associations. — The formation of Students’ Associations for reading and study before and after the lecture course, as well as during its continuance, is strongly urged. In every case where this is done, the lecturer would be glad of any opportunity to make special suggestions in advance about books and subjects. The suggestions in this syllabus are of too general a nature for the guidance of these associations. They are intended rather for the use of individual readers whose time and previous knowledge vary widely, and to whom, therefore, no specific direction can be given.

MONEY AND BANKING.
LECTURE I.

DEFINITION AND GENERAL HISTORY OF MONEY.

Money is the instrument of association, and therefore of production, as well as of exchange; and is a standard of value only in a limited sense. Importance of economic Association. How the ordinary definition of money originated. The harm it has done.

The age of barter. Use of cattle as money. Then hides or skins (peltries): Job, colonial America and Hudson Bay territory. Silver and gold desired as ornaments by primitive man. Used as money: (1) by weight; (2) in pieces of shape and value of cattle; (3) as coins since Darius Hystaspis († 485 B.C). Phoenicians and Greeks follow Persian example.

Difficulties attending use of gold and silver: (1) diversion of labor to mining; (2) abrasion; (3) uncertainty as to values.

The two metals vary in relative value. Gold cheaper than silver for a time in some places. Adjustment of value to relative scarcity. Greek ratio 1:13; Roman 1:10. Rise of silver in middle ages. Effect of discovery of America in lowering silver and promoting Association. Ratio of 1785, 1:15.5. Lasts till our time.

Depreciation of coinage in middle ages and later. The English “pound” equals sixty-six shillings. Scotch and American parallels.

Introduction of representative money. (1) Bank notes. Bankers of antiquity. Jews and Caursins in middle ages. Venice and Genoa. English “goldsmith’s notes.” The modern bank note first issued by bank of England. (2) Bills of exchange a form of money. (3) Credit money created on the ledger of a bank. Its volume and use in wholesale trade. Panics attending its contraction and its collapse. Effect of credit and paper money on demand for coin.

Substitutes, tried or proposed, for gold and silver coin. Platinum. Goldoid. The complex unit of value (Ricardo and Andrews).

LECTURE II.
THE HUME-TORRENS THEORY OF MONEY.

The mercantilists exaggerate the importance of money. Their justification. Reaction seen in Turgot: “Money is a commodity like any other.” Hume forms a theory of its passivity in relation to the industrial movement: “More money means higher prices; less money means lower prices.” Temporary effect of increase on production admitted. Permanent denied.

Theory not verified by facts, though widely current among economists, even of the latest school. Tooke and Newmarch’s “History of Prices” disproves it for England. American experience and that of Japan and of Portugal.

Rejected by the business world. “Mercantilism of the Money Article” (Stanley Jevons). The struggle for gold.

Relation of the theory to international trade. “Export of money secures more useful commodities in exchange.” Money the most useful of commodities. Like an irreplaceable rolling-stock. Shall we exchange power for the products of power? “Export of money makes a country a good place to buy in by lowering prices, and thus secure a readjustment.” No case given in illustration. Our present situation. The effect of an abundance of money on prices may be to lower them. Carey’s shilling in Thibet. Gold and raw materials move on same lines. “Money goes to where the demand is greatest.” “Demand” is not need, but such a need as carries with it the means of supply. Physical analogies mislead. No “abhorrence of a vacuum” in economics. “To him that hath shall be given.”

LECTURE III.
THE SILVER PROBLEM.

Meaning of value. No fixed values. Progress reduces them steadily. In other things this a gain however fast the reduction. In money, a calamity, if metals fall faster than average of commodities. Equally a calamity if rise in value.

Silver precedes gold. The coinage of the majority. First disturbed by English legislation in 1819, following Bullion Report of 1810. Imitated by the United States in 1835. Rise of a monometallist school. Gold discoveries of 1840-54 alarm economists. Chevalier and Cobden propose its demonetization. Great silver deposits found in Nevada cause a new alarm. Dr. Linderman’s exaggerated estimates. The Latin Union (1865-1881), to sustain silver. First Monetary Conference of 1867, and America’s strange attitude. The Franco-Prussian war-indemnity paid in gold (1871), and used to replace the silver coinage of Germany. Effect on the silver market. Holland and the Scandinavian States abandon silver. First attempt to retrieve silver by Bland Law of 1879. The new ratio, 1:16. Failure of the attempt. Mr. Windrim’s plan of silver certificates redeemable at market rates only partly adopted. The recent depression traced to silver, and its coinage stopped. Why this the best policy.

The Indian situation. A policy of improvements after 1858. Debt contracted in England to be paid in gold. Sale of exchange on Calcutta depends on market price of silver, so long as Indian mints are open. The mints closed to maintain price at sixteen pence for the rupee. Will the policy succeed? Hardships of public servants in India. Relief by bimetallism.

“Why not go on with gold?” Coin rises in value rapidly; amount and supply small; and military chests. All debts increased in real amount, e.g., our national debt. Hence unwillingness to borrow. Equally bad if silver alone. Effect on savings banks. Can an international ratio be maintained?

LECTURE IV.
THE HISTORY OF ENGLISH BANKING.

A bank exists to convert a portion of the property and credit of the community into the instrument of industrial Association. Sometimes the nation undertakes the work by issue of paper money. Some claim this power to borrow from the community without paying interest should be a government monopoly [sic]. Peel and Gladstone. Objections: the excessive centralization of money issues in a big country; and no government could create pure credit money.

Departments of a bank: (1) Discount (or credit) business, making advances on mercantile paper (England and America) or permanent bonds (Scotland). Interest charged and collected in advance; (2) its work as a clearing-house between its own customers, and as a branch of a larger clearing-house; (3) its issue department, supplying money for those who keep no bank account; (4) its acceptance of money on deposit to maintain its reserve. Not to be confounded with the “deposits” of the reports.

First banks simple. Venice an association of public creditors. Genoa an association of usurers. Bank of England (1694) a modern bank. Demand notes, check payments, discounts, etc. Its half-public character: “Run on the bank, and stop the Duke!” Reconstruction in 1844 by Peel’s Bank Act. Objections to that legislation and to its effects. Fear of over-issue since 1810. Helps to make panics.

Recent changes by abolishing monoply [sic]. Joint stock banks. England’s vast loans, e.g., to Argentine Confederation and Australia. The Baring panic of 1891, and its continuance.

LECTURE V.
BANKING IN SCOTLAND AND IN AMERICA.

The condition of Scotland in 1695. Thriftlessness and poverty of the people. Hot tempers. Contrast with the modern Scotchman. Change due to many influences.

The Bank of Scotland (1695), the first private banking corporation. Growth of the system. It includes agriculturists as well as trades, and creates manufactures. It supplies paper money to a moneyless country. Scott’s testimony as to its effects. Copied in Scandinavian States.

(1) Based on mutual responsibility of customers, while English banks deal with individuals or single firms. The joint-bond plan; (2) interest charged only on money used. No pressure to speculate; (3) local banks do local business. Country traders pay cash by check on home bank. No “insurance” in the prices they pay; (4) safety of the method. Three failures in two hundred years.

Scotland accepts the union on condition of keeping her own institutions. Her church and her banks peculiarly her own. England meddles with both. Proposal of 1826 defeated by Scott. Legislation of 1844 forbids extension of Scotch bank circulation.

America copies English banking. Robert Morris refuses loans to farmers. Great debate on repeal of charter of Bank of North America. First bank of the United States (1791-1811). Interregnum of State banks (1811-1816). Free trade in money. “The Little Frenchman.” The Second Bank of the United States (1816-1836) and Jackson’s war on it. Was he right? The Independent Treasury system. Second interregnum of State banks (1836-1863). “Wild cat” banks. The Bank of Athens discovered.

Bank loans to government at opening of the war. Secretary Chase issues treasury notes, convertible into bonds. Plans a banking system to sustain market for bonds. Taxes State bank circulation out of existence. Merits and defects of his plan. The decline of bank-note circulation. Demand for State banks, or for abolition of banks of issue.

LECTURE VI.
THE PRESENT AND THE FUTURE.

Our actual currency: Gold coin diminishing in amount; silver coin and certificates fallen and falling in value; treasury notes fixed in amount, with the fund for redemption disappearing; national bank-notes vanishing with redemption of debt.

Proposals: (A) Unlimited issue of national notes by treasury. (B) Free coinage of silver at present ratio, involving the adoption of the silver standard. (C) The extension of the circulation of the national banks on the basis of a first lien on the bank’s capital. (D) The restoration of State banks of issue of such sort as each State may choose. (E) The establishment of local institutions of credit by the national government to accommodate farmers by loans on their crops. (F) Perseverance in the single gold standard policy and gradual elimination of silver. B and E, and C and generally united. A and B tend to centralization: A, B, and probably D, would be as injurious to creditors as F  to debtors. C offers inadequate security.

To combine all advantages sought: A new banking system, like that of Scotland, with deposits of any kind of government bonds as security for circulation. Features of Land Banks and People’s Banks on the European continent might be included. Mutual responsibility, localization of issues and of business, adjustment of money supply to actual need, its value changing with that of commodities generally.

Works of reference: Stephen Colwell’s “Ways and Means of Payment” (Philadelphia, 1859); A.S. Bolles’s “Financial History of the United States” (New York, 1880-86) [Vol 1, 1774 to 1789; Vol 2, 1789-1860; Vol 3, 1861-1885]; J.L. Laughlin’s “History of Bimetallism in the United States” (New York, 1886); Van Buren Denslow’s “Principles of Economic Philosophy” (New York, 1888); Francis A. Walker’s “Money, Trade and Industry” (New York, 1879); R.H. Patterson’s “Economy of Capital” (Edinburgh, 1870), and “The New Golden Age” (London, 1882) [Volume I; Volume II].

 

Source: Robert Ellis Thompson, Syllabus of a course of six lectures on money and banking. Philadelphia, 1894.

Image Source: Robert Ellis Thompson, ca. 1880. University of Pennsylvania. University Archives & Record Center. Web series “Penn People”.

Categories
Funny Business Gender M.I.T. Policy Popular Economics

M.I.T. Washington Post op-ed by Samuelson on Sound Debt Policy, 1963

 

Source: Paul A. Samuelson, “We can have sound debt policy” from the Washington Post, included with Extention of remarks of Hon. Jeffery Cohelan of California in the House of Representatives, Friday, May 31, 1963 in Congressional Record: Proceedings and Debates. Volume 109, part 25—Appendix, May 31, 1963, p. A3510

Also found as a mimeographed copy in Harvard University Archives. Papers of Alvin Harvey Hansen, Box 1, Folder “Business Cycles.”

Image Source:  Samuelson Memorial Information Page/Photos from Memorial Service.  Accessed via the Internet Archive Wayback Machine.