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Economists Harvard Sociology Wellesley Wing Nuts

Harvard. Economics Ph.D. alumnus. Vervon Orval Watts, 1932

 

You are about to encounter a Harvard Ph.D. economist, vintage 1932, who illustrates just how deep the roots of American right-wing economics can be traced. 

A disciple of Harvard Professor Thomas Nixon Carver, Vervon Orval Watts evolved from his checkered pre- and post-Harvard Ph.D. (1932) academic career to become an apostle of laissez-faire, anti-Keynesianism, anti-globalism, and anti-communism — first as chief economist of the Los Angeles Chamber of Commerce and later as an editor/economist with the Foundation for Economic Education. In 1963 he became a leading figure at the young conservative business college, the Northwood Institute (now Northwood University) in Michigan, where he headed the Division of Social Studies over the next two decades.

Watts was hired by Leonard Read [greatest hit “I, Pencil”] in 1939 to become the chief economist for the Los Angeles Chamber of Commerce, where Leonard Read was executive director. Read later made Watts the leading economist at the Foundation for Economic Education (FEE). From Watts’ papers at the Hoover Institution Archives, Economics in the Rear-view Mirror was able to provide some of the back-story to the publication of the FEE publication “Roofs or Ceilings?, a famous Friedman-Stigler anti-rent-control pamphlet from 1946.

The Foundation for Economic Education posted a previously unpublished interview with Watts that took place in the mid-1970s. Here is a link to an archived copy.

Birth/Death Dates for Vervon Orval Watts:

Born: March 25, 1898 in Walkerton, Bruce County, Ontario, Canada
Died:  March 30, 1993 in Palm Springs, California.

Fun Facts: Northwood University is home to the DeVos Graduate School of Management. The DeVos family (Amway) was married into by Elisabeth (Betsy) Dee Prince who is currently serving as the United States Secretary of Education. Her brother Erik Prince is the founder of Blackwater USA.

__________________

From Harvard University sources

1926-27. Vervon Orval Watts was the Christopher M. Weld Scholar in Economics. Fifth-Year Graduate Student. Instructor in Economics and Tutor in the Division of History, Government, and Economics.

Source: Report of the President of Harvard College, 1926-1927, p. 111.

*  *  *  *  *  *

Ph.D. awarded in 1932

Vervon Orval Watts, A.B. (Univ. of Manitoba) 1918, A.M. (Harvard Univ.) 1923.
Subject, Economics. Special Field, Sociology. Thesis, “The Development of the Technological Concept of Production in Anglo-American Thought.”
Associate Professor of Economics, Antioch College.

Source: Report of the President of Harvard College, 1931-1932, p.124.

__________________

Vervon Orval Watts
(1898-1993)
c.v.

Taught in Gilbert Plains High School in Ontario, Canada.

1923-26. Instructor in Sociology, Clark University.

1927-29. Instructor Harvard University.

1930. Visiting lecturer, Wellesley College.

1930-36. Associate professor of economics, Antioch College.

1936-39. Associate professor of economics, Carleton College.

1939-46. Economic counsel, Los Angeles Chamber of Commerce.

1946-49. Editorial director and economist, The Foundation for Economic Education.

1949-51. Visiting professor of economics, Claremont Men’s College.

1949-64. Economic counsel, Southern California Edison Company.

1951-57. Columnist, Christian Economics.

1961-63. Visiting professor of economics, Pepperdine College.

In the mid-1960s Watts was the Dean of the short-lived Freedom School Phrontistery in Colorado, the brainchild of Robert LeFevre that was to become a libertarian version of Politics, Philosophy, and Economics.

1963–84. Professor of economics and chairman of the Division of Social Studies, Northwood, Institute.

1975-76. First Lundy Professor of the Philosophy of Business at Campbell University, N.C. [on leave of absence from Northwood Institute].

Producer and moderator of radio and television forum programs.
Regular contributor to The Freeman and The National Review.

Books:

Why Are We So Prosperous.[1938]
Do We Want Free Enterprise
? [1944]
Away from Freedom, the Revolt of the College Economists. [1952]
Union Monopoly: Cause and Cure. [1954]
The United Nations: Planned Tyranny.[1955]
Politics vs. Prosperity. [author and editor, 1976]

Sources: V. Orval Watts (Co-Author and Editor). Free Markets or Famine.[link to 1975 second edition] Midland, Michigan: Ford Press, 1967, p. 578. Copy in the Hoover Institution Archives. Papers of V. Orval Watts. Box 17. Obituary in the Los Angeles Times, 1 April 1993.

*  *  *  *  *  *

Obituary by a comrade-in-arms

Murray N. Rothbard, “V. Orval Watts: 1898-1993” reprinted in Making Economic Sense (2nded., 2006), pp. 450-452.

__________________

Vervon Orval Watts (1898-1993)
Selected Awards

1918. Gold Medalist in political economy, University of Manitoba.

1967. Liberty Award, Congress of Freedom, Birmingham, Alabama.

1967. Honor Certificate Award, Freedom Foundation, Valley Forge.

Source: Southwest Dallas County Suburban (Jan. 21, 1971) p. 9.

__________________

Obituary

V. Orval Watts; Chamber of Commerce Economist
by Myrna Oliver

Los Angeles Times, April 01, 1993

V. Orval Watts, the first full-time economist employed by a chamber of commerce in the United States, has died in Palm Springs at the age of 95.

Watts, who died Tuesday, was named in 1939 as economic counsel for the Los Angeles Chamber of Commerce, which at the time was the largest organization of its kind in the world. He continued in the position until 1946, when he became editorial director for the Foundation for Economic Education in Irvington-on-Hudson, N.Y.

Before the United States was thrust into World War II, Watts advised businessmen convening in Los Angeles that “Europe’s war” should teach Americans four things–to avoid war, to avoid monopolies and price-fixing, to avoid restrictions on trade and output designed to make work or maintain prices, and to remember that credit is sound only when based on production.

Once the United States was in the war, Watts repeatedly cautioned that wartime inflation created only the illusion of prosperity rather than actual prosperity.

Vervon Orval Willard Watts was born March 25, 1898, in Manitoba [sic, Ontario], Canada, and earned his bachelor’s degree at the University of Manitoba in 1918. He later earned master’s and doctoral degrees in economics at Harvard University.

He taught for more than six decades–at Gilbert Plains High School in Ontario, Canada; Clark University; Harvard; Wellesley; Antioch College; Carlton College; Claremont Men’s College; Pepperdine University, and Campbell College. He was professor emeritus of Northwood University, where he served as director of economic education and chairman of the Division of Social Studies from 1963 to 1984.

Watts also served during the 1950s as economic counsel for Southern California Edison, Pacific Mutual and other companies in Los Angeles. He contributed regularly to publications such as “Christian Economics,” “The Freeman” and “National Review.”

His books included “Why Are We So Prosperous?” in 1938, “Do We Want Free Enterprise?” in 1944, “Away from Freedom” in 1952, “Union Monopoly” in 1954, “United Nations: Planned Tyranny” in 1955, “Free Markets or Famine” in 1967 and “Politics vs. Prosperity” in 1976.

Watts is survived by his wife, Carolyn Magill Watts; a son, Thomas; daughters Joan Carter, Carol Higdon and Louise Crandall; nine grandchildren, and two great-grandchildren…

Source: Los Angeles Times. April 1, 1993.

__________________

Brief, Official History of Northwood University

On March 23, 1959, two young men with an idea, a goal, and a pragmatic philosophy to encompass it all, broke away from their careers in a traditional college structure to create a new concept in education.

Their visionary idea became a reality when Dr. Arthur E. Turner and Dr. R. Gary Stauffer enrolled 100 students at Northwood Institute. They used a 19th-century mansion in Alma, Michigan, as a school building, a small amount of borrowed money for operating expenses and a large amount of determination.

Northwood was created as the world was changing. The Russians had launched Sputnik and America was soon to follow. Stauffer and Turner watched the race to space. They envisioned a new type of university – one where the teaching of management led the way. While the frontiers of space were revealing their mysteries, Stauffer and Turner understood all endeavors – technical, manufacturing, marketing, retail, every type of business – needed state-of-the-art, ethics-driven management.

Time has validated the success of what these two young educators called “The Northwood Idea” – incorporating the lessons of the American free-enterprise society into the college classroom.

Dr. David E. Fry took the helm in 1982 and then Dr. Keith A. Pretty in 2006, each continuing the same ideals as Stauffer and Turner, never wavering from the core values. The University grew and matured. Academic curricula expanded; Northwood went from being an Institute to an accredited University, the DeVos Graduate School of Management was created and then expanded; the Adult Degree Program and its program centers expanded to over 20 locations in eight states; international program centers were formed in Malaysia, People’s Republic of China, Sri Lanka, and Switzerland; and significant construction like the campus Student Life Centers added value to the Northwood students’ experience. New endeavors such as Aftermarket Studies, entertainment and sports management and fashion merchandising, along with a campus partnership in Montreux, Switzerland, demonstrate an enriched experience for all our students.

With a clearly articulated mission to develop the future leaders of a global, free-enterprise society, Northwood University is expanding its presence in national and international venues. Professors are engaged in economic and policy dialogue; students are emerging as champions in regional and national academic competitions. At all campuses and in all divisions, Northwood University is energized and is actively pursuing dynamic programming and increased influence.

Northwood University educates managers and entrepreneurs – highly skilled and ethical leaders. With more than 57,000 alumni and a vibrant future ahead, The Northwood Idea is alive and well.

 

Source: Northwood University website.

Image Source: Harvard Class Album, 1932.

 

Categories
Bryn Mawr Gender Syllabus Wellesley

Wellesley. Outline of Economics by Emily Greene Balch, 1899

 

Emily Greene Balch (1867-1961) was a winner of the Nobel Peace Prize in 1946 together with John Raleigh Mott. She was recognized for her lifelong work for disarmament and peace. She joined the faculty of Wellesley College in 1896, becoming full professor of sociology and economics. However her contract was not renewed in 1919 because of her anti-war activism.

This post includes two items: the first is an excerpt from the autobiography of one of her American classmates who attended economics classes with her in Berlin during the year before Balch started teaching at Wellesley. The next item is a published outline of economics, presumably for instructional purposes. I have tried to match Balch’s indentation scheme here.

The Emily Greene Balch Papers are found at the Swarthmore College Peace Collection.

Addition: From the Program Bryn Mawr (1891), p. 11.

Emily Greene Balch, Holder of the Bryn Mawr European Fellowship, 1889-90.
Jamaica Plain, Mass. A.B., Bryn Mawr College, 1889. Collège de France and Sorbonne, 1890-91.

First stop in the secondary literature is the excellent paper by Robert W. Dimand: Emily Green Balch Political Economist published in The American Journal of Economics and Sociology,  Vol. 70 No. 2 (April, 2011), pp. 464-479.

_______________

Studying economics in Berlin 1895-96
and attending the International Socialist Trade Union Congress (July 1896) in London
From Mary Kingsbury Simkhovitch’s autobiography

Soon I met Emily Balch as a fellow student and we had many pleasant hours reading Kant in the park as well as meeting at lectures. Those were the days of Schmoller and Wagner. I attended their lectures and was admitted to their seminars, though no credits for degrees were given to women at that time in Berlin. Schmoller was the best-known exponent of the “historische Methode.” We were supposed to be very practical and realistic. One evening when we were pursuing the development of “die Stückerei,” little samples of worsted were passed around from hand to hand; everyone solemnly gazed at them until the American students began to laugh. However, our study of the worsted industry was really all to the good, and the analysis of processes induced an additional respect for detail that Lindsay and Ashley had already inculcated. No one is above detail. The person who has no detailed knowledge has no knowledge at all, and in this respect for meticulous care Schmoller grounded us day by day.

Adolf Wagner was more political-minded. He was always lecturing to crowded “publicums” about danger from the East (meaning Russia) and how Germany should be the central empire in Europe running from northern to southern shores. To see Wagner coming across the campus shaded by his famous little green umbrella was a memorable sight. They said of him that on his third wedding journey he finished his “collected works.” He was particularly caustic in regard to the so-called science of sociology, and when I was called upon in his seminar to review some sociological treatise he half sprung from his chair and said, “Ja, die Soziologie! Was heisst, aber, die Soziologie? Das heisst, meine Freunde, die Amerikanische Wissenschaft!” (What is sociology? That, my friends, is the American science.) With which blast he looked around to see whether we were duly squelched. But he was a kindly man, even though somewhat excitable, and his lectures were crowded with students from all over the world. Russians, Poles, Bulgarians, Italians, English, Japanese and Americans flocked to hear him. There were Fräulein Sonya Daszisskaia, who afterward interested herself in labor legislation in Poland, and Bertrand Russell, with his American wife Alice Pearsall Smith; Walter Weyl, to whom we owe New Democracy (1927); and Frank Dixon, later at Dartmouth, and Peter Struve, who played a big role later in Russia’s political life, were among the Americans who attended Wagner’s lectures. In the Russian group was my husband-to-be, Vladimir Simkhovitch, who went to Halle before coming to America in 1898.

Sering lectured on the American agricultural situation, of which he had personal as well as theoretical knowledge. He had many American friends to whom his scientific comments were enlightening and useful. Then too there was Georg Simmel, perhaps first among the social psychologists, whose analysis of human conduct under the impact of varying factors was fascinating. A famous anthropologist, Professor Bastian, used to get so excited that his shirt would get unfastened and a red flannel “chest protector” worn in that era would emerge. He would face the blackboard to write a few headings or illustrations and forget to turn around again, lecturing in a kind of ecstasy which took no note of his audience, whether we were many or few, or whether indeed we had not slipped out for the remainder of the hour.

The students of economics had a club of their own, and in this “Staatswissenschaftlicher Verein,” organized by my husband and two of his friends, great arguments went on, especially during the famous government strike of 1896. Liebknecht was just out of prison and he greeted enthusiastic audiences. Large public meetings were held, but it made the blood of the American and English students boil to see the two policemen sit on the platform to prevent any “Majestätsbeleidigung” (criticism of the emperor). We felt that this infringing of men’s liberties was intolerable. We had never seen, as we were to see in later days both in America and elsewhere, the intolerance and violence of wartime. This attitude, reinforced by the prevailing custom for civilians (women as well as men) to step aside to allow military officers right of way on the sidewalks, was repellent to us. We had no hint of how mild this bit of militarism was to seem in comparison with that of these later Nazi years. The period of German life from 1895 on was the time of great industrial upswing, of scientific advance, and yet no less of respect for culture. It was a golden period of prosperity, of ambition without hatred, an of welcome to students from all over the world, who came, as my teachers at Boston University and Radcliffe and later at Columbia had come, to thin and work as free scholars in an expanding world.

[…]

At the end of the last semester we left Berlin with great regret, and so to Paris and to London. There my mother left me to return home, and Emily Balch and I remained in London for the last great International Socialist TradeUnion Congress. Emily Balch had a press ticket, and through a London friend of Karl Marx, who revered his memory and told us tales of his life in England, I got one too. This gave us a wonderful chance to hear all the debates and see at close range famous labor and socialist leaders of that time. Jaurès was there and the Avelings, Marx’s daughter and son-in-law; from America Charlotte Gilman with her cameolike beauty, and Ferri from Italy — eight hundred delegates in all. One poor delegate had walked from Serbia to the Channel only to be turned back on his arrival at the Congress because he was an anarchist. The rules for admission were orthodox and strict. This was the first time that a Russian delegate appeared. I talked with a “bobby” about the Congress. Did he anticipate trouble? But he was frankly bored and said, “We let ’em talk as much as they like, ma’am.” I wondered if a meeting like this could take place in America, with so great indifference on the one hand, and at the same time sponsored by eminent economists. For the Webbs were there, and Shaw from the Fabian Society, and Keir Hardie from the Independent Labor party, as well as the leaders of the trade-unions. And at Percy Dearmer’s church every morning during the session the intention of the Mass was for the Congress and its members. This combination of persons and views so natural to the English was frankly surprising to a young American visitor who was accustomed to more definite line-ups.

It was the last session, however, of the old International. Divisive forces were at work, and soon many of the leaders died and their influence passed away. Prophecies of socialist writers failed to materialize. The prosperity of advancing capitalism was more marked than its adversities. The following decade saw great wealth amassed, inventions perfected, engineering problems mastered. It seemed as if the volume of production and the scientific advance that accompanied it, and which was at least part of its cause, were to bring in case and plenty for everyone.

 

Source:  Mary Kingsbury Simkhovitch, Neighborhood: My Story of Greenwich House. New York: Norton, 1938, pp. 50-3, 55-56.

_______________

OUTLINE OF ECONOMICS

EMILY GREENE BALCH

Wellesley, 1899
Cambridge: The Co-operative Press, 1899

CONTENTS

PART I. — PRELIMINARY

PART II. — PRINCIPLES OF ECONOMICS

Chapter I. Production

1. Natural Agents
2. Labor
3. Capital
4. Enterprise
5. Conditions affecting Production

Chapter II. Consumption

1. Individual Problem of Consumption
2. Social Problem of Consumption
3. Apportionment of Income

Chapter III. Value and Exchange

1. Determination of Value
2. Money
3. Credit
4. Prices

Chapter IV. Distribution

Population
Shares in Distribution

1. Rent
2. Interest
3. Profits
4. Wages

The Principle of Distribution

Chapter V. The Economics of Government

1. The Economic Functions of Government
2. Public Revenue

PART III.— SCOPE AND METHOD OF POLITICAL ECONOMY

Chapter I. Development of Economic Thought

Chapter II. Scope and Method

 *  *  *  *  *

PART I.
Preliminary.

Political Economy, or Economics, treats of man in his relation to wealth. The subject is commonly divided into Production, Exchange, Distribution, and Consumption; (convenient headings, but an imperfect analysis).

Consumption, the gradual or instantaneous using up of a commodity, may be either

Direct (final) consumption,

Indirect (or productive) consumption.

Note that much final consumption is also productive.

Final consumption is the object of all production and of all indirect consumption. Final production which is also productive is doubly desirable.

Production, the production, by combination and re-arrangement, of utility; form utility, place utility, time utility, services.

Exchange, the transfer of commodities either directly by barter or indirectly by means of money; properly a kind of production. It involves questions of value, money and price.

Distribution, the apportionment of the product among those co-operating to produce it, whether personally, or indirectly by contributing the use of land or capital. Questions of rent, interest, wages and profits come under this head.

Correlation of economic activities.

The same individual consumes, produces, exchanges.

All these activities interact.

The conception of an economic organism — unconscious and conscious coöperation — how regulated.

Natural basis of economic phenomena:

Man’s wants, imperative and expansive;

Limited natural supply of means of satisfaction;

Consequent cost, in effort and sacrifice, to increase the supply.

The economic object of man is to secure the maximum of satisfaction with the minimum of cost. This necessitates comparison of utilities with one another and with costs, and of costs with one another. All economic action is determined by such comparisons.

Note psychological character thus given to the subject.

Wants: Primary, due to physical needs (subsistence wants).

Secondary, due to desire for pleasure (or avoidance of pain).

Note and criticize tendency to growth and diversification of wants.

The satisfaction of wants is progressive (Weber’s law).

Note recurrence of want after an interval.

New wants are substituted for those satisfied.

Utility: power to satisfy a want (even if satisfaction is ultimately injurious). Utility not an inherent quality, purely relative to human want, decreases as want is progressively satisfied.

Marginal utility (final utility): utility of last unit supplied.

Relation of marginal utility to amount of supply can be conveniently expressed by a diagram (“utility curve”).

Note that where supply is unlimited (i.e. more than is wanted) the marginal utility is nothing.

Cost may be either Effort or Sacrifice of something desirable. (It may be regarded as negative utility).

Labor — how far to be regarded as cost?

Sacrifice of alternative use of material, time or opportunity.

Note distinction between individual and social cost.

Wealth: means of satisfying wants are wealth

if not “free,”
if transferable.

PART II.
Principles of Economics.

CHAPTER I.— PRODUCTION.

Main forms of production; extractive industries, manufacturing, commerce.

Historical stages of production; Hunting and gathering of natural products, Pastoral life, Agriculture, Manufacture and Commerce.

Object of production; first Consumption, later Exchange (“household economy” versus “market economy”).

Note historical growth of the market (field of exchange).

Factors or agents of production:

Natural agents or resources, of which land is most important.

Note that word “land” often denotes this whole class.

Labor, or human agency.

Note that management or enterprise may be considered either as a kind of labor or as a fourth factor of production.

Capital; wealth produced by past labor used in producing more wealth.

1. Natural Agents.

Natural agents contribute site, energy, material.

Natural agents are

(1) Unappropriated (either because not appropriable or because not scarce);

(2) Appropriated.

Character of the supply:

Of the nature of a fund (measured by amount);

Of the nature of a flow (measured by rate).

Note that land as basis of agriculture partakes of both characters.

Moreover, the supply may be

Unlimited;

Limited absolutely;

Subject to increase by human effort.

Note that land as basis of agriculture belongs to last class.

Problem of the economic use of land as regards economic proportions of land, labor and capital (i.e.) how much labor and capital should be spent on a given piece of land).

Note that the following discussion refers to agriculture only.

On a given piece of land in a given state of agricultural art there is a certain expenditure of capital and labor which will give the greatest possible return per unit of expenditure.

Note that return is measured here by amount of product, not by value of product.

Note that capital and labor are reduced to common terms as expenditure.

If less than this had been expended an increase of expenditure would increase returns more than proportionately (“increasing returns”).

Note that expenditure and returns are not commensurable, but rate of increase of expenditure and rate of increase of returns are commensurable.

If more than the first amount had been expended the returns per unit of expenditure must have been less, i.e.beyond that point an increase of expenditure means diminishing returns.

Law of diminishing returns:

Expenditure of more than a given amount of labor and capital on a given piece of land results in a diminished amount of product per unit of expenditure.

The point of diminishing returns

is that degree of expenditure which cannot be exceeded without diminishing returns in proportion to cost.

Illustrate with three similar fields cultivated (1) up to this point, (2) not up to this point, (3) beyond this point.

Note 1.
The point of diminishing returns may differ
for every differing piece of land,
for every different use the land may be put to,
with every change in agricultural art.

Note 2. Soil may grow more or less fertile as it is used. Any change in fertility may alter the point of diminishing returns but there will be such a point in every case.
What would be the result if a field had no point of diminishing returns.”

Note 3. The value of the product may alter. This will alter the degree of expenditure which will pay best but not the degree of expenditure which will give the greatest proportion of product to expenditure. — Suppose a field yielding diminished returns with increased profits.

Consider the same problem with regard to other uses of land, e.g. for mining, building, fisheries, water power.

2. Labor.

Productive labor, that which conduces to the production of utility, is alone to be considered.

Note narrower sense given to the term productive labor by J. S. Mill (labor productive of wealth). What labor is excluded by the former definition? by the latter?

Production depends on the number of laborers, on the duration of their labor, and on its efficiency as regards quantity and quality of product.

Efficiency depends on personal causes and external causes.

Personal causes are chiefly the physical, mental and moral capacity and disposition of the worker, determined by his

Natural character and ability,

Training and education.

Standard of living,

Incentive (either economic or non-economic).

External causes of efficiency include

A. Organization and combination of labor in

Simple coöperation,

Division of labor (“division of employment”) as between different (i) Objects of production, (2) Processes or functions, (3) Localities.

Note narrow limits of efficiency of unaided individual.

B. Material for labor.

C. Auxiliaries;

Tools,

Machinery.

Note tendency to specialization of labor and elaboration of machinery. Advantages and disadvantages of each.

3. Capital.

Capital: wealth produced by past labor and devoted to production.

Note difference between this (“economic capital”, “social capital”) and capital in the ordinary sense of wealth used as a source of income (“private capital”).

Origin of capital in difference between amounts produced and directly consumed; capital may be multiplied by extension of production or by restriction of consumption.

Note use of the term “abstinence” or “saving” to characterize this. In what sense justified?

Object of capital: to make production more efficient by providing

Tools, Material,

Support for labor.

Note that indirect processes are often most efficient.

Note historical tendency of production toward more indirect, complex and “capitalistic” forms.

The consumption of capital, immediate or gradual, is involved in its use.

Circulating capital is consumed in one use.

Fixed capital is consumed gradually.

Note the necessity of replacement of capital at once or by a sinking fund to cover waste.

Note that the use of capital on the average adds to the efficiency of the product more than enough to pay for its consumption.

 4. Enterprise.

Enterprise: the contribution to production of the entrepreneur or responsible undertaker.

Forms of enterprise:

A. Individual; independent producer, slaveowner, employer.

Note tendency to differentiation of factors of production.

B. Collective; e.g. Cooperation, Partnership, Business Corporations, Public Administration (National, Municipal, etc.)

Note advantages and disadvantages. Note that Socialists desire to see the latter form supersede all others.

Large scale versus small scale enterprises.

Note relative advantages in Manufactures, Agriculture.

5. Conditions affecting Production.

Production is affected by almost everything that affects society but notably by legal institutions as to Property and Industrial Freedom.

Property:

Property in Slaves, ancient and modern.

Property in Land;

Collective,
Feudal,
Private.

Property in Capital.

Property in “consumers’ goods.”

Note the existence of property not embodied in any material thing but consisting of certain valuable rights.

Note limitations on private property and rights of society as regards it, e.g. right of taxation, eminent domain, alteration of property rights (including question of compensation for vested interests, question of damages and betterments).

Note economic advantages and disadvantages of private property of different kinds. Arguments for collective ownership of land and capital.

Industrial Freedom.

Historical tendency away from custom and regulation toward freedom.

Note restrictions imposed, even under regime of free contract, from considerations of finance, police.

 

CHAPTER II. — CONSUMPTION.

Consumption is determined by considerations of maximum net utility.

  1. Individual Problem of consumption.

Where no question of cost or limitation of supply is to be considered consumption will be carried to the point of complete satisfaction.

Where the only consideration is sacrifice of alternative satisfactions comparison of marginal utilities will determine consumption.

Where cost is involved the consumer must consider marginal utility, cost and the means of meeting cost. Consumption will be carried to the point where in each case the marginal utility secured at least equals the cost and where no further extension would in any case be worth while.

Note that the amount of a purchase will vary directly with the marginal utility, inversely with price, directly with wealth of purchaser.

Note similar comparisons of cost and marginal utility made to determine how far to carry production.

Where present and future satisfactions must be compared a want in the future regularly counts for less than the same want in the present.

Note that this is due to the uncertainty of the future and also, apparently, to a psychological disposition to undervalue the future; this tendency lessens with growth in intelligence and self-control.

Provision for future wants by

Hoarding;
Investment;
Insurance.

  1. Social Problem of Consumption.

Comparison of consumption by one person with consumption by another.

How far is such comparison possible?

Would equal consumption give maximum utility?

Note transfer of means of consumption from ethical motives, and vast amounts consumed through charity.

Possible divergence of estimate of utility and cost from individual and from social point of view.

Note responsibility of consumer for conditions of production. How far is purchase equivalent to an order to produce .”

Productive versus unproductive consumption.

What exceptions to the rule that the former is socially preferable?

Consider the limits and functions of luxury.

Collective consumption, advantages and disadvantages.

Regulation of consumption.

Note various motives, ethical, political, etc.

Note various methods, sumptuary laws, taxation, prohibition, etc.

  1. Apportionment of Income.

“Engels [sic] law” as to variation of relative expenditure with income.

Compare results of Le Play, Dr. E. R. L. Gould.

The economic function of the housewife.

Historical changes in standard of living.

The element of custom and fashion (advantages and disadvantages).

Waste: individual and social point of view.

The effect of insurance.

 

CHAPTER III. — VALUE AND EXCHANGE.

Origin of Exchange: Differences in desires, Differences in opportunities and abilities, Advantages of division of labor.

Note primitive peoples with no conception of exchange.

Note historical increase in importance of exchange.

Machinery of exchange: Numeration, Weights and measures, Standard of value. Medium of exchange, Transportation, Middlemen.

Note disadvantages of barter.

Value (“value in exchange”).

The value of a thing or a service is measured by what can be got in exchange for it.

Price is value in terms of money.

To have value a thing must have marginal utility (the supply therefore cannot be “free”).

1. Determination of Value.

A. Market Value (and Market Price): that which will result from a given state of the market, a particular relation of demand and supply.

Demand: the amount effectively demanded at a given price.

Note that demand is sometimes used to mean the aggregate price offered for a given amount.

The demand of the individual varies with marginal utility and wealth and inversely with price.

Market demand: the sum of the individual demands affecting a given market.

The demand schedule: the series of different amounts demanded at different prices. Demand is elastic or not according as it varies much or little with price.

Supply: amount offered for sale at a given price.

Note distinction of supply and stock (i.e. total amount available for sale).

Supply schedule.

Competition in Exchange.

If necessary, buyers overbid one another, sellers underbid one another.

Higgling of buyer and seller.

Perfect competition implies perfect intelligence, perfect information, perfect mobility and purely economic motives.

Note that in real life competition is never theoretically perfect. Where most nearly so?

Competition may be replaced, more or less completely, by custom or combination.

Law of Market Price.

The market price will be that which equalizes supply and demand.

Case I. Demand fixed, supply variable.
Case II. Supply fixed, demand variable.
Case III. Supply and demand both variable.

Note that at the market price all willing to sell for less and all willing to buy for more are provided for, so that competition has no tendency to either raise or lower the price from this point.

Note possibility of indeterminate price; of more than one market price.

Law of Indifference of price.

Apparent exceptions, (i) in imperfect market, (2) where dealers offer different guarantees of quality or different accessory advantages.

Note endeavor to get different prices by method of sale (auction, Dutch auction).

B. Normal value (and normal price): that which will result when time is given to adjust supply, the value in the “long period” (Marshall).

Note that normal value as distinct from market value only appears if the supply can be increased indefinitely (but not gratuitously).

Normal value will equal cost of production, (cost including sufficient profit to induce production).

Analyze employer’s cost and compare with social cost.
Note and criticize theorem that value equals labor cost.

(a) Where cost is uniform normal value equals this cost.

(b) Where an increase of supply is produced at greater cost normal value equals cost of most expensive part of the supply demanded and rises as demand increases (unless counteracted by other causes).

Note that the law of diminishing returns brings agricultural products under this head.

(c) Where an increase of supply decreases cost normal value falls as demand increases.

Note that manufactured products come generally under this head.

C. Monopoly price: where there is no competition among sellers the price can be fixed with sole regard to maximum net return (i.e. at the “revenue point”).

Note that this may coincide with the price under competition.

Note that if the monopoly price is higher than this the amount sold will be generally less.

Note that the seller may demand the higher price directly or produce it by restricting supply. Under what circumstances would it be advantageous to destroy part of the supply? Advantageous in what sense?

Varieties of monopolies:

Monopolies may be due to Personal advantages, Legal privileges, Possession of limited natural resources. Nature of certain enterprises, Combination.

Public policy in regard to monopolies.

Advantages and disadvantages of competition and of combination.

Consider Stuart monopolies, modern patent rights, business trusts, exclusive public enterprises.

D. Further modification of normal prices by

Custom;

Misadjustment of production;

Note case of overproduction when large fixed capitals are involved.

Joint production of several products (“by-products”);

Aggregate price must cover aggregate cost but the price with conditions of sale.

Rearrangement of prices for purposes of advertising;

Partial combination;

Legislation.

Note limits of possibility of regulation of prices by law.

Note that hitherto in discussing exchange, value and price have been treated indiscriminately on the tacit assumption of no change in the value of money.

2. Money.

Functions of Money: as medium of exchange, common measure of value, standard of deferred payments, store of value.

The material used for money should be valuable, portable, indestructible, homogeneous, divisible, of stable value, easily recognizable.

Note variety of historical mediums of exchange.

Government functions in regard to money; the government may monopolize coinage, regulate nature and amount of currency, declare certain moneys legal tender.

Note development of art of coinage.

Value of money.

The value of money is measured by the goods the money will buy. A rise of prices denotes a fall in the value of money and vice versa.

The value of money is determined in the short period like that of any commodity by the relations of demand and supply.

The demand for money depends on the total of the sales to be effected by means of money so that it is affected both by the goods to be sold and by the number of times they are sold.

The supply of money is, similarly, affected both by the amount of money available and the rapidity of its circulation.

Note that a general rise or fall of prices often occurs but a general rise or fall of values is impossible.

Note the difficulty of ascertaining the appreciation or depreciation of money; the conception of “the general level of prices.”

The value of bullion (the metal material of money) varies, like that of any other commodity, primarily with demand and supply, ultimately with cost of production.

The value of money equals the value of the bullion if coinage is free and gratuitous; it equals the value of bullion plus seigniorage if coinage is free but not gratuitous.

Note that the value of money thus follows the usual law, viz.: that where supply can be indefinitely increased value equals cost of production.

Note that cost of production is here cost of production where greatest (case (b) above).

Note the slowness and imperfection of adjustment of value to cost owing to durability of metal and slow increase of supply and to speculative nature of mining.

Note the mechanism of adjustment of supply of bullion to market conditions.

Changes in the value of money.

Effect on creditor, on debtor, of

Appreciation;
Depreciation.

Note injustice in each case.

Effects of rising and falling prices on business.

The problem of a standard of deferred payment.

Note the proposition of a tabular standard f multiple standard”).

Gresham’s law. “Bad money drives out good,”

If moneys of equal legal tender power and different actual value circulate together the less valuable will disappear.

Note however that a limitation of supply may give a coin of lesser bullion value an actual value equal to that of the better coin and that they may then circulate together.

Note that this is the principle on which the value of fractional coinage (token coinage) depends.

Note that it is only on condition of such limitation of supply that the simultaneous circulation of two metals (bimetallism) is possible.

3. Credit.

Forms of credit:

Promises; e.g.book credits, promissory notes, bank notes, stocks, government bonds, etc.

Orders; e.g. checks, bills of exchange and drafts (foreign and domestic), letters of credit, etc.

Use of credit: saves use of money except for payment of balance: best exemplified in “clearing” of checks, and in foreign exchange where money is shipped to settle the balance only. The rate of exchange indicates the amount of balance and to whom owed.

Note tendency to compensation in effect of export of money metal on prices and therefore on trade.

Note that credit operations are essentially barter.

Credit agencies.

The Bank.

Functions: Deposit, Discount, Issue of Notes.

The Clearing House.

Credit money (“representative money”).

Bank notes.

Government notes.

1. Paper money as a promise to pay, convertibility being maintained:

Advantages; saves waste of precious metals, convenient.

Disadvantages; danger of over issue, resulting in loss of precious metals and debasement (“inflation”). Danger increased by advantage of depreciation to debtors (including an indebted government), and by general ignorance of the subject.

2. Paper money as fiat money, inconvertible.

Theoretically it is possible to maintain its value if the issue is carefully limited. Practically there are the same dangers as above, only much aggravated.

Note historical experiments with paper money.

4. Prices.

Action of credit on prices: the use of credit replaces money and acts as the addition of an equivalent amount of money would do.

Trade tends to equalize prices as between countries and to distribute the precious metals accordingly.

Tendency to periodicity in business and recurring crises. Increase of production, rising prices and extension of credit are followed by glut of the market, falling prices and shrinkage of credit

Note in what sense “overproduction” is impossible.

Historical variations in prices due to changes in the supply of gold and silver.

Money famine of the middle ages.
Sixteenth century revolution of prices.
Nineteenth century discoveries of precious metal.

Note also widespread changes in prices due to modern methods of cheapening production.

 

CHAPTER IV. — DISTRIBUTION.

Distribution varies in its methods and results

with the stage of development of industry,
with the provisions of law and custom,
with the distribution of property,
with conditions as regards population.

The present study is confined to distribution under the conditions of modern industry, marked by

(1) private property in land and capital,
(2) competition and free contract,
(3) more or less complete differentiation of landlord, capitalist, undertaker and laborer,
(4) production for market not for use.

Note that distribution is here determined by competitive bargaining and that its problems are primarily special cases under the laws of exchange.

POPULATION.

Malthus first called attention to the question of the relation of the rate of growth of population to the rate of increase of the means of subsistence.

Malthusian theory.

Population tends to outstrip subsistence, but is kept in bounds by “positive checks” and to some degree by “preventive checks.”

Note[:]
(1) Importance of Malthus’ work as a matter of method;

(2) Explanation of exaggerations of Malthus by conditions in England in his time;

(3) Many historical movements referable to pressure of population;
(4) Relation of Malthusianism and law of diminishing returns.

Counteracting influences:

More land available,
Greater skill in using land,
Greater productivity in secondary pursuits,
Decreasing birth rate of advanced populations,
More favorable composition of population.

Note that a relative excess of population is possible where there is no absolute excess; a problem of adjustment.

Note tendency to increase of urban and suburban population.

SHARES IN DISTRIBUTION.

The net returns of production are distributed as Rent, Interest, Wages and Profits.

1. Rent.

Rent: the share of the product received in return for the use of land or other natural agents.

Note contrast of the technical sense with the ordinary sense of payment for anything hired.

The competitive rent of land will equal the difference between the value of its product and the cost of production (including in cost “ordinary” profits). The value of the product is determined in the “short period” by the demand and supply, in the “long period” by the cost of production of the most costly part of the supply demanded. This is the cost on the margin of cultivation, (extensive or intensive). Land on the margin of cultivation (extensive) bears no rent (“no rent land”). For exceptions see below.

Note effect of increasing population and rising demand on price, on margin of cultivation, on rent.

Ricardo’s law of rent (another form of statement of the above). The rent of any given piece of land is determined by the excess of the value of its product over that which the same application of labor and capital could secure from the least productive land in use.

Note Carey’s criticism (that instead of progressive recourse to poorer lands poorer lands are historically cultivated first).
How far is this valid as a criticism of the law of rent?

Where the supply of land for a given kind of production is so limited that the product is limited and sells for more than cost the rent will still equal the difference between the value and the cost of the product, but there will be no “no rent land.”

Note that where the poorest land that is good for one use bears rent for another use there is no “no rent land” for the first use.

Rent does not determine the price of the product (“enter into price”) but is itself determined by price except in the case of monopoly rent.

Monopoly rent: where a given kind of land is all controlled by one interest a rent may be asked that will force prices up; in this case rent determines price and is itself determined solely on the principle of maximum net advantage.

Note case of rent where land is used for building or business purposes;
case of quarries and mines;
case of improvements of land.

The selling price of land is a capitalization of its rental value.

Property in land.

The difference between property in land and other sorts of property has generally been recognized and modes of land-holding have varied widely in different times and places.

Compare the economic advantages and disadvantages of

communal tenure;
servile tenure;
peasant proprietorship;
metayage;
cotter holdings, as in Ireland;
tenant farmers as in England.

Note American conditions.

Criticism of private property in land.

The argument based on the “unearned increment,”especially in case of urban land.

Proposal of nationalization of land.

Proposal of a “single tax” on land equal to rental value.

2. Interest.

Interest: the share of the product received in return for the use of capital.

Note that capital may be “business capital,” not capital in the proper economic sense.

The market rate of interest is determined by demand and supply.

Demand depends on the marginal utility of capital in terms of the productivity of capital in productive use, or of preference for present over future use in consumption.

The normal rate of interest depends on the cost of supply in terms of sacrifice of productivity of capital in owner’s use, or of sacrifice of present for future use.

Note that the determining cost is the cost of the most expensive part of the supply required.

In addition to interest proper the borrower must generally pay insurance for risk (often as an indistinguished addition to interest rate).

Loans may be

Loans of capital (for instance in the shape of mortgages, investments in stocks and bonds, subscription to public loans, etc.);

Loans specifically of money. The rate is here determined by the demand and supply of money, i.e. the condition of the money market.

Note the rate of discount on business paper, the rates on money “on call,” etc.

Note the tendency to equal returns to capital in whatever shape, (short term loans, permanent productive investments, or leases of durable consumers’ goods).

History of Interest.

Middle ages — high rates of interest, all taking of interest condemned as usury; due (1) to misunderstanding of the nature of capital (originated with Aristotle, perpetuated by Aquinas), (2) to small scope for productive loans.

Note tendency of usury laws to raise the rate of interest. Usury laws are still on many of our statute books. Is there any justification for their retention?

Progressive decline of rate of interest (with fluctuations); due to lessening marginal utility of increased supply counteracted by new opportunities for use of capital.

Note that the effect on accumulation of a decline in the rate of interest may be either to lessen it or to stimulate it. The older economists allowed for the former effect only.

Socialist theory of interest as due to “exploitation” of labor, as unjustifiable both economically and ethically.

3. Profits.

Profits: the share received by the undertaker (entrepreneur) of a productive enterprise; consists of the excess of value over cost (i.e. undertaker’s cost).

Necessary or minimum profits (ordinary profits) include

Wages of management,
Insurance for risk.

Note that the capitalist and undertaker were formerly regularly one person and that the older economists (e.g. J. S. Mill) include interest, insurance on capital and wages of management all under the general head of profits.

Differential profits, or pure profits, appear when goods can be produced at less than normal cost or sold for more than normal price. Such profits, like rent, are the measure of differential advantage and do not enter into price.

Note. The term rent is sometime: used in a broad sense for all this class of receipts (“rent of ability”, “rent of opportunity”)

The advantage may be a passing one or relatively permanent.

Repeated profits above the ordinary tend to be cut down by competition unless protected (as e.g.by patent rights, ability).

Tendency of profits to an equality.

Profits tend to be equal as regards the same ability or opportunity but not as between different abilities or opportunities.

Note however that competition is here peculiarly imperfect owing to lack of information as to the profits obtainable.

Walker’s analysis of profits; the “no profits entrepreneur,” and his cost to society.

4. Wages.

Wages: the share of the product received in return for labor.

Different labor systems: (1) no division of product; extreme types — independent, self-employed (autonomous) labor and slavery; (2) product divided according to custom or contract; types — serfdom, wage labor, profit sharing, coöperation.

[The following discussion deals only with wages in the narrow sense of payment of hired labor under a regime of free contract.]

The wages of any particular kind of labor vary primarily with demand and supply.

The demand for labor arises from the difference between cost and utility to the employer. Where labor is employed to produce for the market the demand depends on

Productivity of labor,
Demand for product,
Cost of labor,
Available capital.

On what does the demand for labor for direct use (as e.g. of domestic servants) depend?

Wages fund doctrine, excessive emphasis on supply of capital.

How far is the wage fund a fixed amount?

Note effect of opportunities for self-employment on demand for labor.

Cost of labor is not measured by wages alone, low wages may mean dear labor.

Experiments of Brassey and others as to relation of cost and wages, “the economy of high wages.”

Note that there may be no inducement to the employer to pay “economic” wages; contrast free laborer with slave or domestic animal in this respect.

The supply of labor depends on (1) the number of laborers, (2) the kind of labor of which they are capable, (3) its duration, and (4) its intensity. The conditions governing the supply are peculiar in various respects,

(1) The number of laborers increases and falls off for non-economic reasons, though also affected by economic conditions.

The Malthusian theory of increase of labor leads to the Ricardian theory of wages (“iron law of wages”). Wages tend to fall to subsistence point because population increases, depressing wages, till checked by lack of subsistence.

Note that this theory assimilates labor to any freely producible commodity (normal price equal to cost of production).

Note the possibility of wages permanently below subsistence point.

Note that any given “standard of living” maybe substituted for mere subsistence if a class of labor refuses to reproduce itself except under conditions making this possible.

Note the tendency of a change from a given standard in either direction to perpetuate itself if long enough continued.

Distinguish real from nominal wages.

(2) The supply of labor tends to distribute itself among different employments so as to secure equal returns to equal efficiency, with compensation for outlay, risk and waiting, and with some allowance for peculiar advantages and disadvantages, but this adjustment is very imperfect.

Note that training is only partly controlled by economic motives. Causes of over investment in education, of under investment.

Note scarcity value of (1) work requiring higher grades of ability, (2) work accessible to a privileged group only, (3) work controlled by a combination, tacit or acknowledged.

Note relations of non-competing groups and cumulative competition in unskilled work; note conditions of adjustment of supply to changed demand.

(3) The supply of labor instead of shrinking with diminished demand often increases, especially in point of the number of hours worked.

Note desire to counteract this tendency, to “spread the employment,” by restricting hours either by law or agreement.

The wage contract.

Forms of wage contract are very various. Compare the advantages and disadvantages of time wage, piece wage, task wage, progressive wage, sliding scales, profit sharing, group payment and subcontracting, coöperation.

Restrictions on competitive regulation of labor contract.

Competition may under certain circumstances work injuriously with no tendency to compensation.

Note conditions of English factory labor early in this century; conditions in sweated industries.

This is partly due to peculiarities as regards the sale of labor — labor is inseparable from the laborer, labor cannot be stored, the laborer generally cannot afford to stand out long for better terms.

Competition may be controlled or replaced by

(1) Custom.

Note historical tendency to diminished influence of custom, fields in which still operative.

(2) Legislation. e.g.Statutes of Laborers.

Note limits to what law can effect.

Modern factory legislation.

Note that competition is not done away with, but that the plane of competition is controlled.

“Living wage” resolutions of public authorities,

(3) Combination.

(a) Combination of employers (cf. Adam Smith, Wealth of Nations, I, chap. viii).

(b) Combinations of employers and employed to control conditions in a given trade.

Cf. mediaeval gilds and some modem experiments.

(c) Combination of employees in trade-unions, etc.

Trade Union functions:

(1) Mutual insurance;

Note especially effect of “out of work” benefit.

(2) Regulation of labor contract;

Effort to regulate supply of labor by limiting (a) access to trade, (b) access to union, (c) output;

Efforts toward collective bargaining.

Weapons; the label, boycott, strike.

Conciliation and arbitration: Advantages and disadvantages of trade unions.

THE PRINCIPLE OF DISTRIBUTION.

Present principle — competitive bargaining with private property in land and capital; open to much just criticism. Other possible or proposed principles are —

Status (custom);
Equality;
Adjustment to services; (how measure?)
Adjustment to needs; (how measure?)

What do you mean by “justice “in distribution?

 

CHAPTER V. — THE ECONOMICS OF GOVERNMENT.

The point of view as regards wealth; distinguish private, governmental, social. The effort to harmonize private and public interest; the theory of natural harmonies.

Note the conception underlying the “Wealth of Nations.”

1. Economic Functions of Government.

Note assumption that government activity is inexpedient unless demonstrably expedient.

A. Protective functions:

Protection against outsiders,
Protection of person, property, contract, etc..
Protection against disease, physical and social.

B. Developmental functions:

Education,
Recreation,
Investigation,
Development of natural resources.

C. Industrial functions;

Grants of exclusive industrial privileges;
Conditional requirements for exercise of industrial activities; as

Proof of competency,
Payments.

Regulation of conditions of production or terms of contracts (in interest of equity, public health, morality, general welfare).
Public industrial administration;

Public domain,
Public industries.

2. Public Revenue.

Government activity almost inevitably involves expenditure which must in some way be provided for. “The Science of Finance, treats of public expenditures and public income,” (H. C. Adams).

Note that finance does not deal with economic considerations alone.

Public Revenue is of three kinds;

Direct, drawn from public domains and public industries;
Anticipatory, drawn from the use of public credit;
Derivative, drawn from the income of citizens, mainly by means of taxation.

Taxes.

Problem of equity in taxation:

Principle of equal payment;
Principle of payment according to cost of service;
Principle of payment according to benefit received;
Principle of payment according to means (proportional taxation);
Principle of progressive taxation.

Kinds of taxes:

Indirect taxes;
Direct taxes.

Subjects of taxation:

Polls;
Property;
Income;
Business;
Transactions;

Inheritance taxes.

Effects of taxation.

Incidence and shifting of taxes.

Taxation for ulterior ends, e.g. as a means of regulating

Commerce;
Production;
Consumption;
Distribution;

Protective tariffs.

 

PART III.
Scope and Method of Political Economy.

CHAPTER I. — DEVELOPMENT OF ECONOMIC THOUGHT.

A. Previous to the eighteenth century there is only unsystematic thought on particular economic matters, closely limited by contemporary economic conditions.

(1) Classic antiquity.

Basis, slave economy,

Xenophon’s Oiconomicus.
Passages in Plato and Aristotle.
Technical treatises by Roman writers De Re Rustica.

(2) Middle ages.

Basis, household economy or else production by a close body of producers for a limited market.

Canonist writers — theories of just price, of usury.

(3) Mercantile school of sixteenth and seventeenth centuries.

Basis, widening markets, influx of precious metals, increased state need of ready money and interest of governments in commerce and industry as source of funds.

Characteristics, exaggeration of importance of money (“treasure”), effort to secure balance of trade, state regulation of industry, substitution of national for local economy.

A school of statesmen rather than theorists, (notably Colbert in France, Cromwell, Frederick the Great), and of commercial writers like Thomas Mun, Sir Josiah Child, and Charles Davenant in England.

Note beginnings of statistical study (e.g. Sir Wm. Petty, Essays in Political Arithmetick, 1691).

B. Systematic Period. Theories of Natural Liberty.

(1) Physiocrats (Economistes), France, eighteenth century. Believed in a beneficent natural order, reprobated interference (laissez faire, laissez passer); regarded land alone as productive, advocated a single tax on land, helped to bring about abolition of restrictions on trade and industry.

A school of French thinkers led by Quesnay, physician to Louis XV. Turgot attempted to realize these views in his reforms.

(2) Adam Smith and the English Classical (“Orthodox”) School.

The nineteenth century economists of this school believed that self interest under free competition tends to greatest general advantage; were influenced by growth of modern machine industry and modern business methods; were marked by a certain capitalistic bias.

Chief practical achievement abolition of restrictive legislation, especially the corn laws (Manchester Anti-Corn-Law League, led by Cobden, Bright, etc.; “Manchester School”).

Adam Smith, Wealth of Nations, 1776 (first ed’n).

Rev. Thos. Robert Malthus, an Essay on the Principle of Population, etc., 1798 (first ed’n).

David Ricardo, Principles of Political Economy and Taxation, 1817.

The work of the school was summarized for England by John Stuart Mill, Principles of

Political Economy, 1848 (first ed’n).

Note the optimists H. C. Carey (American) and Frédéric Bastiat.

C. Critical period (the last half century).

Influenced by the development of modern industrial problems, by the failure of competition to always work to public advantage and by the obvious insufficiency of analyses of “classical” economics. Marked by criticism and modification (or rejection) of the older views; much fine constructive work done, but no generally accepted synthesis yet attained. Embraces very diverse tendencies; e.g.

Historical movement:

In Germany in the fifties led by Roscher, Hildebrand and Knies, continued at present by Schmoller, Brentano and others.

In England Cliffe Leslie and Bagehot did much to widen the range of economic thinking. Thorold Rogers, Cunningham and Ashley have made notable contributions to economic history.

Note that largely a question of method. See below.

Socialist movement:

German “scientific” socialism, Rodbertus, Karl Marx.
“Socialism of the Chair,” Adolph Wagner, Schaeffle,
English “Fabian” Socialism, Sidney Webb, Beatrice Potter Webb.

Ethical movement:

Increased interest in ethical and social bearings of economics widespread. Cf. influence of Arnold Toynbee, Ruskin.

Note relation of this tendency to the historical and socialist tendencies.

Theoretical work:

The most important contemporary work in economic theory is that based largely on subtler analysis of value and the conception of marginal utility originated (among others) by W. Stanley Jevons, and is represented

in England by Marshall and others,
in America by J. B. Clark and others,
on the continent (and most conspicuously) by the “Austrian School,” Böhm-Bawerk, and others.

Note the tendency of this school to psychological analysis and mathematical expression.

 

CHAPTER II— SCOPE AND METHOD.

A. Scope of Political Economy.

Different conceptions of the science at different periods; reflected in definitions and names.

Note etymology of economy.

Pure and applied economics (political economy as a science or an art).

How far can action be based on economic considerations alone?

Relation of economics to technology, ethics, politics, law, sociology.

[B.] Appropriate method.

Deduction versus induction.

The place of observation, hypothesis, experiment.
The postulates of political economy.
The conception of economic law. (Contrast with moral law, statute law).
Statistics.
Historical method, descriptive economics.
Mathematical methods.

 

Source: One of two copies deposited with the Library of Congress.  Emily Greene Balch, Outline of Economics (Wellesley College) published by The Co-operative Press of Cambridge (Massachusetts) in 1899.

Image Source: Emily Greene Balch in Hungary, c. 1900 from the Papers of Emily Greene Balch, Swarthmore College Peace Collection. From Website: massmoments, page “January 8, 1867 Emily Greene Balch Born“.

 

Categories
Chicago Columbia Economists Gender Wellesley

Chicago. Mary Barnett Gilson upon retirement, 1941

 

 

A late-starter for an academic career, Wellesley College alumna (1899) Mary Barnett Gilson attained her highest academic degree (A.M.) from Columbia at the tender age of about 49 years following a career in industrial relations.  She then spent ten years teaching economics at the University of Chicago before retiring as an assistant professor emeritus in 1942. In her exchange of letters with the president of the university, Robert M. Hutchins, that have been transcribed for this post, one reads of her frustration at not having had an opportunity to teach in her field of expertise, industrial relations, either in the business school or the Downtown College. She is also quite clear in her disappointment as not having been promoted to the rank of associate professor. She believed she had hit a gender glass-ceiling. It would be of interest to compare other non-Ph.D. faculty of the period at the University of Chicago and elsewhere who had been promoted to ranks of associate professor and higher. Still there can be little doubt that we have here an account of a woman who had encountered genuine discrimination.

Also of interest is to read “I’m very busy trying to enlighten the Mid-West and dispel some of the fog created by America First” written five days before the attack on Pearl Harbor.

She eventually moved to Chapel Hill, North Carolina where she spent the rest of her long life.

_______________

Mary Barnett Gilson, A.M. (1877-1969)
University of Chicago years

1931- 33 Instructor of Economics.
1933-34  Assistant in Economics
1934-41  Assistant Professor of Economics
1940-42 Assistant Professor of Economics in the College.
1942-     Assistant Professor Emeritus of Economics in the College.

[Apparently only taught during the second semester at Wellesley College 1942. Lecturer in Economics. Resignation and expired appointment June 1942, Wellseley College, as of June, 1942.]

_______________

Mary B. Gilson published a memoir in 1940
Papers at Wellesley College Archives

From a review of Mary Barnett Gilson, What’s Past Is Prologue. New York: Harper and Brothers, 1940.

“Her ideas and feelings about industrial problems spring from varied experience as a branch librarian in a steel district, department-store salesgirl, vocational counselor, employment manager, research worker in labor problems, and university professor.”

Source:  William M. Leiserson. Review of What’s Past is Prologue by Mary Barnett Gilson in American Journal of Sociology. Vol. 47, No. 1 (July 1941), pp. 123-124.

*  * *  *  *

Mary B. Gilson Papers in Wellesley College Archives. Records of the Class of 1899, 1898-1954: a guide. 6C.1899.   Boxes 5-20, Oversize 2-4.

Apparently some of these items are on microfilm in the Southern Historical Collection, University of North Carolina. Mary Barnett Gilson Papers, 1909-1959Does not appear to have any University of Chicago or Wellesley College related material.

_______________

John Simon Guggenheim Memorial Foundation
Fellowship: 1939

GILSON, MARY BARNETT

Appointed for the preparation of a book to be entitled “Industry, Management and Labor: A record of thirty years”; tenure, twelve months from October 1, 1939.

Born: September 10, 1877, at Uniontown, Pennsylvania. 

Education:  Wellesley College, B.A., 1899; Columbia University, M.A., 1926. London School of Economics, 1935–36.

Engaged in industrial work in the fields of labor relations, employment and management, and consultant and research worker in industrial relations, 1912—.

Assistant Professor of Economics, 1931—, University of Chicago.

Publications: Unemployment Benefits in the United States (with others), 1930; Unemployment Insurance in Great Britain, 1931; Unemployment Insurance, 1932. Articles in International Labour ReviewEncyclopaedia of the Social Sciences.

 

Source:  John Simon Guggenheim Memorial Foundation. Website: Fellows/Mary Barnett Gilson.

_______________

Handwritten letter by Mary B. Gilson to President Hutchins

The University of Chicago
Department of Economics

April 17, 1941

Dear President Hutchins,

Perhaps you have been notified that my resignation will take effect at the end of this quarter. I have deeply appreciated the atmosphere of freedom at the University of Chicago and your part in preserving it.

Cordially yours,

Mary B. Gilson

*  * *  *  *

Attached slip of paper with handwritten notes:

[Secretary?:] She doesn’t say so but I know she wants very badly to see you.

[Hutchins?:] How do you know?

[Secretary?:] She told me so. She wants to tell you what is wrong with this institution. I think you should give her an opportunity for a parting shot.

[Hutchins?:] Will do some time. no hurry about it.–RMH

_______________

Handwritten letter by Mary B. Gilson to President Hutchins

Mary Barnett Gilson—1154 East 56thStreet—Chicago, Illinois

Nov. 24, ‘41

Dear Mr. Hutchins,

I am confident Ben Selekman would not object to my sending you his letter to me. Please destroy it when you have read it.

It is too bad that on a recent barn-storming trip of one night stands in Western Pennsylvania I left, somewhere en route, the two pamphlets Mr. Selekman sent me. You would enjoy the Atlantic Monthly reprint, I know you would! Will you have your secretary ask him for a copy or shall I?

If I had not promised that Pittsburgh men’s forum I would speak on “Strikes and Production” I can assure you I would not have chosen November 17th, 1941 A.M.[?] to speak on that subject. A lot of steel and coal and coke magnates from their Triangle offices were in my audience and when some of them as well as some labor leaders told me after my 45 minute broadcast and a subsequent 30 minute question period that I had been “fair” I breathed normally once more.

It seems queer to know I shall soon be “emeritus”. I wish I had had some opportunity to use my industrial experience more effectively here during the past ten years but either the Mid-West is no place for a woman in that field or [Carl F.] Huth and [William Homer] Spencer and Raleigh Stone et al don’t think it is! I’d like to have demonstrated I could retire from here as an emeritus associated instead of an emeritus assistant. I try to think titles don’t mean anything but people in academic circles seem to think they do!

Cordially yours,

Mary Gilson

*  * *  *  *

[handwritten note: “Please destroy”]

B. M. Selekman
24 Province Street
Boston, Mass.

November 3, 1941.

Miss Mary Gilson
Faculty Exchange #169
University of Chicago
Chicago, Illinois

Dear Mary:

It is very kind of you to write me about the little screed in the Survey Graphic. I feel the whole thing very keenly and I am glad that you agree. I developed the same thought at somewhat greater length in the Atlantic Monthly. Apparently you missed it so I am sending you a copy as well as a reprint of another article in the Harvard Business Review which I think you will find interesting from the point of view of your own experience in labor relations.

Your piece in the current Survey Graphic touches also on the same theme that I tried to develop in the Business Review article.

Let me now tell you that I should have written you a long time ago how much I enjoyed your book. It just breathed your kindliness, human understanding and impatience with cant and stupidity.

We are both, naturally, disappointed in Hutchins. How can a person with his sensitiveness to the classic tradition fail to see the issue of humanism in the current world crisis as projected by the Nazis! I wish you could get him to read my Atlantic Monthly article, although one despairs of changing a point of view in a person as intelligent as he is. Sometimes I find the intelligent person the most closed mind. They live within a framework of thought which is so consistent to them that they do not see the complexities and subtleties in actual life about them.

I am happy to hear that you are out barnstorming in the interest of getting our mid-western neighbors to see the issues clearly in Hitler’s threat to us.

I am sorry to hear that you are to retire in another year. I should think that your first-hand-experience could have been put forth to students for a great many more years with profit to them.

It is good news, however, that you are thinking of settling in Boston or Wellesley. One is not quite so much in the hurly-burly of things as in New York. On the other hand one does get a better opportunity living in New England to think and reflect.

With affectionate greetings from both of us,

Ever yours,
[signed]
Ben

_______________

Carbon Copy of President Hutchin’s response to Gilson

November 27, 1941

Dear Miss Gilson:

Thank you for your kind note. As for Selekman, tell him that I am disappointed in him and that if he will read my speeches I will read his article.

I share your views on the anti-feminine leanings of this University and on the issue of academic rank. There is a sub-committee of the Senate Committee on University Policy now at work on a proposal to abolish academic rank in the University. If the suggestion ever gets out of the sub-committee it will be buried with a unanimous whoop in the Senate.

Come and see me some time.

Sincerely yours,

ROBERT M. HUTCHINS

Miss Mary B. Gilson
Assistant Professor of Economics
The University of Chicago

_______________

Handwritten letter by Mary B. Gilson to President Hutchins

[Handwritten note: “no ans.”]

Mary Barnett Gilson—1154 East 56thStreet—Chicago, Illinois

Dec. 2 [1941]

Dear Mr. Hutchins,

You see I always get promoted in print, and when I lecture I spend the first five minutes telling my audience that I am not “Professor” and that I haven’t even a doctorate. That’s the chief reason I’d be in favor of doing away with titles! Program chairmen just can’t bear the ignominy of bringing an assistant professor to their groups. So I always get a promotion, which lasts until I get on my feet.

I surely shall accept your invitation to drop in to see you some day. Thanks ever  so much. I’m very busy trying to enlighten the Mid-West and dispel some of the fog created by America First. I’m sure you are busy, too.

I am playing with the idea of going to Becea[?] for Christmas vacation. I have always wanted to see it and this seems a possible time.

Please give my kindest regards to your beloved father. It was a joy to have a chance to become acquainted with him the summer of 1940.

Cordially yours,

Mary Gilson

_______________

Handwritten letter by Mary B. Gilson to President Hutchins

WELLESLEY COLLEGE
Wellesley, Massachusetts
Department of Economics

Friday, February 27 [1942]

Dear Mr. Hutchins,

I was sorry indeed to come away from Chicago without saying good-bye to you. As my beloved old [Wellesley College] teacher Vida Scudder said the other day, “Even if we don’t see eye to eye on present solutions of present problems, we agree down deep on fundamental issues.” Well, whether you and I agree on fundamental and also on less fundamental issues or not, I have a lot of respect for you and I regret deeply not having had a chance to say good-bye.

President McAfee’s s.o.s. to come here and take over a group of seniors in a course in industrial relations came so precipitately that I had little time for anything but packing and storing my household goods and attending to all those chores that must be done when one moves from one town to another. It all had to be done in a week.

I am having a grand time with twenty-five of the finest girls I’ve met for a long time. We meet around a big round table, which is an answer to the prayer I sent up every little while during the past ten years when those gloomy, repelling rooms in Cobb put a long face on this school arm. I always wanted a whack at an industrial relations course “on the side” at the U. of C., in the School of Business or Downtown College) but Deans [William Homer] Spencer and [Carl F.] Huth evidently thought a woman didn’t and shouldn’t know about the mysterious field of business and industry.

Please throw away the enclosures after you have read them. They are between you and me and the gate-post.

As you said, the last time I saw you, “God bless you!”

Faithfully yours,

Mary B. Gilson

*  * *  *  * *  *

Attachment 1
Typed Letter from Mary Anderson to Mary Gilson

[Anderson, Mary. Woman at work: The autobiography of Mary Anderson as told to Mary N. Winslow. Minneapolis, MN: University of Minnesota Press, 1951. Obituary: Mary Anderson, Ex-U.S. aide, dies; Directed Women’s Bureau in Labor Department, New York Times, January 30, 1964.]

U.S. DEPARTMENT OF LABOR
WOMEN’S BUREAU
Washington

January 30, 1942

Dear Mary,

I am very much interested in your letter and it seems to me that instead of going to Wellesley you ought to be staying at Chicago University and teaching in this new class. [Gilson added “*” in the margin with a handwritten note at the bottom of this letter]

I am going to Chicago next week to speak at the American Management Association conference at the Stevens Hotel and I have been asked by Mr. Mitchell to stop off at Chicago University and give a talk on Thursday morning the 5th. I shall do so because I want to know what they are doing, what they are teaching and what they are preparing the people for. He says they have 150 men and 50 women in the class. The training classes are now being opened up to women all over because they realize that they will have to use them and that means of course that they will have to have training for women supervisors as well as production workers. [Gilson added comment to this sentence in margin: “But Chicago is training women for white collar jobs.”]

I hope you will find your place in Wellesley more to your liking. I suppose you won’t be coming to Washington now, since the Wage and Hour Division is moving to New York. We in the Department of Labor regret that moving very much. Of course we may find it will strike us.

With much love to you,

[signed]
Mary

Miss Mary Gilson
1154 East 56thStreet
Chicago, Illinois

[Handwritten note: *I told her I had never, in the ten years at U. of C., been called into the Business School or Downtown College for any sort of a contribution I might have made toward training women for anything. I think Raleigh Stone may think I’m a “red” M.B.G.]

*  * *  *  * *  *

Attachment 2
Mary Anderson typed letter to Mary Gilson

U.S. DEPARTMENT OF LABOR
WOMEN’S BUREAU
Washington

February 18, 1942

Dear Mary,

I was very glad to have your analysis of that class at Chicago University. There were 150 men and 50 women. The men were training mainly for supervisors in industry and the women were training for supervisors in offices. The attitude towards the women was the same as usual. [underlining by Gilson with marginal note “Usual white collar stuff for ladies!”] They asked me questions – if women ought to have the same wages as men, and would women get out of the factories after the men come back from the war. I told them that there was much more to it than just coming back from the war and getting the jobs back, that it was a question of converting the industries back to consumer goods and there was also the question of some of the industries that would not be working at all after the war as we would not need their material; then there is of course the cutting down on war material quite considerably, and then I said to the men, “Have you any idea how many of the men will come back from the war and how many of the men that come back will be able to take any jobs?” I said that was a very hard way of putting it but at the same time we were in a different war than we have been in and it is very difficult to tell what would happen, that after all if we are to win this war it will take men and women together, all of us, and that I think we would do well not to quibble over who is going to have the jobs after the war is over. [underlining by Gilson].

I didn’t see Mr. Mitchell, so I have no opinion of him. I thought the two women that were steering the class were very good, and earnest. One of the professors was giving a psychology lesson just before I spoke so I heard some of it, and it was a regular college psychology lesson. I don’t know what good it would do a class that will take positions in industry as supervisors. One of the women, however, (and I don’t remember their names) had a very bad attitude towards labor. She could not understand why labor wanted more money when the men that enlisted got only $21 a month. I told her that after all they got a great deal more than that, they got their clothes and their keep, which amounts to a great deal more; I didn’t think, however, they got enough fro what they were risking by any means, but that was no reason that the workers should not have a decent wage. They, too, were risking their all, and the employers in bidding on the contracts took the labor costs as well as the costs of material into consideration.

I had a grand time at the American Management Association and the training of women is now beginning. They were very much interested and they have written in for all kinds of information.

I think our work from now on will be that of seeing that women are not exploited and that labor standards are maintained.

With love to you,

[signed, “Mary”]
Mary Anderson, Director

Miss Mary Gilson
Claflin Hall
Wellesley College,
Wellesley, Mass.

_______________

Handwritten note by E.F. [Vice-President, Emery T. Filbey] attached to previous Gilson letter

Personally I would not pick either of the Marys for instruction in industrial relations unless I wanted to start a private war.

E.F.

[underneath: in a different handwriting “Nice long letter. How etc[?] we [??]  & so on.”

_______________

Carbon copy of typed letter from Hutchins to Gilson.

March 4, 1942

Dear Miss Gilson:

I could not hope for a more generous statement of good faith overlooking difference of opinion than that expressed in your letter of February 27. I cannot do better than return the sentiments with my regret that we had no opportunity to exchange them in person.

I hope that Wellesley will treat you as you would like, or in other words, that Wellesley will treat you as well as you deserve.

The enclosures you sent me lead me to believe that you and I do not disagree on fundamental issues. You and your friends are concerned about exploitation of our women and disintegration of our labor standards. I am concerned, as you are too, about exploitation of our citizens and disintegration of our democracy.

Sincerely yours,

ROBERT M. HUTCHINS

Miss Mary B. Gilson
Department of Economics
Wellesley College
Wellesley, Massachusetts

 

Source:    University of Chicago Library, Department of Special Collections. Office of the President. Hutchins Administration. Records. Box 72, Folder “Economics Department, 1939-1943.”

Image Source:  John Simon Guggenheim Memorial Foundation. Website: Fellows/Mary Barnett Gilson.

 

Categories
Amherst Brown Bryn Mawr Columbia Cornell Harvard Indiana Johns Hopkins Michigan Nebraska Pennsylvania Princeton Smith Vassar Wellesley Williams Yale

Economics Courses at 17 U.S. Colleges and Universities 1890-91

COURSES IN ECONOMIC AND POLITICAL SCIENCE,
AMERICAN COLLEGES AND UNIVERSITIES.
[1890-91]

Amherst College
Brown University
Bryn Mawr College
Columbia College
Cornell University
Harvard University
Johns Hopkins University
Indiana University
University of Michigan
University of Nebraska
College of New Jersey (Princeton)
University of Pennsylvania
Smith College
Vassar College
Wellesley College
Williams College
Yale University

 

AMHERST COLLEGE, AMHERST, MASS.

Department of History and Political Science, 1890-91, includes:

History.—The first course extends through Junior year. It begins with an introductory outline of ancient history, in which the aim is acquaintance with the contributions of each period and people to general civilization. In the fuller study of mediaeval and modern history which follows the same aim is pursued. The political development of England and the United States receives particular attention. The second course extends through the first and second terms of Senior year. Its theme is the political and constitutional history of the United States. In each course the means of instruction are text-books, lectures, regular and frequent examinations, abstracts and essays upon topics assigned each student.

Political Economy.—The course extends through Senior year. The first term is devoted to theoretical political economy ; the second to the Labor Question, Socialism, and the relations of the state to transportation; the third to Finance, the Principles of Taxation, Public Credit, and Tariffs.

International Law.—This study is one of the electives of the third term of Senior year.

The methods of instruction in political economy and international law are like those in history.
Annual tuition fee, full college course, $110.
No scholarships nor prizes in department above mentioned.

 

BROWN UNIVERSITY, PROVIDENCE, R. I.

Department of History and Political Science, 1890-91, includes:

HISTORY.

(4) Political and Constitutional History of European and American States during recent years. 3 hrs., first half-year, Seniors, Prof. Jameson.
(5) History of International Law during recent years. 3 hrs., second half-year, Seniors, Prof. Jameson.
And four Honor Courses.

POLITICAL ECONOMY

(1) Elementary Course. 3 hrs., first half-year, Seniors, Mr. Fisher.
(2) Advanced Course. 3 hrs., second half-year, Seniors, Mr. Fisher.
And Honor Courses.

Tuition fee, $100.
The University has about one hundred scholarships, details concerning which can be learned from the Registrar.

 

BRYN MAWR COLLEGE, BRYN MAWR, PA. (For Women.)

Programme for 1891 includes:

POLITICAL SCIENCE:
MINOR COURSE.

First Semester.—Political Economy.
Second Semester.—Political Institutions.

MAJOR COURSE.

First Semester.—Advanced Political Economy, Administration.
Second Semester.—International Law, and in alternate years Political Theories.

GRADUATE COURSE INCLUDES:

Modern Theories of Sociology. Franklin H. Giddings, Associate in Political Science.

Tuition irrespective of number courses attended, $100 a year.
Five fellowships are awarded annually, none, however, in foregoing studies. They entitle the holder to free tuition, a furnished room in the college buildings, and $350 yearly.

 

COLUMBIA COLLEGE, NEW YORK CITY.

University Faculty of Political Science, 1890-91, includes:

HISTORY.

(1) Mediaeval History. 2 hours a week, 1st session, Prof. Dunning.
(2) Modern History to 1815. 2 hours a week, 2d session, Prof. Goodnow.
(3) Modern History since 1815. 2 hours a week, 1st session, Prof. Munroe Smith.
(4) Political and Constitutional History of Europe. 4 hours a week, 1st session. Prof. Burgess.
(5) Political and Constitutional History of England to 1688. 2 hours a week, 1st session, Prof. Osgood.
(6) Political and Constitutional History of England since 1688. 2 hours a week, 2d session, Prof. Osgood.
(7) Political and Constitutional History of the United States. 4 hours a week, 2d session, Prof. Burgess.
(8) History of New York State. 2 hours a week, 2d session, Mr. Whitridge.
(9) History of the Relations Between England and Ireland, 1 hour through the year, Prof. Dunning.
(10) Historical and Political Geography. 1 hour through the year, Prof. Goonnow
(11) Seminarium in European History. 2 hours through the year, Prof. Osgood.
(12) Seminarium in American History. 2 hours through the year. Prof. Burgess.

POLITICAL ECONOMY.

(1) Elements of Political Economy. 2 hours a week, 2d session, Prof. Osgood.
(2) Historical and Practical Political Economy. 3 hours per week through the year, Prof. R. M. Smith.
(3) History of Economic Theories. 2 hours through the year, Prof. Seligman.
(4) Socialism and Communism. 2 hours per week through the year, Prof. R. M. Smith.
(5) Science of Finance. 2 hours per week through the year, Prof. Seligman.
(6) Financial History of the United States. 2 hours per week through the year, Prof. Seligman.
(7) Tariff History of the United States. 2 hours per week, 2d session, Prof. Seligman.
(8) State and Local Taxation. 1 hour per week through the year, Dr. Spahr.
(9) Statistics, Methods, and Results. 2 hours per week through the year, Prof. R. M. Smith.
(10) Railroad Problems. 2 hours per week through the year, Prof. Seligman.
(11) Ethnology. 2 hours per week through the year, Prof. R. M. Smith.
(12) Seminarium in Political Economy. 2 hours per week through the year, Profs. R. M. Smith and Seligman.
(13) Seminarium in Finance. 2 hours per week through the year, Prof. Seligman.
(14) Seminarium in Social Science and Statistics. 2 hours per week through the year, Prof. R. M. Smith.

CONSTITUTIONAL AND ADMINISTRATIVE LAW.

(1) Comparative Constitutional Law of Europe and the United States. 3 hours per week. Prof. Burgess.
(2) Comparative Constitutional Law of the Commonwealths of the United States. 2 hours per week, 2d session, Dr. Bernheim.
(3) Administrative Organization and the Civil Service of Europe and the United States. 3 hours per week, 1st session, Prof. Goodnow.
(4) Administrative Action: Police Power, Education, Public Charity, Transportation, etc. 3 hours a week, 2d session. Prof. Goodnow.
(5) Local Government. 2 hours a week, 1st session. Prof. Goodnow.
(6) Municipal Government. 2 hours a week, 2d session, Prof. Goodnow.
(7) Law of Taxation. 1 hour through the year, Prof. Goodnow.
(8) City and State Politics. 1 hour per week through the year, Dr. Bernheim.
(9) Seminarium in Constitutional Law. 2 hours a week through the year, Prof. Burgess.
(10) Seminarium in Administrative Law. 2 hours a week through the year, Prof. Goodnow.

DIPLOMACY AND INTERNATIONAL LAW.

(1) General History of Diplomacy. 2 hours per week, 1st session, Pi of. Burgess.
(2) Diplomatic History of the United States. 2 hours per week, 2d session, Dr. Bancroft.
(3) Principles of International Law. 2 hours per week, 2d session, Prof. Burgess.
(4) Seminarium in International Law. 2 hours per week through the year. Prof. Burgess and Dr. Bancroft.

LEGAL HISTORY AND COMPARATIVE JURISPRUDENCE.

(1) History of European Law to Justinian. 2 hours a week, 1st session, Prof. Munroe Smith.
(2) History of European Law from Justinian to the present day. 2 hours a week, 2d session, Prof. Munroe Smith.
(3) Comparative Jurisprudence. 2 hours a week through the year, Prof. Munroe Smith.
(4) International Private Law. 1 hour per week through the year. Prof. Munroe Smith.
(5) Seminarium in Comparative Legislation. 2 hours a week through the year, Prof. Munroe Smith.

POLITICAL PHILOSOPHY.

(1) History of Political Theories, Ancient and Mediaeval. 3 hours a week, 1st session. Prof. Dunning.
(2) History of Modern Political Theories. 3 hours a week, 2d session, Prof. Dunning.
(3) Seminarium in Political Theories of the 19th Century. 2 hours per week through the year, Prof. Dunning.

 

Some of the foregoing courses are given only in alternate years. During 1891-92 several new courses will be offered in History and in Sociology.

The course of study covers three years. The degree of A. B. or Ph.B. is conferred at the end of the first year, A.M. at the end of the second, and Ph.D. at the end of the third.
Tuition fee $150 a year, reducible on application to $100. Tuition fee for special courses, $10 for each one-hour course. Twenty-four University Fellowships of $500 each with free tuition, designed to foster original research, are awarded to advanced students in the University. A proportionate number are allotted to the Faculty of Political Science. Four additional fellowships of $250 each, with free tuition, are awarded annually to advanced students of Political Science. Three prize lectureships of $500 each for three years are awarded to graduates in Political Science.

For further information address the Registrar.

 

CORNELL UNIVERSITY, ITHACA, N. Y.

Department of History and Political Science, 1890-91, includes:

HISTORY.

(4) Political and Social History of Europe During the Middle Ages. 1 hr. thrice a week, Asst. Prof. Burr.
(5) Political and Social History of Europe from the Renaissance to the French Revolution. 1 hr. thrice a week, Asst. Prof. Burr.
(6) Political and Social History of England from the Saxon Invasion to the Close of the Napoleonic Wars. 1 hr. thrice a week, Asst. Prof. Burr.
(7) Political, Social, and Constitutional History of Europe from Beginning of French Revolution of 1789 to the Franco-German War of 1870. 1 hr. thrice a week. Several lectures in this course from ex-Pres. White and Pres. Adams.
(12) American Constitutional History and American Constitutional Law. 1 hr. thrice a week, Prof. Tyler.
(13) American Historical Seminary for Seniors and Graduates, and for Juniors and Seniors. The original investigation of subjects in American Constitutional History. 2 hrs. a week, Prof. Tyler.
(14) History of Institutions. Fall term: General principles of political organization. Winter term: Growth of the English Constitution. Spring term: Methods of municipal administration. 1 hr. thrice a week, Prof. Tuttle.
(15) International Law and History of Diplomacy. 1 hr. twice a week, Prof. Tuttle.
(16) Literature of Political Science. 1 hr. a week, Prof. Tuttle.
(17) General Seminary. Study, from the sources, of obscure political and historical questions. 2 hrs. a week, Prof. Tuttle.

POLITICAL ECONOMY.

(19) Elementary course. Principles of Political Economy. Banking. Financial Legislation of the United States. 1 hr. thrice a week, Prof. Laughlin.
(20) Advanced Course. Discussion of economic writers and systems. Investigation of current economic topics: Bimetallism, Shipping, Railway Transportation. 1 hr. twice a week. Prof. Laughlin.
(21) History of Tariff Legislation of the United States. 1 hr. a week, Prof. Laughlin.
(22) Economic seminary. hrs. a week, Prof. Laughlin.

SOCIAL SCIENCE.

(26) Social Science, including the History and Management of Charitable and Penal Institutions. 1 hr. a week, Prof. Collin.

 

Tuition fee, $125 a year.

Fellowships, eight in number, yielding $400 for one year, or in cases of remarkable merit for two years, are offered for high proficiency in advanced study, without special reference to foregoing departments.

 

HARVARD UNIVERSITY, CAMBRIDGE, MASS.

Department of Political Economy, 1890-91, includes:

PRIMARILY FOR UNDERGRADUATES

(1) First half-year: Mill’s Principles of Political Economy. Second half-year: Division A (Theoretical)—Mill’s Principles of Political Economy. Cairnes’ Leading Principles of Political Economy. Division B (Descriptive)—Money, Finance, Railroads; Social Questions; Laughlin’s History of Bimetallism. Dunbar’s Chapters on Banking. Hadley’s Railroad Transportation. Lectures. 1 hr. thrice a week, Asst. Prof. Taussig, assisted by Mr, Cole.

All students in Course 1 will have the same work during the first half-year, but will be required in January to make their election between Divisions A and B for the second half- year. The work in Division A is required for admission to Course 2.

(4) Economic History of Europe and America since the Seven Years’ War. Lectures and written work. 1 hr. thrice a week, Prof. Dunbar, assisted by Mr. Cole.

COURSES FOR GRADUATES AND UNDERGRADUATES.

(2) History of Economic Theory. Examination of Selections from Leading Writers. Socialism. 1 hr. thrice a week, Asst. Prof. Taussig and Mr. Brooks.
(3) Investigation and Discussion of Practical Economic Questions. 1 hr. twice a week (first half-year), counting as a half course, Mr. Brooks.
(6) History of Tariff Legislation in the United States. Half course. 1 hr. thrice a week (second half-year). Asst. Prof. Taussig.
(8) History of Financial Legislation in the United States. 1 hr. twice a week (second half-year), counting as a half-course, Prof. Dunbar.
(7) Public Finance and Banking. Leroy-Beaulieu’s Science des Finances. 1 hr. twice a week, Prof. Dunbar.
(9) Railway Transportation. 1 hr. twice a week (second half-year), counting as a half- course, Asst. Prof. Taussig.

PRIMARILY FOR GRADUATES.

(20) Courses of Research.—Advanced Study and Research. Prof. Dunbar and Asst. Prof. Taussig.

 

Department of History, 1890-91, includes among Courses for Undergraduates:

(2) Constitutional Government (elementary course). Half course. 1 hr. thrice a week (first half-year), Prof. Macvane.
(9) Constitutional History of England to the Sixteenth Century. 1 hr. thrice a week, Dr. Gross.
(13) Constitutional and Political History of the United States (1783-1861). 1 hr. thrice a week, Asst. Prof. Hart.
(15) Elements of International Law. History of Treaties. 1 hr. thrice a week, Dr. Snow.
(22) Constitutional History of England to the Tudor Period, with attention to the sources. Dr. Gross.
(25) English Constitutional History from the Tudor Period to the Accession of George I. Mr. Bendelari.
(26) History of American Institutions to 1783. Asst. Prof. Channing.
(27) Constitutional Development of the United States. Discussion of Constitutional principles in connection with historical questions. Asst. Prof. Hart.
(29) Constitutional History of England since the Accession of George I. Second half- year. Prof. Macvane and Asst. Prof. Channing.
(30) Federal Government: historical and comparative. 1 hr. thrice a week (first half- year), Asst. Prof. Hart.
(31) Leading Principles of Constitutional Law: selected cases, American and English. 1 hr. thrice a week (second half-year), Prof. Macvane.
(32) The Historical Development of International Law. Dr. Snow.

And among Courses of Research:
(20b) The History of Local Government During the Middle Ages, especially in Great Britain: Seminary. Dr. Gross.
(20c) English History in the Period of the Long Parliament: Seminary. Mr. Bendelari.

The full annual tuition fee of a graduate student is $150. If a student has a degree in Arts, Letters, or Science, he enters the Graduate School, and finds any Courses in Political Science open to him which there is prima facie reason to suppose him prepared to take. If he has no degree he must apply for admission as a Special Student. Good cases are always favorably acted upon. The tuition fees of special students are: For any full elective course, $45; for a half course, $25 a year.

Among Fellowships are: One having income $450, for the study of Political Economy; another, income $500, for the study of Social Science; another, income $450, for the study of Ethics in its relation to Jurisprudence or to Sociology; another, income $450, assigned to students of Constitutional or International Law.

 

JOHNS HOPKINS UNIVERSITY, BALTIMORE, MD.

Department of History and Politics, 1890-91, includes:

GRADUATE AND ADVANCED COURSES.

(1) The Seminary of History and Politics for original investigation in American Institutional, educational, economic, and social history. Two hours weekly through the year, Dr. Herbert B. Adams.
(2) Early History of Institutions and Greek Politics. Two hours weekly, first half year. Dr. Herbert B. Adams.
(3) History of Prussia, devoting particular attention to the economic, administrative, and educational reforms instituted by Baron vom Stein. Herbert B. Adams.
(4) Lectures on Historical and Comparative Jurisprudence. Two hours weekly, through the year, Mr. Emmott.
(5) Finance and Taxation, giving special attention to taxation in American states and cities, and reviewing the tariff legislation of the United States. Two hours weekly, through the year, Dr. R. T. Ely.
(6) Economic Conference. Three out of four of these treat Adam Smith and his English and Scotch predecessors. The fourth is devoted to recent economic periodical literature. One evening each week, Dr. R. T. Ely.
(7) Dr. Woodrow Wilson gives twenty-five lectures upon Administration, beginning a new three-year series. The lectures of 1891 cover general questions of Public Law as connected with Administration, and examine the question of a professional civil service.
(8) Mr. J. M. Vincent lectures on courses of history and science of historical investigation.
(9) Dr. C. L. Smith lectures on social science.

UNDERGRADUATE COURSES.

(1) Greek and Roman History. Three hours weekly, from January until June.
(2) Outlines of European History (substitute for Course 1). Three hours weekly, from January until June, with Dr. C. L. Smith.
(3) History, Minor course: Herodotus and Thucydides, in translation. Weekly through the year, with a classical instructor.
(4) History, Minor course: Livy and Tacitus, in the original. Four times weekly, with classical instructors.
(5) History, Major course: Church History; Mediaeval and Modern Europe. Daily through the year, with Dr. Adams and Dr. C. L. Smith.
(6) Political Science, Minor course: introduction to Political Economy. Daily through the year, with Dr. Ely.
(7) Political Science, Major course: International Law and Diplomatic History; English and American Constitutional History. Daily, with Dr. Adams and Mr. Emmott.

Fee for tuition, Full University Course, $125 a year. Special students, not candidates for a degree, can follow certain courses, not exceeding five lectures weekly (of which a list may be seen in Treasurer’s office), on payment of $50 a year.

Twenty Fellowships, each yielding $500, but not exempting holder from charges for tuition, are annually awarded in the University. These are bestowed almost exclusively on young men desirous of becoming teachers of science and literature, or who propose to devote their lives to special branches of learning. There are also twenty scholarships of $200 each annually; and in addition, scholarships for candidates from Maryland, Virginia, North Carolina, and the District of Columbia, details concerning which are given in the University Register.

 

INDIANA UNIVERSITY, BLOOMINGTON, IND.

Department of History, Economics and Social Science, 1890-91, includes:

HISTORY.
PROF. EARL BARNES.

English Constitution and its History. 1st and 2d terms, daily.
History of the Constitution of the United States, 1774-1789. 1st term, daily.
American Political History, 1789-1890. Politics and Administration. 2d term, daily.

ECONOMICS AND SOCIAL SCIENCE.
PROF. J. W. JENKS.

Political Economy. 3 times a week, 1st and 2d terms.
Politics, elementary. Twice a week, 1st and 2d terms.
History of Political Economy. 5 times a week, 3d term.
Introduction to Sociology. 3 times a week, 1st term.
Introductory Course in Statistics. Twice a week, 1st term.
Social Problems. 5 times a week, 2d term.
History of Political Ideas. 5 times a week, 3d term.
Comparative Politics. Daily, 1st term.
Finance. 3 times a week, 2d and 3d terms.
Economic Seminary, for advanced students. Once a week, two-hour sessions.

Tuition free. A silver medal is offered annually by the Cobden Club, London, for the best work in Political Economy, Senior Class.

 

UNIVERSITY OF MICHIGAN, ANN ARBOR.

Departments of Political Economy, International Law, History, and Philosophy, 1890-91, includes:

POLITICAL ECONOMY
First Semester.

(1) Principles of Political Economy. 1 hr. thrice a week, Prof. Adams.
(3) Principles of the Science of Finance. 1 hr. twice a week, Prof. Adams.
(5) History of Economic Thought. 1 hr. a week, Prof. Adams.
(9) Seminary in Economics. 2 hrs. a week, Prof. Adams.
(11) Foreign Relations of the United States. 1 hr. twice a week, Mr. Hicks.

Second Semester.

(2) Unsettled Questions in Political Economy. 1 hr. thrice a week, Prof. Adams.
(4) Social and Industrial Reforms. 1 hr. twice a week, Prof. Adams.
(6) Tariff Legislation in the United States. 1 hr. a week, Mr. Hicks.
(10) Seminary in Economics. 2 hrs. a week, Prof. Adams.
(12) Foreign Relations of the United States. 2 hrs. a week, Mr. Hicks.

 

INTERNATIONAL LAW.
First Semester.

(1) Lectures on International Law. 1 hr. twice a week, Pres. Angell.

Second Semester.

(2) History of Treaties. 1 hr. twice a week, Pres. Angell.

 

HISTORY.
First Semester.

(3) Constitutional History of the United States. 1 hr. twice a week, Asst. Prof. Laughlin.

(5) Constitutional Law of the United States. 1 hr. twice a week, Asst. Prof. Laughlin.

(11) Seminary. Constitutional History of the United States. 2 hrs. a week, Asst. Prof. Laughlin.

(12) Comparative Constitutional Law. 3 hrs. a week, Prof. Hudson.

Second Semester.

(1) Political and Constitutional History of England. 1 hr. thrice a week, Mr. McPherson.

(4) Constitutional History of the United States. 1 hr. twice a week, Asst. Prof. Laughlin.

 

PHILOSOPHY.
Second Semester.

(13) Seminary. Studies in the History of Political Philosophy. Prof. Dewey.

The fees are: matriculation, for citizens of Michigan, $10; for others, $25. Annual fee in the Department of Literature, Science, and the Arts, in which foregoing studies are included, $20 for citizens of Michigan, $30 for others.

No scholarships. The one fellowship is for proficiency in Greek and Latin.

 

UNIVERSITY OF NEBRASKA, LINCOLN.

Department of Economic and Political Science, 1890-91, includes:

(1) Political Economy: General study of the subject, with the use of some text as Walker, Ely, or Andrews. Lectures on the character and history of the science, and on specific application of its principles to practical affairs. Topical reports from students required, and exercises assigned in the use of statistics. Junior or Senior Year; First and second terms, three hours.
(2) Taxation ; text and lectures. Junior or Senior Year: Third term, three hours.
(3) International Law: Outline study of the subject, with text. Third term, three hours.
(4) Municipal Administration: Comparative study of the City Governments of the present time, with especial reference to American practice in the administrative branches. First and second terms, two hours.
(5) Constitutional Law: A study of Cooley’s text-book, and lectures on the industrial bearings of the complex limitations imposed by our State and local constitutions. Third term, three hours.
(6) Private Corporations: First term, a comparative and historical view of corporation law in its economic aspects; second term, Railroad Problems; third term, Special reports on assigned topics involving original research. Whole year, two hours.
(7) Charities and Corrections: Lectures, study of reports of the State Boards and of the National Conference of Charities and Corrections, and visits to the charitable and penal institutions of the vicinity; third term, three hours.
(8) Methods of Legislating; A comparative view of the rules and practice of modern legislative assemblies, with special reference to the machinery of congressional and legislative action in the United States; first term, one hour,

All the above are taught by Associate Professor Warner. In the other departments Professor Kingsley offers a course in Anthropology, and many of the courses in History deal with the historical aspects of economic and industrial problems, and with the History of Institutions.

The terms of the year are respectively 14, 11, and 11 weeks. No scholarships. No fees.

 

COLLEGE OF NEW JERSEY, PRINCETON, N. J.

Departments of History and Political Science, and Jurisprudence and Political Economy, 1890-91, include:

HISTORY AND POLITICAL SCIENCE.
PROF. SLOANE.

(7) Constitutional and Political History of England since 1688. 2 hrs. a week, 1st term. Open to Juniors and Seniors.
(8) American Political History. 2 hrs. a week, 2d term. Open to Juniors and Seniors.
(9) Comparative Politics. Origin and Theory of the State. 2 hrs. a week, 1st term. Open to Seniors.
(10) History of Political Theories. 2 hrs. a week, 2d term. Open to Seniors.
(11) Contrasts between Parliamentary and Congressional Governments. 2 hrs. a week, 1st or 2d term. Open to Graduate Students.

JURISPRUDENCE AND POLITICAL ECONOMY.
PROF. WOODROW WILSON.

(1) In Public Law, its evidence as to the nature of the state and as to the character and scope of political sovereignty. 2 hrs. a week, 1st term, alternate years. Junior and Senior elective.
(3) American Constitutional Law, state and federal. 2 hrs. a week, 2d term, alternate years. Junior and Senior elective.
(5) Administration. 2 hrs. a week, 2d term, alternate years. Senior elective, and open to Graduate Students.
(7) Political Economy: Elementary course. Walker’s Elementary Political Economy, and lectures. 2 hrs. a week, 2d term. Required of Juniors.
(8) Political Economy: Advanced course. 2 his. a week, 1st term. Senior elective.

 

Academic tuition fee, $100 per an.

Admission to special courses on terms detailed in College Catalogue, p. 26.

A fellowship of $500 annually is offered in Social Science. Several fellowships in other departments of the academic course are also offered.

Among prizes are: Annual interest on $1000 for best examination. Senior class, Political Science; same, Political Economy; $50, American Political History; annual interest on $1000, best debater, American Politics.

 

UNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.

Wharton School of Finance and Economy, 1890-91, includes:

HISTORY.

(3) Constitution of the United States. 2 hrs. each week, Prof. Thompson.
(4) Political and Social History of Europe since 1760. 3 hrs., Mr. Cheyney.
(6) Economic and Social History of Europe singe 1789. 2 hrs., Mr. Cheyney.
(7) American Political and Social History, Colonial. 3 hrs., 1st term, Prof. McMaster.
(8) Church and State in America. 2 hrs., 1st term, Prof. Thompson.
(9) American Political and Social History (Washington to Jackson). 3 hrs., 2d term, Prof. McMaster.
(10) Economic History of the United States. 2 hrs., 2d term, Prof. Thompson.
(13) American Political and Social History (1825-1889). 4 hrs., 1st term, Prof. McMaster.
(14) American Constitutional History (1776-1889). 3 hrs., 2d term. Prof. McMaster.

ECONOMICS AND SOCIAL SCIENCE.

(1) Political Economy, elementary. 3 hrs., 1st term, Prof. Patten.
(2) Currency and Banking. 3 hrs., 2d term, Prof. Patten.
(3) Social Science. 2 hrs., Prof. Thompson.
(4) Social Science, advanced. 3 hrs., 1st term. Prof. Thompson.
(5) Political Economy, advanced, 3 hrs., 1st term. Prof. Patten.
(6) Political Economy, History of. 3 hrs., 2d term, Prof. Patten.
(7) Revenue System in the United States and leading foreign countries. 2 hrs., 1st term, Prof. James.
(8) History and Theories of. Public Finance, especially of Taxation. 2 hrs., 2d term, Prof. James.
(9) Statistics. 2 hrs., 2d term, Dr. Falkner.

PUBLIC LAW AND POLITICS.

(1) Constitution of the United States. 3 hrs., 1st term, Prof. James.
(2) State Constitutional Law. 2 hrs., 2d term. Dr. Thorpe.
(3) History and Theory of the State. 1 hr., 2d term, Prof. James.
(4) Constitutions of leading foreign countries. 2 hrs., 2d term, Prof. James.
(5) Public Administration in the United States. 2 hrs., 1st term, Prof. James.
(6) Public Administration in leading foreign countries. 2 hrs., 2d term, Prof. Jamss.

SEMINARIES.

(1) In Political Science. Prof. James.
(2) In Political Economy. Prof. Patten.

 

Fees, $150 a year for undergraduate work, and the same for graduate work without the fee for examination for advanced degree.

Five honorary scholarships are granted to graduates of any reputable American college; these make free all instruction in the graduate work of the University relating to subjects studied in the Wharton School.

The Wharton School is a unique endeavor to introduce a business course into the body of advanced college work, to make the college mean at least as much to the business man as to the professional classes.

 

SMITH COLLEGE, NORTHAMPTON, MASS. (For Women.)

Course for 1890-91 includes:

POLITICAL ECONOMY, POLITICAL SCIENCE, ETC.
PROF. J. B. CLARK.

Political Economy, Lectures, with use of Laughlin’s Political Economy and Clark’s Philosophy of Wealth. Senior year, fall term.
Political Economy and Political Science, with special readings. Winter term
Political History of the United States, and Political Economy, Lectures. Summer term.

 

Tuition fee for all students, regular, special and graduate, $100 a year.

Annual scholarships of $50 and $100 each have been established to assist meritorious students.

 

VASSAR COLLEGE, POUGHKEEPSIE, N. Y. (For Women.)

The Department of History and Economics, 1890-91, includes:

In the Senior year an advanced course is offered for the critical study of the origin and development of the English and American constitutions and a comparative study of the existing political institutions of the two countries.

In American history the work includes the study of the government of the individual colonies, the different attempts, to form a union, and the adoption of the present constitution.

(1) Principles of Economics. Recitations from Walker’s Political Economy and Jevons’ Money and the Mechanism of Exchange. First semester, elect for Seniors. Associate Professor Mills.
(2) Advanced Course. Special topics. Lectures and investigation. Second semester, elective for Seniors who have had Course 1. Associate Professor Mills.

 

Tuition, day students, $115 a year.

Several scholarships are offered, particulars of which are given in Calendar.

 

WELLESLEY COLLEGE, WELLESLEY, MASS. (For Women).

The Department of History, Political Science, and Political Economy, 1889-90, includes:

HISTORY.

(1) Political History of England and the United States: England, first semester; United States, second semester.

(4) Constitutional History of England and United States: England, first semester, Coman’s Outlines; United States, second semester. Hart’s Outlines.

(6) Political Science: lectures on Grecian and Roman methods of government, twice a week, first semester; lectures on the history of political institutions, twice a week, second semester.

POLITICAL ECONOMY.

(1) Economic Science, first semester. Authorities, Mill, Marshall, Walker.

(2) Economic and Social Problems, second semester. Lectures and special topics.

No text-books are used. Each class is provided with printed outlines, and adequate references to the best authorities. Lectures are given where guidance is needed, but the student is made responsible for a large amount of independent library work.

Tuition, $150 a year.

There are more than twenty scholarships, details of which are given in calendar.

 

WILLIAMS COLLEGE, WILLIAMSTOWN, MASS.

Department of Political Economy and Political Science, 1890-91, includes:

Political Economy is a prescribed study, running through the 2d and 3d terms (33 weeks). 3 times a week, Prof. A. L. Perry.
Political Science is an elective study, running through all the terms beginning with the 1st of Junior Year. The basis of instruction is the text of the Constitution, interpreted in the light of decisions of the Supreme Court. Prof, A. L. Perry.
In 3d term of Senior Year two hours a week are given to Sociology. Prof. J. Bascom.

History includes principles and methods of historical study as applied to the politics and institutions of Europe.

 

Fee for tuition, per year, $105.

Perry prizes, $50 and $25 respectively, are awarded in History and Political Science.

The Cobden Club, of London, offers a silver medal annually for the highest proficiency in Political Economy.

 

YALE UNIVERSITY, NEW HAVEN, CONN.

Departments of Political Science and Law and History, 1890-91, include:

POLITICAL ECONOMY.

(10) Political Economy, its elements, recent financial history of the United States, with lectures on elementary principles. 2 hrs., both terms. Prof. Sumner.
(11) Political Economy. A one-year course planned to give a comprehensive knowledge of essentials to those whose chief interest lies in other departments of study. 3 hrs., both terms (Seniors), Prof. Sumner.

(Courses 12 to 15 are open only to those who have taken Course 10.)

(12) Advanced Political Economy. 2 hrs., both terms (Seniors), Prof. Sumner.
(13) Finance. 1 hr., both terms (Seniors), Prof. Sumner
(14) School of Political Economy, for those who make this their chief study during the year. Prof. Sumner and Dr. Schwab.
(15) Social Science, an elementary course. 1 hr., both terms (Seniors), Prof. Sumner.
(16) Industrial History of the United States since 1850. Open only to those who have already studied Political Economy. 2 hrs., first term (Seniors), Prof. Hadley.
(17) Modern Economic Theories. 2 hrs., 2d term (Seniors), Prof. Hadley.

LAW.

(18) Includes constitutional and international law. Open only to those who take Course 19. 2 hrs., 2d term (Seniors), Prof. Phelps.
(19) Jurisprudence. Includes law in its relation to the origin, development and government of political society, nature and origin of legal rights, and principles of the law governing rights in land. 2 hrs., 1st term (Seniors), Prof. Robinson.

HISTORY.

(20) History of Europe since 1789, mainly political. 2 hrs., both terms (Seniors), Prof. Wheeler.
(21) English History, political and constitutional. 3 hrs., both terms (Seniors), Prof. Wheeler.
(22) American History. In the national period special attention is given to the rise and progress of political parties. 2 hrs., both terms (Juniors), Prof. C. H. Smith.
(23) American History. Study of the Constitution and Supreme Court interpretations. 2 hrs., both terms (Seniors), Prof. C. H. Smith.
(24) Europe from 1520 to 1789. With special attention to political history. 2 hrs., both terms, Prof. Adams.

The foregoing are among the elective courses. Juniors select nine hours per week, and Seniors select fifteen. The no. of hrs. specified means hrs. per week.

 

The fee for graduate instruction is generally $100 per annum, but may be more or less according to the course pursued. A variety of fellowships and prizes are offered, none, however, specifically in foregoing courses.

________________________

Source: The Society for Political Education. The Reader’s guide in Economic, Social and Political Science, being a classified bibliography, American, English, French and German, with descriptive notes, author, title and subject index, courses of reading, college courses, etc., R. R. Bowker and George Iles, eds. New York: G. P. Putnam’s Sons, 1891, pp. 129-137.